LESSON 12 - LONG-TERM DEVELOPMENT IN SPORT & PA

WHO DEVELOPED THE LTD (LONG-TERM DEVELOPMENT IN SPORT & PA)?

Sport for Life

DESCRIBE CHANGES OF THE LTD OVER TIME

1. LTAD (Long-Term Athlete Development Model)

• Focused on developing ATHLETES

• “A” was removed because not everyone is an athlete

• Needed to include everyone

2. LTPD (Long-Term Participant/Player Development Model)

• Focused on developing PARTICIPANTS and PLAYERS, rather than just athletes

• Organizations started using this term

DESCRIBE THE PURPOSE OF THE LTD

“…a framework for the development of every child, youth, and adult to enable optimal participation in sport and physical activity…”

IDENTIFY THE 3 MAIN GOALS OF THE LTD

1. Physical Literacy

2. Active For Life

3. Excellence

IDENTIFY & DESCRIBE THE 4 GUIDING PRINCIPLES OF THE LTD

1. Quality

• 3 “good” P’s

  • Program

  • People

  • Places

2. Optimal Programming

• Meeting individual needs

3. Inclusion

• Reducing barriers

• Safe, welcoming environment

4. Collaboration

• Working together for the better of the community

IDENTIFY THE 3 COMPONENTS OF THE LTD 3.0 RECTANGLE FIGURE

• Building a Solid Foundation

• Podium Pathway

• Active for Life

IDENTIFY THE 2 PRE-STAGES OF THE LTD 3.0 RECTANGLE FIGURE

• Awareness

• First Involvement

DESCRIBE THE PRE-STAGE AWARENESS

• One needs to be aware to participate in an activity

• Must know..

  • That it (activity) exists

  • Where to find it

• Important for underserved populations

DESCRIBE THE PRE-STAGE FIRST INVOLVEMENT

• If individuals know a program exists AND want to participate/try it

• Their first experience is important because…

  • Positive experience = Likely to return

  • Negative experience = Less likely to return

• “Organizations should carefully plan this first experience to ensure…”

  • Barriers to participation are removed

  • Feelings of inclusion are created among new participants

  • It is affordable (to get and stay involved)

  • Facilitates and equipment are appropriate

  • Leader is trained on how to individualize programming

IDENTIFY THE 7 STAGES OF THE LTD 3.0 RECTANGLE FIGURE

• Active Start

• FUNdamentals

• Learn to Train

• Train to Train

• Train to Compete

• Train to Win

• Competitive for Life

• Fit for Life

DESCRIBE ACTIVE START

• Age: 6 years old

• Provide enjoyable movement experiences every day

• Follow 24-hour movement guidelines

• Develop basic movement skills and fundamental movement skills (FMS) across all environments

• Supports different types of play:

  • Free

  • Adult-led

  • Outdoor/risky play

• Develop executive function from activities

DESCRIBE FUNDAMENTALS

• Age: 6-8/9 years old

• Attain physical activity guidelines

• Develop FMS in different environments:

  • Run

  • Jump

  • Wheel

  • Throw

  • Catch

  • Swim

• Provide different activity opportunities

• Emphasize relevance of play with some formal instruction

• Continue to develop executive function

• Develop ABC through activities (Agility, Balance, Coordination)

• Emphasize participation, not competition

• Simple rules, sport etiquette, fair play, respect

DESCRIBE EXECUTIVE FUNCTIONS

• Working memory

• Flexible attention

• Inhibitory control

IDENTIFY THE POPULATION-SPECIFIC RESOURCES AVAILABLE

• No Accidental Champions

• Sport for Life

• Indigenous Sport for Life

• Actively Engaging Women and Girls

WHERE WERE PL PROGRAMS USED?

• School (almost 50% of intervention studies)

• Childcare centres

• Community facilities

• Post-secondary institutions

• Hospitals

• Sport clubs

WHO WAS THE PL PROGRAM FOR?

• Children and youth (80%+ of the studies)

• Young adults

• Older adults (1 study only)

• More males than females participated

HOW LONG WERE THE PL PROGRAMS?

• High degree of variation (at one-time workshop to a yearlong program)

• Median length of programs was 11 weeks

• Frequency: 1-2x per week

• Session duration: ranged 25-285 mins

WHICH PL ELEMENTS WERE TARGETED IN PROGRAMS?

• 81% target physical competence

• 59% targeted knowledge and understanding

• 47% targeted motivation and confidence

• 38.6% targeted all the above

WHAT ARE THE GAPS?

• We do not have a lifespan view of PL

• Gender equity in participation

• Need for interventions to target ALL PL elements