LONG TERM PARTICIPATION DEVELOPMENT FROM SAND CASTLES TO MASTERS OF WATER

Transcription

1 LONG TERM PARTICIPATION DEVELOPMENT FROM SAND CASTLES TO MASTERS OF WATER

2 LIFESAVING SOUTH AFRICA 35 Livingstone Road Stanford Hill Durban 4001 LIFESAVING SOUTH AFRICA No Manual or handbook of Lifesaving South Africa may be copied or duplicated in any manner without the prior permission of the Management Board. All the rights in and to any manual and handbook on any aspect of lifesaving. Written or prepared by any officer, official or member shall vest in and belongs to Lifesaving South Africa.

3 CONTENTS CONTENTS... 2 Preface... 5 Letter from LTPD Project Leader... 5 Letter from President... 6 Acknowledgments... 6 Introduction... 8 What is LTPD?... 8 The Ten Key Factors Influencing LTPD Continuous Improvement (kaizen) The FUNdamentals - Developing Physical Literacy Developmental Age Mental, Cognitive and Emotional Development Specialization Trainability Periodization (Annual training, competition & recovery plan) The Ten Year Rule Excellence takes time Calendar Planning for Competition System Alignment and Integration The 10 S s of Training and Performance Stamina (Endurance) Strength Speed Skill Suppleness Structure / Stature (p)sychology Sustenance Schooling Socio-Cultural Building a Pathway: The Eight Stage LTPD Assessment of Lifesaving in South Africa WHERE ARE WE NOW? Where do we want to be? How to get there? STAGE TWO: FUNDAMENTALS... 40

4 STAGE THREE: LEARN TO TRAIN STAGE FOUR: TRAIN TO TRAIN STAGE SIX: TRAIN TO WIN STAGE SEVEN AND EIGHT: COMPETATIVE AND ACTIVE FOR LIFE Strategic initiatives: Planning to Implement Short-term objectives 3-5 years Long-term Objectives: Coach Education and Development Officials Education and Development Summary SELECTED Bibliography APPENDIX ONE SKILLS MATRIX APPENDIX TWO PHYSICAL, MENTAL / COGNITIVE AND EMOTIONAL DEVELOPEMNT FOR ALL STAGES STAGE 1: Active Start STAGE 2: FUNdamentals STAGE 3: Learn to Train STAGE 5: Train to Compete STAGE 6: Training to win APPENDIX THREE - COMPETITION GUIDELINES Current Situation Periodisation for Lifesaving LTPD National Championships as peak event International Competition as peak event (eg. World Champs) World Games as peak event needs to be seen as a 4 year cycle preparation Future Calendar National Squad and Team Selection APPENDIX FOUR: THE ROLE OF LSA AND OTHER SPORTING BODIES APPENDIX FIVE MONITOING GROWTH APPENDIX SIX OPTIMUM TRAINABILITY APPENDIX SEVEN RECOVERY AND REGENERATION APPENDIX EIGHT PERIODISATION APPENDIX NINE GLOSSARY OF TERMS... 95

5 LSA s LTPD Guide 2012 Preface Letter from LTPD Project Leader It will require a coordinated effort by the entire Lifesaving South Africa (LSA) community to create an integrated, leading edge development system that will enable LSA to achieve its vision of being a leader in the prevention of drowning and maintaining a winning environment for our athletes. In order to realize this vision, it is important that all of the primary stakeholders acknowledge their roles and responsibilities and be aware of those of the other key groups involved in the developmental process. The requirements for each group include: Parents Providing support and guidance and making their child s involvement in lifesaving enjoyable. Being educated about lifesaving and how one can progress through the sport. Understanding the concept that increased activity reverses the current trends in childhood and adult obesity and cardiovascular disease. Participants Enjoying the sport. Developing competent physical literacy. Developing competent lifesaving skills Becoming self-reliant and demonstrating independent initiative in learning and developing skills. Coaches Being educated. Having a thorough understanding of the LTPD principles for lifesaving. Adhering to the LSA Code of Ethics. Understanding where and how they fit into the system. Committing to supporting participants in achieving their goals. Clubs Providing proper training, duty, and competition facilities. Providing a support structure (coaching, resources, etc). Operating developmental lifesaving programs. The Provincial and National Bodies Ensuring appropriate programming is in place for use by clubs, coaches, officials, etc. Being a source of information, expertise and support; providing necessary information and communications in the development of athletes. We have taken a huge step in developing this program, adopting and implementing it in a short space of time. The LTPD model provides us with a clear set of principles that will serve to underpin and guide our efforts to ensure lifesaving remains a popular and winning sport. We acknowledge that we still have a long way to go to reach our goals and will have to review this plan on an annual basis to ensure it remains valid. 5

6 LSA s LTPD Guide 2012 Thanks must go to all who have contributed to this document and the process going forward. Letter from President The Long Term Participation Development Framework (LTPD) programme is an initiative by SASCOC to ensure that all South African Sporting Federations operate along a structured pathway and all sports development follows a standardized design. The Department of Sport and Recreation has also endorsed the South African Sport for Life (SAS4L) programme to ensure an Active and Winning Nation. Lifesaving South Africa (LSA) is committed to ensuring the safety and well-being of all South Africans in any aquatic environment and therefore fully supports the South African government s objective of an Active and Winning Nation. We are not only committed to protecting the bathing public of South Africa, but to the well-being of our members as well. We therefore see this LTPD programme as vital for the development of fit, healthy well trained lifeguards and lifesaving athletes. This LTPD manual is our tool to ensure that our members stay active, healthy and remain in lifesaving for life. This manual took many months of meetings, workshops and discussions to develop and I would like to thank everybody for input into our Long Term Participants Development Programme. Dylan Tommy President 6

7 LSA s LTPD Guide 2012 Acknowledgments Expert Consultant Istvan Balyi: National Coaching Institute BC, Member of the Canadian Sport Centres LTPD Expert Group. SASCOC Isaac Mdaka: Coordinator: Coaches Development, South African Sports Confederation and Olympic Committee (SASCOC). Desiree Vardhan: Manager: Coaches Development, South African Sports Confederation and Olympic Committee (SASCOC). Editor Helen Herbert: LTPD Coordinator. Photographs Dennis Walthew LTPD Task Force Committee Members Helen Herbert: LTPD Coordinator; LSA Interim Director of Lifesaving Lee Quigley: LSA Management Board Member, National Team Manager Simon Vickers: LSA National Team Coach Prof. Yoga Coopoo: D.Phil.FACSM, University of Johannesburg, Department of Sport and Movement Studies Heather Morris-Eyton: University of Johannesburg, Lecturer: Department of Sport and Movement Studies Leonie Stroebel: LTPD Member Jenny Kruger: LTPD Member Valencia Walker: LTPD Member, LSA Sport Advisory Board Member 7

8 LSA s LTPD Guide 2012 Introduction What is LTPD? The Long-Term Participant Development (or LTPD) model provides a framework for an optimal training, competition and recovery schedule for each stage of athletic development. The model is based on the idea that there are a number of different physiological, mental/ cognitive, and emotional development stages through which a participant progresses and that each stage requires a different set of training, competition and recovery programs for optimal performance. The model is therefore based on the developmental age rather than the chronological age of the participant. Coaches who engage in the model and its practices are more likely to produce participants who reach their full athletic potential. However, the LTPD model is inclusive, meaning that the principles which underpin it are equally applicable to people of all ages and abilities whether they are participating in elite sport or recreational physical activity. This model represents a paradigm shift, a philosophically different approach to sport and physical activity. It draws on the experiences of various athlete development projects that have been implemented by different sport organizations in Canada & elsewhere. In order to be successful LTPD requires full sport system alignment and integration. As such the model is participant centred, coach driven and administration, sport science and sponsor supported. Underpinning life-long participation in physical activity and excellence in performance sport is the concept of Physical Literacy (see Figure 1). Physical literacy is defined as the mastery of fundamental movement skills and fundamental sport skills. A physically literate person moves with poise, economy and confidence in a wide variety of physically challenging situations; is 8

9 LSA s LTPD Guide 2012 perceptive in reading all aspects of the physical environment. He/ she anticipates the movement needs or possibilities, and responds appropriately with intelligence and imagination. (Whitehead, 2001) Lifesaving is a late specialization sport. Characteristic of late specialization sports is that specialization prior to age 12 is not recommended since it contributes to early burn-out, drop-out, and retirement from training and competition. This document - the LTPD Guide for Lifesaving Sport - utilizes a number of stages that are seamlessly linked in with the generic LTPD concept, but with a Lifesaving-specific focus. The latter focus reflects the requirements of the sport at the highest level, yet retains, at its core, the concept of age and ability appropriate programming and evaluation. 9

10 LSA s LTPD Guide 2012 Figure 1: Physical Literacy is the foundation of life long participation in physical activity and/or sport excellence. Within the stages of the LTPD model for Lifesaving the first three stages focus on fun and physical literacy. Children grow and improve within the sport through programs designed to introduce the basic technical skills in an adventurous environment, which assists in the development of overall motor and sport skills. Following the first three stages, there is a transition to either excellence or life-long participation in lifesaving and/or other sports at the recreational or less competitive level. For participants who wish to pursue excellence, increasing specialization in lifesaving and an expanding focus on competition permit them to mature athletically and aspire to national and international podiums. Regardless of the level of excellence or sport-mastery achieved however, participation in lifesaving can enhance the health, fitness and mental well-being of South Africans of all ages. Lifesaving is a true Sport for Life 10

11 LSA s LTPD Guide 2012 The first 3 stages encourage Physical Literacy and sport for all: 1. Active Start 2. FUNdamentals 3. Learning to Train The next 3 stages focus on excellence: 4. Training to Train 5. Training to Compete 6. Training to Win The final stages encourage life-long physical activity: 7. Competitive for Life 8. Active for Life Individuals can transition from the first 3 LTPD stages to either excellence, life-long participation in the same sport, or remain active for life in another activity. To better understand the LTPD model, and its role in helping participants to achieve these goals, it is useful to discuss ten key factors which influence the model and set it apart from other long-term development models. 11

12 LSA s LTPD Guide 2012 The Ten Key Factors Influencing LTPD Research has identified 10 important factors that influence participant development. Lifesaving programs built around these factors will ensure that participants can experience optimal development in their chosen sport as well as lifelong involvement in physical activity. 1. Continuous Improvement (kaizen) The concept of continuous improvement is drawn from the respected Japanese industrial philosophy known as kaizen. This concept extends to all aspects of Lifesaving SA and its partner organizations (provincial affiliates and clubs) in our efforts to continually improve and evolve into a vibrant and progressive sports community. Given that we are embarking on a major effort to grow participation and develop the sport of lifesaving in South Africa, means that there will be a regular need to review our progress and update our strategy. In addition to these internal updates, periodic updates of the LSA LTPD guide will be undertaken at regular intervals in the future based on recommendations from leaders in the South African and international sport community. LTPD is a dynamic framework that utilizes continuous adjustments based on key principles. Continuous improvement ensures that: LTPD responds and reacts to new scientific and sport-specific innovations and observations and is subject to continuous research in all its aspects. LTPD, as a continuously evolving vehicle for change, reflects all emerging facets of physical education, sport and recreation to ensure systematic and logical delivery of programs to all ages. LTPD promotes ongoing education and sensitization of all partners about the interlocking relationship between physical education, school sport, community recreation, lifelong physical activity and high performance sport. LTPD promotes integration between sport, physical education, recreation, health and education. 12

13 LSA s LTPD Guide The FUNdamentals - Developing Physical Literacy Fundamental movement skills (running, throwing, catching, hopping, bounding, etc.) and fundamental sport skills equals Physical Literacy and reading the environment. The literature on participant growth and development (these terms were identified earlier in a different context!) indicates that children should master the fundamental movement skills and fundamental sport skills before learning more complicated sport-specific skills and strategies. These fundamental skills should be acquired prior to the onset of the growth spurt which occurs in adolescence. The physical and movement qualities which are developed as physical literacy are essential for participation and enjoyment of sports. Athletics, gymnastics and swimming are three sports which are particularly useful for developing fundamental movement skills and sport skills. Athletics: Develops many of the fundamental movement skills which are components of all other sports, including running, jumping, throwing including disabled participants. Gymnastics: Encourages the development of agility, balance, coordination, and speed, along with the fundamental movement patterns of landing, statics, locomotion, rotation, swings, springs and object manipulation. Swimming: is the foundation for all water sports. It is also important for water safety reasons, and teaches balance in a buoyant environment as well as coordination. 3. Developmental Age A cornerstone of LTPD is the recognition that chronological age differs from developmental age. Chronological age refers to the number of years and days elapsed since birth. Developmental age refers to the degree of physical, mental, cognitive and emotional maturity along a continuum that begins at birth and culminates in full physical maturity. Developmental age is highly individual and is a blend of a child or adolescent s physical development (assessed by skeletal maturity or bone age), 13

14 LSA s LTPD Guide 2012 together with their mental, cognitive and emotional maturity. Participants of the same chronological age between 10 and 16 can differ by as much as four or five years in their developmental age. The beginning of the growth spurt and the peak of the growth spurt are very significant considerations in the application of LTPD to training and competition program design. A participant's developmental age determines when various aspects of sport and physical activity should be introduced or emphasized. The LTPD model uses the categories "early", "average" (on-time), or "late" maturers to identify a participant's developmental age. These designations help coaches and instructors to design instructional, training and competition programs that are appropriate for the participant's level of development. Identifying a participant's stage of maturation is not difficult. For the most part the indicators of the general developmental process that can be used to observe and monitor growth are relatively easy to gather. For specific information on "how to", see the Monitoring Growth in LTAD document ( Peak Height Velocity (PHV) is commonly referred to as the adolescent Growth Spurt. It a key indicator of Developmental Age, and is used to identify sensitive periods of accelerated adaption to training. As individuals mature, there are several time sensitive periods when there is accelerated adaptation to training. The LTPD model identifies these periods and makes maximum use of them to introduce skill and fitness development. Figure 2 shows the rate of change in height in boys (left-hand) and girls (right-hand) through the key growth period. 14

15 LSA s LTPD Guide 2012 Figure 2: Rate of Change in Height & Peak Height Velocity (PHV), Left Girls, Right Boys; highlighting key physical development indicators (adapted from CS4L (2005)) PHV in girls occurs at about 12 years of age. Usually the first physical sign of adolescence is breast budding, which occurs slightly after the onset of the growth spurt. Shortly thereafter, pubic hair begins to grow. Menarche, or the onset of menstruation, comes rather late in the growth spurt, occurring after PHV is achieved. The sequence of developmental events may normally occur 2 or even more years earlier or later than average. PHV in boys is more intense than in girls and on average occurs about 2 years later. Growth of the testes, pubic hair, and penis are related to the maturation process. Peak Strength Velocity (PSV) comes a year or so after PHV. Thus, there is pronounced late gain in strength characteristics of the male participant. As with girls, the developmental sequence for male participants may occur 2 or more years earlier or later than average. Early maturing boys may have as much as a 4-year physiological advantage over their late-maturing peers. Eventually, the late maturers will catch up when they experience their growth spurt. 15

16 LSA s LTPD Guide Mental, Cognitive and Emotional Development Instructors and coaches should recognize that individuals mature at different rates and that the timetable for physical, mental, motor and emotional development varies from participant to participant. Instructors and coaches are encouraged to take a holistic approach to teaching and training participants. This means taking into account a wide variety of psycho-social and emotional factors that influence the participant day-to-day - see Appendix 2. Cognitive, mental and emotional (affective) elements have a significant effect on participants' performance, and must be prioritized in long-term participant development. Beyond these elements, instructors and coaches should also consider equipment and environmental factors that impact participation, performance and safety. Ethics, including fair play, respect of self and others, and perseverance should be developed within all stages of long term participant development. 5. Specialization Typically, sports can be classified along a continuum from early to late specialization types. Early specialization sports include artistic and acrobatic sports such as gymnastics, diving and figure skating. These differ from late specialization sports in that very complex skills are learned before maturation since it is more difficult for them to be taught afterwards. In addition, this differentiation is relevant to the eventual point at which the highest level of performance or competitive excellence is attained or consistently achieved. Lifesaving clearly falls into the late specialization category. However it is important to note that involvement during the early stages of childhood and participant development (i.e. the Active Start and FUNdamentals stages) is extremely important. In particular, foundation lifesaving requirements should be introduced during the FUNdamentals stage and firmly established and refined before the end of the Learning to Train stage via appropriately designed activities, events and programs. Many of the world s most successful athletes participated as children in a wide variety of sports and physical activities. The movement and sport skills they developed as a result have helped them to attain a high level of athletic achievement. There is much to be gained from a child s early participation in a variety of sports. Early exposure to a wide variety of sport and physical activities will develop some of the physical and movement attributes that 16

17 LSA s LTPD Guide 2012 are crucial to later success in participation including: agility, balance, conditioning, speed, core body strength, stamina, suppleness, and eye-hand-foot coordination. Early specialization in a late specialization sport can contribute to: Overemphasis on sport specific preparation/ one-sided preparation Lack of development of basic movement and sport skills Overuse injuries Early burnout Premature retirement from training and competition. 6. Trainability Trainability can be considered in terms of the 5 S s, namely Stamina, Strength, Speed, Skill and Suppleness. These are well documented in the literature (Brohms, 1985; Viru et al, 1998 and 1999; Rushall, 2000). Biological markers (Balyi, 2002), such as the on-set of PHV (adolescent growth spurt), PHV and the on-set of menarche can identify the sensitive periods of accelerated adaptation to training for Stamina, Strength and Skills. The trainability of Speed and Suppleness is based on chronological age, because all research is based on chronological age. Thus, the biological markers will identify the windows of optimal trainability for accelerated `adaptation to training. (See further details on trainability in the 10S s of training and performance section). Stamina (Endurance) The window of optimal trainability occurs at the onset of the growth spurt. Aerobic capacity training is recommended before children reach PHV. Aerobic power should be introduced progressively after the growth rate decelerates. Strength The window for trainability for girls is immediately after PHV or at the onset of the menarche (first menstruation) while for boys it is 12 to 18 months after PHV. Speed For boys, the first speed training window occurs between seven and nine years of age and the second window occurs between 13 and 16 years of age. For girls, the first 17

18 LSA s LTPD Guide 2012 speed training window occurs between six and eight years of age and the second window occurs between 11 and 13 years of age. Skill In Lifesaving there are two types of skills to consider namely physical skill and mental skill. The window for optimal physical skill training (e.g. running, swimming, and boarding) begins at nine years of age for boys and eight years of age for girls. This window narrows down after the onset of the growth spurt. The window of optimal mental skill training (e.g. critical thinking and abstract thought) for boys occurs between the ages of 12 and 19, and for girls it is open between the ages of 11 and 17. Suppleness (Flexibility) The window of optimal trainability for suppleness in both boys and girls occurs between six and 10 years of age. Special attention should be paid to flexibility during PHV. 7. Periodization (Annual training, competition & recovery plan) Periodization provides the framework for organizing training, competition and recovery into a logical and scientifically based schedule to achieve optimum performance at the required time. A periodised annual plan, in which training and competition components are sequenced into months, weeks, days and sessions, should be developed for all stages of LTPD taking into account growth, maturation and trainability. Simply put, designing a periodised yearly plan is time management. This involves planning the right activities with the correct level of difficulty, in the correct sequence to reach the desired training and competition objectives. The plan should be situation specific depending upon priorities and the time available to bring about the required training and competition improvement. Longer term planning involving the training and competition calendar over a number of years is required in order to truly formulate a logical and sequenced approach to achieve the desired performance objectives. 18

19 LSA s LTPD Guide 2012 The plan can be broken down into workable units. The proper sequencing of these units is critical for success. To reach optimum performance in a competitive environment, the training units should be sequenced in the following manner: Develop the performance capacity of the participant including physical literacy and sport specific skills, tactics/strategies, physical components, mental skills; Integrate the performance factors in a complex and harmonious blend; Prepare the participant to perform at important competitions. In order to design an annual plan, the coach needs to know: How the sport specific athletic form is developed; The requirements (demands) of the sport during competition; The demands of the sport during the preparation phase; The competition calendar and the relative importance or purpose of each competition; The actual training state of the participant at the start of the yearly plan; The contextual reality that the coach and participant have to cope with; i.e. school, home, cultural, socio-economic etc. The principles of long term participant development. Creating a blueprint for success involves accurate and effective planning of training, competition and recovery. 8. The Ten Year Rule Excellence takes time Scientific research in sport has concluded that an estimated minimum of ten years, or 10,000 hours of deliberate training is needed for a talented participant to reach elite levels. There are no shortcuts; participant development is a long-term process. Short-term performance goals must never be allowed to undermine long-term participant development (Viru, 1995) 19

20 LSA s LTPD Guide 2012 The philosophy behind Long Term Participant Development is that it takes 8-12 years of training and practice for an athlete to reach elite levels (Bloom, 1985; Ericsson et al., 1993; Ericsson and Charness 1994, Gibbons, 2002), and that success comes from training, practicing and competing well over the long term rather than focusing on winning in the short term. There is no short cut to success in athlete preparation! A number of recent books have sought to popularize this idea (Gladwell 2008, Coyle 2009, Syed 2010) 9. Calendar Planning for Competition The domestic competitive and event calendar must support and be aligned with LTPD stages. Different stages of development and different levels of participation have different requirements for the type, frequency and level of competition. During the first 4 stages of LTPD (i.e. all stages up to Training to Train), training and development take precedence over competitions and short-term success. During the later stages participants need to experience a variety of competitive situations and perform well at international and other high level events. National and international competition and event calendars must be coordinated, and competitions selected according to the priorities of the specific stage of development of the participants (see Appendix 3). 10. System Alignment and Integration South Africa s LTPD concept is a framework for full sport system alignment in South Africa, integrating health and education with sport and physical activity. It is also a tool for motivating change towards more effective organization, alignment and integration within each national sport organization, such as Lifesaving SA. LTPD recognizes that physical education, school sports, recreational activities and competitive sport are interdependent. Enjoying a lifetime of physical activity and achieving athletic excellence are both built on a foundation of physical literacy and fitness. Stakeholders in LTPD include participants, instructors, coaches, technical officials, parents, administrators, spectators, sponsors and 20

21 LSA s LTPD Guide 2012 supporting national, provincial and multi-sport organizations. included, system integration and alignment is a major challenge. With so many partners It is important that all members of the Lifesaving SA community work together to implement the right programs and ensure a sport system that will produce optimal conditions for participation, skill development, training and competition. Lifesaving SA has been happy to embrace the LTPD concept and has supported some recent program developments that apply these principles, e.g. the introduction of the Micro Nipper Program. This is an important start, but only a beginning. The LTPD concept has an important influence on the LSA Strategic Plan, and ultimately it will provide guidance to all areas of LSA s operations. The 10 S s of Training and Performance The original Five Basic S s of training and performance were introduced in the Canadian Sport for Life: Long-term Participant Development document. Building on the physical development, an additional Five S s create a complete, holistic, training, competition and recovery program and a proper lifestyle. Thus, there are Ten S s of training which need to be integrated when developing annual training, competition and recovery plans. Each of these capacities is trainable throughout a 21

22 LSA s LTPD Guide 2012 participant s lifetime, but there are clearly critical periods (or sensitive periods) in the development of each capacity during which training produces the greatest benefit to each participant s improvements. The CS4L document also describes the various stages of LTPD and identifies the windows of optimal trainability related to the critical or sensitive periods of the maturation process. In all former LTPD documents the windows of trainability have been referred to as the critical periods of accelerated training; however, scientist now believes that critical periods should be referred to as sensitive periods. Thus, windows of trainability refer to periods of accelerated adaptation to training during the sensitive periods of pre-puberty, puberty and early post-puberty. The windows are fully open during the sensitive periods of accelerated adaptation to training and partially open outside of the sensitive periods. These sensitive periods vary between individuals as each participant is unique in their genetic makeup. While the sensitive periods follow general stages of human growth and maturation, scientific evidence shows that humans vary considerably in the magnitude and rate of their response to different training stimuli at all stages. Some participants may show potential for excellence by age 11, whereas others may not indicate their promise until age 15 or 16. Consequently, a long-term approach to participant development is needed to ensure that participants who respond slowly to training stimuli are not short-changed in their development. 22

23 LSA s LTPD Guide 2012 Figure 3: Windows of Accelerated Adaptation to Training (adapted from Balyi and Way, 2005) Stamina (Endurance) The sensitive period for training stamina occurs at the onset of the growth spurt or Peak Height Velocity (PHV), commonly known as the adolescent growth spurt. Participants need increased focus on aerobic capacity training (continuous or aerobic interval workloads) as they enter PHV, and they should be progressively introduced to aerobic power training (anaerobic interval workloads) as their growth rate decelerates. Lifesaving requires a combination of stamina and strength. Strength There are two sensitive periods of trainability for strength in girls: immediately after PHV or after the onset of menarche. Boys have one strength window, and it begins 12 to 18 months after PHV. Again, sport-specific needs will determine how much strength is enough in a particular sport, thus minor or major emphasis of training strength will be defined by sportspecific and individual specific needs. Speed There are two sensitive periods of trainability for speed. For girls, the first speed window occurs between the ages of six and eight years, and the second window occurs between 11 and 13 years. For boys, the first speed window occurs between the ages of seven and nine years, and the second window occurs between 13 and 16 years. During the first speed 23

24 LSA s LTPD Guide 2012 window, training should focus on developing agility and quickness (duration of the intervals in less than five seconds); during the second speed window, training should focus on developing the anaerobic alactic power energy system (duration of the intervals is seconds). Skill There are two types of skill training for Lifesaving. The first is physical skill training and the second is the Duty of Care skill training. Girls and boys both have one window for optimal physical skill training. For girls, the window is between the ages of eight and 11 years, while in boys it is between nine and 12 years or more precisely before the onset of the growth spurt. During this window, young participants should be developing physical literacy. Physical literacy is the development of fundamental movement skills and fundamental sports skills that permit a child to move confidently and with control, in a wide range of physical activity and sport situation. It also includes the ability to read what is going on around them in an activity setting and react appropriately to those events. Physical literacy is the foundation of life-long involvement in physical activity and also for high performance participation. Suppleness The sensitive period of trainability for suppleness occurs between the ages of six and 10 years in both girls and boys. However, because of the rapid growth special attention should also be paid to flexibility during the growth spurt. The reason is that during this growth 24

25 LSA s LTPD Guide 2012 phase is characterized by rapid bone growth, which results in the ligaments being stressed and the muscles effectively shortening. Structure / Stature This component addresses the six stages of growth as illustrated in Figure 4. Phase 1: very rapid growth and very rapid deceleration; Phase 2: steady growth; Phase 3: rapid growth; Phase 4: rapid deceleration; Phase 5: slow deceleration; Phase 6: cessation of growth These stages of growth in the human body provide the link to the windows of optimal trainability. Figure 4: Schematic illustrating the six phases of growth. The tracking of stature as a guide to developmental age allows planning to address the sensitive periods of physical (endurance, strength, speed and flexibility) and skill development. Diagnostics to identify individually relevant sensitive periods of accelerated adaptation to training is essential to design and implement optimal training, competition and recovery programs. See the Monitoring Growth in LTAD document ( (p)sychology Sport is a physical and mental challenge. The ability to maintain high levels of concentration, remain relaxed with the confidence to succeed are skills that transcend sport to everyday 25

26 LSA s LTPD Guide 2012 life. To develop the mental toughness for success at high levels requires training programs which are designed specific to the gender and LTPD stage of the participant. The training programs should include key mental components identified by sport psychologists; concentration, confidence, motivation and handling pressure. As a participant progresses through the LTPD stages the mental training aspects will evolve from: having fun and respecting opponents; to visualization and self-awareness; to goal setting, relaxation and positive self-talk. To master the mental challenge of sport those basic skills are then tested in increasingly difficult competitive environments. Ultimately the planning, implementing and refining of mental strategies for high level competition will determine podium performances. The mental training program is critical at any LTPD stage as dealing with success and failure will determine continuation in sport and physical activity, therefore dramatically affecting an individual lifestyle. Sustenance Sustenance recognizes a broad range of components with the central theme of replenishing the body. This is to prepare the participant for the volume and intensity required to optimize training or living life to the fullest. Areas addressed are: nutrition, hydration, rest, sleep and regeneration, all of which need to be applied different to training and life plans depending on the stage within the LTPD. Underlining sustenance is the need for optimal recovery management moving the athlete to the 24/7 model which places a high degree of importance on the individual s activities away from the field of play. For proper sustenance and recovery management there is a need to monitor recovery by the coach or parent through the identification of fatigue. Fatigue can come in many forms including: metabolic; neurological; psychological; environmental and travel. While overtraining or overcompetition can lead to burn-out, improperly addressing sustenance can lead to the same result. See the Recovery and Regeneration for Long-Term Athlete Development document ( Schooling In training program design the demands of school must be considered. This is not only limited to the demands placed by school sports or physical education classes. This includes integrating school academic loads, duties, school related stresses, and timing of exams. When possible, training camps and competition tours should complement, not conflict, with the timing of major school academic events. Overstress should be monitored carefully. Overstress refers to the everyday stresses of life, like schooling, exams, peer groups, family, boyfriend or girlfriend relationships as well as increased training volume and intensities. 26

27 LSA s LTPD Guide 2012 Interference from other school sports should be minimized, communication between coaches who are responsible to deliver the training and competition programs are essential. A good balance should be established between all factors and the coach and the parents should be working on this together. Socio-Cultural The socio-cultural aspects of sport are significant and must be managed through proper planning. Socialization via sport will ensure that general societal values and norms will be internalized via sport participation. This occurs at the community level. The nature of Lifesaving, as a sport, requires particular attention to principles of fairness and a duty of care. It is also a sport that is close to the natural environment, which leads naturally to the promotion of eco-friendly culture. In South Africa there exists a strong socio-cultural legacy that must be overcome. This presents an important challenge that must be address by active effort, i.e. Development in the South African context. South Africa is blessed with a population with a wide variation in ethnicity cultural diversity. A successful sport system must be sensitive to these factors, but at the same time embrace the opportunities that they present. A participant progresses through the LTPD stages which can lead to national and International exposure; and this socialization can broaden perspectives; including ethnicity awareness and national diversity. This can be a valuable learning experience demonstrating that there are important factors globally that mirror those experienced locally within South Africa. Within a national and international travel schedule, recovery can include education of competition location including; history, geography, architecture, cuisine, literature, music and visual arts. Proper annual planning can allow sport to offer much more than simply commuting between hotel room and field of play. 27

28 LSA s LTPD Guide 2012 Sport socialization also must address sport sub-culture. In addition, coaches and parents must guard against group dynamics which foster a culture of abuse or bullying. Ethics training should be integrated into training and competition plans at all stages of LTPD. Overall socio-cultural activity is not a negative distraction or interference with training and competition activities. It is a positive contribution to the development of the person and the participant. Children often choose to play a sport after the windows of optimal trainability for endurance, strength, speed, skill, and suppleness have past. These children are therefore dependent on schools, recreation programs, and other sports to provide timely training in these capacities. LTPD advocates that lifesaving build relationships with these organizations to promote and support appropriate training. If participants miss these training periods entirely, coaches will need to design individualized programs to remedy any shortcomings. 28

29 LSA s LTPD Guide 2012 Building a Pathway: The Eight Stage LTPD Lifesaving is a late specialization sport. The Lifesaving Long-term Participant Development model distinguishes eight stages of participant development. This is a modification of the seven stage Canadian Sport for Life model. 1. Active Start 0-6 years of age 2. FUNdamentals Females 6-8 / Males Learn to Train Females 8 11 / Males Train to Train Females / Males Train to Compete Females /- / Males /- 6. Train to Win Females 22+/- / Males 23+/- 7. Competitive for Life Enter any time 8. Active for Life Enter any time 29

30 LSA s LTPD Guide 2012 Lifesaving SA s current competition framework encompasses the following: 1. Active Start Lifesaving SA does not have any recognized program for the ages of 0 to 6 years of age. 2. FUN-damentals Lifesaving SA currently only has recognized programs in place for children aged 8 years and older and incorporate Nipper entry competence requirements and the Nipper Level 1 Award. Athletes at this age are participating in competition in the Under 10 age category at club, regional and national level where age grouping encompass 2 chronological years. Event distances and equipment are age specific. Athletes participate at club training once or twice in a week and participate in many other sports. 3. Learn to Train Lifesaving SA s current programs incorporate Nipper entry competence requirement and Level 1, 2 and 3 Awards. Athletes at this age are participating in competition in the Under 10, 12 and 14 age categories at club, regional and national level, age groupings encompass 2 chronological years. Event distances and equipment are age specific. Athletes participate at club training once or twice in a week and participate in many other sports. 4. Train to Train This development phase includes the Under 14; Under 16 and the beginnings of the Under 19 age groups. Here the athletes are becoming more serious about which sports they are participating in and specialization in events and disciplines begins. The younger age group still competes with age appropriate equipment and distances in events. Age grouping includes 2 chronological years in each age category and athletes can compete up age groups and in multiple age categories. Athletes leave lifesaving for more mainstream sports at this stage. 5. Train to Compete This development phase includes the Under 16 and Under 19 competition age categories. Age grouping encompasses 2 chronological years but athletes can compete up the age categories and in multiple age categories. Athletes begin to participate in events in the same format as the International Events. Athletes are focusing their training and competing more. Athlete s often leave lifesaving for other more 30

31 LSA s LTPD Guide 2012 mainstream sports at this stage. Athletes have access to the academy and high performance process. Athletes have access to the High Performance Squad Process and training camps, Age categories encompass 3 or more chronological years. Athletes compete in club, regional, national and international events. 6. Train to Win Lifesaving SA s train to win focus is centered on those athletes who compete at an international level. 7. Competitive and Active for Life Lifesaving SA has an active Instruction, Coaching, Administration division along with a master s competition. Lifesaving SA a education and community service focus gives members the opportunity to remain actively involved in the sport without the pressures of being competitive. During the first three of these stages, children should be exposed to a wide variety of activities to ensure proper development of overall motor skills and sports skills. After the first three stages, there is focus on specialization. During the subsequent phases the participant can further develop and strive for excellence in lifesaving or transition to lifelong participation in lifesaving and/ or other sports at a recreational or less competitive level. 31

32 LSA s LTPD Guide 2012 Assessment of Lifesaving in South Africa Before we can begin to develop a strategy for Lifesaving in South Africa, we need to have a clear understanding of the current state of the sport in South Africa, and also a clear vision of where we are going. In this chapter we discuss these aspects before presenting our strategy in the following chapter. WHERE ARE WE NOW? Lifesaving in South Africa is assessed under the five headings of: Participants, Coaches, Officials, Parents and Facilities. In each case a brief description is presented followed by a table which summarizes the strengths and weaknesses. In summary the weakness of Lifesaving in South Africa relates to the lack of sustainable project management and skills development It is the LSA s belief that in order to grow Lifesaving in South Africa we need to promote the projects focusing on growth and development. Structure a pathway for the progression of the participation of all members, of all ages, genders and demographics in all positions within lifesaving in South Africa. Strengths and Weaknesses Analysis Participants Strengths For eg. Enjoyment Passionate Competitive Potential Active for life Social spirit Well-rounded people Weaknesses Low numbers Poor demographics Age Group distribution gaps (juniors) Lack of competition Poor coaching Not focused (24/7) at the elite level No goals Lack of ancillary capacities Maintenance training only Serious lack of technical training Lack of per iodized program for participants Coaches LSA is currently developing their no coach education pathway and qualification requirements for lifesaving coaches. 32

33 LSA s LTPD Guide 2012 Strengths for eg. Volunteerism Keen & Skilled untapped pool Structures being developed Giving back Weaknesses Too few Lack of qualified coaches Lack of coach education & qualification Lack of coaching skills/ inexperience Lack of knowledge of growth and maturation Lack of knowledge of periodization Lack of knowledge of Sport Science and Sport Medicine Keen but overwhelmed Too reliant on outsourced participant coaching. Officials LSA has a strong base of officials but the participation numbers are reducing. As a member of ILS; Lifesaving SA subscribes to their College of Officials and their pathway for development. LSA is in the process of designing their content to comply with that required. Strengths Passionate and Devoted Knowledgeable Competition manual Professionalism Transparency Weaknesses Overburdened Too few Too many hats Lack of Job Description (overwhelming) Lack of formal mentoring No local/regional/provincial structures Lack of remuneration (professionalism) Lack of diversity (demographic) 33

34 LSA s LTPD Guide 2012 Parents Lifesaving is suitable for competitors of all ages. As such it is a family focused sport. Invariably this means that whole families participate and hence are supportive of one another. However a trend has developed whereby many parents are either not willing or possibly not able to as involved in the sport as they may have been in the past. Strengths for eg. Involvement (whole family competes) Supportive Volunteer Weaknesses Not serious about Lifesaving as a sport Apathetic parents (outsiders) Uneducated about LSA (outsiders) Facilities Whilst facilities are potentially limitless there are a number of significant challenges in this regard. Lifesaving does not occur in a simple playing ground that is easily constructed, like other sports. In addition many lifesaving clubs in South Africa have no clubhouse that can be called home. Strengths for eg. Potentially limitless Weaknesses Lack of geographic spread in SA Lack of clubhouses Geographic spread of club members Lack of technical training opportunities Lack of defined requirements for suitable facilities Where do we want to be? Participants We would like to see the lifesaving clubs and provinces strive to introduce many new people to the sport of lifesaving. We would like to see improved levels of retention of these participants within the sport of lifesaving. Lifesaving SA will have club, Regional, Provincial, National and International Participation. LSA will continue to operate a National Squad system. Squad members will be exposed to national and international level coaching and competition experiences. The squads will be coached by world-class, accredited, South African coaches. We would like to see talented participants dedicate themselves to lifesaving as their first sport. First choice sport for talented participants. 34

35 LSA s LTPD Guide 2012 Retain talented participants. Retain greater numbers of regular participants Coaching of individual participants including periodization Proper management of juniors (i.e. Youth squad) Recognition at various levels (via publicity/ Media) Raise the profile of the sport of Lifesaving Create an athletes commission (with Male and Female representation) International exposure at home Coaches We would like to have a permanent coaching commission as part of the LSA. We would like to have a coach qualification system with training courses and an accreditation process at each level. We would like to see all clubs offering regular coaching. We recognise that coaching at the introductory level is crucial if newcomers are to have a positive experience, and hence continue with the sport. We would also like to see appropriate coaching of talented individuals at provincial and national level. We would like to see coaches qualified in lifesaving-specific training as well as in all physical, mental and emotional aspects of participant development. A recognized coach education pathway with competence-based accreditation (we aim to align this with SASCOC and the SA Coaching Framework) Ensure knowledge of ancillary capacities A strong and active coach s forum for knowledge sharing. A coordinated mentoring programme. An appointed high performance director (responsible for a bottom to top programme) 35

36 LSA s LTPD Guide 2012 Appointed National Coaches for youth, junior and national squads. Officials We would like to have sufficient active members such that there are more than enough motivated people who are keen to take up official positions at all levels, i.e. club, provincial and national. In order to achieve this we need to provide a clear structure within which to operate as well as clear job descriptions and well defined responsibilities. We recognize that volunteerism is under threat and that we need to take measures to ensure that volunteers enjoy a rewarding experience. Coupled to this is a recognition that we need to become more professional in our approach. This includes employing people in key positions. We need to put a suitable mentoring program in place so that we can ensure smooth succession in various official positions. We need to develop an education pathway with an associated accreditation system. National organogram (i.e. organization structure chart) cascading down to provincial level (* including roles and responsibilities) Proper job descriptions (for bite-size functions/ jobs) National secretariat Develop a mentoring program Parents We need to develop material to promote the advantages of lifesaving to parents. We also need to equip parents with the knowledge they will need to manage the athletic development of their children. Finally we need to find ways to encourage parents to participate in the administrative component of the sport. Emphasize advantages of Lifesaving to the parents Easily accessible information/ guides Parent s guide at different levels (entry, intermediate, elite) Encourage parents into administration 36

37 LSA s LTPD Guide 2012 Facilities In order to develop and grow the sport of Lifesaving in South Africa we need to develop event standards that are appropriate for all event levels. This is especially true at the introductory level. At the same time we need to ensure that high event standards are maintained at regional and national level. To this end we need to develop an accreditation system for event hosting. Develop event standards for different events Maintain high event standards at regional and national events. Introduce a schools program Accreditation system for event hosting How to get there? The LTPD Model provides a framework that we can use to develop our sport. For a period now LSA has been in the process of developing a new strategy to take Lifesaving forward in South Africa. Our adopted vision statement of May 2010 encapsulates the intent of our strategy. Vision: Lifesaving South Africa is the national authority in the effort to prevent drowning. Mission: LSA is the National Association for Lifesaving and Lifesaving Sport in South Africa. In these roles LSA leads, supports and partners with national and international organisations committed to drowning prevention, water safety supervision, emergency response and sport The current embodiment of our strategy is in the form of our Strategic Document and business plans. These plans will be constantly reviewed and refined in light of our LTPD assessment of Lifesaving in South Africa discussed above. 37

38 LSA s LTPD Guide 2012 We are currently very far from the ideals stated above. In the next chapters we discuss our various strategic initiatives as we begin our planning to implement. 38

39 LSA s LTPD Guide 2012 STAGE ONE: ACTIVE START Ages: 0 to Six years of age Objectives: During the Active Start stage, Lifesaving SA encourages participation in activities that promote physical activity and the development of physical literacy. The objective of the stage is to learn fundamental movements and link them together into play. Physical activity should be fun and a natural part of a child s daily life. Active, free play is the way young children are physically active. Activities include Running, Jumping, Twisting, Balancing, Kicking, Throwing and Catching. Lifesaving SA does not have a specific program for the development of lifesaving skills at this age. 39

40 LSA s LTPD Guide 2012 STAGE TWO: FUNDAMENTALS Ages: Females: 6-8 years of age Males: 6-9 years of age During this phase, which lasts approximately 3-4 years, children can try the sport out and get a basic understanding of the skills required. Those who are identified as having either a more genetic disposition to the sport or show keenness are to be encouraged to join an accredited local club which will provide the opportunity for more focused development. The emphasis during the Fundamentals phase will be on fun and participation. It will aim to develop crucial physical capacities such as agility, balance, co-ordination and speed (ABC S) alongside basic lifesaving-specific skills. The children will be encouraged to participate in as many other sports as possible. Coaches must encourage a positive perception of the activities and of the children themselves. They must create a non-judgmental and unthreatening atmosphere where equal praise is given for all forms of effort. It is important that the children have a positive early experience of lifesaving if they are to develop a future love for the sport 40

41 LSA s LTPD Guide 2012 STAGE THREE: LEARN TO TRAIN Ages: Females: 8-11 years of age Males: 9-12 years of age As the children grow and develop they enter the Learn to Train stage. Coaches should ensure that participants have at least 1 to 2 sessions in technique per event during the season if skills are to become more proficient. Note that normal club events themselves can be used as training sessions for this and all other stages of LTPD. Lifesavers should concentrate on building upon competencies learnt during the Fundamentals stage, including motor skill and co-ordination development, with an emphasis on further development of robust lifesaving skills. Whilst participants are learning to be become better lifesavers all programs should be fun and activity based. Participants are introduced to general physical conditioning and an awareness program to highlight the importance of physical development for future success in lifesaving. Coaches need to be positive role models by helping shape the correct values and beliefs. Coaches should encourage positive attitudes when faced with challenges and help form coping strategies for winning and losing. It is important that both participants and coaches place a positive emphasis on the link between physical conditioning and lifesaving success. Lifesaving requires a combination of endurance and strength. Not only is physical efficiency important in lifesaving, but so too is the development of the duty of care and lifeguarding skills, success in lifesaving requires the ability to perform both these functions. This phase is likely to pattern a youngster s future attitude toward training and how being fit helps both to achieve high performance in lifesaving and leads to a healthier lifestyle. Both parents and coaches should note that early maturing participants are undoubtedly better participants during childhood. However, research strongly suggests that late maturing children may have greater potential to reach elite levels in the long term. They are likely to benefit from spending longer in the important early stages that pattern future physical literacy. 41

42 LSA s LTPD Guide 2012 STAGE FOUR: TRAIN TO TRAIN Ages: Females: years of age Males: years of age This is a critical stage of LTPD. The range of maturation is likely to be wide during this phase. Many of a child s important physical attributes will be shaped over the next 4 or 5 years. The window of opportunity (see Figure 3 and the Trainability diagram in Appendix 6 1 ) to train stamina, speed, and strength exists during the Train to Train phase. The window for the training of technical lifesaving skills also opens during this stage. The children develop the capability for abstract thought during this period, and so it should become apparent which children have an aptitude for the sport. In addition to maintaining the ABC s and introducing more advanced lifesaving skills, this stage is about Building the Engine. Aerobic capacity emphasis from onset of PHV to PHV (e.g. Long Slow Distance, Fartlek with little or no lactate accumulation) anaerobic interval training) Aerobic power from PHV to slow deceleration (e.g. Speed window: females and males Monitor flexibility carefully during PHV Strength training for females toward the end of the stage (i.e. onset of Menarche) Begin focused sessions on critical lifesaving skills (i.e. Craft Skills, Paddling, Awards) Maintain physical conditioning during the Growth spurt Competition is secondary 1 Extract from Athletics Canada s LTAD Model 42

43 LSA s LTPD Guide 2012 Regular monitoring, e.g. Biokinetic Monitor the Growth spurt: non-impact, aerobic & non weight-bearing exercises Whilst it remains important that participants continue to play other sports, for variety and cross-training, the balance during this phase is now firmly toward lifesaving. (Swimming, Athletics, Rowing & Biking) Careful monitoring of the growth of the participant is critical during this phase using simple height and weight measurements and visual assessment, to ensure that the most appropriate training is introduced at the most appropriate time (see Monitoring Growth in LTPD). Again it is emphasized that although early maturing participants are undoubtedly better athletes during childhood, research strongly suggests that late maturing children may have greater potential to reach elite levels in the long term. They are likely to benefit from spending longer in the important early stages that develop future physical literacy. 43

44 LSA s LTPD Guide 2012 STAGE FIVE: TRAIN TO COMPETE Ages: Females: /- years of age Males: /- years of age By the age of 17 for boys and 16 for girls, the participants will enter the Train to Compete stage. During this stage the window for critical mental and cognitive skills is fully open and they will further develop their lifesaving skills. There should be a focus on technical and tactical work in competitive situations. Coaches will need to encourage participants to become more independent and will also need to create an environment conducive for the mastery of technique and development of mental toughness to perform. Individually tailored physical and mental development programs are an integral part of improving performance in most sports. Prioritization of competition and suitable compete: train: rest ratios will need to be considered. It is important to maintain a Provincial and National Talent Identification and competition program to provide adequate competition at the elite level. This will offer more retention of promising participants at this level. During this phase important transition points take place. It will be important for coaches to consider appropriate training regimes to ensure that participants retain a balanced lifestyle during this important time. During this stage participants will strive to master their lifesaving skills, including technical and tactical work in high-intensity competitive situations. Coaches will need to continue to emphasize autonomy and independence as well as create the right environment for the participant to achieve mastery of technique and mental toughness to perform. This stage will see full individualization of all physical, recovery and mental development programs. This will include further development of self-awareness and the ability to identify and correct weaknesses. Participants should make the transition from national Junior to national Senior squad and be given increased international exposure. Opportunities to optimize decision making in highintensity situations must be maximized. Physical and medical monitoring systems are increasingly sophisticated, and need to be utilized within Lifesaving with strong adherence to sport science best practice. Performance at the highest level is only possible with strong mental preparation. The participant needs to improve their ability to adjust emotions and focus to gain control over confidence and performance outcome. 44

45 LSA s LTPD Guide 2012 STAGE SIX: TRAIN TO WIN Ages: Females: 22+ years of age Males: 23+ years of age The Train to Win stage should see the participants have most of the capacities in place to perform at the highest level. There should be a focus on improving all three components: Physical Conditioning, Mental Toughness and Lifesaving Technique. For top provincial lifesavers the training year will be divided into a double Participants should strive for a split of 1-2 hours of technical training for every 7-12 hours of physical training. The emphasis should be on quality rather than quantity. periodization while the international calendar may result in multiple periodization for the national team In addition this stage may involve: Striving to master decision making skills Regular use of Sport science Full individualization of all training aspects Regular sophisticated physical and medical monitoring Fine-tuning of mental preparation Fine-tuning physical preparation (develop further fitness) Continued critical analysis and correction of deficiencies. 45

46 LSA s LTPD Guide 2012 STAGE SEVEN AND EIGHT: COMPETATIVE AND ACTIVE FOR LIFE Enter at any age This is the stage when an individual makes the transition from competitive sport to life-long physical activity, and it may occur at any age. They will continue to be physically active in lifesaving or in any other sport. This stage is also characterized by people who continue to be involved in the lifesaving community in different capacities. The sport system should encourage participants to move from one sport to another with ease and from one aspect of sport to another. Active for life may also involve moving from competitive sport to: Recreational activities such as running, swimming, hiking, paddling, cycling, etc.; Lifelong competitive sport through age group competition such as Master s Games; Sport-related careers, such as coaching, officiating, sport administration, small business enterprises, or media; Volunteer positions, as coaches, officials, or administrators. Training, racing and recovery programs should fit the needs of the participants for whom they are intended. Masters participants need programs that take into account how aging affects strength, flexibility and endurance. A positive experience in sport is the key to retaining participants after they leave the competitive stream. 46

47 LSA s LTPD Guide 2011 Strategic initiatives: Planning to Implement The analysis of the state of lifesaving in South Africa, presented in the previous section, allows us to develop plans that will enable us to achieve our vision of Development Growth Excellence. Our plans will be guided by LTPD principles so that as our plans bear fruit, we will build a sport system that is best-in-class. Our current focus is to develop our Expansion Plan. This plan aims to develop sustainable clubs in 2 to 3 more provinces as well as growing and maintaining the clubs in the current 5 provinces. An integral part of this plan is to encourage new and existing clubs to expose more people to lifesaving by becoming a SAQA recognized and accredited training provider with an accredited skills development program recognized throughout the world and by all accredited educational institutions. We will free-up capacity within LSA by employing additional administrators. Successful implementation of our expansion plan requires active project management. The time demands of successful project management are beyond most of the volunteers who would be needed to implement these projects. Demonstrably successful projects will enable LSA to secure more funding for further expansion of these projects, which will enable LSA to offer full-time employment for such positions. Lifesaving is now part of the Life Orientation component of the school curriculum. This provides us with an opportunity to present Lifesaving at high schools, many of which had rejected previous advances on the basis that they already had a full allocation of traditional school sports. Tackling these various initiatives with limited people and financial resources is a massive challenge. At all times we need to be aware of our capacity to implement stated projects. Within our constraints it is of great importance that any goals follow the SMART principles, i.e. that all goals are: S Specific; M Measurable; A Attainable; R Realistic; T Time-bound Regular monitoring of progress against particular measures of success will enable us to fine-tune project implementation, or even close projects that are not effective. Below are listed our short-term and longer-term objectives. Short-term objectives 3-5 years Deliver an awareness program to educate the LSA community about LTPD. Develop LTPD and competition structure o Power Point presentation to deliver the LTPD message Active Lifesaving clubs in 7 geo-political provinces 47

48 LSA s LTPD Guide 2011 Active Lifesaving education and promotion in schools around the country. Improve Participation Levels across all demographics Improve Performance Levels Target World Championships Performance Improvement (2012, 2014) Target World Games Performance Improvement (2013) Long-term Objectives: 2020 Active Lifesaving clubs in 8 of 9 geo-political provinces Constituted Provincial Bodies following the geographic political boundaries Further extend participation in Lifesaving across all demographics. Improved demographic representation on administrative bodies. Improve international Performance further Continued Improvement at World Championships and World Games 48

49 LSA s LTPD Guide 2011 Coach Education and Development The role of the coach is central to any successful introduction of a new sports system. It is therefore crucial that an initial step in the implementation of the LTPD model for Lifesaving is to develop a long term coach development pathway. In this LSA will align its efforts with those of SASCOC to ensure consistency with national initiatives. There are a number of specific activities that will be performed to this end. Development of the LSA coach qualification and accreditation system following LTCD principles. To seek to formalize the qualifications within National Qualifications Framework (NQF) as administered by the South African Qualifications Authority (SAQA). This is part of the SA Coach Framework project being driven by SASCOC. To design and deliver Coach Development Workshops on LTPD with special emphasis on the delivery of the Fundamentals, Learning to Train and Training to Train stages. Develop a course to train teachers about Lifesaving (from grade 3-12 syllabus) To fast-track this development by seeking partnerships with well-established nations to utilize and modify (if necessary) their systems. To extend our reach in delivering this material by forming strategic partnerships with organization that already have the delivery infrastructure in place. To encourage existing clubs to offer more training opportunities by qualified coaches. 49

50 LSA s LTPD Guide 2011 Officials Education and Development Lifesaving, even at its most basic form, has relatively high barriers to entry compared to other sports. In order to host a Lifesaving event, one needs a larger than average base of officials, with between 15 to 65 persons per event; it also places greater demands on officials who have to work in extreme conditions and still be fair to all competitors. This progression from Introductory-level lifesaving all the way to the International-level means that an education pathway is required to ensure that organizers and officials develop the necessary skills. In the interests of maintaining standards within a growing sport it is necessary for LSA to develop an education pathway for officials. Development of LSA technical official s qualification and accreditation system following LTPD principles. To seek to formalize the qualifications within National Qualifications Framework (NQF) as administered by the South African Qualifications Authority (SAQA). This is part of the LTPD Framework project being driven by SASCOC. To design and deliver Technical Official s Workshops. 50

51 LSA s LTPD Guide 2011 Parents education Few adults who were physically inactive as children become active as adults. Inactive adults tend to produce inactive children and the reverse is also true. Encouraging children to enjoy moving and promoting confidence in movement skills at an early age helps to ensure later participation in physical activity. Children have their own reasons for participating in sports and physical activities but coaches and parents are not always in harmony with their motives. Children commonly play sports: to have fun. to experience thrills. to be with friends or make new friends. to do something they are good at. to feel good about themselves. to feel accepted. to improve and learn new skills. Parents often have their own reasons for seeing their children in sports, and problems arise when their motives conflict with those of their son or daughter. The result can be a very negative sporting experience for the child. Some common problems arise when parents: place too much emphasis on winning. push their children to specialize in one sport too early. live their own dreams through their children. The ideal situation is when your child finds intrinsic reward in participating in the activity otherwise known as FUN! Children are far more likely to continue in the activity if they are satisfying their own motives and have the support of their parents. They are also more likely to want to achieve excellence in competition for the same reasons. When the emphasis shifts towards external rewards from parents (extrinsic motives) or being pushed to participate, children are far less likely to enjoy and continue in the activity and they become more susceptible to burnout and dropout. 51

52 LSA s LTPD Guide 2011 Long Term Participant Development helps all children to be physically literate (competent in fundamental movement skills for sport and physical activity). recognizes that children play to have FUN. is a pathway to excellence from playground or pond to podium. allows all South Africans to be physically active through sport and recreation participation. More importantly for parents, LTPD equips parents with the understanding required to support their children in their sporting development. More information can be found in the document: Parents guide to LTAD on the website. Summary In summary, the LTPD approach to athletic development: is an initiative of the Department of Sport and Recreation SA and SASCOC to further sport excellence and the wellness of South Africans; provides an opportunity for change and improvement; identifies the shortcomings of the broader South African sport system as well as the sport system for lifesaving, and provides guidelines for addressing them; provides a framework for reviewing current practices, developing new initiatives and standardizing programs; provides key partners with a coordinated structure; is participant-centered, from a child s first involvement in lifesaving to the transition to lifelong physical activity or other sport-related activities; establishes a clear pathway from early participation to podium and/or being active for life; helps all children to be physically literate (competent in fundamental movement skills for sport and physical activity); provides guidelines for planning for optimal performance for all stages of participant development; establishes clearly that during the early stages of development it is imperative that sport development programs should be designed around critical periods of accelerated adaptation to training; recognizes that children play sport to have FUN; provides an aligned and integrated model for delivering systems including: long-term participant development technical, physical, tactical and behavioral; physical activity programming, and Long-term coaching development. 52

53 LSA s LTPD Guide 2011 SELECTED Bibliography Balyi I., Sport system building and long-term athlete development in Canada. The situation and solutions, in Coaches Report, The Official Publication of the Canadian Professional Coaches Association. Summer Vol.8, No.1, pp Balyi I., Cardinal C., Higgs C., Norris S., and Way R., Long-Term Athlete Development: Canadian Sport for Life. Canadian Sport Centres, Balyi I., and Way R., The Role of Monitoring Growth in Long-Term Athlete Development, 2009, ( Borms J., The child and exercise: an overview, Journal of Sports Sciences, 1986, 4, pp3-20. Calder A., Recovery and Regeneration for Long-Term Athlete Development, Canadian Sport for Life document, (2009), ( Coyle D., The Talent Code, published by Bantam Dell, 2009 Ericsson K.A. and Charness N., Expert Performance. Its Structure and Acquisition, American Psychologist, August 1994, pp Ericsson K.A., Kramp R.Th. and Tesch-Romer, The role of deliberate practice in the acquisition of expert performance, Psychological Review, 1993, Vol 100, pp Higgs C., Balyi I., Bluechard M., Cardinal C., Norris S., and Way R. Long-Term Athlete Development: No Accidental Champions. Athletes with a Disability, Canadian Sport Centres, Gladwell M., Outliers, published by Little, Brown and Company, 2008 Higgs C., Balyi I., Bluechard M., Cardinal C., Norris S., and Way R., Developing Physical Literacy, Canadian Sport Centres, Malina R.M. and Bouchard C., Growth, Maturation, and Physical Activity. Champaigne, IL: Human Kinetics, Rushall B., The Growth of Physical Characteristics in Male and Female Children, In Sports Coach, Vol. 20, Summer pp Syed M., Bounce, published by Harper Collins, 2010 Viru A., Adaptation in Sports Training, CRC Press, Boca Raton,

54 LSA s LTPD Guide 2011 Viru A., Loko J., Volver A., Laaneots L., Karlesom K. and Viru M., Age periods of accelerated improvements of muscle strength, power, speed and endurance in age interval 6-18 years, In "Biology of Sport", Warsaw, Vol 15 (4), 1998, pp Viru A., Loko J., Harro M., Volver A., Laaneots L., Viru M., Critical periods in the development of performance capacity during childhood and adolescence, Physical Education and Sport Pedagogy, 4:1, 1999, pp Whitehead M., The concept of physical literacy, European Journal of Physical Education (6), 2001, pp LTPD Resources Canadian Sport for Life (CS4L) website, Canadian Sport for Life, Balyi, I., Cardinal, C., Higgs, C., Norris, S. & Way, R. Canadian Sport Centres, Vancouver, BC. ISBN Canadian Sport for Life, A Sport Parent s Guide. Balyi, I., Cardinal, C., Higgs, C., Norris, S. & Way, R. (LTAD Expert Group) with Jim Grove 54

55 LSA s LTPD Guide 2011 APPENDIX ONE SKILLS MATRIX LTPD STAGES Active Start FUN-damentals Learn to Train Train to Train Learn to Compete Train to Compete Train to Win Active for Life All: 0-6 F: 6-8 : M: 6-9 F: 8 11: M: 9-12 F: 11-15: M: F: 15-17: M: F: : M: F: 22+ M: 23+ All LSA SPECIFIC Encouragement Micro Nippers 6-8 U10 Level 1; 8 + 9; U12 Level 2; U14; ; U16: ; Assistant Lifeguard; 16; Lifeguard Award; Academy Program U19; Lifeguard Award; Academy Program; HP Program Open; Lifeguard Award; HP Program Elite Athletes; HP Program 30+ Masters, Officials, Volunteers, Coaches, Parents DEVELOPMENT FOCUS Physical Literacy, Basic Skills Physical Literacy, General Introduction to physical conditioning. Build Aerobic capacity, speed and strength. Develop Aerobic and Anaerobic capacity and power. Optimize aerobic and anaerobic capacity and power. Improve Physical Capacities by maximizing training load. Balance of work life; family life. PHYSICAL FOCUS Running, jumping, twisting, throwing, balancing, kicking, catching, swimming, wading Developing ABC's Agility, Balance, Coordination, speed Physical Literacy cont. Skills in water in all disciplines Systematic medical monitoring. Introduction to periodization. Emphasis remains on skills development. Monitoring of training and recovery. Double Periodization. Refine skills and technique. Sport Science and medical Support. Programming and recovery strategies. Mastery of all skills and techniques. Regular sport science and medical support. Recovery strategies. Monitor training and recovery. Double / Triple Periodization. Maximize medical and Sport Science support. Recovery Strategies. Utilize Single, Double or Multiple Periodization to maximize performance. Maintain fitness, flexibility and strength as appropriate to the competition level of the individual. OTHER Basic Ethics, Positive Thinking and Teamwork Mental Skills and preparation. Teamwork Mental, Emotional and cognitive skills. Race Preparation, Introduction to ancillary capacities - nutrition, hydration, sport science Refine mental, emotional and cognitive skills, concentration and focus. Tactical skills. Specialization Optimize mental, emotional and cognitive skills, concentration and focus. Tactical skills. Specialization Self regulation, Managing Pressure, visualization, mental preparation As appropriate for the level of participation COMPETITION No Competition No Competition other than club based in house carnival Level 1 - Local Club Based Carnival. Level 2 - National Club based Carnival Level 1 - Local Club. Level 2 - National Club based Carnival. Level 3 - Inter Provincial Championships. Junior Nationals Level 1 - Local Club. Level 2 - National Club based Carnival. Level 3 - Inter Provincial Championships. Senior Nationals. International Level 1 - Local Club. Level 2 - National Club based Carnival. Level 3 - Inter Provincial Championships. Senior Nationals. International Level 1 - Local Club. Level 2 - National Club based Carnival. Level 3 - Inter Provincial Championships. Senior Nationals. International As appropriate for the level of participation Table: A summary the progression of physical, mental and Lifesaving skills in the development of the participant. Appendix 1: Skills Matrix 55

56 LSA s LTPD Guide 2011 APPENDIX TWO PHYSICAL, MENTAL / COGNITIVE AND EMOTIONAL DEVELOPEMNT FOR ALL STAGES STAGE 1: Active Start Ages: 0 to Six years of age This is an important period for acquiring the fundamental movement skills that lay the foundation for more complex movements, thereby preparing children for a physically active lifestyle. Physical activity is essential for healthy development of children. Among its other benefits, physical activity: enhances development of brain function, coordination, social skills, gross motor skills, emotions, leadership and imagination; helps to build confidence and positive self-esteem; helps to build strong bones and muscles, improve flexibility, develop good posture and balance, improve fitness, reduce stress and improve sleep; promotes healthy weight; and helps children learn to move skillfully and learn to enjoy being active. Young children should be physically active through active play. Physical activity should be fun and a part of the child s daily life, not something required. Organized physical activity and active play are particularly important for the healthy development of children with a disability if they are to acquire habits of lifelong activity. Objective & Goals To develop fundamental movements and link them together into play. Providing organized physical activity (including outdoor activities) for at least 30 minutes a day for toddlers and 60 minutes a day for preschoolers. Providing unstructured physical activity - active play for at least 60 minutes a day, and up to several hours per day for toddlers and preschoolers. Toddlers and preschoolers should not be sedentary for more than 60 minutes at a time except while sleeping. Adapted from Canadian Cross-Country Skiing LTAD model, ECB LTAD model and Canadian Sport for Life Resource paper Appendix 2: Stage 1 - Active Start 56

57 LSA s LTPD Guide 2011 Developing fitness and movement skills as a FUN part of daily life. Improving basic movement skills such as gliding, running, jumping, twisting, balance while moving, kicking, throwing and catching. This means introducing children to activities that incorporate a variety of movement skills - activities such as running, gymnastics, dance, swimming, cycling, etc. These basic movement skills are the building blocks for more complex movements. Designing activities that help children to feel competent and comfortable. Ensuring that games are non-competitive and focus on participation. Ensuring that activities are gender-neutral and inclusive so that active living is equally valued and promoted for all children (because girls tend to be less active than boys and children with a disability less active than their peers). Appendix 2: Stage 1 - Active Start 57

58 STAGE 2: FUNdamentals Ages: Females: 6-8 years of age Males: 6-9 years of age Windows of Optimal Trainability: Speed development. (Females 6-8 Males 7-9) Flexibility development. (Window is 6 10) Physical development Basic characteristics Larger muscle groups are more developed than smaller ones. The size of the heart is increasing in relation to the rest of the body. The cardiovascular system is still developing. Ligament structures are becoming stronger, but the ends of the bones are still cartilaginous and continue to ossify. Basic motor patterns become more refined towards the end of this phase and the balance mechanism in the inner ear is gradually maturing. During this phase, girls develop co-ordination skills faster than boys but the developmental differences between boys and girls are negligible. Performance capabilities & limitations Children are more skillful in gross movements involving large muscle groups than in precisely coordinated movements involving the interaction of many smaller muscles. Endurance capacity of the young participants is more than adequate for most activities. The young person s body is very susceptible to injury through excessive stress or heavy pressure. There is a great improvement in agility, balance, co-ordination and speed (ABC s) towards the end of this phase. Sex differences are not of any great consequence at this stage in development. Implications for the Lifesaving coach Develop the ABCs of athleticism - agility, balance, coordination and speed. Appendix 2: Stage 2 - FUNdamentals 58

59 Introducing basic flexibility exercises. Short duration anaerobic alactic activities should be planned (age appropriate speed development, e.g. short, sharp sprint activities 4-5 secs). Use slow progressions in hopping and bounding. Strength training limited only to own body weight or appropriate medicine ball and Swiss ball (neural recruitment i.e. nervous system adaptation). Training and playing in combination should be emphasized at these ages and during this phase. Utilize games to develop technique, speed, skills and fitness. Mental/cognitive development Basic characteristics Attention span is short and children are action orientated. Memory is developing progressively. Children in this phase have limited reasoning ability. Later on during the phase there is growing capacity for more abstract thought. The repetition of activities is greatly enjoyed. abilities through experience. Young participants improve their Imagination is blossoming. Performance capabilities & limitations Young participants cannot sit and listen for long periods of time. Children are generally leader-orientated: they love to be led! Young participants do not learn the skills correctly by trial and error. Experimentation and creativity should be encouraged. Implications for the Lifesaving coach Use short, clear and simple instructions. Children want to move and participate. Coaches with excellent communication skills must work at this level. Coaches should adopt a follow me or follow your leader approach and ensure that all activities are fun and well-planned. For example, take a warm up and encourage children to follow you tumble, forward roll, touch the floor/walls etc. While playing and practicing encourage input (opinion) from the children. They will love to try things out! Create a non-judgmental environment. Appendix 2: Stage 2 - FUNdamentals 59

60 Emotional development Basic characteristics The children s self-concept is developing through experience and comments from others. Children like to be the center of focus and attention. The influence of peers becomes a very strong driving force behind all activities. The child begins to understand the needs for rules and structure. Performance capabilities & limitations Children perceive these experiences as a form of self-evaluation: I am a good person if I do well. I m a bad person if I do poorly. When a situation becomes threatening they quickly lose confidence. Acceptance into a peer group often depends upon one s abilities in physical skills and activities. Children can understand and play simple games with simple rules and will tend to question rules and expect thoughtful answers. Implications for the Lifesaving coach Children need positive perceptions of themselves and need positive reinforcement on a regular basis. This will provide the motivation to continue with the activity. Plan and structure technical and tactical activities so that success is virtually guaranteed. This means progressing from simple to more complex activities. Coaches must be capable of assessing the basic skills and of providing a varied program of practical opportunities for technical and tactical development and improvement. Children need equal praise for all forms of effort. Participation and fun to be emphasised over winning. Focus is on the process, not on the outcome! Gain an awareness of the importance of mental skills. Exposure to positive thinking skills to build confidence and the ability to cope with stress. Objective & Goals To develop all fundamental movement skills and build overall motor skills. Encouraging FUN and participation. Appendix 2: Stage 2 - FUNdamentals 60

61 Participation in many activities/sports 4-6 times a week, year-round. Develop basic lifesaving technique habits. Improve basic understanding of Lifesaving duty of care (self) Provision of programs that are well-structured and monitored, No periodization. Appendix 2: Stage 2 - FUNdamentals 61

62 STAGE 3: Learn to Train Ages: Females: 8-11 years of age Males: 9-12 years of age Windows of Optimal Trainability: Accelerated adaptation to motor coordination Major skill learning phase. Before the onset of PHV Physical development Basic characteristics Smaller muscle groups are becoming more developed. Performance capabilities & limitations Early specialization in late specialization sports can be detrimental to later stages of skill development and to refinement of the fundamental sport skills. Implications for the Lifesaving coach Continued refinement of ABC s Introducing aerobic exercises or routines,, to aid in strength development. Utilizing games to develop skills, speed, power and aerobic fitness. Further developing strength using exercises that incorporate the child s own body weight as well as medicine balls and Swiss balls. Mental/ cognitive development Basic characteristics Children are developmentally ready to acquire the general sports skills that are the cornerstones of all athletic development. Abstract thinking capabilities begin to emerge. Performance capabilities & limitations Children are now ready to build an awareness of how performance unfolds from a mental perspective. Children are ready to develop an understanding of the importance of basic mental skills Appendix 2: Stage 3 Learn to Train 62

63 Implications for the Lifesaving coach Introduce pre-race preparation. Introduce tactical skills. Emotional development Basic characteristics Children are developing their self-concept. Children feel secure with routine and structure to training. Performance capabilities & limitations Introduce change gradually and sensitively. Children like things to be fair. Implications for the Lifesaving coach Build a structure that is progressive, but that maintains continuity. Be consistent and treat each child equally. Build technical-based activities into the seasonal plan Objective & Goals To perfect all fundamental movement skills and improve overall motor skills. Encouraging FUN and participation. Narrow the focus to 3 sports 4-6 times a week, year-round. Developing all basic sport skills (physical literacy) before the participant enters the Training to Train stage. Further developing flexibility through exercises. Introducing ancillary capacities. Integrating mental, cognitive and emotional development. Master basic lifesaving technique habits. Provision of programs that are well-structured and monitored. No periodization. Appendix 2: Stage 3 Learn to Train 63

64 STAGE 4: Ages: Females: years of age Males: years of age Windows of Optimal Trainability: Train to Train Aerobic capacity development. With the onset of PHV Aerobic power after growth decelerates Strength development (females) with the onset of Menarche Speed development for females (at the start of this stage) and males (at the end of this stage) Flexibility impact of sudden growth on the body Physical development Basic characteristics Significant proportional changes occur in bone, muscle and fat tissue. Girls begin their growth spurt between ages , boys between ages Girls attain a maximum rate of growth at average age 12-13, boys at average age 14. Smaller muscle groups are becoming more developed. During this phase the various parts of the body do not grow at the same rate. The growth rate of the legs and arms will reach a peak prior to that of the trunk. A significant increase in red blood cells occurs especially in boys due to the male hormone testosterone. The central nervous system is almost fully developed. Performance capabilities & limitations During growth spurts adaptation is influenced by sudden changes of body proportions. Early in this phase, girls are faster and stronger than boys are. This situation is reversed later on in the phase. Speed, agility and co-ordination are still improving rapidly during this phase. A change in the center of gravity, length of limbs and core strength will determine the content of training. The oxygen transportation system is still developing and aerobic endurance is continuing to increase. Agility, balance and co-ordination are fully trainable. Appendix 2: Stage 4 Train to Train 64

65 Implications for the Lifesaving coach Monitor training carefully and individualize the content of training to ensure adaptation. Chronological age might not be the most appropriate way to group participants. Situations when fear, guilt or anxiety brought about by sexual development should be avoided. With the improvement of fine motor skill movement all basic technical skills to be mastered. Participants should learn how to train including physical, technical, tactical and ancillary capacities (e.g. warm up, cool down, diet, nutrition, hydration etc.) Some of the already learned skills might need to be relearned again due to growth of limbs which might affect technique. The increase in body mass requires more structured aerobic training. Only short duration of anaerobic activities are recommended. Mental/cognitive development Basic characteristics Abstract thinking becomes more firmly established. Young participants develop a new form of egocentric thought. Much emphasis is placed on self-identity. Young participants are eager to perfect their skills. Performance capabilities & limitations Decision making through more complex technical training/practice should be introduced. This may result in a strong fear of failure. Individual specific direction and structure in the learning process is required. A variety of methods to measure success are important to maintain motivation. Implications for the Lifesaving coach Decision making on technique application should be based upon the skill level of the participant. Create the optimum learning environment, match skill and drill levels. Focus on mastery. Introduce simple coping strategies for winning and losing, positive reaction to challenges. Provide a strong role model by modeling winning mind values and beliefs. Appendix 2: Stage 4 Train to Train 65

66 Positive reinforcement is imperative. The difference between the physical and mental development can vary greatly and care must be taken not to pick the early developers and neglect or deselect the late-developers. The coach s ability to demonstrate specific skills is important. Further develop pre-race preparation, tactical skills and time-management skills. Further develop the mental skills of: o Constructive self-talk. o Imagery o Confident behavior. Emotional development Basic characteristics There is a tremendous influence on behavior from peer groups. During this phase participants are capable of co-operating and accepting some responsibility. Tension generally exists between adults and adolescents. It is important at this developmental level that young participants are able to display tenderness, admiration and appreciation. Physical, mental and emotional maturity does not necessarily develop at the same rate. There is a desire to have friends of the opposite sex. Performance capabilities & limitations Values and attitudes are being created and reinforced by the group. Some participants may be less responsible mainly due to a fear of failure. Communication channels should be kept open by adults as all teenagers need help even though they do not recognize the need or seem grateful for the help. Deprivation of these qualities often leads to exaggerated and/or unacceptable behavior. Feelings of confusion or anxiety may exist as a result. Social activities are important events for this age group. Appendix 2: Stage 4 Train to Train 66

67 Implications for the Lifesaving coach The coach should exercise strong direction and supervision. A role model for young participants at this phase is very important. Coach must have open communication with participants. Coach is usually better accepted than other adults and should always attempt to foster two-way communication. Coaches should create environment for opportunities to make decisions, decide on methods, make judgments and make mistakes. Early maturers often become leaders and excel in performance. Coaches must not create in and out groups as this can have negative effects on other participant s development. Objective & Goals Ensuring social and emotional considerations are addressed by placing an appropriate emphasis on team-building, group interaction and social activities. Ensuring the training focus is tied to individual stage of maturation. Making aerobic training a priority after the onset of PHV while maintaining or further developing levels of skill, speed, strength and flexibility. Emphasizing flexibility training given the rapid growth of bones, tendons, ligaments and muscles. Frequent musculoskeletal evaluations during PHV. Introduce systematic medical monitoring. Narrowing the focus to two sports based on preference. Further developing ancillary capacities. Educating participants about the nutritional needs of competitive lifesavers. Introduce Pacing skills. Planning and preparing for a best performance at one event; utilizing single and double periodization as the optimal framework of preparation. Ensuring the focus during competitions is on learning the basics as opposed to competing, although participants should compete to win and to do their best. Introducing basic sport science and sport medicine support. Appendix 2: Stage 4 Train to Train 67

68 STAGE 5: Train to Compete Ages: Females: /- years of age Males: /- years of age Windows of Optimal Trainability: Strength development (males). Post PHV aerobic power development Physical development Basic characteristics The circulatory and respiratory systems reach maturity. An increase in height and weight gradually slow down and stabilization occurs in the muscular system. Skeletal maturation continues in males and females. Physiologically, the body reaches maturity during this stage. By age 17, girls generally have reached adult proportions, whereas boys do not generally reach such proportions until several years later. Final skeletal maturation in females occurs at about years and in males about 3 years later. Performance capabilities and limitations All physiological systems are fully trainable. All systems are fully trainable generally capable of giving maximum output. Muscles have grown to their mature size but muscular strength continues to increase reaching its peak in the late twenties. Connective tissues are still strengthening. Proportionally, girls gain more weight than boys during this phase. Implications for the Lifesaving coach Aerobic and anaerobic systems can be trained for maximum output. Full Lifesavingspecific energy system training should be implemented. Strength training can be maximized to improve overall strength development. Neuromuscular training should be optimized during this phase. Progressive overloading in training should be continued. Aerobic training for girls to be optimized. Coaches should be aware how to deal with weight gain and effect on figure. Appendix 2: Stage 5 - Train to Compete 68

69 Participants should learn how to compete including all technical, tactical and ancillary components. Improving technique efficiency when dealing with a high level of fatigue. Coaches to encourage development of pre-habilitation routines (e.g. stretching). Ensure regular assessment of critical alignments, i.e. ankles, knees, hips, shoulders and vertebrae, through a biokineticist or physiotherapist. Ensure that physical training programs employ the most advanced techniques and sport science information to facilitate maximum adaptation and minimize injuries. Ensure that all muscle groups and body alignments are well-balanced, complemented with optimum flexibility ranges. Use state-of-the-art testing and monitoring programs. Carefully monitor overtraining and overstress. Organize regular medical monitoring. Schedule additional blood tests for females in case of anemia. Mental/cognitive development Basic characteristics Generally, by age 16, the brain has reached its adult size but continues to mature neurologically for several more years. Neurologically, the brain matures at about years of age. There is a complete understanding and acceptance of the need for rules, regulations, and structure. Critical thinking is well developed during this phase. Performance capabilities and limitations Participants can cope with multiple strategies and tactics, particularly near the end of the phase. Participants are capable of self-analyzing and correcting and refining skills. Participants can analyze and conceptualize all facets of their sport. Well-developed information processing skills improve the participant s ability to visualize verbal instructions. The young adult must perceive the rules and structure as being clearly defined and fair. Implications for the Lifesaving coach Coaches should ensure the refinement of all technical and tactical skills. Decision making should be developed further through technical and tactical development. Coaches to promote autonomy and independence. Appendix 2: Stage 5 - Train to Compete 69

70 Coaches to encourage further development of pre-habilitation routines. Coaches to create environment where participants are encouraged to make decisions, decide on methods and make judgments. A structured environment in order to maintain a strong mastery competitive value base. Establish winning as the major objective. Implement principles of adult learning. Involve participants in decision making and planning team or group activities. Emotional development Basic characteristics There is a need to be self-directed and independent Self-actualization and self-expression are important. Major decisions on career, education, and lifestyle are priority at some point in this stage. Interactions with the opposite sex continue to be a strong priority with lasting relationships developing. Performance capabilities and limitations Participants are ready to assume responsibility and accept the consequences of their actions. Major changes in interests, hobbies, and physical activities occur. Implications for the Lifesaving coach Emphasize goal setting to give definite direction and purpose to the participant s overall program. Treat participants as adults and with respect. Remember that the coach s direction and structure remain important. Make professional guidance available, considering off-season and educational pursuits. Provide participants with ample opportunities for independent social interaction. Objective & Goals Improving individual areas of weakness. Optimizing both lifestyle and training environment for high performance goals. Optimizing ancillary capacities. Sport specific technical, tactical and fitness training 9-12 times per week. Implementing well-developed post-intensity recovery strategies. Appropriate sport science and sport medicine support. Appendix 2: Stage 5 - Train to Compete 70

71 Appropriate monitoring of training and recovery. Appropriate nutritional intake to accommodate increased training load. Individually tailor to a greater degree - fitness programs, recovery programs, psychological preparation and technical development. Optimizing technical skills in competitive situations (at high intensity). Single, double or triple periodization. Optimizing fitness preparation and advanced mental preparation. Preparation that addresses each participant s individual strengths and weaknesses. Optimizing all technical skills in competitive situations (at high intensity). Learning to compete internationally. Further refining all lifesaving techniques. Ongoing refinement of personalized practice, recovery and race plans. Further developing self-awareness and independence. Increased attention to monitored psychological performance. Gain a comprehensive understanding of the critical factors that affect the participant s ideal performance state. Improve the ability to adjust emotions and focus to gain control over confidence and performance outcome. Appendix 2: Stage 5 - Train to Compete 71

72 STAGE 6: Training to win Ages: Females: 22+/- years of age Males: 23+/- years of age Physical development Basic characteristics Physiologically the body enters this phase fully mature during this phase. Performance capabilities and limitations All physiological systems are fully trainable Implications for the Lifesaving coach Improving physical capacities by increasing and maximizing the training load (volume and intensity) that a participant can handle. Maximizing high performance sport specialist support, including fitness and medical monitoring. Frequent breaks protecting against infection or disease. Regular appropriate medical monitoring should be conducted, with additional blood tests for female participants to prevent iron deficiency. Utilizing single, double, triple and multiple periodization as the optimal framework of preparation. Mental/cognitive development Basic characteristics No further neurological development. Performance capabilities and limitations Participants are capable of self-analyzing and correcting and refining skills. Participants can analyze and conceptualize all important facets of their sport. Implications for the Lifesaving coach Allowing frequent preventative breaks to prevent physical and mental burnouts. Refining technical, tactical and mental skills. Modeling all possible aspects of training and performance. Continue mental performance monitoring for practice and competitive situations. Appendix 3: Competition Guidelines 72

73 Refine the ability to adjust emotions and focus to gain control over confidence and performance outcome. Further develop tactical skills. Emotional development Basic characteristics Focus on being self-motivated and independent. Ensure a healthy balance between training, competing and lifestyle. Performance capabilities and limitations The participant has the ability to self-regulate and adjust focus when under pressure. The participant has the capacity to perform successfully in stressful situations; become more focused and effective under pressure (that is, exhibit mental toughness). Demonstrate decision accuracy so that race decisions are rarely flawed and errors are a consequence of conditions/situations beyond the participant s control. Implications for the Lifesaving coach Encourage total focus on Lifesaving performance. Objective & Goals Maximising ancillary capacities. Learning to win internationally. The entire participant s physical, technical, tactical (including decision-making skills), mental, and personal and lifestyle capacities are fully established and the focus of training has shifted to the maximisation of performance. Implementing well-developed post-training and competition recovery strategies. Appropriate sport science and sport medicine support. Appropriate monitoring of training and recovery. Appropriate nutritional intake to accommodate increased training load. Refining technical, tactical and mental skills in competitive situations (at high intensity). Single, double or triple periodization as the optimal framework for preparation. Sport specific technical, tactical and fitness training 9-15 times per week. Further refining all lifesaving techniques. Appendix 3: Competition Guidelines 73

74 Improving individual areas of weakness and capitalising on strengths. Assisting a Cerebral Palsy Patient Appendix 3: Competition Guidelines 74

75 APPENDIX THREE - COMPETITION GUIDELINES LSA has embarked upon a strategy to grow the sport of lifesaving in South Africa and the current competition calendar is insufficient to cover all the aspects of the LTPD Process. As the federation aligns itself with not only the LTPD Process but also the Polical Provincial and District Boundaries changes to the competition calendar and programs are being made to ensure that developmentally appropriate periodisation is encouraged. This appendix presents a set of guidelines for the competition calendar in a scenario of active lifesaving in many provinces throughout South Africa. Current Situation The annual event calendar is posted on the LSA Website. From a high-performance perspective, the competition calendar is informed by the pinnacle of the international elite calendar, i.e. Biannual World Rescue Championships and Quadrennial World Games. The international elite calendar has its peak competition period set by the International Lifesaving Federation (ILS). Important South African national championships should be aligned with this peak competition period. The Lifesaving SA Championships has historically taken place during March/April. A calendar depicting the important provincial lifesaving championships and LSA championships is illustrated below together with the important elite events in the international season Included is a generalized training guide that is appropriate for the international season. Annual periodized training guides appropriate for the various LTPD stages are presented in Appendix 8. Appendix 3: Competition Guidelines 75

76 Periodisation for Lifesaving LTPD Club / regional events as peak event Training ages 1. FUNdamentals: Boys 6-9, Girls 6-8 Objectives: Skill development is fun with fun activities at club level, development of physical literacy, no periodization 2. Learn to train: Boys 9-12, Girls 8-11 Objectives: Encourage participation in different sports, 70:30 training competition ratio, develop flexibility, agility 3. Train to train: Boys 12-16, Girls Objectives: Consolidation of discipline specific skills, 60:40 training competition ratio, develop speed, strength, flexibility Dec/Jan Feb March April May June/July August Sept Oct Nov Summer holiday Fun summer sports camps Competition phase 1.Focus is fun competition, mass participation recognition for achievement 2. Competition addresses training age and ability 3.Training incorporates competitive environment Winter season Participation in other school sports Focus holistic development and physical literacy Pre-competition phase Focus on fun, skill development, understanding rules for participation Compliance with LSA requirements for participation in competition Appendix 3: Competition Guidelines 76

77 4. Train to compete: Males , Females Objectives: National Championships as peak event Learn to compete at a National level, optimising fitness preparation, individualise programmes, enough recovery and support, 40:60 ratio for technical skill development and competition-specific training 5. Train to win: Males 19+, Females 18+ Objectives: Podium performances, physical, emotional, sports science, lifestyle support Accommodates Masters for national competition Jan Feb March April May June/July August Sept Oct Nov Training continues Early competition phase Provincial/regional championships May have first ( mini ) taper period for provincial championships Incorporate Train to Compete objectives Taper period length dependent on individual and training time National Competition Rest & recovery incorporate some light cross training General preparation period Cross training Resistance training Technique training Specific preparation Training Compliance with LSA requirements for competition Annual periodisation plans will take into account: Transitions between each period within the annual season (off season, preparation season, training to compete at Provincial/regional/National level Training is cyclic macro and micro cycles, FITT principles Appendix 3: Competition Guidelines 77

78 International Competition as peak event (eg. World Champs) Ages: Minimum age for international competition Objectives: Gain international experience at selected events, leading to international podium positions, event specialisation (dependent on international event surf/still/both) Specific training periodisation plans will be dependent on and thus adapted according to where the event is being held (Northern/Southern hemisphere) Jan Feb March April May June/July August Sept Oct Nov Training continues Early competition phase Provincial/regional championships Taper period National Competition Rest & recovery incorporate some light cross training Training camps and sports science testing General preparation period Cross training Resistance training Technique training Training camps / testing and scientific support dependent on date of international competition Specific preparation Training for specific discipline / events Compliance with LSA requirements for competition Training camps / testing and scientific support dependent on date of international competition Have two peak & taper phases in the annual plan to cater for National Competition where selection takes place and the actual international competition Periodisation will follow the train to compete and train to win training plans Appendix 3: Competition Guidelines 78

79 World Games as peak event needs to be seen as a 4 year cycle preparation Key international competitions to be identified within the 4 year cycle. These would include qualifying events for World Games. Selection of potential squad members to be followed throughout this period and given the required support for training and competition. Once the final team is selected more intensive monitoring can take place to ensure the best possible preparation for World Games participation. The above calendar is aligned for South African elite lifesavers who wish to compete on the international circuit for World Games 2013, however each major international event will require to be added to the program of events and correctly managed. At present there is, however, a lack of sufficient quality preparation for home-based athletes or athletes wishing to make the transition from the national squad to the national team. Currently this selection is made after the South African Lifesaving Championship in March / April of each year. With the lack of sufficient quality preparation events, it is possible that home-based athletes selected the previous year are illprepared for World Championships in the current year. Appendix 3: Competition Guidelines 79

80 Developmentally Appropriate Competition Lifesaving is naturally well-aligned with the LTPD principles of developmental ageappropriate competition. At all events a range of courses are offered that vary in both technical and physical difficulty. Importantly, the most technically challenging courses are available in a range of lengths for the various age categories. Coordination across sports Lifesaving is only practiced actively in a small number of provinces in South Africa and is mainly participated in as a weekend sport. Lifesaving is not viewed as a priority sport and so it has to fit in with other sports. For example the dates of the league in the Regions are chosen to avoid clashes with other sports that directly compete with lifesaving for participants. This means that there is a high risk that the most talented young participants over-compete in their various sports. Over-competing in a multitude of sports can lead to a high risk of injury, especially when combined with insufficient fitness levels, poor equipment and physiological imbalances. It can also lead to early burn-out and exit from the sport. If a sports system is to be truly participant centered then coordination across sports needs to be addressed. This sensitive issue will require agreement, co-operation and consensus on calendar planning from different coaches, parents, participants and others involved in a talented athlete s development. Future Calendar Due to the Nature of the changes being promoted the future calendar of events for local competition will be made available on the Lifesaving SA web site. Multiple Provinces - alignment of dates, venues etc. In order to ensure fairness, the most important provincial championships, i.e. those forming part of a national league, should be rotated amongst the active provinces on an annual basis. Appendix 4: Role of LSA and other Sporting Bodies 80

81 National Squad and Team Selection 1. ALL TOURS ARE SUBJECT TO FUNDING 1.1 National Council will be informed 90 days before the tour departure if there are insufficient funds 1.2 Tours will be cancelled if 51% of the required funds cannot be raised within 90 days of the departure date. 1.3 LSA will contribute to the funding of the World Rescue Championships only, as per NC resolution October SELECTION CRITERIA 2.1 Basic Criteria for selection to the Squads a) Must be 15 years or older before the first day of the SA Championships b) Must be a registered member of a lifesaving club, which is affiliated to Lifesaving South Africa. c) Must have been a registered member of Lifesaving South Africa for a minimum period of one year. d) Must be a South African citizen for at least one year, and in possession of a valid South African Passport. e) Must not be in default with Club/Branch or Province. f) Must have completed the relevant required award and duty hours in the season preceding the tour. g) Athletes will be required to contribute to team and/or tour costs. h) Athletes based outside of South Africa for training or work requirements shall be considered upon written application to the Director of Sport at least 30 days prior to any LSA National Championships or trials. i) Athletes wishing to be considered for selection into the Squads and Touring Teams will be required to submit an application for selection. 2.2 Requirements for Squad Selection a) Athletes wanting to be considered for selection are required to participate in the following compulsory annual events: i. Regional Championships falling within this period ii. Surf SA Champs for the previous and current Seasons iii. Stillwater SA Champs for the previous and current Seasons iv. Any training camps and/or trials called by LSA Identified athletes will be required to attend both Surf and Stillwater championships at their own expense. b) Results from the following events will be taken into consideration: i. Surf SA Champs for the years indicated by the selectors ii. Stillwater SA Champs for the years indicated by the selectors iii. Stillwater Regional Interclub Events held within this period iv. Any Inter-Regional s if held. Appendix 4: Role of LSA and other Sporting Bodies 81

82 2.3 Criteria for selection to the Touring Teams a) Must be 16 years or older before the first day of any allocated tour. b) Must fulfill points 1.1 b) to i) and 1.2 above. c) Must be a member of a Lifesaving SA National High Performance or Academy Squad. 3. SELECTION PROCEDURE 3.1 Selection: a) Lifesaving SA has a panel of 5 Surf and 5 Stillwater Selectors, a quorum of which is 3 members of each discipline who shall select the Squads and touring teams. b) The panel (5) selecting the team to attend Rescue 2012 shall consist of 2 Surf and 2 Stillwater Selectors and one other selector appointed by the convener of selectors. c) Team Management of any designated tour may sit in on the selection process for a specified tour at the discretion of the Convener, in an advisory capacity but may not have any voting rights in the selection process. d) The Selectors shall have total discretion in selection and may have regard to any one or more of the Criteria in any selection process. e) The Selectors may from time to time in their discretion select a person into the squads who is not otherwise under consideration. This may occur in circumstances such as illness, newly obtained citizenship or otherwise. f) The decision of the Selectors shall be provided to the Director of Sport. The selectors may meet with non-selected athletes to explain their decision. g) The Selectors shall not be prevented, limited or restricted in changing the selection of any team, individual, team support personnel at any time in their sole discretion, having regard to all the circumstances. h) The Director of Sport shall forward the selection to the LSA President and Management Board for agreement. i) Competitors are responsible for their own transport, accommodation and equipment to all events. j) All successful competitors eligibility will be endorsed by their clubs and regions. k) The Selectors retain the right to request any competitor to attend the championships l) The Selectors retain the right to request that competitors compete in certain events if so required. m) The Selection of the teams will be final and no negotiation or debate will be entered into. 3.2 Rescue Team Makeup (Protea and Junior Protea Teams) a) Team Management shall consist of 1 Manager; 1 Surf Coach and 1 Stillwater Coach. b) Team Support shall be self-funded or fundraised and shall consist of 1 Physiotherapist and 1 Assistant Manager or Chaperone. c) Competing teams shall consist of 6 men and 6 Women Appendix 4: Role of LSA and other Sporting Bodies 82

83 d) Squads will be announced a minimum of 1 year before the event, the touring team will be announced within 14 days from the final day of the last LSA National Championships for the season. e) Junior Protea Team will be U German Cup SW Self-funded tour (Training Event) a) Team Management shall consist of 1 Manager and 1 Coach. 1 Member of which must be female. b) Team Support shall be self-funded or fundraised and shall consist of 1 Physiotherapist and 1 Assistant Manager or Chaperone. c) Competing teams shall consist of 5 Men and 5 Women that can compete in 5 out of 6 pool events. d) Squads will be announced in the January of each year where participation takes place. 3.4 Nivea Cup Surf Self-funded Tour (Training Event) a) Team Management shall consist of 1 Manager and 1 Coach or as per Event rules. b) Team support shall be self-funded or fundraised and shall be made up of 1 Physiotherapist and 1 Assistant Manager or Chaperone. c) Competing Teams shall be made up of 6 Men and 6 Women d) Squad to be announced in the October of the year prior to the event. 3.5 ISRC (Tri-Nations) Self funded Tour (Protea) a) Team Management shall consist of 1 Manager and 1 Coach or as per Tri- Nations rules. b) Team support shall be self-funded or fundraised and shall be made up of 1 Physiotherapist and 1 Assistant Manager or Chaperone. c) Competing Teams shall be made up of 6 Men and 6 Women d) Squad to be announced in the June of the year preceding the event 3.6 World Games Team (If Qualification is achieved at World Rescue Champs in the prior year) a) Team management shall consist of 1 Manager and 1 Coach or as per SASCOC requirements for the Federations. b) Competing Teams shall be made up of 5 Men and 5 Women c) Squad will be announced a year in advance of the event 3.7 Commonwealth SW Self-funded tour (Protea and Junior Team) e) Team Management shall consist of 1 Manager and 1 Coach. 1 Member of which must be female. f) Team Support shall be self-funded or fundraised and shall consist of 1 Physiotherapist and 1 Assistant Manager or Chaperone. g) Competing teams shall consist of 5 Men and 5 Women. h) Squads will be announced in January of the year of participation or at least 8 months before departure. Appendix 4: Role of LSA and other Sporting Bodies 83

84 3.8 Touring Team Event Allocation a) The national coach/es will select from amongst the members of the national team the athlete(s) to compete in each event. b) LSA shall also notify all team nominees of the selected team and shall be available to correspond with any nominees if required. Youth and Junior Whilst it is desirable for Active for Life participants to have a full calendar of events to select from, great care must be taken to ensure that participants in the developmental stages do not over-compete. An unbalanced competition calendar and an unbalanced competition to practice ratio will interfere with skill development and training opportunities, which in turn will affect skill and ability levels in later years. Over-competing for children less than 12 years old can be reduced in lifesaving by ensuring that these children all receive participation certificates rather than compete for medals at championship events. Appendix 4: Role of LSA and other Sporting Bodies 84

85 APPENDIX FOUR: THE ROLE OF LSA AND OTHER SPORTING BODIES In its role as national governing body for Lifesaving, LSA would take on the implementation of many of the structural and framework changes required. Policy decided at a national level would then be delivered locally and in line with local needs. In regard to LTPD, specific roles and responsibilities would include the following: To ensure that any relevant current and future programs and initiatives affecting the performer s development are consistent with the aims of the Long-Term Participant Development sports system for Lifesaving. Through the Coaching commission, the design and delivery of a coach education and development system will incorporate LTPD principles. Where new strategies in the areas of Ethics, Equity, Child Welfare, Facilities, Disabilities, and Volunteering are developed, these are aligned with LTPD principles. To ensure that competition rules and guidelines are designed to be consistent with LTPD principles. To ensure that appropriate funding levels support the LTPD sports system and are targeted towards the young performer s Growth and Development key stages at School, Club and Provincial level. To put in place effective Detection, Identification, Selection and Development criteria for Talent Identification for use by Schools, Clubs, Provinces and National Squads. This would include a system of objective measurement to monitor competencies achieved. Ensure that new initiatives and programs introduced by outside bodies and agencies are appropriately introduced into and are consistent with the LTPD sports system. Be responsible for setting up and overseeing an effective monitoring system to evaluate the LTPD process. Appendix 4: Role of LSA and other Sporting Bodies 85

86 APPENDIX FIVE MONITOING GROWTH Coaches and parents can use height measurements before, during and after maturation as a guide for tracking the development age of children. Tracking allows coaches to identify and address the sensitive periods of physical development (endurance, strength, speed and flexibility) and skill development. The age of a participant can be examined from a number different perspectives: Chronological Age: the number of years and days elapsed since birth. Relative Age: refers to differences in age among children born in the same calendar year Skeletal age: refers to the maturity of the skeleton determined by the degree of ossification of the bone structure. It is a measure of age that takes into consideration how far given bones have progressed toward maturity, not in size, but with respect to shape and position to one another. Developmental Age refers to the degree of physical, mental, cognitive, and emotional maturity. Physical developmental age can be determined by skeletal maturity or bone age after which mental, cognitive, and emotional maturity is incorporated. General Training Age refers to the number of years in training, sampling different sports. Sport-specific Training Age refers to the number of years since an participant decided to specialize in one particular sport How to Measure Growth Spurt Stand straight against a wall, no shoes, with heels touching the wall. Measure from floor to top of head. Measurements should be taken at the same time of day (AM or PM). The frequency of measurements during each of the size growth phases (see Figure below) is described below. Phase 1: Age 0 to 6 Very rapid growth. Measure standing height and weight on birthday. Phase 2: Age 6 to the Onset of Growth Spurt Steady growth until the onset of growth spurt. Measure standing height and weight every three months. If measurement takes place outside of home, replace birthday with an annual starting point of measurements. Appendix 5: Monitoring Growth 86

87 Phase 3: From the Onset of Growth Spurt to Peak of Growth Spurt Rapid growth until peak is reached. Measure standing height, sitting height and arm span every three months. Phase 4: Peak of Growth Spurt to Slow Deceleration Rapid deceleration. Measure standing height, sitting height and arm span every three months. Phase 5: From Slow Deceleration to Cessation Slow deceleration of growth until cessation of growth. Measure standing height every three months. Phase 6: Cessation Cessation of growth. Measure height and weight on birthday. Further information can be found in the document: Balyi, I., and Way, R., The Role of Monitoring Growth in Long-Term Athlete Development, (2009), available on the website Appendix 5: Monitoring Growth 87

88 APPENDIX SIX OPTIMUM TRAINABILITY Figure: Schematic summarizing Optimal Trainability (modified after Balyi, Devlin, Lauzière, Moore and Way, 2006) Appendix 6: Optimum Trainability 88

89 APPENDIX SEVEN RECOVERY AND REGENERATION The main role of recovery is to help athletes adapt faster to training. In order to maximize the receptivity of athletes to the training effort, it is important for them to begin any training session or event in a non-fatigued state. In order to ensure effective training, recovery is as important as the training effort. This is true at all LTPD stages. In order to ensure sufficient recovery the athlete must be able to monitor and manage their recovery. The type and amount of recovery an athlete needs depends on the type and amount of fatigue they experience. A brief summary of the various types of fatigue are as follows: Metabolic Fatigue (energy stores) As an example, the athlete fatigues sooner than is normal for that athlete Neurological Fatigue (nervous system) and Peripheral Nervous System Fatigue (muscles) The athlete suffers from reduced localized force production e.g. reduced acceleration, poor technique, etc. Neurological Fatigue (nervous system) and Central Nervous System Fatigue (brain) The athlete exhibits a lack of drive and displays lack of motivation Psychological Fatigue (emotional, social, cultural) The athlete loses self-confidence or self-esteem, and their quality of sleep is poor This is a brief overview of the importance of recovery and regeneration. A fuller account, including specific guidelines for all LTPD stages can be found in Calder s, Recover and Regeneration for Long-Term Athlete Development article. Appendix 7: Recovery and Regeneration 89

90 APPENDIX EIGHT PERIODISATION Periodisation is time management applied to training. As a planning technique, it provides the framework for arranging the complex array of training processes into a logical and scientifically-based schedule to bring about optimal improvements in performance. Periodisation sequences the training and competition components into months, weeks, days and sessions. It is situation specific depending upon priorities and the time available to bring about the required training and competition improvement. Longer term planning involving the training/competition year and multiples of years is required in order to truly formulate a logical and sequenced overall activity/sports experience ( Cross-Country Skiing A Sport for Life, 2007). In the LTPD context, periodisation connects the stage the Athlete is in to the requirements of that stage. It is therefore an essential component of optimal sports programming and athlete development at all levels. Single, double, triple, and multiple periodisation formats follow the same principles with frequently introduced prophylactic breaks, i.e. programmed and prioritised recovery and regeneration components. The terminology that describes the smaller subsets of time organised blocks of training or competition is macro, meso, and micro cycles. Macro cycles are the largest blocks within a phase of training and are usually 8 to 16 weeks in length and culminate in a desired peak performance for a chosen event. Meso cycles are smaller blocks of time, usually about a month, within the macro cycle. It is defined by the number of micro cycles contained therein. Typically the Meso cycle will involve a load, overload and recover pattern in 3 or 4 micro cycles. The micro cycle is the smallest training block and is usually 7 days out of convenience, coinciding with 1 week. The introduction of a recovery micro cycle determines the length of a meso cycle after 1 (1:1), 2 (2:1), 3 (3:1) or 4 (4:1) loading micro cycles. The phases of an annual plan for a single or double periodisation are listed below as an example. Different stages in athlete development require different degrees of periodisation. And Participants involved in multiple sporting codes will need customised annual periodisation plans taking into consideration the competitions where the athlete needs to peak, and ensuring sufficient recovery is planned during the year. Developing a periodised plan can be assisted with further reading (e.g. McNeill, 2010) Appendix 8: Periodisation 90

91 Five Phases of a Single Periodised Annual Plan General Preparation Phase (GPP) Specific Preparation Phase (SPP) Pre-Competition Phase (PCP) Competition Phase - Peak (CP) Transition Phase (TP) Eight Phases of a Double Periodised Annual Plan General Preparation Phase (GPP) Specific Preparation Phase (SPP) 1 Pre-Competition Phase (PCP) 1 Competition Phase (CP) 1 - Peak One Specific Preparation Phase (SPP) 2 Pre-Competition Phase (PCP) 2 Competition Phase (CP) 2 - Peak Two Transition Phase (TP) Appendix 8: Periodisation 91

92 Figure 8.1: Illustration of an annual 3 cycle periodisation plan. Figure 8.1 contains an example of an annual training plan based on the 2010 Lifesaving year in South Africa (Intensity line, volume bars). The scale for volume (bars) is not defined, but is indicative of training hours. The scale for intensity (line) is on the left of the plot and relates to the percentage of training that is above lactate threshold. This is discussed further in Figure 8.2. Performance Peaks in the above training plan were targeted for Provincial Championships in week 29, World Championships in week 40 and National Championships in week 47. Figure 8.2: 16 week Macro cycle with 3 week meso-cycles. Bar colours reflect percent of maximum heart rate. The example is based on a 4 week meso-cycle and a significant taper before each peak. The year starts with a 14 week base training phase (General Preparation Phase) building basic fitness. The base phase is also based on a 4 week meso-cycle with very low intensity building slowly across the phase. The volume is dependent on the athlete involved. The example above has a very low volume. Intensity peaks at weeks 29, 40 and 47 correspond with training volume minima and peak performance corresponding to Provincial Championships, World Championships and National Championships for the 2010 calendar year. Each year and each Participant would develop their own annual plan based on their goals. Their cross-training plans (i.e. other sports for which they have goals) and their training volume commitment (i.e. time available to train) will dictate the specifics of their periodisation plan. Appendix 8: Periodisation 92