The document discusses the challenges transitional squash players face when moving from junior to senior levels and the role federations play in supporting them. It argues federations focus too much on junior players and not enough on developing transitional players through a long-term support program. Without proper guidance and funding during this difficult transition period, many players lose motivation and the cycle of non-achievement continues. The document advocates for performance-based funding for juniors and a 6-year transitional support program to help players adapt to the demands of senior competition. This would create better attitudes and longer careers, providing more value for federations' investments.
3. Elizabethan literature with questionsmaliterature
The Elizabethan period saw a golden age of English literature. William Shakespeare and other playwrights like Christopher Marlowe flourished during this time. Shakespeare wrote famous plays such as Romeo and Juliet and Macbeth and perfected the English sonnet form. Other notable poets of the period included Edmund Spenser, who introduced the Spenserian stanza, and metaphysical poets like John Donne. Prose also developed, with translations of works and the development of genres like essays. Overall, the Elizabethan era was a high point for English poetry, plays, and literature.
John Milton was an English poet, pamphleteer, and civil servant born in 1608. Some of his most notable works include "Comus" published in 1637, "Lycidas" in 1638, and his epic poem "Paradise Lost" published in 1667 about the biblical story of Adam and Eve. Milton went blind later in life yet continued writing. He influenced many later artists and works, including illustrations of Paradise Lost by William Blake and Gustave Dore as well as being referenced in the Rolling Stones song "Sympathy for the Devil". The document provides biographical details of Milton and discusses some of his major works and legacy.
This document discusses Middle English literature from the 11th to 15th centuries in England. It was written after the Norman conquest, when French became the dominant language. The period is divided into four ages: early, 13th century, 14th century, and 15th century. Major developments included the introduction of romances and a shift to more secular writing. Geoffrey Chaucer was the most famous writer of this era, known for works like The Canterbury Tales, which features stories told by a group of pilgrims.
Retention of Elite Players, Krakow 2014John Milton
John Milton presented on the challenges facing elite athletes in making the transition from junior to senior careers. Some of the main reasons athletes drop out include financial pressures, lack of suitable coaching/training environments, and insufficient preparation for the demands of the transition. Research showed the most common reasons were lack of finances and preparation. Interviews with Czech squash players who dropped out echoed these findings, citing financial issues, coaching/training environment problems, and lack of direction as their primary barriers. Developing strong relationships within the "athletic triangle" of athlete, parents, and coach was found to improve chances of successful transition to a professional career.
The document provides an annual report on the sports program at the Jerry Long Family YMCA. It summarizes the past year's activities and successes, including increased participation and improved player and coach experiences based on survey feedback. It outlines changes and initiatives for the upcoming year to further improve programs, including team formation policies, keeping score for older age groups, and additional coaching development. The report showcases the program's vision of "Returning Sports to Kids" and support from community partners.
Foundation football 2019 school informationGus Cerro
Foundation Football is an academy committed to developing children through the sport of football. It aims to provide high quality coaching and help children develop important life skills like confidence, respect, and empowerment. The academy uses a detailed curriculum and methodology focused on character development through creative play and teamwork. It offers various programs for children ages 3-18, including skills training, elite programs, and school holiday camps. Parents are encouraged to enroll their children to help them achieve their football dreams through consistent, professional coaching and an empowering sports environment.
Created by Brian McCormick @ http://learntocoachbasketball.com/sign-up/coaching-course Posted only to share with my fellow coaches in a more suitable format than google docs.
The document outlines the core values and philosophies needed to build a successful football program:
1) The mindset of everyone involved must change to one of winning, with thoughts and habits focused on sustained success.
2) Core values of telling the truth, being a gentleman, and loving your brother must be instilled.
3) A unified vision, strong feeder system, quality coaches, high standards, and character education are essential foundations.
4) An athlete development program, fundamentals-first approach, and focus on the core components of championship play like the run/pass balance and turnover margin are emphasized.
5) Building strong relationships based on honesty, accountability, and care for players is paramount
3. Elizabethan literature with questionsmaliterature
The Elizabethan period saw a golden age of English literature. William Shakespeare and other playwrights like Christopher Marlowe flourished during this time. Shakespeare wrote famous plays such as Romeo and Juliet and Macbeth and perfected the English sonnet form. Other notable poets of the period included Edmund Spenser, who introduced the Spenserian stanza, and metaphysical poets like John Donne. Prose also developed, with translations of works and the development of genres like essays. Overall, the Elizabethan era was a high point for English poetry, plays, and literature.
John Milton was an English poet, pamphleteer, and civil servant born in 1608. Some of his most notable works include "Comus" published in 1637, "Lycidas" in 1638, and his epic poem "Paradise Lost" published in 1667 about the biblical story of Adam and Eve. Milton went blind later in life yet continued writing. He influenced many later artists and works, including illustrations of Paradise Lost by William Blake and Gustave Dore as well as being referenced in the Rolling Stones song "Sympathy for the Devil". The document provides biographical details of Milton and discusses some of his major works and legacy.
This document discusses Middle English literature from the 11th to 15th centuries in England. It was written after the Norman conquest, when French became the dominant language. The period is divided into four ages: early, 13th century, 14th century, and 15th century. Major developments included the introduction of romances and a shift to more secular writing. Geoffrey Chaucer was the most famous writer of this era, known for works like The Canterbury Tales, which features stories told by a group of pilgrims.
Retention of Elite Players, Krakow 2014John Milton
John Milton presented on the challenges facing elite athletes in making the transition from junior to senior careers. Some of the main reasons athletes drop out include financial pressures, lack of suitable coaching/training environments, and insufficient preparation for the demands of the transition. Research showed the most common reasons were lack of finances and preparation. Interviews with Czech squash players who dropped out echoed these findings, citing financial issues, coaching/training environment problems, and lack of direction as their primary barriers. Developing strong relationships within the "athletic triangle" of athlete, parents, and coach was found to improve chances of successful transition to a professional career.
The document provides an annual report on the sports program at the Jerry Long Family YMCA. It summarizes the past year's activities and successes, including increased participation and improved player and coach experiences based on survey feedback. It outlines changes and initiatives for the upcoming year to further improve programs, including team formation policies, keeping score for older age groups, and additional coaching development. The report showcases the program's vision of "Returning Sports to Kids" and support from community partners.
Foundation football 2019 school informationGus Cerro
Foundation Football is an academy committed to developing children through the sport of football. It aims to provide high quality coaching and help children develop important life skills like confidence, respect, and empowerment. The academy uses a detailed curriculum and methodology focused on character development through creative play and teamwork. It offers various programs for children ages 3-18, including skills training, elite programs, and school holiday camps. Parents are encouraged to enroll their children to help them achieve their football dreams through consistent, professional coaching and an empowering sports environment.
Created by Brian McCormick @ http://learntocoachbasketball.com/sign-up/coaching-course Posted only to share with my fellow coaches in a more suitable format than google docs.
The document outlines the core values and philosophies needed to build a successful football program:
1) The mindset of everyone involved must change to one of winning, with thoughts and habits focused on sustained success.
2) Core values of telling the truth, being a gentleman, and loving your brother must be instilled.
3) A unified vision, strong feeder system, quality coaches, high standards, and character education are essential foundations.
4) An athlete development program, fundamentals-first approach, and focus on the core components of championship play like the run/pass balance and turnover margin are emphasized.
5) Building strong relationships based on honesty, accountability, and care for players is paramount
The document provides a review of an Australian football club's current operations and structures. It notes that the club currently operates on a volunteer model with little accountability or consultation from football experts in decision making. There is no clear hierarchy, sporting director, or long-term plans. The junior and senior programs lack consistency in coaching philosophy, player development pathways, and data collection. Overall, the club lacks professionalization, marketing, clear vision, and support for its coaches and players. The review aims to highlight these issues and suggest transitioning to a more sustainable organizational model.
Greenfield Central Football championship success (2).pptcedriclloyd
The document provides details about Cedric Lloyd's coaching experience and philosophy. It summarizes his career as a high school football coach and track coach over the past 13 years, including head coaching positions at several schools. It outlines his coaching philosophy of building character in student-athletes through hard work, discipline, and respect. It also lists his coaching goals and qualifications, including maintaining a high team GPA and leading teams to conference, sectional, and state championships.
So Good Football Academy operates a successful youth academy focused on developing local talent in Matero, Zambia. The academy has five departments that oversee coaching, scouting, sport science, education, and administration. Players progress through different age groups from ages 9-22, mastering skills and fine-tuning their technical, physical, mental, and lifestyle abilities according to "The So Good Way" philosophy. The academy aims to support Zambia's national teams and premier clubs by developing players and maximizing financial returns from academy graduates.
This document outlines the coaching philosophy and team rules for the University High School golf team. The coaching staff emphasizes athlete development over winning, and focuses on improving technical skills, mental skills, character, and physical fitness. The team rules establish expectations for punctual attendance, academic eligibility, prohibitions on substance use, good sportsmanship, and respecting the golf course. Consequences are outlined for rule violations. The coach's role is to communicate schedules, monitor academics, and promote a substance-free environment.
Foundfation Football 2019/20 school informationGus Cerro
Foundation Football provides high-quality youth football development programs. It aims to empower children through sport by developing their skills, self-confidence, and social-emotional abilities. Founded in 2005 by Gus Cerro, a former professional footballer, it uses a unique curriculum focused on nurturing passion for the game from a young age through consistent coaching and an emphasis on life lessons like commitment and responsibility.
The document discusses the need for sports organizations to take an integrated approach to developing sustainable funding sources. It argues that sports organizations, athletes, and businesses should work together as a connected network, sharing knowledge and opportunities. With aligned vision and values, the network can create mutually beneficial commercial partnerships that improve funding stability and performance over the long term. A case study example is provided of a sports organization that partnered with a business to create a co-branded book providing resources for athletes, achieving positive impacts.
This document discusses factors that can lead to peak performance in sports. It identifies technical factors like quality preparation, mastering individual skills, high fitness levels, understanding overall team play, and minimizing errors. It emphasizes the importance of quality preparation, developing basic skills before complex plays, maintaining a high level of fitness even at the professional level, and ensuring players understand tactics rather than just executing plays. The document suggests these technical factors, when properly applied, can help athletes and coaches achieve peak performance in sports.
Presentation all volunteer coaches for Broomfield Recreation Services Youth Athletics need to review before coaching. Good information on age-specific coaching, Athletic policies, hints and coaching techniques.
This document provides information about the "Aim for Greatness" coaching and training program for aspiring golfers aged 13-18 led by Jim Estes, a top-ranked golf teacher in Maryland. The 4-week program in September and October costs $500 per person and is limited to 6 participants. It involves weekly instruction at a golf park and on-course focusing on skills assessment, video analysis, fitness, and practice planning to help players mature into champions on and off the course. The year-long program costs $300 per month and provides weekly group training plus bi-weekly private lessons to support players' development as golfers, students, and people.
This document provides guidance for coaching U16 soccer players. It emphasizes developing aerobic fitness, strength, and soccer skills during this critical developmental period. Tactical training should focus on group tactics, possession with purpose, and adapting tactics during games. Supplemental speed and strength training can now have benefits if done properly. Injury prevention and nutrition are important to monitor as players make their own choices. Leadership, discipline, and abstract thinking skills can be developed through goal setting and involving players in tactical discussions. Training should challenge players both physically and mentally through small-sided games emphasizing transition, possession, and solving tactical problems.
2015 Hockey Nova Scotia Semi-Annual PresentationHockeyNS
This document outlines the agenda for the Hockey Nova Scotia (HNS) Semi Annual Meeting taking place September 25-26, 2015 at the Best Western Plus in Dartmouth, NS. The agenda includes board meetings, presentations, and discussions on topics like the structural review of minor hockey, risk management updates, and issues brought forward by member minor hockey associations. The document promotes leading, developing and promoting positive hockey experiences in Nova Scotia.
The document provides guidance for creating a life plan that traces a student's development in their chosen sport role from the start of an academic course through their long-term involvement. It suggests dividing the life plan into age stages and considering factors like present performance, career pathways, coaching qualifications, family changes, injuries, and statistics related to participation at different ages. An example life plan is provided that follows the suggested timeline structure and references career resources and statistics.
Sports do not only help to stay bodily fit, but it performs a crucial role in developing life skills. MIT Vishwashanti Gurukul institution is a top Boarding school in Pune that renders excellent sports education with advanced equipment and training.
To know more details you can visit here:
https://www.mitgurukul.com/how-can-sports-develop-life-skills/
This document provides best practices for coaching youth soccer in the United States. It recommends focusing on individual ball skills and creativity before tactics, and using age-appropriate training based on the skill level of the players. The coach's role is to facilitate unstructured play and let the game teach the players organically where possible instead of structuring practices like professional games. This allows young players to develop skills naturally through experimentation and problem-solving on the field.
The coaching philosophy focuses on using basketball to develop lifelong skills in players such as communication, commitment, and being part of something larger. Success will be measured by player development in these areas, not just wins and losses.
The team will follow three principles: Play Hard, Play Smart, Play Together. Playing Hard means being defensive specialists and outworking opponents. Playing Smart means having a positive mentality and communication. Playing Together means celebrating teammates and accepting roles for the good of the team.
To maintain this culture, the coach will continuously improve, keep practices fresh, clearly communicate expectations, and develop offseason programs to help players grow as individuals and as a team.
The document outlines the Irish Rugby Football Union's Long Term Player Development model. The model provides an integrated framework to facilitate rugby development for players of all levels from ages 6 to senior international level. It is based on 5 stages of player development that take a player-centered approach and focus on developing players' technical, tactical, physical, mental and lifestyle capacities appropriate for their age and experience. The goal is to provide all participants with an enjoyable rugby experience while maximizing player potential according to their ability and ambition.
The Roles and Responsibilities of a Coach: Football Development CoachCarl Page
The document discusses the roles and responsibilities of a football development coach. It outlines that a coach fulfills roles like a teacher, leader, counselor, organizer, trainer, exemplar, and adjudicator. It also stresses the importance of a coach having qualifications like a minimum Level 2 coaching certificate, first aid training, and passing a criminal background check. Overall, the document emphasizes that a successful football development coach requires experience in different coaching roles and responsibilities as well as strong communication, administrative, and evaluation skills.
The document provides a review of an Australian football club's current operations and structures. It notes that the club currently operates on a volunteer model with little accountability or consultation from football experts in decision making. There is no clear hierarchy, sporting director, or long-term plans. The junior and senior programs lack consistency in coaching philosophy, player development pathways, and data collection. Overall, the club lacks professionalization, marketing, clear vision, and support for its coaches and players. The review aims to highlight these issues and suggest transitioning to a more sustainable organizational model.
Greenfield Central Football championship success (2).pptcedriclloyd
The document provides details about Cedric Lloyd's coaching experience and philosophy. It summarizes his career as a high school football coach and track coach over the past 13 years, including head coaching positions at several schools. It outlines his coaching philosophy of building character in student-athletes through hard work, discipline, and respect. It also lists his coaching goals and qualifications, including maintaining a high team GPA and leading teams to conference, sectional, and state championships.
So Good Football Academy operates a successful youth academy focused on developing local talent in Matero, Zambia. The academy has five departments that oversee coaching, scouting, sport science, education, and administration. Players progress through different age groups from ages 9-22, mastering skills and fine-tuning their technical, physical, mental, and lifestyle abilities according to "The So Good Way" philosophy. The academy aims to support Zambia's national teams and premier clubs by developing players and maximizing financial returns from academy graduates.
This document outlines the coaching philosophy and team rules for the University High School golf team. The coaching staff emphasizes athlete development over winning, and focuses on improving technical skills, mental skills, character, and physical fitness. The team rules establish expectations for punctual attendance, academic eligibility, prohibitions on substance use, good sportsmanship, and respecting the golf course. Consequences are outlined for rule violations. The coach's role is to communicate schedules, monitor academics, and promote a substance-free environment.
Foundfation Football 2019/20 school informationGus Cerro
Foundation Football provides high-quality youth football development programs. It aims to empower children through sport by developing their skills, self-confidence, and social-emotional abilities. Founded in 2005 by Gus Cerro, a former professional footballer, it uses a unique curriculum focused on nurturing passion for the game from a young age through consistent coaching and an emphasis on life lessons like commitment and responsibility.
The document discusses the need for sports organizations to take an integrated approach to developing sustainable funding sources. It argues that sports organizations, athletes, and businesses should work together as a connected network, sharing knowledge and opportunities. With aligned vision and values, the network can create mutually beneficial commercial partnerships that improve funding stability and performance over the long term. A case study example is provided of a sports organization that partnered with a business to create a co-branded book providing resources for athletes, achieving positive impacts.
This document discusses factors that can lead to peak performance in sports. It identifies technical factors like quality preparation, mastering individual skills, high fitness levels, understanding overall team play, and minimizing errors. It emphasizes the importance of quality preparation, developing basic skills before complex plays, maintaining a high level of fitness even at the professional level, and ensuring players understand tactics rather than just executing plays. The document suggests these technical factors, when properly applied, can help athletes and coaches achieve peak performance in sports.
Presentation all volunteer coaches for Broomfield Recreation Services Youth Athletics need to review before coaching. Good information on age-specific coaching, Athletic policies, hints and coaching techniques.
This document provides information about the "Aim for Greatness" coaching and training program for aspiring golfers aged 13-18 led by Jim Estes, a top-ranked golf teacher in Maryland. The 4-week program in September and October costs $500 per person and is limited to 6 participants. It involves weekly instruction at a golf park and on-course focusing on skills assessment, video analysis, fitness, and practice planning to help players mature into champions on and off the course. The year-long program costs $300 per month and provides weekly group training plus bi-weekly private lessons to support players' development as golfers, students, and people.
This document provides guidance for coaching U16 soccer players. It emphasizes developing aerobic fitness, strength, and soccer skills during this critical developmental period. Tactical training should focus on group tactics, possession with purpose, and adapting tactics during games. Supplemental speed and strength training can now have benefits if done properly. Injury prevention and nutrition are important to monitor as players make their own choices. Leadership, discipline, and abstract thinking skills can be developed through goal setting and involving players in tactical discussions. Training should challenge players both physically and mentally through small-sided games emphasizing transition, possession, and solving tactical problems.
2015 Hockey Nova Scotia Semi-Annual PresentationHockeyNS
This document outlines the agenda for the Hockey Nova Scotia (HNS) Semi Annual Meeting taking place September 25-26, 2015 at the Best Western Plus in Dartmouth, NS. The agenda includes board meetings, presentations, and discussions on topics like the structural review of minor hockey, risk management updates, and issues brought forward by member minor hockey associations. The document promotes leading, developing and promoting positive hockey experiences in Nova Scotia.
The document provides guidance for creating a life plan that traces a student's development in their chosen sport role from the start of an academic course through their long-term involvement. It suggests dividing the life plan into age stages and considering factors like present performance, career pathways, coaching qualifications, family changes, injuries, and statistics related to participation at different ages. An example life plan is provided that follows the suggested timeline structure and references career resources and statistics.
Sports do not only help to stay bodily fit, but it performs a crucial role in developing life skills. MIT Vishwashanti Gurukul institution is a top Boarding school in Pune that renders excellent sports education with advanced equipment and training.
To know more details you can visit here:
https://www.mitgurukul.com/how-can-sports-develop-life-skills/
This document provides best practices for coaching youth soccer in the United States. It recommends focusing on individual ball skills and creativity before tactics, and using age-appropriate training based on the skill level of the players. The coach's role is to facilitate unstructured play and let the game teach the players organically where possible instead of structuring practices like professional games. This allows young players to develop skills naturally through experimentation and problem-solving on the field.
The coaching philosophy focuses on using basketball to develop lifelong skills in players such as communication, commitment, and being part of something larger. Success will be measured by player development in these areas, not just wins and losses.
The team will follow three principles: Play Hard, Play Smart, Play Together. Playing Hard means being defensive specialists and outworking opponents. Playing Smart means having a positive mentality and communication. Playing Together means celebrating teammates and accepting roles for the good of the team.
To maintain this culture, the coach will continuously improve, keep practices fresh, clearly communicate expectations, and develop offseason programs to help players grow as individuals and as a team.
The document outlines the Irish Rugby Football Union's Long Term Player Development model. The model provides an integrated framework to facilitate rugby development for players of all levels from ages 6 to senior international level. It is based on 5 stages of player development that take a player-centered approach and focus on developing players' technical, tactical, physical, mental and lifestyle capacities appropriate for their age and experience. The goal is to provide all participants with an enjoyable rugby experience while maximizing player potential according to their ability and ambition.
The Roles and Responsibilities of a Coach: Football Development CoachCarl Page
The document discusses the roles and responsibilities of a football development coach. It outlines that a coach fulfills roles like a teacher, leader, counselor, organizer, trainer, exemplar, and adjudicator. It also stresses the importance of a coach having qualifications like a minimum Level 2 coaching certificate, first aid training, and passing a criminal background check. Overall, the document emphasizes that a successful football development coach requires experience in different coaching roles and responsibilities as well as strong communication, administrative, and evaluation skills.
SOS Outreach - Power of Snowsports as a Youth Developmental & EducationTool
Supporting Transitional Squash Players - Stockholm 2012
1. SUPPORTING TRANSITIONAL SQUASH PLAYERS
The Transitional Stage of an Athlete and the Role of a Federation
A Presentation by John Milton
at the WSF Coaching Conference, Stockholm, Sweden
November 2012
Introduction
The purpose of this presentation is to provoke a discussion on whether
federations are using their highly valued funding in the right areas to be able
to produce more sustainable success at senior level. What kind of attitude can
be cultivated at junior level that can lead to both player and federation
enjoying a long and profitable career? What stage of the sport does a
federation have to concentrate on to make sure they get the best value for
money from limited funds and resources? Developing elite players from
juniors through to senior level is a minefield fraught with known and hidden
dangers and challenges. So let’s take a closer look at some of those
challenges.
The Transitional Player
A transitional player is one who is entering the final stage of his/her junior
career and will soon become a senior player. Unlike the different junior stages
where the age difference within a group is a maximum of 2 years, once a
player reaches senior level, they can be playing anyone from their own
immediate peer group or someone with 10-15 years more experience than
them. How can they prepare for this stage to make the transition as smooth
as possible?
Players don't suddenly become transitional players when they reach 19 years
old. The transitional stage should start while they are still juniors. They then
pursue the remainder of their junior career and whilst beginning to learn the
type of training and development they need to become successful at senior
level. They must first learn how to compete at this level before they learn how
to win.
The transitional period is around 6 years. This transition is not just about
developing the player but fundamentally, the person. For most countries,
players who represent their country will be part time or amateur players.
There are only a few nations - like Egypt and England - that can rely on the
vast majority of their top players coming from the full time professional ranks,
and even they may have some who decide to combine university with squash
(Shabana and Selby for example). This generally means that most countries
will be relying on players to make places in their national team competitive
who will take longer to develop and mature. Therefore, they will require
transitional support for longer.
Of course, if you're a player from a major nation but you're not in the top level
of potential players that the federation will support, but you still have a burning
2. desire to become a top level player, then you have to enter the transitional
period independently. But at an age and a stage in your career where you
lack experience and maturity in pretty much everything, how is this possible -
how do you do it?
The Foundation of Success
The most important part of the development of a player to whatever level they
want to reach is their lifestyle. If a player does not develop a suitable lifestyle,
they will never learn to develop their physical, mental, tactical and technical
aspects of their game sufficiently for them to reach their potential.
Fig. 1: The foundation of a successful sporting career is built on a solid lifestyle base.
The roots of a player's lifestyle are formed at an early age. In western society,
by the time a person is 7 years old, they will have received about 20,000
negative commands compared to only 2,000 positive ones. In these initial
formative years, the development of a person is through being told what they
can't do rather than what they can. Over the next 7 years - up to 14 - two
institutional establishments largely influence a child: family and school.
Primarily, the child follows the way of their parents and teachers and what
they tell them to do. Between 14 and 21, they start to question and
sometimes rebel against the conventional view. They start to develop their
own minds and character. They develop independence. It is during this period
that young players start their transition from junior to senior levels.
However, with squash still not accepted as a particularly viable career path by
many parents, young players wishing to take the game seriously still look to
their parents for approval and probably, financial support. It is precisely at this
stage that they need the most guidance and support of a player development
programme. Do they get it?
The Circle of Non-Achievement
Well, largely, no. The majority of players that would like to develop and reach
their potential don't do it because they don't know how to and are not
supported by a suitable programme.
THE*FoundaAon*
3. My personal view is that funding is often given to juniors who have reached a
certain level too easily so that it encourages an attitude of expectation instead
of work and achievement. This has lead to the expectation of funds to
continue when they reach the end of their junior careers and move in to senior
squash. Under this system, transitional players assume that the level of
support they’ve had as a junior will continue when they become senior
players. When it doesn't (usually because so much funding is spent on
juniors) they become disillusioned with the federation and lose motivation.
Results suffer and the federation becomes disillusioned with the players and
cuts back on funding until discontent sets in and funding is withdrawn
completely. At this stage, the federation decides to wipe the slate clean and
start again....by funding a new batch of juniors, hoping that their attitude is
different to the present seniors who, they feel, have let them down. So the
circle of non-achievement is set in place and will continue to frustrate all
efforts until the circle is broken and a new practice is applied instead of the
often tried and failed method.
Fig. 2: The Circle of Non-Achievement
Failure by the federation to have a development programme and a support
scheme in place for transitional players promotes the thought of a player that
there is no encouragement for them to continue to treat their squash
seriously. In the player’s eyes, they are left "high and dry": insufficient support
and no direction provided. So, most players will plan for a career where
squash is not a priority, which further negates the funding investment made by
the federation at junior level.
A junior player's career is approximately 7 years long (12 to 19). A senior
player’s career can be over twice the length of that time (20 to 35-/+). Yet
federations continue to pore the vast amount of their limited budgets into
junior squash whilst severely limiting their investment into a longer term plan.
Of course junior players, when they reach a representational level, should
receive support. Primarily, it should be specialist support in terms of balanced
training programmes, physiotherapy, fitness testing etc. Financial support if
available, should be on a performance related basis. Perform well - get better
financial support. This evokes a different attitude from that of expectation.
Players realise that they have to improve and get results to earn the funding
THE*Circle*of*NonLAchievement*
JUNIORS(
Substan/al(support*
TRANSITIONAL(
Moderate(support*
SENIORS(
Reduced(support*
DISCONTENT(
Withdraw(support*
4. and support they need. This then, immediately makes the transitional period
easier to adapt to when leaving the juniors - the seed has already been sown.
Players, Coaches and Federations
If there is a constructive programme in place with sensible performance
related support, it will encourage a much more positive attitude towards
furthering a squash career by the majority of players. They will have goals that
will ignite enthusiasm, provide direction and allow them to consider their
squash future when making career decisions. Over a period of time, the hope
that is relied upon now that certain players will stay in the sport and develop
as senior players will be replaced by a carefully managed plan that will
develop players responsibly and expose them to the level of competition and
training they will need to become true elite players.
What should the Federation expect from the Players?
• Commitment to reach the required (agreed) level.
• Passion for the sport.
• Discipline.
• Determination.
• Ability to learn.
• Strong character.
• Taking responsibility.
What should the Players expect from the Federation?
• Commitment.
• Programme.
• Direction.
• Belief in the player.
• Specialist support.
• Reward.
• To be able to work with the coach they have confidence in.
The Coach has to set the right example for the player and earn respect in
order to forge a close relationship that will allow a player to develop. The
transitional period of a player's career crosses over from Train to Compete to
Train to Win within a LTAD plan but a transitional programme has to be
individual enough to be different from just following a systematic plan. How
experienced is the coach? Does the coach have the potential to develop the
player? The player’s coach must be experienced enough or open to further
education and training to be able to work within the relevant stages of the
player’s development. A coach developing a player in transitional stage will
gradually become his mentor and therefore responsible for much more than
what they coach the player on court. These coaches need to be mentored as
much as the players. Therefore, coach and player can be mentored together.
Is the coach open to being mentored?
5. Fig. 3: A coach education and development programme is just as important as player development
During juniors, the player is far more institutionalised and federations become
the 3rd institution after family and school. It is easier for the federation to
expect a junior player to adapt to a system. A transitional player becomes an
individual, increasingly independent of institutional thinking. The programme
becomes more and more individualised around what the player's specific
needs are based around their circumstances and the level they are aiming for.
This is when the system must adapt to the player.
Having a plan that is supposedly based on a Long Term Athlete Development
scheme but is only supporting juniors is not a plan at all. It is a hope and a
prayer that it might strike lucky that a player comes along with the desire and
attitude to become an elite player and will do so in spite of any support rather
than because of an overall LTAD. Why throw money at something that has
been tried time and again and comes up with the same result each time – a
consistent lack of long-term success at senior level?
As long as player, coach/mentor and federation understand their
responsibilities in developing the player as a person alongside their
development as a player, the goals that all parties are striving for can be
reached with a carefully constructed and flexible programme that is built
around the needs of the individual player.
Cooperation. Understanding. Experience. Success. It’s the ideal recipe.
John Milton
Squash Prospects
Stockholm, Sweden
November 2012
THE*Coach*
A*coach*cannot*develop*a*player*without*developing*
themselves*
Therefore,*a*fundamental*part*of*a*federaAon’s*plan*to*
develop*an*effecAve*transiAonal*programme*should*be*
to*develop*and*educate*coaches*
A*successful*coach*becomes*a*mentor*to*the*player*
Mentor*the*coach*