Long-term Athlete Development Model Research Articles

Dual sport career experiences of student-athletes studying in South Africa and the USA

Background: Institutions of higher education are hubs for student-athletes pursuing dual careers, in sports and higher education. The concepts of dual careers, transition models and support systems for student sports provide the conceptual framework for this study.Objectives: The study investigated the dual sports career experiences of South African track and field student-athletes who studied at universities in South Africa and the United States of America (USA). Objectives determined satisfaction in terms of student-athlete support systems in their chosen localities.Method: This qualitative study used a purposive sample of 12 participants from a general population of South African junior track and field athletes who pursued dual careers. Data were collected through semi-structured interviews.Results: The respondents found the US National Association Collegiate Athletic Association (NCAA) sports system superior to the South African sports system. The dual-career student-athletes transitioning through the last two stages of the South African Long-Term Athlete Development model reported a lack of support that negatively impacted the success of their dual career balance.Conclusion: The South African context of student sport is not generally conducive to creating and enabling a dual sports–academic career environment because of insufficient contextual, processional and sports-specific factors. The participants perceived the NCAA system of student sport as holistic and supportive of their dual-career development.Contribution: This study adds to the limited pool of knowledge relating to the dual-career development of student-athletes, and provides a base line for future research studies.

Developmental activities of elite junior hockey players: an analysis of early sport specialization.

Early sport specialization is a popular and contentious topic in the scientific literature and popular media. The lure of extrinsic rewards has led to increasing rates of specialization among young athletes, while expert recommendations promote multisport participation. The purpose of this study was to describe and analyze developmental activities of a group of elite junior hockey players in Canada. Within this context, elements of specialization were investigated in accordance with existing theoretical frameworks and long-term athlete development models to enhance the literature. Fifteen participants from the Ontario Hockey League completed quantitative retrospective interviews, detailing past sport and recreational activities. Thirty-one developmental milestones were assessed. Accumulated hours of activity were categorized in accordance with Côté's (1999) Developmental Model of Sports Participation, along with the number and types of sports in which they participated during childhood. Jayanthi et al.'s (2015) continuum was utilized to determine the age at which the athletes became moderately and highly specialized. Accrued hours of deliberate practice reported by participants increased from ages 6 to 16 years, as did competition in organized hockey games. Reported hours of deliberate play peaked at 9 years of age and decreased thereafter. Participants played a combined 16 sports other than hockey, ranging from an average of 2.0 at age 6, to a maximum average of 5.6 at 12 years old, and decreasing each year to 2.3 by age 15. The greatest number of hours in other sports was accumulated at 12 years of age. Using a three-point scale, participants considered themselves "highly specialized" at 14 years old; however, other quantitative indicators suggested this may have occurred at 12 years of age. Relative to previous research on early sport specialization, participants in this study spent more time practicing hockey, while ceasing hockey-specific play and other sports at younger ages. Despite a diverse sport history, hockey competition was initiated earlier than recommended, showing high levels of sport commitment as young as 9 years old. The early specialization path remains a popular trajectory among coaches, parents, and athletes in Canadian ice hockey.

Physical Conditioning Development in Youth: An Exploration of Long-Term Athlete Development Models

Physical Conditioning Development in Youth: An Exploration of Long-Term Athlete Development Models

Diffusion and adoption of the Long-Term Athlete Development model among Canadian coaches

The aim of the present study was to document the process of Long-term Athlete Development (LTAD) adoption by Canadian sport coaches, and to identify predictors of: 1) their attitude and intention to adopt such a social innovation, and 2) their LTAD adoption level. Using Rogers’ innovation diffusion theory, a survey of 499 Canadian coaches was conducted to identify the factors associated with three variables: coaches’ attitude towards LTAD, intention to adopt LTAD, and LTAD adoption status. 279 (56%)(35.4 ± 12.1 years) of them knew LTAD and filled out the entire questionnaire. Perceived knowledge of LTAD, its trialability, observability, intention to adopt, coaches’ certification level, and organisational support were the best predictors of LTAD model adoption level in coaching’ practice (R2=0.579, F9,184=28.32, p<0.001). Coaches in late-developing sports declared having greater knowledge of LTAD, more capacity for its implementation, and lower perceived complexity of application.

Long-Term Athlete Development: Seasonal and Longitudinal Fitness Changes in Female University Rugby Players.

Falk Neto, JH, Parent, E, and Kennedy, MD. Long-term athlete development: Seasonal and longitudinal fitness changes in female university rugby players. J Strength Cond Res 35(12): 3459-3465, 2021-The Long-Term Athlete Development model is used by organizations to determine the expected improvements from athletes at different stages of their careers. For female rugby athletes, university sports should provide continued support for athlete development during the Training to Perform stage (18-21 years old). However, little evidence exists for longitudinal changes across years of participation in university sports in this group. The purpose of this study was to assess changes in anthropometric and fitness characteristics in female university rugby players across different seasons. Seventeen players were divided into forwards (n = 9, 21.1 ± 2.6 years) and backs (n = 8, 19.62 ± 0.9 years) and assessed across 5 points over 3 years: preseason 1, postseason 1, preseason 2, postseason 2, and preseason 3. Anthropometric (height, body mass, and body mass index) and performance measurements (grip strength, flexibility, trunk muscular endurance, upper-body muscular endurance, 40-m sprint, vertical jump, and 20-m shuttle run) were collected. V̇o2max was higher at preseason 2 compared with postseason 1 (p = 0.02), postseason 2 (p = 0.01), and preseason 3 (p = 0.015), and trunk muscular endurance was higher at preseason 3 (p = 0.02). Performance in the first 5 m of the sprint test decreased at postseason 1 (p = 0.018) and preseason 2 (p = 0.016) when compared with preseason 1. The results indicate that these female athletes did not improve their fitness across the Training to Perform stage when participating in university sports. These female rugby players likely developed their fitness at earlier stages and, at this stage, already possessed well-developed fitness levels, which were merely maintained throughout years.

The Reasons for National Athletes with Undergraduate Education to Leave Sports

Background: There are studies in the literature scrutinising the reasons for dropping out of sports in terms of physiological, psychosocial, and surrounding factors. In addition to these, it is a fact that there are athletes who end their sports life immediately after beginning their undergraduate education. At this point, the reasons for students to leave sports during their undergraduate education remains a matter to be discovered. Aim: To this end, this study aims to reveal the factors that cause these persons to leave sports. Methods: This research was conducted through the qualitative research method, utilising the phenomenology design. The participants of the study were eleven former national athletes who left sports after beginning their undergraduate education. The participants were selected by criterion sampling method from purposive sampling methods. The data were obtained through face-to-face interviews composed of semi-structured questions. The data acquired were analyzed by the content analysis method. Results: Five main themes were composed in the study: training, social life, health, psychology, and school. It was observed that the participants failed to balance their school and sports life due to heavy and intense training, socialisation needs, unexpected injuries, nutritional problems, psychological fear of failure, and inability to achieve the success they desire. Conclusion: The study results revealed that the participants decided to leave sports not for a single reason, but as a result of a process during which multiple reasons accumulated. In this context, measures can be taken to facilitate their academic and sports life in order to prevent national athletes from leaving sports. These measures may include enabling them to continue to school where they do sports, providing them with distance education and exam opportunities, and enabling them to better integrate into campus life. In order to prevent early specialisation, long-term athlete development models may also be implemented. Keywords: National athlete, undergraduate students, dropping out of sports

Generalize over Specialize: Examining the Long-Term Athlete Development Model to Optimize Youth Athlete Development

At the youth level, there is an ongoing debate between two paradigms concerning the development of athletic performance: early sport specialization vs. diversification. Early sport specialization (i.e., intense training in one specific sport) can lead to high-level performance, especially for sports that have a lower age at peak performance (e.g., women’s gymnastics); however, there are many drawbacks including an increased risk for injury and burnout. Consequently, there has been a push for diversification, wherein young athletes participate in several sports early on and gradually specialize overtime. This process ensures that children develop many fundamental motor skills that become the building blocks for more specialized sport skills. One model that has adopted this idea is the Long-Term Athlete Development (LTAD) model. The purpose of this article is to provide an overview of the LTAD model and explain how physical education teachers and youth sport coaches can implement the model into their curriculum and programs.

Sensitive Periods to Train General Motor Abilities in Children and Adolescents: Do They Exist? A Critical Appraisal

ABSTRACT Some long-term athlete development models have proposed generic sensitive periods or “windows of opportunity” during childhood and adolescence that are optimal for training general motor abilities such as strength or speed. However, it remains unclear whether these periods exist. This review will therefore critically appraise the rationale behind generic sensitive periods. We discuss several issues with generic sensitive periods and argue that general motor abilities and the associated sensitive periods do not exist. The identified issues with generic sensitive periods question their validity and we therefore suggest that they should not be used to train youth athletes.

Dugoročni razvoj sportiste - od teorijskog i praktičnog modela do saznajnog problema

Two decades after designing and implementing the course of Children's sport as a university subject at the Faculty of Sports and Physical Education, University of Belgrade, and its full academic and practical affirmation, the question of revising and expanding the theoretical and practical context of this subject has been raised, especially in the area of knowledge-related to long-term development of an athlete (DRS) and career planning (problem of this paper). Therefore, theoretical and practical models related to DRS have been introduced as the subject of this analysis, and as a function of theoretical and practical verification, related to defining the context of a new cognitive problem. If we summarize the extensive theoretical and practical sources, we can conclude that sport theory is not capable to creating a framework for a realistic, much less a long-term athlete development model, which is why the aim of this paper is to set out the theoretical and empirical trends towards a new paradigm for holistic view of DRS through sport. An essential and thorough analysis of the context of a representative model of long-term development of an athlete, known by its English acronym LATD and other DRS models ascertained that their starting point should be established around the concept of physical literacy, as well as that the truth of the DRS model is still in the process of theoretical and practical verification. The discussion offered is a framework for new strides in approach to a comprehensive theory and practice of sport, especially in the area of children's and youth sport.

LTAD Model Active Beginning Stage Adaptation in Judo Basic Education Program (Ukemi, Tachiwaza & Newaza Basic Drills) for 4-6 Aged Kids

Early childhood is known as a critical period in acquisition of development and basic mobility skills. In this period, physical education and judo education contribute to development of general body, hand-eye and foot-eye coordination, 5 motor skills, static and dynamic balance. Moreover, the sub-structure of lifelong sport habits is being prepared by teaching values with respect to judo, kindness, self-determination, solidarity, honesty, friendship, patience, courage and modesty. As a result, due to basic education of judo such as 'Ukemi, Tachi Waza and Newaza Basic Drills', children learn much more than movement skills. In this study, importance of physical education and judo activities in pre-school period has been considered in practice. The results showed Judo has an impact on pre-service and in-service training in practice of pre-school physical education and judo activities. It is inevitable that these activities contribute to almost all targeted development areas of a child, in addition to contributing to training of large group of children in first phase of long-term athlete development model in our country.

Player Selection Bias in National Football League Draftees.

Beyer, KS, Fukuda, DH, Redd, MJ, Stout, JR, and Hoffman, JR. Player selection bias in National Football League draftees. J Strength Cond Res 30(11): 2965-2971, 2016-Relative age effects (RAEs) have been studied as a potential factor associated with player selection bias in numerous sports. However, little research has examined the role of RAEs among National Football League (NFL) draftees. The purpose of the current study was to determine the existence of RAEs in NFL draftees from the last 10 NFL drafts. Draftee birth dates were collected and divided into calendar and scholastic quarters (SQ1-SQ4). To determine the presence of RAEs in specific subsets, NFL draftees were grouped according to round drafted, position, level of conference play, and age at the time of the draft. Significant χ tests (p ≤ 0.05) comparing observed birth-date distributions vs. the expected birth-date distribution from the general population were followed up by calculating the standardized residual for each quarter (z > ±2.0 indicating significance). Overall, no RAEs were seen when birth-date distribution was assessed using calendar quarters (p = 0.47), but more draftees were born in SQ2 (December-February) than expected (p < 0.01; z = +2.2). Significantly more draftees were born in SQ2 than expected for middle-round draftees (p = 0.01; z = +2.4), skill positions (p = 0.03; z = +2.3), Power Five college draftees (p < 0.01; z = +2.6), and early draftees (p < 0.01; z = +3.1). However, reverse RAEs were seen among late draftees, with fewer draftees being born in SQ2 (z = -3.6) and more being born in SQ4 (June-August; z = +2.6) than expected. In contrast to previous research, the current study observed significant RAEs in NFL draftees from the last 10 years. This player selection bias should be considered when evaluating long-term athlete development models in American football.

Skills trained by coaches of Canadian male volleyball teams: A comparison with long-term athlete development guidelines

Volleyball Canada and Volleyball Quebec developed long-term athlete development models in order to guide volleyball coaches concerned with athlete development. These models propose guidelines about the development of skills. However, it has yet to be determined whether coaches apply long-term athlete development guidelines in their coaching practice. Therefore, the objectives of this study were to describe the amount of time devoted to the various skills trained by four volleyball coaches of different levels and to compare these training skills with the long-term athlete development guidelines. The results of this multiple case study (n = 4) indicated that based on long-term athlete development guidelines, (a) college and university coaches over-trained technical skills; (b) high school coaches and university coaches undertrained individual tactical skills; and (c) high school coaches over-trained team tactical skills. Corrective measures that might help coaches apply the long-term athlete development guidelines are changes in the access to training facilities, competition schedules, and coach education programs.

Re-Considering Long-Term Athlete Development on Coach Education: An Illustration from Judo

The purpose in this paper is to examine the effectiveness/usefulness of the long-term athlete development (LTAD) model, particularly in the coaching of judo. The major influences on the LTAD approach, including deliberate practice, are reviewed along with recent evidence that leads to questions about the usefulness of the LTAD model. While Judo Canada has attempted to implement this model in its program to train coaches, there remains a great deal of incongruity between the LTAD approach and the pedagogy that often characterizes judo.

Coaches’ Adoption and Implementation of Sport Canada’s Long-Term Athlete Development Model

This work explores the adoption and implementation of Sport Canada’s long-term athlete development (LTAD) model by coaches and tries to understand the barriers to and enablers of these processes. LTAD adoption was studied in 14 coaches (5 female, 9 male) in seven sports while implementation was assessed among 10 different coaches (2 female, 8 male) from nine sports. Semistructured interviews ascertained coaches’ perceptions of and experiences with the LTAD model in their coaching practice. Coaches adhered to the global vision and general principles of LTAD. However, several barriers to LTAD adoption and implementation were identified. A mismatch between the model’s long-term and the short-term visions of results in sport was perceived as deterrent to LTAD adoption and implementation. Coaches involved in early development sports mentioned a lack of compatibility of LTAD with the demands of their sport. Coaches also perceived complexity in LTAD athlete’s developmental stage determination and the identification of “windows of opportunity” or critical periods. These barriers should be addressed to complete diffusion of LTAD among Canadian coaches.

Training for Sustained Performance: Moving Toward Long-Term Musician Development

Success in the performing arts, like sports, is dependent upon the acquisition and consistent use of a diverse range of skills. In sports, an understanding of safe and effective use of the body is required to facilitate long-term involvement in that activity. In order to assist athletes to attain their performance goals, and ensure healthy and sustained involvement, long-term athlete development (LTAD) models have been devised and adapted by professional sporting bodies throughout the world. LTAD models emphasize the intellectual, emotional, and social development of the athlete, encourage long-term participation in physical activities, and enable participants to improve their overall health and well-being and increase their life-long participation in physical activity. At present there is no such long-term development model for musicians. Yet musicians must cope with a multitude of career-related physical and mental demands, and performance-related injuries and career burnout are rife within the profession. Despite this, musicians' training rarely addresses such issues and musicians are left largely to learn about them through either chance or accrued experience. This paper discusses key concepts and recommendations in LTAD models, together with music-specific research highlighting the need for the development of a comprehensive long-term approach to musicians' training. The results of a survey of existing music training programs are compared to recommendations and the different development stages in LTAD models. Finally, implementation science is introduced as a methodological option for identifying how best to communicate the body of evidence-based knowledge concerning healthy and effective music-making to young student musicians.

The state of women’s rugby union in South Africa: Recommendations for long-term participant development

Several international rugby unions, including the South African Rugby Union, have adopted the long-term athlete development (LTAD) model, which is based on physiological principles that categorise players into specific stages of development. The original model proposes different age categories for boys and girls within each specific stage of development. This review: (i) discusses the current state of junior female rugby in South Africa; (ii) discusses the evidence for gender-specific differences in the LTAD model; and (iii) recommends a future strategy for LTAD within female rugby in South Africa, considering the current approaches of other international unions.

The state of women’s rugby union in South Africa: Recommendations for long-term participant development

Several international rugby unions, including the South African Rugby Union, have adopted the long-term athlete development (LTAD) model, which is based on physiological principles that categorise players into specific stages of development. The original model proposes different age categories for boys and girls within each specific stage of development. This review: (i) discusses the current state of junior female rugby in South Africa; (ii) discusses the evidence for gender-specific differences in the LTAD model; and (iii) recommends a future strategy for LTAD within female rugby in South Africa, considering the current approaches of other international unions.

The state of women’s rugby union in South Africa: Recommendations for long-term participant development

Several international rugby unions, including the South African Rugby Union, have adopted the long-term athlete development (LTAD) model, which is based on physiological principles that categorise players into specific stages of development. The original model proposes different age categories for boys and girls within each specific stage of development. This review: (i) discusses the current state of junior female rugby in South Africa; (ii) discusses the evidence for gender-specific differences in the LTAD model; and (iii) recommends a future strategy for LTAD within female rugby in South Africa, considering the current approaches of other international unions.

10-Year Changes in Upper Body Strength and Power in Elite Professional Rugby League Players—The Effect of Training Age, Stage, and Content

The purpose of this investigation was to observe changes in maximal upper body strength and power across a 10-year period in professional athletes who were experienced resistance trainers. Six professional rugby league players were observed with test data reported according to 2 important training stages in their professional careers. The first stage (1996-1998) monitored the changes as the subjects strived to establish themselves as elite professionals in their sport. The remaining test data are from the latter stage (2000-2006), which is characterized by a longer competition schedule and shorter periods devoted to improving physical preparation. The changes in upper body strength, assessed by the 1 repetition maximum bench press and mean maximum power during bench press throws with various barbell resistances of 40-80 kg, were assessed by effect size (ES) and smallest worthwhile change (SWC) statistics. Large increases in strength and power of approximately 22-23% were reported across the 10-year period, however, only small changes (as determined by ES) in strength or power occurred after year 2000 till 2006. This result of only small changes in strength or power despite 6 years of intense resistance training was attributed to 3 main factors. Key among them are the possible existence of a "strength ceiling" for experienced resistance trainers, the Long-term Athlete Development model, and possibly an inappropriate volume of strength-endurance training from 2004 to 2005. The fact that an SWC in strength and power occurred in the year after the cessation of strength-endurance training suggests that training program manipulation is still an influencing factor in continuing strength and power gains in experienced resistance trainers.

The Use of Performance Tests for the Physiological Monitoring of Training in Combat Sports: A Case Study of a World Ranked Mixed Martial Arts Fighter

Within-Season Variation of Fitness in Elite Youth Female Soccer Players The within-season variation in fitness measures of elite youth female soccer players (<18 years of age) has not been investigated previously. Further knowledge of this area could allow more effective periodization of training, whilst also enabling coaches to design appropriate long-term athlete development models. This study investigated the within-season variation of fitness test performance in elite youth female soccer players. In elite youth female soccer players, acceleration, sprint and CoD performance decreased over the course of a season, whilst RSA performance improved in U13 players. Coaches should consider the impact of physiological preparation on performance when working with youth female soccer players, implementing training interventions and recovery strategies accordingly to prevent reduced performance capacity during competition.