LTAD 1 - Overview

Long-Term Athlete Development LTAD Origins & its Principles

Aims

Aims

• Discuss what LTAD is

Aims

• Discuss what LTAD is

• Explore the origins of LTAD

Aims

• Discuss what LTAD is

• Explore the origins of LTAD

• Discuss the underlying principles

Aims

• Discuss what LTAD is

• Explore the origins of LTAD

• Discuss the underlying principles

• Alternative models

What is LTAD

What is LTAD• LTAD is about achieving optimal training, competition

and recovery throughout a player’s career

What is LTAD• LTAD is about achieving optimal training, competition

and recovery throughout a player’s career

• LTAD should be related to the important maturation years of young people

What is LTAD• LTAD is about achieving optimal training, competition

and recovery throughout a player’s career

• LTAD should be related to the important maturation years of young people

• It is player-centered

What is LTAD• LTAD is about achieving optimal training, competition

and recovery throughout a player’s career

• LTAD should be related to the important maturation years of young people

• It is player-centered

• Focuses upon episodes and performance over the long term rather than focusing on winning as a short term objective

What is LTAD• LTAD is about achieving optimal training, competition

and recovery throughout a player’s career

• LTAD should be related to the important maturation years of young people

• It is player-centered

• Focuses upon episodes and performance over the long term rather than focusing on winning as a short term objective

• An LTAD approach is about encouraging all players, whatever their talents and motivation, to achieve their full athletic potential

THE AIM OF LTAD

THE AIM OF LTAD

PHYSICAL LITERACY

THE AIM OF LTAD

PHYSICAL LITERACY

LIFELONG PARTICIPATION

THE AIM OF LTAD

PHYSICAL LITERACY

IMPROVED PERFORMANCE

LIFELONG PARTICIPATION

WHY DO WE NEED LTAD

WHY DO WE NEED LTAD

•Attract people to sport & retain them

WHY DO WE NEED LTAD

•Attract people to sport & retain them

• Identify gaps in the current system and establish a clear player pathway

WHY DO WE NEED LTAD

•Attract people to sport & retain them

• Identify gaps in the current system and establish a clear player pathway

• Provide integrated effective and enjoyable programmes for developing and performing players

WHY DO WE NEED LTAD

•Attract people to sport & retain them

• Identify gaps in the current system and establish a clear player pathway

• Provide integrated effective and enjoyable programmes for developing and performing players

• Provide a planning tool to optimise performance

WHY DO WE NEED LTAD

•Attract people to sport & retain them

• Identify gaps in the current system and establish a clear player pathway

• Provide integrated effective and enjoyable programmes for developing and performing players

• Provide a planning tool to optimise performance

• Achieve the goals outlined in the sport England & UK sport development and performance plans

WHY DO WE NEED LTAD

WHY DO WE NEED LTAD

Sport specific observations for some sports:

WHY DO WE NEED LTAD

Sport specific observations for some sports:

• Poor results at major championships

WHY DO WE NEED LTAD

Sport specific observations for some sports:

• Poor results at major championships

• Inconsistent international performances

WHY DO WE NEED LTAD

Sport specific observations for some sports:

• Poor results at major championships

• Inconsistent international performances

• Competition based programmes rather than training based programmes

WHY DO WE NEED LTAD

Sport specific observations for some sports:

• Poor results at major championships

• Inconsistent international performances

• Competition based programmes rather than training based programmes

• Little emphasis on skill development

WHY DO WE NEED LTAD

Sport specific observations for some sports:

• Poor results at major championships

• Inconsistent international performances

• Competition based programmes rather than training based programmes

• Little emphasis on skill development

• Only a few professional coaches

WHY DO WE NEED LTAD

Sport specific observations for some sports:

• Poor results at major championships

• Inconsistent international performances

• Competition based programmes rather than training based programmes

• Little emphasis on skill development

• Only a few professional coaches

• High drop out at certain ages

The Origins of LTAD

The Origins of LTAD

• Balyi (1990) Discusses Long-Range planning in athletic performance, annual and quadrennial planning in the Canadian Men’s alpine skiing.

The Origins of LTAD

• Balyi (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

The Origins of LTAD

• Balyi (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

The Principles of LTAD

The Principles of LTAD

• LTAD is related to what he calls ‘the ten key factors to performance”

The Principles of LTAD

• LTAD is related to what he calls ‘the ten key factors to performance”

• Developing pathways to success

Why is there a need for Pathways?

Why is there a need for Pathways?

• Tool for planning

Why is there a need for Pathways?

• Tool for planning

• Defines competition, Training and other demands at each stage

Why is there a need for Pathways?

• Tool for planning

• Defines competition, Training and other demands at each stage

• Guides NGB’s, Athletes and coaches.

Why is there a need for Pathways?

• Tool for planning

• Defines competition, Training and other demands at each stage

• Guides NGB’s, Athletes and coaches.

• Identifies barriers along the way

Why is there a need for Pathways?

• Tool for planning

• Defines competition, Training and other demands at each stage

• Guides NGB’s, Athletes and coaches.

• Identifies barriers along the way

• To monitor and nurture

Why is there a need for Pathways?

• Tool for planning

• Defines competition, Training and other demands at each stage

• Guides NGB’s, Athletes and coaches.

• Identifies barriers along the way

• To monitor and nurture

• To maximise potential

Why is there a need for Pathways?

• Tool for planning

• Defines competition, Training and other demands at each stage

• Guides NGB’s, Athletes and coaches.

• Identifies barriers along the way

• To monitor and nurture

• To maximise potential

• Limit waste (talent and time)

10 KEY FACTORS

10 KEY FACTORS

1.The 10 year rule

10 KEY FACTORS

1.The 10 year rule2.The FUNdamentals

10 KEY FACTORS

1.The 10 year rule2.The FUNdamentals3.Specialisation

10 KEY FACTORS

1.The 10 year rule2.The FUNdamentals3.Specialisation4.Developmental Age

10 KEY FACTORS

1.The 10 year rule2.The FUNdamentals3.Specialisation4.Developmental Age5.Trainability

10 KEY FACTORS

6.Physical, mental, cognitive and emotional development

1.The 10 year rule2.The FUNdamentals3.Specialisation4.Developmental Age5.Trainability

10 KEY FACTORS

6.Physical, mental, cognitive and emotional development7.Periodisation

1.The 10 year rule2.The FUNdamentals3.Specialisation4.Developmental Age5.Trainability

10 KEY FACTORS

6.Physical, mental, cognitive and emotional development7.Periodisation8.Competition planning

1.The 10 year rule2.The FUNdamentals3.Specialisation4.Developmental Age5.Trainability

10 KEY FACTORS

6.Physical, mental, cognitive and emotional development7.Periodisation8.Competition planning9.System alignment and integration

1.The 10 year rule2.The FUNdamentals3.Specialisation4.Developmental Age5.Trainability

10 KEY FACTORS

6.Physical, mental, cognitive and emotional development7.Periodisation8.Competition planning9.System alignment and integration10.Continuous improvement

1.The 10 year rule2.The FUNdamentals3.Specialisation4.Developmental Age5.Trainability

Any Questions?

Alternative Models

Belov (1995) Stages of Development (Artistic Gym)

Belov (1995) Stages of Development (Artistic Gym) • General Preparation

Belov (1995) Stages of Development (Artistic Gym) • General Preparation

• Initial Technical Preparation

Belov (1995) Stages of Development (Artistic Gym) • General Preparation

• Initial Technical Preparation

• Specialised Perfection

Belov (1995) Stages of Development (Artistic Gym) • General Preparation

• Initial Technical Preparation

• Specialised Perfection

• Elite

Belov (1995) Stages of Development (Artistic Gym) • General Preparation

• Initial Technical Preparation

• Specialised Perfection

• Elite

• End of Competitive cover

Thumm (1987) Long Term Structure of Training(Athletics)

Phase Duration Age Goals & Characteristics

1 Basic Training 4-5 yrs 9-14 Acquisition of general athletic movements

2 Build up Training 3-4 yrs 15-18 Introduction of suitable competitive eventImprovement of the movement, techniqueRough differentiation into sprint, Middle

distance and long distanceThrowing, Jumping or Multiple events.

3 Top Level Training 6-10 years 19+ Mastery of technique, realisation of conditionalco-ordination and psychological

potential.

Holm(1987) Development stages for Tennis Players

Stages Biomotor Abilities Age (Years)Boys Girls

Pre-Competition Dexterity/Co-ordination 6-10 6-106-10 years

Overall Flexibility emphasised 13 1211-14 years

Specific Speed/Agility15-18 years Acceleration 12-14 10-12

Slalom 13 11Interval Training 15 13

High Performance Strength18+ Stage 1- Improve neuromuscular co-ordination 10-14 10-12

Stage 2 – Increase muscle mass 15-16 13-15Stage 3 –Develop maximal strength and Endurance 17-18 16-17Aerobic CapacityCommence Training 12-14 11-13Endurance Max 17-18 16-17

Platanov(1988) 5 stages of Athletic Development

Preparation

Stages General Complementary Specific Annual Training Load(Hours)

Initial 50% 45% 5% 100-250 hrsBasic 35% 50% 15% 350-500 hrsSpecific Base 20% 40% 40% 600-800 hrsMaximisation 15% 25% 60% 900-1100 hrsMaintenance 10% 25% 65% 1200-1400 hrs

Multi-year Build up Training (Arbeit, 1998)

Training Phase Duration Age Structure of Sport PromotionGirls Boys

Basic Training 7-11yrs 8-13 yrs Training centres in sports groups(BT)

Build up Training 12-15yrs 14-16 yrs(BUT)

High Performance 18+ yrs 19+ yrsTraining (HPT)

Physical stages of Development (Arbeit, 1998)

Male

Early Late 1st 2ndPre-school School School Puberal Puberal

Phase Phase

Age 6 8 9 10 11 12 13 14 15 16 17 18

Pre-school Early Late School School

1st 2nd Puberal Puberal Phase Phase

Female

Why Balyis’ LTAD?

Why Balyis’ LTAD?• Young athletes under train and over-compete

Why Balyis’ LTAD?• Young athletes under train and over-compete

• Adult competition superimposed on young athletes

Why Balyis’ LTAD?• Young athletes under train and over-compete

• Adult competition superimposed on young athletes

• Adult training superimposed on young athletes

Why Balyis’ LTAD?• Young athletes under train and over-compete

• Adult competition superimposed on young athletes

• Adult training superimposed on young athletes

• Male programmes superimposed on females

Why Balyis’ LTAD?• Young athletes under train and over-compete

• Adult competition superimposed on young athletes

• Adult training superimposed on young athletes

• Male programmes superimposed on females

• Training in the early years focuses on outcomes (winning) rather than the process (optimal training)

Why Balyis’ LTAD?• Young athletes under train and over-compete

• Adult competition superimposed on young athletes

• Adult training superimposed on young athletes

• Male programmes superimposed on females

• Training in the early years focuses on outcomes (winning) rather than the process (optimal training)

• Chronological age dominates rather than biological age

Why Balyis’ LTAD?• Young athletes under train and over-compete

• Adult competition superimposed on young athletes

• Adult training superimposed on young athletes

• Male programmes superimposed on females

• Training in the early years focuses on outcomes (winning) rather than the process (optimal training)

• Chronological age dominates rather than biological age

• The ‘critical’ periods of accelerated adaptation are not fully utilised

Why Balyis’ LTAD?• Young athletes under train and over-compete

• Adult competition superimposed on young athletes

• Adult training superimposed on young athletes

• Male programmes superimposed on females

• Training in the early years focuses on outcomes (winning) rather than the process (optimal training)

• Chronological age dominates rather than biological age

• The ‘critical’ periods of accelerated adaptation are not fully utilised

• Underachievement between 6-16 yrs cannot be fully overcome (athletes will never reach full genetic potential)

Why Balyis’ LTAD?• Young athletes under train and over-compete

• Adult competition superimposed on young athletes

• Adult training superimposed on young athletes

• Male programmes superimposed on females

• Training in the early years focuses on outcomes (winning) rather than the process (optimal training)

• Chronological age dominates rather than biological age

• The ‘critical’ periods of accelerated adaptation are not fully utilised

• Underachievement between 6-16 yrs cannot be fully overcome (athletes will never reach full genetic potential)

• Best coaches work at the elite level

Why Balyis’ LTAD?• Young athletes under train and over-compete

• Adult competition superimposed on young athletes

• Adult training superimposed on young athletes

• Male programmes superimposed on females

• Training in the early years focuses on outcomes (winning) rather than the process (optimal training)

• Chronological age dominates rather than biological age

• The ‘critical’ periods of accelerated adaptation are not fully utilised

• Underachievement between 6-16 yrs cannot be fully overcome (athletes will never reach full genetic potential)

• Best coaches work at the elite level

• Coach/teacher education tends to neglect the growth, development and maturation of young people.

Early & Late Specialisation Sports

Early & Late Specialisation Sports

Athlete Development Models in Sport (Balyi & Hamilton, 1999):

Early & Late Specialisation Sports

Athlete Development Models in Sport (Balyi & Hamilton, 1999):

Early Specialisation Late Specialisation

Early & Late Specialisation Sports

Athlete Development Models in Sport (Balyi & Hamilton, 1999):

Early Specialisation Late Specialisation

Early & Late Specialisation Sports

Athlete Development Models in Sport (Balyi & Hamilton, 1999):

Early Specialisation Late Specialisation

Train to Train

Train to Compete

Train to Win

Retirement

Early & Late Specialisation Sports

Athlete Development Models in Sport (Balyi & Hamilton, 1999):

Early Specialisation Late Specialisation

Train to Train

Train to Compete

Train to Win

Retirement

FUNdamental Stage

Training to Train

Training to Compete

Training to Win

Retirement

Early and Late Sports

Early and Late Sports• Gymnastics

Early and Late Sports• Gymnastics

• Rhythmic Gym

Early and Late Sports• Gymnastics

• Rhythmic Gym

• Figure Skating

Early and Late Sports• Gymnastics

• Rhythmic Gym

• Figure Skating

• Diving

Early and Late Sports• Gymnastics

• Rhythmic Gym

• Figure Skating

• Diving

• Golf?

Early and Late Sports• Gymnastics

• Rhythmic Gym

• Figure Skating

• Diving

• Golf?

• Table Tennis?

Early and Late Sports• Gymnastics

• Rhythmic Gym

• Figure Skating

• Diving

• Golf?

• Table Tennis?

• Fencing?

Early and Late Sports• Gymnastics

• Rhythmic Gym

• Figure Skating

• Diving

• Golf?

• Table Tennis?

• Fencing?

• Swimming (Age 8)

Early and Late Sports• Gymnastics

• Rhythmic Gym

• Figure Skating

• Diving

• Golf?

• Table Tennis?

• Fencing?

• Swimming (Age 8)

• All other sports

Maximise Potential

Maximise Potential

Aerobic Development

Maximise Potential

Aerobic Development

• Onset PHV contributes to accelerated adaptation in Aerobic system (Peak Aerobic Velocity-PAV).

Maximise Potential

Aerobic Development

• Onset PHV contributes to accelerated adaptation in Aerobic system (Peak Aerobic Velocity-PAV).

• Aerobic programmes Females 10-14yrs / Males 12-16yrs

Maximise Potential

Aerobic Development

• Onset PHV contributes to accelerated adaptation in Aerobic system (Peak Aerobic Velocity-PAV).

• Aerobic programmes Females 10-14yrs / Males 12-16yrs

• Training should be based on biological maturation to avoid Under / Overtraining.

Maximise Potential

Aerobic Development

• Onset PHV contributes to accelerated adaptation in Aerobic system (Peak Aerobic Velocity-PAV).

• Aerobic programmes Females 10-14yrs / Males 12-16yrs

• Training should be based on biological maturation to avoid Under / Overtraining.

• Kids VO max peaks after onset of PHV - (Females 12-15yrs/Males 14-16 yrs)

Strength Development

Strength Development

• Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements

Strength Development

• Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements

• Critical window of accelerated adaptation to strength training:

Strength Development

• Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements

• Critical window of accelerated adaptation to strength training:

• Window 1 for females immediately after PHV

Strength Development

• Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements

• Critical window of accelerated adaptation to strength training:

• Window 1 for females immediately after PHV

• Window 2 for females with the onset of menarche

Strength Development

• Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements

• Critical window of accelerated adaptation to strength training:

• Window 1 for females immediately after PHV

• Window 2 for females with the onset of menarche

• 12-18 months after PHV for Males

Strength Development

• Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements

• Critical window of accelerated adaptation to strength training:

• Window 1 for females immediately after PHV

• Window 2 for females with the onset of menarche

• 12-18 months after PHV for Males

• Critical periods of accelerated adaptation will occur towards the end and immediately after PHV for females and 12-18 months after PHV for males.

Speed

Speed

• Always trainable declines with age

Speed

• Always trainable declines with age

• Peak Speed Velocity (PSV) involves two windows of accelerated adaptation

Speed

• Always trainable declines with age

• Peak Speed Velocity (PSV) involves two windows of accelerated adaptation

• Females (Window 1)6-8 yrs and (Window 2)11-13 yrs

Speed

• Always trainable declines with age

• Peak Speed Velocity (PSV) involves two windows of accelerated adaptation

• Females (Window 1)6-8 yrs and (Window 2)11-13 yrs

• Males (Window 1)7-9 yrs and (Window 2)13-16 yrs

Speed

• Always trainable declines with age

• Peak Speed Velocity (PSV) involves two windows of accelerated adaptation

• Females (Window 1)6-8 yrs and (Window 2)11-13 yrs

• Males (Window 1)7-9 yrs and (Window 2)13-16 yrs

• Window 1 – Agility Quickness window

Speed

• Always trainable declines with age

• Peak Speed Velocity (PSV) involves two windows of accelerated adaptation

• Females (Window 1)6-8 yrs and (Window 2)11-13 yrs

• Males (Window 1)7-9 yrs and (Window 2)13-16 yrs

• Window 1 – Agility Quickness window

• Window 2 – Anaerobic alactic power and capacity window

Skills

Skills

• Always trainable but declines with age

Skills

• Always trainable but declines with age

• Peak Motor Co-ordination Velocity (PMCV) accelerated adaptation achieved from 8-11yrs(Females) and 9-12yrs (Males)

Skills

• Always trainable but declines with age

• Peak Motor Co-ordination Velocity (PMCV) accelerated adaptation achieved from 8-11yrs(Females) and 9-12yrs (Males)

Skills

• Always trainable but declines with age

• Peak Motor Co-ordination Velocity (PMCV) accelerated adaptation achieved from 8-11yrs(Females) and 9-12yrs (Males)

Focus should be on the development of:

Skills

• Always trainable but declines with age

• Peak Motor Co-ordination Velocity (PMCV) accelerated adaptation achieved from 8-11yrs(Females) and 9-12yrs (Males)

Focus should be on the development of:

ABC’s of Athletics

Skills

• Always trainable but declines with age

• Peak Motor Co-ordination Velocity (PMCV) accelerated adaptation achieved from 8-11yrs(Females) and 9-12yrs (Males)

Focus should be on the development of:

ABC’s of Athletics

Empirical / Practical Observations

Empirical / Practical Observations

• Missing the windows of trainability?

Empirical / Practical Observations

• Missing the windows of trainability?

• Skill and Fitness deficit!

Empirical / Practical Observations

• Missing the windows of trainability?

• Skill and Fitness deficit!

• Athletes will never reach genetic potential

Empirical / Practical Observations

• Missing the windows of trainability?

• Skill and Fitness deficit!

• Athletes will never reach genetic potential

Empirical / Practical Observations

• Missing the windows of trainability?

• Skill and Fitness deficit!

• Athletes will never reach genetic potential

“Most authors agree that the sensitive skill learning period is between 9 and 12 years”

Empirical / Practical Observations

• Missing the windows of trainability?

• Skill and Fitness deficit!

• Athletes will never reach genetic potential

“Most authors agree that the sensitive skill learning period is between 9 and 12 years”

In Sports Coach, Australia. Vol 20. No 64, Summer, 1998, pg 25-27.

Empirical / Practical Observations

• Missing the windows of trainability?

• Skill and Fitness deficit!

• Athletes will never reach genetic potential

“Most authors agree that the sensitive skill learning period is between 9 and 12 years”

In Sports Coach, Australia. Vol 20. No 64, Summer, 1998, pg 25-27.

To Monitor and Nurture

To Monitor and Nurture

• We make or break an athlete during the learning to train and training to train stages.

To Monitor and Nurture

• We make or break an athlete during the learning to train and training to train stages.

To Monitor and Nurture

• We make or break an athlete during the learning to train and training to train stages.

‘Shortcomings or deficits in skills and fitness that are not detected and corrected during these 2 stages cannot be

fully corrected later.’

To Monitor and Nurture

• We make or break an athlete during the learning to train and training to train stages.

‘Shortcomings or deficits in skills and fitness that are not detected and corrected during these 2 stages cannot be

fully corrected later.’

Balyi and Hamilton, 2002

To Monitor and Nurture

• We make or break an athlete during the learning to train and training to train stages.

‘Shortcomings or deficits in skills and fitness that are not detected and corrected during these 2 stages cannot be

fully corrected later.’

Balyi and Hamilton, 2002

Early Years (Bloom et al, 1985)

Early Years (Bloom et al, 1985)

For eventual elite players this period was characterised by:

Early Years (Bloom et al, 1985)

For eventual elite players this period was characterised by:

• ‘trying out’ different sports

Early Years (Bloom et al, 1985)

For eventual elite players this period was characterised by:

• ‘trying out’ different sports

• Not participation in focus sport year round

Early Years (Bloom et al, 1985)

For eventual elite players this period was characterised by:

• ‘trying out’ different sports

• Not participation in focus sport year round

• Fun and enjoyment driving involvement in other sports

Early Years (Bloom et al, 1985)

For eventual elite players this period was characterised by:

• ‘trying out’ different sports

• Not participation in focus sport year round

• Fun and enjoyment driving involvement in other sports

• No specific age was given for this (2-4 years period) to start or end

Early Years (Bloom et al, 1985)

For eventual elite players this period was characterised by:

• ‘trying out’ different sports

• Not participation in focus sport year round

• Fun and enjoyment driving involvement in other sports

• No specific age was given for this (2-4 years period) to start or end

Middle Years (Bloom et al, 1985)

Middle Years (Bloom et al, 1985)

Transition from early years was marked by:

Middle Years (Bloom et al, 1985)

Transition from early years was marked by:

• Increased specialisation in main sport with more practice time

Middle Years (Bloom et al, 1985)

Transition from early years was marked by:

• Increased specialisation in main sport with more practice time

• Players began to view themselves as (tennis) players

Middle Years (Bloom et al, 1985)

Transition from early years was marked by:

• Increased specialisation in main sport with more practice time

• Players began to view themselves as (tennis) players

• Focus of coaching changed to technical and strategic

Late Years (Bloom et al, 1985)

Late Years (Bloom et al, 1985)Middle to late years:

Late Years (Bloom et al, 1985)Middle to late years:

• Decision to play full-time & decrease in other activities

Late Years (Bloom et al, 1985)Middle to late years:

• Decision to play full-time & decrease in other activities

• Further increase in training time & commitment to main sport

Late Years (Bloom et al, 1985)Middle to late years:

• Decision to play full-time & decrease in other activities

• Further increase in training time & commitment to main sport

• Focus of activity changes to competitive, performance measures

Late Years (Bloom et al, 1985)Middle to late years:

• Decision to play full-time & decrease in other activities

• Further increase in training time & commitment to main sport

• Focus of activity changes to competitive, performance measures

Any Questions?

Summary

Summary• LTAD is about achieving optimal

training, competition and recovery throughout a player’s career

Summary• LTAD is about achieving optimal

training, competition and recovery throughout a player’s career

• LTAD should be related to the important maturation years of young people

Summary• LTAD is about achieving optimal

training, competition and recovery throughout a player’s career

• LTAD should be related to the important maturation years of young people

• It is player-centered

Summary• LTAD is about achieving optimal

training, competition and recovery throughout a player’s career

• LTAD should be related to the important maturation years of young people

• It is player-centered

• Focuses upon episodes and performance over the long term rather than focusing on winning as a short term objective

Summary• LTAD is about achieving optimal

training, competition and recovery throughout a player’s career

• LTAD should be related to the important maturation years of young people

• It is player-centered

• Focuses upon episodes and performance over the long term rather than focusing on winning as a short term objective

• An LTAD approach is about encouraging all players, whatever their talents and motivation, to achieve their full athletic potential