Long-Term Athlete

Development
LTAD Origins & its Principles
Aims
 Aims

• Discuss what LTAD is

 Aims

• Discuss what LTAD is

• Explore the origins of LTAD
 Aims

• Discuss what LTAD is

• Explore the origins of LTAD
• Discuss the underlying principles
 Aims

• Discuss what LTAD is

• Explore the origins of LTAD
• Discuss the underlying principles
• Alternative models
What is LTAD
 What is LTAD
• LTAD is about achieving optimal training, competition
and recovery throughout a player’s career
 What is LTAD
• LTAD is about achieving optimal training, competition
and recovery throughout a player’s career
• LTAD should be related to the important maturation
years of young people
 What is LTAD
• LTAD is about achieving optimal training, competition
and recovery throughout a player’s career
• LTAD should be related to the important maturation
years of young people
• It is player-centered
 What is LTAD
• LTAD is about achieving optimal training, competition
and recovery throughout a player’s career
• LTAD should be related to the important maturation
years of young people
• It is player-centered
• Focuses upon episodes and performance over the
long term rather than focusing on winning as a short
term objective
 What is LTAD
• LTAD is about achieving optimal training, competition
and recovery throughout a player’s career
• LTAD should be related to the important maturation
years of young people
• It is player-centered
• Focuses upon episodes and performance over the
long term rather than focusing on winning as a short
term objective
• An LTAD approach is about encouraging all players,
whatever their talents and motivation, to achieve
their full athletic potential
THE AIM OF LTAD
THE AIM OF LTAD

PHYSICAL
LITERACY
THE AIM OF LTAD

LIFELONG
PARTICIPATION

PHYSICAL
LITERACY
THE AIM OF LTAD

LIFELONG IMPROVED
PARTICIPATION PERFORMANCE

PHYSICAL
LITERACY
WHY DO WE NEED LTAD
 WHY DO WE NEED LTAD

•Attract people to sport & retain them

 WHY DO WE NEED LTAD

•Attract people to sport & retain them

• Identify gaps in the current system and establish a clear

player pathway
 WHY DO WE NEED LTAD

•Attract people to sport & retain them

• Identify gaps in the current system and establish a clear

player pathway

• Provide integrated effective and enjoyable programmes for

developing and performing players
 WHY DO WE NEED LTAD

•Attract people to sport & retain them

• Identify gaps in the current system and establish a clear

player pathway

• Provide integrated effective and enjoyable programmes for

developing and performing players

• Provide a planning tool to optimise performance

 WHY DO WE NEED LTAD

•Attract people to sport & retain them

• Identify gaps in the current system and establish a clear

player pathway

• Provide integrated effective and enjoyable programmes for

developing and performing players

• Provide a planning tool to optimise performance

• Achieve the goals outlined in the sport England & UK sport

development and performance plans
WHY DO WE NEED LTAD
 WHY DO WE NEED LTAD

Sport specific observations for some

sports:
 WHY DO WE NEED LTAD

Sport specific observations for some

sports:

• Poor results at major championships

 WHY DO WE NEED LTAD

Sport specific observations for some

sports:

• Poor results at major championships

• Inconsistent international performances

 WHY DO WE NEED LTAD

Sport specific observations for some

sports:

• Poor results at major championships

• Inconsistent international performances

• Competition based programmes rather than

training based programmes
 WHY DO WE NEED LTAD

Sport specific observations for some

sports:

• Poor results at major championships

• Inconsistent international performances

• Competition based programmes rather than

training based programmes

• Little emphasis on skill development

 WHY DO WE NEED LTAD

Sport specific observations for some

sports:

• Poor results at major championships

• Inconsistent international performances

• Competition based programmes rather than

training based programmes

• Little emphasis on skill development

• Only a few professional coaches

 WHY DO WE NEED LTAD

Sport specific observations for some

sports:

• Poor results at major championships

• Inconsistent international performances

• Competition based programmes rather than

training based programmes

• Little emphasis on skill development

• Only a few professional coaches

• High drop out at certain ages

The Origins of LTAD
 The Origins of LTAD
• Balyi (1990) Discusses Long-Range planning in
athletic performance, annual and quadrennial
planning in the Canadian Men’s alpine skiing.
 The Origins of LTAD
• Balyi (1990) Discusses Long-Range planning in
athletic performance, annual and quadrennial
planning in the Canadian Men’s alpine skiing.
• Balyi (2001) Discusses LTAD within a sporting
system
 The Origins of LTAD
• Balyi (1990) Discusses Long-Range planning in
athletic performance, annual and quadrennial
planning in the Canadian Men’s alpine skiing.
• Balyi (2001) Discusses LTAD within a sporting
system
• Balyi (2004) LTAD, Trainability in childhood, windows
of opportunity and optimum trainability
The Principles of LTAD
 The Principles of LTAD

• LTAD is related to
what he calls ‘the ten
key factors to
performance”
 The Principles of LTAD

• LTAD is related to
what he calls ‘the ten
key factors to
performance”
• Developing pathways
to success
Why is there a need for Pathways?
Why is there a need for Pathways?
• Tool for planning
Why is there a need for Pathways?
• Tool for planning
• Defines competition, Training and
other demands at each stage
Why is there a need for Pathways?
• Tool for planning
• Defines competition, Training and
other demands at each stage
• Guides NGB’s, Athletes and
coaches.
Why is there a need for Pathways?
• Tool for planning
• Defines competition, Training and
other demands at each stage
• Guides NGB’s, Athletes and
coaches.
• Identifies barriers along the way
Why is there a need for Pathways?
• Tool for planning
• Defines competition, Training and
other demands at each stage
• Guides NGB’s, Athletes and
coaches.
• Identifies barriers along the way
• To monitor and nurture
Why is there a need for Pathways?
• Tool for planning
• Defines competition, Training and
other demands at each stage
• Guides NGB’s, Athletes and
coaches.
• Identifies barriers along the way
• To monitor and nurture
• To maximise potential
Why is there a need for Pathways?
• Tool for planning
• Defines competition, Training and
other demands at each stage
• Guides NGB’s, Athletes and
coaches.
• Identifies barriers along the way
• To monitor and nurture
• To maximise potential
• Limit waste (talent and time)
10 KEY FACTORS
 10 KEY FACTORS

1.The 10 year rule

 10 KEY FACTORS

1.The 10 year rule

2.The FUNdamentals
 10 KEY FACTORS

1.The 10 year rule

2.The FUNdamentals
3.Specialisation
 10 KEY FACTORS

1.The 10 year rule

2.The FUNdamentals
3.Specialisation
4.Developmental Age
 10 KEY FACTORS

1.The 10 year rule

2.The FUNdamentals
3.Specialisation
4.Developmental Age
5.Trainability
 10 KEY FACTORS

1.The 10 year rule

2.The FUNdamentals
3.Specialisation
4.Developmental Age
5.Trainability

6.Physical, mental, cognitive and

emotional development
 10 KEY FACTORS

1.The 10 year rule

2.The FUNdamentals
3.Specialisation
4.Developmental Age
5.Trainability

6.Physical, mental, cognitive and

emotional development
7.Periodisation
 10 KEY FACTORS

1.The 10 year rule

2.The FUNdamentals
3.Specialisation
4.Developmental Age
5.Trainability

6.Physical, mental, cognitive and

emotional development
7.Periodisation
8.Competition planning
 10 KEY FACTORS

1.The 10 year rule

2.The FUNdamentals
3.Specialisation
4.Developmental Age
5.Trainability

6.Physical, mental, cognitive and

emotional development
7.Periodisation
8.Competition planning
9.System alignment and integration
 10 KEY FACTORS

1.The 10 year rule

2.The FUNdamentals
3.Specialisation
4.Developmental Age
5.Trainability

6.Physical, mental, cognitive and

emotional development
7.Periodisation
8.Competition planning
9.System alignment and integration
10.Continuous improvement
Any Questions?
Alternative Models
Belov (1995) Stages
of Development
(Artistic Gym)
Belov (1995) Stages
of Development
(Artistic Gym) • General Preparation
Belov (1995) Stages
of Development
(Artistic Gym) • General Preparation
• Initial Technical
Preparation
Belov (1995) Stages
of Development
(Artistic Gym) • General Preparation
• Initial Technical
Preparation
• Specialised
Perfection
Belov (1995) Stages
of Development
(Artistic Gym) • General Preparation
• Initial Technical
Preparation
• Specialised
Perfection
• Elite
Belov (1995) Stages
of Development
(Artistic Gym) • General Preparation
• Initial Technical
Preparation
• Specialised
Perfection
• Elite
• End of Competitive
cover
 Thumm (1987) Long Term
Structure of Training(Athletics)
Phase Duration Age Goals & Characteristics

1 Basic Training 4-5 yrs 9-14 Acquisition of general athletic movements

2 Build up Training 3-4 yrs 15-18 Introduction of suitable competitive event

Improvement of the movement, technique
Rough differentiation into sprint, Middle
distance and long distance
Throwing, Jumping or Multiple events.

3 Top Level Training 6-10 years 19+ Mastery of technique,

realisation of
conditional
co-ordination and psychological
potential.
 Holm(1987) Development
stages for Tennis Players
Stages Biomotor Abilities Age (Years)
Boys Girls

Pre-Competition Dexterity/Co-ordination 6-10 6-10

6-10 years

Overall Flexibility emphasised 13 12

11-14 years

Specific Speed/Agility
15-18 years Acceleration 12-14 10-12
Slalom 13 11
Interval Training 15 13

High Performance Strength

18+ Stage 1- Improve neuromuscular co-ordination 10-14 10-12
Stage 2 – Increase muscle mass 15-16 13-15
Stage 3 –Develop maximal strength and Endurance 17-18 16-17
Aerobic Capacity
Commence Training 12-14 11-13
Endurance Max 17-18 16-17
 Platanov(1988) 5 stages of
Athletic Development
Preparation

Stages General Complementary Specific Annual Training Load

(Hours)

Initial 50% 45% 5% 100-250 hrs

Basic 35% 50% 15% 350-500 hrs
Specific Base 20% 40% 40% 600-800 hrs
Maximisation 15% 25% 60% 900-1100 hrs
Maintenance 10% 25% 65% 1200-1400 hrs
 Multi-year Build up Training
(Arbeit, 1998)
Training Phase Duration Age Structure of Sport Promotion
Girls Boys
Basic Training 7-11yrs 8-13 yrs Training centres in sports groups
(BT)

Build up Training 12-15yrs 14-16 yrs

(BUT)

High Performance 18+ yrs 19+ yrs

Training (HPT)
Physical stages of Development
(Arbeit, 1998)
Male

Early Late 1st 2nd

Pre-school School School Puberal Puberal
Phase Phase

Age 6 8 9 10 11 12 13 14 15 16 17 18

Pre-school Early Late

School School
1st 2nd
Puberal Puberal
Phase Phase

Female
Why Balyis’ LTAD?
 Why Balyis’ LTAD?
• Young athletes under train and over-compete
 Why Balyis’ LTAD?
• Young athletes under train and over-compete

• Adult competition superimposed on young athletes

 Why Balyis’ LTAD?
• Young athletes under train and over-compete

• Adult competition superimposed on young athletes

• Adult training superimposed on young athletes

 Why Balyis’ LTAD?
• Young athletes under train and over-compete

• Adult competition superimposed on young athletes

• Adult training superimposed on young athletes

• Male programmes superimposed on females

 Why Balyis’ LTAD?
• Young athletes under train and over-compete

• Adult competition superimposed on young athletes

• Adult training superimposed on young athletes

• Male programmes superimposed on females

• Training in the early years focuses on outcomes (winning) rather than the
process (optimal training)
 Why Balyis’ LTAD?
• Young athletes under train and over-compete

• Adult competition superimposed on young athletes

• Adult training superimposed on young athletes

• Male programmes superimposed on females

• Training in the early years focuses on outcomes (winning) rather than the
process (optimal training)

• Chronological age dominates rather than biological age

 Why Balyis’ LTAD?
• Young athletes under train and over-compete

• Adult competition superimposed on young athletes

• Adult training superimposed on young athletes

• Male programmes superimposed on females

• Training in the early years focuses on outcomes (winning) rather than the
process (optimal training)

• Chronological age dominates rather than biological age

• The ‘critical’ periods of accelerated adaptation are not fully utilised

 Why Balyis’ LTAD?
• Young athletes under train and over-compete

• Adult competition superimposed on young athletes

• Adult training superimposed on young athletes

• Male programmes superimposed on females

• Training in the early years focuses on outcomes (winning) rather than the
process (optimal training)

• Chronological age dominates rather than biological age

• The ‘critical’ periods of accelerated adaptation are not fully utilised

• Underachievement between 6-16 yrs cannot be fully overcome (athletes

will never reach full genetic potential)
 Why Balyis’ LTAD?
• Young athletes under train and over-compete

• Adult competition superimposed on young athletes

• Adult training superimposed on young athletes

• Male programmes superimposed on females

• Training in the early years focuses on outcomes (winning) rather than the
process (optimal training)

• Chronological age dominates rather than biological age

• The ‘critical’ periods of accelerated adaptation are not fully utilised

• Underachievement between 6-16 yrs cannot be fully overcome (athletes

will never reach full genetic potential)

• Best coaches work at the elite level

 Why Balyis’ LTAD?
• Young athletes under train and over-compete

• Adult competition superimposed on young athletes

• Adult training superimposed on young athletes

• Male programmes superimposed on females

• Training in the early years focuses on outcomes (winning) rather than the
process (optimal training)

• Chronological age dominates rather than biological age

• The ‘critical’ periods of accelerated adaptation are not fully utilised

• Underachievement between 6-16 yrs cannot be fully overcome (athletes

will never reach full genetic potential)

• Best coaches work at the elite level

• Coach/teacher education tends to neglect the growth, development and

maturation of young people.
Early & Late Specialisation Sports
Early & Late Specialisation Sports

Athlete Development Models in Sport (Balyi & Hamilton, 1999):

Early & Late Specialisation Sports

Athlete Development Models in Sport (Balyi & Hamilton, 1999):

Early Specialisation Late Specialisation

Early & Late Specialisation Sports

Athlete Development Models in Sport (Balyi & Hamilton, 1999):

Early Specialisation Late Specialisation

Early & Late Specialisation Sports

Athlete Development Models in Sport (Balyi & Hamilton, 1999):

Early Specialisation Late Specialisation

Train to Train

Train to Compete

Train to Win

Retirement
Early & Late Specialisation Sports

Athlete Development Models in Sport (Balyi & Hamilton, 1999):

Early Specialisation Late Specialisation

Train to Train FUNdamental Stage

Train to Compete Training to Train

Train to Win Training to Compete

Retirement
Training to Win

Retirement
Early and Late Sports
 Early and Late Sports
• Gymnastics
 Early and Late Sports
• Gymnastics

• Rhythmic Gym
 Early and Late Sports
• Gymnastics

• Rhythmic Gym

• Figure Skating
 Early and Late Sports
• Gymnastics

• Rhythmic Gym

• Figure Skating

• Diving
 Early and Late Sports
• Gymnastics

• Rhythmic Gym

• Figure Skating

• Diving

• Golf?
 Early and Late Sports
• Gymnastics

• Rhythmic Gym

• Figure Skating

• Diving

• Golf?

• Table Tennis?
 Early and Late Sports
• Gymnastics

• Rhythmic Gym

• Figure Skating

• Diving

• Golf?

• Table Tennis?

• Fencing?
 Early and Late Sports
• Gymnastics

• Rhythmic Gym

• Figure Skating

• Diving

• Golf?

• Table Tennis?

• Fencing?

• Swimming (Age 8)
 Early and Late Sports
• Gymnastics • All other sports

• Rhythmic Gym

• Figure Skating

• Diving

• Golf?

• Table Tennis?

• Fencing?

• Swimming (Age 8)
Maximise Potential
 Maximise Potential
Aerobic Development
 Maximise Potential
Aerobic Development

• Onset PHV contributes to accelerated adaptation in

Aerobic system (Peak Aerobic Velocity-PAV).
 Maximise Potential
Aerobic Development

• Onset PHV contributes to accelerated adaptation in

Aerobic system (Peak Aerobic Velocity-PAV).

• Aerobic programmes Females 10-14yrs / Males

12-16yrs
 Maximise Potential
Aerobic Development

• Onset PHV contributes to accelerated adaptation in

Aerobic system (Peak Aerobic Velocity-PAV).

• Aerobic programmes Females 10-14yrs / Males

12-16yrs

• Training should be based on biological maturation to

avoid Under / Overtraining.
 Maximise Potential
Aerobic Development

• Onset PHV contributes to accelerated adaptation in

Aerobic system (Peak Aerobic Velocity-PAV).

• Aerobic programmes Females 10-14yrs / Males

12-16yrs

• Training should be based on biological maturation to

avoid Under / Overtraining.

• Kids VO max peaks after onset of PHV - (Females

12-15yrs/Males 14-16 yrs)
Strength Development
 Strength Development

• Children are as trainable as adults in relation to strength

gains, however mainly relative strength improvements
 Strength Development

• Children are as trainable as adults in relation to strength

gains, however mainly relative strength improvements

• Critical window of accelerated adaptation to strength

training:
 Strength Development

• Children are as trainable as adults in relation to strength

gains, however mainly relative strength improvements

• Critical window of accelerated adaptation to strength

training:

• Window 1 for females immediately after PHV

 Strength Development

• Children are as trainable as adults in relation to strength

gains, however mainly relative strength improvements

• Critical window of accelerated adaptation to strength

training:

• Window 1 for females immediately after PHV

• Window 2 for females with the onset of menarche

 Strength Development

• Children are as trainable as adults in relation to strength

gains, however mainly relative strength improvements

• Critical window of accelerated adaptation to strength

training:

• Window 1 for females immediately after PHV

• Window 2 for females with the onset of menarche

• 12-18 months after PHV for Males

 Strength Development

• Children are as trainable as adults in relation to strength

gains, however mainly relative strength improvements

• Critical window of accelerated adaptation to strength

training:

• Window 1 for females immediately after PHV

• Window 2 for females with the onset of menarche

• 12-18 months after PHV for Males

• Critical periods of accelerated adaptation will occur

towards the end and immediately after PHV for females
and 12-18 months after PHV for males.
Speed
 Speed
• Always trainable declines with age
 Speed
• Always trainable declines with age
• Peak Speed Velocity (PSV) involves two windows
of accelerated adaptation
 Speed
• Always trainable declines with age
• Peak Speed Velocity (PSV) involves two windows
of accelerated adaptation
• Females (Window 1)6-8 yrs and (Window
2)11-13 yrs
 Speed
• Always trainable declines with age
• Peak Speed Velocity (PSV) involves two windows
of accelerated adaptation
• Females (Window 1)6-8 yrs and (Window
2)11-13 yrs
• Males (Window 1)7-9 yrs and (Window 2)13-16
yrs
 Speed
• Always trainable declines with age
• Peak Speed Velocity (PSV) involves two windows
of accelerated adaptation
• Females (Window 1)6-8 yrs and (Window
2)11-13 yrs
• Males (Window 1)7-9 yrs and (Window 2)13-16
yrs
• Window 1 – Agility Quickness window
 Speed
• Always trainable declines with age
• Peak Speed Velocity (PSV) involves two windows
of accelerated adaptation
• Females (Window 1)6-8 yrs and (Window
2)11-13 yrs
• Males (Window 1)7-9 yrs and (Window 2)13-16
yrs
• Window 1 – Agility Quickness window
• Window 2 – Anaerobic alactic power and
capacity window
Skills
 Skills
• Always trainable but declines
with age
 Skills
• Always trainable but declines
with age
• Peak Motor Co-ordination
Velocity (PMCV) accelerated
adaptation achieved from
8-11yrs(Females) and 9-12yrs
(Males)
 Skills
• Always trainable but declines
with age
• Peak Motor Co-ordination
Velocity (PMCV) accelerated
adaptation achieved from
8-11yrs(Females) and 9-12yrs
(Males)
 Skills
• Always trainable but declines
with age
• Peak Motor Co-ordination
Velocity (PMCV) accelerated
adaptation achieved from
8-11yrs(Females) and 9-12yrs
(Males)

Focus should be on the

development of:
 Skills
• Always trainable but declines
with age
• Peak Motor Co-ordination
Velocity (PMCV) accelerated
adaptation achieved from
8-11yrs(Females) and 9-12yrs
(Males)

Focus should be on the

development of:
ABC’s of Athletics
 Skills
• Always trainable but declines
with age
• Peak Motor Co-ordination
Velocity (PMCV) accelerated
adaptation achieved from
8-11yrs(Females) and 9-12yrs
(Males)

Focus should be on the

development of:
ABC’s of Athletics
Empirical / Practical Observations
 Empirical / Practical Observations

• Missing the windows of trainability?

 Empirical / Practical Observations

• Missing the windows of trainability?

• Skill and Fitness deficit!
 Empirical / Practical Observations

• Missing the windows of trainability?

• Skill and Fitness deficit!
• Athletes will never reach genetic potential
 Empirical / Practical Observations

• Missing the windows of trainability?

• Skill and Fitness deficit!
• Athletes will never reach genetic potential
 Empirical / Practical Observations

• Missing the windows of trainability?

• Skill and Fitness deficit!
• Athletes will never reach genetic potential
“Most authors agree that the sensitive skill learning
period is between 9 and 12 years”
 Empirical / Practical Observations

• Missing the windows of trainability?

• Skill and Fitness deficit!
• Athletes will never reach genetic potential
“Most authors agree that the sensitive skill learning
period is between 9 and 12 years”
In Sports Coach, Australia.Vol 20. No 64, Summer,
1998, pg 25-27.
 Empirical / Practical Observations

• Missing the windows of trainability?

• Skill and Fitness deficit!
• Athletes will never reach genetic potential
“Most authors agree that the sensitive skill learning
period is between 9 and 12 years”
In Sports Coach, Australia.Vol 20. No 64, Summer,
1998, pg 25-27.
To Monitor and Nurture
 To Monitor and Nurture

• We make or break an athlete during the learning to

train and training to train stages.
 To Monitor and Nurture

• We make or break an athlete during the learning to

train and training to train stages.
 To Monitor and Nurture

• We make or break an athlete during the learning to

train and training to train stages.

‘Shortcomings or deficits in skills and fitness that are not

detected and corrected during these 2 stages cannot be
fully corrected later.’
 To Monitor and Nurture

• We make or break an athlete during the learning to

train and training to train stages.

‘Shortcomings or deficits in skills and fitness that are not

detected and corrected during these 2 stages cannot be
fully corrected later.’
Balyi and Hamilton, 2002
 To Monitor and Nurture

• We make or break an athlete during the learning to

train and training to train stages.

‘Shortcomings or deficits in skills and fitness that are not

detected and corrected during these 2 stages cannot be
fully corrected later.’
Balyi and Hamilton, 2002
Early Years (Bloom et al, 1985)
 Early Years (Bloom et al, 1985)
For eventual elite players this period
was characterised by:
 Early Years (Bloom et al, 1985)
For eventual elite players this period
was characterised by:
• ‘trying out’ different sports
 Early Years (Bloom et al, 1985)
For eventual elite players this period
was characterised by:
• ‘trying out’ different sports
• Not participation in focus sport year
round
 Early Years (Bloom et al, 1985)
For eventual elite players this period
was characterised by:
• ‘trying out’ different sports
• Not participation in focus sport year
round
• Fun and enjoyment driving
involvement in other sports
 Early Years (Bloom et al, 1985)
For eventual elite players this period
was characterised by:
• ‘trying out’ different sports
• Not participation in focus sport year
round
• Fun and enjoyment driving
involvement in other sports
• No specific age was given for this (2-4
years period) to start or end
 Early Years (Bloom et al, 1985)
For eventual elite players this period
was characterised by:
• ‘trying out’ different sports
• Not participation in focus sport year
round
• Fun and enjoyment driving
involvement in other sports
• No specific age was given for this (2-4
years period) to start or end
Middle Years (Bloom et al, 1985)
 Middle Years (Bloom et al, 1985)

Transition from early years was

marked by:
 Middle Years (Bloom et al, 1985)

Transition from early years was

marked by:
• Increased specialisation in main
sport with more practice time
 Middle Years (Bloom et al, 1985)

Transition from early years was

marked by:
• Increased specialisation in main
sport with more practice time
• Players began to view
themselves as (tennis) players
 Middle Years (Bloom et al, 1985)

Transition from early years was

marked by:
• Increased specialisation in main
sport with more practice time
• Players began to view
themselves as (tennis) players
• Focus of coaching changed to
technical and strategic
Late Years (Bloom et al, 1985)
 Late Years (Bloom et al, 1985)
Middle to late years:
 Late Years (Bloom et al, 1985)
Middle to late years:
• Decision to play full-time
& decrease in other
activities
 Late Years (Bloom et al, 1985)
Middle to late years:
• Decision to play full-time
& decrease in other
activities
• Further increase in
training time &
commitment to main
sport
 Late Years (Bloom et al, 1985)
Middle to late years:
• Decision to play full-time
& decrease in other
activities
• Further increase in
training time &
commitment to main
sport
• Focus of activity changes
to competitive,
performance measures
 Late Years (Bloom et al, 1985)
Middle to late years:
• Decision to play full-time
& decrease in other
activities
• Further increase in
training time &
commitment to main
sport
• Focus of activity changes
to competitive,
performance measures
Any Questions?
Summary
 • LTAD is about achieving optimal
training, competition and recovery
Summary throughout a player’s career
 • LTAD is about achieving optimal
training, competition and recovery
Summary throughout a player’s career

• LTAD should be related to the

important maturation years of
young people
 • LTAD is about achieving optimal
training, competition and recovery
Summary throughout a player’s career

• LTAD should be related to the

important maturation years of
young people

• It is player-centered
 • LTAD is about achieving optimal
training, competition and recovery
Summary throughout a player’s career

• LTAD should be related to the

important maturation years of
young people

• It is player-centered

• Focuses upon episodes and

performance over the long term
rather than focusing on winning as
a short term objective
 • LTAD is about achieving optimal
training, competition and recovery
Summary throughout a player’s career

• LTAD should be related to the

important maturation years of
young people

• It is player-centered

• Focuses upon episodes and

performance over the long term
rather than focusing on winning as
a short term objective

• An LTAD approach is about

encouraging all players, whatever
their talents and motivation, to
achieve their full athletic potential