Physical Literacy:“The Building Blocks to

Lifelong Health”

Athlete Development Presentation

1. Long Term Athlete Development Model

2. Physical Literacyi. Basic Knowledgeii. Fundamental Movementsiii. Pedagogy of a Quality Programiv. Sample Program

3. Q & A

Presentation Outline

Already Know

Want to Know

LTAD Model

Physical Literacy

Fundamental Movements

Starting Point

Long Term Athlete Development

Physically Literate emphasis

Pathway to excellencePathway for all to be physically active

Children play to have fun

Long Term Athlete Development

FUNdamental

Active for Life

Training to Win

Training to Train

Training to Compete

Learning to Train

Active Start

Fundamental Movements

Active Start StageChronological/ Development Age

Males and Females: 0-6

• Fitness and movement skills• running, jumping, wheeling,

twisting, kicking, throwing, and catching

• Exploration of risk and limits in safe environments

• Some organized physical activity

• Gymnastics, Running, Wheeling

Fundamental Movements

Skills +

FUNdamental StageChronological/ Development Age

Males 6-9 and Females: 6-8

Learning to Train Stage

Chronological/ Development AgeMales: 9-12 Females: 8-11

Fundamental SportSkills

Training to TrainDevelopment Age – onset of PHV

Males: 12-16 Females: 11-15

Building Engine and

Sport Specific Skills

Optimizing Engine

andSport / Event /

Position Skills

Training to CompeteChronological / Sport Specific Age

Males: 16-23 +/- Females: 15-21 +/-

Maximizing engine and

Event / Position

SkillsPODIUMS

Training to WinChronological / Sport Specific AgeMales: 19 +/- Females: 18 +/-

HealthyLife-longPhysicalActivity

Active for LifeEnter at any age

Adult programs superimposed on children

Male programs superimposed on females Physical literacy not taught Windows of Trainability – periods of

accelerated adaptation Chronological age versus developmental

age “Peaking by Friday”

Systemic LTAD Issues in Canada

Physical Literacy

STRUCTURED & UNSTRUCTURED

PLAY

Life LongPhysical Activity

DEV

ELO

PM

EN

TP

ER

FO

RM

AN

CE

PODIUM PLAYGROUND

LimitedOpportunities

Fundamental Movement Skills

Physical LiteracyFirst 3 stages of LTAD

Development Age – before onset of PHV

Fundamental Movement skill+

Fundamental Sport Skills=

Physical Literacy=

Excellence & Participation

Physical LiteracyFirst 3 stages of LTAD

Development Age – before onset of PHV

Developmental Age vs. Chronological Age

14 Year old boys 13 Year old

girls

Developmental Age = Chronological Age +/- 2 years

Physical LiteracyWindows of Opportunity

Windows of Trainability: Refers to the sensitive periods of accelerated adaptation to training.

Readiness: Refers to the critical period in the development of a specific behaviour or skill when experience or training will have the optimal effect.

Physical Literacy

Trainability by Age

Phases of Movement

Fundamental Movements

Fundamental Movements

Growth means an increase in body size, such as in height or weight.

Maturation is the process in which the child’s body changes to become progressively more like that of an adult.

Fundamental Movements

Running

Fundamental Movements

Becoming Physically Literate: must master fundamental movement skillsRemember children are not just “adults in miniature”.To learn a skill a child must go through a series of developmental stagesGoal of the coach is to help the child progress from one stage to the next.

Throwing

Fundamental Movements

Learning Fundamental Movement Skills:Children learn at different stagesEveryone learns the movements in the same sequenceEveryone goes through the same phasesThe child’s environment needs to be both safe and challenging.

Jumping

Fundamental Movements

Time for remedial workIf a child goes too long without learning a skill, then learning it may become more difficult.The sooner the child starts to overcome the learning deficit the easier it will be for them to catch up.

Hopping

Fundamental Movements

Impact of Being Physically Literate:Confident in an active settingHigher self-esteem which impacts other parts of lifeMore likely to be active later in life.More likely to be a healthier adult.

Fundamental Movements

Travelling Skills Object Control Skills

Balance Movements

• Boosting• Climbing• Eggbeater• Galloping• Gliding• Hopping• Ice Picking• Jumping• Leaping• Poling• Running• Sculling• Skating• Skipping• Sliding• Swimming• Swinging• Wheeling

Sending:• Kicking• Punting• Rolling (ball)• Strike (ball, puck, ring)• ThrowingReceiving:• Catching• Stopping• TrappingTravelling with:• Dribbling (feet)• Dribbling (hands)• Dribbling (stick)Receiving and Sending:• Striking (bat)• Striking (stick)• Volleying

• Balancing/Centering• Body Rolling• Dodging• Eggbeater• Floating• Landing• Ready position• Sinking/Falling• Spinning• Stopping• Stretching/Curling• Swinging• Twisting/Turning

• Encourage children to run; tag & chasing games

• Play catching and throwing games • Play games making body shapes and

movements• Play balancing games• Play jumping games• Play games in a variety of environments

Physical Literacy & LTAD

Active Start StageChronological/ Development Age

Males and Females: 0-6

• Encourage unstructured physical play with friends

• Continue to play catching, throwing, hitting, running, etc…. Games

• Provide a variety of sporting activities (multi-sport programs)

• Focus on participation and fun• Develop the all-round athlete

Physical Literacy & LTAD

FUNdamental StageChronological/ Development Age

Males 6-9 and Females: 6-8

• Encourage unstructured physical play with friends

• Provide opportunities to play multi sports and play a variety of positions

• Encourage participation in sports at school• Provide opportunities to participate in activities

on land, water, snow and ice• Provide opportunities to work on flexibility,

speed, endurance and own-body weight strength• FUN!

Physical Literacy & LTAD

Learning to Train StageChronological/ Development Age

Males: 9-12 Females: 8-11

• Activates are appropriate for the cognitive, social and physical stage of development

The following areas should be considered..i. The equipmentii.Language usediii.Conceptual learning is fostered to allow athletes the

ability to possess the key knowledge of why we are doing this

iv.Complexity of the task and the environment in which the task is performed in

v.Practice of the movement should be encouraged to be performed correctly whenever possible.

Physical Literacy & LTAD

Effective PedagogyDevelopmentally Appropriate

Key areas to consideri. Time is maximizedii.There is enough equipment for alliii.Safety: clothing, environment and size/speed of

equipmentiv.Leader promotes and rewards good behaviourv.Teach by objectives and goalsvi.Review and previewvii.Make teaching, learning, and competition relevantviii.Practice should have variety to prevent bordomeix.Purpose of the activity should be clearx.Concrete feedback and evidence of success in

activity if they are to persist.

Physical Literacy & LTAD

Effective PedagogyTask Oriented

• Providing activities that encourages all children to develop promotes the development of the “whole child” (social, cognitive, motor, and emotional)

Strategies:i. Activities are inclusiveii.Gender equityiii.Feelings of the participants are respectediv.Activities pose a challenge the individual feels they

can accomplishv. Individual instruction and feedback to suit the needs

and abilities of the individual

Physical Literacy & LTAD

Effective PedagogyPromotes Success for All

Strategiesi. Good communication is based on the principal of “Active

Listening”ii. Verbal communication should be clear and conciseiii.Verbal communication should be age appropriate and specific to

the sportiv.Use humour but avoid confusing metaphors and ‘sport slang’v. Use consistent cue words in skill instruction and feedbackvi.Check for understandingvii.Use problem solving to deal with issuesviii.Learning requires knowledge of results and performanceix.Feedback should be focused on ‘What to do’ not ‘What not to do’x.Demonstrations and modeling should be accurate and that if the

skill is broken down in pieces it should be done in proper sequence.

xi.Self-talk aids in skill acquisition

Physical Literacy & LTAD

Effective PedagogyEffective Communication

• Self evaluation i. What went well?ii. What did not go well?iii. What should I remember for next time?

• Mentorshipi. Identifying a mentor coach to provide

feedback is the best way to become a better leader

ii. Program provides mentor coaches

Physical Literacy & LTAD

Effective PedagogyThoughtful Reflection & Analysis

• Use NSO’s youth programs for sport instruction (ex Mini Volleyball)

• Use Athletics Canada’s Run, Jump, Throw Program for ABC’s

• National & Local Sponsors to lower costs for participants

• Trained and Certified Instructors• Quality Insurance from Project leads• Access to ALL!

Pilot Program

10U Learning to Train Weekly Schedule Micro cycle

 

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

07-Sep-10 08-Sep-10 09-Sep-10 11-Sep-10 12-Sep-10

ABC's/ Homework

60 min

ABC's/ Homework

60 min

ABC's/ Homework

60 min

ABC's/ Homework

60 min

Volleyball Tournament

         

Badminton Practice60 min

Volleyball Practice 60 min

Badminton Practice 60 min

Volleyball Practice 60 min

Badminton Tournament

Sport2 practices/week @ 60 min

                             

         3 match/week or one tournament using NSO Youth Model Format (3 v 3)

         20 week season = 5 months

                           

Fundamentals

  4 general prep sessions/week @ 60 min (ABC's)

Multi Sport Program

www.ltad.cawww.sasksport.sk.cawww.sparc.org.nzgameskidsplay.netpe.central.vt.eduwww.playsport.orgwww.cahperd.ca

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