Club Excellence Workshop USSA Club Programming Aligning with LTAD November 14, 2013
Club Excellence Workshops Month Topic May Leadership and Governance June Finance and Fundraising July Fostering Club Culture August PR, Marke?ng and Communica?ons September Human Resources October Athlete and Child Safety Club Culture Revisited November USSA Club Programming December USSA Club Logis?cs February Program Evalua?on and Measuring Club Success April Assessing Organiza?onal Outcomes and Measuring Program Results
USSA Club Programming Long-Term Athlete Development Optimal training, competition and recovery programming with relation to biological development and maturation. An individually based, age-appropriate approach to training and competition, based on science, that will lead the athlete to their full potential in the long run
7 Principles of USSA Club Programming #1 Programs incorporate long-term athlete development model programming, training and competition are age/developmentally appropriate.
7 Principles of USSA Club Programming #2 Programs incorporate all aspects of the sport: conditioning, technical and tactical skills, equipment, sport psychology, training and competition, terrain and talent.
7 Principles of USSA Club Programming #3 Programs understand that all athletes are unique and the program is designed to help all athletes reach their personal goals.
7 Principles of USSA Club Programming #4 Programs vary their approach and balance fun with optimal performance.
7 Principles of USSA Club Programming #5 All aspects of athlete safety are a priority.
7 Principles of USSA Club Programming #6 Programs emphasize team, fair play, integrity and sportsmanship.
7 Principles of USSA Club Programming #7 USSA clubs establish a healthy separation between club leadership responsibilities, parent responsibilities, and the responsibilities of the coaching staff to implement the programming.
Long-Term Athlete Development
LTAD-USSA Resources an integrated strategy
USSA Club Development Program
Who s Responsible for LTAD? Club/Board Parents Coaches Structure, Mission, Vision Leadership Support Athletes Implement Funding/ Resources Support Club Con?nuing Educa?on Collabora?ons Support Coaches Cer?fica?on
USSA Resources an integrated strategy
Figure: Balyi & Way Cri:cal periods for development
GIRLS PHASE 1 PHASE 2 PHASE 3 PHASE 4 PHASE 5 PHASE 6 FLEXIBILITY MOTOR SKILLS STAMINA SPEED 1 SPEED 2 STRENGTH ANAEROBIC POWER AGE* 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
BOYS PHASE 1 PHASE 2 PHASE 3 PHASE 4 PHASE 5 PHASE 6 FLEXIBILITY STAMINA MOTOR SKILLS SPEED 1 SPEED 2 STRENGTH ANAEROBIC POWER AGE* 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Strategies Allow for athlete movement in phases 3-5 Communication linkage in program Coaches, parents, athletes Give early maturers exposure to developmental phase peers Communicate, establish timeframe, expectations Case-by-case basis Address fundamental skill deficiencies with early maturers
Phase 2 Objectives and Emphasis Passion and enjoyment Positive reinforcement Nurture Introduction to fundamental skills Learn separation of body parts Upper/lower body Right side/left side (inside/outside) Reaction time and quickness Agility, balance and coordination (ABCs) Team atmosphere and goals Maximize skiing/riding time, minimize waiting
Phase 3 Objectives and Emphasis Versatility with skills Multi-lateral development Skills in all different situations vs. perfect form Basic tactical principles Basic inspection skills (coach led) Cross over within programs get to know your other sport coaches Think of tennis example Age-appropriate scenarios to mirror motor skill demands at full maturation
Phase 4 Objectives and Emphasis Maintain technical fundamentals Enhanced inspection skills (coach/athlete) Process-oriented goal setting Competition day routines Aerobic fitness - gains Flexibility - maintain
Phase 5 Objectives and Emphasis Refinement of skills (application of strength and power) Gradually grow strength and anaerobic power markers Technique always paramount Inspection skills high level of detail Address limiting factors to performance Athlete self-reinforcement Recovery sessions follow high intensity training Compete in all disciplines
Phase 6 Developmental Goals Competition-specific preparation Maintain versatility despite tendency to specialize Individualized goals and programming Strength and power targets Performance planning Ideal performance state Equipment optimization Full-length courses
Who s Responsible for LTAD? Club/Board Parents Coaches Structure, Mission, Vision Leadership Support Athletes Implement Funding/ Resources Support Club Con?nuing Educa?on Collabora?ons Support Coaches Cer?fica?on
Defining a club culture Appropriate development for long-term success it s the way we do things here Define what the end goal is for the club (your mission) Define the club curriculum all coaches, board, parents and club community understand the progression and development of athletes through the program
Educating the parents Proactive approach partnerships USSA webinars Training systems matrix with printed materials Link to trainingsystem.ussa.org on club website SkillsQuest Talk about LTAD in orientation meetings
Coach responsibility Implement programming along LTAD models Reward what matters don t get distracted by results Continuing education and professional development Coach must help parents re-affirm message by providing regular feedback on progress to parents Simple training time tracking reports describing content areas Share a season plan at the start of the year including individual athlete management Evaluation forms are LTAD based
Be careful not to send these messages Competition is bad Competition results don t matter Training is not very serious Play other sports, don t choose a primary sport
Questions for the CLUB? Ø Is the Club Culture built around LTAD? Ø Do the mission, vision and leadership of the club proac?vely support/enforce LTAD? Ø Does the club have the resources and collabora?ons necessary to implement? Ø Are the parents educated and proac?vely communicated with? Ø Are the coaches professional and trained (even if volunteers)? Ø Does the club award, promote and support con?nuing educa?on and cer?fica?on? Ø Does programming consistently meet the principles of USSA Club Programming? Ø Does programming consistently meet the defini?on of LTAD? Ø What phases can our club realis?cally and successfully provide for?
This all sounds great, but.
Resources USSA Training Systems http://trainingsystem.ussa.org Children and Youth In Sport: A Biopsychosocial Perspective, Frank L. Smoll & Ronald E. Smith Children & Sports Training, Jozef Drabik Developing Sport Expertise, Farrow, Baker & MacMahon Mindset, Carol Dweck The Talent Code, Daniel Coyle Canadian Sport For Life, Istvan Balyi, www.ltad.ca and www.cs4l.ca/resources US Tennis Association www.10andundertennis.com USA Hockey American Development Model www.admkids.com