Critical Discussion on the Long Term Athlete Development (LTAD) Approach In the Development of Footballers Aged 16+ Years within the United Kingdom

BSc (Hons) Sports Science and Coaching
Essay
SPO002-3: Coaching For Performance
Carl Page (1008889)
University of Bedfordshire
Mr. D Pears

Carl Page (1008889) Page 2 BSc (Hons) Sports Science and Coaching
Contents
Introduction ............................................................................................................................... 2
Review of Literature ................................................................................................................ 2
Conclusion ................................................................................................................................ 8
References ............................................................................................................................... 9
Introduction
It can be said that there is a need to critically examine the present theory/practice of
developing performer’s aged 16+ years, particularly in the development of footballers
in the United Kingdom. Through referring to the relevant theoretical
frameworks/models of Long Term Athlete Development (LTAD) approach (Balyi,
2001). Therefore it is possible to examine the specific stage such as Training to
Compete can have an impact on the development of those performers who may
already be elite or aspire to be elite performers within this age group in sport.
Review of Literature
Ford, (2011) recommends football ought to obtain the main fundamentals of LTAD
and develop them to go well with football. Subsequently The Football Association
produced with Sport England and Dr. Istvan Balyi The FA’s Long-Term Player
Development (LTPD) Model. Simmons, (2006) discovered this will generate several
of the advantages of LTAD model for example the approach will let coaches to know
how to work with performers who differ in gender, age and ability in football.

The Canadian Sport Centres, (2011) become aware of that the Train to Compete
stage refines the performer’s physiological, psychological, cognitive ability and their
emotional capacities. Specifically involves mid-to late-teenagers since the outcome of
developing the elite performer. This is supported by Athletics Coaches Association of
New Zealand, (2013) who indicate this is where things get "serious”, since
performers begin to specialise in one sport occurring all year round involving training
at a high intensity and at a high volume too. Based on this the Train to Compete
stage of Long Term Athlete Development is like a try-out for the Train to Win stage to
become an elite performer in sport.
Furthermore Mackenzie, (2006) puts forward during the UK Athletics model Training
to Compete stage places emphasis of the training years are 7-9 along with ideally
focusing on individual’s chronological age of 15-19. Hence the writer believes by
amending the weaknesses and increasing athletic abilities to those performers in the
younger years preparing for elite. On the contrary Stafford, (2005) presents that it is
better to split the Training to Compete stage into two so it can purely focus on those
who are between 16 and 18 years like in women’s football as seen in Table 1.
Therefore training of those becoming elite is a more gradual process and allows for
better correction through taking into account performer’s different levels of
development and maturation.
Stages Fundam
ental
Stage 1
Leading
to
Train
stage 2
Training
to
Train
(growth
&
Develop
ment)
Stage 3
Trainin
g to
Compet
e 1
Stage 4
Training
To
compete
2
Stage 5
Training
To win 1
Stage 5
Training
To win 2
Stage 5
Retire
ment
&reten
tion
Stage
8
Age Chronolo Biologica Biological/ Biologic Biologica Chronolo Chronolo

gical/
Biologica
l/
Develop
mental
6-9 years
l/
Develop
mental
Age 6-11
years
Developm
ental
Age 10-
14 years
al/
Develop
mental
Age 13-
16 +/-
years
l/
Develop
mental
Age 16-
18 +/-
years
gical/
Develop
mental
Age 19-
21 +/-
Years
gical/
Develop
mental
Age 22
+/-
Years
Table 1. Breakdown of LTPD into categories of ages and development stages (Hills, 2007).
Develop
ment
Stages
Fundame
ntal
Moveme
nt skills
Fundame
ntal
Sports
skills
Including
Football
skills
‘building
& engine’
& sport
specific
Skills
‘building
&
optimisi
ng
The
engine’
&
position
Specific
skills &
fitness
Towards
the end
of
This
phase
‘optimisin
g the
Engine’
&
position
Specific
skills &
fitness
‘maximisi
ng the
Engine’
&
position
Specific
skills &
Fitness
‘maximisi
ng the
Engine’
&
position
Specific
skills &
Fitness
Morley, (2011) specifies Stage 4 – Training To Compete involves optimising the
engine and is for females 15-21 +/- years whilst males aged 16-23 +/-. In agreement
Gordon, (2003) expands suggesting it involves of specific position/skills for the
individual optimisation of preparing fitness for performance. Specifically the main
recognised qualities of this stage are:
Individualised needs applied to a greater degree of all aspects of the
performers training developed.
50% of available time is focusing on the improvement of technical and tactical
skills and fitness.
As the other 50% devotes to performing under competitive conditions during
training.
Following a double/multiple periodisation is the optimal framework for
preparation. (Bailey et al., 2010)

Robinson, (2010) published this stage is all about the refining of skills and
performance and the structuring of training to replace competition, together with the
integration of sports science. Specifically, this author found that this stage involves
the focusing on the tactics within competitive conditions so that sport-specific
technical skills can be developed further. Moreover Stafford-Brown et al. (2010)
agrees by informing this stage of conditional programmes has to be personalised
around the performers growth spurt.
As a result the development of footballers in the United Kingdom follows The FA’s
Long-Term Player Development (LTPD) Model. Below is Table 2 which easily breaks
down into expected sections for those who are of 16 to 20 year old school leaver age
group in which may already be elite or aspire to be elite performers.
16 to 20 years old (by date of birth)
Chronological age has to take account of the variability of gender, ability, maturation
and the developmental needs of the individual IN 2 LTPD PHASES 16 – 18 & 18 – 20.
TECHNICAL PHYSICAL PSYCHOLOGICAL SOCIAL
Becoming technically
Proficient.
Executing the correct
technique on
demand
Contributing to team
play involving space
& time
Producing the
techniques required
to support both
defending &
attacking strategies
Muscle mass gains.
Strength improves.
Power increases.
Lactate training.
Improving recovery.
Full potential is
Progressively
achieved.
Lifestyle skills.
Developing a stable
temperament.
Understanding match
play.
Communication.
Advanced coping
strategies are
developed.
Developing
emotional stability.
Being socially
responsible.
Recognising cultural
differences.
Dealing with conflict.
Appreciating others.
Table 2. Building Blocks for the Player Development Continuum as part of The FA’s
Long-Term Player Development (LTPD) Model. Adapted table from (Simmons,
2006) and (Fitzsimmons, 2007).

Whilst the following stage Train to Win Canadian Sport Centres (2011) implies it is for
males 19+ and female’s 18+ primary focuses on becoming a World Cup performer as
achieving elite performances along with getting medals. In agreement Scottish FA,
(2008) testifies this stage involves analysis performer ability of demonstrating the
psychological process needed for skill execution performances within the team’s
strategy during training and/or in game conditions. Therefore performers have an
increased opportunity of developing experience of playing at international level.
Ford et al., (2011) determined that the LTAD model is presently missing major
scientific confirmation to support the validity. Equally Hills, (2007) recognises
problems with the theoretical frameworks/models for developing performers on other
sports not just young footballers who are 16+ years old in England is firstly the
percentages are higher for competition to practice/training. Also the young
performers will regularly follow to adult match arrangements. Subsequently the
performers will frequently perform adult exercises/training tactics along with their
developmental ages the preparation/training typically places emphases on winning
rather than the actual correct execution of movements.
Importantly though the Scottish FA, (2012) is aware of lifestyle stresses of this age
bracket has to cope with either it be their education or the playing/training regimes.
Although with improved player and coach bond and belief for loyalty to reach
success, this involves both objective and constructive feedback. Whereas Cryer,
(2006) reported that the principles of the Long-Term Athlete Development Model
have not been included in any retrospective studies. In particular this author

discovered that elite level did not share their experiences using this model.
Collectively this would suggest performers may develop competitiveness in matches
and helps to meet long-term training goals instead of following the relevant
theoretical frameworks/models within this age group in sport.
However Simmons, (2008) proposes genetics will have a major influence on
assessment at this stage. This influences coaches when evaluating performer’s
development since need to acknowledge the performers genetic limitations.
Additionally because of the current flaws of performers development through the
previous stages it is indicated that same occurs in Training To Compete stage where
numerous performers will not be able to achieve their optimal genetic
ceilings/potential or performance point.
Additionally Balyi, (2008) supplements saying that we know that to produce elite
performers in every sport requires a long-term dedication to training. Based on this
those who may already be elite or aspire to be elite performers require the parents,
coaches and sport administrators etc. to be familiar with the direct and indirect
process involved. Therefore known is that irrespective of the complexity of the
provisional setups at the elite stage will not counterbalance for the weaknesses in the
current system (Balyi, & Hamilton, 2004).
Oxford Dictionary of Sports Science & Medicine (2012) recognises myelination
progresses the conduction speed of an individual’s nerve impulses so allows for

expert movements to happen with quicker responses. Similarly The New York Times
Company (2007) publicised that the myelin construction via repeated activities is
what separates those with potential to the elite as the performer’s neuronal routes for
their specialised talents have been transformed into an information superhighway.
Therefore, it would seem provision of myelination encouragement is linked to elite
performance.
Whilst Grasso, (2007) informs of The Pygmalion Effect which can either completely
demoralise a performer or increase their development entirely. This is because the
writer learnt that performers will strive to be even more successful thereby those who
get continuous verbal approval for their execution of movements along with being
encouraged with non-verbal methods too. This is supported by International
Encyclopedia of the Social Sciences, (2008) who states coaches must devote time
and have positive expectations this then shall lower the damaging consequences of
negative expectations. Based on this then the kind of self-fulfilling prophecy is
associated to a better performance for those who aspire to be elite performers.
Conclusion
Consequently the Training to Compete stage is part of the Long-Term Athlete
Development framework which incorporates a detailed plan for each stage. In
additional with the present National Occupational Standards for coaching included
allows coaches to design, deliver safe, supervised performer excellence. Similarly as
a coach this plays a role to the performers also since there is greater motivation and
competitive spirit within this age group in sport.

However the sporting system issues I need to be aware of as a coach are the
theoretical frameworks/models for developing performers within this age group in
sport along with the myelination of performers. In addition take into consideration of
the Pygmalion effect because furthermore has been suggested to have a negative
outcome too.
Whilst at distinctive stages of Long-Term Participant Development model there are
particular aims and objectives, these can be accomplished because of a variety of
delivery methods. Also through these relevant theoretical frameworks/models for
developing those who already are elite or aspire to be elite performers since aids in
the planning an optimal structure for various sports training phases e.g. the
performer’s growth spurt shall level out eventually.
References
Paper Books
ScUK Coaching and Stafford, I. (2005) Coaching for long-term athlete development:
to improve participation and performance in sport. Leeds: Coachwise Business
Solutions on behalf Sports Coach UK.
Stafford, I. (2005) Coaching for LTAD. Coachwise.
Online Books
Robinson, P.E. (2010) Foundations of Sports Coaching. London; Routledge.Google
books [online]. Available at:
http://books.google.co.uk/books?id=LK826IRkBnIC&pg=PA182&dq=ltad&hl=en&ei=5

8XDTt75EcrQhAeI2PjnDQ&sa=X&oi=book_result&ct=result&resnum=8&ved=0CFEQ
6AEwBw#v=onepage&q=ltad&f=false [Accessed: 23/12/2012].
Stafford-Brown, J., Rea, S. and Manley, C. (2010) BTEC Level 3 National Sport (2nd
Edition): Performance and Excellence 2nd Edition, London: Hodder Education.
MyAthens ebrary [online]. Available at:
http://site.ebrary.com/lib/treshamins/docDetail.action?docID=10440945&p00=ltad
[Accessed: 23/12/2012].
Websites
Athletics Coaches Association of New Zealand (2013) Long Term Athlete
Development. [Online] Available at:
http://coaching.athletics.org.nz/index.php?option=com_content&view=article&id=166
&Itemid=210 [Accessed on: 23/01/2013].
Bailey, R., Collins, D., Ford, P., MacNamara, Á., Toms M., & Pearce, G. (2010)
‘Participant Development in Sport: An Academic Review’ Sports Coach UK & Sport
Northern Ireland. [Online] Available at:
http://www.sportni.net/NR/rdonlyres/991FF96E-C6DB-4700-A900-
F4DF2732E81A/0/ParticipantDevelopmentinSport.pdf [Accessed on: 15/12/2012].
Balyi, I. (2008) Long-term Athlete Development (LTAD). [Online] Available at:
http://www.alabamayouthsoccer.org/docs/Coaching/CoachingArticles/08%20Long%2
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Balyi, I. and Hamilton, A. (2004) Long-Term Athlete Development: Trainability in
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Available at: http://www.athleticsireland.ie/content/wp-content/
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Canadian Sport Centres (2011) More about Train to Compete. [online] Available at:
http://www.canadiansportforlife.ca/train-compete/more-about-train-compete
[Accessed on: 15/12/2012].
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Fitzsimmons, T. (2007) The FA’s Coaching Disabled Footballers Manual . [online]
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Gordon, R. (2003) A Shorter Guide To Long Term Athlete Development (LTAD).
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Grasso, B. (2007) The Pygmalion Effect. [Online] Available at:
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Hills, B. (2007) Long Term Player Development – Girls And Women’s Football Insight
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Simmons, A. (2008) Long Term Player Development Women’s and Girls’ Football an
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The New York Times Company (2007) Want to be a superstar athlete? Build more
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Williams, C. (2011) The Long-Term Athlete Development model: Physiological
evidence and application. Journal of Sports Sciences, 29(4), pp.389–402. [Online].
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