ENGLAND HOCKEY

LONG TERM ATHLETE DEVELOPMENT CONSULTATION

ENGLAND HOCKEY DEVELOPMENT

LONG TERM ATHLETE

DEVELOPMENT
A CONSULTATION DOCUMENT FOR HOCKEY

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CONTENTS

1 Introduction Page
What is Long Term Athlete Development (LTAD)?
What are the potential benefits of LTAD to hockey?
2-4
What are the implications of adopting LTAD for hockey?
Does hockey need LTAD?

2 Draft LTAD model for hockey Page

What is the draft LTAD hockey model?
Late childhood (FUNdamentals)
4-7
Early puberty (Learn to Train)
Early adulthood (Train to Compete 1 & 2)
Adulthood (Train to Win)

3 Frequently asked questions (FAQs) Page

7-9

4 Consultation process Page

9

5 Appendices Page
Appendix 1 Weaknesses of current systems and structures
Appendix 2 Generic Long Term Athlete Development model
10-15
Appendix 3 draft LTAD hockey model

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1. INTRODUCTION

What is Long Term Athlete Development (LTAD)?

1.1 Long Term Athlete Development (LTAD) is a generic, conceptual framework for athlete development in
sport that can be used as a basis on which to re-align, or make more consistent, existing systems and
structures. It has been developed by Dr Istvan Balyi, an internationally recognised coach educator, and
is based upon a consensus of evidenced research about how young people develop sporting ability,
linking more closely the coaching and development of players to their physical and psychological growth.
1.2 It should be recognised that much of LTAD is nothing new. The majority of the research on which it is
based is widely accepted, and has been used to underpin physical education teaching for many years.
The difference that LTAD brings is a packaging of this theory for mass understanding and a mechanism
for applying the theory to better integrate whole sports development systems i.e. coaching, training,
playing, competition etc.
1.3 The basic principles on which LTAD is based are that:
it takes 8-12 years of organised practise to become an expert performer. The research shows
that this is true of developing any skill, such as learning to play an instrument or playing sport.
This is sometimes referred to as the 10,000 hour rule relating to the need to practice for 3
hours a day for 10 years
realistically, most players will not achieve a standard of performance that will justify this degree of
commitment. However, enabling all young people to develop confidence in their basic movement
skills (termed FUNdamentals), and experience a wide variety of sports at an early age:
- better prepares them for lifelong participation in sport, because their self-perception of
their sporting ability is more positive
- better prepares them to achieve their full potential due to the learning of transferable skills
there are also identifiable stages during a childs physical and psychological development that offer
optimum opportunities to develop particular attributes such as basic movement skills (e.g. agility,
balance, co-ordination); basic sports skills (e.g. running, jumping, throwing, striking), and physical
attributes (e.g. speed, endurance, strength). Missing these optimum opportunities has been
shown to significantly affect a childs ability to reach their full sporting potential, whether that be
playing at club or international level.

What are the potential benefits of LTAD to hockey?

1.4 The benefits to hockey of adopting LTAD would be:
to provide a common set of values and principles based on evidenced research that can help
guide the development of young players for all those involved in their progress, and help them
reach their full potential
an ability to more clearly define roles and responsibilities within an integrated player
development structure that facilitates more effective use of resources
an approach to athlete development that puts the athlete, rather than the system, at its centre.
This enhances the openness of the system to those athletes who may be late physical developers,
or who have taken up the game relatively late. Such athletes are often overlooked in selection
when a teams performance in competition is a primary consideration and yet may in later
development have more ability than those actually selected
1.5 In short, LTAD can provide a means of developing an integrated, systematic approach to athlete
development that will both ensure that all athletes are able to achieve their full potential, and help foster
long term participation.

What are the implications of adopting LTAD for hockey?

1.6 In terms of player development, the broad implications of adopting LTAD principles would be:
placing more emphasis on training rather than competing at the early stages of an athletes
development, recognising that they may not reach their full potential until they are in their mid-
to-late 20s. This does not mean that being competitive and winning are not important - they are

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vital for retaining interest in a sport and for being successful in the long term. However, whilst
young players are still developing their skills, competition should be used as a tool to aid players
learning and development, rather than winning being the main objective. To illustrate, even if a
team has superior tactics to their opponents in a match, they probably wont beat their
opposition unless their players have the basic skills with which to apply the tactics successfully!
young people should be encouraged to develop good basic movement skills at an early age and
participate in a wide variety of sports before specialising in hockey, because this will enhance
their hockey playing ability in the long term. For example, it is noticeable that young girls who
take up hockey having had some experience of playing football are often more aware of issues
such as running off the ball to make space than those that have not
efforts must be made to account for the different physical and psychological maturation rates of
young people by ensuring that fitness development is, as far as possible, based on the needs of
the individual, i.e. be athlete centred. For hockey, this would mean that whilst development of
hockey skills would best be delivered with players remaining in peer groups, development of
fitness should be according to players individual needs.
1.7 An understanding of LTAD principles and the content of the draft LTAD hockey model demonstrates
the potential of LTAD to act as a catalyst for change of systems and structures in hockey if fully
adopted. The complexities of the relationships between policy and implementation would be significant,
and the following areas of the game could be significantly influenced.
a. Player pathways interrelationships between schools, clubs, counties, regions and international
b. Roles and responsibilities in the game a review to enhance effectiveness, reducing duplication
and filling gaps in provision
c. Coaching structure and system changing emphasis for player development at younger ages to
be individually focussed within team context; review tiered qualification structure; education
through continuous professional development
d. Competition structure and system, and calendar planning providing appropriate, locally
accessible opportunities to support player development; structured to support the desired
outcomes at each stage of a players development
e. Club structure and system making more effective use of clubs in young player development,
recognising their crucial role in retaining players in hockey in the long term
f. Player assessment and management developing a consistently applied approach nationwide at
all levels, with everyone playing their part in Team England
g. Corporate planning and funding significant NGB backing required both philosophically and with
resources to achieve desired outcomes through a long term plan for implementation
The way in which these areas of the game could be influenced by adopting LTAD will be the subject of
consultation later in 2005.

Does hockey need LTAD?

1.8 England Hockey has progressed its LTAD work as an investigative research project designed to assess
its usefulness to hockey. This has been undertaken through a joint England Hockey/World Class
Hockey Working Group. The main focus for the Working Group to date has been to identify
weaknesses in the system and structures supporting young player development relative to LTAD
principles.
1.9 This has been undertaken using a variety of methodologies, including desk research, holding or attending
meetings, studying previous reviews of hockey in England and commissioning new research. Efforts have
been made to engage different sectors of the game beyond the membership of the Working Group for
opinion, input and to raise initial awareness of the work in progress.
1.10 It is clear from the findings that there are weaknesses in the existing systems that adopting LTAD could
help to address. A summary of these findings is included at Appendix 1. The principle need identified is
to address the inconsistencies of how young players are developed and to encourage the widespread
adoption of agreed good practice. There is also a clear need to address the lack of a training culture in
hockey in England. In common with many sports, we ask young players in hockey to play too many
matches and neglect the development of their basic skills that will, in the long term, make them better

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players. In short, our young players play too many matches, and train too little a better balance is
needed.
1.11 Hockey currently, along with many sports, fails to retain into adulthood many of those who experience
the game through school. Additionally, many players who achieve international recognition do so in
spite of the system rather than because of it. There are many talented players who are unable to access
the support and coaching required to reach their full potential. The Working Group has developed, for
consultation, a draft LTAD hockey model designed to be the first step in helping to address these issues.

2 DRAFT LTAD HOCKEY MODEL

What is the draft LTAD hockey model?

2.1 All young people follow the same pattern of growth and development, although there will be significant
differences between individuals in the timing and magnitude of these changes (Armstrong & Welsman,
1997). In relation to physical activity, there are 5 key phases of growth and development. The relevant
stage of the draft LTAD hockey model for each phase of growth and development is described below:

Phase of growth and Stage of draft LTAD Approx. ages

development hockey model

Late childhood FUNdamentals Male 6-9 yrs

Female 6-8 yrs
Adolescence - early puberty Learn to Train Male 9-12 yrs
Female 8-11 yrs
Adolescence - late puberty Train to Train Male 12-16
Female 11-15
Early adulthood Train to Compete (1) Male 16-18
Female 15-17
Train to Compete (2) Male 18-21
Female 17-21
Adulthood Train to Win (1) Male 21-25
Female 21-25
Train to Win (2) Male 25+
Female 25+

2.2 Some readers may be familiar with the generic LTAD model from literature on the subject (see
Appendix 2). The draft LTAD hockey model differs from the generic LTAD model in a number of ways:
a. it considers athlete development from 6 25 years. This is because the research shows that
athletes in team sports do not reach their full potential until their mid-to-late 20s. This is due to
their complex nature, requiring high degrees of technical and tactical understanding
b. it is differentiated in content to cater for both elite and recreational players by incorporating a
standard and extended programme of activity where appropriate
c. it addresses particular weaknesses relating to hockey in England, and considers 4 content
strands throughout:
- physiological preparation (fitness)
- hockey specific preparation (hockey skills)
- psychological preparation (mental strength)
- lifestyle issues (balancing the needs of hockey and other commitments)
2.3 The detailed content of the draft LTAD hockey model content is contained in Appendix 3. It has
proved difficult to provide the draft model in a concise format that can also contain a narrative outlining
the reasoning for some of the proposals within it. For this reason, a summary narrative for each of the
growth and development phases is provided below, and should be read in conjunction with the draft
LTAD hockey model at Appendix 3. Rationale is also provided in the FAQs section.

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Late childhood (FUNdamentals)

People who enjoy what they are doing invariably do it well
Joe Gibbs, US football coach
2.4 This phase of growth and development is characterised by rapid growth. Generally larger muscle
groups are better developed which makes it easier for players to perform large movements rather than
precise coordinated movements involving the interaction of many smaller muscles. Consequently the
emphasis should be on developing basic movement skills in a fun way the FUNdamentals:
ABCs Agility, Balance, Co-ordination, Speed
RJT Running, Jumping, Throwing
KGBs Kinesthetics, Gliding, Buoyancy
CPKs Catching, Passing, Kicking, Striking
2.5 Young people should be encouraged to learn simple sports skills through hockey, including striking skills
to develop hand-eye co-ordination. Activities and games should emphasise coordination and learning
through repeating movement, but as attention spans are short, variety and structure is essential. As
there is little difference developmentally between girls and boys at this stage, mixed activities are to be
encouraged.
2.6 Participation in a variety of activities and sports helps to develop basic movement skills, and endurance
can be developed through playing fun games and activities. Young people are more suited to longer
bursts of low intensity activity at this stage of their development, rather than short bursts of high
intensity activity. The emphasis must always be on FUN rather than winning.
When you stop having fun, you dont win
Billie Jean King, tennis champion

Early puberty (Learn to Train)

The will to win is important, but the will to prepare is vital
Joe Paterno, US Football Coach
2.7 Speed, agility and coordination are still improving rapidly during this phase. With this improvement of
fine motor movement all core skills can be introduced and mastered. This is the key phase for learning
good technique, and so quality training, including applying skills in game scenarios, should take
precedence over competition results at this stage. This is reflected by an emphasis of 70:30 ratio of
training to competition. Research shows that failing to utilise this period of development for skill
development will mean that a player is unlikely to reach their full potential.
2.8 Players should learn how to train during this phase, and be encouraged to understand the need to
develop fitness, hockey skills and tactical awareness in all playing positions. Players will be developing
the mental capabilities to enable decision making in more complex game situations. Participation in
complementary sports will enhance players learning and understanding of skills and decision making in
games.
2.9 Young people are still more suited to longer bursts of low intensity activity at this phase of their
development, but will also be undergoing growth spurts which will affect co-ordination. Once their
body has adapted, skills may need to be re-learnt or refined as a result of these changes in relative limb
lengths.
2.10 Players will be developing physically and mentally at different rates so chronological age (i.e. from birth
date) may not be the most appropriate way to group players. As far as possible, players should be given
individual specific direction and structure within their training to recognise that development is
occurring at different rates for each player. Selectors should avoid choosing early physical developers
simply because they are stronger or faster a rounded view of players long term potential should be
encouraged.
To give yourself the best possible chance of playing to your potential, you must
prepare for every eventuality. That means practice.
Seve Ballesteros, professional golfer

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Late puberty (Train to Train)

Success is a journey not a destination. The doing is often more important than the outcome
Arthur Ashe, tennis champion
2.11 Research evidence shows that this phase of development is key for the development of various aspects
of fitness. Towards the end of this phase, young players will be better able to deal with the demands of
short bursts of higher intensity activity required for hockey, but the emphasis should remain on building
endurance. The latter end of this phase of development is the ideal time for developing speed and
strength using own body weight exercises, but this should be part of a programme tailored to the
individual due to differing rates of growth and maturation.
2.12 The emphasis should remain on training during this phase, reflected in a 60:40 ratio with competition.
This is also a prime skill development period, but due to better developed mental capacities, players will
be more able to train under realistic game pressure, applying core skills to develop decision making
ability in a variety of playing positions. Competition should be used only to reinforce learning and
refining the application of skills, not concentrate on the outcome of matches. As such, it is proposed
that young players should ideally undertake competition only with peer groups, rather than be exposed
to adult league hockey at this delicate period of their development.
2.13 As with the previous phase of development, research shows the need for physical (fitness) preparation
and skill development is critical here. This will result in an increase in the training demands on young
players. However, there is scope for hockey training sessions to be structured to perform the dual
function of working on aspects of fitness alongside skills. Additionally, the recommendations should be
viewed as a weekly programme that may be obtained via a number of different sources e.g. school PE,
club, county or other hockey coaching, and participation in complementary sports, which is still to be
encouraged at this stage. It is for this reason that efforts should be made to manage individual players
sporting, academic and social commitments in order to achieve balance. This is particularly important
for talented players who may be accessing coaching via a number of different sources, potentially in
more than one sport.
Enjoy the journey, enjoy every moment, and quit worrying about winning and losing
Matt Biondi, Olympic swimming champion

Early adulthood (Train to Compete 1 & 2)

Perhaps the single most important element in mastering the techniques and tactics of racing is experience.
But once you have the fundamentals, acquiring the experience is a matter of time
Greg LeMond, cycling champion
2.14 This is the stage at which youngsters are likely to be choosing their preferred sport. It is also the first
point at which a tentative assessment of a players future ability to become an elite performer might be
made. It is for this reason that the draft LTAD hockey model differentiates its content at this point to
provide guidance for all those who play hockey (standard content) and those who aspire to become
elite performers (extended content). This is also an important phase for fitness development,
particularly for strength. The content is intended to reflect the degree of commitment required to
continue a players development either as a recreational or an aspiring elite player.
2.15 The development of skills and mental capabilities will be well advanced and so it is appropriate for more
emphasis to be placed on competition, demonstrated by a proposed 50:50 ratio with training. In the
early part of this phase, the emphasis within competition should still be to reinforce learning, but this
will gradually become more outcome driven. This is because a players ability to perform core skills and
make decisions within a game situation have reached a standard at which tactical strategies can be
properly applied in order to try to overcome opposing teams. Training will include more specific
preparation for competition.
Luck? Sure. But only after long practice and only with the ability to think under pressure
Babe Didrikson Zaharias, outstanding American multi-sport athlete of her generation

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Adulthood (Train to Win 1 & 2)

Winning isnt everything, its the only thing
Vince Lombardi, US football coach
2.16 The final stage of athletic preparation. Skill and tactical preparation will be tailored for competitions,
with ratios reaching 25:75 training to competition. With all skill and tactical abilities fully developed,
emphasis can now be placed on achieving the best possible performance in competition.
Tactics, fitness, stroke ability, adaptability, experience, and sportmanship are all necessary for winning
Fred Perry, tennis champion

3 FREQUENTLY ASKED QUESTIONS (FAQs)

3.1 Is LTAD something new?
The majority of the research on which LTAD is based has been used to underpin physical education
teaching for many years. The difference that LTAD brings is a packaging of this theory into a coherent
conceptual framework for athlete development in sport. This can be used as a basis on which to re-
align, or make more consistent, all aspects of existing systems and structures i.e. coaching, training,
playing, competition etc.
3.2 Is LTAD a programme like Active Sports?
No. It is a philosophy on which to base the development of a framework for player development that
would help to make how we develop young players more consistent nationwide. There is already much
good practice in young hockey player development in England. However, LTAD offers hockey an
opportunity to reach agreement on applying this good practice more consistently by using a single
framework for how young players are developed.
3.3 What do the LTAD stage names mean?
The names FUNdamentals, Learn to Train etc. are merely descriptive terms adopted for the
identifiable stages development to provide a common LTAD language for all sports. It is intended to
be broadly descriptive of the relative objectives at each stage e.g. emphasising training over competitive
outcomes at the early stages. These terms are not obligatory. Swimming, for example, uses Swimskills
instead of Learn to Train.
3.4 Athlete is used in the consultation document and model - is LTAD just for elite players?
No. Athlete is intended to imply all hockey players. It is used because it is the generic term used by all
sports. Research shows that teaching young people good basic movement skills at an early age enhances
their positive feelings about long term participation in sport because they feel equipped with the basic
tools of the trade. LTAD can therefore help to provide a means of developing an integrated,
systematic approach to athlete development that will both foster long term participation and ensure that
all players are able to achieve their full potential, whether that be as a recreational club player, or playing
at international level.
3.5 There are references at the early stages to using competition to reinforce learning of skills.
Does this mean that developing competitive instincts and a will to win are not important?
No. Players should be encouraged to try their best to win (within the rules!) any game they play.
However, the importance of the outcome of matches must be commensurate with their stage of
development. Winning as the sole objective is more realistic once players have developed their basic
skills and understanding to a level that makes it possible! Whilst players are still learning basic skills, it is
best to provide an environment in which they can test their skills in games without fear of making
mistakes because the matchs outcome is deemed too important. This philosophy would also extend to
encouraging coaches to make sure that all players get equal opportunity to play in matches, not just
those that are the best players at that point in time, so that all players can develop their game
understanding. Dont forget that players develop at different rates. Players who have not had as much
coaching, and/or took up the game late, are often viewed as weaker players early in their development
and are overlooked in selection. These players may be late developers who become your best players
in years to come. We must encourage everyone involved in young player development to think long
term, not just season by season.

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3.6 Some of the demands on young players time seem very high, are they realistic?
The research shows that there are particular stages of all young peoples development that provide
optimum opportunities to develop particular aspects of their sporting ability. If these opportunities are
missed, players may not reach their full potential. Whilst some of the demands on time do seem high,
the recommendations should be viewed as a weekly programme, different elements of which may be
obtained via a number of different sources e.g. school PE, club, county or other hockey coaching, and
participation in complementary sports. There is also scope for hockey training sessions to be
structured to perform the dual function of working on aspects of fitness alongside skills.
Currently, many young sportspeople are undertaking a large amount of training and competition,
perhaps in a variety of sports. However, there is rarely a single plan for their sporting development, and
conflicts and overplaying can easily arise. It is for this reason that efforts should be made to manage
individual players sporting, academic and social commitments in order to achieve balance. This is
particularly important for talented players who may be accessing coaching via a number of different
sources, potentially in more than one sport.
It is also important to remember the 10,000 hour rule for becoming an expert performer. Those with
the ability to be elite players must also develop the commitment required to make the most of their
talents. Most sports in England have a culture where young people play too much and train too little.
It is important to develop a better training culture for hockey in England if we are to help players reach
their full potential, whether that be as a club player, or an international.
3.7 Has a decision on adopting LTAD already been made?
No. Adopting LTAD can only be truly effective if everyone involved in hockey agrees to use it as a
framework for how young players are developed. For this reason, England Hockey has agreed that the
work must not be rushed, and must be subject to widespread consultation.
3.8 Are other sports adopting LTAD?
Yes. Over 18 sports are already utilising LTAD principles in their work and plans. The LTAD
framework is included within the Governments Game Plan strategy delivery document for sport as a
means of bridging the gap between grassroots and international performance and encouraging long term
participation in sport for non-elite performers.
England Hockey has committed to giving careful consideration to adopting LTAD principles in so far as it
will help our sport develop. This is why the work is being progressed as a research project, with
appropriate levels of consultation.
3.9 Why is the draft LTAD hockey model differentiated between standard and extended
content at the Train to Compete stage
Not all players will have the potential to become elite players. The draft LTAD hockey model
recognises this by offering two levels of content from the Train to Compete stage forwards. The
extended content is aimed at those players who have been identified as potential elite performers,
whilst the standard content offers a reduced level of commitment more appropriate to the majority of
players who will form the basis of club teams of the future.
3.10 Why is the draft LTAD hockey model not differentiated before the Train to Compete
stage?
Train to Train, the stage prior to Train to Compete, is a critical stage of young peoples sporting
development, so much so that it was decided that this could not be differentiated. In addition, the
approximate ages for the start of the stage are 11 yrs for girls, and 12 years for boys. This was
considered too young to make an informed decision about whether a player had the potential to play at
a high level. It was therefore inappropriate to differentiate the content at such an early stage.
3.11 There are references to changing ratios of competition and training. What would this
mean to the existing competition structure?
This would need to be the subject of further consultation. However, there would likely be a need to
develop more opportunities for young people to play matches or competitions in less formal
festival/friendly games and in more age group competition.

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3.12 Why does the model propose that young players shouldnt play adult hockey until at least
15/16 years of age? Surely if youre good enough, youre old enough?
The management of young players into adult hockey needs to be handled very carefully to ensure that
the experience is an enjoyable one. Research and anecdotal evidence show that this will increase the
chances of young players continuing to play hockey into adulthood.
Currently, for every young player whose progress into adult league hockey is carefully considered and
managed, there are many who are thrown in at the deep end because an adult team is short of players,
do not like the experience and are lost to the sport.
Most young players play and enjoy hockey because they make friends of their own age. Often players
who are advanced to adult league hockey because they have the playing ability to do so are taken away
from their peer group. Whilst some youngsters have the resilience to cope with this, many do not, and
are placed in an uncomfortable situation where they have the playing ability, but perhaps not the social
maturity, to thrive. There are many examples in hockey where keeping players in their peer group for
longer has been shown to yield a higher percentage of these players continuing to play for the club into
adulthood.
There is also supporting evidence regarding developing a players ability to cope with responsibility.
Many talented young players are advanced through age groups and into adult hockey at a rate at which
they are continually the youngster of the team, and as such are not expected to be the top performer,
nor take too much responsibility. Playing at an appropriate standard amongst their peers, they can
gradually learn to take responsibility and deal with the pressure of being expected to perform.
Clearly, in terms of implementation, our existing systems could not support a sudden change to a
system of youngsters playing only in peer groups. Developing sufficient peer group competition would
take many years, and would need to be a gradual change in our sport.
3.13 How would an LTAD hockey model be implemented?
Implementation could occur at many different levels. Full implementation would require alignment of all
structures and processes to the LTAD framework, and this would inevitably mean changes for our
sport. However, there are elements that could be implemented without the need for significant change.
Either way, typical implementation plans in other sports using LTAD are long term most are at least 5
year plans. Subject to the outcome of this initial phase of consultation, implementation scenarios,
setting out the implications of adopting LTAD, will be the subject of a second phase of consultation in
late 2005.

4 CONSULTATION PROCESS
4.1 Throughout the initial stages of the project development, the LTAD Working Group has made efforts
to inform those involved with hockey that an investigative research project on LTAD was underway.
Presentations and attendance at various events and meetings was designed to: inform; act as an
opportunity to assess initial reaction; and gather information and input to the research project.
4.2 Based on feedback received to date, a two phased approach to communication and consultation has
been agreed.
1) Phase 1 will concentrate on consultation on the draft LTAD hockey model content, seeking
views on the principles proposed for player development.
2) Phase 2, accounting for feedback at Phase 1, would address draft implementation proposals
Phase 1 consultation will run until 10 June 2005. Phase 2 consultation is anticipated to be launched in
late 2005.
4.3 Hockeys LTAD work has the potential to significantly influence the future of hockey in England.
Comments and views are invited from all those involved in the delivery of opportunities to play hockey.
Please respond using the proforma form to: ltad@englandhockey.org or by post
England Hockey LTAD consultation, England Hockey, National Hockey Stadium, Silbury Boulevard,
Milton Keynes, MK9 1HA or electronically via email to ltad@englandhockey.org

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APPENDIX 1
Weaknesses of current systems and structures
Work undertaken both by the LTAD Working Group and through various previous reviews of hockey in
England have established the following weaknesses in the system and structures supporting young player
development relative to LTAD principles. In a number of areas, work is already being undertaken to address
identified weaknesses, and there are also examples of good practice where practical solutions have been found
locally to overcome some of the issues described. However, the following are included to provide an overview
of the perceived weaknesses in hockey:
Strategy, structure and environment
a. no systematic player development structure offering equality of access at all stages. This results
in players progression becoming a lottery based upon location and circumstances, including the
degree of parental support received
b. lack of overarching strategy and guidance in the development of young hockey players
c. lack of funding for player development at the grassroots
d. lack of clarity in relation to roles and responsibilities in young player development leading to
ineffective use of resources
e. inconsistent system of talent identification nationally, aligned too closely to squad performance
at competitions, resulting in short term attitudes to assessment situations
f. traditional reliance on the education sector to introduce hockey and develop players. The
reduction in extra-curricular sport and the growing variety of sporting opportunities offered to
students is a threat to the inclusion of hockey in schools
g. under utilisation of club and further/higher education to support player development and
retention of players into adulthood
h. largely unstructured club system that has evolved to meet the demands of the competition
structure. This results in ineffective use of their resources, and often inappropriate
competition between clubs for young players
i. rivalry between sports for young peoples time
j. lack of strategic co-ordination in relation to facility development and use
Player development focus
a insufficient quality junior development within clubs linked effectively to schools
b too much emphasis on competition at a young an age, resulting in a play too much, train too
little culture, especially for talented players, who are often over played
c lack of an integrated system or effective mechanisms for managing talented players results in
tug-of-war situations occurring between schools, clubs, counties, regions etc.
d current assessment systems rely heavily on selecting age group squads, usually to enter
competitions. This can discriminate against players who are:
- late physical developers
- playing at the wrong school/club etc
- competing against players who are better in their position due to the emphasis on
winning
- less experienced in hockey i.e. those with less exposure to quality coaching, perhaps
because they dont attend a hockey playing school or play for a club with a poor coaching
structure
- latecomers to the sport and may have potential but are weaker than their peers
currently
e. current player development typically
- encourages early specialisation in hockey which means a lost opportunity to develop
broader games sense and learn skills through experiencing other games
- fails to utilise effectively the identified stages of development to optimise sporting
potential
- has no mechanism or guidance on the development of basic (FUNdamental) movement
skills or basic sports specific skills at an early age
- pays insufficient attention to developing physiological attributes, psychological and
lifestyle skills

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Competition
a. too much emphasis on competition at a young age, resulting in outcome focussed approach to
coaching (winning in the short term becomes more important than performing and training well
over the long term)
b. a lack of structured junior competition accessible locally leading to inappropriate, accelerated
progression to adult hockey
c. the traditional strength of competitions in the sport has led to a competition driven player
development environment i.e. a team is developed because there is a competition to enter,
rather than forming appropriate competition structures to better complement long term player
development
d. regional inconsistencies in provision for boys and girls
Coaching
a. a lack of clear guidance for coaches on how to develop young players i.e. develop core skills,
assess ability, assess potential etc.
b. the vertical coach education system assumes that better coaches will work with better players
and teams, and/or older age groups. This results in a lack of quality coaches working with
athletes at the most important period of their development which is from 10-16 years. The
system currently has no means of recognising coaching excellence in work with young people,
with the exception of competition results
c. coaching success is most often defined by outcomes of matches/tournaments etc i.e. whether
the team wins. It is difficult to define success in terms of developmental outcomes
d. lack of quality, suitably qualified coaches in hockey
e. opportunities for coaches to progress are limited by cost, selection mechanisms for higher level
courses etc
f. lack of quality assurance within coaching through a licensing system or equivalent
g. competition driven playing structure results in:
- perception that coaches do not want to share knowledge
- lack of focus on individual player development because coaching is team driven
- lack of collaboration between coaches due to team focus

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APPENDIX 2
Generic Long Term Athlete Development Model

Stage of Age2 Primary objectives for Frequency Training:competition

development1 development of training ratio

Train to Win M: 18+ Maximising performance in Training up to 25:75

(T2W) F: 16+ competition 15 times per
week
Refinement of physical, technical,
tactical and mental capacities with
greater emphasis on competition and
appropriate rest periods for injury
prevention

Train to M: 15-18 Refining skills for particular Training up to

Compete F: 14-16 events or competitions 12 times per
(T2C) week
Event and position specific training,
physical conditioning, technical,
tactical, and mental preparation. Gradually
Developed under competition decreasing
conditions ratio of
training to
competition
Train to Train M: 12-15 Building fitness and sports Sport specific
(T2T) F: 11-14 specific skills practice 6-9
times a week
Focus on sport specific skill
for the
development including perceptual
aspiring
skills such as reading the game,
performer
decision making. Also a major focus
on fitness training and detailed
mental preparation

Learn to Train M: 9-12 Learning FUNdamental sports Physical

(L2T) F: 8-11 skills activity 5-6 75:25
times a week
Focus on a range of basic sport
specific skills e.g. throwing, catching,
Learning a
striking, jumping and running
variety of
Introduction to basic mental and sports should
physical preparation and tactics be encouraged

FUNdamentals M: 6-9 Learning FUNdamental

F: 5-8 movement skills Physical No formal competition
activity 5-6
Focus on agility, balance and co-
times a week
ordination (ABCs) and speed

Notes
1. FUNdamentals, Learn to Train etc. are descriptive terms adopted for the identifiable stages development to provide a common LTAD
language. It is intended to be broadly descriptive of the relative objectives at each stage e.g. emphasising training over competitive
outcomes at the early stages. These terms are not obligatory. Swimming, for example, uses Swimskills instead of Learn to Train.
2. These are indicative chronological ages. Ideally, developmental maturity should be used as a means of determining the emphasis of an
individuals training

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APPENDIX 3
Draft LTAD hockey model
Page 1 of 3
Stage of Ages Objectives for development Training Other issues
development Physiological Hockey specific Psychological Lifestyle characterised (including
by competition)
FUNdamentals M 6-9 yrs - Basic movement skills:
Agility, balance, &
- Emphasis on fun
- Introduction to simple
- Ensure that motor
learning issues are adopted
- Introduce the basics of:
good cultural/lifestyle
- Emphasis on fun
- Encourage daily activity
- No formal competition
- Encourage game play
Learning F 6-8 yrs co-ordination sports skills through hockey into coaching practise habits for sports people (formal or informal) experience in variety of
FUNdamental - Some basic sports skills:
running, jumping, throwing,
and other sports, especially
striking activities to
- Introduction to ethics and
rules
nutrition/hydration
recovery
- Encourage participation
in many different sports
sports, emphasis on
learning
movement skills kicking, striking promote hand-eye co- - Begin parental education - Max 2 x hockey pw
- Development of speed ordination about these issues - Session length 45mins
technique - use of structured - No periodisation1
- Introduction to core programmes
stability
- Principles of warm-up &
cool down

Learn to Train M 9-12 - Basic sports skills:

running, jumping, throwing
Learning F 8-11 etc
FUNdamental - Develop speed through
agility, speed & change of
sport skills direction in warm up
- Introduce flexibility and
exercises for strength
development
- Develop endurance
through activity
- Generic knee and ankle
stability
- Peak skill emphasis
- Development of hockey
core skills
- Introduction to applying
core skills in decision
making situations
- Basic assessment for
talent identification
- Ensure that motor
learning issues are adopted
into coaching practise
- Developing generic
knowledge and experience
in game play
- Applying core skills in
basic decision making
situations in hockey
- Reinforcement of ethics
and rules
- Introduction to mental
preparation
- As above
- Introduction to principles
of tapering and peaking
- Continuing parental
education on these issues
- Encourage daily activity
(formal or informal)
- Structured to enhance
learning of basic sports
skills, perhaps in multi-
sport environment
- Participation in 3
complementary sports
- 2-4 x hockey pw
- Session length 60mins
- Double periodisation to
aid structuring and
maintain interest
- Ratio of 70% training to
30% competition
- Informal competition to
encourage application of
techniques in game play
- Competition with peers
only, no inclusion in adult
leagues
- Overall activity ratios:
25% hockey
25% fitness through
sport
50% other sports

Train to Train M 12-16 - Major fitness development

phase for:
Building fitness and F 11-15 endurance (at major
sports specific growth spurt)
strength(at major
skills growth spurt +18
months)
speed (M 13-16 yrs)
(F 11-13 yrs)
- hockey specific core
stability
- Knee and ankle stability
- Critical sports specific skill
development phase
- Training reflects more
realistic game pressures for
application of core skills to
develop decision making
- Competition used to
reinforce learning and
refining of application of
technique not performance
(process not outcome)
- Assessment for selection
- Motor learning issues
continue to be adopted in
coaching practise
- Players exposed to more
complex decision making
situations
- Continuing education on
mental preparation
- Developing appropriate
attitudes to competition
aims e.g. being the best you
can be not team winning management
- Develop understanding of
good cultural/lifestyle
- Begin fitness training to
coincide with major
- Ratio of 60% training to
40% competition
habits for sports people growth spurt - Competition used to
nutrition/hydration
recovery
3 x endurance
1-2 x strength
reinforce learning, process
not outcome driven
tapering and peaking - Participation in 2 - Competition with peers
performance lifestyle complementary sports only, no inclusion in adult
- Introduction of individual - 3-5 x hockey pw leagues
management - Session length 60-90mins - Overall activity ratios:
- parental education and - Single or double 45% hockey
involvement in lifestyle periodisation 45% fitness
10% other sports

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Page 2 of 3
Stage of Ages
development Physiological
Train to M 16-18 Extended content
As for standard content,
Compete (1) F 15-17 but frequency and intensity
Refining skills for reflects needs of talented
performer
particular events - core stability appropriate
and competitions to needs of performer
- to include active recovery
determined by individual
diagnostics
Standard content
- Major fitness development
phase for strength
- Fitness and recovery
programme tailored to
individual
- knee and ankle stability
- hockey specific core
stability maintenance
Train to M 18-21 Extended content
- Fitness and recovery
Compete (2) F 17-21 programme tailored to
Refining skills for individual
- Frequency and intensity
particular events reflects the needs of
and competitions talented performer
- to include active recovery
determined by individual
diagnostics
Standard content
As Train to Compete 1
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Objectives for development
Hockey specific
As for standard content,
but frequency and intensity
reflects needs of talented
performer
- Maintain training in many
different positions to avoid
specialisation (except GKs)
- Modelling training and
competition needs to
account for periodisation
- Preparation under
competitive conditions
- Emphasis on technical and
tactical preparation, event
and position specific as
required
- ongoing assessment and
selection
- Programme tailored to
needs of individual athlete
- Ongoing assessment and
selection
As Train to Compete 1
Psychological
- Refining decision making
abilities in game situations
- Continued development
of mental preparation skills
for competitive
environment
- Development of
appropriate attitudes to
competition aims, becoming
more outcome focussed
- Refining decision making
abilities in game situations
- Continued development
of mental preparation skills
for competitive
environment
- Programme tailored to
needs of individual athlete
- Advanced mental
preparation
As Train to Compete 1
Lifestyle
- optimise understanding of
performance lifestyle
nutrition/hydration
recovery
tapering and peaking
- use of individual
management to balance
demands
- ongoing parental
education and involvement
in lifestyle management
- ongoing education on
lifestyle issues
- encourage use of
individual management to
balance demands
- monitor performance
lifestyle
- individual management
programme
As Train to Compete 1
Training Other issues
characterised (including
by competition)
- Fitness training to - Ratio of 50% training to
account for strength 50% competition
development phase
4-6 fitness sessions
- Competition used to
reinforce learning, but
- 5-6 x hockey pw becoming more outcome
- Session length 90-120
mins
driven
- Overall activity ratios:
- Participation in 1 50% hockey
complementary sport 40% fitness
- Double or triple 10% other sports
periodisation
3 x 30 min fitness through - Ratio of 50% training to
physical activity 50% competition
2-3 x hockey pw - Competition used to
- Session length 90-120 reinforce learning, but
mins becoming more outcome
driven
- Overall activity ratios:
50% hockey
40% fitness
10% other sports
- 4-6 fitness sessions - Ratio of 50% training to
- 5-6 x hockey pw 50% competition
- Session length 90-120
mins
- Use of competition
becoming more outcome
- Participation in 1 driven
complementary sport
- Double or triple
- Overall activity ratios:
60% hockey
periodisation 40% fitness
As Train to Compete 1 As Train to Compete 1
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Page 3 of 3
Stage of Ages Objectives for development Training Other issues
development Physiological Hockey specific Psychological Lifestyle characterised (including
by competition)
Train to Win (1) M 21-25 Extended content
- High intensity, high - Programme tailored to - Programme tailored to - monitor performance - 4-6 fitness sessions - Ratio of 25% training to
Maximising F 21-25 volume training needs of individual athlete needs of individual athlete lifestyle - 6-8 x hockey pw 75% competition
performance in - Continued strength,
endurance and speed
- Continued development
of technical and tactical
- Advanced mental
preparation modelled to
- individual management
programme
- Session length 90-180
mins
- Competition becomes
outcome driven
competition development skills account for periodisation - Double, triple or multiple - Overall activity ratios:
- Programme tailored to - Technical and tactical periodisation 65% hockey
individual preparation tailored to 35% fitness
- Physical preparation peak for major
tailored to peak for major competitions
competitions - Ongoing assessment and
- Frequent breaks in selection
programme for recovery
- Daily active recovery

Standard content
- Fitness and recovery - Preparation under - application of mental - encouraging a healthy 3 x 30 min fitness through - Ratio of 25% training to
programme to maintain competitive conditions preparation skills for lifestyle physical activity 75% competition
conditioning - Emphasis on technical and competitive environment 1-3 x hockey pw - Competition becomes
- hockey specific core tactical preparation for - Session length 90-180 outcome driven
stability maintenance specific competitions mins - Overall activity ratios:
- ongoing assessment and - Potentially reverts to 65% hockey
selection single periodisation 35% fitness
reflecting a more
recreational nature of
competition
Train to Win (2) M 25+ Extended content
As Train to Win 1 As Train to Win 1 As Train to Win 1 As Train to Win 1 - 4-6 fitness sessions - Ratio of 25% training to
Maximising F 25+ - 6-8 x hockey pw 75% competition
performance in - Session length 90-180
mins
- Competition becomes
outcome driven
competition - Double, triple or multiple - Overall activity ratios:
periodisation 70% hockey
30% fitness

Standard content
As Train to Win 1 As Train to Win 1 As Train to Win 1 As Train to Win 1 As Train to Win 1 As Train to Win 1

1
Periodisation this is the division of a calendar year into specific phases of preparation, competition and rest. During the preparation phase, the
emphasis is on training in readiness for competition. A double periodised year would have two cycles of these phases, i.e. preparation-competition-
rest-preparation-competition-rest.
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