2. LTAD Long Term Athlete Development Volleyball « Food for thought » Charles H. Cardinal May 2007

3. PARTICIPANT DEVELOPMENT MODEL (Adapted from Istvan Balyi, 1997) Active Start (3-5) FUNdamentals (6-8/9) Learning to train (8/9-12); PHV, fem. Training to train (12-16/17); PHV, males Training to compete (17-21/23) Training to win (18/19 +) Active Life PHV: peak height velocity

4. Fundamentals (6-8/9) characteristics Games, relays, contests, circuit (stations) Activity adapted/age level Have FUN, pleasure, enjoy playing/sport + other non related activities Introduce global skills: “modified activity”, “lead-up games” = learning Competition: “Mini V.B.” Develop ABC’s (agility; balance; coordination; speed; etc.)

5. Learning to train (8/9-12) Objectives & training tasks (PHV females) Introduce and Develop basic skills *** Acquiring elementary practical tactical knowledge *** team sports: formations and tactical combinations Introduce decision making / athletes * Further develop agility, balance, coordination, speed * Introduce strength training: (use own body weight) medecine ball, obstacle courses, games, etc.) aiming to optimize motor development * Introduce fundamental psychological qualities * Relative training importance: *** High; ** Imp.; * Moderate

6. Cessation of growth Fin de la croissance Slow deceleration Lente décélération Steady growth Croissance régulière Rapid growth Croissance très rapide Rapid deceleration Décélération rapide Very Rapid Growth Croissance très rapide Very rapid deceleration Décélération plus rapide Phases of Measurement 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 0 5 10 15 20 25 Phase 1 Phase 3 Phase 2 Phase 4 Phase 5 Phase 6 CM Age

7. Measuring and interpreting PHV (How to PHV) Diurnal and seasonal variations Age 9 or 10 = measure it every 3 month (Malina) –Always in the morning after the rest day –Reliable measurements After the on-set of PHV measure it every week or every second week At every birthday mark the growth in cm, how many centimetre is the growth from last birthday Measure athlete standing, sitting down straight and, arm extended horizontally

8. Windows of optimal trainability: 5Ss 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Age Growth (cm / year) 10 9 8 7 6 5 4 3 2 1 0 AE / MAP* Strength* Speed Suppleness Speed Skills Females AE / MAP*Strength* Speed Suppleness Speed Skills Males

9. Trainability Based on chronological age: –Skill –Speed –Suppleness Based on developmental age –Stamina –Strength Biological markers –onset of PHV –PHV –onset of menarche

10. Training to train (12-16/17) Objectives & training tasks (PHV males) Consolidate/stabilize basic skills *** Learning variants or new skills ** Develop decision making / athletes *** Develop practical tactical knowledge related to volume of training, performance level and conditioning *** (attack, defense, transition) Introduce weight training: harmonious and complete GENERAL physical development ** Develop fundamental psychological qualities * Introduce optimal psychological performance state * Introduce seasonal planning * Relative training importance: *** High; ** Imp.; * Moderate

11. If you want to teach latin to Ariane, you have to know latin and you have to know ArianeIf you want to teach latin to Ariane, you have to know latin and you have to know Ariane If you want to teach volleyball to Ariane, you have to know volleyball and you have to know ArianeIf you want to teach volleyball to Ariane, you have to know volleyball and you have to know Ariane We know volleyball well BUT we do not know Ariane from age 8-9 to 16-17 PERIOD!!!We know volleyball well BUT we do not know Ariane from age 8-9 to 16-17 PERIOD!!!

12. Training to compete (17 -21/23) (specialization) Objectives & Tasks Refine repertoire of techniques : individualisation, proficiency, variability, consistency *** Ind. Tact.: develop rapid read and react (decision making) + motor response variation / situation *** Team. Tact.: speed, cooperation, synchronization *** Off season: develop energy sources and muscular qualities considered foundations to the sport ** Preparatory period: develop specific physical qualities related to the sport ** Develop: Optimal psychological performance state *** Introduce Annual planning (integrating the 5 S’s) * Relative training importance: *** High; ** Imp.; * Moderate

13. Prepare athletes for one or more peak performance(s) Combined and adapted methods to the GOAL pursued Integrate sport science experts Utilize double or multiple periodization (integrating the 10S’s) Monitor athlete’s response to training stimuli and induced fatigue Tapering procedures adapted to the athlete Learning to win mental attitude Training to win: High Performance (18/19 +) Objectives & training tasks

14. 10 S’s influencing performance 1.Skill (technical – tactical – decision making) 2.Speed 3.Suppleness 4.Stamina 5.Strength 6.Structure / Stature 7.Sychology 8.Sustenance 9.Schooling 10.Socio-Cultural 1.Habiletés (techniques – tactiques/str. – décisions) 2.Vitesse 3.Souplesse 4.Enance 5.Force 6.Mesures anthropométriques 7.Psychologie 8.Nutrition 9.Études 10.Aspect socioculturel

15. TRAINING COMPONENTS/TASKS techniques & tactics/strategy Basic skills Variants Basic skills Advance skills Team Tactical practical know how (System, Formations, Combinations) Individual tactical practical know how Game plan

16. TRAINING EMPHASIS (focus) Proper execution (skill OR assignment) Success rate (outcome of the action) Decision making / athlete Motor response variation/analogous situations Cooperation, timing, speed of execution / athletes System of associative solutions Self control, will power, concentration, stress management, etc.

17. Sequencing Training objectives When do we introduce / acquire / learn / develop a training component or task: at what age and performance level ? When do we consolidate / stabilize: age and performance level ? When do we improve / refine / maintain: age and performance level

18. Training objectives: TE. & TA/Str. definition of terms Introduce: (acquire, learn) Present to the athletes a new element (skill OR tactical component) in stable and easy conditions. Global acquisition of the required task. Key emphasis: comprehension of what I have to do as an athlete + proper execution of the assignment Characteristics: sub-maximal speed Requirements: state of readiness + concentration

19. Training objectives: TE. & TA/Str. definition of terms  (gradually)Develop: To pursue the learning process in controlled conditions without opponents OR with the complicity of opponents Key emphasis: success rate (end result), objective: 7/10 Characteristics: block of repetitions of the assignment as determined by the coach. The drill is isolated from competition reality. Speed is  (gradually) Requirements : state of readiness, concentration + ball flight assessment

20. Training objectives: TE. & TA/Str. definition of terms Consolidate: to stabilize the element (TE. or TA/Str.) in controlled conditions by the coach, or semi-controlled conditions, or random conditions. This framework requires opponents opposition/confrontation. Key emphasis: decision making by the player / situation + high success rate Characteristics: optimal speed of execution Requirements: light – moderate state of fatigue / athletes.

21. Training objectives: TE. & TA/Str. definition of terms Refine/maintain techniques OR tactics/str. repertoire: to polish, improve the elements in controlled conditions or semi- controlled conditions or random conditions. Key emphasis: decision making/athlete as related to the situation or success rate (end result) or motor response variation / analogous situations. Characteristics: approximative or absolute competition / game like conditions linked with optimal speed of execution. Requirements: system of associative solutions (refers to competitive experience + memory), occasionally introduce a mental stress

22. TRAINING CONDITIONS CONTROLLED BY THE COACH: Stable, predictable, foreseeable environment Without opponents OR with opponents complicity Block learning of the task / assignment Techniques to be implemented OR tactical/str. notions to be carried out are determined by the coach No decision making by the athlete No options of motor response

23. TRAINING CONDITIONS SEMI-CONTROLLED The operational framework (environment OR sequence of play) is determined by the coach Variable problems to solve, requires different actions to be taken Involves decision making by the athlete (options / choices) Implies opponents opposition/confrontation Block learning of the task / assignment Speed of execution is raised gradually to reach optimal speed

24. TRAINING CONDITIONS RANDOM: Variable, changeable, unpredictable environnement Part OR complete team VS opponents / rally Techniques to be implemented OR tactical notions to be carried out are determined by the athletes Absolute OR approximate game like conditions; confrontation by opponent(s) Optimal speed of execution

25. LEARNING BASIC SKILLS Key principles Player actively involved/activity Vol. high number of reps, sub-max. intensity Success rate: 70% Player exposed to several successive demstr. (create a mental image of what to do) Player concentrates on one technical element while executing the global skill Limit to 4 or 5 key elements/learning stage Learn Te. under the Tactics umbrella Conditions: BLOCK of reps/same training task

26. CONSOLIDATING SKILLS Key principles  intensity: leading to competition requirements (speed, effort)  intensity: leading to competition requirements (speed, effort) Introduce transition mvt. + other skill (basic skills sequence)Introduce transition mvt. + other skill (basic skills sequence) Introduce precision and consistency (result of the action) e.g. success rateIntroduce precision and consistency (result of the action) e.g. success rate Work in a light to moderate state of fatigue (e.g. competition)Work in a light to moderate state of fatigue (e.g. competition) Conditions controlled by the coach (BLOCK of reps/same training task)Conditions controlled by the coach (BLOCK of reps/same training task) V and AT/RT related to training effect soughtV and AT/RT related to training effect sought

27. DEVEL TACT. INTELLIGENCE Key principles Player seeks progressive autonomy on the court Player spends less effort to successfully complete the training task Gradual control over uncertainty  rapid and relevant read + proper motor response/situation  rapid and relevant read + proper motor response/situation Adequate problem solving/situation with varied motor responseAdequate problem solving/situation with varied motor response Conditions: controlled by the coach or random situationConditions: controlled by the coach or random situation

28. INTEGRATE PLAYERS/SYSTEM Key principles Pratical knowledge related to the level of play + conditioning of the athletes Integrating player in the relational network Develop a system of associative solutions (relates to player’s MEMORY) Establish match-ups with our opponents (game plan) with individual assignments Key emphasis: speed of execution, synchronization, cooperation between players Conditions: controlled or random

29. Sport requirements: V.B. Bantam Learning to train: Performance factors relative importance

30. Sport requirements: V.B. Midget Training to train 1: performance factors relative importance

31. Sport requirements: V.B. Juvenile Training to train 2: performance factors relative importance

32. Sport requirements: V.B. Junior Training to compete: performance factors relative importance

33. Sport requirements: V.B. University Training to win: performance factors relative importance

34. THANK YOU Charles