2. Background
Different Models of LTAD
Classical
- 4 stages child, juvenile, junior and adult
- Basic, Intermediate, advanced and elite
- Training and competition ratios
Contemporary (Balyi)
- Moving scales of chronological/skeletal age
- Early and late specialisation models
3. Main Goals of a LTAD
Improve elite performance
Lifelong participation in sport
Physical literacy
A means of talent identification
4. Balyi
Active Start
FUNdamentals
Learning to train
Training to train
Training to compete
Training to win
Active for life
5. Active Start
Ages 0-6
Enhances development of brain functions
Helps build confidence and self esteem
Helps build the body
6. FUNdmentals
Ages males 6-9 yrs females 6-8 yrs
Important for motor devlopment
Exposure to game-sense
Structured fun
7. Learning to train
Males 9-12 yrs, females 8-11
Aim: More overall skills devlopment
Basic sports skills should be learned before moving to
next phase
Training to competition ratio 80:20
8. Training to train
Males 12-16yrs, females 11-15yrs
Aim: Teach athlete how to train for their sport
Learn how to train for specific sports
Learn basic technical and tactical skills
Training to competition ratio 60:40
9. Training to compete
Male 14-18yrs, females 13-17
High intensity sport specific training year round
Learn how to perform all skills under a variety of
competitive conditions
Special emphasis on optimum preparation by modelling
and through competition
Training to competition ratio up to 50:50
10. Training to win
Males 18+, females 17+
All physical, tactical technical and ancillary capacities
fully established
Focus on optimising performance
Training to peak for major competitions
Training to competition ratio 25:75
11. Active for life
Athlete continues to enjoy the sport
Return knowledge and experience to sport
Profitable return on sport’s investment
Variety of roles available
Team – Coach, manager, development
• Administration – administrator, marketing
• Media
12. Importance of the Study
Development of athletes
Important for the health and well being
Teaches physical literacy and basic movement skills
Ensures athletes are taught correctly during their
‘window’ of accelerated adaption.
Great for development of social skills
Provides a planning tool to optimise performance
13. Evaluation of research
Provides a structure for LTAD
Individualisation due to different maturation rates.
Better educated coaches
Need more research on the effectiveness of LTAD’s, time
constraints create a barrier for immediate results.
14. Practical application
Helps athletes achieve peak performance
Simple guidelines for all stakeholders
Broad application, not just for elite athletes, helps
people live healthy active lives
15. Further research
How better to improve coaches, focus on early stages of
Balyi’s model.
Have better coaching education programs.
LTAD’s need to continuously be evaluated and reviewed.
16. Conclusions
Balyi’s LTAD model is a great tool and should be adopted
by all sporting organisations.
Improvement by individualisation
Provide similar model for coaches
17. Discussion
How can we implement the LTAD model into more
sports?
Governing bodies of sporting organisations without an
LTAD need to implement one.
Is there a way that Bayli’s model can be adapted to
coaches, umpires and referee’s?
Need to get coaches, umpires and referees following a
similar model so as their development aligns with
athletes
18. References
(1) The long term athlete development model - what's it worth? Modern Athlete & Coach 2012
01;50(1):41-42.
(2) Canada's Long-term Athlete Development Model. INPUT Newsletter 2011 01:1-3.
(3) Holmick E, Armstrong J. Athlete Centred Coach Development Pathway. Australian government,
Australian Sports Commission. Found at
http://www.ausport.gov.au/__data/assets/pdf_file/0011/337655/Athlete_Centred_Coach_Developme
nt_Pathway_-_Emery_Holmik_and_John_Armstrong,_ASC.pdf
(4) Long-Term Player Development. Soccer Journal 2010 Jul;55(4):48-50.
(5) FORD P, CROIX MDS, LLOYD R, MEYERS R, MOOSAVI M, OLIVER J, et al. The Long-Term Athlete
Development model: Physiological evidence and application. J Sports Sci 2011 02/15;29(4):389-402.
(6) Greyson I, Kelly S, Peyrebrune M, Furniss B. Research Notes: Interpreting and Implementing the
Long Term Athlete Development Model: English Swimming Coaches' Views on the (Swimming) LTAD
in Practice: A Commentary. International Journal of Sports Science & Coaching 2010 09;5(3):403-
406.
(7) Lang M, Light R. Research Notes: Interpreting and Implementing the Long Term Athlete
Development Model: English Swimming Coaches' Views on the (Swimming) LTAD in Practice.
International Journal of Sports Science & Coaching 2010 09;5(3):389-402.
(8) Larsen L. Long-Term Athlete Development (LTAD). HorseLife Magazine 2008 Sep:44-45.
(9) Norris SR. Long-Term Athlete Development Canada: Attempting System Change and Multi-Agency
Cooperation. Current Sports Medicine Reports (American College of Sports Medicine) 2010
Nov;9(6):379-382.
(10) Rhodes J. Long-term Athlete Development. Sword 2010 10:21-22.
Notas del editor
There are many different LTAD models each with different stages for athletes to move through. They have been based on chronological age, athlete ability and then more recently on a combination of chronological age, skeletal age physical, mental/cognitive and emotionalBalyi (1990) Discusses Long-Range planning in athletic performance, annual and quadrennial planning in the Canadian Men’s alpine skiing.•Balyi (2001) Discusses LTAD within a sporting system•Balyi (2004) LTAD, Trainability in childhood, windows of opportunity and optimum trainability
Why is there a need for Pathways?•Tool for planning•Defines competition, Training andother demands at each stage•Guides NGB’s, Athletes andcoaches.•Identifies barriers along the way•To monitor and nurture•To maximise potential•Limit waste (talent and time)
Different models all the same concept, this is the one Australian sports are taking on.LTAD is related to what he calls ‘the ten key factors to performance”•Developing path ways to successThe 10 key factors areExcellence takes timeFUNdamentalsSpecialisationDevelopmental AgeTrainabilityPhysical, Mental, Cognitive and Emotional developmentPeriodizationCompetition PlanningSystem Alignment and integrationContinuous Improvement
•Enhances development of brain functions–Coordination, social skills, gross motor skills, emotions, leadership & imaginationHelps build the bodyStrong bones and muscles, improves flexibility, develops good posture, improves fitness, reduces stress, promotes healthy weight and improves sleepParents are primary support systemOrganised physical activityAt least 30mins toddlers, 60 mins preschoolersParents should understand Importance of nutrition Requirements for physical activityUnstructured physical activity (active play)60mins to several hours preschoolersNot sedentary for more than 60mins unless sleepingNon-competitive gamesfocus on participationFocus on basic movement skillsNo introduction to Coaching!!
Foundation of ABC’s (agility, balance, coordination, speed)Fundamentals of running, jumping & CPK (catch, pass, kick)Exposure to game-senseBasis for decision making later onObjectives:To begin teaching agility, balance, coordination & speed (ABC’s)To continue to instill the importance of daily play and physical activityTo build movement skillsWide range of movement activitiesNO sport specialisationCorrect techniquetaughtTo build movement skills...Introduction simple rules & ethicsSpeed, power, endurance (developed by games/challenges)Accelerated adaptation to speed (girls 6-8, boys 7-9)Varied physical activity 5-6 times a weekNo periodisationPhysical developmentBasic characteristicsDevelop larger muscle groupsCardiovascular system still developingLigaments getting stronger (cartilage at end of bones)Basic motor patterns become more refinedBalance mechanisms in inner ear maturingGirls develop coordination skills slightly quickerSpeed development (I), 6-8 girls & 7-9 boysMental/cognitive DevelopmentBasic characteristicsAttention span is short & action orientatedMemory is developed in progressive wayChildren have limited reasoning ability (I can if I want!)Repetition of activities is greatly enjoyed (Wiggles)Improve abilities through experienceImagination is blossoming especially later in phaseEmotional developmentBasic characteristicsChild’s self concept developing by experience & commentsChildren like to be centre and focus of attentionInfluence of peers becomes strong driving forceBegins to understand the need for rules & structureCoaching sessions for the fundamental stageWarm-up (3-5 mins)Work on general technical skills including ABC’s (15-20 mins)Modified games of activities with simple tactics & rules (25-30 mins)Cool down (5 mins)
Learn basic sport specific technical/tactical skillsContinue to reinforce & develop fundamental motor skillsWindow of opportunityCritical to long term developmentDifficult to develop motor skills at a later stagePlataea occurs if competition focus greater than trainingMiss this stage and athletes will NOT reach potential.Gender differences become evident later in stageIntroduction to Ancillary capacitiesWarm up and cool downStretchingHydration and nutritionRecoveryRelaxation and focusingContinue variety of sports (one should be team)Involved in more than one sport Reinforce general movement skills acquired FUNdamentalstageTraining week: 2-3 sport specific, 2-3 other sportsTraining to competition ratio: 80:20 CNS nearly fully developedStart to develop abstract thinkingEarly physical developers may still be immature cognitivelyStart to become more egocentricDevelop a desire to perfect skillsSocial interaction between genders common at start of stage
‘The train to train stage addresses the critical period of physical and skill development. If an athlete misses this stage of training, then he/she will neverreach their full potential. The reason we see so many athletes plateau during the later stage of their careers is primarily due to an over emphasis on competition instead of training during this critical period in their athletic development’BayliSignificant proportional changes in bone, muscle and fat tissueSmaller muscle groups become more developedPeak height velocity = Girls 11yrs & Boys 14yrsSignificant increase in RBC, especially in boys due to testosteroneCentral nervous system almost 100% developedTestosterone stimulates kidney to produce "erythropoietin".Erythropoietinstimulates production of RBCs from stem cells in the bone marrow. A deficiency of testosterone -anemiaExcessive testosterone can result in an abnormally elevated RBC count which can lead to a dangerous condition called polycythemia.PolycythemiaHigh blood pressureBlood clotsCoaching implicationsMonitor training carefully and individualise (grouping)Improved fine motor skills means all basic technical skills can be masteredAgility, balance and coordination are fully trainableIncrease in body mass = more structured aerobic trainingOnset of menarcheGirls should have menstrual cycles and iron monitoredAbstract thinking more firmly developedCapable of more complex technical trainingMore emphasis on self identityMore egocentric thoughts developMay result in a fear of failureA variety of methods to measure success is important to maintain motivationCoaching implicationsDecision making about tactical and strategic solutions should be based on skill levelCreate optimal learning environmentMatch skill and drill levelsIntroduce simple coping strategiesConcentration skills & mental imagery (audio visual feedback)Wide variety of physical and mental developmentGreat influence on behaviour by peer groupAthletes capable of cooperating & accepting responsibilityPhysical, mental and emotional maturity don’t always develop at same rateImportant at this stage that athletes are able to display tenderness, admiration and appreciationInterpersonal relationshipsCoaching implicationsStrong direction and supervision is importantUse a role model if possibleCoach must open up communications with athleteFoster two way communication (include all)Encourage input into decision making by athletesCo-education activities are recommended if possibleAncillary capacitiesTraining diaries introducedWarm-up and cool downStretchingHydration and nutritionRecoveryRelaxation & focusingTapering & peakingIntegrated pre-competition routinesPost competition recovery
Physical developmentCirculatory and respiratory systems reach maturityIncreases in height & weight stops or lessensSkeletal maturation continues (some epiphyseal fusing)Muscles have grown to size but muscular strength continues to peak (in late 20’s)Girls reach adult proportions (17yrs) but boys later (early to mid 20’s)Proportionally girls gain more weight than boysPhysical developmentCoaching implicationsAerobic & anaerobic systems can be trained for maxFull sport specific energy system training implementedStrength training can be maximisedNeuromuscular training should be optimisedProgressive overload in training should continueCoach should be aware of how to deal with weight gain in female athletes Cognitive developmentBrain has reached adult sizeAthletes can cope with multiple strategies and tacticsCritical thinking is developing wellAthletes capacity for self analysis and correction is developingCognitive developmentCoaching implicationsCoach should ensure the refinement of all technical and tactical skillsDecision making should be developed further through this developmentProblem solving and self correction should be encouragedEmotional developmentPeer group influence is still powerfulAthletes are looking stable balanced self imageInteractions with the opposite sex play strong roles in this phaseIndependent decision making and leadership are more developedSelf still very susceptible to success & failureCoping techniques are importantEmotional developmentCoaching implicationsIncrease opportunities for athletes to develop leadership roles (strong guidance and discipline)Positive evaluation of performance and positive reinforcement are imperative (be constructive)
Physical developmentPhysiologically the body reaches maturity by this phaseAll systems are fully trainablePhysical developmentCoaching implicationsPhysical training should employ the most advanced techniques and sports scienceBalanced physical loading and muscular alignmentsState of the art testing and monitoringRegular medical monitoringCognitive developmentNeurologically fully matureAthletes are capable of self analysis and correcting and refining skillsCan analyse and conceptualise all facets of their sportWell developed information processing skillsComplete understanding and acceptance of rules, regulations and structureCognitive developmentCoaching implicationsWinning becomes the major objectivePrinciples of adult learning are integral to athleteAthletes should be empowered to have significant role in decision makingEmotional developmentAthletes need to be self-directed and independentSelf actualisation ad self expression are importantMajor decision on career, education and lifestyle are a priority at some point in this stageInteraction with opposite sex continues to be a strong priority with lasting relationships developingAthletes need opportunities for social interactionEmotional developmentCoaching implicationsAthletes must be treated as adults with respect from coachAthletes must take ownership for their own livesDirection and structure still important Coach is a mentor/advisorExternal professional advice paramountCareer, educational, management/media
Not only is a long term athlete development model useful for the development of elite athletes but it also is vital for good health, teaches physical literacy, basic movement skills and great for the development of social skills. In terms of elite athlete development a LTAD model succeeds in offering a framework for stakeholders to use.Attract people to sport & retain themIdentify gaps in the current system and establish a clear player pathwayProvide integrated effective and enjoyable programmes for developing and performing playersProvide a planning tool to optimise performanceAchieve the goals outlined in the sport England & UK sport development and performance plansSport specific observations for somesports:•Poor results at major championships•Inconsistent international performances•Competition based programmes rather thantraining based programmes•Little emphasis on skill development•Only a few professional coaches•High drop out at certain ages
From the research I have conducted I have found that Bayli’s LTAD model provides a good structure for a long term athlete development plan.Further research found that Bayli’s model needed to be more individualised due to the different maturation rates of growing children. Eg, physical, mental/cognitive and emotional. The research stresses the need for coaches to have greater understanding of the needs of teaching basic movement and physical literacy at the correct stages of life. All the research that is valid needs to be conducted over long periods, almost lifelong periods to understand if the LTAD models are working well. As the idea of LTAD’s haven’t been around for 100’s of years we are still yet to have enough data to be able to follow a specific method when coaching.
The LTAD is a great basis for helping athletes achieve peak performance. It provides simple guidelines for all stakeholders to follow which allows for a universal language to be spoken and information is much more transferable. Broad application meaning that it isn’t just a set of guidelines for the elite but will also help people live healthy active lives.
Further research needs to be conducted as to how better to improve coaches especially in the early stages of Balyi’s model. This is ideal because the most important stages for long term athlete development are the fundamentals and training to train stages of model yet most of the time novice coaches or coaches without any training are put into the positions to coach these stages. Have better coaching education programs. LTAD’s need to continuously be evaluated and reviewed.The system of competition, or thenon-existence of a system ofcompetition, often inhibits optimaltraining and performance. Competitivecalendar planning is not based ontechnical knowledge, but on traditionsand improvisations.• Administration and coaching practicefocuses on training and competition.Talent identification and recruitmentare largely neglected althoughretirement/retaining has receivedmore attention recently.• The best coaches work at the elitelevel. Volunteers or Level 1 coachescoach the FUNdamental and Trainingto Train stages. However, this is ironicbecause it is the FUNdamental andTraining to Train stages that are themost critical to long-term athletedevelopment. Coaching at these levelsrequires knowledgeable andexperienced coaches who cancorrectly perform and demonstrateskills for the children.• Individuals coaching at these levelsshould also be well acquainted withthe physiological, cognitive andemotional development patterns ofActionchildren and adolescents. Thedamage done due to incompetentcoaching during the FUNdamentaland Training to Train stages cannot befully repaired during the Training toCompete and Training to Win stages.• The higher the performance level ofthe athlete, the better the supportprogrammes are. Unfortunately, thismeans that there is very little or nosupport at all for the developmentalathlete.• Due to the shortcomings of athletedevelopment during theFUNdamental, Training to Train andTraining to Compete stages, manyathletes will never reach their optimalperformance levels or geneticceilings/potential. Regardless of thesophistication of the supportprogrammes at the elite level, they donot compensate for the shortcomingsin the systems. Thus, the nationalsport centres will not be able to fulfiltheir roles unless changes are madeto the sport system to encouragepreparation at early training ages.• Although Canada is considered to bea world leader in coach education,women in sport development, ethicsand anti harassment issues, dopingcontrol and athlete assistance, thecountry’s technical short- andlong-term periodization programmeslack sophistication and integration.• Canada is the only developed countrywithout a centralised sport scienceprogramme. In fact, it is the onlydeveloped country without any sportsscientists working full-time in the sportsystem.• The existing sport science and sportmedicine programs are not fullyintegrated and sequenced withsport-specific technical/tacticalactivities.• A high ratio of competition to trainingactivities inhibits optimal athleticdevelopment, especially in teamsports.• The basic components of athleticpreparation are not beingimplemented in a systemic manner(for example, the ABCs of athleticismand the ABCs of athletics).• Male training programmes aresuperimposed on female athletes.This is inappropriate in light of thephysiological and developmentaldifferences between the genders.• Adult training programmes aresuperimposed on young athletes. Thisis detrimental because it means thatcoaching is conducted without regardfor the principles of childhooddevelopment.• Adult competition schedules aresuperimposed on young athletes. As aresult, too much time is spentcompeting and not enough time isspent learning and mastering basicand sport-specific skills.• Optimal trainability is disregardedduring the ‘critical’ or ‘sensitive’periods of athlete development –about two per cent of coaches useanthropometrical measurements toidentify Peak Height Velocity or fitnesstraining to optimise the periods ofaccelerated adaptation to training.Therefore, young athletes are notintroduced to skills at the time whenthey are developmentally ready tolearn them.• A focus on winning rather thandevelopment characterises thepreparation of the developmentalathlete.Other identified general sport systemgaps include:• A lack of horizontal and verticalintegration of the competitionsystems, mainly at beginner andintermediate levels.• Training at beginner and intermediatelevels is too strongly focused on theoutcome (winning) and not theprocesses (optimal training).• Training and competition designs aredominated by chronological, notbiological, age for young athletesbetween 12–16 years.• The ‘critical’ or ‘sensitive’ periods ofaccelerated adaptation are not fullyutilised by coaches during the Trainingto Train stage.• Coach education barely covers thebasic issues of growth anddevelopment and maturation.• Parent’s education is neglected interms of LTAD and associatedparameters (maturation, nutrition etc).The recent Sport England review of theWorld Class Programmes concluded thatAustralia and France are 15 to 20 yearsahead in sport system development. ThatCanada is at least ten years behind theUK is little consolation.In coming up with the solution for BritishColumbia, something called the SportMapwas designed to align and integrate theprovincial and federal system elementsfrom the grassroots to senior elite levelsand eliminate the gaps in the BC sportsystem. SportMap is also acomprehensive curriculum of sporteducation for athletes, coaches andparents that provides a holistic andscientific approach to integrating athletedevelopment. The numerous organisationswho have signed up to its implementionall advocate the importance of:• sport education and skill-buildingwithin the sport system in BC• athlete development models asplanning maps for sport organisations• information-sharing among athletes,coaches and other adults (mostnotably parents) on sport values andprinciples of athlete development• coordination and shared leadershipamong the recognised multi-sportorganisations in BC.
Balyi’s LTAD model is a great tool and should be adopted by all sporting organisations.Where Bayli’s model could use improvement is by individualising each athletes training as no 2 athletes are the same.How the LTAD model can do this is it needs to provide a similar idea for coaches. Coaches are the passers on of knowledge and ideally the people who will be able to identify and individualise the components of this model for athletes.The long-term athlete development model, consisting of the FUNdamental, Training to Train, Training to Compete and Training to Win stages, has become the foundation for British Columbia’s sport system. Hopefully the national sport policy will ensure horizontal and vertical integration of the Canadian sport system and will provide leadership and financing for the new system in the near future.How does this, however, impact on theBritish sporting system? In order to betterillustrate how the LTAD model can beused by sports in this country we spoke toa number of organisations who areintegrating the principles into their owndevelopmental model. These areillustrated in the other articles in thisissue.
Governments need to ensure that governing bodies of sporting organisations are implementing a sport specific LTAD. The government can provide the basic structure and with the help of cross communication from other sports new LTAD’s can be made to suit.
