Physical Literacy:“The Building Blocks to
Lifelong Health”Athlete Development
Presentation
1. Long Term Athlete Development Model
2. Physical Literacyi. Basic Knowledgeii. Fundamental Movementsiii. Pedagogy of a Quality Programiv. Sample Program
3. Q & A
Presentation Outline
Already Know
Want to Know
LTAD Model
Physical Literacy
Fundamental Movements
Starting Point
Long Term Athlete Development
Physically Literate emphasis
Pathway to excellencePathway for all to be physically active
Children play to have fun
Long Term Athlete Development
FUNdamental
Active for Life
Training to Win
Training to Train
Training to Compete
Learning to Train
Active Start
Fundamental Movements
Active Start StageChronological/ Development Age
Males and Females: 0-6
• Fitness and movement skills• running, jumping, wheeling,
twisting, kicking, throwing, and catching
• Exploration of risk and limits in safe environments
• Some organized physical activity
• Gymnastics, Running, Wheeling
Fundamental Movements
Skills +
FUNdamental StageChronological/ Development Age
Males 6-9 and Females: 6-8
Learning to Train Stage
Chronological/ Development AgeMales: 9-12 Females: 8-11
Fundamental SportSkills
Training to TrainDevelopment Age – onset of PHV
Males: 12-16 Females: 11-15
Building Engine and
Sport Specific Skills
Optimizing Engine
andSport / Event /
Position Skills
Training to CompeteChronological / Sport Specific Age
Males: 16-23 +/- Females: 15-21 +/-
Maximizing engine and
Event / Position
SkillsPODIUMS
Training to WinChronological / Sport Specific AgeMales: 19 +/- Females: 18 +/-
HealthyLife-longPhysicalActivity
Active for LifeEnter at any age
Adult programs superimposed on children
Male programs superimposed on females Physical literacy not taught Windows of Trainability – periods of
accelerated adaptation Chronological age versus developmental
age “Peaking by Friday”
Systemic LTAD Issues in Canada
Physical Literacy
STRUCTURED & UNSTRUCTURED
PLAY
Life LongPhysical Activity
DEV
ELO
PMEN
TPE
RFO
RMA
NCE
PODIUM PLAYGROUND
LimitedOpportunities
Fundamental Movement Skills
Physical LiteracyFirst 3 stages of LTAD
Development Age – before onset of PHV
Fundamental Movement skill+
Fundamental Sport Skills=
Physical Literacy=
Excellence & Participation
Physical LiteracyFirst 3 stages of LTAD
Development Age – before onset of PHV
Developmental Age vs. Chronological Age
14 Year old boys 13 Year old
girls
Developmental Age = Chronological Age +/- 2 years
Physical LiteracyWindows of Opportunity
Windows of Trainability: Refers to the sensitive periods of accelerated adaptation to training.
Readiness: Refers to the critical period in the development of a specific behaviour or skill when experience or training will have the optimal effect.
Physical LiteracyTrainability by Age
Phases of Movement
Fundamental Movements
Fundamental Movements
Growth means an increase in body size, such as in height or weight.
Maturation is the process in which the child’s body changes to become progressively more like that of an adult.
Fundamental Movements
Running
Fundamental Movements
Becoming Physically Literate: must master fundamental movement skillsRemember children are not just “adults in miniature”.To learn a skill a child must go through a series of developmental stagesGoal of the coach is to help the child progress from one stage to the next.
Throwing
Fundamental Movements
Learning Fundamental Movement Skills:Children learn at different stagesEveryone learns the movements in the same sequenceEveryone goes through the same phasesThe child’s environment needs to be both safe and challenging.
Jumping
Fundamental Movements
Time for remedial workIf a child goes too long without learning a skill, then learning it may become more difficult.The sooner the child starts to overcome the learning deficit the easier it will be for them to catch up.
Hopping
Fundamental Movements
Impact of Being Physically Literate:Confident in an active settingHigher self-esteem which impacts other parts of lifeMore likely to be active later in life.More likely to be a healthier adult.
Fundamental Movements
Travelling Skills Object Control Skills
Balance Movements
• Boosting• Climbing• Eggbeater• Galloping• Gliding• Hopping• Ice Picking• Jumping• Leaping• Poling• Running• Sculling• Skating• Skipping• Sliding• Swimming• Swinging• Wheeling
Sending:• Kicking• Punting• Rolling (ball)• Strike (ball, puck, ring)• ThrowingReceiving:• Catching• Stopping• TrappingTravelling with:• Dribbling (feet)• Dribbling (hands)• Dribbling (stick)Receiving and Sending:• Striking (bat)• Striking (stick)• Volleying
• Balancing/Centering• Body Rolling• Dodging• Eggbeater• Floating• Landing• Ready position• Sinking/Falling• Spinning• Stopping• Stretching/Curling• Swinging• Twisting/Turning
• Encourage children to run; tag & chasing games
• Play catching and throwing games • Play games making body shapes and
movements• Play balancing games• Play jumping games• Play games in a variety of environments
Physical Literacy & LTADActive Start StageChronological/ Development Age
Males and Females: 0-6
• Encourage unstructured physical play with friends
• Continue to play catching, throwing, hitting, running, etc…. Games
• Provide a variety of sporting activities (multi-sport programs)
• Focus on participation and fun• Develop the all-round athlete
Physical Literacy & LTAD
FUNdamental StageChronological/ Development Age
Males 6-9 and Females: 6-8
• Encourage unstructured physical play with friends• Provide opportunities to play multi sports and play
a variety of positions• Encourage participation in sports at school• Provide opportunities to participate in activities
on land, water, snow and ice• Provide opportunities to work on flexibility, speed,
endurance and own-body weight strength• FUN!
Physical Literacy & LTAD
Learning to Train StageChronological/ Development Age
Males: 9-12 Females: 8-11
• Activates are appropriate for the cognitive, social and physical stage of development
The following areas should be considered..i. The equipmentii.Language usediii.Conceptual learning is fostered to allow athletes the
ability to possess the key knowledge of why we are doing this
iv.Complexity of the task and the environment in which the task is performed in
v.Practice of the movement should be encouraged to be performed correctly whenever possible.
Physical Literacy & LTADEffective Pedagogy
Developmentally Appropriate
Key areas to consideri. Time is maximizedii.There is enough equipment for alliii.Safety: clothing, environment and size/speed of
equipmentiv.Leader promotes and rewards good behaviourv.Teach by objectives and goalsvi.Review and previewvii.Make teaching, learning, and competition relevantviii.Practice should have variety to prevent bordomeix.Purpose of the activity should be clearx.Concrete feedback and evidence of success in activity
if they are to persist.
Physical Literacy & LTAD
Effective PedagogyTask Oriented
• Providing activities that encourages all children to develop promotes the development of the “whole child” (social, cognitive, motor, and emotional)
Strategies:i. Activities are inclusiveii.Gender equityiii.Feelings of the participants are respectediv.Activities pose a challenge the individual feels they
can accomplishv. Individual instruction and feedback to suit the needs
and abilities of the individual
Physical Literacy & LTAD
Effective PedagogyPromotes Success for All
Strategiesi. Good communication is based on the principal of “Active
Listening”ii. Verbal communication should be clear and conciseiii.Verbal communication should be age appropriate and specific to
the sportiv.Use humour but avoid confusing metaphors and ‘sport slang’v. Use consistent cue words in skill instruction and feedbackvi.Check for understandingvii.Use problem solving to deal with issuesviii.Learning requires knowledge of results and performanceix.Feedback should be focused on ‘What to do’ not ‘What not to do’x.Demonstrations and modeling should be accurate and that if the
skill is broken down in pieces it should be done in proper sequence.
xi.Self-talk aids in skill acquisition
Physical Literacy & LTADEffective Pedagogy
Effective Communication
• Self evaluation i. What went well?ii. What did not go well?iii. What should I remember for next time?
• Mentorshipi. Identifying a mentor coach to provide
feedback is the best way to become a better leader
ii. Program provides mentor coaches
Physical Literacy & LTAD
Effective PedagogyThoughtful Reflection & Analysis
• Use NSO’s youth programs for sport instruction (ex Mini Volleyball)
• Use Athletics Canada’s Run, Jump, Throw Program for ABC’s
• National & Local Sponsors to lower costs for participants
• Trained and Certified Instructors• Quality Insurance from Project leads• Access to ALL!
Pilot Program
10U Learning to Train Weekly Schedule Micro cycle
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
07-Sep-10 08-Sep-10 09-Sep-10 11-Sep-10 12-Sep-10
ABC's/ Homework
60 min
ABC's/ Homework
60 min
ABC's/ Homework
60 min
ABC's/ Homework
60 minVolleyball
Tournament
Badminton
Practice60 min
Volleyball Practice 60 min
Badminton Practice 60 min
Volleyball Practice 60 min
Badminton Tournament
Sport 2 practices/week @ 60 min
3 match/week or one tournament using NSO Youth Model Format (3 v 3)
20 week season = 5 months
Fundamentals 4 general prep sessions/week @ 60 min (ABC's)
Multi Sport Program
www.ltad.cawww.sasksport.sk.cawww.sparc.org.nzgameskidsplay.netpe.central.vt.eduwww.playsport.orgwww.cahperd.ca
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