Transcript 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)
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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
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.)
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
Phases of Measurement
Phase
1
25
Phase
2
Phase
3
Phase
4
Phase
5
Phase
6
Very Rapid Growth
Croissance très rapide
20
Very rapid deceleration
Décélération plus rapide
CM
15
Rapid deceleration
Décélération rapide
Rapid growth
Croissance très rapide
10
Slow deceleration
Lente décélération
5
Cessation of growth
Fin de la croissance
Steady growth
Croissance régulière
0
1
Age
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
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
Windows of optimal trainability: 5Ss
Suppleness
Growth (cm / year)
Speed
10
9
8
7
6
5
4
3
2
1
0
AE / MAP*
Strength*
Speed
Skills
Males
Females
4
5 6 7 8 9 10 11 12 13 14 15 16 17 18
Age
Speed
AE / MAP*
Skills
Suppleness
Strength*
Speed
Trainability
• Based on chronological age:
– Skill
– Speed
– Suppleness
• Based on developmental age
– Stamina
– Strength
• Biological markers
– onset of PHV
– PHV
– onset of menarche
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
training, performance level and conditioning ***
(attack, defense, transition)
of
• Introduce weight training: harmonious and complete
physical development **
GENERAL
• Develop fundamental psychological qualities *
• Introduce optimal psychological performance state *
• Introduce seasonal planning *
• Relative training importance: *** High; ** Imp.; * Moderate
• 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!!!
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
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
10 S’s influencing performance
1. Skill (technical – tactical –
1. Habiletés (techniques –
2. Speed
3. Suppleness
4. Stamina
5. Strength
6. Structure / Stature
7. Sychology
8. Sustenance
9. Schooling
10. Socio-Cultural
2.
3.
4.
5.
6.
decision making)
tactiques/str. – décisions)
Vitesse
Souplesse
Enance
Force
Mesures
anthropométriques
7. Psychologie
8. Nutrition
9. Études
10.Aspect socioculturel
TRAINING COMPONENTS/TASKS
techniques & tactics/strategy
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Basic skills
Variants Basic skills
Advance skills
Team Tactical practical know how
(System, Formations, Combinations)
• Individual tactical practical know how
• Game plan
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.
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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
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
Training objectives: TE. & TA/Str.
definition of terms
• Develop:
To pursue the learning process in controlled
conditions without opponents OR 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
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.
Training objectives: TE. & TA/Str.
definition of terms
• Refine/maintain techniques 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 or success
rate (end result) or motor 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
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
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
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
LEARNING BASIC SKILLS
Key principles
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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
CONSOLIDATING SKILLS
Key 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
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
INTEGRATE PLAYERS/SYSTEM
Key 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
Sport requirements: V.B.
Bantam
Learning to train: Performance factors
relative importance
30%
motor conditioning
15%
10%
5%
40%
physical cond.
techniques
psychological qual.
tactics/str.
Sport requirements: V.B.
Midget
Training to train 1: performance factors
relative importance
30%
5%
motor conditioning
15%
physical cond.
techniques
10%
40%
psychological qual.
tactics/str.
Sport requirements: V.B.
Juvenile
Training to train 2: performance factors
relative importance
5%
motor conditioning
15%
40%
10%
30%
physical cond.
techniques
psychological qual.
tactics/str.
Sport requirements: V.B.
Junior
Training to compete: performance factors
relative importance
0%
motor conditioning
20%
physical cond.
45%
techniques
25%
10%
psychological qual.
tactics/str.
Sport requirements: V.B.
University
Training to win: performance factors
relative importance
0%
motor conditioning
20%
physical cond.
45%
techniques
20%
15%
psychological qual.
tactics/str.
THANK YOU
Charles