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LTAD Long Term Athlete Development Volleyball « Food for thought »

LTAD Long Term Athlete Development Volleyball « Food for thought ». Charles H. Cardinal May 2007. PARTICIPANT DEVELOPMENT MODEL (Adapted from Istvan Balyi, 1997). Active Start (3-5) FUNdamentals (6-8/9) Learning to train (8/9-12 ); PHV, fem. Training to train (12-16/17); PHV, males

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LTAD Long Term Athlete Development Volleyball « Food for thought »

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  1. LTAD Long Term Athlete DevelopmentVolleyball «Food for thought » Charles H. Cardinal May 2007

  2. PARTICIPANT DEVELOPMENT MODEL(Adapted from Istvan Balyi, 1997) • Active Start (3-5) • FUNdamentals (6-8/9) • Learning to train (8/9-12); PHV, fem. • Training to train (12-16/17); PHV, males • Training to compete (17-21/23) • Training to win (18/19 +) • Active Life PHV: peak height velocity

  3. Fundamentals (6-8/9)characteristics • Games, relays, contests, circuit (stations) • Activity adapted/age level • Have FUN, pleasure, enjoy playing/sport + other non related activities • Introduce global skills: “modified activity”, “lead-up games” = learning • Competition: “Mini V.B.” • Develop ABC’s (agility; balance; coordination; speed; etc.)

  4. Learning to train (8/9-12)Objectives & training tasks(PHV females) • Introduce and Develop basic skills *** • Acquiring elementary practical tactical knowledge ***team sports: formations and tactical combinations • Introduce decision making / athletes * • Further develop agility, balance, coordination, speed * • Introduce strength training: (use own body weight) medecine ball, obstacle courses, games, etc.) aiming to optimize motor development * • Introduce fundamental psychological qualities * • Relative training importance: *** High; ** Imp.; * Moderate

  5. Rapid deceleration Décélération rapide Rapid growth Croissance très rapide Slow deceleration Lente décélération Steady growth Croissance régulière Phases of Measurement Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6 25 Very Rapid Growth Croissance très rapide 20 Very rapid deceleration Décélération plus rapide CM 15 10 5 Cessation of growth Fin de la croissance 0 1 3 5 7 9 11 13 15 17 19 21 23 2 4 6 8 10 12 16 18 20 22 24 14 Age

  6. Measuring and interpreting PHV(How to PHV) • Diurnal and seasonal variations • Age 9 or 10 = measure it every 3 month (Malina) • Always in the morning after the rest day • Reliable measurements • After the on-set of PHV measure it every week or every second week • At every birthday mark the growth in cm, how many centimetre is the growth from last birthday • Measure athlete standing, sitting down straight and, arm extended horizontally

  7. Suppleness AE / MAP* Strength* Speed Speed Skills Males 10 9 8 7 6 5 4 3 2 1 0 Females Growth (cm / year) Speed AE / MAP* Skills Strength* 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Age Suppleness Speed Windows of optimal trainability: 5Ss

  8. Trainability • Based on chronological age: • Skill • Speed • Suppleness • Based on developmental age • Stamina • Strength • Biological markers • onset of PHV • PHV • onset of menarche

  9. Training to train (12-16/17)Objectives & training tasks (PHV males) • Consolidate/stabilize basic skills *** • Learning variants or new skills ** • Develop decision making / athletes *** • Develop practical tactical knowledge related to volume of training, performance level and conditioning *** (attack, defense, transition) • Introduce weight training: harmonious and complete GENERAL physical development** • Develop fundamental psychological qualities * • Introduce optimal psychological performance state * • Introduce seasonal planning * • Relative training importance: *** High; ** Imp.; * Moderate

  10. If you want to teach latin to Ariane, you have to know latin and you have to know Ariane • If you want to teach volleyball to Ariane, you have to know volleyball and you have to know Ariane • We know volleyball well BUT we do not know Ariane from age 8-9 to 16-17 PERIOD!!!

  11. Training to compete (17 -21/23)(specialization)Objectives & Tasks • Refine repertoire of techniques : individualisation, proficiency, variability, consistency *** • Ind. Tact.: develop rapid read and react (decision making) + motor response variation / situation *** • Team. Tact.: speed, cooperation, synchronization *** • Off season: develop energy sources and muscular qualities considered foundations to the sport** • Preparatory period: develop specific physical qualities related to the sport** • Develop: Optimal psychological performance state *** • Introduce Annual planning (integrating the 5 S’s) * • Relative training importance: *** High; ** Imp.; * Moderate

  12. Training to win: High Performance(18/19 +)Objectives & training tasks • Prepare athletes for one or more peak performance(s) • Combined and adapted methods to the GOAL pursued • Integrate sport science experts • Utilize double or multiple periodization (integrating the 10S’s) • Monitor athlete’s response to training stimuli and induced fatigue • Tapering procedures adapted to the athlete • Learning to win mental attitude

  13. 10 S’s influencing performance • Skill (technical – tactical – decision making) • Speed • Suppleness • Stamina • Strength • Structure / Stature • Sychology • Sustenance • Schooling • Socio-Cultural • Habiletés (techniques – tactiques/str. – décisions) • Vitesse • Souplesse • Enance • Force • Mesures anthropométriques • Psychologie • Nutrition • Études • Aspect socioculturel

  14. TRAINING COMPONENTS/TASKStechniques & tactics/strategy • Basic skills • Variants Basic skills • Advance skills • Team Tactical practical know how (System, Formations, Combinations) • Individual tactical practical know how • Game plan

  15. TRAINING EMPHASIS(focus) • Proper execution (skill OR assignment) • Success rate (outcome of the action) • Decision making / athlete • Motor response variation/analogous situations • Cooperation, timing, speed of execution / athletes • System of associative solutions • Self control, will power, concentration, stress management, etc.

  16. Sequencing Training objectives • When do we introduce / acquire/ learn / develop a training component or task: at what age and performance level ? • When do we consolidate / stabilize: age and performance level ? • When do we improve / refine / maintain: age and performance level

  17. Training objectives: TE. & TA/Str.definition of terms • Introduce: (acquire, learn) Present to the athletes a new element (skill OR tactical component) in stable and easy conditions. Global acquisition of the required task. Key emphasis: comprehension of what I have to do as an athlete + proper execution of the assignment Characteristics: sub-maximal speed Requirements: state of readiness + concentration

  18. Training objectives: TE. & TA/Str.definition of terms • Develop: To pursue the learning process in controlledconditions without opponentsOR with the complicity of opponents Key emphasis: success rate (end result), objective: 7/10 Characteristics: block of repetitions of the assignment as determined by the coach. The drill is isolated from competition reality. Speed is  (gradually)Requirements: state of readiness, concentration + ball flight assessment

  19. Training objectives: TE. & TA/Str.definition of terms • Consolidate:to stabilize the element (TE. or TA/Str.) in controlled conditions by the coach, or semi-controlled conditions, or random conditions. This framework requires opponents opposition/confrontation. • Key emphasis: decision making by the player / situation + high success rate • Characteristics:optimal speed of execution • Requirements: light – moderate state of fatigue / athletes.

  20. Training objectives: TE. & TA/Str.definition of terms • Refine/maintaintechniques OR tactics/str. repertoire:to polish, improve the elements in controlled conditions or semi- controlled conditions or random conditions.Key emphasis: decision making/athlete as related to the situation orsuccess rate (end result) ormotor response variation / analogous situations.Characteristics: approximative or absolute competition / game like conditions linked with optimal speed of execution. • Requirements: system of associative solutions (refers to competitive experience + memory), occasionally introduce a mental stress

  21. TRAINING CONDITIONS • CONTROLLED BY THE COACH: • Stable, predictable, foreseeable environment • Without opponents OR with opponents complicity • Block learning of the task / assignment • Techniques to be implemented OR tactical/str. notions to be carried out are determined by the coach • No decision making by the athlete • No options of motor response

  22. TRAINING CONDITIONS • SEMI-CONTROLLED • The operational framework (environment OR sequence of play) is determined by the coach • Variable problems to solve, requires different actions to be taken • Involves decision making by the athlete (options / choices) • Implies opponents opposition/confrontation • Block learning of the task / assignment • Speed of execution is raised gradually to reach optimal speed

  23. TRAINING CONDITIONS • RANDOM: • Variable, changeable, unpredictable environnement • Part OR complete team VS opponents / rally • Techniques to be implemented OR tactical notions to be carried out are determined by the athletes • Absolute OR approximate game like conditions; confrontation by opponent(s) • Optimal speed of execution

  24. LEARNING BASIC SKILLSKey principles • Player actively involved/activity • Vol. high number of reps, sub-max. intensity • Success rate: 70% • Player exposed to several successive demstr. (create a mental image of what to do) • Player concentrates on one technical element while executing the global skill • Limit to 4 or 5 key elements/learning stage • Learn Te. under the Tactics umbrella • Conditions: BLOCK of reps/same training task

  25. CONSOLIDATING SKILLSKey principles •  intensity:leading to competition requirements (speed, effort) • Introduce transition mvt. + other skill (basic skills sequence) • Introduce precision and consistency (result of the action) e.g.success rate • Work in a light to moderate state of fatigue (e.g.competition) • Conditions controlled by the coach (BLOCK of reps/same training task) • V and AT/RT related to training effect sought

  26. DEVEL TACT. INTELLIGENCE Key principles • Player seeks progressive autonomy on the court • Player spends less effort to successfully complete the training task • Gradual control over uncertainty •  rapid and relevant read + proper motor response/situation • Adequate problem solving/situation with varied motor response • Conditions: controlled by the coach or random situation

  27. INTEGRATE PLAYERS/SYSTEMKey principles • Pratical knowledge related to the level of play + conditioning of the athletes • Integrating player in the relational network • Develop a system of associative solutions (relates to player’s MEMORY) • Establish match-ups with our opponents (game plan)with individual assignments • Key emphasis: speed of execution, synchronization, cooperation between players • Conditions: controlled or random

  28. Sport requirements: V.B.Bantam Learning to train:Performance factors relative importance

  29. Sport requirements: V.B.Midget Training to train 1: performance factors relativeimportance

  30. Sport requirements: V.B.Juvenile Training to train 2: performance factors relativeimportance

  31. Sport requirements: V.B.Junior Training to compete: performance factors relativeimportance

  32. Sport requirements: V.B.University Training to win: performance factors relativeimportance

  33. THANKYOU Charles

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