Long Term Athlete Development

Long Term Athlete Development A framework for sport expertise? Melissa Hopwood Joe Baker -York University Clare MacMahon – Victoria University Damian Farrow – Australian Institute of Sport

Long Term Athlete Development • Seven stage framework

(Source: www.canadiansportforlife.ca)

Research Question How does the LTAD framework relate to key principles of skill acquisition?

Skill Acquisition and LTAD • Key principles to consider: – Deliberate practice and deliberate play. – Specialization versus diversification. – Developmental age and sensitive periods for development.

Deliberate Practice and Play • Deliberate practice – 10 Year Rule. – Practice that is effortful, not inherently enjoyable, designed to improve performance. (Ericsson, 1993)

• Deliberate play – Organized activities that are intrinsically motivating, provide immediate gratification, designed to maximize enjoyment. – Trying out new or different combinations of behaviors that eventually lead to the achievement of a goal, just not necessarily in the most efficient or direct manner. (Coté & Hay, 2002)

Deliberate Practice and Play • Is there strong research support for these themes? – YES: Ericsson (1993, 2007), Starkes (1996), Coté (2002), Abernethy (2005), Baker (2005, 2007), Ward (2007)……

• Are the themes integrated into the framework? – Deliberate practice – No. – Deliberate play – Yes (Active Start and FUNdamentals).

• Does the framework acknowledge the research? – Deliberate practice – Yes, but poorly cited. – Deliberate play – No.

Specialization vs. Diversification • Elite athletes do not specialize in their chosen sport until the age of 13-15. • Early participation in a variety of sports is advantageous, whilst early specialization can be detrimental to performance. (Baker, 2003)

Specialization vs. Diversification • Is there strong research support for these themes? – YES: Wiersma (2000), Coté (2002), Baker (2003)…..

• Are the themes integrated into the framework? – Yes: Supports a gradual approach to specialization. – Clear recommendations regarding participation. – Distinguishes between early and late specialization sports.

• Does the framework acknowledge the research? – Literature poorly cited. – Outlines consequences of early specialization, but not benefits of diversification.

Developmental Age & Sensitive Periods • Chronological age ≠ developmental age. • Implication for training – Sensitive periods for development of physical capabilities. (Viru et al., 1999)

Developmental Age & Sensitive Periods • Is there strong research support for these themes? – Some: Dick (1985), Blanksby (1994), Smoll (1995), Viru (1999). – Based on principles of growth and development. – Non-sport specific.

• Are the themes integrated into the framework? – Yes: Major foundation. – Stages constructed upon trainability according to peak height velocity.

• Does the framework acknowledge the research? – Yes.

LTAD and Expertise? • Has potential. • Strengths – Does reflect key principles of skill acquisition.

• Weaknesses – Limited reference to expertise research. – Limited consultation with expertise researchers. – Minimal evidence based research.

Questions?