How Effective is Your Coaching
Incorporating Physical Literacy and Long-Term Athlete Development
Series III
…Learning to move and movement competency is just as important as learning to read and write(Erin Kenny, Internationally recognized leader, 2017)…
…Movement creates motivation and self-confidence (Schloder 2017, p. 6)…
…Because imagination is not only wonderful – it is often more important (Albert Einstein)…
Series I and II focused on Factors Influencing Your Coaching Delivery, and Series III deals with Physical Literacy and the Long-term Athlete Development Model (LTAD) for younger athletes. Since many sports are still in stoppage mode due to the pandemic it is a good time to reflect on how coaches can specifically develop and increase the athletic abilities of their athletes.
Interestingly, ‘physical literacy’ is the new terminology for the previous and more traditional term ‘all-around athleticism,’ which I grew up with and trained to the elite level. I am ‘tackling’ this Series because teaching physical education has literally disappeared from Elementary schools and children are subsequently unfit and unable to perform when joining sports clubs. Inactivity has increased contributing to health issues and obesity. For example, the province of Alberta received a D- for physical activity of the province’s children in 2019. Here is a good example for you: Chris Schwarz, NHL Ottawa Senators fitness trainer spent several years in Denmark. He says about his Canadian hockey players, "they can play hockey but they can’t move!” WOW!
The early pioneers of movement education were influenced by the idea of the ‘body being an expression of movement.’ Three of the most historically influential individuals were Francois Delsarte (France), Liselotte Diem (Germany, Cologne Sport Academy), and Rudolf Laban (England). In 1969, Brown and Sommer (University of Prague) published “Movement education: Its evolution and a modern approach”, advocating movement concepts for children and youth. The authors did not necessarily address the athletic connection per se but the ideas of ‘natural body movement’ with and without hand apparatus, which became the basis for physical literacy… although that term was unknown at that time…and it is considered now the criteria for developing ‘all-around’ athletes.
Science and past research findings all point to the same results: Children and adults will get active, stay active, and even reach their sport achievement if they can follow the right program. This is the foundation for the Long-term Athlete Development (LTAD) model in the early 2000s by Dr. Istvan Balyi, an internationally recognized coach and educator. He used those findings to develop the model based on currently available scientific research on how young people develop sporting ability.
Early Specialization Versus Multi-Sport Activities
North American society is not only ‘driven’ but actually possessed by the competitive idea that children ‘must’ specialize as early as possible to become Olympic champions or professional athletes. Nothing is further from the truth, according to sport sociologists and sport psychologists! Although there are examples that turned out well such as golfer Tiger Woods, taught by his father swinging his ‘baby club’ at age 2, or Wayne Gretzky’s father building a pond in the backyard for son Wayne to learn skating at age 2. Those examples are exceptions! However, there are also some disturbing examples. Previously, I discussed Sport should be Enjoyment and it is no longer sport when it turns into ‘Fron’ (work, slave labour due to 365 days per year training), or becomes a ‘Paradox’ when it affects health, leads to suicidal thought, or actual suicide.
Steffi Graf and Andre Agassi
Tennis Great, German Steffi Graf and American Andre Agassi recently spoke about their experience as ‘child’ athletes. They trained under their ambitious fathers, who wanted to live vicariously through the success of their children. Steffi’s father first planned to develop brother Peter but he was ‘just not talented enough’, so he focused on Steffi. She obviously turned out to be one of the best Tennis players in the World… but also suffered tremendous pain and had to undergo knee surgery in 1997. Agassi was trained by his ‘brutal’ father, an Iranian immigrant, who recently admitted in a German Magazine, that he “beat Andre to succeed.” Agassi had to return 2500 Tennis balls per day delivered by a machine called the ‘dragon.’ Any failure was punished! Agassi underwent left wrist surgery and suffers from severe back pain, takes daily painkillers, which cause his weight gain, bloating in the face, and a dependency on medication!
I have seen young mothers dragging their 2-year old onto the ice, barely walking on skates, pushing a chair… never mind moving freely … but “he is going to be a famous hockey player” (quote). I had a swim mother (they are usually the worst) ask me if the 4-year old, a talented swimmer, …“Are you going to make her an Olympic champion?”…
Back in 1997, Seefeldt and Ewing revealed that approximately 70% of children who engage in competitive youth sports terminate their participation by age 13. This equates to roughly three out of four children missing out on an opportunity to develop a lifelong connection to sport. The current dropout rate in sports for children and youth is estimated at around 70-73 % starting at ages 12-13. In the US study of 20,000 children and youth the # 1 reason cited: “It is/was No longer FUN.” According to a 2018 report, over 70% of youth athletes drop out of sports before they enter High school. The reasons according to the kids themselves: Too much pressure to win, poor coaching, being forced to “choose” and specialize in a single sport at too early of an age, too expensive for parents, team/club politics, etc. While all of these are legitimate reasons to not want to play a sport anymore, they all contribute to the larger reason: young athletes drop out of sports because playing sport is no longer FUN.
Experts also project that the dropout rate will potentially increase due to the current pandemic as physical inactivity associated with hyperactivity on computers and video games pushes younger children and youth toward ‘tech’ addiction. This is creating greater anxiety, depression, and a surge in suicide already reported in higher numbers. For example, a December 2020 story given in an Arizona newspaper, “With Teen Suicides on the Rise, Tucson Educators Struggle to Prioritize Mental Health,” describes a 67% increase in teen suicides in 2020 compared with 2019 in one county.
Eric Erikson (1902-1994), a German-American developmental psychologist and psychoanalyst was known for his theory on the psychological development of human beings, and most famous for coining the phrase “identity crisis” proposes multi-sport involvement for children until the age of 12. He refers to it as the ‘smorgasbord’ of activities… “Let children experience a multitude and a variety of physical activities and sports instead of forcing them into early specialization and/or all-year involvement in one specific sport.” Burnout, dropout, and injuries to developing bodies are the results of such engagement. I have witnessed a number of young athletes at the age of 12 with rotator cuff injuries, back problems and knee issues in swimming, concussions due to heading in soccer, tennis and pitcher elbow in baseball, and torn ligaments and knee injuries in gymnastics, etc. They all contribute to a larger reason young athletes drop out of sports.
What Is the Solution?
So, what is the solution to entice more children back into sports and motivate them to remain in sports? Answer: change the current traditional approach, provide quality programming and progressive training based on developmental versus chronological age (very much resisted by sport federations!). Offer various activities for children 6-12, sport-specific training at ages 13-14, and a transition period for 15-18-year-olds to prepare those pursuing elite training and elite-level competition. I believe that the current early ‘push’ to enter national and international competitions is too aggressive because we are ‘throwing athletes to the wolves,’ meaning they may be physically ready (girls more so than boys, who mature later), technically ready but not emotionally, psychologically or mentally ready! The excuse has always been: “get them ready as soon as possible… the experience at that high level is a good lesson… well, it is not… it can be destructive in many cases! And we have seen the damaging results so far documented in the 2020 HBO documentary “The Weight of Gold” as coaches failed to prepare athletes in the mental health and wellness realm by neglecting to incorporate fitting strategies into athletes’ daily programs! (Refer to December 2020 article)
The current Canadian Long-term Developmental model (LTAD model is a seven-stage framework, which guides the participation – training – competition and recovery pathways in sport and pursues physical activity for optimal training, competition and recovery schedule for each stage (July 16, 2012). Coaches engaging in this model and its practices are more likely to produce athletes who reach their full athletic potential. It is used from infancy through all stages of adulthood (April 12, 2019). Training is classified into five principles that create a roadmap to high performance: physical, technical, tactical, theoretical, and psychological.
Fifty-three sports were funded by Sport Canada in 2006-07 to begin or continue working on their individual sport LTAD. In June 2012, Canada's sports ministers endorsed a renewed Canadian Sport Policy for 2012-2022 (CSP 2012). While the first policy was a catalyst for the Canadian Sport for Life Movement, CSP 2012 fully integrated Canadian Sport for Life and Long-Term Athlete Development.
The Awareness and First Involvement Pre-stages engage individuals in sport and physical activity. They have to become aware of opportunities that exist, and when they try an activity for the first time it is critical that the experience is positive.
The Active Start, FUNdamentals and Learn to Train stage develops physical literacy before puberty so children have the basic skills to be active for life. Physical literacy provides the foundation for those who choose to pursue elite training in one sport or activity after the age of 12.
The Train to Train, Train to Compete, and Train to Win stage 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.
Active for Life stage is about staying physically active through lifelong participation in competitive or recreational sport or physical activity. This stage is an important aspect of LTAD because the desired outcome is the continued participation for adults at the recreational or competitive level (Masters competition (18-whatever ages), and the overall health and wellness of a nation.
Canada’s LTAD Model
Reference: Canadian sport for life. Long-term athlete development framework. sportforlife.ca
LTAD incorporates positive youth development building on Lerner's 5 C's: competence, confidence, connection, caring/compassion, and character. The sixth C, contribution, is attained when a person has more fully realized the five C's (Lerner, Brown, & Kier, 2005). Positive youth development (PYD) is a strength-based conception of development in which children and adolescents are viewed as having 'resources to be developed' rather than 'problems to be solved.'
The Kalos Model For Progressive Development
The idea for Kalos started with the sport involvement of my younger son. He was introduced to multi-sport activities at age 7-years. During his Junior High school years, he played basketball, volleyball, baseball, did gymnastics (parallel bars, floor exercise), and the High jump event in athletics. He was selected for the provincial baseball team as a catcher, was a provincial champion in the 2 gymnastics events, and won the high jump. He played tennis at the Tempe Racquet and Swim Club (renamed Western Reserve Club), where I was coaching during the summer months. After graduation, he was awarded a US tennis scholarship, and then made the Professional AVP Beach Volleyball Tour Circuit from 1989-1994 as the ‘lone Arizonian’ on the tour.
Having followed the progressive development of my son through the multi-sport approach the idea for the Kalos study further developed in the 1990s – years before the Canadian version of LTAD became known – although there is a familiar usage of terms. This was actually an outcome of frustration because I had advocated for developing ‘general athleticism before specialization’ after being recruited by the University of Calgary from ASU in 1975. However, the idea was not even given any consideration by those in coaching leadership. While several books now provide the theory and principles underlying LTAD, the Kalos study is the only longitudinal study in the World to date to prove that quality LTAD programs work and produce the expected results. By the way… the results were not particularly received well by those leading male academics in LTAD because of my proposal in the early 1990s. The ‘ole boys’ network is still rampant out there in academia … never mind all that talk about celebrating Women’s International Day, etc.
The Kalos study was undertaken in Calgary, Alberta, and follows the athletic progress of 24 children aged 4.5 to 5 years. The parents committed to that 8-year period because of the quality of the program proposal and the expertise of certified coaches. The program consisted of 2x/week sessions for 30 minutes; then 3x/week sessions for 45 minutes; and finally 4x/week sessions at ages 11-12 for 60-90 minutes depending on the activity. Parents paid one unilateral fee to meet the expenses of facility rentals and assistant coach salaries.
The special feature of the program is its multi-sport approach, including recreational gymnastics, swimming, run/jump/throw activities, boxing, floor hockey, speed skating, soccer, wall climbing, and modified ballet to name a few. One really significant aspect is/was the uniformity and cohesive instructional approach by all coaches facilitated by my mentoring and leadership, i.e. we all taught the same but used our own personal characteristics to produce and maintain consistency throughout the 8-year program.
When tested prior at the onset of the study, the children scored below the norms of the Canadian National Fitness Standards. At the end of the 8-year period, all scores were off the charts, and they had fantastic scores in core- upper body- and leg strength, explosive power, and foremost in flexibility.
The Kalos Progressive Skills Pyramid
The Kalos program starts with Mother-Child activities introducing children to various movements combined with body and spatial awareness through multiple exploratory activity themes. The Kalos study group was selected from this Tot group.
The 4.5 to 5-year old participants began at stage ‘Integrate to Learn Sports Programs’ with movement education and an introduction to general Gross motor skills in various sports, which are transferable to other physical activities and sports. It includes multiple physical components such as dynamic moving activities, dynamic stationary movement, running, jumping, hopping, skipping, throwing and catching small balls, flexibility exercises and games, fencing-like movements, swimming, and modified ballet, etc. Physical components are taught through the ‘Six Dominant Movement Patterns’ (DMP): spring (height & flight), landing (balance & control); balance (static & dynamic), locomotion patterns and direction, rotation, and swing. Numerous apparatuses are used, such as boxes, gym benches, wall bar (very underused in elementary school gyms!), climber, floor mats, and incline wedge mats, etc., balls of different sizes: golf balls, tennis balls, medium size soccer balls and basketballs for throw and catch, coordination and learning accuracy, hand apparatus such as ribbons for swing movements and bilateral coordination (both hands), and the Fun element of the Parachute.
Movement Themes and Body Action
Themes, as well as games, are incorporated to teach body movement and body actions through movement patterns-sequences and series. These themes are explored in static (stationary) positions on the floor, gym benches, low balance beam (2x4s) such as the knee or standing scale (arabesque), to enhance walking balance, balance in various body positions on different levels (lying on apparatus, sitting, kneeling, standing, standing on toes). Dynamic movements are performed with the inherent quality of specific skills to teach the ‘how and feeling of- or for’ correct execution. This is a very critical aspect of skill learning, in my opinion, and needs to be introduced as early as possible. For example, we often hear “can you feel this or that?” or the phrase “fast feet – fast hands” – often used by swim coaches. What determines fast? How much faster? What does this mean? We can explore such movement concepts through activities linked to certain images: ‘‘Soar like a bird with wide wings’…. ‘Jump like a frog’… Prance like a horse’ …‘Bounce like a ball’… ‘Shiver or shudder in the wind’ … ‘Curl like bacon in a frying pan’ … ‘Feet on fire.’
‘Themes of the Day’ are designed to promote FUN and to encourage adding innovative sounds (like swish, hiss, bark, animals, etc.), or select suitable music from available sources for movement interpretation. ‘Bounce like a ball’ to 8-counts – arms overhead like a ‘tall tree’ (correct posture; extend arms out at sides like an ‘airplane’ (select sound). “Walk like an elephant, swing the trunk back and forth and make the sound.” “Slide like a snake with a hissing sound.” Any action can be chosen to create a specific theme to challenge body and spatial awareness, rhythm and movement fluidity as well as focus. Foremost, creative thinking is encouraged as long as categories and objectives are clearly identified and explained.
Movement Variety:
Remaining stationary (standing still – ‘freeze’ in selected body pose)
Moving with various body actions and/or with unusual body and limb shapes
Adding expressive qualities (example: airplane-shape, flat like a table, or rounded back like a cat)
Body actions are valuable to explore the unique interplay and relationship between body, space, and energy as shown in the chart that follows. Obviously, the activities are designed for younger participants, but the concepts are also beneficial for older athletes to develop ‘cues or mental pictures’ (metaphors) for specific skills or movement. Any of the exercises or themes can be incorporated into General and/or Specific Warm-up or Cool-down activities or exercise programs.
Movement and Quality Activities
The Interrelationship Between Body and Space
It is a lot of Fun to experiment with various body positions in and about space to learn more ways to change a given skill, and then learn to transfer this knowledge to other sport skills of Individual and Team sports. Body shapes and bodylines are combined for skills in standing, kneeling, sitting, leaning, rotating, prone or supine position, and then performed to set counts for timing and various rhythms.
Theme: Exploring Area and Space
General Space: gym, apparatus (beam, mat, single bar, mat, climber, wall bar, etc.), soccer field, hockey rink, and lanes (pool, track)
Personal Space: in relation to others or equipment or positioning, etc.
Equipment Space: mat, beam, goal post, ball, racquet, rope, etc.
THEME: Dimensions within Space
Varying:
Direction- forward – backward – side – diagonal – vertical – horizontal
Level- very low – low – medium – high – very high – standing on something
Plane- frontal – horizontal – sagittal (divides body into R and L)
Range- small – medium – large
Pathway- straight – curved – peripheral – angular (straight line – flight pattern)
THEME: Levels of Space
Very low- prone or supine position on the ground/floor
Low- sitting, kneeling
Medium- squatting
High- standing
Elevated- jumping
Very high- standing on object, platform, or apparatus
THEME: Movement Quality or Fluidity (Flow)
Expressed with:
Time – Effort – Force – Rhythm
Understanding movement quality is absolutely vital and central to becoming a successful athlete. While some propose that this may be an innate characteristic of talented athletes it is also possible to teach movement quality, interpreted by sport psychologists and movement experts as ‘flow’ or fluidity of movement. Have you ever seen some athletes who performed with such ease, effortless, poise, and grace to get your “Wow” reaction, not only in the aesthetic sports but swimmers like Pablo Morales in the butterfly; NFL Pittsburgh receiver Lynn Swan, who seemed to float through the air while catching the ball; NHL hockey’s great Wayne Gretzky, who skated like the wind; and NBA’s ‘Air Jordan’ dunking the ball! Maybe you heard the phrase: “poetry in motion!”
In most sports, technical skills are first learned, then trained after athletes are competent with a given percent of effort, and then performed at full effort. However, developmental athletes need to first learn these concepts and then be exposed to variations of percentage effort to fully understand that meaning of half effort, ¾ effort, full effort OR 50% effort, 75% effort, 85% effort, 95% effort (which equals full effort in training), and then full out effort. They have to feel the differences in relation to body and muscle awareness and being able to focus and concentrate on that effort. I have seen swim coaches dictate swim sets at given percentages and swimmers had no clue what that meant!
The most important aspect of movement quality is rhythm, which governs our heartbeat, dictates our everyday living, and of course, is the impulse to every sport action. Throughout my coaching career, I have taught any skill in whatever sport as an action linked to rhythm. For example: the 360 degree Turn in gymnastics or dance in 1, 2, 3, 4 count = prepare-turn-finish; Breaststroke Turn- wall touch (1); turn (1, 2, 3, 4 count); underwater movement (1, 2, 3, 4, 5, 6, 7, 8 count) in the breakout stroke (1, 2 count); front and back crawl kick in 6 beat count. Any movement can be programmed in rhythmic counts, which makes it easier to perform as athletes focus on the count rather than worry about the performance.
The Interplay Between Body – Space – Energy
If you have ever observed young children playing team sports or in swim meets, it is easy to notice that they have difficulties not only controlling the body and specific body action but also lack major body and spatial awareness. Some examples: young hockey players follow the puck, soccer players chase after the ball and forget to ‘play their assigned position’, swimmers weave all over the lane and may miss their turn in misjudgment; gymnasts perform the floor exercise routine without covering the entire mat area. It is the outcome of teaching skills without actual cognition and/or understanding, and the lack of appropriate physical components linked to body and spatial awareness to execute those skills.
The chart shows the interplay and relationship between body – space – energy and includes quality of movement, which should be taught alongside every skill – no matter the sport! The issue: coaches are not experienced or trained in this area – one reason European coaches have to specialize in coaching education and become certified in physical education and sport sciences. In fact, at the Cologne Sport Academy, all coaches are required to take movement and dance as well as music classes (percussion instruments to accompany dance movement)!
Working alone, in small and larger groups is very helpful to teach working alone on a given skill, working with others and learning personal spacing, group spacing (team sports), and especially timing. For example: Relay exchange in athletics or in swimming; ballet dancers as groups; rhythmic sportive group routine, etc.
Criteria to Create Movement Activities and Skills
The following chart shows various factors and considerations when creating daily themes for activities to motivate athletes to become engaged, which includes effective and novelty components as well as linkage to daily objectives.
Criteria: When designing teaching activities the shown features should be included although not all have to be addressed simultaneously. However, consideration should be given to provide activities that motivate athletes to participate with enthusiasm and promote their personal desire for optimal learning and maintain their interest. No more… same ole … same ole approach!
Many coaching scenarios deliver the training session just based on the most necessary physical and then sport-specific technical components. If we consider that lack of FUN is the #1 reason for dropout then we need to offer daily training sessions in an appealing and challenging format, and foremost we need to teach movement in various forms to increase athletes’ movement repertoire for general health and wellness. I remember having varsity swimmers engaged in a ‘sort of’ basketball game… ‘sort of’ because they were actually hopeless and totally non-athletic in their movement… all they knew… was ‘swimming!’ Sad state of affairs! The women’s varsity basketball coach at the U of C asked me if I would play on her curling team since a member was sick. Mind you, I never had thrown a rock but I had super archery and bowling scores. It was my athleticism, coordination, and accuracy that helped us to 3rd place in the tournament! How did I do it? Hell, I just did – competitive desire and athleticism!
The Need For A New Approach In Sports
The traditional sports model has been based on grouping children and youth according to their chronological age. The following chart denotes the actual differences not only between boys and girls but also the differences between chronological and developmental age. My son is a perfect example of the ‘late bloomer.’ He was 5’4” at age 14-years and an outstanding athlete in various sports as mentioned prior. He always wanted to play professional basketball but the coach just laughed “Really … at your height!” He ended up at 6’6” at age 21 and … he could have played BB with a vertical jump of 42 cm! However, our traditional model keeps on negating all the research on developmental age differences. For example, a 10-year old female swimmer may be at the 7.9 developmental age and compete against a 10-year-old turning 11 years the next day! Any chance of winning … negative!
Reference: Schloder. M.E. (2018). Supplementary Lecture Notes. NCCP Modules Teaching & Learning; Developing Athletic Abilities.
When teaching/coaching younger age group athletes one needs to be aware not only of the differences between chronological and developmental age but also the actual variances between boys and girls as to assigning skills in a general format. Boys tend to develop their physical assets much slower compared to girls. This means that girls are able to engage in light weight training much sooner, which usually does not ‘go over well’ with male teammates! There is also a difference between those who are born in the early versus later part of the specific birth year (i.e. January-July versus August –December) as the early birth dates seem to be more successful at the elite level, according to research.
I divide groups into the following: 3-5 years; 6-7 years; 8-9 years; 10-11 years; and 12-15 years. It is important to know the capabilities of each age group stage. There are general characteristics for each specific group, and then characteristics to consider in the psychosocial domain and in growth and development as to their ability to learn in the physical realm (what are they capable of). Each group is also noted to have specific preferences as experts provide recommendations on what to avoid for each specific age group and offer suggestions. However, when observing many coaching situations, the groups seem to be trained with the same method or approach versus consideration for specific differences. No wonder… children have NO FUN!
As stated previously, the age group 15-18 years is especially important because it is the period where athletes decide to transition into High or Elite performance training or pursue recreational sports. It is the preparation phase to guide these athletes into a higher level of competition whereby not only the technical components have to be refined but also the physical aspects have to become stronger in order to handle the demands of such training. In addition, implementation of mental aspects and psychology of performance, as well as mental health and wellness, have to be incorporated.
The ABCs of Physical Literacy
When designing the daily training plan the ABCs of LTAD should be integrated as quickly as possible. These need to be done in a progressive order and sequence with skill transfer and cognition so athletes understand the reason and purpose of the given component in relation to performing the skill successfully. The first 4 ABCs-agility, balance, coordination, and speed should be incorporated right from the start. Then coaches should follow up by selecting additional components based on the need of their program or depending on the skill level or competency of their athletes.
Reference: Schloder, M.E. (2019). The ABCs of Physical Literacy and Additional Components.
I usually select a combination of core strength and flexibility (range of motion), mobility, and explosive power (jumping, leaping, take-offs, and starts). Looking at the chart, notice that rhythm outlines the entire list because this component needs to be taught with every skill whether physical or technical in nature.
Simple Work Definitions: designed or incorporated for specific exercises or cross-training purposes.
Agility: ability to move quickly and easily and change of direction without loss of speed, balance, and rhythm
Balance:
dynamic: even distribution of weight enabling someone to remain upright and steady when moving, changing direction, changing a level (up/down = jumping, squatting, shifting)
Stationary or Static: even distribution of weight enabling someone to remain steady in place
Coordination: ability to use different parts of the body together smoothly and efficiently – example: changing from one-foot position to another, requiring coordination and balance
Speed: rate at which someone or something is able to move
Core Strength: strength of the underlying muscles of the torso, which help determine posture
Flexibility: ability of a joint or series of joints to move through an unrestricted, and pain-free range of motion (ROM)
Suppleness: being limber, pliant – bending readily; supple movements characterized by ease
Mobility: While Flexibility is defined as “the ability of a muscle or muscle groups to lengthen passively through a range of motion”, mobility is the “ability of a joint to move actively through a range of motion” – mobility also takes into account the component of motor control within the nervous system
Explosive Power: movements that require maximum or near-maximum power output in a short amount of time, explosive training combines strength and speed to increase the power output, and explosive power drills are often used to generate a quick burst of maximal effort
Rhythm: part of ‘flow’ or fluidity of movement one of the most crucial components – defined as the expression of timing and its practicality in sport – for example: linear speed requires a well-timed sequence of contralateral action. Any delays or errors in this timing can drastically limit the velocity of movement
The following chart denotes the progression of physical components based on age (top line). Left side = physical components – athletic ability: yellow = optimal training age; pink = should be avoided; white = not a priority; green = in modification; blue = as needed for sport. Coaches select the physical components based on the age of athletes and the recommendations provided (see color boxes on bottom), and then design the program accordingly.
Schloder, M.E. (2019). Supplementary Lecture Notes. NCCP Module: Developing Athletic Abilities. Ottawa, ON, Canada: National Coaching Certification Program (NCCP).
Kalos Athletes during Flexibility Training in Gym and at pool site
Importance Of Posture Training
The Kalos program also focuses on the importance of correct posture. Athletes and parents need to understand that ‘faulty’ posture is detrimental to every sport skill as well as to athletes’ general health and overall wellbeing. Kalos participants were assessed throughout the 8-years at the beginning, mid-term, and at the end of each year. This is essential because the children undergo growth and development, which always seems to affect their posture. Based on individual assessment results, we designed corrective/remedial exercises for the most common flaws and for individual posture errors. Participants also had to perform these exercises at home on a daily basis as a routine.
Faulty Posture (L) and Kalos Remedial/Corrective Exercises (R)
The 4-Stage Kalos LTAD Training Framework
We integrated the ABCs of Physical Literacy and additional components to establish the 4-stage ‘training framework’ for LTAD, regardless of the level athletes would achieve at the end of the 8-year period. We did not introduce competition for swimming until the age of 9 years. Instead, we had 12.5m ‘Show & Tell’ demonstration for ages 4.5/5 years to 6 years. The next phase, 7-8.5 years, consisted of performing 12.5m and then 25m of all 4 Swim Strokes whereby swimmers were judged for technique and accumulated a technical score of 40 possible points (4x10). Awards were given for technique performance. In addition, basic skills for Frontal Starts (FC; FY, BR) and BK were evaluated on a scale of 10 on performance sheets for the 4 Strokes and Starts, which included notes for improvement by coaches. We compared this action to performance and school report cards in academic disciplines. We scheduled parent meetings every 6 weeks, and report cards for that period were given out.
Stage 1- Beginner Level
Introduce: ABCs of physical literacy
Establish: Basic gross motor skills and motor patterns
Introduce: Basic technical skills of specific sport
Create: variations of physical and technical skills
Emphasize: Attention – Focus – Concentration
Skill related: establish: physical and technical cues/mental pictures
increase: physical components
assess: posture/design remedial exercises
introduce: conditioning/cross-training
learn: to detect/correct errors
develop: mental though pictures/cues
introduce: progressive relaxation
Stage 2- Intermediate Level
Establish: Linkage to basic physical and technical skills
Refine: Technical skills
Develop: Mental pictures of skills (metaphors)
Introduce: Goal setting: Day/Week
Skill related: increase physical components
develop strength & power
introduce mental skills
continue progressive relaxation
introduce: Yoga
Stage 3- Advanced Level
Solidify: Basic physical skills – autonomous
Refine: Technical skills
Introduce: Goal setting: Season/Year
Skill related: enhance mental skills
increase: metaphors for technical skills
introduce: imagery, visualization
continue: progressive relaxation/yoga
introduce: race strategies
emphasise: importance of sports nutrition
emphasise: importance of sleep
introduce: strategies for health and mental wellness
Stage 4- Elite Level – High Performance
Continue: Skill Refinement
Emphasize: Performance improvement
Incorporate: Psychology of performance
Maintain: fitness level
Emphasize: Injury Prevention & Recovery
Skill related: refine: race/game strategies
continue: imagery, visualization
implement: psychology of performance
implement: strategies for health and mental wellness
continue: progressive relaxation/yoga
introduce: tai chi/breathing exercises
emphasize: importance of sports nutrition
emphasize: importance of sleep
Based on the Kalos mission and philosophy our swimmers were carefully prepared for entry to competition at age 9 years. First of all, we only entered swimmers in events when able to perform legal Starts, 25m events with acceptable technique and legal leg action (BR), and in 50m events when they could perform correct Start and Turn techniques and were able to maintain the pace for 50m. I have witnessed over many years of coaching in swim competitions with endless meets, starting Friday afternoon and continuing until Sunday PM (Finals have not only long waiting times between events for younger swimmers but also unacceptable practices by coaches entering 7-year-olds in 50m, 100m, and 200m events when they could barely perform a strong 25m Front Crawl, taking breaths by almost rolling over onto their back. Some even stopped and cried! I found that not only appalling because such coaching does neither enhance the swimmer’s self-esteem nor does it present a successful performance … it is rather destructive and one could propose ‘emotional child abuse!’)
The Kalos Skill Acquisition Model
We designed the so-called Skill Acquisition Model for our LTAD program to improve the teaching and training of any physical or technical skill (Attachment A). The model assists coaches in planning their session in a decision-making process to develop their daily plan accordingly. In other words, is the delivery of the daily session effectively planned and then delivered in a sound progression?
Identify the Dominant Movement Pattern (of the 6 DMPs)
Identify the Purpose of the Skill[s]
Identify 2 Physical Components in addition to ABCs
Identify 2 major Biomechanical Principles (remember we also teach cognition)
List 2 Pre-requisites to the Skill[s]
List 2 Drills
List 2 Progressions
List 2 Key Words/Cues – Mental or Thought Pictures
List 2 Common Errors and Corrections
List 2 Skill Variations
List 1 Creative Game
List 1 or 2 Transfer of Skill[s] or DMP to other Sport Skill[s]
The Delivery: The Daily Training Plan
I belong to the ‘Swim Coaches Exchange Group’ on Facebook. I had mentioned in previous articles the importance of the daily training plan as documents of transparency for potential questioning by club administrators, parents, and in the case of injuries or improper training methods. The very same document can serve in courts if a lawsuit is filed for a specific session event. Training plans need to show in detail what is happening during each session. Looking at this plan below: what information would a parent gather from this:… a lot of yardage/meters swum at a given time interval?
The post on a wall presents a swim set of 12,000m performed on Thursday, December 31. I am assuming the slashes and numbers following indicate the range of time each set is to be performed, for example, 1x800m @10:40-12:00 min.
Question: 1. What are the ages and levels of swimmers? 2. How many swimmers in each lane and group total? 3. What is the purpose/objectives of each set? 4. What is/was the Warm-up Swim – not provided? 5. What is/was the Cool-down swim – not provided? What is/was the Warm-up on dryland – not provided? What is/was the Cool-down on deck – not provided. Many Questions! Overall, I have no clue about the cognitive, physical, psychological, social objectives, and what is done for mental health and wellness. There is no evaluation of athletes nor coach[es] after the session is/was completed.
Posted on Facebook
This is what happens in many scenarios. Coaches show up… have scribbled notes on paper and post the workout on a board or wall… and athletes carry on like robots! Lots of learning here and where is the FUN? Or, in the case of the Head coach I worked under at the University: …“Love, it is in my head”… Sorry Coach, I can not read your mind! He got away with his authoritarian outdated approach to coaching but was only successful with those who could endure!
There are three parts to designing the Daily Plan:
Pre-impact - designing the plan with all considerations for objectives, activities, physical, technical, mental, social skill development, and the component for health and mental wellness
Impact - the effectiveness of the actual delivery
Post-Impact - how did it go? How did the athletes perform? How effective was the coaching? Was all performed according to the designed plan?
Here is the top section of the Kalos Training Plan. Observe the Objectives in the various categories or components. The second part of the plan consists of the specific format for the Warm-up, Main Theme, Skills or Activities, Cool-down, and Post-training Evaluation of athletes and coaches (Attachment B).
Attachment C displays all factors to consider when designing Your Daily Lesson/Training Plan.
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