Long-Term Athlete
Development
Lesson 9: Stages of LTAD
Aims
Aims
• To develop a better understanding of the stages of
LTAD
Aims
• To develop a better understanding of the stages of
LTAD
• To focus upon the L2T, T2T, T2C & T2W stages
Aims
• To develop a better understanding of the stages of
LTAD
• To focus upon the L2T, T2T, T2C & T2W stages
• To identify what should happen in these stages
Aims
• To develop a better understanding of the stages of
LTAD
• To focus upon the L2T, T2T, T2C & T2W stages
• To identify what should happen in these stages
• To develop a sports specific understanding of these
stages
Stages of LTAD
Stages of LTAD
• FUNdamentals
Stages of LTAD
• FUNdamentals
• Learn to Train
Stages of LTAD
• FUNdamentals
• Learn to Train
• Train to Train
Stages of LTAD
• FUNdamentals
• Learn to Train
• Train to Train
• Train to Compete
Stages of LTAD
• FUNdamentals
• Learn to Train
• Train to Train
• Train to Compete
• Train to Win
Stages of LTAD
• FUNdamentals
• Learn to Train
• Train to Train
• Train to Compete
• Train to Win
• Retirement & Retainment
Stages of LTAD
• FUNdamentals
• Learn to Train
• Train to Train
• Train to Compete
• Train to Win
• Retirement & Retainment
Learn to train
Learn to train
• Males 9-12 years &
Females 8-11
Learn to train
• Males 9-12 years &
Females 8-11
• One of the most
important periods of
motor development
Learn to train
• Males 9-12 years &
Females 8-11
• One of the most
important periods of
motor development
• Early specialisation in
late development
sports can be
detrimental to later skill
development
• Further develop all fundamental movement skills and teach general,
overall sports skills.
• Further develop all fundamental movement skills and teach general,
overall sports skills.
• Otherwise, a significant window of opportunity is lost, compromising the
ability of the young player/athlete to reach full potential.
• Further develop all fundamental movement skills and teach general,
overall sports skills.
• Otherwise, a significant window of opportunity is lost, compromising the
ability of the young player/athlete to reach full potential.
• Develop strength using exercises that incorporate the child’s own body
weight as well as medicine balls and swiss balls.
• Further develop all fundamental movement skills and teach general,
overall sports skills.
• Otherwise, a significant window of opportunity is lost, compromising the
ability of the young player/athlete to reach full potential.
• Develop strength using exercises that incorporate the child’s own body
weight as well as medicine balls and swiss balls.
• Introduce hopping and bounding exercises or routines, or wheeling up
gradients, to aid in strength development.
• Further develop all fundamental movement skills and teach general,
overall sports skills.
• Otherwise, a significant window of opportunity is lost, compromising the
ability of the young player/athlete to reach full potential.
• Develop strength using exercises that incorporate the child’s own body
weight as well as medicine balls and swiss balls.
• Introduce hopping and bounding exercises or routines, or wheeling up
gradients, to aid in strength development.
• Apply a ratio of 70 per cent training to 30 per cent competition. The 30
per cent ratio includes competition and competition-specific training.
These percentages vary according to sport and individual specific needs.
Athletes undertaking this type of preparation are better prepared for
competition in both the short- and long-term than those who focus
solely on winning.
• Further develop all fundamental movement skills and teach general,
overall sports skills.
• Otherwise, a significant window of opportunity is lost, compromising the
ability of the young player/athlete to reach full potential.
• Develop strength using exercises that incorporate the child’s own body
weight as well as medicine balls and swiss balls.
• Introduce hopping and bounding exercises or routines, or wheeling up
gradients, to aid in strength development.
• Apply a ratio of 70 per cent training to 30 per cent competition. The 30
per cent ratio includes competition and competition-specific training.
These percentages vary according to sport and individual specific needs.
Athletes undertaking this type of preparation are better prepared for
competition in both the short- and long-term than those who focus
solely on winning.
• Encourage unstructured play and discovery learning
• Further develop speed by using specific
activities that focus on agility, quickness,
and change of direction during the warm-
up.
• Further develop speed by using specific
activities that focus on agility, quickness,
and change of direction during the warm-
up.
• Narrow the focus to 3 sports.
• Further develop speed by using specific
activities that focus on agility, quickness,
and change of direction during the warm-
up.
• Narrow the focus to 3 sports.
• Structure competition to address
differences in training age and abilities.
• Further develop speed by using specific
activities that focus on agility, quickness,
and change of direction during the warm-
up.
• Narrow the focus to 3 sports.
• Structure competition to address
differences in training age and abilities.
• Identify sports the child enjoys and is
predisposed towards success. Further
develop endurance through games and
relays.
• Further develop speed by using specific
activities that focus on agility, quickness,
and change of direction during the warm-
up.
• Narrow the focus to 3 sports.
• Structure competition to address
differences in training age and abilities.
• Identify sports the child enjoys and is
predisposed towards success. Further
develop endurance through games and
relays.
• Further develop flexibility through
exercises.
• Further develop speed by using specific
activities that focus on agility, quickness,
and change of direction during the warm-
up.
• Narrow the focus to 3 sports.
• Structure competition to address
differences in training age and abilities.
• Identify sports the child enjoys and is
predisposed towards success. Further
develop endurance through games and
relays.
• Further develop flexibility through
exercises.
• Introduce single periodization noting that
some sports such as swimming and tennis
need to use double periodization to
adequately address the sport’s unique
needs.
Train to Train
Train to Train
• Boys 12-16 years, Girls 11-15 years
Train to Train
• Boys 12-16 years, Girls 11-15 years
• Age ranges are dependant upon PHV
Train to Train
• Boys 12-16 years, Girls 11-15 years
• Age ranges are dependant upon PHV
• Athletes consolidate their basic sport-specific skills
and tactics
Train to Train
• Boys 12-16 years, Girls 11-15 years
• Age ranges are dependant upon PHV
• Athletes consolidate their basic sport-specific skills
and tactics
• Window of accelerated adaptation to aerobic, speed,
and strength training
Train to Train
• Boys 12-16 years, Girls 11-15 years
• Age ranges are dependant upon PHV
• Athletes consolidate their basic sport-specific skills
and tactics
• Window of accelerated adaptation to aerobic, speed,
and strength training
• During competitions, athletes play to win and to do
their best, but the major focus of training is on
learning the basics as opposed to competing.
• Make aerobic training a priority after the onset of PHV while maintaining
or further developing levels of skill, speed, strength, and flexibility.
• Make aerobic training a priority after the onset of PHV while maintaining
or further developing levels of skill, speed, strength, and flexibility.
• Emphasise flexibility training given the rapid growth of bones, tendons,
ligaments, and muscles.
• Make aerobic training a priority after the onset of PHV while maintaining
or further developing levels of skill, speed, strength, and flexibility.
• Emphasise flexibility training given the rapid growth of bones, tendons,
ligaments, and muscles.
• Consider the two windows of accelerated adaptation to strength training
for females: the first occurs immediately after PHV and the second begins
with the onset of menarche. For males, there is one window and it begins
12 to 18 months after PHV.
• Make aerobic training a priority after the onset of PHV while maintaining
or further developing levels of skill, speed, strength, and flexibility.
• Emphasise flexibility training given the rapid growth of bones, tendons,
ligaments, and muscles.
• Consider the two windows of accelerated adaptation to strength training
for females: the first occurs immediately after PHV and the second begins
with the onset of menarche. For males, there is one window and it begins
12 to 18 months after PHV.
• Both aerobic and strength trainability are dependent on the maturation
levels of the athlete.
• Make aerobic training a priority after the onset of PHV while maintaining
or further developing levels of skill, speed, strength, and flexibility.
• Emphasise flexibility training given the rapid growth of bones, tendons,
ligaments, and muscles.
• Consider the two windows of accelerated adaptation to strength training
for females: the first occurs immediately after PHV and the second begins
with the onset of menarche. For males, there is one window and it begins
12 to 18 months after PHV.
• Both aerobic and strength trainability are dependent on the maturation
levels of the athlete.
• For this reason, the timing of training emphasis differs depending on
whether athletes are early, average, or late maturers.
• Make aerobic training a priority after the onset of PHV while maintaining
or further developing levels of skill, speed, strength, and flexibility.
• Emphasise flexibility training given the rapid growth of bones, tendons,
ligaments, and muscles.
• Consider the two windows of accelerated adaptation to strength training
for females: the first occurs immediately after PHV and the second begins
with the onset of menarche. For males, there is one window and it begins
12 to 18 months after PHV.
• Both aerobic and strength trainability are dependent on the maturation
levels of the athlete.
• For this reason, the timing of training emphasis differs depending on
whether athletes are early, average, or late maturers.
• Regular height checks to to identify key periods in development
• Make aerobic training a priority after the onset of PHV while maintaining
or further developing levels of skill, speed, strength, and flexibility.
• Emphasise flexibility training given the rapid growth of bones, tendons,
ligaments, and muscles.
• Consider the two windows of accelerated adaptation to strength training
for females: the first occurs immediately after PHV and the second begins
with the onset of menarche. For males, there is one window and it begins
12 to 18 months after PHV.
• Both aerobic and strength trainability are dependent on the maturation
levels of the athlete.
• For this reason, the timing of training emphasis differs depending on
whether athletes are early, average, or late maturers.
• Regular height checks to to identify key periods in development
• Athletes should be educated in the developmental stages
• Learn to cope with the physical and
mental challenges of competition.
• Learn to cope with the physical and
mental challenges of competition.
• Introduce athletes with a disability to
sport-specific equipment such as
wheelchairs and athletic prostheses. For
all athletes, the use of body-size and skill-
level appropriate equipment remains
important.
• Learn to cope with the physical and
mental challenges of competition.
• Introduce athletes with a disability to
sport-specific equipment such as
wheelchairs and athletic prostheses. For
all athletes, the use of body-size and skill-
level appropriate equipment remains
important.
• Optimise training and competition ratios
and follow a 60:40 per cent training to
competition ratio. Too much competition
wastes valuable training time and
conversely, not enough inhibits the
practice of technical/tactical and decision-
making skills.
• Learn to cope with the physical and
mental challenges of competition.
• Introduce athletes with a disability to
sport-specific equipment such as
wheelchairs and athletic prostheses. For
all athletes, the use of body-size and skill-
level appropriate equipment remains
important.
• Optimise training and competition ratios
and follow a 60:40 per cent training to
competition ratio. Too much competition
•Use talent identification to help wastes valuable training time and
athletes focus on 2 sports.
conversely, not enough inhibits the
practice of technical/tactical and decision-
making skills.
• Learn to cope with the physical and
mental challenges of competition.
• Introduce athletes with a disability to
sport-specific equipment such as
wheelchairs and athletic prostheses. For
all athletes, the use of body-size and skill-
level appropriate equipment remains
important.
• Optimise training and competition ratios
and follow a 60:40 per cent training to
competition ratio. Too much competition
•Use talent identification to help wastes valuable training time and
athletes focus on 2 sports.
conversely, not enough inhibits the
•Utilise single and double periodization practice of technical/tactical and decision-
as the optimal framework of
making skills.
preparation.
• Learn to cope with the physical and
mental challenges of competition.
• Introduce athletes with a disability to
sport-specific equipment such as
wheelchairs and athletic prostheses. For
all athletes, the use of body-size and skill-
level appropriate equipment remains
important.
• Optimise training and competition ratios
and follow a 60:40 per cent training to
competition ratio. Too much competition
•Use talent identification to help wastes valuable training time and
athletes focus on 2 sports.
conversely, not enough inhibits the
•Utilise single and double periodization practice of technical/tactical and decision-
as the optimal framework of
making skills.
preparation.
•Train athletes in daily competitive
situations in the form of practice
matches or competitive games and drills.
Train to Compete
Train to Compete
• Males 16-23 years, Females
15-21 years
Train to Compete
• Males 16-23 years, Females
15-21 years
• Optimise fitness
preparation and sport-,
individual-, and position-
specific skills as well as
performance.
Train to Compete
• Males 16-23 years, Females
15-21 years
• Optimise fitness
preparation and sport-,
individual-, and position-
specific skills as well as
performance.
• All the objectives of Training
to Train must be achieved
before the objectives of
Training to Compete can
begin
• Provide year-round, high intensity,
individual event, and position-specific
training.
• Provide year-round, high intensity,
individual event, and position-specific
training.
• Teach athletes, who are now
proficient at performing basic and
sport specific skills, to perform those
skills under a variety of competitive
conditions during training.
• Provide year-round, high intensity,
individual event, and position-specific
training.
• Teach athletes, who are now
proficient at performing basic and
sport specific skills, to perform those
skills under a variety of competitive
conditions during training.
• Place special emphasis on optimum
preparation by ‘modelling’ high
competitions in training.
• Provide year-round, high intensity,
individual event, and position-specific
training.
• Teach athletes, who are now
proficient at performing basic and
sport specific skills, to perform those
skills under a variety of competitive
conditions during training.
• Place special emphasis on optimum
preparation by ‘modelling’ high
competitions in training.
• Individually tailor to a greater degree
fitness programs, recovery programs,
psychological preparation, and
technical development.
• Provide year-round, high intensity,
individual event, and position-specific
training.
• Teach athletes, who are now
proficient at performing basic and
sport specific skills, to perform those
skills under a variety of competitive
conditions during training.
• Place special emphasis on optimum
preparation by ‘modelling’ high
competitions in training.
• Individually tailor to a greater degree
fitness programs, recovery programs,
psychological preparation, and
technical development.
• Emphasise individual preparation that
addresses each athlete’s individual
strengths and weaknesses.
• Select 1 sport.
• Select 1 sport.
• Utilise single, double, and
triple periodization as the
optimal framework of
preparation.
• Select 1 sport.
• Utilise single, double, and
triple periodization as the
optimal framework of
preparation.
• Change the training-to-
competition and competition-
specifi c training ratio to
40:60. Devote 40 per cent of
available time to the
development of technical and
tactical skills and improving
fitness and 60 per cent of
training to competition and
competition-specific training.
Sports Specific
Train to Win
Train to Win
• Males 19 years +, Females 18 yeas +
Train to Win
• Males 19 years +, Females 18 yeas +
• Maximise fitness preparation and sport-individual- and
position-specific skills as well as performance.
Train to Win
• Males 19 years +, Females 18 yeas +
• Maximise fitness preparation and sport-individual- and
position-specific skills as well as performance.
• All of the athlete’s physical, technical, tactical
(including decision-making skills), mental, and personal
and lifestyle capacities are fully established and the
focus of training has shifted to the maximisation of
performance.
Train to Win
• Males 19 years +, Females 18 yeas +
• Maximise fitness preparation and sport-individual- and
position-specific skills as well as performance.
• All of the athlete’s physical, technical, tactical
(including decision-making skills), mental, and personal
and lifestyle capacities are fully established and the
focus of training has shifted to the maximisation of
performance.
• World class able-bodied and disability sport
performances require world-class equipment that is
fine-tuned to the demands of the event and the
requirements of the athlete.
• Train athletes to peak for major
competitions.
• Train athletes to peak for major
competitions.
• Ensure that training is
characterised by high intensity and
relatively high volume.
• Train athletes to peak for major
competitions.
• Ensure that training is
characterised by high intensity and
relatively high volume.
• Allow frequent preventative
breaks to prevent physical and
mental burnout's.
• Train athletes to peak for major
competitions.
• Ensure that training is
characterised by high intensity and
relatively high volume.
• Allow frequent preventative
breaks to prevent physical and
mental burnout's.
• Utilise single, double, triple, and
multiple periodization as the
optimal framework of preparation.
• Train athletes to peak for major
competitions.
• Ensure that training is
characterised by high intensity and
relatively high volume.
• Allow frequent preventative
breaks to prevent physical and
mental burnout's.
• Utilise single, double, triple, and
multiple periodization as the
optimal framework of preparation.
• Change the training to
competition ration 25:75, with the
competition percentage including
competition-specific training
activities.
FITT
FITT
FITT
FITT
FITT
FITT
FITT
FITT
Summary
Summary
• Learn to Train objective: Learn overall sports skills
Summary
• Learn to Train objective: Learn overall sports skills
• Train to Train objectives: Build an aerobic base,
develop speed and strength towards the end of the
stage, and further develop and consolidate sport
specific skills
Summary
• Learn to Train objective: Learn overall sports skills
• Train to Train objectives: Build an aerobic base,
develop speed and strength towards the end of the
stage, and further develop and consolidate sport
specific skills
• Train to Compete objective: Optimise the engine and
learn to compete
Summary
• Learn to Train objective: Learn overall sports skills
• Train to Train objectives: Build an aerobic base,
develop speed and strength towards the end of the
stage, and further develop and consolidate sport
specific skills
• Train to Compete objective: Optimise the engine and
learn to compete
• Train to Win objective: Podium performances
Any Questions?
