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Long-Term Athlete Development in Volleyball: Food for Thought

Comprehensive guide adapting the Participant Development Model for volleyball players, focusing on key stages from Active Start to Training to Win, including skill development, decision making, psychological qualities, and training importance.

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Long-Term Athlete Development in 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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