Implementation of the 7 LTAD Stages
LTAD Stages from http://canadiansportforlife.ca/learn-about-canadian-sport-life/ltad-stages A clear path to better sport, greater health, and higher achievement.Children, youth and adults need to do the right things at the right time to develop in their sport or activity – whether they want to be hockey players, dancers, figure skaters or gymnasts. Long-Term Athlete Development (LTAD) describes the things athletes need to be doing at specific ages and stages.Science, research and decades of experience all point to the same thing: kids and adults will get active, stay active, and even reach the greatest heights of sport achievement if they do the right things at the right times. This is the logic behind the Long-Term Athlete Development model (LTAD).
There are seven stages within the basic LTAD model:
Stage 1: Active Start (0-6 years)
Stage 2: FUNdamentals (girls 6-8, boys 6-9)
Stage 3: Learn to Train (girls 8-11, boys 9-12)
Stage 4: Train to Train (girls 11-15, boys 12-16)
Stage 5: Train to Compete (girls 15-21, boys 16-23)
Stage 6: Train to Win (girls 18+, boys 19+)
Stage 7: Active for Life (any age participant)
Stages 1, 2 and 3 develop physical literacy before puberty so children have the basic skills to be active for life. Physical literacy also provides the foundation for those who choose to pursue elite training in one sport or activity after age 12.
Stages 4, 5 and 6 provide elite training for those who want to specialize in one sport and compete at the highest level, maximizing the physical, mental and emotional development of each athlete.
Stage 7 is about staying Active for Life through lifelong participation in competitive or recreational sport or physical activity.
Throughout the seven stages, LTAD supports training, competition, and recovery programs based on developmental age — the physical, mental and emotional maturation of the individual — rather than chronological age. It is athlete-centered in that it is designed to serve the best interests of each athlete’s long-term development, encouraging growth in skills and achievement while ensuring each individual remains engaged in sport.
The Latest Science
LTAD combines the best research in today’s sport science with the best practices in coaching and training from around the world. These important research concepts and best practices have been codified into the 10 Key Factors of LTAD.
Fixing Past Failures
LTAD has been developed for a reason. Many traditional approaches to sport in Canada have served to reduce participation numbers, led to poor results, and even caused injury. LTAD is designed to maintain participation, increase results, and protect our athletes.
Improving Health
LTAD is also driven by serious concerns for the health of all Canadians. Trends over the past two decades have been towards less physical activity and sport participation, and we are starting to see serious negative consequences through rising rates of obesity, type 2 diabetes, and increased risk of heart and stroke disease. LTAD aims to mitigate these trends by promoting lifelong engagement in physical activity and sport.
LTAD is for Everyone
LTAD is for all Canadians, not just elite athletes and the young. It is cradle to grave in scope, and it is also inclusive of athletes with disabilities. It provides a route for athletes and participants of all levels of ability and disability to develop from playground to Olympic podium, and it also allows individuals to choose their own training and competition goals at all points in between.
Ten Key Factors
Long-Term Athlete Development (LTAD) is based on sport research, coaching best practices, and scientific principles. LTAD expresses these principles, research, and practices as 10 Key Factors essential to athlete development. To optimize the development of our athletes, we need to take advantage of the best sport science and best practices in coaching and training. Long-Term Athlete Development (LTAD) does this by codifying important elements of sport science and coaching practices into the 10 Key Factors of LTAD:Along with sport science and coaching, the 10 Key Factors include broader principles behind the way we organize and manage sport. For example, competition scheduling to optimize athlete development, organizational alignment of different groups and agencies that make up the “sport system”, and the philosophy of Continuous Improvement so we always work to make our science, coaching, and system of athlete development better.
There are seven stages within the basic LTAD model:
Stage 1: Active Start (0-6 years)
Stage 2: FUNdamentals (girls 6-8, boys 6-9)
Stage 3: Learn to Train (girls 8-11, boys 9-12)
Stage 4: Train to Train (girls 11-15, boys 12-16)
Stage 5: Train to Compete (girls 15-21, boys 16-23)
Stage 6: Train to Win (girls 18+, boys 19+)
Stage 7: Active for Life (any age participant)
Stages 1, 2 and 3 develop physical literacy before puberty so children have the basic skills to be active for life. Physical literacy also provides the foundation for those who choose to pursue elite training in one sport or activity after age 12.
Stages 4, 5 and 6 provide elite training for those who want to specialize in one sport and compete at the highest level, maximizing the physical, mental and emotional development of each athlete.
Stage 7 is about staying Active for Life through lifelong participation in competitive or recreational sport or physical activity.
Throughout the seven stages, LTAD supports training, competition, and recovery programs based on developmental age — the physical, mental and emotional maturation of the individual — rather than chronological age. It is athlete-centered in that it is designed to serve the best interests of each athlete’s long-term development, encouraging growth in skills and achievement while ensuring each individual remains engaged in sport.
The Latest Science
LTAD combines the best research in today’s sport science with the best practices in coaching and training from around the world. These important research concepts and best practices have been codified into the 10 Key Factors of LTAD.
Fixing Past Failures
LTAD has been developed for a reason. Many traditional approaches to sport in Canada have served to reduce participation numbers, led to poor results, and even caused injury. LTAD is designed to maintain participation, increase results, and protect our athletes.
Improving Health
LTAD is also driven by serious concerns for the health of all Canadians. Trends over the past two decades have been towards less physical activity and sport participation, and we are starting to see serious negative consequences through rising rates of obesity, type 2 diabetes, and increased risk of heart and stroke disease. LTAD aims to mitigate these trends by promoting lifelong engagement in physical activity and sport.
LTAD is for Everyone
LTAD is for all Canadians, not just elite athletes and the young. It is cradle to grave in scope, and it is also inclusive of athletes with disabilities. It provides a route for athletes and participants of all levels of ability and disability to develop from playground to Olympic podium, and it also allows individuals to choose their own training and competition goals at all points in between.
Ten Key Factors
Long-Term Athlete Development (LTAD) is based on sport research, coaching best practices, and scientific principles. LTAD expresses these principles, research, and practices as 10 Key Factors essential to athlete development. To optimize the development of our athletes, we need to take advantage of the best sport science and best practices in coaching and training. Long-Term Athlete Development (LTAD) does this by codifying important elements of sport science and coaching practices into the 10 Key Factors of LTAD:Along with sport science and coaching, the 10 Key Factors include broader principles behind the way we organize and manage sport. For example, competition scheduling to optimize athlete development, organizational alignment of different groups and agencies that make up the “sport system”, and the philosophy of Continuous Improvement so we always work to make our science, coaching, and system of athlete development better.
Physical Education, Coaching, and Sports have always been a huge influence in my life.
Sports and recreation have been major factors in shaping my life. I have been playing competitive sport since I was 10. I believe that sports are very influential and help individuals develop and grow in a positive manner. Students can learn important life skills in the context of sports and recreation such as healthy living, teamwork, perseverance, and the love of physical activity. I am very passionate about helping children learn and develop through sport. I want all children to experience the joy, the love of the game, the dedication and commitment, the pride of improvement and success.
I want students to build self-esteem, positive relationships, team-work abilities, and attitudes that will help them develop into successful life long learners.
Ringette has taken me all around the world. I represented Team USA in 2 World Championships (Tampera, Finland and NothBay, Ontario). I played for Wam! in the National Ringette League; we were the Canadian National Champions in 2010 and 2011. I coached U19 Team USA in the U19 World Ringette Championships. I was also able to secure a job for Ringette Aberta where I was responsible for organizing and developing the Alberta Ringette Winter Games Program. During that time, we implemented the Long Term Athlete Development Plan. I was able to work my way up and become Site Manager for the National Ringette School, where I created curriculum and supervised on-ice instructors. I was in charge of managing the other instructor and solving any problems that might come up throughout the different camps. Ringette afforded me the opportunity to be the best that I could be!
Because of my physical fitness, on-ice skills, leadership, and team-play, I was awarded a scholarship to play hockey at Red Deer College, where I received Rookie of the Year for the Queens.
I want students to build self-esteem, positive relationships, team-work abilities, and attitudes that will help them develop into successful life long learners.
Ringette has taken me all around the world. I represented Team USA in 2 World Championships (Tampera, Finland and NothBay, Ontario). I played for Wam! in the National Ringette League; we were the Canadian National Champions in 2010 and 2011. I coached U19 Team USA in the U19 World Ringette Championships. I was also able to secure a job for Ringette Aberta where I was responsible for organizing and developing the Alberta Ringette Winter Games Program. During that time, we implemented the Long Term Athlete Development Plan. I was able to work my way up and become Site Manager for the National Ringette School, where I created curriculum and supervised on-ice instructors. I was in charge of managing the other instructor and solving any problems that might come up throughout the different camps. Ringette afforded me the opportunity to be the best that I could be!
Because of my physical fitness, on-ice skills, leadership, and team-play, I was awarded a scholarship to play hockey at Red Deer College, where I received Rookie of the Year for the Queens.
Rugby was another important force in my life. I started in High School and played Senior Womens' Rugby for St. Albert. I played on the U-19 Alberta team where I was scouted for the U-19 National Team and continued onto the Senior Womens' Program. Once in Post-Secondary, I was able to transfer to U of A where I became a member of the Panda's Rugby team. I was awarded Rookie of the Year, MVP, and All-Canadian. Throughout my time with the Pandas, I was able to develop into a National-level Rugby player. I represented my country in a tour through England and the USA. I have experience coaching junior-high and high school rugby. As a Youth Development Officer, I taught a rugby unit in physical education classes in schools.
Physical Education, Teaching, and Sports Academy
I have a Combined Degree in Physical Education from the University of Alberta, with a major in Phys. Ed and a minor in Special Education. During my practicum, I taught at the Bellerose Sports Academy as a Coordinator and Hockey Coach. My dream job is to teach in a Sports Academy! I was also a pre-k to grade 6 Physical Education Teacher for two years in St. Albert. I was responsible for organizing the elementary district track meet 2 years in a row. I also got to organize all the school wide outdoor activities.
Snowshoe TIME!! Elementary Phys-Ed.
Multi-Sports for Fun, Exercise, and Learning
I also enjoy sports at a recreational and social level. Everything from BMX-biking and long-boarding to soccer and ball- hockey. I participated in the Red Bull Crashed Ice Event in Quebec City. I have coached volleyball, badminton, and track for St. Mary's this year. If I could help students to experience even just a small amount of the joy I have in my lifetime around Sports, my teaching dreams would be fulfilled.
Learning through sport is the biggest passion of mine and is something that I want to pursue further as a teacher.
Learning through sport is the biggest passion of mine and is something that I want to pursue further as a teacher.
Journals for Physical Education
Journals for Exercise and Sport
- See more at: http://www.supportrealteachers.org/journals-for-physical-education-and-sport.html#sthash.KVlZXito.dpuf
- Active & Healthy Magazine: "Aimed at physical educators, health educators, fitness leaders and the generalist teacher. The emphasis is on informative articles of interest for teachers of Health and Physical Education encompassing curriculum in schools, junior sport, nutrition, fitness and physical activity, and insights into future ways of motivating children and young people to be active and healthy."
- Adapted Physical Activity Quarterly (APAQ): "An international, multidisciplinary journal, designed to stimulate and communicate high scholarly inquiry related to physical activity for special needs populations. APAQ has published recent articles with vital research regarding physical performance of individuals with intellectual disabilities, adults with traumatic brain injuries, international perspectives on the definition of adapted physical activity, the responsibilities and training needs of paraeducators in physical education, competence satisfaction, and the effects of sport participation on the basketball skills and physical self of adolescents with conduct disorders."
- American Journal of Health Education: "The American Journal of Health Education (AJHE) is filled with research findings, community learning strategies, and recent health promotion trends."
- Asia-Pacific Journal of Health, Sport and Physical Education: "Gives particular focus to social science research-based articles that make reference to other critical work in the field and/or discuss particular issues of practice-focused research within the specific professional fields of health, sport and physical education. This provides for cross-disciplinary engagement with education, sports, community and public health researchers and commentators."
- European Journal of Physical Education: "An international peer-reviewed, scientific journal dedicated to contributing publishing of quality physics education articles throughout the world since 2010. Starting 2012, EJPE publishes four issues annually. EJPE is established to increase the number of especially physics education academic papers for educators. The aim of the European Journal of Physics Education is to disseminate original theoretical and empirical research on physics education. Contributions are invited from the international community of researchers. Manuscripts must be written in English."
- European Physical Education Review: "An international multi- and interdisciplinary journal that stimulates and presents scholarly enquiry in the broad field of physical education, including sport and leisure issues and research."
- Global Journal of Health and Physical Education Pedagogy: "An outcome of the Global Forum on Physical Education Pedagogy 2010 (GoFPEP 2010), which focuses on examining new forms of pedagogy, the use of technology, ways of linking practice to theory, and the importance of contextually based education embedded in community life as a way to reshape and redesign the future of health and physical education. The journal aims to publish articles and news features reflecting items of theoretical, applied, and professional interest drawn worldwide. In particular, the journal will seek to emphasize articles that advance best practice in the areas of health and physical education pedagogy and physical education teacher training."
- Journal of Physical Education, Recreation, and Dance (JOPERD): "SHAPE America's largest, most frequently published, and most wide-ranging periodical. It is SHAPE America's cornerstone journal, reaching 12,000+ members and subscribers, providing information on a variety of health, physical education, recreation and dance issues. JOPERD now has a redesigned, modernized layout and features numerous color photographs."
- Journal of Teaching in Physical Education (JTPE): "Presents original, high quality research on teaching, curriculum, and teacher education in physical education from the leading experts in the field. The qualitative and quantitative research included in JTPE is based on classroom and laboratory studies, descriptive and survey studies, summary and review articles, as well as discussions of current trends in the field. JTPE is an ideal resource for in-service and pre-service teachers, teacher educators, and administrators who wish to enhance their understanding of how children learn in physical education."
- PALAESTRA: "PALAESTRA is a quarterly publication designed to be a single responsible source of valuable information for those interested in sport, physical education, and recreation involving individuals with disabilities."
- Physical Education & Sport Pedagogy: "Physical Education and Sport Pedagogy promotes the communication of educational research in physical education and youth sport and related fields such as teacher and coach education. The journal encourages the submission of data-based and advocacy papers on teaching and coaching, learning and curriculum and especially the interdependence of these dimensions of pedagogy."
- Physical Education Matters: "Physical Education Matters is published by the Association for Physical Education (afPE) and aims to inspire, educate and entertain members by sharing information, research and practice from all those involved in physical education and school sport including policy makers, primary and secondary teachers, lecturers, advisers, consultants, coaches and students across the United Kingdom and beyond."
- Quest: "An essential reading for physical educators in higher education, students earning advanced degrees in physical education, and field practitioners interested in the development of their profession. In its 55-plus years of publication, Quest continues to present the critical issues facing today’s physical education professionals through incisive and creative articles by the leading lights of the discipline."
- Research Digest: "In the Research Digest, you’ll get the latest scientific updates from the President’s Council on Fitness, Sports, and Nutrition."
- Sport, Education and Society: "An international journal which provides a focal point for the publication of research on pedagogy, policy and the wide range of associated social, cultural, political and ethical issues in physical activity and sport. The journal will concentrate both on the forms, contents and contexts of physical education and sport found in schools, colleges and other sites of formal education, and the pedagogies of play, calisthenics, gymnastics and sport found in familial environments, various sport clubs, the leisure industry, as well as private fitness and health studios, dance schools, gymnastic clubs and rehabilitation centers."
- Strategies: A Journal for Physical and Sport Educators: "A bimonthly journal that offers practical how-to articles for sport and physical education professionals at all levels."
- The Physical Educator: "Originally published in 1940 by Phi Epsilon Kappa as a quarterly publication for its fraternity members, The Physical Educator is one of the longest standing journals providing research-based articles relating to physical education, health, recreation, and related areas. This quarterly periodical is now available for non-members and libraries. Phi Epsilon Kappa Fraternity is a national professional fraternity for persons engaged in or pursuing careers in physical education, health, recreation, dance, human performance, exercise science, sports medicine, and sports management."
- Women in Sport and Physical Activity Journal: "An online only peer-reviewed journal that serves readers by providing a forum for women-centered issues and approaches to sport and physical activity. Published 3 times annually, the Journal consists of original data-based research, review essays, creative writing, book reviews, commentaries, letters and responses, and other scholarly writings relative to sport and physical activity."
Journals for Exercise and Sport
- Journal of Applied Sport Psychology: "Founded in 1986, the Association for Applied Sport Psychology (AASP) promotes the ethical practice, science, and advocacy of sport and exercise psychology. AASP is an international, multidisciplinary, professional organization that offers certification to qualified professionals in the field of sport, exercise, and health psychology."
- Journal of Coaching Education: "The Journal of Coaching Education is a professional, peer-reviewed, electronic journal that provides a forum for coaching education professionals addressing current coaching topics through research-based articles. The purpose of the Journal of Coaching Education is to provide an all-inclusive medium where all coaches and coaching professionals can expand their knowledge on all types of coaching topics."
- Journal of Physical Education and Sport Management (JPESM): "A multidisciplinary peer-reviewed journal published monthly by Academic Journal. JPESM is dedicated to increasing the depth of research across all areas of this subject."
- Journal of Sport and Social Issues (JSSI): "JSSI brings you the latest research, discussion and analysis on contemporary sport issues. Using an international, interdisciplinary perspective, JSSI examines today's most pressing and far-reaching questions about sport."
- Journal of Sport Psychology in Action: "The Journal of Sport Psychology in Action is a nonproprietary journal operated by the Association for Sport Psychology. The Journal of Sport Psychology in Action (JSPA) is a refereed journal designed to promote the application of scientific knowledge to the practice of sport, exercise, and health psychology. Submissions that advance the practice, science, and advocacy of sport, exercise, and health psychology with the aim of facilitation of optimal participation, performance, and enjoyment in a broad array of sport and exercise settings are appropriate for the JSPA."
- Research Quarterly for Exercise and Sport (RQES): "A highly respected professional journal offering the latest research in the art and science of human movement studies. This comprehensive professional journal features articles and research notes encompassing such topic areas as biomechanics, epidemiology, motor behavior, measurement and evaluation, physiology, pedagogy, psychology and history/philosophy/sociocultural foundations. An excellent research tool, this journal is a must-have for researchers and university students preparing for careers in exercise and sport science."
- Sport Science Review: "The Sport Science Review (SSR) is the official journal of the National Institute for Sport Research (Bucharest, Romania) and is published 3 times per year in a double issue. SSR is an international, multidisciplinary journal in the field of sport."
- See more at: http://www.supportrealteachers.org/journals-for-physical-education-and-sport.html#sthash.KVlZXito.dpuf
