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Performance Planning: Long-term Athlete
Development Plans
PERFORMANCE PLANNING: LTAD PLANS
Overview
PERFORMANCE PLANNING: LTAD PLANS
The Five NCCP
Core Competencies
Valuing Problem- solving Interacting Leading Critical
Thinking
PERFORMANCE PLANNING: LTAD PLANS
Learning Outcomes
Perform a thorough analysis of the demands of your athletes’ sport at
the elite level
Identify appropriate
measures for promoting athlete development
within your own program
Integrate yearly training priorities into your own
program
Organize and sequence training priorities and
objectives on a weekly basis to optimize adaptations
Outline a program structure
based on training and competition opportunities
Evaluate the ability of your athletes/team to
perform up to their potential in competition
PERFORMANCE PLANNING: LTAD PLANS
Definition
Performance planning is about knowing how to design programs so that athletes can maximize
their performance
PERFORMANCE PLANNING: LTAD PLANS
Performance Planning Training
Performance Planning training has three distinct parts:
1. Long-Term Athlete Development Plans and Performance Planning (this part)
2. Sport Profile and Gap Analysis 3. Yearly Training Plan
PERFORMANCE PLANNING: LTAD PLANS
Overview • Rationale
– Failing to plan is planning to fail. To optimize athletes’ performance, coaches must take their athletes’ developmental stage into account when they do their planning.
• Objective – Apply long-term athlete development (LTAD) plans to
the planning process. • Process
– Mini-lectures, small-group tasks, and individual tasks.
PERFORMANCE PLANNING: LTAD PLANS
Where Are We Going?
• Why Plan? • Building the Athlete • Understanding LTAD • Competition Structure • Planning Benchmarks/Program Orientation
PERFORMANCE PLANNING: LTAD PLANS
Why Plan?
PERFORMANCE PLANNING: LTAD PLANS
Key Reasons for Planning • Provides direction for and helps organize the athlete’s
program • Encourages strong accountability, focus, and discipline
for athletes, coaches, and staff associated with the program
• Encourages ongoing meaningful analysis and monitoring of athletes
• Helps identify challenging “stretch” targets and meaningful goal-setting
• Creates a culture where athletes continually strive and move toward being their best
PERFORMANCE PLANNING: LTAD PLANS
Key Reasons for Planning (cont’d)
• Maximizes the effectiveness of the training program and is based on scientific principles
• Ensures more purposeful practice and training based on progression and the integration of training objectives
• Provides a communication tool for athletes, coaches, support staff, and parents
• Improves resource allocation, as implementation is directed toward objectives
• Helps coaches manage their time better
PERFORMANCE PLANNING: LTAD PLANS
Planning Process
Strategically Prioritize
Objectives
Monitor and Assess
Develop/ Modify Plan
Do a Gap Analysis
[Gold Medal Profile (GMP)]
Start with LTAD
Principles
PERFORMANCE PLANNING: LTAD PLANS
Building the Athlete
PERFORMANCE PLANNING: LTAD PLANS
Building the Athlete
Health and Fitness
Sport-specific Ability
Competitive Readiness
PERFORMANCE PLANNING: LTAD PLANS
Understanding LTAD
PERFORMANCE PLANNING: LTAD PLANS
Understanding LTAD
PERFORMANCE PLANNING: LTAD PLANS
Definition
LTAD is a training, competition, and recovery program based on developmental age — the
individual’s maturation level rather than his or her chronological age.
PERFORMANCE PLANNING: LTAD PLANS
Key Points about LTAD • LTAD is based on the physical, mental, emotional, and cognitive
development of children and adolescents. • LTAD helps participants develop physical literacy, which excellence and
lifelong participation are built on. • LTAD ensures that developmentally appropriate skill development, training,
competition, and recovery occur throughout an athlete’s career. • LTAD provides developmentally appropriate and meaningful competition
schedules • LTAD is a pathway that integrates and aligns the Canadian sport system. • LTAD promotes a healthy, physically literate nation. • LTAD is an inclusive framework that encourages lifelong participation.
PERFORMANCE PLANNING: LTAD PLANS
LTAD Stages
PERFORMANCE PLANNING: LTAD PLANS
Phases of Growth
Adapted from “http://canadiansportforlife.ca/resources/role-monitoring-growth-ltad”
PERFORMANCE PLANNING: LTAD PLANS
Female/Male Differences in Rates of Growth
Adapted from “http://canadiansportforlife.ca/resources/cs4l-ltad-2”
PERFORMANCE PLANNING: LTAD PLANS
Sensitive Periods
A sensitive period is a period during which adaptation to training is accelerated
PERFORMANCE PLANNING: LTAD PLANS
Sensitive Periods
Balyi, I. & Williams, C. (2009). Coaching the young developing performer. Leeds: Coachwise.
PERFORMANCE PLANNING: LTAD PLANS
Resources
SPORT FOR LIFE http://canadiansportforlife.ca/resources PHV CALCULATOR http://kinesiology.usask.ca/growthutility/phv_ui.php
PERFORMANCE PLANNING: LTAD PLANS
Competition Structure
PERFORMANCE PLANNING: LTAD PLANS
Importance of Competition Structure
“The system of competition may make or break an athlete.”
I. Balyi
PERFORMANCE PLANNING: LTAD PLANS
Importance of Competition Structure
PERFORMANCE PLANNING: LTAD PLANS
Recommended Competition Ratios Stages Recommended Ratios
Active Start No specific ratio; all activity based upon developing physical literacy
FUNdamentals All activities fun based, including some structured competition
Learn to Train Training 70%; competition-specific training and actual competition 30%
Train to Train Training 60%; competition-specific training and actual competition 40%
Train to Compete
Training 40%; competition-specific training and actual competition 60%
Train to Win Training 25%; competition-specific training and actual competition 75%
Active for Life Based on individual desire
PERFORMANCE PLANNING: LTAD PLANS
Planning Benchmarks/Program
Orientation
PERFORMANCE PLANNING: LTAD PLANS
Benchmarks: What, Why, and How? • What?
– Targets/goals or standards that can be used to measure athletes’ milestones or program success
– Two kinds of benchmarks: Programming and performance benchmarks
• Why? – To make comparisons over time – To show progress or lack of progress toward goals
• How? – By setting (appropriate) goals – By using them in LTAD plans to set the direction of planning
PERFORMANCE PLANNING: LTAD PLANS
Debrief
• What feelings/responses do you have to the activities you just completed?
• What are your key learnings from this part of the module?
• How will these learnings affect your planning?