DEVELOPMENT PLAN forrowing · 4 LONG-TERM ATHLETE DEVELOPMENT PLAN foreword t he concept of LTAD has grown out of a recognition of the many gaps in athlete talent identification and

athleteLong-term

D E V E L O P M E N TP L A N for

rowingA N O V E R V I E W

www.rowingcanada.org

We acknowledge the financial support ofthe Government of Canada throughSport Canada, a branch ofthe Department of Canadian Heritage.

Nous reconnaissons l’appui financier dugouvernement du Canada par l’entremise deSport Canada, une direction générale duministère du Patrimoine canadien.

Foreword 4

Introduction 5

Why do we need LTAD? 6

The 10 Key Factors Influencing LTAD 8

Trainability 10

Stages of LTAD 12

RCA Long-term AthleteDevelopment Framework 13

Active Start 14

FUNdamentals 14

Learning to Train 15

Training to Train 15

Learning to Compete 16

Training to Compete 17

Training to Win 17

Training to Win 2 17

Active for Life 18

Practical Implications of LTAD 19

Implementation 22

Conclusion 23

Glossary of Terms 24

Selected Bibliography 25

Appendix 1 26

Long Term Athlete Development

Model for Canadians with Disabilities

Appendix 2 27

Sport Canada:

Strategic Leadership for Sport

Acknowledgements 28

Avant-propos 30

Introduction 31

Pourquoi avons-nous besoin du DLTA? 32

Les 10 facteurs principaux influençants le DLTA 34

Capacité d’entraînement 36

Les phases du DLTA 38

Modèle de développementdes participants de RCA 39

Enfants actifs 40

S’amuser grâce au sport 40

Apprendre à s’entraîner 41

S’entraîner à s’entraîner 41

Apprendre à faire de la compétition 42

S’entraîner à faire de la compétition 43

S’entraîner à gagner 43

S’entraîner à gagner 2 44

Actif pour la vie 44

Implications pratiques du DLTA 45

Mise en œuvre 48

Conclusion 49

Glossaire 50

Bibliographie 51

Annexe 1 52

Modèle de développement à long terme pour

les participants ayant un handicap

Annexe 2 53

Sport Canada :

Leadership stratégique pour le sport

Remerciements 54

R O W I N G C A N A D A A V I R O N 3

contents tabledes matières

L O N G - T E R M A T H L E T E D E V E L O P M E N T P L A N4

foreword

the concept of LTAD has grown out of a recognition of the many gaps in athlete talent identification and development in the

current Canadian sport system, a system that has been built in haphazard layers over time, that has a strong reliance on vol-

unteer initiative and intuition combined with elements of sport science and coaching education, and that, by design, has had

to focus more on short-term needs rather than on the long-term health of sport and lifestyle programming. However, with the agree-

ment by the major sport funding partners in Canada to better align and integrate their financial and human resources into a com-

prehensive Canadian Sport Policy, the opportunity to create clear building blocks for sport development has arrived,with LTAD being

one of the key structural elements in a new Canadian sport system.

LTAD is the product of many years of research and analysis into athlete development models throughout the world.The Canadian

version uses the core concept of “a training, competition, and recovery program based upon developmental age – the maturation of

an individual – rather than chronological age” but takes into consideration the unique nature of the Canadian sport system and cul-

ture. Many national sport organizations are now involved in the further customization of this model to meet their athlete develop-

ment needs and are taking this opportunity to re-examine the myriad of support services provided to support such development.

For Rowing Canada Aviron, the implementation of LTAD provides a clear path for athlete and program development throughout the

country, it reflects the unique nature of athlete development in rowing, and it identifies the most appropriate methodologies and

structures to support both excellence in performance and life-long benefit to individuals who are touched by this sport.

It is clear that we must be cognizant of somewhat polarized objectives in Canadian sport – we expect excellence from our athletes

in Olympic Games and world-class competitions, yet we must also recognize the importance of individual participation in rowing for

personal growth. LTAD allows both these priorities – it provides a measured approach to individual development, whether that be

toward competitive or recreational goals.

For true world success we, as an organization, must be prepared to embrace a more systematic approach to athlete development,

as the other world leaders in the sport have done. LTAD gives us the framework to build a truly competitive program within the real-

istic confines of our budget capabilities. I commend our LTAD volunteers for their insight and leadership in bringing this project to

fruition and I look forward to working with them and our membership to ensure that this model has the impact that it deserves

within our programming.

Ian MossExecutive DirectorRowing Canada Aviron

“A love of sports is one of the greatest gifts parents can give their children. And being active for life is a joy that moreCanadians deserve to experience. Without realizing it, my parents followed their own version of a long-term athlete development

model for rowing as they exposed me to a fabulous variety of water sports, including swimming, canoeing, sailing, and rowing a row boat atthe cottage.

As a result, I’ve always loved being in and around water and when I tried crew rowing for the very first time, at age 21 at McGill University,it felt so natural, easy, and fun that I couldn’t believe it was a sport.”

Alison Korn, two-time world champion and two-time Olympic medallist

LTAD is about making sure that athletes get optimaltraining, competition, and recovery throughout theircareer in order to allow them to

• reach their athletic potential.• enjoy life-long participation in rowing and other physical

activity.Training, racing,and recovery programs are based on an athlete’s

developmental age rather than chronological age and are designedto optimize development during critical periods of acceleratedadaptation to training. LTAD also takes into account the physical,mental, emotional, and cognitive development of all participants.

LTAD recognizes that athlete development is long term – thereare no short cuts. Children need to build physical literacy – themastering of fundamental movement skills and fundamental

sport skills – by participating in a wide variety ofsports and physical activity when they are young.A solid foundation of movement skills and fitness

is critical for everyone, especially athletes partici-pating in late-specialization sports such as rowing.LTAD also contributes to health and a life-longenjoyment of rowing and other physical activity.Weshould be reassured that children do not need tostart rowing early (that is, before 11 to 16 years ofage) in order to excel. In fact, early specialization inrowing can harm long-term development.

LTAD defines a clear, seamless developmentpathway. It gives coaches, administrators, clubs, andothers involved in rowing a clear understanding ofhow they can best support the athletes for whomthey are responsible.And it gives athletes a clear ideaand understanding of what they need to do and whenthey need to do it in order to excel at the elite level.LTAD will• establish a clear and consistent developmentpathway for rowers.• guide the examination of the current system toidentify strengths, gaps, and inconsistencies.• guide coaches in planning training, racing, andrecovery programs that are consistent with theprinciples of growth and maturation, allow athletesto achieve optimal performances, and encouragethem to stay in the sport for life.• guide coaches in developing remedial programsfor late-entry rowers.• improve recruitment and development of early-entry rowers.• help Canadian rowers to perform better andmore consistently at the elite level, across pro-grams, and from year to year.

This overview • describes the principles on which LTAD is based.

• identifies critical periods of accelerated adaptation to training and how these relate to rowing.

• outlines the LTAD framework for rowing, including the objectives, key outcomes, and elements for each stage.

• highlights some of the practical implications for regattas,equipment, clubs, athletes, parents, recruiting, and how andwhen to learn to row.

• outlines some of the steps needed to implement LTAD.The overview focuses on the optimal development pathway

for an athlete who starts rowing between 11 and 16 years of age.We recognize that in Canada, many athletes come to rowing rel-atively late in their development. Similarly, we recognize thatadaptive rowing is a growing element of the sport and should beencouraged and supported.The specific needs of late-entry andadaptive rowers will be addressed in subsequent documents.


introduction

Successful athleteswho want to con-tinue to do wellmust continue tolearn and improve. Iftheir developmentstops, they will getbeaten.

The same is truefor the Canadianrowing system. Wemust continue tolearn and improve ifwe want to remainsuccessful. As well,the success of Canadian rowers at the international level has notbeen consistently strong across years and across programs.Therehave been ebbs and flows, and some programs have had moreconsistent success than others. What can we do to reduce theebbs and make all our programs consistently strong, year afteryear? How and to what extent does the existing system enhanceathlete development and performance? How does it interfere?Where can we improve? LTAD will guide us in analyzing theCanadian rowing system, highlighting its gaps and shortcom-ings, and developing solutions.

LTAD will alsocontribute todomestic develop-ment. It can helpclubs address issuessuch as

• how to attractpeople to rowing andretain them.

• how to provideeffective and enjoy-able programs forall rowers.

• how the regattasystem can meet

the needs of rowers across Canada and at all stages ofdevelopment.

• what programs should be developed to encourage athleteswith a disability.

ShortcomingsSport technical experts have identified a list of shortcomings

in the Canadian sport system and their consequences for ath-letic participation and performance. LTAD was developed by


Whydo we need LTAD?

Canadian rowers have excelled on the world stage and Canada is considered a strong rowing

nation. So why do we need LTAD? In short, we need it so that we continue to excel.


sport scientists and technical experts to address these short-comings. Some of the key observations are listed below.1

• training and competition are based on chronological age,rather than developmental age.

• training programs fail to take full advantage of criticalperiods of accelerated adaptation to training.

• training and competition in the developmental stages placetoo much emphasis on short-term outcomes (winning),rather than on process (training and development).

• development athletes tend to under-train and over-compete(although this is generally not a problem in rowing).

• adult training and competition programs are imposed ondeveloping athletes.

• training methods and programs developed for male athletes areimposed on female athletes.

• fundamental movement and sport skills are not taught properly.

• physical education programs in schools, recreational pro-grams, and elite competitive programs are poorly integrated.

• the most knowledgeable and experienced coaches areencouraged to work at the elite level; coaches who workwith development athletes often lack the necessary training,skills, expertise, and experience.

Consequences of these shortcomings include

• children not having fun because the programs are designedfor adults and focus on outcome rather than process.

• children and adults with poor movement abilities, poorskills, and lack of a proper fitness base.

• athletes pulled in different directions by school, club, provin-cial, and national team demands.

• athletes who “fall through the cracks” in the system (that is,who fail to achieve their potential and leave the sport).

• athletes frustrated by the lack of consistent and integratedsupport that will help them to perform well.

• no systematic development of the next generation of interna-tional athletes.

• inconsistent international performances.

• injuries, burn-out, and frustration.

The overall sport system and the rowing system must con-sider the principles of growth and maturation in order to pro-vide athletes with what they need at different stages in theirdevelopment.

1 For a more complete list of the shortcomings and their con-sequences, see Canadian Sport for Life, page 17.

The 10-year RuleScientific research has identified that it takes at

least 10 years and 10,000 hours of training for a tal-ented athlete to reach elite levels. For example, the

United States Olympic Committee found that, on average, it took13 years for an athlete to make the Olympic team and 15 years towin an Olympic medal. Athlete development is not a short-termprocess. Short-term performance goals must not be allowed toundermine long-term athlete development.

The FUNdamentalsFundamental movement skills – agility, balance,

co-ordination – and fundamental sport skills – running, jumping, throwing, kicking, catching, and

swimming – are the basis for all other sports. Children shoulddevelop these skills before the onset of their growth spurt in adolescence. An individual who is not competent in the basicmovement skills will have difficulty participating in a range ofsports and will have fewer opportunities for athletic success andlife-long enjoyment of physical activity.

Specialization (refer to chart on page 13)

Rowing is a late-specialization sport. We depend onother components of the sport system such asschools, recreation centres, and other sports to pro-

vide children with opportunities to develop physical lit-eracy (during the FUNdamentals stage) and early speed and sup-pleness (during the Learning to Train stage). Athletes need to par-ticipate in a variety of sports and physical activity during theFUNdamental and Learning to Train stages in order to succeed in alate-specialization sport such as rowing.

LTAD actively discourages early specialization in late-specializa-tion sports. Specializing before the age of 10 in late-specializationsports contributes to imbalanced physical development, inade-quate development of the full range of basic movement and sportskills, overuse injuries, and early burnout.

Developmental AgeLTAD is based on developmental age, not chronolog-ical age. We all follow the same stages of develop-ment from early childhood through adolescence,but

8 L O N G - T E R M A T H L E T E D E V E L O P M E N T P L A N

The 10 key factors Influencing LTAD

The following factors are the research, principles, and tools upon which LTAD is built.

10

9

8

7

6

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04 6 8 10 12 14 16 18

AGE BREAST

PUBIC HAIR

HEIG

HT (c

m/y

r)

MENARCHEGIRLSLTAD is based on developmental age.

During late childhood and adolescence,

athletes who are the same chronological

age may be four to five years apart

developmentally. The athletes shown here

are the same chronological age, but are

at different stages of maturation and

require different training regimes.

Figure 1.

the timing, rate, and magnitude of development differs amongstindividuals. During late childhood and adolescence, athletes whoare the same chronological age may be four to five years apartdevelopmentally. Coaches need to understand these develop-mental differences and take them into account when they design

training programs and select athletes.

Trainability All physiological systems are always trainable, butthere are critical periods in development when thebody is particularly responsive to specific types of

training. To reach their genetic potential, athletes need to do theright type of training at the right stage. Otherwise, they can still bevery fast,but they will never be as fast as they might have been.Theycannot recover fully from inadequacies in their early training.

Physical, Mental, Cognitive, and EmotionalDevelopment: A Holistic Approach

Coaches should consider the whole athlete. Ateach stage, coaches should consider the emotional,

mental, and cognitive development of each athlete, in addition totheir physical development, when they plan training, racing, andrecovery programs.

PeriodizationPeriodization provides the framework for organ-izing training (for example, mode, volume, intensity,

frequency of training),racing,and recovery into a log-ical and scientifically based schedule in order to achieve optimumperformance at the required time.A periodization plan that takesinto account growth,maturation,and trainability principles shouldbe developed for each stage of athlete development.

Calendar Planning for CompetitionThe system of competition makes or breaks athletes. The regatta system and calendar should

support and be consistent with LTAD. Differentstages of development have different requirements for the type,frequency, and level of competition.At some stages of develop-ment (for example,Training to Train), training and developmentshould take precedence over formal racing and short-term suc-cess. At later stages, it becomes more important for athletes toexperience a variety of competitive situations and to performwell at high-level regattas.

System Alignment and IntegrationLTAD recognizes that physical education, schoolsports, recreational activities, and competitive sports

are interdependent. For example, as a late-specializa-tion sport,rowing depends on schools,recreation centres,and othersports to provide children with opportunities to develop physical lit-eracy and early fitness. LTAD recognizes that enjoying a lifetime ofphysical activity and achieving athletic excellence are both built ona foundation of physical literacy and fitness. All elements of the sportsystem must be integrated and aligned with one another to achievethese goals.

Similarly, all parts of the Canadian rowing system – clubs, schools,provincial associations,Rowing Canada Aviron,and regattas – acrossall regions, must be integrated and aligned with one another. Eachelement in the system plays a crucial role in athlete development.For the system to work well,they must be mutually supportive,clearin their roles and responsibilities, and clear in how they contributeto the “bigger picture”of athlete development. Just as the athletes ina fast crew must integrate and align their movements, the compo-nents of the rowing system must integrate and align their activities.

Rowers will do best in a rowing (and sport) system that is clear,seamless,and based upon a consistent set of principles.LTAD allowsrowers to identify the opportunities available to them and to under-stand the pathway they need to follow. If they want to row at anelite level, they will know (in general terms) what type of training,

racing, and recovery they should bedoing at each stage,when they shouldstart to specialize in rowing,and whatthey need to do to move up throughthe system. They (and their parents)will have the knowledge to advocatefor programs, coaching, equipment,regattas, and other services that willsupport their long-term development.

In a system where the various elements are integrated and aligned,rowers will be less likely to “fall through the gaps.”

Continuous Improvement LTAD is based on the best available scientific research

and empirical evidence, but knowledge and under-standing evolve.LTAD should respond to, integrate,and,

in some cases, stimulate research and rowing-specific innovations.


10

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04 6 8 10 12 14 16 18

AGETESTES

PUBIC HAIR

PENIS

HEIG

HT (c

m/y

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PEAKSTRENGTHVELOCITY

BOYS

Figure 2.


trainability refers to how responsive an individual is to atraining stimulus at different stages during growth and matu-ration.Although all physiological capacities are always train-

able, there are critical periods in the development of a specificcapacity during which training has the most effect. These arereferred to as “critical windows of accelerated adaptation totraining.” Correct training during these critical windows is essentialfor individuals to achieve their genetic potential.

Scientific evidence shows that humans vary considerably in themagnitude and rate of their responses to a given stimulus. This vari-ability underlines the need for a long-term approach to athlete devel-opment,so that athletes who respond slowly are not short-changed.

Sport scientists have identified five physical capacities (thefive S’s of Training and Performance): Stamina, Strength, Speed,Skill, and Suppleness. For stamina and strength, the criticalperiods of trainability are based on developmental age; specifi-cally, the onset of the adolescent growth spurt. For speed, skilland suppleness, the critical periods of trainability are based onchronological age. Note that, on average, girls reach these win-dows of trainability at a younger chronological age than boys.

Stamina (Endurance) The critical window of trainability occurs at the onset of Peak

Height Velocity (PHV), which is the adolescent growth spurt.Athletes should focus on aerobic capacity training as their growthrate accelerates; aerobic power should be introduced progres-sively after growth rate decelerates.Aerobic capacity and powerare crucial for rowing.

StrengthFor girls, there are two critical windows of trainability for

strength: the first is immediately after PHV and the second is at theonset of menarche. For boys, there is one strength window and itstarts 12 to 18 months after PHV.

SpeedThere are two critical periods for trainability of speed. During

the first speed window, training should focus on developingagility and quickness; during the second speed window, trainingshould focus on developing the anaerobic alactic energy system.For girls, the first speed training window occurs between the agesof six and eight years and the second window occurs betweenthe ages of 11 and 13 years. For boys, the first speed trainingwindow occurs between the ages of seven and nine years and thesecond window occurs between the ages of 13 and 16 years.

SkillFor girls, the window for optimal skill training occurs between

the ages of eight and 11 years; for boys, it occurs between the ages

of nine and 12 years.During this window,children should be devel-oping physical literacy; that is, competence in the fundamentalmovement and sport skills that are the foundation for all sports.Competence in these skills makes it easier for children to learn andexcel in late-specialization sports such as rowing.

Suppleness (Flexibility)For both girls and boys, the critical window of trainability for

suppleness occurs between the ages of six and 10.In addition,spe-cial attention should be paid to flexibility during PHV.

The critical windows of trainability for speed, skill, and sup-pleness occur before children start rowing.We rely on schools,recreation centres,and other sports to provide children with thecorrect training and opportunities to develop these capacities.We should consider building relationships with these organiza-tions to advocate and support appropriate training.

For athletes who miss these training periods, coaches willneed to design and implement individualized programs toremedy any shortcomings.

Nervous System

General Curve

Hormone System

CURVES OF HUMAN GROWTH120

100

80

60

40

20

00 5 10 15 20

Age (years)

Size

att

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)On average, a child’s nervous system is fully developed by 10 years of

age. Thus, the optimal period for developing fundamental movementskills and a range of basic sport skills is before 10 years of age.

The hormonal system undergoes rapid development during adoles-cence. This is the optimal period for developing anaerobic capacity andstrength.

The general growth curve describes overall growth of the skeletalsystem, organs, and cells.

trainabilityFigure 3.


PacificSportOptimal Windows of Trainability (Balyi and Way 2005)

FEMALES PHV

RATE OF GROWTH

SPEED 1 SKILLS

SUPPLENESS

STAMINA

STRENGTH 1 & 2

SPEED 2

DEVELOPMENTAL AGE

PHYSICAL, MENTAL – COGNITIVE, EMOTIONAL DEVELOPMENT

ChronologicalAge

DevelopmentalAge

younger 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20+

MALES PHV

RATE OF GROWTH

SPEED 1

SKILLS

SUPPLENESSSTAMINA

STRENGTHSPEED 2

ChronologicalAge

Athletic excellence andenjoyment of life-long

physical activity are bothbuilt on a foundation of

doing the right type oftraining at the right stage

of development.

Figure 4.

Active for Lifeenter at any age

Active for Lifeenter at any age

FUNdamentalsFemales 6 to 8Males 6 to 9

Learningto Train

Females 8 to 11Males 9 to 12 Training

to TrainFemales 11 to 15Males 12 to 16

Learningto Compete15 to 19+/-

Trainingto Compete19 to 23+/-

Trainingto Win

23+

Trainingto Win 2

23+

Active Start0 to 6 years


Stagesof LTAD

The LTAD framework outlined below describes the optimal development pathway for an athlete who starts rowing between 11 and 16 years of age and continues through to racing successfully at the elite level. The early stages of development

will be the same for all rowers. When the volume of training starts to increase during the Training to Train stage, the pathway of thosewho choose to compete at a high level will diverge from those who choose to row and compete for enjoyment and fitness.

Any training, racing, and recovery program should reflect the goals of the athlete for whom it is designed.

for ROWING

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1 ACTIVE START

2 FUNdamentals

The LTAD framework highlights the key elements of each stage for

rowing. Subsequent documents will provide a more comprehensive and

detailed explanation of each stage. Keep in mind that athlete development

is a continuous process, not a sequence of distinct steps. It is a process

during which skills, training, and racing become progressively more specific

and specialized. For example, children progress from learning fundamental

movement skills, to building fundamental sport skills and water skills, to

learning general rowing skills (sculling and sweeping in a variety of boats),

to specializing in either sculling or sweep, and eventually, to specializing in

a particular seat and boat class.

Specialization does not, however, mean to the exclusion of all else. For

example, athletes who specialize in rowing bow seat in a pair should do

some training in other seats and boats, including sculling boats. This pro-

vides variety, prevents injuries, maintains versatility, stimulates additional

development, and keeps an athlete mentally fresh. Similarly, an athlete in

the Training to Win stage, whose training and preparation are focused on

2000m racing, should continue to race in head races and sprint races as

part of their training and preparation. In addition, in regions where athletes

cannot row during the winter, they should be encouraged to participate in

complementary sports.

In Canada, many athletes come to rowing relatively late in their devel-

opment (16 years of age or older). In fact, it is not uncommon for

national team rowers to have learned to row in university. This overview

does not address the specific needs of these late-entry athletes. Nor

does it address the specific needs of adaptive rowers, although the

Canadian Paralympic Committee’s LTAD model is appended. We need to

be aware of the learning differences between individuals with congen-

ital disabilities and those with disabilities acquired at different life

stages, and provide learning opportunities that recognize these differ-

ences. Subsequent documents will include more specific guidance for

late-entry and adaptive rowers.

Age: 0 to 6 yearsObjective: Learn fundamental movements and link themtogether into play.Key Outcomes: Fun and movement skills.Physical activity should be fun and a natural part of a child’sdaily life, not something required.Active play is the way youngchildren are physically active.

Rowing does not have a direct role to play during the ActiveStart stage other than to support organizations that promotephysical activity.

Age: females 6 to 8; males 6 to 9Objective: Learn fundamental movement skills and build overallmotor skills.Key Outcomes: At the end of this stage, children will • be competent in the fundamental movement skills.• know how to swim.

Participation in Life-long Physical Activity

Excellence

Sport for All

Physical Literacy

Recreation

Life-longPhysicalActivity

Active for LifeTrainingto Win

Training to Compete

Training to Train

Learning to Train

FUNdamentals

Active Start

LTAD supports both life-long participation in rowing or other

physical activity and excellence atthe high performance level. Bothparticipation and excellence are

built on a common foundation offundamental movement and sport

skills developed during the earlystages (Active Start, FUNdamentals

and Learning to Train). Athletesmay make the transition to

life-long participation for fun andfitness at any stage in LTAD.

Figure 6.


Skill development in the FUNdamentals stage should be well-structured and FUN, with the emphasis on participation. Childrenshould be encouraged to participate in a variety of sports and phys-ical activity in order to develop fundamental movement skills:• Agility, Balance, Coordination, and Speed (ABCs) • Kinesthetics, Gliding (“run”), Buoyancy, Striking with a body

part (KGBs)• Running, Jumping,Throwing (RJTs)• Catching, Kicking, Striking with an implement (CKs)

In addition,children should learn water safety and how to swim.Rowing does not have a direct role to play during the

FUNdamentals stage other than to support organizations that pro-mote physical activity and the development of fundamental move-ment skills.

Age: females 8 to 11; males 9 to 12Objectives:• Learn overall sport skills.• Build water-sense and basic boat handling skills.Prerequisite: Children must be familiar with basic water safetyand be able to swim before they can participate in organizedactivities that use boats.Key Outcomes: At the end of this stagechildren will be• physically literate (competent in funda-

mental movement skills and fundamentalsport skills).

• comfortable and confident in boats andplaying in, on, and around the water.The Learning to Train stage coincides with

the skill window, one of the most importantperiods of motor development for children.During this stage,children should be encour-aged to participate in a wide variety of sportsand to participate in sports and physicalactivity every day.

During the Learning to Train stage,childrenshould also be introduced to a variety ofwater-based activities, including sculling.“Messing around in boats” will build chil-dren’s confidence on the water, water-sense,and basic boat handling skills as theybecome familiar with how boats move, turn,tip, balance, flip over, and are affected bywind and water. Children who are confident and comfortablearound the water and handling boats will find it easier to learn torow.These early water and boat skills should be developed throughfun activities in a safe environment. Rowing clubs could considerforming partnerships with schools and recreation centres and withsports such as canoeing, kayaking, and sailing to offer fun, well-

structured, water-based activities and camps for children.In addition to developing fundamental sport skills and water

skills, the training program at this stage should• introduce concepts of mental preparation and the basic rules

and ethics of sport.• introduce basic ideas about warming-up, cooling-down, hydra-

tion, nutrition, stretching, and other ancillary capacities.• develop flexibility.• include exercises that develop strength through the use of the

Swiss ball and the medicine ball and exercises that use thechild’s own body weight.

• include frequent opportunities for children to compete, aspart of training.

Age: females 11 to 15; males 12 to 16 (ages are dependent on onset of PHV)Objectives:• Build general endurance.• Develop speed and strength.• Learn to scull.Key Outcomes: At the end of this stage,athletes will have developed

• a strong aerobic base.• core strength.• proficiency in sculling (1x).• experience in crew boats (2xs and 4xs).

During the Training to Train stage, the emphasis is on buildinggeneral endurance. Aerobic training should be a priority at the

4TRAINING TO TRAINlearning to scull andbuilding aerobic monsters3 LEARNING TO TRAIN

messing around in boats


onset of PHV, although athletes should continue to develop skill,speed, strength, and flexibility. In order to build their aerobicbase, athletes should be training 6 to 9 times per week; 3 to 6 ofthese sessions should be rowing specific (using the ergometer oron the water), depending on the season and the athlete’s skilllevel. In the early part of this stage, rowers may not be skilledenough to get good aerobic training in a boat. Coaches can sub-stitute ergometer workouts and/or cross-training, particularlyweight-bearing activities.

For girls, there are two windows for strength development.Thefirst is immediately after PHV and the second coincides with theonset of menarche.For boys,there is one window of strength devel-opment, and it starts 12 to 18 months after PHV. This is the stagewhen athletes can really benefit from specific strength training.

An athlete’s developmental age determines how their bodyresponds to both aerobic and strength training. Coaches shouldadjust the training program for each athlete, depending onwhether they mature early, average, or late. Accommodating dif-ferent rates of maturation can be challenging in a team-based sportlike rowing. It will be easier for coaches to individualize training ifathletes are able to train in small boats. In determining traininggroups, coaches should take into account an athlete’s emotionaland social development,as well as their physical development.Forexample,at this age it is important to keep athletes with their peergroup. One option is to group athletes according to their trainingneeds (that is, pre-PHV, PHV, and post-PHV) while keeping themwith their peers.Because athletes vary widely in how quickly theymature,coaches should be particularly careful during this stage notto recruit or select athletes on the basis of size. Putting too muchemphasis on size is detrimental to the long-term development ofboth early- and late-maturing athletes.

Athletes should race in a variety of boats (1x, 2x, 4x) and in avariety of events (head races, sprint races, 2000m races) at localand regional regattas. Fun races that build technique, racing skills,and confidence can also be incorporated into training.Athletes canstrive to win, but the emphasis should be on fun, effort, improve-ment, and good technical performances.

During this stage, racing should be secondary to training and inparticular to developing general endurance. Spending too muchtime racing or on race preparation will limit the amount of timeavailable for developing general endurance.The annual plan shouldbe based on single or double periodization.

During this stage, athletes should also• continue to develop speed (that is, neurological adaptations)

by doing short bursts (for example, 10-stroke pieces) at the endof the warm-up, throughout the year.

• develop good boat-handling skills, learn to take responsibility forhandling their boat, and learn to take a problem-solvingapproach to training, in line with their cognitive development.

• be encouraged to participate in complementary sports such ascross-country skiing, running, cycling, speed skating, and swim-ming, but begin to focus on two competitive sports.

• learn to cope with the physical and mental challenges of competition.• develop a good general understanding of ancillary capacities

such as warm-up and cool-down, stretching, tapering andpeaking, regeneration, mental preparation, nutrition andhydration, and proper hygiene to prevent sickness.

Age: females 15 to 19 +/-; males 16 to 19 +/-Objectives:• Refine and consolidate sculling skills.• Learn to sweep, with an emphasis on small boats.• Develop sport-specific endurance, strength, speed, and skills for

2000m racing.Key Outcomes: At the end of this stage, athletes will havedeveloped• proficiency in 1x, 2x, 4x and 2- under a variety of conditions.• confidence in a variety of regatta and race situations (including

seat racing and time trials).• competence in steering and bowing.• good decision-making skills with regard to training and boat-

handling.• high levels of sport-specific endurance, strength, and speed.

During the Learning to Compete stage, training increasinglyemphasizes the development of sport-specific endurance,strength, and skills for 2000m racing. Coaches should introduceanaerobic training and continue to include short bursts (10 strokesprints and starts) at the end of the warm-up. For girls, anaerobiclactic training should be introduced at the onset of menarche(during the second strength window); for boys, it should be intro-duced 12 to 18 months after PHV. For both boys and girls, anaer-obic endurance training should be introduced once they havereached full sexual maturation.Athletes should be training six to 12times per week.

During this stage, rowers should begin sweeping, with anemphasis on small boats. Coaches can include some training andracing in bigger boats for fun and variety and to develop skills inteam (crew) dynamics.

Athletes should continue to race in a variety of events and boatclasses, but there should be increasing emphasis on 2000mracing. Racing in local, regional, and provincial regattas as a reg-ular part of training will help rowers learn to row technicallywell in competitive situations. It will also give them experienceracing in a variety of conditions such as rough water, head, tailand cross winds. They will also gain experience in sweep andsculling events and learning to cope with the mental and phys-ical demands of racing. Athletes should strive to win, but thefocus should be on learning from each race, developing racingskills, and racing technically well under a variety of conditions.During this stage, the training, racing, and recovery programshould be based on double periodization.

In addition,• training and practice in mental preparation will help athletes to

cope with the stresses of training, racing, and selection and will

5 LEARNING TO COMPETElearning to sweep andbuilding racers


contribute to their development as racers.• athletes should have access to specialized support such as

sport psychologists, physiotherapists, nutritionists, and othermembers of the Performance Enhancement Team.

• towards the end of this stage, athletes who want to race atthe elite level should be encouraged to focus on rowing,although they can continue to use complementary sports forcross-training.

• coaches should provide athletes with information on thedevelopment pathway and should encourage athletes to edu-cate themselves about the opportunities available so thatthey can make informed decisions about where to attenduniversity, where to train, whether to try out for the juniorteam, and so on.

• coaches should encourage late-entry athletes and integratethem into existing programs. Coaches should assess theseathletes and develop individualized remedial programs toaddress any shortcomings in their early training and devel-opment.

• athletes should refine and start to individualize their ancil-lary capacities.

• planning for the competition calendar should be optimal.

Age: females 19 to 23 +/-; males 19 to 23 +/-Objectives:• Further develop and refine sport-specific endurance,

strength, speed, and skills for 2000m racing.• Further develop and refine racing skills, including mental

preparation, race strategies, and the ability to handle a varietyof conditions and situations.All the objectives of Training to Train and Learning to Compete

must be achieved before the athlete can begin Training toCompete.Key Outcomes: At the end of this stage, athletes will• race well under a variety of conditions, maintaining good

technique under pressure and fatigue and at high rates.• be empowered to take responsibility and be accountable for

their training, performance, equipment, and other aspects oftheir rowing life, in co-operation with their coach.During the Training to Compete stage, athletes should con-

tinue to develop and refine their sport-specific endurance,strength, technique, and racing skills. They should continue towork on speed and flexibility. Coaches and athletes shouldwork together to tailor training, racing and recovery programs,psychological preparation, and technical development to meetthe athlete’s individual needs.

Athletes should select one sport, although training can con-tinue to include complementary sports for cross-training.Athletes should start to specialize in a particular boat class (1x,2x, 4x; 2-, 4-/4+, 8+) and seat, although they should maintain

their skills in other boat classes and seats.At this stage in devel-opment, athletes can specialize in lightweight or heavyweightevents.

The annual calendar should emphasize 2000m racing,although other races can be included for variety. The calendarshould be based on a framework of double periodization.

During this stage, athletes mature as racers and as high per-formance athletes. Making mistakes and learning from them is acrucial part of becoming a mature high performance athlete: thisis the stage to make mistakes.Athletes need to race in tight, chal-lenging races in order to refine their racing skills.They shouldstrive to win, and indeed may achieve some success in nationaland international regattas, but the primary focus should still beon learning how to race hard and well, particularly in nationaland international regattas. Race simulations and competitivepieces with a training group should be a regular part of training.These, together with racing at national and internationalregattas, will help an athlete refine and individualize their racingskills, such as pre-race preparation, race strategy, warm-up, andcool-down, and learn to cope with the challenges of racing at ahigh level. During this stage, athletes should become increas-ingly independent, responsible, and accountable.

Age: 23 +Objective:• Refine training, technique, and racing skills so athletes are as

fast as they can be.Key Outcome: At this stage, athletes will produce• podium performances by winning medals at world champi-

onships and Olympic Games.Training to Win is the final stage of athletic preparation.The

emphasis is on refining an athlete’s physical, technical, racing,mental, and ancillary capacities so that they are as fast as theycan be. By this stage, athletes will have reached their physio-logical genetic potential. Although an athlete can continue toimprove technically, the most significant gains will come fromracing experience and maturity, psychological preparation, andrefinement of ancillary capacities. Athletes should peak formajor regattas, using a framework based on double or tripleperiodization. Frequent breaks should be built into the calendarto prevent injuries and physical and mental burn-out.

Athletes should consider themselves full-time athletes andshould manage and organize their lives accordingly.

Age: Athletes who have been at the Training to Win stage for oneor more quadrennial cycles.

6TRAINING TO COMPETEtaking responsibility as athletes and racers 7 TRAINING TO WIN

going fast:no regrets, no excuses

8TRAINING TO WIN 2going fast:training and racing smarter


Objectives:• Continue to enjoy racing and training at the highest level.• Maintain or, where possible, improve technical, physical,

racing, and ancillary capacities.Key Outcome: At this stage,• athletes will continue to race consistently well (that is, win

medals) at the highest level for more than one quadrennialcycle.The training, racing, and recovery needs of an athlete who has

been at the Training to Win stage for one or more quadrennialcycles are not the same as those for an athlete who is justentering the Training to Win stage. During the Training to Win 2stage, the focus should be on keeping the athlete injury-free andenjoying racing and training at the highest level while main-taining physical, technical, racing, and ancillary capacities. It maybe possible for an athlete to improve in some areas such as tech-nique or ancillary capacities, but the program will need to beindividualized to achieve these improvements. Gains in speedwill come mainly from• tailoring training, racing, and recovery programs to a high

degree to work on specific areas.• further refining ancillary capacities such as taper/peak,

warm-up and cool-down, and recovery.• race experience.

During this stage, athletes can benefit from modifications intraining stimuli such as changes in training partners, venues,coaches,boats, and workout structure.Sometimes a change itselfcan stimulate improvement, regardless of what that change is.

Age: This is when an individual makes the transition from com-petitive sport to life-long physical activity and it may occur atany age.Objectives:• continue to be physically active in rowing and/or other

sports and activities.• continue to be involved in the rowing community, as an ath-

lete or in other capacities.Key Outcomes:• Health, well-being, and fun.In remaining Active for Life, individuals may move from• rowing to another sport.• one rowing program to another; for example, from competi-

tive rowing at the elite level into recreational, masters, ortouring.

• highly competitive rowing; for example at the elite level tolife-long competitive sport such as Masters rowing.

• participating as an athlete to participating in anothercapacity such as coaching, officiating, club management, ormentoring, whether as a career or as a volunteer.Athletes may move in and out of rowing, or between different

aspects of rowing, throughout their lives. For example, an ath-lete may move from high performance rowing to competing inanother sport, to rowing recreationally, to competing again as aMasters rower. A strong foundation of fitness and skills, builtduring the early stages of development, will make these transi-tions easier. For example, a rower who can scull and sweep (onboth sides) in a variety of boats will find it easier to fit rowinginto his/her life while handling other demands. The rowingsystem should make it easy for people to continue rowing andto move from one aspect of rowing to another. A range ofopportunities should be provided for people to be involved inthe rowing community, and such involvement should beactively encouraged and supported. Programs should be pro-vided for people who start rowing later in life and who may nothave a base of skills or physical activity.

Training, racing, and recovery programs should fit the needsand goals of the athletes for whom they are intended. Forexample, Masters rowers need programs that take into accounthow aging affects strength, flexibility, and endurance. Programsfor Masters rowers that are adapted from programs designed forathletes in the Training to Train or Training to Win stages are notappropriate for their physiology or their goals.

ACTIVE FOR LIFE

Parents LTAD will provide a framework for parents to understand

physical literacy and its importance for a healthy lifestyleand for success in competitive sport. It will help parents tounderstand physical, mental, cognitive, and emotional devel-opment and how these affect participation, training, and per-formance. LTAD will also help parents to understand the par-ticular hydration, nutrition, and recovery requirements ofgrowing children.

LTAD will provide athletes with a clear picture of thepathway(s) open to them and what they should, and shouldnot,be doing at each stage of development. It will give athletesand parents more knowledge with which to advocate for theprograms, coaching, equipment, regattas, and support servicesthat are critical to long-term development. A developmentpathway that is seamless, laid out clearly, and based on a consis-tent set of principles will help everyone in the sport systemidentify how they can best support the development of the ath-letes for whom they are responsible.

CoachesTo be successful, LTAD requires highly skilled and educated

coaches at the development level. Development coaches mustunderstand how mental, cognitive, emotional, and physicaldevelopment affect participation, training, racing, andrecovery.They must understand and be able to apply the LTADrecommendations. LTAD will significantly influence the cur-riculum of the National Coaching Certification Program,including the material that is specific to rowing.

Canada’s sport system needs to create the conditionsthat will ensure there are well-trained, well-paid, full-timecoaches at the development level, not just the elite level.This will provide a foundation for future athletic excel-lence and for a physically active population.


implicationspractical

ofLTAD

LTAD has practical implications for parents, coaches, clubs, recruitment, the regatta system, and equipment as well as for the optimal age forlearning to row and the optimal way of learning to row. All stakeholders will be actively encouraged to provide input in developing

the details of each stage and in implementing LTAD. Together, the rowing community must build the environment that will allow LTAD to be effective. In some cases, this will demand a change in the way of thinking about athlete development; in some cases, LTAD will support and

provide further impetus to coaches and clubs who are already implementing changes based on the principles of long-term athlete development.LTAD is endorsed by Sport Canada and by the Federal-Provincial/Territorial Ministers Responsible for Sport, Physical Activity and Recreation.

All sports in Canada will be developing LTAD plans and together will contribute to athlete development during the FUNdamentals, Learning to Train, and Training to Train stages.

ClubsAs the backbone of the Canadian rowing system, clubs will be

affected by changes to regattas, coaching, and equipment as aresult of LTAD.

In addition,• LTAD will provide clubs with valuable guidance in devel-

oping successful Learn-to-Row, Junior, Senior, Masters, andAdaptive programs.

• physical and water literacy developed during theFUNdamentals and Learning to Train stages will make it easierfor athletes to learn to row and will affect how Learn-to-Rowprograms are structured and taught.

• clubs should consider forming partnerships with schools, recre-ation centres, and other sports to deliver programs that buildwater and boat skills during the Learning to Train stage.

RecruitmentLTAD will form the basis of a more systematic, balanced, and

informed approach to recruiting athletes. For example, the princi-ples of LTAD suggest that coaches should recruit athletes fromsports that have similar physiological demands to rowing such as

cross country skiing, cycling, swimming, and speed skating.Theyshould recruit athletes from sports where the training, racing, andrecovery programs support LTAD, and in particular, the develop-ment of endurance and strength during the Training to Train andLearning to Compete stages.

Coaches should understand and apply principles of growth anddevelopment when they recruit athletes. For example,during ado-lescence, size is an unreliable criterion for recruiting athletesbecause of the wide variation in rates of maturation.

Regatta SystemThe regatta calendar and events influence, and in some cases

drive, the way rowing programs are structured and run. For LTADto be effective, it must be supported by a regatta system thatreflects the principles on which it is based.A regatta system thatsupports long-term athlete development might, for example,• focus on sculling events (1x,2x,4x) at the junior level,with

sweep events introduced during the Learning to Compete stage.• focus on small boats (1x,2x,2-) at the junior level, with big boat

events offered for variety and fun.• provide a variety of race experiences for athletes in the Training

to Train stage.• introduce lightweight events once athletes have stopped

growing.• be structured to encourage and allow development of general

endurance during the Training to Train stage.• be structured to recognize that up to and including the Training

to Train stage, training and maturation should take precedenceover performance.

• define event categories that, as much as possible, supporttraining and racing based on developmental age.

• be structured so that all rowers can compete in regattas thatmatch their skill levels and can experience success at somelevel, whether local, regional, provincial, or national.The regattasystem should promote close racing and avoid situations whereboats cross the line far apart. It should also provide rowers withchallenges and a vision of the possibilities, particularly for thosewho want to race at the elite level.

EquipmentEncouraging athletes to start rowing at a younger age than is cur-

rently the norm and in sculling boats has implications for equip-ment and boat fleets.• Athletes should learn and train in equipment that is appropriate

for their size (height, weight, and proportions). Boat fleetsshould include some equipment that is suitable for smaller,lighter bodies such as smaller hulls and shorter oars.

• Boats should be rigged appropriately for the size, strength, andproportions of those using them.

• Boats should give learners the “feel”of rowing in terms of bal-ance, run, and rhythm. Ideally, children should learn to row in1xs with a racing hull shape. Children will have a foundation ofwater sense, balance, and confidence, built during theFUNdamental and Learning to Train stages, that will make iteasier for them to learn in “tippy”boats.


• Safety is of paramount importance. Rowing clubs and coacheswill need to consider carefully how to provide equipment thatfacilitates learning, such as “tippy”boats, within a safe environ-ment. Flipping is fine - provided the conditions are safe.

• Athletes should be proficient scullers before they learn tosweep, and they should learn to row in small boats. For someclubs, this will mean a change from learning to row in 8+s.

When to learn to rowIn Canada,many rowers don’t start rowing until they are 18 to 20

years old.We do a good job of developing these late-entry athletes.In fact, many Canadian rowers who have won medals at Olympicand world championships started rowing “late.” However, we cando a better job of recruiting and developing early-entry athletes toensure optimal development of their aerobic base and strengthduring the Training to Train stage.This will make us less dependenton other sports to provide the correct training programs duringthese critical periods of development.

Encouraging more athletes to start rowing at 11 to 16 years of ageshould not preclude athletes from starting when they are older.Coaches need to carefully assess late-entry athletes and provide reme-dial programs to address any gaps or weaknesses in their development.

Early specialization, that is, before 10 to 12 years of age, in a late-specialization sport like rowing is neither necessary nor recom-mended. It contributes to one-sided, sport-specific development,poor development of fundamental movement skills and basic sportskills, overuse injuries, and early burn-out.

How to learn to rowThere are different approaches to teaching people how to row.

Coaches should adapt their approach to fit the emotional, cog-nitive, mental, and physical development (and temperament) ofthe athletes they are teaching. The most suitable approach forteaching 13-year-olds will not be the same as for teaching 18-year-olds or 40-year-olds.

The principles of LTAD have practical implications on how toteach rowing. Specifically,• more athletes will learn to row at a younger age than is now

typical. In other words, there will be more early-entry athletes.• athletes who have developed physical literacy and general boat-

handling skills during the FUNdamentals and Learning to Trainstages will be comfortable and confident around water andboats.They will have a sense of balance in a boat and a sense ofhow a boat moves.

• athletes should learn to row in a boat where they can learnmotor patterns and balance such as a 1x with a racing hullshape. Coaches and clubs must also consider safety in decidingwhat boats to use.In general, children are more relaxed, less fearful, and have a

shorter attention span than older adolescents and young adults.They learn best when all modes of learning are engaged –visual, kinesthetic, and oral. Children need to see, hear, and DO.Children who have a strong foundation of fundamental move-ment and sport skills, and who are confident and comfortablein boats, will learn to row more easily than those who do not.They will have a basic sense of balance in a boat and of how aboat moves, which will make it easier for them to pick uprowing skills.Compared to older adolescents or adults, they willbe relatively unconcerned about flipping, provided the condi-tions are safe.



this document is the first step in developing LTAD for rowing. It provides an overview of LTAD, defines the principles on which LTAD is based, out-lines the framework of the stages and the key aims and elements of each stage, and highlights some of the practical implications for the Canadianrowing system.

In subsequent steps, Rowing Canada Aviron intends to

• develop and describe in detail the training, racing and recovery programs for the five stages from Training to Train to Training toWin 2.

• prepare separate supporting documents that will communicate the principles of LTAD and provide specific guidance for coaches, ath-letes, parents, and clubs.

• use LTAD to review the existing rowing system, identify gaps and weaknesses in the system and in the development pathway, anddevelop solutions that will support LTAD.The immediate priorities include a review of the regatta system and coach education.

we recognize that implementing LTAD will require changes to the regatta system,club programs,equipment,and coach education,and that clubs, regatta organizers, schools, and coaches will need support in its implementation. Some of these changes can bemade quickly;others will be more gradual.Many of the changes are interdependent.For example,LTAD recommends that athletes

learn to scull before learning to sweep, and that they learn in small boats.To implement this recommendation, some clubs will need tochange their fleet of boats to include more 1xs, 2x/-s, 4xs.This is expensive and can only be done gradually. In addition, it may requirechanges in boat storage. It must be coordinated with changes to the regatta system so athletes will have boats that match the eventsoffered. Clubs will also have to consider how this recommendation and the shift in boat fleets will affect safety, program structure andtiming, revenue generation, and their relationship with other water-users.

LTAD is a “work in progress.”It will be reviewed and adapted to incorporate new research,empirical evidence,and innovations.RowingCanada Aviron welcomes and will actively solicit feedback from coaches, club administrators, athletes, and others concerned about andaffected by LTAD.However,we also recognize we need to “get on with it” if LTAD is going to benefit rowers.We want to develop a usableand useful plan that is based on the best available information, and then adapt it as necessary.

implementation


conclusion

LTAD is about doing development right. It is about taking a long-term, clear, and systematic approach that focuses on athletes andwhat they need — at all levels.Rowers who benefit from the right training,racing,and support at the right time will have the foun-dation they need to reach their athletic potential and enjoy rowing throughout their lives. Good preparation is crucial to an ath-

lete’s success. LTAD is about extending the concept of good preparation to all stages and all aspects of athlete development.

LTAD allows all rowers and those who support them to see what they should (and should not) be doing throughout their develop-ment. It helps individual athletes to identify the pathway that suits them and their goals.

LTAD is a foundation for a rowing system that is successful in terms of both number of participants and the number of medals at thehigh performance level. It makes sense to invest in a framework that will develop athletes who enjoy rowing, succeed at the elite level,and stay involved in the sport for the long term.

"I was fortunate that throughout my rowing career opportunities came up at the right stage in my development and in the right order, so that Iwas able to take full advantage of them. This was partly luck. LTAD takes the luck out athlete development, by creating a systematic developmentpathway based on science and coaches' experience."

Jon Beare, former National Team member, Olympian, coach and Vice-President of Athlete Development, Rowing BC


Adaptation refers to the functional and/or morphologicalchanges in an organism that are induced by a stimulus or aseries of stimuli. The general patterns of adaptation are con-sistent amongst individuals and have been clearly delineatedby physiological research. However, the degree of adaptationwill depend on an individual’s genetic endowment.

Ancillary capacities refer to the knowledge and experiencebase of an athlete. The ancillary capacities include warm-upand cool-down procedures, stretching, nutrition, hydration,rest, recovery, regeneration, mental preparation, and taper andpeak. When athletes reach their genetic potential and physio-logically cannot improve anymore, they can still improve per-formance by using the ancillary capacities to full advantage.

Chronological age refers to a person’s age according to theirdate of birth.

Critical periods of development refers to a stage in thedevelopment of a specific capacity when experience or traininghas an optimal effect on development. Physiologically, theseare the periods during which an individual’s body is mostresponsive to particular stimuli. The same training introducedat an earlier or later time would have little or no effect orwould even retard later development.

Developmental age refers to an individual’s stage ofdevelopment, based on physical, emotional, social, and cog-nitive criteria.

Development refers to “the interrelationship betweengrowth and development, in relation to the passage oftime. The concept of development includes the social,emotional, intellectual, and motor realms of the child.

Fundamental movement (motor) skills refers tothe set of movement skills that form the basis for allsports and physical activity.

Fundamental sport skills refers to the set of sport skills that form thebasis for all sports.

Growth and maturation are often used together, sometimes synony-mously. However, each refers to specific biological activities.

Growth refers to “observable, step-by-step, measurable changes in bodysize, such as height, weight. and percentage of body fat.”

Maturation refers to “qualitative system changes, both structural andfunctional in nature, in the organism’s progress towards maturity.”

Menarche refers to the onset of the first menstrual cycle.

Periodization refers to the structuring of short- and long-term training,competition, and recovery periods to provide optimum performances at therequired time or time series.

• Single Periodization: one preparatory and one competitive period withinthe year

• Double Periodization: two preparatory and two competitive periodswithin the year

• Triple Periodization: three preparatory and three competitive periodswithin the year

• Multiple Periodization: competing all year round while maintaining phys-ical and technical skills

Peak Height Velocity (PHV) refers to the maximum rate of growthin height.

Physical literacy refers to proficiency in the skills required for a largenumber of team and individual sports.

Trainability refers to the genetic endowment of athletes as theyrespond individually to specific stimuli and adapt to it accordingly.Malina and Bouchard (1991) defined trainability as “the responsivenessof developing individuals at different stages of growth and maturationto the training stimulus.”

Glossary of Terms


Alpine Integration Model.Alpine Canada Alpine,High PerformanceAdvisory Committee, 1999Athletics Canada.Run, Jump, Throw: Reference Guide. p.12. 2004.Diagram adapted from from Scammon, R.E. "The Measurement ofthe Body Childhood" in Harris et. al, eds. The Measurement ofMan. Minneapolis: University of Minnesota Press. 1930.Balyi, I. Sport system building and long-term athlete developmentin Canada.The situation and solutions, in Coaches Report, Summer2001.Vol.8, No.1, pp.25-28.Bar-Or, O. (ed). The Child and the Adolescent Athlete. BlackwellScience Ltd. Oxford, UK, 1996.Bloom, B. Developing Talent in Young People. New York:Ballantines, 1985.Canadian Sport for Life. Long-term Athlete Development ResourcePaper. Canadian Sport Centres, 2005.Ericsson, K.A. and Charness, N. Expert Performance. Its Structureand Acquisition.American Psychologist,August 1994.,pp.725-747.Malina, R.M. and Bouchard, C.Growth, Maturation, and Physical Activity. Champaign, Ill.:Human Kinetics, 1991.

Robertson, S. and Way,R:Long-term Athlete Development: A Made-in-Canada Model. Coaches Report,Vol.11.No.3, pp. 6-12.Rushall, B. The Growth of Physical Characteristics in Male andFemale Children. In Sports Coach,Vol.20,Summer,1998.pp.25 - 27.Sanderson, L. Growth and Development Considerations for theDesign of Training Plans for Young Athletes. Ottawa: CAC,SPORTS,Vol.10.No.2.1989.Scammon,R.E. The Measurement of the Body Childhood. In Harriset.al., eds. The Measurement of Man. Minneapolis: University ofMinnesota Press. 1930.SportMap: A Blueprint for Sport Excellence. PacificSport, 2001.Stafford, I.Coaching for Long-Term Athlete Development. The NationalCoaching Foundation, Coachwise, Leeds, 2005.Tenner, J.M. Growing Up. Scientific American, 1973, 9.Viru, A. Adaptation in Sports Training. CRC Press, Boca Raton,1995. 310.p.Viru,A, Loko, J.,Volver,A., Laaneots, L., Karlesom, K., and Viru, M.Ageperiods of accelerated improvements of muscle strength, power,speed and endurance in age interval 6-18 years. In Biology of Sport,Warsaw,V.,15 (4) 1998,211-227 pp.

Selected Bibliography


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This overview of the Long-Term Athlete Development (LTAD) plan for rowing was produced by a working group that included

Dr. Istvan Balyi National Coaching Institute, PacificSport Victoria and Advanced Training and Performance Ltd.

Ian Moss Executive Director, Rowing Canada AvironDr.Volker Nolte Head Men’s Coach and Assistant Professor, University of Western Ontario

Rebecca Orr Domestic Development Officer, Rowing Canada AvironTerry Paul National Development Coach, Rowing Canada AvironAlan Roaf High Performance Director, Rowing Canada Aviron

Brenda Taylor World and Olympic ChampionCarolyn Trono Director of Coach Development, Rowing Canada Aviron

We thank those coaches who contributed their ideas and comments.In particular, thank you to those who participated in an initial workshop in March, 2005, where some of

the key rowing-specific ideas were discussed and who subsequently reviewed this overview.

Laryssa Biesenthal, Rowing Canada AvironHowie Campbell, British ColumbiaRick Crawley, British ColumbiaCarol Love, OntarioWalter Martindale,AlbertaChuck McDiarmid, ManitobaIan McFarlane, OntarioSiobhan McLaughlin, SaskatchewanAl Morrow, Rowing Canada AvironDr.Volker Nolte, OntarioKim Norris, New BrunswickRebecca Orr, Rowing Canada Aviron

Long-Term Athlete Development Plan for Rowing: An Overview is based on the LTAD model developed by Dr. Istvan Balyi. We thank Dr. Balyi for the guidance, expertise, and experience that he

contributed to this overview. We also acknowledge the assistance provided by Richard Way, LTAD Advisor,Canadian Sport Centre, Vancouver. Thank you to Jon Beare and Alison Korn for contributing their thoughts

on long-term athlete development and the factors that contributed to their athletic success.

Writer Brenda Taylor Photo Credits Volker Nolte (p. 5), Joel Rogers (p. 19),Jackie Skender (p. 6, 11, 20, 23, 24), George Blumel (p. 22),

Editor Sheila Robertson Renate Hodges (p. 11), Jacqueline Sava (p. 15, 21),Mike Wilkinson (p. 7),Thomas E. Butscher (p. 18),

Translation MATRA•gs inc. Joe Ho (page 21), Rebecca Orr (p. 21), Kristina Molloy (p. 25).

Design Barbara Moore Production Co-ordinators Rebecca Orr, Jackie Skender

We acknowledge the financial support of the Government of Canada through Sport Canada,a branch of the Department of Canadian Heritage.

Acknowledgements

Terry Paul, Rowing Canada AvironCourtney Pollock, OntarioCraig Pond, British ColumbiaGwen Prillo, Sport CanadaAnne Renée-Thibault, QuebecAlan Roaf, Rowing Canada AvironBob Sawler, Nova ScotiaKarol Sauvé, QuebecMike Spracklen, Rowing Canada AvironBrenda Taylor, British ColumbiaLesley Thompson-Willie, OntarioMike Thompson, OntarioCarolyn Trono, Rowing Canada Aviron

Documents

DEVELOPMENT PLAN forrowing · 4 LONG-TERM ATHLETE DEVELOPMENT PLAN foreword t he concept of LTAD has grown out of a recognition of the many gaps in athlete talent identification and