Amateur Swimming Association Harold Fern House Derby Square Loughborough LE11 5AL Telephone

Transcription

1 Amateur Swimming Association Harold Fern House Derby Square Loughborough LE11 5AL Telephone Acknowledgements XXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

2 The Player Pathway The ASA Long Term Athlete Development framework for Water Polo

3 It is not always the strongest or the most intelligent that will survive but the one who is more adaptable to change Charles Darwin Acknowledgements is based in no small part on the work of Dr. Istvan Balyi (Advanced Training and Performance Ltd.) who acted as a consultant throughout its development. Additionally Graham Ross, from Sport England, supported this project with limitless knowledge and passion. Much of the basis for this framework comes from the ASA s Swimming LTAD document The Swimmer Pathway on which Dr. Balyi also consulted. The Amateur Swimming Association (ASA) would like to acknowledge the valuable contribution made by the following people during the development of this framework: Nick Hume (British Water Polo National Performance Director) Penny Porter (British Water Polo Physiotherapist) Di Bishop (former ASA Director of Development) Richard Gordon (former ASA Talent and Coach Development Officer) Piers Martin (ASA National Development Officer for Water Polo) Sarah Dunsbee (Assistant to NPD/NDO) Additionally, The ASA would like to recognise the advice and comment made by many volunteers (particularly members of the International Team Staff (ITS), the National Water Polo Development Team (NDT) and ASA and ASFGB Technical Water Polo Committees) when reviewing this document. This framework is endorsed by British Water Polo For further information please contact: Amateur Swimming Association Harold Fern House Derby Square Loughborough LE11 5AL Telephone: Fax: waterpolo@swimming.org Web: First edition Amateur Swimming Association, All rights reserved No part of this plan may be reproduced in any form without the prior written permission of the copyright holder.

4 Contents PAGE SECTION Contents Foreword Introduction Where are we now? Where would we like to be? How do we get there? Sensitive Periods of Trainability Training and Competition The Player Development Pathway The Implementation of LTAD Glossary of Terms References and Bibliography Appendices: i LTAD Framework for Water Polo ii LTAD Trainability & Periodisation chart iii Implementers and facilitators 1

5 Foreword The health and well being of the nation and medals won at major games is a simple by-product of an effective sport system Dr. Istvan Balyi Long Term Athlete Development (LTAD) is core to everything we do. It is a framework encompassing every element of Water Polo, which holds the player as the central focus of the sport. The LTAD model is based on proven scientific principles of human growth and development and allows us to support our young players throughout a clearly defined pathway to achieve success on the world stage. It is a framework which allows the sport of Water Polo to work as one to effectively achieve 3 aims: START: To give more young people the opportunity to play the sport STAY: To keep more players in the sport SUCCEED: To achieve gold medal success on the world stage Most fundamentally, however, LTAD gives us the opportunity to identify where gaps lie within these support structures. It enables us to modify and adapt our infrastructure in order to provide the best service to those who play the sport whatever their motivation or stage of development. This may mean dramatically changing the way we do things. A key benefit of LTAD is that it enables everyone associated with the sport the opportunity to see where they fit and what their role is. The whole sport will be able to understand what they need to do, dependent on their chosen level of involvement, and how to make decisions that benefit the long term development of athletes. Coaches especially are key to this process and should integrate the principles of LTAD within their entire programme. It is recognised that few if indeed any Clubs are currently able to provide this level of training and support. This is where National projects, such as National Senior and Junior High Performance Centres (HPC s, and JHPC s), Regional Training Centres (RTC s) and National and Regional Academies, fit in: to provide the right environment to develop those with the talent and desire to succeed. Additionally, Water Polo 21, the ASA s Club development and accreditation programme, has started to assist Clubs in implementing LTAD principles and to link with other Clubs to weave a support network. The competitive nature of sport implies that only a few athletes will remain in elite programmes by the time they reach senior level. However it should be remembered that LTAD is not just an elite model, rather it provides a solid foundation for all players at all ages and levels, allowing long term participation and enjoyment. Performing at the highest level brings with it the highest rewards, but is also the hardest road to travel Nick Hume, 2004 Nick Hume National Performance Director Piers Martin National Development Officer LTAD allows each and every one of us to clearly define what we want from the sport. If a player wishes his/her involvement to be purely recreational, then 4 or 5 hours of overall training per week is sufficient. However, if a player wishes to achieve gold medal winning success on the world stage, they must be involved with a programme which ultimately leads to in excess of 24 hours per week. Players who sit between these two extremes are in limbo undertaking too little training to become an athlete yet expecting the associated success. 2

6 Introduction It takes 10 years of extensive practice to excel in anything. H. Simon, Nobel Laureate It has been proven within scientific research that it takes at least 10 years or 10,000 hours for a talented athlete to achieve sporting excellence. For all those concerned with a player s development this averages over three hours of daily practice over a ten year period (this time will progressively increase from, for example, 1 hour per day for a ten year old to over six hours a day for a twenty year old). This framework utilises such evidence to provide a platform from which Water Polo can develop young players over time to become successful senior athletes. There are a number of ways of improving performance during the maturation process: Utilising the optimal windows of trainability Optimal training and competition environment* It must be remembered that performances will improve at different rates during the natural maturation process and at times many players will get better because they are getting bigger not necessarily because they are training properly*. BIOLOGICAL VS. CHRONOLOGICAL AGES Training and competition is currently based on chronological age this means whilst athletes can be 4-5 years apart by maturation levels, we continue to train them the same way. For example, if we take the case of two players who are the same chronological age (13 years), it is possible that one of them could have a developmental age of 11 years and the other one of 15 years 4 years apart. This is of fundamental importance to team sports, particularly Water Polo which has traditionally selected more physically developed rather than less physically developed players. The result is that the sport has focused on the immediate short term outcomes (generally seen as winning age group competitions) rather than developing those who have the potential to become the senior athletes of the future. The aim of this Long Term Athlete Development (LTAD) plan is to outline to coaches, parents, Clubs, administrators and the Water Polo community within Britain what a long term approach to training and preparation means. The plan gives detailed training and competition guidance that will be of assistance to Water Polo providers (Clubs, local authorities, schools) in planning their programmes. WHY DO WE NEED AN LTAD FRAMEWORK? There are many reasons for introducing a Long Term Athlete Development approach which, will be highlighted within this framework. The principle reasons are as follows: To establish a clear player development pathway To identify gaps in the existing player development pathway To realign and integrate the programmes for developing Water Polo and players To provide a planning tool, based on scientific research, for coaches and administrators To guide planning for optimal performance To achieve the goals and targets outlined in the Where would we like to be? section It is anticipated that the principles of LTAD will be used to review existing Water Polo programmes led by the governing body and provide the basis for any future initiatives. It is hoped that all Water Polo providers will use LTAD in a similar way. This will enable the Water Polo fraternity to work in partnership in achieving the sport s goals and targets. It is important to emphasise that LTAD is not only about providing a solid foundation for improved performance but also for lifelong participation. *Through proper planning, training, competition, recovery within an appropriate environment. 3

7 EUROPEAN YOUTH WOMENS WATER POLO CHAMPIONSHIPS 2001, MANCHESTER AQUATICS CENTRE STRUCTURE OF THE LTAD FRAMEWORK The framework consists of three sections: Where are we now? Where would we like to be? How are we going to get there? WHERE ARE WE NOW? This section of the plan provides the broad context that currently exists within British Water Polo. It is not intended to cover all the strengths and weaknesses of British Water Polo, merely to provide an overview of the current position. WHERE WOULD WE LIKE TO BE? This section of the plan presents the British Swimming goals and targets that have been produced by the National Performance Director and National Development Officer. In addition, it highlights targets for Club development and coach education, the two main vehicles for delivering LTAD principles. HOW ARE WE GOING TO GET THERE? This section of the plan concentrates on the principles of LTAD, particularly as they relate to Water Polo in Britain. There is an explanation of the generic principles and presentation of the LTAD framework for Water Polo. This leads to further training, competition and programme guidance. The guidance is designed to assist coaches, Clubs and administrators in delivering the LTAD principles towards achieving the British Water Polo goals and targets. It is recognised that currently there may only be a few Clubs that can deliver all LTAD principles, but like LTAD itself, this is a long term approach that should assist Clubs and training squads to work towards developing the right training environment for all in the sport to achieve their potential, whatever their aspirations. For existing Clubs and programmes, it is an opportunity to re-align their programmes in light of LTAD principles. For new Clubs and programmes it is an opportunity to establish LTAD principles from the outset. It is anticipated that in less than 8 years British Water Polo s goals and targets, particularly those relating to Clubs, will have been surpassed by Clubs adopting LTAD principles through achieving Water Polo 21 accreditation. LTAD presents the ideal scenario for achieving gold medal success, it is something we put on the wall and work towards. The final section highlights how LTAD may begin to be implemented, with the introduction of Step Stone Plans which will follow this framework. These will be the next stage in the journey towards the principles established within this framework and will begin to align our programmes some immediately, some incrementally. 4

8 Where are we now? GENERAL SPORTS OBSERVATIONS The following points are general observations made about various sporting systems in this country and of those around the world: SPECIFIC WATER POLO OBSERVATIONS The following points are more specific observations made of Water Polo in this country: Young athletes under-train, over-compete High competition to training ratios in early training years Adult competition schedule superimposed on young athletes Adult training programmes superimposed on young athletes Male programmes superimposed on females Training in early years focuses on outcomes (winning) rather than processes (optimal training) Competition encourages short term success which can lead to long term failure (building the senior athlete) Chronological age dominates training rather than maturation level/developmental age The critical periods of accelerated adaptation are not recognised and utilised Training is not optimised at the early training ages (6-16 years). This cannot be fully overcome, resulting in athletes never reaching their full genetic potential The best coaches are encouraged to work at elite level Coach/Teacher education does not sufficiently cover the growth, development and maturation of young people Administrators, officials parents and players need to be educated in LTAD principles Parent s education is neglected with regards to long-term athlete development (nutrition, regeneration, maturation and psycho-social development, etc.) Administrators education is neglected with regards to some of the essentials of technical programmes (The Big Picture) Lack of optimal integration of sport science, sport medicine and sport-specific technical-tactical activities Poor results at major international events Competition based programmes rather than training based Very little emphasis placed on the full range of skill development Club orientated rather than player focused environment Too many Clubs and too few networks of Clubs History of excuses Only a few professional coaches Weak, outdated Teacher and Coach education programme Too many Clubs trying to do too much rather than concentrating on their strengths Clubs concentrate on senior programmes and not on development High cost of pool time Limited access to pool time Clubs trying to undertake competitive development and performance with insufficient water time Clubs trying to move too quickly through the pathway eg. tactics being coached to mini-polo! players Clubs trying to do too much with too little water time i.e. too rushed Need for much better quality control on mini-polo! The ASA is currently developing a Club development and accreditation programme for water polo (Water Polo 21) There is funding available for development programmes (through ASA, Sport England, County Sport Partnerships and Local Authorities) Many local authority activities (sporting and non sporting) are subsidised by regular Water Polo income 5

9 Many of these issues have been highlighted for years as fundamental flaws in our sporting structure and this is not intended to be a comprehensive list, merely to set the scene for change. At present many involved in the development of young players continue to approach the playing and training in a way that can be described as peaking by Friday. Meaning that training cycles are directed towards performing each weekend in minor competitions, rather than taking a long term view of building a competitive senior athlete. Research proves that a long-term commitment based on sound and demonstrable scientific principles is needed for the training and practice to produce elite athletes in all sports. To ensure optimum development throughout an athlete s career a specific and well-planned training, practice, competition and recovery programme must be in place. The greater the quality of preparation the more likely it is that the peak will be higher and be maintained over a greater period. Rushing into competition will result in shortcomings in technical, physical, tactical, psychological and emotional preparation and will actually detract from performance. What we see is that our young athletes are reasonably competitive internationally from the ages of as they perform on raw talent. However, beyond this point, the gulf between us and them becomes wider and wider. This is because our infrastructure does not allow our players to improve sufficiently on a long term basis and consequently by the time they reach senior level, they are not strong enough, fit enough and do not have the fundamental skills needed to compete internationally, let alone win. Nick Hume, 2004 BRITISH NATIONAL WATER POLO CHAMPIONSHIPS, MENS 3RD PLACE PLAY-OFF, BRISTOL V PORTABELLO 6

10 Where would we like to be? BRITISH WATER POLO MISSION STATEMENT To ensure everyone is given the opportunity to try Water Polo To ensure everyone can achieve their own, personal goals within the sport To ensure that Water Polo can be enjoyed by people of any age as part of a healthy lifestyle To ensure that we achieve gold medal success at International level BRITISH WATER POLO GOALS AND TARGETS In delivering this mission statement, British Water Polo has established key objectives, which the sport will work towards achieving. The principle drivers implementing these changes in line with the LTAD are: The design of a new Water Polo Player Pathway Rational Competition and Calendar planning Education is an important factor in achieving this and Clubs, officials, administrators and parents/carers need to be fully aware of the limitations of individual Clubs. There will be only a small number of Clubs who will be able to operate at Performance Level which will underpin the High Performance Centre System, yet every Club at every level is just as important in bringing players through the pathway. By 2009, there will be: 20 Clubs Water Polo 21 accredited at mini-polo! level and linking in with accredited Learn to Swim/Play schemes 14 Clubs Water Polo 21 accredited at Skill Development level 8 Mens Clubs Water Polo 21 accredited at Competitive Development level 8 Womens Clubs Water Polo 21 accredited at Competitive Development level 4 Mens Clubs Water Polo 21 accredited at Performance level 4 Womens Clubs Water Polo 21 accredited at Performance level Club Development Coach Education (accreditation and licensing) and ongoing development (continuous professional development) Integration and alignment of all Water Polo programmes The following objectives are to be achieved by 2009: CLUB DEVELOPMENT A Club Development Programme (*Water Polo 21) will be fully established. This will allow Clubs to accredit and continually develop to ensure they operate in a safe and effective way, placing the player at the centre of all activities. Clubs will not operate on an individual basis instead they will link with others at the same or different levels to provide a national network of Clubs allowing players to progress seamlessly. Water Polo 21 Clubs will also interlink effectively with other Clubs within other aquatic disciplines and will connect with Clubs within the Swim21 network to satisfy a wider, multi-disciplinary training need. COMPETITION A new National Competition Framework will have been established which has been fine-tuned to align with the principles of LTAD. Appropriate training: competition ratios will have been adopted and limits to the frequency and level of formal competitions will have been established. COACH EDUCATION AND DEVELOPMENT A new coach education programme will have been fully implemented and will align with the UK Coaching Certificate (UKCC). This will be supported by a network of opportunities for coaches to continually develop through a Regional and National Programme of seminars and workshops. All coaches, primary tutors and presenters will be licensed to ensure quality. *Water Polo 21 is a part of the ASA s parent Club Development Programme Swim 21 and consequently is used in this document to represent Swim 21 (Water Polo) 7

11 By 2009, there will be: 24 Primary Tutors or licensed presenters delivering mini-polo! workshops within each region 80 Coaches working at Level 1 and practicing within a mini-polo! Club or an accredited Learn to Swim/Play Scheme 64 Coaches working at Level 2 and practicing within Skill Development Clubs, mini-polo! Clubs or Regional and County Development Clinics 40 Coaches working at Level 3 and practicing within Competitive Development Clubs, Skill Development Clubs, or Regional Training Centres 10 Coaches working at Level 4 and practicing within Performance Clubs, High Performance Centres or National Teams 2 Coaches working at Level 5 and practicing within High Performance Centres, National Team and a range of learning opportunities overseas A range of CPD opportunities through a programme of seminars and workshops which will not fall below 10 sessions per region per year (80). These will be conducted by licensed presenters FACILITIES In order to achieve these targets, access to facilities, which are both affordable and appropriate to a player s level of development, is key. The ASA s Facility Strategy: From Armbands to Gold Medals highlights many of these issues and Water Polo will undoubtedly benefit from the increase in swimming pool developments. However, British Water Polo will also work to establish the following: A greater understanding of the adaptability of mini-polo! amongst Clubs and local sport providers At least 8 Regional Development Clinics offering frequent opportunities for young players At least 8 Regional Training Centres offering weekly training and development sessions to talented players At least two residential Regional Performance Centres offering ongoing sessions 1 Mens National High Performance Centre providing at least 24 hours per week, including access to land conditioning and sports science services and linked to university facilities 1 Womens National High Performance Centre providing at least 24 hours per week, including access to land conditioning and sports science services and linked to university facilities PARTNERSHIPS Through Water Polo 21, begin to establish networks of Clubs with nationally recognised quality standards Through local partners and schemes such as the Government s PE, School Sport and Club Links (PESSCL) programme, to assist the move from mini-polo! at primary school into structured Club pathways At local level and regional level to assist Clubs to develop through partnerships with local sport and leisure providers, County Sport Partnerships and Regional Sports Boards At National level to raise the awareness of Water Polo through lobbying key strategic partners eg. Department of Culture Media and Sport (DCMS), Department for Education and Science (DfES) and Sport England 8

12 How do we get there? Long Term Athlete Development is a sports development framework that is based on human growth and development and proper training, competition and recovery programming before, during and after maturation. In short, it is about adopting an athlete centred approach to Water Polo development. So what are the important growth and development considerations? GROWTH AND DEVELOPMENT: Armstrong and Welsman (1997) reported that all young people follow the same pattern of growth and infancy through adolescence, but there are significant individual differences in both timing and magnitude of change in stature. There are seven key phases in human growth and development of which this framework focuses on three: Late childhood Adolescence - Early Puberty - Late Puberty Early Adulthood These changes in growth and development can be tracked using characteristics of physical, mental/cognitive and emotional development (adapted from Balyi (2002) A Step by Step Planner of Annual Training, Competition and Recovery Programmes). The basic characteristics inherent within each stage of development, the associated consequences, performance capabilities and limitations and implications for coaches are summarised in the following tables: LATE CHILDHOOD PHYSICAL DEVELOPMENT CHARACTERISTICS AND THEIR IMPLICATIONS BASIC CHARACTERISTICS GENERAL CONSEQUENCES: PERFORMANCE CAPABILITIES AND LIMITATIONS IMPLICATIONS TO THE COACH Larger muscle groups are more developed than smaller ones. The child is more skilful in gross movements involving large muscle groups rather than precise coordinated movements involving the interaction of many smaller muscles. General basic skill should be developed during this phase. The size of the heart is increasing in relation to the rest of the body. The cardiovascular system is still developing. Ligamentous structures are becoming stronger, but the ends of the bones are still cartilaginous and continue to calcify. Endurance capacity of the young participant however is more than adequate for most activities (little aerobic machines). The body is very susceptible to injuries through excessive stress or heavy pressure. Short duration anaerobic activities to be planned (alactic). Endurance must be developed through play and games (lack of attention span for continuous work). Slow progression in hopping bounding, own body weight, medicine ball exercises (neural recruitment). Basic motor patterns become more refined towards the end of phase and the balance mechanism in the inner ear is gradually maturing. There is great improvement in speed, agility, balance, coordination and flexibility toward the end of this phase. Specific activities and games should emphasize coordination and kinaesthetic sense e.g. gymnastics, swimming, athletics. During this phase, girls develop coordination skills faster than boys but there are generally no differences between boys and girls. Sex differences are not of any great consequence at this stage in development. Training and playing together should be emphasized at this age and phase. 9

13 MENTAL/COGNITIVE DEVELOPMENT CHARACTERISTICS AND THEIR IMPLICATIONS BASIC CHARACTERISTICS GENERAL CONSEQUENCES: PERFORMANCE CAPABILITIES AND LIMITATIONS IMPLICATIONS TO THE COACH Attention span is short and children are very much action oriented. Memory is developing in a progressive way. Young players cannot sit and listen for long periods of time. Use short, clear and simple instructions. Children want to move and participate in action. Children in this phase have very limited reasoning ability. Later in the phase there is a growing capacity for more abstract thought. Children are generally leader oriented - loved to be lead! Coaches should adopt a follow me or follow the leader approach and ensure that all activities are fun and well planned. The repetition of activities is greatly enjoyed. Children improve their abilities through experience. Children do not learn the skills correctly just by trial and error. Coaches must be able to provide a correct demonstration of the basic skills required at this level. Imagination is blossoming. Experimentation and creativity should be encouraged. While practicing encourage input (opinion) from the children. They love to try new things and are ready to try almost anything. EMOTIONAL DEVELOPMENT CHARACTERISTICS AND THEIR IMPLICATIONS BASIC CHARACTERISTICS GENERAL CONSEQUENCES: PERFORMANCE CAPABILITIES AND LIMITATIONS IMPLICATIONS TO THE COACH The child s self concept is developing through experiences and comments from others. Youngsters 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. On a regular basis they need positive reinforcement from the coach. This will provide strong motivation to continue with the activity. Children like to be the centre of focus and attention. When a situation becomes threatening, they quickly lose confidence. Select technical and tactical activities in which success is virtually guaranteed. Gradually progress from simple to complex. The influence of peers becomes a very strong driving force behind all activities. Acceptance into the peer group often depends upon one s abilities in physical skills and activities. At this phase the coach must be capable of assessing properly the basic skills and providing a varied repertoire of practical opportunities for technical and tactical development, and improvement. The child begins to understand the need for rules and structure. They can understand and play simple games with simple rules and will tend to question rules and expect thoughtful answers. Participation and fun to be emphasized rather than winning. Focus on the processes not on the outcome (and have lots of FUN)! 10

14 ADOLESCENCE EARLY PUBERTY PHYSICAL DEVELOPMENT CHARACTERISTICS AND THEIR IMPLICATIONS BASIC CHARACTERISTICS GENERAL CONSEQUENCES: PERFORMANCE CAPABILITIES AND LIMITATIONS IMPLICATIONS TO THE COACH Significant proportional changes occur in bone, muscle and fat tissue. During growth spurts adaptation is influenced by sudden changes of body proportions. Monitor training carefully and individualize the content of training to ensure adaptation. Girls begin their growth spurt between the ages of years, boys between years. Girls attain a maximum rate of growth at an average age of 11 years, boys at an average age of 14 years. Early in this phase, girls are faster and stronger than boys; later in the phase boys become faster and stronger than girls. Chronological age may not be the most appropriate way to group swimmers. Primary and secondary sex characteristics manifest themselves during this period. The normal range for onset of menarche for girls can be anywhere from years. After the onset of menarche iron levels of girls should be monitored regularly. Situations where fear, guilt or anxiety is brought about by sexual development should be avoided. Smaller muscle groups are becoming more developed. Speed, agility and co-ordination are still improving rapidly during this stage. With the improvement of fine motor movement all basic technical skills should be mastered. Players should learn how to train, during this phase, including physical, technical, tactical and ancillary capacities. During this developmental 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 change in the centre of gravity, length of limbs and core strength will determine the content of training. Some of the skills that may already have been learned may have to be refined (re-learned) again, since the growth of limbs will impact the technique. A significant increase in red blood cells occurs during this phase, especially in boys due to the male hormone testosterone. The oxygen transportation system is still developing and aerobic endurance is continuing to increase. The increase in body mass requires more structured aerobic training. Only short duration of anaerobic activities are recommended. The central nervous system is almost fully developed. Agility, balance and coordination are fully trainable. Use the warm up to development further central nervous system activities. 11

15 MENTAL/COGNITIVE DEVELOPMENT CHARACTERISTICS AND THEIR IMPLICATIONS BASIC CHARACTERISTICS GENERAL CONSEQUENCES: PERFORMANCE CAPABILITIES AND LIMITATIONS IMPLICATIONS TO THE COACH Abstract thinking becomes established more firmly. Decision-making through more complex technical training should be introduced. Decision-making on tactical and strategic solutions should be based upon the skill level of the player. Young people develop a new from of egocentric thought. Much emphasis is placed upon self-identity. This may result in a strong fear of failure. Create optimum learning environment, match skill and drill levels. Introduce simple coping strategies, concentration skills and mental imagery. Young people are eager to perfect their skills. Individual, specific direction and structure in the learning process is required. A variety of methods to measure success are important to maintain motivation. Positive reinforcement is imperative. The difference between the physical and mental development can vary considerably, the coach must be particularly careful not to pick the early developers and neglect or de-select the late developers. The coach s ability to demonstrate specific skills is important. Audiovisual material and video feedback will help to create a mental image. EMOTIONAL DEVELOPMENT CHARACTERISTICS AND THEIR IMPLICATIONS BASIC CHARACTERISTICS GENERAL CONSEQUENCES: PERFORMANCE CAPABILITIES AND LIMITATIONS IMPLICATIONS TO THE COACH There is a tremendous influence on behaviour from peer groups. Values and attitudes are being created and reinforced by the group. The Coach should exercise strong direction and supervision. A role model for young players at this phase is very important. During this phase young people are capable of co-operating and accepting some responsibility. Some players may be less responsible, due mainly to a fear of failure. The Coach must have open communication with the players. Tension generally exists between adults and adolescents. Communication channels should be kept open by the adult, as all teenagers need help even though they do not recognize the need, or seem grateful for the help. The Coach is usually better accepted than other adults and should always attempt to foster two-way communication. Young players should have an input into the decision-making processes. It is important that young people at this developmental level are able to display tenderness, admiration and appreciation. Deprivation of these qualities often leads to exaggerated and/or unacceptable behaviour. Early maturers often become leaders and excel in physical performance. Coaches must not play favourites as this can have negative effects on the development of other participants. Physical, mental and emotional maturity do not necessarily develop at the same rate. Feelings of confusion or anxiety may exist as a result. The coach s communication skills and understanding are important. There is a desire to have friends of the opposite sex. Social activities are important events for this age group. Co-educational activities are recommended. 12

16 ADOLESCENCE LATE PUBERTY PHYSICAL DEVELOPMENT CHARACTERISTICS AND THEIR IMPLICATIONS BASIC CHARACTERISTICS GENERAL CONSEQUENCES: PERFORMANCE CAPABILITIES AND LIMITATIONS IMPLICATIONS TO THE COACH The circulatory and respiratory systems reach maturity. These systems are generally capable of giving maximum output. Aerobic and anaerobic systems can be trained for maximum output. Full sport specific energy system training should be implemented. Increase in height and weight gradually lessen. Stabilization occurs in the muscular system. Muscles have grown to their mature size but muscular strength continues to increase reaching its peak in the late twenties. Strength training can be maximized to improve overall strength development. Neuromuscular training should be optimized during this phase. Skeletal maturation continues in males and females. Connective tissues are still strengthening. Progressive overloading in training should be continued. By age 17, girls have generally reached adult proportions, whereas boys do not reach such proportions until several years later. Proportionally girls gain more weight than boys during this phase. Aerobic training for girls to be optimized. Coaches should be aware of how to deal with weight gain and it s impact on figure. Players should learn how to compete including all technical, tactical and ancillary components. MENTAL/COGNITIVE DEVELOPMENT CHARACTERISTICS AND THEIR IMPLICATIONS BASIC CHARACTERISTICS GENERAL CONSEQUENCES: PERFORMANCE CAPABILITIES AND LIMITATIONS IMPLICATIONS TO THE COACH Generally, by age 16, the brain has reached its adult size but continues to mature neurologically for several more years. Players can cope with multiple strategies and tactics, particularly near the end of the phase. Coaches should ensure the refinement of all technical and tactical skills. Critical thinking is developing well during this phase. The capacity of self-analysis and correction is developing. Decision-making should be developed further through technical and tactical development. 13

17 EMOTIONAL DEVELOPMENT CHARACTERISTICS AND THEIR IMPLICATIONS BASIC CHARACTERISTICS GENERAL CONSEQUENCES: PERFORMANCE CAPABILITIES AND LIMITATIONS IMPLICATIONS TO THE COACH Peer group influence is still a powerful force. Independent decision-making and leadership skills are becoming more developed. Players should be given the opportunity to develop through participation in appropriate leadership or responsible roles, (i.e. team captain, athlete representative, etc.) but strong direction and discipline must be maintained. Young people are searching for a stable, balanced self-image. The Self is still very susceptible to successes and failures. Coping techniques are useful. Positive evaluation of performances and positive reinforcement are imperative. Activities and interaction with the opposite sex play strong roles during this phase. Male players must be aware that female athletes now face a problem of femininity versus sport development. Female Players must be aware that male athletes now face a problem of relating performance to masculinity. Facilitate the recognition of the former issues through education and Club programmes. EARLY ADULTHOOD PHYSICAL DEVELOPMENT CHARACTERISTICS AND THEIR IMPLICATIONS BASIC CHARACTERISTICS GENERAL CONSEQUENCES: PERFORMANCE CAPABILITIES AND LIMITATIONS IMPLICATIONS TO THE COACH Physiologically the body reaches maturity during this phase. All physiological systems are fully trainable. Physical training programs should 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 balanced well, complemented with optimum flexibility ranges. State of the art testing and monitoring programmes should be used. Over training and overstress should be carefully monitored. Final skeletal maturation in females occurs at about years and in males about three years later. Regular medical monitoring should be organised with additional blood tests for female players (anaemia). 14

18 MENTAL/COGNITIVE DEVELOPMENT CHARACTERISTICS AND THEIR IMPLICATIONS BASIC CHARACTERISTICS GENERAL CONSEQUENCES: PERFORMANCE CAPABILITIES AND LIMITATIONS IMPLICATIONS TO THE COACH Neurologically the brain matures about years of age. Players are capable of self-analysing, correcting and refining skills. Athletes can analyze and conceptualize all facets of their sport. Winning becomes the major objective. Well-developed information processing skills improve the players ability to visualize verbal instructions. Principles of adult learning should be implemented at this level. There is a complete understanding and acceptance of the need for rules, regulations and structure. However, the young adult must perceive the rules and structure as being clearly defined and fair. Involve players in decision making and planning of team or group activities. EMOTIONAL DEVELOPMENT CHARACTERISTICS AND THEIR IMPLICATIONS BASIC CHARACTERISTICS GENERAL CONSEQUENCES: PERFORMANCE CAPABILITIES AND LIMITATIONS IMPLICATIONS TO THE COACH There is a need to be self directed and independent. Players are ready to assume responsibility and accept the consequences of their actions. Goal setting should be emphasized to give definite direction and purpose to the player s overall programme. Self-actualization and self-expression are important. Players need to be treated as adults, with respect. Direction and structure provided by the coach is still important. Major decision on career, education and lifestyle are priority at some point in this phase. Major changes in interests, hobbies and physical activities occur during this phase. Professional guidance should be made available considering off-season and educational pursuits. Interactions with the opposite sex continue to be strong priority with lasting relationships developing. Players must have ample opportunities for independent social interaction. *It is important to stress that human growth and development happens without training, however training for sport(s) can enhance all of the changes that take place by effectively utilising periods of trainability. 15

19 Sensitive Periods of trainability Long Term Athlete Development is about achieving optimal training, competition and recovery throughout an athlete s career, particularly in relation to the important maturation years of young people. Balyi (2002) Trainability refers to the ability of players to respond to training stimuli. Research shows (Balyi, 1997) that certain critical periods in the life of a young person in which the effects of training can be maximised. If these windows of opportunity are not utilised then players will never reach their full genetic potential, even with scientifically designed remedial programmes. It is vital that coaches are aware of these critical periods of accelerated adaptation so that these windows of opportunity are exploited to their full potential. This has led to the notion that young people should be exposed to specific types of training during periods of rapid growth and that the types of training should change with the patterns of growth. The most intense period of growth for girls occurs between years; whilst for boys it is between years. In addition, the development of the internal organs (important for aerobic and anaerobic energy metabolism) follows the same pattern of growth as that of height. Changes in strength follow the growth pattern for body weight. Finally, it has been found that biological age is one of the major criteria to determine a body s readiness for different types of endurance and strength training. It is vital that coaches are aware of the so-called critical periods of accelerated adaptation so that these windows of opportunity are exploited to their full potential. During puberty there can be significant differences between chronological age (age of the body in relation to time: years, months and days) compared to biological age (level of the biological maturity of the body). Indeed, developmental age can range from years in a group of year olds. Peak Height Velocity (PHV) can be determined by tracking the rate of change in height. To do this it is important to make measurements regularly, accurately and consistently. Gore (2000) reports that repeated measures of height should be taken at the same time of day as the very first measurement. Due to the effects of gravity the body tends to be taller in the morning than at the end of the day (diurnal variation). In addition, the body tends to grow faster in the summer and slower in the winter (seasonal variation). Before the onset of PHV it is recommended that height be measured at monthly intervals. After the onset of PHV, height should be measured weekly and measures of standing and sitting height should be obtained. Ideally, measurements should be made the morning after a rest/recovery day. Although it is important to measure height accurately, it is more important to identify trends i.e. increases in change in height, decrease in change of height or no change (plateau). This should enable the identification of the onset of the adolescent growth spurt and Peak Height Velocity. This is important when considering the sensitive periods of trainability. Balyi and Hamilton (1999) reported the following: SENSITIVE PERIODS OF TRAINABILITY FOR FEMALES Reference points: Onset of Peak Height Velocity (OPHV) and Peak Height Velocity (PHV the actual peak, before deceleration of growth) Example chart: CHANGE IN HEIGHT (CMS) ABCs+RJT+KGB+PCKs PSpV? PMCV PSpV? *PAV AGE (YEARS) PSV? FEMALE Peak Aerobic Velocity (PAV) is at Onset of Peak Height Velocity (OPHV) (approximately in this diagram) The 1st Strength Window (PSV_) is immediately after PHV The 2nd Strength Window (PSV_) is with the onset of menarche 16

20 British Water Polo recommends that threshold levels (25-30km in no less than 10 hours per week ie. low intensity) of swimming training within a structured environment be reached within months of the onset of Peak Height Velocity (PHV). This then needs to be maintained. Once this level has been established, over a further months the intensity should then be increased progressively. Study of mean ages of international Water Polo players (Martin, 2003) has shown that male players generally peak at 25 years whilst female players peak at 22. The optimal age to therefore specialise is during the Training to Train Phase (males: 12-16, females: 11-15). However, many players remain at international level at significantly older ages than these peaks, particularly goalkeepers who are just as reliant on the acquisition of experience. SENSITIVE PERIODS OF TRAINABILITY FOR MALES Reference points: Onset of Peak Height Velocity (OPHV) and Peak Height Velocity (PHV the actual peak, before deceleration of growth) EARLY MATURERS VS. LATE MATURERS Early maturers have a significant biological advantage over their competitors and have traditionally been selected over late maturers at an early age. Eventually late maturers catch up with early maturers, which can produce discouraging psychological pressures and, more often than not, exit from the sport. Successful senior players tend to be those athletes who take a long term development approach with either normal or late maturation, or players with high levels of physical and motor co-ordination. Due to these facts, it is imperative that as a sport we convince early maturers of the need to work hard on certain areas (such as skill acquisition) and that the advantage they hold is that they are bigger not better. It is equally important to ensure that early maturers comprehensively understand that when late maturers catch up, it is again due to growth and development and not a decline in their ability. Example chart: MALE 12 CHANGE IN HEIGHT (CMS) PSV PAV ABCs+RJT+KGB+PCKs PSpV? PSpV? PMCV AGE (YEARS) Peak Aerobic Velocity (PAV) occurs at Onset of Peak Height Velocity (OPHV) (approximately in this diagram) Peak Strength Velocity (PSV) occurs month after PHV (approximately in this diagram) There is no second Strength Window for males 17

21 The LTAD Framework for Water Polo BURNOUT AND EARLY/LATE SPECIALISATION: Specialisation before the age of 10 is not recommended for late specialisation sports as this has been shown to contribute to one dimensional preparation, injuries, physical and mental burnout and early retirement (Harsanyi, 1985). A vital period for the development of motor coordination for children is between the ages of nine and twelve (Balyi and Hamilton, 1995; Rushall, 1998; Viru et al., 1998). During these years children are developmentally ready to acquire the fundamental movement and fundamental sport skills that are the cornerstones of all athletic prowess. These fundamental skills include running, throwing, jumping and landing etc, the ABC s of athleticism. Teaching these skills will lay the foundations for athletic excellence in later years. If the fundamental motor skills are not acquired between the ages of nine and twelve these skills cannot be fully recaptured at a later time (although remedial work can contribute to limited improvement). THE 7 STAGES OF THE WATER POLO LTAD FRAMEWORK Research has shown (Martin, 2003) that the mean peak ages for elite athletes at European and World Championship level competition are 25 for males and 22 for females. As a consequence, the specialisation of players does not need to begin until early to mid teens and, as with most team sports, Water Polo can therefore be classified as a late specialisation sport. Because of this it requires a more generic, holistic approach to early training and development. Water Polo sessions should emphasise the development of general, fundamental motor and technical skills and work to build an athlete first and Water Polo player second rather than making a Water Polo player and turning them into an athlete. Because of this, Water Polo requires a six stage model of progression in addition to a 7th retirement and retention stage to keep athletes within the game in roles such as coaching or administration: 1. FUNdamentals 2. Learning to Play 3. Training to Training 4. Training to Compete 5. Training to Perform 6. Training to Win 7. Retirement/retention FUNDAMENTALS LEARNING TO PLAY TO TRAIN TO COMPETE TO PERFORM TO WIN CHRONOLOGICAL/ DEVELOPMENTAL AGE Chronological Chronological/ Developmental Developmental Developmental/ Chronological Chronological Chronological MALE Male 6-9 years Male 9-12 years Male years Male years Male years (boys fully mature at 23) Male 25+ years FEMALE Female 5-8 years Female 8-11 years Female years Female years (girls fully mature at 17) Female years Female 23+ years *Shaded area indicates levels which involve developmental ages Each level identifies criteria of principles and guidelines, which must be met before progressing to the next stage. This is not to say that players cannot begin to play Water Polo at older ages, individually composed remedial programmes will cater for this specific need. However, progressing through each of the levels in turn will enable players to achieve their full genetic potential. 18

22 LTAD Stages: STAGE 1 - FUNDAMENTALS (BASIC MOVEMENT LITERACY) 1 STAGE 2 LEARNING TO PLAY (SPORTS LITERACY - BUILDING WATER POLO TECHNIQUE) 2 Chronological Ages: Males 6-9 years Females 8-11 years FUN, participation and child centred, providing an environment focussed on play Focus on Swimming skills Focus on general overall movement skills development ABCs of Athleticism Agility, Balance, Co-ordination & Speed Medicine ball, Swiss ball, own body strength games/exercises No periodisation but semi-structured programme Physical activity 5-6 times per week Simple rules and ethics of sport Simple decision making skills Developmental Ages: Males 9-12 years Females 8-11 years FUN and develop range of basic sports skills Major focus on Swimming and Water Polo skill acquisition Mastery of movement skills Medicine ball, Swiss ball, own body strength games/exercises Introduced to basic ancillary capacities Training to Competition ratio 70:30 (eg. mini-polo! Festivals) Physical activity approximately 6 times per week (eg. 2 x PE, 2/3 x 1st choice sport, 2 x other sports Simple Decision making skills The FUNdamentals stage should be structured and fun! The emphasis is on developing basic movement literacy and fundamental movement skills. The skills to be developed are the ABCs (Agility, Balance, Coordination, Speed), RJT (Running, Jumping, Throwing), KGBs (Kinesthetics, Gliding, Buoyancy, Striking with the body) and CPKs (Catching, Passing, Kicking, Striking with an implement). In order to develop basic movement literacy successfully participation in as many sports as possible should be encouraged. Speed, power and endurance should be developed using FUN and games. In addition, children should be introduced to decision making skills and simple rules and ethics of sports. No periodisation should take place, but there should be well-structured programmes with proper progressions that are monitored regularly. During this stage young players should learn how to train and develop the skills of Swimming and Water Polo. Additionally, participation in complementary sports (i.e. those sports, which use similar energy systems and movement patters such as team games basketball; handball; volley-ball etc. or other aquatic disciplines) should be encouraged. They should also learn basic sports skills and ancillary capacities, including: Warm up and cool down Stretching Hydration and nutrition Recovery Relaxation and focusing This stage coincides with peak motor co-ordination and therefore there should be an emphasis on overall skill development, including Water Polo skills. Training should also include the use of own body weight exercises (callisthenics), medicine ball and Swiss ball exercises as well as developing suppleness. Although the focus is on training, competition should be used to test and refine skills. The recommended training to formal competition ratio is 70% to 30%. There should be double periodisation, based on FUN-based festivals. If a young player misses this stage of development then he/she will never reach their full potential. One of the main reasons why athletes plateau during the later stages of their careers is because of an over emphasis on competition, instead of optimising training during this very important stage. 19

23 LTAD Stages: STAGE 3 TO TRAIN (BUILDING THE ENGINE SPORT SELECTION/TALENT DETECTION) Developmental Ages: Males years Females years Consolidating sport specific skills Introducing tactical game play Major fitness development opportunities e.g. aerobic & strength Monitor growth spurt and musculo-skeletal evaluations_ (during PHV) (i) Ankle-knee-hip-vertebrae-shoulder alignment (ii) Muscle imbalances (iii) Optimal flexibility 3 Further develop ancillary capacities (hydration, taper) and mental skills Introduce technique of free weights near end of phase Training to Competition ratio 60:40 with Double Periodisation Physical activity approximately 7-9 times per week (eg. 2 x PE, 3-5 x Water Polo sport, 2 x other sports During the Training to Train stage, there should be an emphasis on aerobic conditioning, linked to the onset of peak height velocity (OPHV). This is the stage where there is greater individualisation of fitness and technical training and a concentration on swimming training. The focus should still be on training rather than competition and it is important that swimming training is predominantly of high volume, low intensity workloads. Conversely, skill acquisition is best completed in short periods of high intensity, and the use of Ultra Short Intensity Training (USIT) should be used to develop speed and reaction based movement.this is discussed in more detail in the next section. It is important to emphasise that during swimming training, high volume, low intensity training cannot be achieved in a limited time period, and therefore the time commitment to training should increase significantly. As the volume of training increases there is likely to be a large reduction in the number of formal competitions undertaken. However, there should now be specific targets for each competition undertaken with a view to learning decision making skills through basic tactics and mental preparation. There should be a double periodisation of the training year. During this stage, training should continue to develop suppleness and to include the use of own body weight exercises (callisthenics), medicine ball and Swiss ball exercises. However towards the end of this stage, preparations should be made for the development of strength, which for girls occurs at the end of this stage and for boys at the beginning of the next stage. This should include learning correct weight lifting techniques. The ancillary capacities (the knowledge base of how to warm up and warm down; how and when to stretch; how to optimise nutrition and hydration; mental preparation; regeneration; how and when to taper and peak; pre-competition, competition and post competition routines) should be established. Similarly to the previous stage, if insufficient time is devoted to this stage or it is missed, then the young player will never reach their full potential. STAGE 4 TO COMPETE (OPTIMISING THE ENGINE POSITION SPECIFIC SPECIALISATION AND DEVELOPING POTENTIAL) Chronological Ages: Males years Females years (girls fully mature at 17) FUN, fine tune the engine and developing advanced sport specific skills Position-specific physical conditioning 4 Position-specific technical and tactical preparation Application of skills under different competitive conditions Optimise ancillary capacities and advanced mental preparation skills Double Periodisation with Training/Competition ratios of 50/50 and competition-specific training Water Polo specific training plus rest/recovery/ regeneration programme including alternative activity During the training to compete stage there should be a continued emphasis on physical conditioning with the focus on maintaining high volume workloads but with increasing intensity. The number of competitions should be similar to the end of the previous stage but the emphasis should be on developing individual strengths and weaknesses through modelling and nurturing technical and tactical skills based around specific strokes or distances, but not both. As a result, 20

24 there should be either double or triple periodisation of the training year. In addition, the ancillary capacities (the knowledge base of how to warm up and warm down; how to stretch and when to stretch; how to optimise nutrition and hydration; mental preparation; regeneration; how and when to taper and peak; pre-competition, competition and post competition routines) should be refined so they are more specific to the individual s needs. During this stage, training should also focus on developing maximum strength gain through the use of free weights. This should be coupled with continued work on core body strength and maintaining suppleness. STAGE 5 TO PERFORM (MAXIMISING THE ENGINE GAINING EXPERIENCE AT HIGHEST LEVELS) Chronological Ages: Males years (boys fully mature at 23) Females years Maximise and integrate all physical and technical capacities Further develop advanced technical, tactical and mental capacities Focus on modelling all possible aspects of training and performance Focus on recovery/regeneration with frequent prophylactic breaks Maximise ancillary capacities e.g. nutrition, warm up, taper etc Double or Triple periodisation (dependent on competitions) with 25:75 Training/Competition ratio Sports specific technical, tactical and fitness training 9-15 sessions per week 5 be trained to peak for specific competitions and major events. Therefore, all aspects of training should be individualised for specific events. There should be either double, triple or multiple periodisation, depending on the events being trained for. STAGE 6 TO WIN (WINNING THE RACE! EXPERT PERFORMER AND REALISING POTENTIAL) Chronological Age: Males 25+ years Females 23+ years 6 Maximise and integrate all physical and technical capacities Further develop advanced technical, tactical and mental capacities Focus on modelling all possible aspects of training and performance Focus on recovery/regeneration with frequent pro phylactic breaks Maximise ancillary capacities e.g. nutrition, warm up, taper etc Double or Triple periodisation (dependent on competitions) with 25:75 Training/Competition ratio Sports specific technical, tactical and fitness training 9-15 sessions per week This phase is identical in formulation to Training to Perform except athletes have gained experience of competing in pressure situations at the highest possible level and are ready to win! STAGE 7 RETIREMENT/RETENTION 7 This is the final stage of athletic preparation, maturation is complete and all of the athletes physical, technical, tactical, mental, and ancillary capacities should now be fully established with the focus shifting to the optimisation of performance. Training must be individualised and should focus on the 5 S s: Speed Suppleness Stamina Strength Skill Weak areas should be identified through individual diagnosis and individual training programmes composed and amended accordingly. The emphasis during this phase should be on specialisation and performance enhancement. Athletes should It is hoped that when elite players retire from playing Water Polo full-time that they can be retained to put back into the sport what they have themselves received. An identification of key individuals should take place before they conclude their elite careers to assist with the long term maintenance of the Water Polo infrastructure. Possible roles include: Officials Referees Media Administration Development Officers Coaches Recreational/Masters 21

25 Training and Competition Water Polo players and those that support them must realise that the long term goal is senior success and therefore those competitions entered along the way are there to serve this purpose. Focusing purely on short term outcomes, such as winning age group competitions, at the expense of long term skill development must be ignored if a player is to become a successful senior athlete. Nick Hume (2003) It is an accepted fact that within Water Polo, as with many sports, we compete too often yet train and prepare too little. A delicate balance needs to be struck between the amount of time spent training and the amount of time spent competing. At this point it is important to identify the difference between competition specific training (ie. training games, sometimes referred to as scrimmaging) and formal competition. Formal competition can be defined as a match or event which requires alteration or modification to a player s planned training programme. TALENT DEVELOPMENT The Water Polo Calendar highlights the current abundance of competitions available to players within all age groups. Historically the sport has taken the view that young players need to be exposed to as many games as possible and at the earliest age possible to enable them to gain valuable experience. other two. Dependent on the stage of development, the proportion of these elements can change dramatically as the emphasis remains on building the overall athlete over a period of time. The importance of swimming skill and fitness cannot be over emphasised, particularly during early stages of development (where the acquisition of swimming and movement skills are important) and during the Training to Train stage (where the development of an aerobic base is important). It is therefore imperative that players are able to access a structured swimming teaching and coaching environment throughout their development and cross-disciplinary partnerships between swimming and Water Polo remain key. APPROXIMATE PROPORTIONS British Water Polo recommends the following ratios be used as guidance when formulating individual and group training programmes: LEVEL SWIMMING DRY-LAND WATER POLO Additionally pressure is placed on both the players and the coaches to achieve short term success with teams trained and selected to win competitions rather than assist with the overall long term development of the individual (focusing on the outcomes rather than the process). This leads to two key problems. Firstly, players are selected for their size rather than their ability (ie. there is an emphasis on selecting larger players, or early maturers, who score more goals over smaller players, or late maturers). Secondly, teams focus on tactics for upcoming competitions and no longer on technique training. The omission of skill acquisition for this development stage can never be fully recovered. FUNdamentals Learning to Play Training to Train Training to Compete Training to Perform 20% 60% 20% 25% 50% (inc aerobic activity) 30% 30% 50% (inc. other sports) 20% 20% 15% 25% 30% 50% 55% (including swim) LTAD principles challenge this view. Training to Win 30% 15% 55% (including swim) TRIDENT Training for Water Polo consists of three key elements: Swimming Skill and Fitness Dry-land Strength and Conditioning Water Polo Technical and Tactical/Decision Making Traditionally, Water Polo training has focused almost entirely on the third element, however research has shown that each individual component of the trident is as important as the 22

26 RATIOS AT FUNDAMENTAL LEVEL 20% WATER POLO 20% SWIMMING 60% DRY LAND RATIOS AT LEARNING TO PLAY LEVEL 25% WATER POLO 25% SWIMMING 50% DRY LAND 23

27 RATIOS AT TO TRAIN LEVEL 30% WATER POLO 20% DRY LAND 50% SWIMMING RATIOS AT TO COMPETE LEVEL 50% WATER POLO 30% SWIMMING 20% DRY LAND 24

28 RATIOS AT TO PERFORM LEVEL 55% WATER POLO 30% SWIMMING 15% DRY LAND RATIOS AT TO WIN LEVEL 55% WATER POLO 30% SWIMMING 15% DRY LAND 25

29 THE RELATIONSHIP BETWEEN INTENSITY, VOLUME AND FREQUENCY An important point for consideration regarding training is the relationship between intensity and volume (of time or distance). Volume can be described as the quantitative component of training containing the duration, length or extent of the exercise. Intensity can be described as the qualitative element of training containing all training activities performed within a given unit of time. Frequency refers to a number of training sessions within a given time frame (eg. A day, microcycle or week). During the early phases of development (FUNdamentals Training to Train) and particularly when players are building their aerobic base, swimming training should be high volume (threshold volume is 25-30km per week) but low intensity. A problem in achieving this is available pool time. As a guide, a player within the Training to Train phase should be able to comfortably complete threshold volume in approximately 10 hours per week. When the available pool time drops below this, players end up rushing to achieve threshold volume, therefore increasing the intensity unnecessarily. Conversely, when acquiring or training Water Polo specific skills, high intensity short bursts of approximately seconds, or low volume (time) of quality work at high intensity, should be used. Longer periods cause a drop in quality and contribute to a player getting better at being bad. Similarly, Ultra Short Interval Training (USIT) should be used to develop speed and reaction based movement using short distances coupled with short work and rest times, again maintaining quality. It is important to note that speed training and skill acquisition should occur at the beginning of a session when players are fresh, rather than later when fatigue has set in. Finally, dependent on the phase of development and individual programme, coaches should ensure that 50% - 75% of any session is undertaken with players working at bbmhr (beats below maximum heart rate) to contribute to the overall volume of aerobic activity. COMPETITION GUIDANCE British Water Polo has for too long operated with a regime of competition after competition, expecting success without the levels of training and preparation required to achieve this success. Nick Hume (2003) Competition should be regarded as an integral part of the player s overall training and development programme and is a means to an end (the long term development of the athlete) rather than an end in itself (the athlete is encouraged to Peak by Friday). As has been mentioned already in this document, British Water Polo has traditionally maintained a competition based rather than training based programme. This has led to a severe underinvestment of time in developing a solid skill, fitness and strength base to enable players to compete effectively at senior level. TO COMPETITION RATIOS British Water Polo recommends the following ratios be used as guidance when formulating individual and group training and competition programmes: LEVEL FUNdamentals Learning to Play Training to Train Training to Compete Training to Perform RATIOS FOR VS. COMPETITION & COMPETITION- SPECIFIC FORMAL COMPETITIONS* FUN play + Festivals (no formal competition) 70: 30 Max 6 60:40 Max 8 40:60 Max 12 25:75 Max 25 Training to Win 25:75 Max 25 * Individual matches as per definition of Formal Competition 26

30 : COMPETITION RATIOS FOR LEARNING TO PLAY LEVEL 30% COMPETITION/ COMPETITION- SPECIFIC 70% : COMPETITION RATIOS FOR TO TRAIN LEVEL 40% COMPETITION/ COMPETITION- SPECIFIC 60% 27

31 : COMPETITION RATIOS FOR THE TO COMPETE LEVEL 60% COMPETITION/ COMPETITION- SPECIFIC 40% : COMPETITION RATIOS FOR TO PERFORM LEVEL 25% 75% COMPETITION/ COMPETITION- SPECIFIC 28

32 : COMPETITION RATIOS FOR TO WIN LEVEL 25% 75% COMPETITION/ COMPETITION- SPECIFIC COMPETENCIES Ideally, players should not miss out any stages of the Player Pathway (as seen in the following diagram), but should progress through it. Chronological and developmental age groups will govern this advancement, however a checklist of skills or identified competencies are also required to allow players, and those who support them, to see tangible evidence of their development This also assists coaches with identifying strengths and weaknesses, which in turn allows a more individual approach to programming. Appendix I summarises the framework and details which skills should be developed at each phase of the player pathway. From this a series of competencies can be established, along with testing procedures which will allow achievement to be measured. NATIONAL COMPETITION FRAMEWORK In order to establish a competition structure which puts the player first, a National Competition Framework will need to be established operating in line with the principles of LTAD. This will expand on the guidance already given within this document and will form the basis for all competition formats produced by partner agencies. Whilst a complete re-structuring will of course be needed, it may be better to not undertake some of these changes suddenly but to encompass them within the Step Stone Plans (described in more detail in the next section), thus introducing them incrementally. However, it must be made clear that the overall competition framework must put the long term development of our Water Polo players first. These competencies are likely to change frequently as the sport aligns itself with the principles set out within this framework and will take up much of the Step Stone Plans described later. 29

33 The Player Development Pathway LTAD Training to Win National High Performance Centre Water Polo 21 Performance LTAD Training to Perform NATIONAL SENIOR TEAM Junior/Regional High Performance Centres LTAD Training to Perform LTAD Training to Compete NATIONAL JUNIOR TEAM Junior/Regional High Performance Centres Regional Training Centres Water Polo 21 Performance Water Polo 21 Competitive Development LTAD Training to Train NATIONAL YOUTH TEAM Regional Training Centres Water Polo 21 Competitive Development Water Polo 21 Skill Development LTAD Training to Train NATIONAL ACADEMY Regional Academies Regional Development Clinics Water Polo 21 Skill Development LTAD Learning to Play DEVELOPMENT Regional/County Development Clinics Water Polo 21 Skill Development/mini-polo! LTAD Learning to Play LTAD Fundamentals MINI-POLO! Festivals Water Polo 21 mini-polo! LTAD Fundamentals FUNDAMENTAL SPORT Generic sport & play Learn to Swim 30

34 The Implementation of LTAD One of the greatest benefits of LTAD is that the framework provides the sport with and excellent opportunity for selfexamination and audit. This allows Water Polo to clearly identify where there may be gaps in the way the sport is currently organised. Appendix VII presents all the implementers and facilitators who will support and drive LTAD and how they will link together. LTAD will be driven and implemented through: Club Development (Water Polo 21) National Programmes (Development & Performance) Teacher & Coach Education WATER POLO 21 Water Polo 21 is part of Swim 21, the ASA s Club development and accreditation programme. It is a planning tool, which encourages Clubs to put the needs of the player at the centre of their activities. It helps Clubs to provide the best possible environment to deliver the principles of LTAD. Water Polo 21 is a 4 stage process which encourages Clubs to: Audit their existing activities to identify current strengths and weaknesses Identify their future direction and aspirations Produce an action plan that will help meet their future direction and aspirations and bridge any gap that might exist between the current position and the Swim 21 accreditation criteria Achieve Swim 21 accreditation at one or more of four levels: - mini-polo! - Skill Development - Competitive Development - Performance TEACHER/COACH EDUCATION AND THE UKCC The current ASA coach education certification and development programme is subject to review in line with the UK Coaching Certificate (UKCC), the result of recommendations from the Government s Coaching Task Force (Department of Culture, Media and Sport, 2002). In addition, it is intended that the LTAD principles will permeate throughout the ASA s revised coach education and development programme and teacher education programme. A suggested framework with 5 levels is presented in Appendix I. QUALITY WATER TIME In order to provide the best possible environment for players to develop in line with LTAD, it has been recognised that a substantial increase in the level of quality pool time Clubs is required. It is hoped that this framework will provide a clear understanding of the overall structure of Water Polo and encourage facility providers (such as Local Authorities) to re-organise pool programmes in order to allow players access to the right environment. This framework will also, if understood correctly, assist Water Polo Clubs in forging strong links with other Clubs outside of the sport. Central to this is the cross-disciplinary relationship with swimming Clubs. In some instances, swimming and Water Polo Clubs have been competing for the same pool time and over the same young people. During this document it has been emphasised that swimming skills are fundamental to a Water Polo player s development and training, which should be developed within a quality environment. Swimming Clubs (particularly those which have become Swim 21 accredited) are in a position to provide this. Additionally, as swimming is an early specialisation sport and Water Polo has been identified as a late specialisation sport, it is envisaged that swimming will continue to provide an entry into Water Polo. Correct understanding of the Swimming LTAD framework, The Swimmer Pathway, will allow those who support swimmers to realise the benefits of creating these links between the two disciplines. SCHOOL-CLUB LINKS There is an increasing focus on the links between schools and sports Clubs. mini-polo! has been hugely successful in providing opportunities for young people to get involved with Water Polo at primary school level, however it is important that an outlet is created for this interest. Given that Water Polo is a late specialisation sport, the role of schools at primary level is simply to create interest and use mini-polo! to assist with the attainment of the National Curriculum (every child should be able to swim 25m by the age of 11 years), and in delivering the FUNdamentals of all sport. It is then the role of the Club to work with its partners to access this potential and develop it. STEP STONE PLANS LTAD presents an ideal framework. It explains how players should best progress through a pathway detailing exactly what they should be doing and when. However, providing the right environment and establishing these structures means re-aligning our whole sport system. It is understood that this will take some time and many of the changes may not be best implemented immediately and suddenly, rather incrementally. The important thing is that all implementers and facilitators understand the bigger picture and work towards LTAD, following its principles wherever possible. A series of Step Stone Plans working from our current situation through to full implementation of the LTAD framework will allow these progressive changes to be administered in a cohesive manner. LTAD presents the ideal situation, whereas Step Stone Plans set out the journey towards it. The benefits of LTAD are considerable for both implementers and facilitators within Water Polo. However, it is extremely important that the parts of the overall framework (from FUNdamentals right through to Training to Win) are not picked out individually. Rather, they are seen as part of one holistic, all encompassing sports system. The challenge to the sport and its partners is to find ways of linking implementers and facilitators to achieve a co-ordinated approach to developing Water Polo players to their full potential. 31

35 Glossary of Terms ABBREVIATION TERM Ranges for Sensitive Periods of Trainability for females in relation to PHV, where PHV = 13 years (see graph on page 14): ABCs RJT KGBs PCKs PHV Agility, Balance, Co-ordination, Speed Running, Jumping, Throwing Kinesthetics, Gliding, Buoyancy, Striking with the body Passing, Catching, Kicking and Striking with an implement Peak Height Velocity (the maximum rate of change in height), commonly known as growth spurt AGE 5 11 years 6 8 years 8 11 years At OPHV ELEMENTS TO BE TRAINED Skill development (ABCs, RJT, KGB and PCKs) Speed development (PSpV1) Motor Co-ordination development (PMCV) Aerobic development (PAV) Threshold Volume HOW AGE IS MEASURED Chronological age Chronological age Chronological age OPHV OPHV Onset of Peak Height Velocity (the maximum rate of change in height) years Speed development (PSpV2) Chronological age PSpV PMCV Peak Speed Velocity (the maximum rate of change in speed) Peak Motor Co-ordination Velocity (the maximum rate of change in motor co-ordination) No age Strength development (PSV): Phase 1: Immediately after PHV Phase 2: With onset of Menarche Phase 1: Immediately after PHV Phase 2: With onset of Menarche PAV Peak Aerobic Velocity (the maximum rate of change in aerobic capacity) Ranges for Sensitive Periods of Trainability for males in relation to PHV, where PHV = 14 years (see graph on page 15): PSV Peak Strength Velocity (the maximum rate of change in strength) AGE ELEMENTS TO BE TRAINED HOW AGE IS MEASURED PWV Peak Weight Velocity (the maximum rate of change in weight) 6 12 years Skill development (ABCs, RJT, KGB and PCKs) Chronological age USIT Ultra Short Interval Training 7-9 years Speed development 1 (PSpV1) Chronological age One of the central challenges of LTAD is the differentiation between chronological age (years, months and days) and developmental age (age in relation to physical maturity). The maturation of a player can be measured in relation to peak height velocity, but this relies on an estimation of when this occurs in an individual. Regularly measuring an individual s height and plotting the rate of change in height in relation to chronological age can determine the onset of Peak Height Velocity (PHV) and PHV itself. The rate of change in height should reach a peak as the individual tends towards maturity years At OPHV months after PHV years Motor Co-ordination development (PMCV) Aerobic development (PAV) Breakpoint Volume Speed development (PSpV2) Strength development (PSV) Chronological age Onset of PHV Chronological age months after PHV years Peak Weight Velocity (PWV) months after PHV 32

36 References and Bibliography Abernathy, B (1987): Selective Attention in Fast Ball Sports. Australian Journal of Science and Medicine in Sport Vol. 19, pp Amateur Swimming Association (2002): From Club Class to World Class: The journey through age group swimming; Amateur Swimming Association, Loughborough Amateur Swimming Association (2003): From Armbands to Gold Medals: The National Facilities Strategy for Swimming; Amateur Swimming Association, Loughborough Armstrong, N. and Welsman, J. (1997): Young People and Physical Activity, Oxford University Press, Oxford Atkinson, J.D. and Sweetenham, W.F. (1999): Bill Sweetenham s Test Sets for Age and Youth Level Swimmers; Australian Swimming Coaches and Teachers Association Balyi, I. (1998): Long-term Planning of Athlete Development, The Training to Train Phase in FHS, The UK s Quarterly Coaching Magazine, Issue One, pp September 1998 Balyi, I. (1998); Long-term Planning of Athlete Development, The Training to Compete Phase in FHS, The UK s Quarterly Coaching Magazine, Issue Two, pp. 8-11, December, 1998 Balyi, I., and Hamilton, A. (1999): Long-term Planning of Athlete Development, The Training to Win Phase in FHS, The UK s Quarterly Coaching Magazine, Issue Three, pp April 1999 Balyi, I. (1999): Long-term Planning of Athlete Development, Multiple Periodisation, Modelling and Normative Data in FHS, The UK s Quarterly Coaching Magazine, Issue Four, pp May 1999 Balyi, I. (1999): A Coaches and Parent Guide - Developing the Young Soccer Player; Performance Conditioning Press, Lincoln, NE Balyi, I. (2002): A Step by Step Planner for Annual Training, Competition and Recovery Programmes; ATP, Victoria Canada Bishop, D. (2002): Swimming Implementers and Facilitators; Personal Communication Bloom, B. (1985): Developing Talent in Young People; Ballantines, New York Bompa, T (1985): The Theory and Methodology of Training; Kendall/Hunt, Dubuque, Iowa Bompa, T. (1995): From Childhood to Champion Athlete; Veritas Publishing, Toronto British Swimming (2003): A Vision for Swimming, the Next Yen Years; British Swimming, Loughborough Department of Culture, Media and Sport (2002): The Coaching Task Force Final Report; DCMS, London Falk, B., Lidor, R., Lander, Y. and Lang, B. (2003): Talent Identification and Early Development of Elite Water Polo Players: A 2 year study in Journal of Sports Sciences, 2004, Vol. 22, pp Gore, C.J. ed. / Australian Institute of Sport (2000): Physiological Tests for Elite Athletes, Human Kinetics, Leeds Gordon, R. (2003): The Shorter Guide to LTAD; ASA, Loughborough Hannula, D and Thornton, N (eds) (2001): The Swim Coaching Bible; Human Kinetics, Leeds Hume, N.J. (2003): National Water Polo Academy Coaching Programme; conference presentation Hume, N.J. (2004): British Water Polo Performance Review; conference presentation Martin, P.A.R. (2003): Study of International Water Polo Players at the European Championships and the World Championships; Unpublished study Martin, P.A.R. (2003), In Introduction to LTAD; NASD conference presentation Ross, G. (2004): LTAD An Update; NASD conference presentation Smith (1999), Applied Physiology of Water Polo, American Swimming Magazine, Vol. 1999, Issue 2 Sweetenham, W.F. (2002): Fast Lane News, November 2002; British Swimming, Loughborough Sweetenham, W.F (2002): Breakpoint Volume; British Swimming, Loughborough Sweetenham, W.F and Atkinson, J (2003): Championship Swim Training; Human Kinetics, IL, US Vorontsov, A.R. (1997): Development of Basic and Special Endurance in Age Group Swimmers: A Russian Perspective; Swimming Science Bulletin Vorontsov, A.R. (1999): Patterns of Growth for Some Characteristics of Physical Development; Functional and Motor Abilities in Boy Swimmers Year; In: Biomechanics and Medicine in Swimming VIII (eds KL Keskinen, PV Komi, AP Hollander), Gummerus, Jyvaskyla Vorontsov, A.R. and Binevsky, D.A. (2000): Swimming Speed, Stroke Rate and Stroke Distance During Maximal 100m Freestyle Swim in Boy Swimmers years of Age; Vorontsov, A.R. (2002): Development of Endurance in Young Swimmers; conference presentation Vorontsov, A.R. (2002): Multi-Year Training of Young Athlete as Potential Modifier of Growth and Development (Analysis of some biological concepts); Sport Medicine in Aquatic Sports the XXI Century, FINA World Sport Medicine Congress Warr, C. (2004): Smart-Track: Talent Identification, Selection and Fast-Track Development; conference presentation Youth Sport Trust (2001): The Young Athlete s Handbook Guide to Success in Sports; Leeds 33

37 Appendices APPENDIX I LTAD Framework for Water Polo APPENDIX II LTAD Trainability & Periodisation chart APPENDIX III Implementers and facilitators EUROPEAN YOUTH WOMENS WATER POLO CHAMPIONSHIPS 2001, MANCHESTER AQUATICS CENTRE 34

38 APPENDIX I - LTAD SUMMARY FRAMEWORK FOR WATER POLO STAGE OF MATURATION CHRONOLOGICAL/ DEVELOPMENTAL AGE PATHWAY STAGES DEVELOPMENT PHASES PROGRESSION FUNDAMENTAL LEARNING TO PLAY TO TRAIN TO COMPETE TO PERFORM TO WIN Late Childhood Early Puberty Late Puberty Early Adulthood Adulthood Chronological Age: Male 6-9 years Female 5-8 years Chronological/ Development Age: Male 9-12 years Female 8-11 years Developmental Age: Male years Female years Developmental/ Chronological Age: Male years Female years (girls fully mature at 17) Chronological Age: Male years (boys fully mature at 23) Female years Chronological Age: Male 25+ years Female 23+ years Build overall motor skills Learn all Core Water Polo Skills Building the engine Consolidate Water Polo skills Sport Selection Optimising/fine tune engine Position specific skills Test driving Maximising & Racing the engine Maximising performance - Winning the race Movement Literacy Skill Development Skill & Aerobic Development Competitive Game Development & Physical Development Specialisation and Performance Development & High level Competition Development Performance FUN and participation General, overall development ABCS: Agility, Balance, Co-ordination and Speed RJT s: Running, Jumping and Throwing KGBS: Kinesthetics, Gliding, Buoyancy and Striking (using an object) PCKS: Passing, Catching, Kicking and Striking (using body) Speed power and endurance through FUN and games Introduction to simple rules and ethics of sport Peak motor development Shoulder, elbow, core, spine and ankle stability Participation in complementary sports (similar energy system and movement patterns) FUNdamental technical skills progressively more specific skills towards the end of the stage Medicine ball, Swiss ball and own body exercises for strength FUNdamentals of ancillary capacities (knowledge and experience) Emphasis on aerobic conditioning 2nd Speed window Individualisation of fitness and technical training Shoulder, elbow, core, spine and ankle stability Participation in complementary sports (similar energy system and movement patterns) Refinement of specific technical skills FUNdamentals of tactical preparation Introduction to mental preparation Moral learning Sport and individual specific physical conditioning Shoulder, elbow, core, spine and ankle stability Basic tactical preparation Individualisation of technical/tactical skills Basic mental preparation Sport and individual specific ancillary capacities (knowledge and experience) Improvement of physical capacities Shoulder, elbow, core, spine and ankle stability Modelling all possible aspects of training and performance Frequent prophylactic breaks. Advanced tactical preparation Advanced mental preparation All aspects of training individualised and based on 5S diagnostic Develop further ancillary capacities (knowledge and experience - there is no ceiling limit) Optimising of physical capacities 35

39 APPENDIX I - LTAD SUMMARY FRAMEWORK FOR WATER POLO GROWTH AND DEVELOPMENT CONSIDERATIONS WATER POLO SPECIFIC DRY LAND FUNDAMENTAL Emphasis on development of generic sports skills 1st Speed Window (agility/quickness) (PSpV1); girls 6-8 yrs, boys 7-9 yrs Aquatics & Ball Sport FUNdamentals Hand-eye co-ordination Any team games Basic team play mini-polo! games Decision making skills Swiss ball Basic Med balls LEARNING TO PLAY Peak motor co-ordination (PMCV), emphasis on skill development before girls 11yrs, boys 12yrs Movement skills: Learning and development of Core Body Movement Skills Eggbeater Sculling Jumping Upper body movement Swim skills: Learn to swim Head up Front Crawl Head up Back Crawl Spider Ball Control Skills: Picking up ball Catching Passing Shooting Tactical: Decision making skills Swiss Ball Core Body Strength Learning free weights techniques (early to mid phase) Basic Bands Basic body weight and resistance exercises (callisthenics) TO TRAIN Growth spurt (PHV), emphasis on aerobic development; girls yrs, boys yrs 2nd Speed Window (alactic) (PSpV2); girls yrs, boys yrs 1st Strength Window (PSV); girls at end of PHV Improved swimming skills Development of aerobic base Maintenance & improvement of Core skills Development of Secondary skills: Blocking Releasing Driving Jumping Driving Shooting Defensive positioning Tactical: Introduction & development of Base Tactical skills Understanding of all positions (general ability to play in all) When Growth spurt (PHV) occurs (girls yrs, boys yrs.) Emphasis on aerobic development swimming, running, rowing, cycling Introduction to free weights (18m after PHV) TO COMPETE Peak Strength development (PSV), emphasis on strength development; girls 2nd strength window at onset of menarche, boys months after PHV Specialisation of Position Development of skill relative to position: Centre Forward Centre Back Drivers Goalkeepers Fluent in Core & Secondary skills & drills Application in Competition context Tactical Progression: Def tactics: Press, Zones, 6v5 Attack and breaking down defences Decision Making drills: Counter Attack, 1v0 to 5v4 Responsibility/ leadership Individual free weights programs Swiss Ball Core Body Strength Band work Cross training (esp. boxing, martial arts) TO PERFORM Development of stamina, strength, speed, skill and suppleness Techniques and drills relevant to both individual & tactical play Swiss Ball Core Body Strength Band work Individual free weights programs Cross training (esp. boxing, martial arts) TO WIN Optimisation of stamina, strength, speed, skill and suppleness Techniques and drills relevant to both individual & tactical play Swiss Ball Core Body Strength Band work Individual free weights programs Cross training (esp. boxing, martial arts) 36

40 DRY LAND CONTINUED OTHER PERIODISATION TRIDENT FUNDAMENTAL No Periodisation, but structured programme following National guidelines with progressive development General participation in sport 5-6 times per week. This should include land work and be multi-sport activity LEARNING TO PLAY TO TRAIN TO COMPETE TO PERFORM Basic Med balls Swiss Ball EMPHASIS on injury prevention land training Core Body Strength Band work Other sports (eg: running) Complementary Sports (eg: netball) Develop suppleness General lifestyle awareness (eating right, positive thinking) Specific Lifestyle awareness (nutrition, psychology, time planning, logging, etc.) Basic Video Analysis Complex Video Analysis Balancing Education & Sport Double Periodisation Double Periodisation Double to Triple Periodisation Generally Triple dependent on year Aiming to peak at Internationals as per long term programme Yearly Periodisationinternational season /non season/domestic- Periodisation Swimming 8-16km per week Water Polo Sport specific training 2/3+hrs Dry Land 1-2 hrs Plus participation in other sports, particularly complementary (eg: netball) Swimming 16km per week building to threshold at 25-30km per week Water Polo Sport specific training 5+hrs with 50%-75% each session at bbmhr Introduce concept of Ultra Short Intensity Training (USIT) Dry Land 3+hrs Swimming 25-30km per week Water Polo Sport specific technical, tactical and fitness training Ultra Short Interval Training (USIT) 8+hrs Dry Land 3+hrs Swimming 25-30km per week Swimming becomes more WP specific, meterage drops to c k lane swimming as compensated by scrimmaging & Ultra Short Interval Training (USIT) Water Polo Sport specific technical, tactical and fitness training Ultra Short Interval Training (USIT) 10+hrs Dry Land 4/5+ hrs TO WIN Generally Triple dependent on year Aiming to peak at Internationals as per long term programme Yearly Periodisationinternational season /non season/domestic- Periodisation Swimming 25-30km per week Swimming becomes more WP specific, meterage drops to c k lane swimming as compensated by scrimmaging & Ultra Short Interval Training (USIT) Water Polo Sport specific technical, tactical and fitness Training Ultra Short Interval Training (USIT) 10+hrs Dry Land 6+ hrs 37

41 FUNDAMENTAL LEARNING TO PLAY TO TRAIN TO COMPETE TO PERFORM TO WIN Swimming: Swimming: Swimming: Swimming: Swimming: VOLUME/INTENSITY RATIO Low volume (meterage) Low intensity Skill: High volume (meterage) Low intensity Skill: High volume (meterage) Increasing intensity Skill: High volume (meterage) Variable intensity Skill: High volume (meterage) Variable intensity Skill: Low volume (time) Low volume (time) Low volume (time) Low volume (time) Low volume (time) High intensity (quality) High intensity (quality) High intensity (quality) High intensity (quality) High intensity (quality) PROGRESSIVE RATIOS Swim: 20% Dry-Land: 60% Water Polo: 20% Swim: 25% Dry-Land: 50% (inc. other sports) Water Polo: 25% Swim: 50% (inc. all other sports) Dry-Land: 20% Water Polo: 30% Swim: 30% Dry-Land: 20% Water Polo: 50% Swim: 30% Dry-Land: 15% Water Polo: 55% (inc. Swim) Swim: 30% Dry-Land: 15% Water Polo: 55% (inc. Swim) TOTAL HOURS Sessional COMPETITION* LEVEL No formal competition FUN games Local and County County and Regional Regional and National (International as development tool) International International INTERNATIONAL COMPETITIONS European Youth (M+F) European Juniors (M) World Juniors Commonwealth Games Universiade European Juniors (F) Olympic Games World Championships European Championships World Juniors COMPETITION* OUTCOMES Participation Short games Few rules- Concentration on development Very simple game play Adapted rules Adapted equipment Concentration still on development Introduction of base tactics Try out within competition context Development of tactical Game play introduced over two year cycle for junior National teams Application of techniques within competition context Individual and Team targets relevant to long term goals Individual and Team targets relevant to long term goals Gaining experience through exposure to high level competition Individual and Team targets relevant to long term long goals Olympic Gold Introduction to International competition WATER POLO 21 LEVEL mini-polo! Club (Aquamark) mini-polo! Club/Skill Development Club Competitive Development Competitive Development/ Performance Club Performance Club n/a COACH EDUCATION*** Level 1 Level 2 Level 3 Level 4 Level 5 Level 5 Individual components Degree level research * A competition is defined as an event that requires alteration or modification to an athlete s training programme ** Late Entry programmes underpin this framework and are established appropriate to individual needs *** This is a suggested framework, which will link to the UK Coaching Certificate (UKCC) 38

42 APPENDIX II - LTAD TRAINABILITY & PERIODISATION CHART ENGLAND WATER POLO - LONG-TERM ATHLETE DEVELOPMENT - PERIODISATION (BALYI AND WAY 2004) Developmental Age +/- CHRONOLOGICAL AGE Under Retainment Specific Training Age +/ General Training Age +/ AGE Physical, Mental - Cognitive, Emotional Development FUNDAMENTAL LEARNING TO PLAY TO TRAIN TO COMPETE TO PERFORM TO WIN BASED ON TESTING AND MONITORING Age 8-11 Age Age Age Age 23+ Age 5-8 FEMALE MALE Age 6-9 Age 9-12 Age Age Age Age 25+ Periodisation Single to Double Double to Triple Multiple Periodisation INDIVIDUAL TEMPO mini-polo! Academy and Training Centres National Team and High Performance Centres Swim21 (Water Polo Clubs) Development varies with each athlete s capabilities and maturation Optimizing training competition and recovery loads Basic Components of Training (Stamina, Strength, Speed, Skill, Suppleness) Planning, Quantification and Implementation ANCILLARY CAPACITIES Based on International and national normative data Percentage distribution of the Five S s of training and performance INDIV. SESSIONS Warm-up Main Component (five S s) Complimentary Cool down SESSIONS PHASES :1, 5:1, 4:1 4:1, 3:1, 2:1 PERIODS MICRO CYCLES MESO CYCLES 3:1-2:1 1:1, 1:2, 1:3 General Specific Pre-competitive Competitive Transition Preparation Competition Transition Warm-up Cool-down Stretching Regeneration Taper and Peak Nutrition Hydration Environment Mental Socio-cultural Integration of Sports Science, Sport Specific Activities, Sport Medicine 39

43 APPENDIX III IMPLEMENTERS AND FACILITATORS (AFTER BISHOP, 2002) IMPLEMENTERS FACILITATORS British Water Polo National Centres Regional Centres ASA TO WIN British Water Polo (National Teams) ASA (Education & Development) Funding Agencies LA s Universities UKS/EIS British Water Polo National Centres Regional Centres ASA Clubs TO PERFORM British Water Polo (National Teams) ASA (Development & Education) Funding Agencies LA s Universities UKS/EIS British Water Polo National Academy Regional Centres Development Clinics ASA Clubs TO COMPETE British Water Polo (National Teams) ASA (Development & Education) Funding Agencies LA s ASA Regions British Water Polo National Academy Regional Centres Development Clinics ASA Clubs TO TRAIN British Water Polo (National Teams) ASA (Development & Education) Funding Agencies/LA s ASA Regions/Counties (National Teams) Private mini-polo! ASA LA s Clubs Play Schemes Schools LEARNING TO PLAY ASA (Development & Education) Funding Agencies/LA s ASA Counties Private mini-polo! ASA LA s Clubs Play Schemes Schools Other Sports FUNDAMENTALS ASA (Development & Education) LEA s LA s Social Services 40

44