LONG TERM ATHLETE DEVELOPMENT
A Sport for Life.
INTroDUCTION
The Long Term Athlete Development (LTAD) model is a framework for developing physical literacy, fitness and competitive ability using a stage-by-stage approach. Through the LTAD, information on the key components of the tennis sport system will be delivered across all platforms, ensuring a province and nation-wide understanding of the eight stages of development. Tennis administrators in both the recreational and high-performance streams can utilize this staged approach to offer a diverse range of high-quality tennis programs that align with the objectives and outcomes of the LTAD. When participants progress in tennis following these guidelines, they are able to increase enjoyment, maximize their potential, and achieve ongoing success on the national tennis stage. These elements help to maximize the contribution that the sport of tennis can make to improve the health and well-being of Ontarians. Special thanks are in order to Tennis Canada for developing the original LTAD model, under the superb direction of project leader, Debbie Kirkwood. With their guidance, the OTA has updated and adapted the LTAD model for transference to member community clubs and players of all ages across Ontario. Our aim is to create a community of thoroughly educated volunteer executives via empowering community clubs to achieve a complete understanding of the LTAD and its integration into club programming. Lastly, we must thank the Ontario Trillium Foundation, a leading grantmaker in Canada, whose support on this project has enabled us to bring these goals to fruition and has provided the OTA with the opportunity to affect major province-wide enhancement of the tennis delivery model. Sincerely,
MISSION STATEMENT Mission The Ontario Tennis Association promotes participation in tennis as part of a healthy lifestyle and
encourages the pursuit of excellence for all players. Values • Sportsmanship • Teamwork
• Volunteerism • Perseverance • Partnership • Inclusiveness Goals Attract more people to play and 1
support tennis on a sustained basis Provide opportunities for players to improve at every level Encourage and support volunteerism at the provincial, regional and local levels Ensure accountability and relevance of OTA programs and services
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James N. Boyce Executive Director Ontario Tennis Association
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Tennis can help address the growing concern about the level of inactivity among children, youth and adults. As obesity rates increase and the level of physical activity decreases, tennis can provide a fun, social way to stay involved in a game and stay active. The LTAD model promotes physical literacy that will help provide a foundation necessary to enjoy sport, physical activity and tennis for life.
Why Does CANADIAN TENNIS Need a LTAD Plan?
Players tend to under-compete and are not getting enough quality matches per year. Preparation is focused on short-term outcomes and a ‘winning by Friday’ mentality and not necessarily optimal long-term development. There is not enough emphasis placed on developing general athleticism in young players. Too much emphasis is placed on very specific tennis skills early in the player’s development. Lack of appropriate facilities (court size) and equipment (right racquet and balls) for a beginning player makes it difficult to learn and enjoy the game. There is also a lack of facilities with wheelchair access.
Bad habits are developed when training alone and by not having enough quality matches integrated into annual competition schedules. Lack of systematic development of the next generation of successful athletes in tennis. Players neglect the development of critical components which are necessary for long term success. As players progress to higher levels, they lack the coordination that is required. An athletic foundation is key for building more advanced tennis skills.
Without appropriate equipment and facilities, this can increase the rate of drop out due to the lack of success and enjoyment
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Long Term Athlete Development (LTAD) is a systematic approach being adopted by the OTA to maximize potential and increase the enjoyment of participants and athletes in our sport. It provides a framework for developing physical literacy, physical fitness and competitive ability, using a stage-by-stage approach. The OTA LTAD model outlines an optimal development plan based on growth, development and maturation for all individuals to participate in tennis.
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Being active, healthy and engaged in physical activity for life
Achieving personal best performances at all levels of competition.
This LTAD model emphasizes that physical literacy is the foundation for:
and or
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The competitive nature of tennis implies that only a few athletes will advance to the Living as a Pro stage. However, the LTAD ia a model for all areas of tennis, providing a route for those who wish to excel, and options that promote “tennis for life” for enjoyment, health, participation and achievement. The players who wish to excel in tennis get the optimal training, competition and recovery in each stage of their athletic development. This approach will also include attention to the holistic development of the player identifying important technical, physical, tactical, mental and emotional components to be integrated into the program. These elements should be applied throughout the player’s development, acknowledging that the model is made up of important stages which are building blocks for thorough athlete preparation.
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Later, in the document the OTA LTAD model will provide specific stage- by-stage details that will apply to the development of a tennis player.
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Physical Literacy A main area of emphasis in the first stages of the Tennis Canada Long Term Athlete Development model is the development of physical literacy. This is critical for the overall enjoyment of tennis and sport in general but also for development of our top players. Throughout the document, it is has been identified that developing overall athleticism and fundamental movement, motor and sport skills is a priority in the first three LTAD stages (Active Start, Fundamentals and Developing). What is Physical Literacy? The learning and practice of fundamental movement skills is the basic building block for the development of physical literacy. Similarly, learning the alphabet and phonics are the fundamental skills needed to eventually read Shakespeare. Likewise, identifying numbers and learning to add and subtract are the fundamental skills needed to eventually balance a cheque-book. The development of fundamental movement skills, and fundamental sport skills, is critical if children are to feel confident when they engage in physical activity for fun and for health, or for competition and the pursuit of excellence. “Physical literacy gives children the tools they need to take part in physical activity and sport, both for healthy life-long enjoyment and for sporting success; and is a key component of Canada’s Long-Term Athlete Development (LTAD) program.”
Many children and youth withdraw from physical activity and sport and turn to more inactive and/or unhealthy choices during their leisure time. (Higgs, Balyi and Way, 2008)
Fundamental Movement Skills To become physically literate, children need to master fundamental movement skills, but this mastery does not come all at once, and we need to remember that children are not just “adults in miniature.” For almost every skill, the developing child needs to go through a series of developmental stages. The goal should be to help each child move to the next stage of the skill they are learning, rather than pushing them to perform the skill the way an adult would.
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Optimal Windows of Trainability There are 10 S’s of training that need to be considered and integrated when developing an annual training, competition and recovery plan for the athlete. Five of the S’s include physical capacities – stamina (endurance), strength, speed, skill and suppleness (flexibility) (Dick, 1985). Each of these physical capacities is trainable throughout a player’s lifetime, but there are critical periods during which training produces the greatest benefit to each player’s long-term development. In other words, athletes need to do the right type of training at the right stage. Otherwise they may be good but never as good as they might have been. While the critical periods do follow general stages of human growth and maturation, scientific evidence show that humans vary considerably in the magnitude and rate of response to different training stimuli at all stages.
LTAD STAGE AGE OBJECTIVE
*BLUE=MALE *RED=FEMALE
*24+ *22+
LIVING AS A PRO
Podium performances Striving for peak performances.
TENNIS FOR LIFE
16-18+ 15-16+ 19-23 17-21+
LEARNING TO PERFORM LEARNING TO BE A PRO
Playing and enjoying tennis for life. Participants with Physical Literacy can transition smoothly to being “Tennis for Life.” In addition, there should be a smooth transition from a player’s competitive career to life-long physical activity and participation in tennis.
Putting it all together!
Beginning to put it all together! Optimize the engine and learn to perform
13-15 12-14
Setting the foundation for the pursuit of excellence. aerobic base, develop speed and strength towards the end of the stage and further and consolidate sport-specific skills.
CONSOLIDATING
9-12 8-11
Becoming a well-rounded athlete and building the full court tennis skills required to be a player.
DEVELOPING
PHYSICAL LITERACY
0-5 5-9 5-8 0-5
Learn all fundamental movement skills and build overall motor skills. Learning the FUNdamentals and having fun through progressive tennis and other sports.
FUNDAMENTALS
Together, the first three stages of Canadian Sport for Life (LTAD) are called Physical Literacy
Starting off right! Learn fundamental movements and link them together in play.
ACTIVE START
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Stage 1
STARTING OFF RIGHT!
The overall focus in this stage is to promote the love of physical activity while laying the foundation for future enjoyment of sport. The participant learns to move efficiently emphasizing agility, balance and coordination while participating in a variety of physical activities and most importantly, unstructured play.Physical activity creates neural connections across multiple pathways in the brain, particularly when activities integrating rhythm are used. (Council of Physical Education for Children, 2000)
General Objectives:
Guiding Principles:
• Instill a love of sport and being
• All physical activity should be in a safe, stimulating, fun and enjoyable learning environment. • Programs should use a variety of modified games to emphasize the development of fundamental movement and motor skills. • Facilities and equipment should be modified to ensure success and enjoyment of the child. • All participants should be actively involved and engaged. • Activities used should emphasize
physically active (and a specific interest in tennis). • Introduce tennis with the appropriate sized ball, racquet and court with children aged five and six. • Introduce hand-eye coordination (striking an object). • Introduce, prioritize and promote a variety of fundamental movement skills. • Promote self - confidence in an enjoyable, safe environment • Introduce fundamental movement skills (walking, running, jumping, wheeling, catching, throwing). • Introduce fundamental motor skills (agility, balance, coordination and reaction speed).
motor patterns that are the building blocks to facilitate the introduction of sport specific skill acquisition at the next stage of athlete development.
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The most important focus of this stage is to emphasize fun and enjoyment when playing tennis. While participating in other sports to develop fundamental motor skills, thechild begins to show a preference for tennis as his/her sport of choice. The child enjoys and acquires basic tennis skills while playing progressive tennis. At the end of this stage, the child is playing with the proper racquet, the right ball and on the appropriate sized court executing the game with proper fundamentals. While this is still an early stage to be solely focused on the competitive stream, the foundation and skill competencies achieved will be a good indicator in regards to the child’s likelihood of possessing the abilities to progress recreationally or competitively. The development of perception skills is fundamental to long term success in the sport. Although the skill may not be mastered until a player reaches Stages #6 (Learning to Be a Pro) or #7 (Living as a Pro), players, parents and coaches can work on these skills both on and off the court. Learning the FUNdamentals and having fun through Progressive Tennis and other sports
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Guiding Principles for parents & Coaches:
General Objectives:
• Participation should be fun and enjoyable. • A safe and stimulating learning environment must be established. • Basic tennis skills should be acquired through quality group and private lessons. • Practices should be structured using modified equipment for progressive tennis. • Game-based play using progressive tennis should be included regularly. • The development of fundamental movement, motor and basic tennis skills should be integrated motor skills as a part of all group lessons. • Competition and match play shall be meaningful with the use of progressive tennis. • Coaches/instructors should be certified with knowledge of growth and development of children.
• Further develop fundamental movement skills. • Further develop fundamental motor skills. • Explore the optimal windows of trainability for speed and suppleness (flexibility). • Develop basic tennis skills (technical/tactical). • Acquire psychological skills (ability to focus, emotional control, positive attitude,commitment & effort). • Introduce the rules of the game and tennis ethics. • Introduce decision-making.
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The focus of this stage is building physical literacy through continued development of tennis skills moving from progressive tennis to full court during the latter part of the developing stage. This is the ideal time to learn, further develop and consolidate tennis skills. Participants continue to participate in a variety of sports to develop the versatility required for tennis. During this stage, the player will continually demonstrate competence in the identified physical, technical, tactical and psychological skills that will indicate whether he/she should participate in the competition or recreation stream. The development of perception skills is fundamental to long term success in the sport. Although the skills may not be mastered until a player reaches Stages #6 (Learning to Be a Pro) or #7 (Living as a Pro), players, parents and coaches can work on these skills both on and off the court. Becoming a well-rounded athlete and building the full court tennis skills required to be a player
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HIGH PERFORMANCE STREAM
Guiding Principles for Parents, Coaches and Players:
General Objectives:
• Further develop and consolidate all fundamental tennis competencies (technical, tactical) in match play. • Develop basic psychological skills (ability to focus, emotional control, effort/determination, positive attitude). • Develop basic competitive skills through learning to cope with basic competitive environments. • Introduce general physical preparation and further develop fundamental motor skills through participation in other sports. • Continue to develop decision making skills.
• Long-term development must take precedence over short term results. • Individual athletes continue to pursue individual goals in a group training environment. • Training programs are customized based on developmental age and optimal windows of trainability (speed, suppleness or flexibility). • The child should participate in a variety of sports and physical activities to develop athleticism. • Training sessions must be well planned and structured to ensure that the preparatory period is long enough to develop solid foundations. • An official competition period must be designated and planned.
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I Stage 4
This is a critical stage of development for the athlete/tennis player, as it sets the foundation for learning to be a competitive junior. In addition, this stage can determine if an athlete has an opportunity to compete at a high international level in the future. This is the stage where “you make or break an athlete” by doing the right things at the right time of the athlete’s development. The development of perception skills is fundamental to long term success in the sport. Although the skills may not be mastered until a player reaches Stages #6 (Learning to Be a Pro) or #7 (Living as a Pro), players, parents and coaches can work on these skills both on and off the court. Setting the foundation for the pursuit of excellence
Guiding Principles for parents & Coaches:
General Objectives:
• The development of an individualized annual training and competition plan is essential. • Athletes are encouraged to become responsible and autonomous. • With results becoming more important, it is essential that athletes continue to focus on performance goals in competition. • Using a consistent individualized quality daily training program with consideration of international standards, the athlete is given a program based on their long term development and their developmental age. • As travelling and competing become more prevalent, the priority remains on the overall development of the player. The emphasis on the athlete’s long term development over short term results continues to be maintained. • The coach’s role becomes even greater as he/she takes on increased leadership in the overall planning of a player’s developing career. • The annual competitive plan should strive for a 3:1 win-loss ratio. Evaluation of this plan should include a regular review of the athlete’s win-loss ratio. • Decisions and choices of competition must include age appropriate number of matches, favour long term athlete development not short term wins and participation in one practice match per week. • Ongoing testing and evaluation of the individual athlete’s physical development is critical. This should be incorporated into the program three times per year.
• Monitor player’s growth spurt through frequent anthropometric measurements in order to optimize the development of flexibility, speed, strength and aerobic endurance in all the physical skills. • Consolidate learned skills from practice and apply in competitive situations. • Balance the increase in training demands with lifestyle issues. • Become increasingly competent in the selection and care of tennis equipment. • Continue to develop and refine technical skills in practice. • Consolidate a specific game style emphasizing the execution of skills in a game situation. • Use the sport sciences in the areas of physical preparation and psychological routines to produce the ideal performance state. • Introduce the concept of recovery and pre- habilitation through sleep, good hygiene, sport massage, hydro -therapy, nutrition, and effective warm-up in all aspects of preparation. • Develop necessary decision making skills to practice and compete effectively.
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Beginning to put it all together
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The participant has made a conscious decision to pursue a potential career as a “professional player”. All aspects of preparation will now focus on consistent quality performances in training and in competition. The player’s lifestyle demonstrates that of an individual who is a “24/7” athlete and is learning to manage the variables that will contribute to their overall performance. The development of perception skills is fundamental to long term success in the sport. Although the skill may not be mastered until a player reaches Stages #6 (Learning to Be a Pro) or #7 (Living as a Pro), players, parents and coaches can work on these skills both on and off the court.
Guiding Principles for Parents, Coaches and Players:
General Objectives:
• Become a responsible and autonomous athlete. • Refine all basic skills at competition intensity and to consolidate skills learned at the 11/12-15/16 stages. • Develop flexibility, speed, strength and aerobic endurance – in all the physical skills. • Refine the daily implementation of sport medicine and science knowledge, e.g. nutrition, strength and conditioning, sport psychology, exercise physiology. • Learn to cope with the challenges of different competitive situations such as different surfaces, altitude, game styles and wind. • Develop an ability to understand key principles related to training, competition, recovery and equipment. • Demonstrate good knowledge of the selection and care of equipment including racquets, shoes and strings. • Ensure pre-habilitation exercises for wrists, shoulders, hips and abdominals are managed effectively. • Use recovery techniques such as oxygenation stage, sport massage, relaxation, meditation and hydrotherapies.
• A consistent individualized quality training program which takes into account international standards, the athletes present abilities and the long term goals are essential • An individualized physical development program should be used cashing in on the windows of trainability and monitoring improvements through testing three times per year • The coaches role becomes even greater as he/she takes on increased leadership in the development of a player’s career and must lead and work with an integrated support team • Competitions should be selected based on an age appropriate number of matches per year with the emphasis on the athlete’s continued development, participating in 2-3 practice matches per week • With results becoming more important, it is essential that athletes continue to focus on performance goals in competition
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This stage is characterized by a complex and harmonious blend of the performance factors that contribute to the athlete’s ability to perform in competition. PUTTING IT ALL TOGETHER
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General Objectives:
• Consolidate specific game style which at this age it is still developing and/or acquiring skills. • Refine all technical skills at competition intensity. • Focus on performance goals in competition. • Refine the daily implementation of sport medicine and science knowledge e.g. nutrition, strength and conditioning, sport psychology, exercise physiology. • Introduce and consolidate psychological routines to produce the ideal performance state. • Maintain a positive lifestyle: no tobacco, no alcohol, no drug, to respect good sleep habits and practice good hygiene. • Demonstrate the ability to select and care for their equipment including racquets, shoes and strings. • Ensure pre-habilitation exercises for wrists, shoulders, hips and abdominals are managed effectively. • Continue the use of recovery techniques such as oxygenation stage, sport massage, relaxation, meditation and hydrotherapies. • Maintain the use of regular medical follow-up and physiotherapist follow-up if necessary.
Guiding Principles for parents & Coaches:
• Guidance and direction should revolve around developing a responsible and autonomous athlete • The development of an individualized annual plan is essential using single, double, or triple periodization • Tennis and fitness coaches must meet on a regular basis to ensure a well- balance training program • While competing on the road, the emphasis on long term development over short term results, continues to be maintained • The annual competitive plan should strive for a 3:1 win-loss ratio. Evaluation of this plan should include reviewing the athletes win-loss ratio.
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PEAK PERFORMANCE
n Stage 7
At this stage the full-time athlete is committed to tennis and producing consistent performances on demand. All aspects of the player’s life are centred on being well prepared for practice and major events. The challenge in this stage is keeping variety in the training to ensure that the athlete continues to be interested and enthusiastic about all aspects of tennis. While the primary focus for athletes reaching this stage is peak performance, there are other life activities that may enhance the athlete’s performance or could distract the athlete. These life activities may include marriage, having a family, financial distractions, or dealing with aging parents. These issues may be considered when developing the training and competition schedule.
Guiding Principles for Players, Coaches and Significant Others:
General Objectives:
• Consolidate all objectives from the “Learning to be a Professional” stage. • Further develop and refine technical skills. • Implement their game style integrating learned skills in high intensity competitive situations. • Gain all advantages by continuing to improve flexibility, speed, strength and aerobic endurance – in all the physical skills. • Refine the daily implementation of sport medicine and science knowledge e.g. nutrition, strength and conditioning, sport psychology, exercise physiology based on current results of monitoring and evaluation. • Effectively manage with the challenges of different competitive situations (surfaces, altitude, game styles, wind). • Implement psychological routines to produce the ideal performance state. • Maintain a positive lifestyle: no tobacco, no alcohol, no drugs. • Ensure use of pre-habilitation routines and recovery techniques to maximize overall performance.
• The development of an individualized annual plan is essential. • The athlete should be a responsible and autonomous player being accountable for his/her performances. • With results becoming more important, it is essential that athletes continue to focus on performance goals in competition. • A consistent individualized quality daily training program is essential. This program must take into account international standards, the athlete’s present abilities and the player’s long term goals. • With the training and competition environment becoming more complex and intense, the player must manage distractions to ensure solid performances.
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PLAYING AND ENJOYING TENNIS FOR LIFE
2 Stage 8
“Tennis has helped me in so many ways. It has made me more fit, I have made a lot of new friends and I feel more confident about everything I do. It has helped me stand up for myself and others at school and made me eager to try new things like joining Drama Club.”
Leah Jasmin Hamid, Age 11 Jane/Finch Tennis League participant
Guiding Principles for Instructors, Volunteers, Parents and Players: • Introduction to tennis offers a welcoming and fun environment to all participants. • Programming focuses on games-based approach with a variety of opportunities for competition to cater to all levels. • Competencies should match challenge level to ensure positive experience and feeling of immediate satisfaction and achievement. • Access to play and competition opportunities are equitable and inclusive. • Social and personal development aspects of tennis are promoted within all activities. • Progressive tennis is primary teaching tool for all introductory activities regardless of age. • Volunteer or career opportunities exist within coaching, officiating, sport management or event organization as part of the complete tennis experience. • Clubs and tennis facilities offer scheduling support, childcare opportunities and family tennis activities to accommodate busy schedules.
General Objectives:
• Participants see tennis as their sport of choice. • Participants recognize tennis as a healthy lifestyle activity that provides a complete mental, physical and social experience. • Participants recognize the unique contribution tennis can make to the development of healthy communities by addressing the needs of all segments of the population (i.e. youth, senior, new immigrant). • Participants are able to access and enjoy the game at the frequency and skill level they desire. • Participants are comfortable entering the tennis community regardless of race, age, sex, or ethnic/religious background. • Participants consider tennis as a second or complementary sport if they already have a primary sport.
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