ltad swimming branksome

Be RemarkableLong Term Athlete Development Plan ‘Branksome Swimming’ Scoping Sequence Creating the LEGACY From Streets to Stadiums Nathan Janes Athletics Director LTSD Plan Formula Excellent Resources + Excellent Delivery through a Disciplinary, Transdisciplinary and Interdisciplinary Approach, Essential Elements and IB learner profile + Excellent Opportunity Best v Best + Maximum Quality Time = Branksome Long Term Sport Development Success   Disciplinary – when an athlete understands a given topic/problem/issue/event through one Discipline. Transdisciplinary - when athletes understand a given topic/problem/issue/event by moving through the four corners of sport (perhaps more than one at a time) without realizing it. Interdisciplinary - when two or more disciplines are utilized to make connections to the learning. Athletes understand a given topic/problem/issue/event in terms of the four corners of sport.  1.Excellent Resources Branksome Hall Asia provide world class sporting facilities and coaches. All academy teams are expected to participate in SAQ (Speed Agility and Quickness) and Fitness Program, Sport Nutrition and Technical Analysis is also incorporated into the academy programs. 2. Excellent Delivery - Recognising the 7 Stages of Development Through our Branksome Hall Asia Co-curricular Program, students will have the opportunity to work with our faculty team and professional coaches across a range of sporting codes. They will develop the four corners of sport (Fundamental Movement, Technical/Tactical, Game Understanding, PSME) through a transdisciplinary and interdisciplinary approach, whilst embracing the essential elements and IB learner profiles. Each academy program has been designed to recognise the diffierent stages of developemnt, through a player centered approach according to the sport focus. The 7 stages of develepement are: Stage 1: Active Start (JK – Gr 2 Stage 2: FUN-damental (Gr 3 – 4) Stage 3 Learn to Train (Gr 5 – 6) Stage 4 Train to Train (Gr 6 – 8) Stage 5 Train to Compete (Gr 9 – 12) Stage 6 Train to Win (Gr 12+) Stage 7: Active for Life (Everyone) 3. Excellent Opportunity Best v Best Balanced Competition Students have the opportunity to trial out through a Talent ID program and join a range of sports academies and activities. Through a co-curricular and academy program, students can find an interest and develop a talent. Competing in the residence sport program, interhouse events, social clan days, sports exchanges, sport festivals, local leagues and national conferences, competition and social participations is well balanced in all its diversity. 4. Maximum Quality Time Branksome are investing time to recruit, develop and retain students within sport to create life long learners. Nathan Janes Athletics Director Is there a need for a Long Term Athlete Development Plan? Throughout the seven stages of sport development, as highlighted in the LTSD Plan, LTAD supports training, competition, and recovery based on developmental age — the physical, mental and emotional maturation of the individual — rather than chronological age. It is therefore athlete-centered in that it is designed to serve the best inter ests of each athlete’s long-term development, encouraging growth in skills and achievement while ensuring each individual remains engaged in sport. Fig.1.1 Combining Teaching Progression and LTAD Plan Summary Fig 1.2 Sports that Contribute to Fundamental Development Analysis Nathan Janes Athletics Director Stage 1: Active Start JK – Gr 2 Active Start Swimming Program Guideline Without the basic movement skills, a child will have difficulty participating in any sport. For example, to enjoy basketball and soccer the simple skill of catching must be mastered. However, it is certainly not appropriate for parents and coaches to place toddlers into a sport exclusive athlete program. Young children should be exposed to many activities such as learning to swim, run and kick a ball. Developing the basic tools first is vital prior to starting a specialized program. Physical activity is essential for healthy child development. Among its other benefits, physical activity:       Enhances development of brain function, coordination, social skills, gross motor skills, emotions, leadership and imagination. Helps children to build confidence and positive self-esteem. Helps to build strong bones and muscles. Improves flexibility, develops good posture and balance, fitness, reduces stress and sleep. Promotes healthy lifestyle Helps children learn to move skillfully and enjoy being active for life Physical activity should be fun and a part of the child’s daily routine. Organized physical activity and active play are particularly important for the healthy development of children if they are to acquire habits of life-long activity. Skill development in the FUN-damentals stage should be well structured, positive and FUN! By passing the specialized skill development in the FUN-damentals stage is detrimental to the child’s future engagement in physical activity and sport. If children later decide to leave the competitive stream, the skills they acquire during the FUN-damentals stage will benefit them when they engage in recreational activities, enhancing their quality of life and health. Remember to:         Instill a love of sport and being physically active. Introduce sport with the appropriate sized equipment and playing area with children aged five and six. Introduce hand-eye coordination Introduce, prioritize and promote a variety of fundamental movement skills. Promote self- confidence in an enjoyable, safe environment Introduce fundamental movement skills (walking, running, jumping, wheeling, catching, throwing). Introduce fundamental motor skills (agility, balance, coordination and reaction speed). Introduce perceptual, awareness and stability skills. Nathan Janes Athletics Director Recommendations       Provide organized physical activity for at least 30 minutes a day. Provide unstructured physical activity – active play that promotes fitness and movement skills. Provide parents and caregivers with age-appropriate information Provide physical activity every day regardless of the weather. Ensure that children acquire movement skills that build towards more complex movements. These skills help lay the foundation for lifelong physical activity. Encourage basic movement skills. Focus on improving basic movement skills such as running, jumping, twisting, wheeling, kicking, throwing and catching. These motor skills are the building blocks for more complex movements. Design activities that help children to feel competent and comfortable participating in a variety of fun and challenging sports and activities. Ensure that games for young children are non-competitive and focus on participation. All physical activity should be in a safe, stimulating, fun and enjoyable learning environment. Programs should use a variety of modified games, equipment and facilities to emphasize the development of fundamental movement and motor skills. All participants should be actively involved and engaged.      Activities should include:  Provide learn to swim instruction for every child to promote safety around water, and as an effective motor skill activity.  Chasing games  Catching games with a wide range of soft objects and balls of different sizes.  Throwing games using right hand and left hand with objects that can fit into the child’s hand  Jumping games - two foot jumps, one foot jumps - how high  How far can they jump using imagination to make a game Nathan Janes Athletics Director Stage 2 The FUN-damentals Gr 3 – 4 Fundamental Swimming Program Guideline The goal at this level is to learn fundamental movement skills through swimming. l in a positive fun way. The participants will be introduced to very basic fundamental swimming skills. It is not to win, but rather to have fun while playing sports and ensuring success. The intended emphasis should be focused on giving children the basic fundamental movement skills; agility, balance, coordination and speed; thereby making them physically literate. Providing these basic athletic skills will build a base for the child that will enable her to develop to their full physical potential in later years. Key Focus Fundamental           General, overall development Runs, jumps, throws with both hands, skipping, weaving, dodging, hopping etc. Perceptual, stability and time-spatial awareness skills Rhythm Hand-eye co-ordination, ABC’s of athleticism – agility, balance, coordination, speed Introduction to generic sport tactics (use of speed, power, endurance) Speed, power, endurance, and flexibility through the use of a wide variety of games. Water safety and movement skills Promote overall physical development and mobility in and out of the pool Technical    Teach basic swimming skills – all strokes, turns, starts Teach basic skills of different sports – aquatic and non-aquatic sports Provide knowledge of the basic use of swimming equipment Tactical   Introduce simple rules and ethics of sport Introduce basic racing opportunities and understanding of fun competition Mental      Reinforce a positive attitude to sport Introduce self-confidence Introduce concentration skills Encourage positive reinforcement from coaches and parents Introduce the concept of perseverance and resilience Lifestyle       Encourage involvement in multiple sports Teach safety Enjoyment and fun Promote fair play Embrace a positive attitude towards activity and participation Promote teamwork and personal interaction skills Nathan Janes Athletics Director  Stage 3: Learn to Train Gr 5 - 6 Learn to Train Swimming Program Guideline This is the major motor learning stage. During this time, children are developmentally ready to acquire the fundamental movement skills that are the foundation of all athletic development. The basic skills should be mastered, but participation in other sports is still encouraged. Young athletes at this stage need to learn how to train at its most basic level. They should be introduced to the basic technical/tactical skills and ancillary capacities including: warm up and cool down, stretching, hydration and nutrition, recovery and regeneration and mental preparation. Focus on the developmental process not outcome or competition Key Focus Fundamental          Further develop all fundamental movement skills. Develop flexibility, agility, and change of direction skills. Develop strength—using the child’s body weight Develop endurance through games and relays. Skip rope using different kinds of footwork Throw with one or two hands using different kinds of throws. Adapt to changing rhythms. Maintain balance in different situations. Perform multi- tasks at the same time. To be able to:  React quickly to multiple signals,  Have good multi- directional swimming techniques  Decision making skills  Coordination in the form of timed contests/games or competitions context. Technical    Include a strong emphasis on skill development Progressively refined swimming skills – strokes, turns, starts, underwater skills Teach basic practice skills – lane etiquette, pace clocks, etc.. Tactical   Include modified swimming meets – measuring aerobic skill mastery, short duration speed Provide an introduction to basic racing principles – pacing strategies, splitting goals Game Understanding and Playing Principles  Encourage unstructured, recreational play. Mental    Mental preparation Goal setting and practice fro a purpose Encourage perseverance, resilience, self-confidence, concentration Lifestyle     Encourage multi-sports Encourage sport for life Embrace discipline and structure to training Embrace teamwork Nathan Janes Athletics Director Stage 4:Train to Train Gr 6 – 8 The physical capacities that need to be trained are now completely dependent on the developmental age of the individual. Coaches must be aware of the differences in maturation rates and allow for appropriate accommodation. The goal at this stage is to continue to build the athletic base. Key Focus Fundamental         Further developing levels of speed, stamina, strength and suppleness. Skip rope using different kinds of footwork. Throw with one or two hands varying the technique Adapt to changing rhythms. Maintain balance in different situations. Perform several tasks at the same time. Develop fine motor skills and importance of precision and accuracy Develop athletics-specific skills and fitness Speed, Agility, Quickness  React quickly to multiple signals,  Have good multi- directional running techniques Decision Making Skills  Refine reaction speed, time-space analysis and coordination under more difficult conditions.  Co-ordination in the form of timed contests and games or competitions scenarios. Technical   Further develop and consolidate swimming specific skills Include an individualized approach to address strengths and weaknesses Tactical   Include early stages of specific race tactical preparation Teach and observe different individual racing tactics Competition  Introduction to basic pre-competition preparation, on-course focus planning, and performance monitoring (i.e., evaluating competitive performances) Mental     Encourage goal-setting skills in relation to training Embrace imagery skills to improve performance Encourage relaxation skills Encourage patience, self-control, concentration and positive attitude Lifestyle      Teach importance of a balanced diet Encourage a personal training diary to manage time, record performance, planning and periodization Encourage rest and recovery techniques Embrace teamwork and positive communication Promote discipline and personal responsibility Nathan Janes Athletics Director Stage 5:Train to Compete Gr 9 – 12 During the Train to Compete stage, high intensity individual and sport-specific training is provided to athletes all year round. The major objective is to learn to compete under any kind of circumstance. Athletes, who are now proficient at performing both basic and sport-specific skills, learn to perform these skills under a variety of competitive conditions during training. At this stage of development the serious athlete will be focused and determined to be the best player she can become. Athletes need significant amounts of technical and tactical feedback if they are to properly develop skills. Athletes must train at a high level of intensity and must be challenged to improve in a range of realistic game specific scenarios. Key Focus Fundamental Embrace personal style Encourage movement, control, synchronization, and rhythm Develop performance under more complex conditions and increase demands Develop individual fitness, recovery, psychological, and technical development programs Strength  To further develop strength.  To develop explosive-strength and to introduce explosive-strength endurance Speed, Agility, Quickness  To move and run fast in specific situations.  To master multi-directional movements.  To have the capacity to accelerate, decelerate and change direction quickly Co-ordination skills  To take advantage of the physical qualities Suppleness  To master the stretching techniques     Technical           Develop a high level of proficiency in all swimming skills Develop sport-specific technical and racing skills under competitive conditions and at high intensity Develop an individualization of skills: ‘personal style’ Develop consistency and control under a variety of environments Involve competition simulation training Introduce event-specific technical and tactical preparation Develop skills under competitive conditions Increase training intensities Introduce skill variations and advanced tactics under a variety of competitive conditions Tactical      Focus on event and distance specific tactical preparation Involve principles of aggressive and passive tactical strategies Develop an athlete’s ability to plan and assess competition Develop an athlete’s ability to adapt to different competitive situations Develop an athlete’s ability to observe and adapt to opponents Nathan Janes Athletics Director Competition  Competition preparation, on-course focus planning, and performance monitoring (i.e., evaluating competitive performances) Mental      Encourage personal responsibility and involvement in decision-making Refine focus and thought control – self talk/verbal and environmental cues Refine goal-setting skills Consolidate performance routines and pre-competition preparation Refine imagery skills (competition, different situations/problems, practicing strategies, game specific scenarios) Develop skills for anxiety control and relaxation        Lifestyle Continue personal diaries Plan career/long term sport options – university sponsorship Increased knowledge on hydration and sport nutrition Focus on preparation for different environments e.g. heat/cold/rain/altitude Refine overuse injury prevention, rest and recovery strategies Stage 6:Train to Win Gr 12+ At this point the athlete should have a very good understanding of all the sport specific skills and the sport-specific fitness that is required to be successful. The athlete should understand that a great deal of time must be spent refining these skills in order to be competitive at the highest levels. The athletes must also understand that they must train at a high level of intensity under game/pressure situations in order to continue to improve. Key Focus Fundamental     Develop a personal style Insist movement is executed at a high level with perfect form and speed Insist performance is consistent and precise Encourage high workloads with increasing intensity. Develop individual fitness, recovery and psychological programs  Speed, Agility, Quickness  To move fast in specific situations.  To master multi- directional movements.  To have the capacity to accelerate, decelerate and change direction quickly Coordination skills  To take advantage of the physical qualities Flexibility  To master the stretching techniques Nathan Janes Athletics Director Technical    Ensure refinement of sports specific skills Include event-/competition-specific training skills that are automatic Develop the ability to improvise with skills Tactical          Develop effective competition strategies Adapt strategies to situation Model all possible aspects of performance in training Race to strengths, exploit weaknesses of opponents Prepare position-specific technical and tactical sessions Develop sport-specific and position-specific technically and tactically Prepare mentally for competition Develop sport skill variations and advanced tactics during training Develop technical development programs to suit individual athletes Game Understanding and Playing Principles   Develop playing skills under competitive conditions Introduce Plan A, Plan B and Plan C playing systems – What ifs…? Scenarios Mental       Promote independent decision-making Develop athletes capable of working in a team environment Consolidate and refine mental skills and routines Promote refocusing plans and coping strategies Promote the will to win and drive for competition Consolidate the ability to concentrate and refocus Lifestyle     Increase knowledge on all areas related to personal well-being Include frequent breaks Insist on self-monitoring – personal diaries Include a fully integrated sport, career and life plan – University Sponsorships Developmental Characteristics Physical Characteristics After 10-15 years of training, it is practically impossible to increase the volume of training for an athlete. Therefore the quality/intensity and sport/individual specificity of training should be increased. Basic Characteristics    Physiologically the body reaches maturity during this phase Final skeletal maturation occurs at age 17-19 for females Performance Capabilities All physiological systems are fully trainable. Implications for the Coach    Coaches should use advanced physical training techniques and programs to ensure maximum adaptation and to minimize injuries Coaches should ensure that all muscle groups and body alignments are well balanced, and complemented by optimum flexibility ranges Coaches, when designing training programs should understand the mental and physical state of the athletes – insist on medicals prior to pre-season training Nathan Janes Athletics Director   Coaches should be careful to monitor training to ensure that over-training and overstress are eliminated Regular appropriate medical monitoring should be conducted with additional blood tests for female athletes to prevent iron deficiency throughout the season Taking the Next Step High performing athletes at this stage face conditions that are very often unique:                  The continual pursuit of performance excellence Becoming a world-class athlete and representing at the highest level of international competition. The commitment and passion to play for multiple years. Accepting different roles within the team. Taking personal responsibility for the continual development and implementation of: Yearly training plans Personal improvement plans Adjusting to the lifestyle of a professional athlete Playing in a foreign country. Accepting the responsibilities, expectations, and dealing with the pressures. Dealing with agents. Cultural adjustments; language, food, and local customs. Financial planning. Social aspect of their lives; family, friends, and personal relationships. Preparing to make the transition from being a high performance player to some other aspect of the game - coach, referee, administrator or an active for life player. Continual life-long involvement in the growth and development of the sport Being a mentor to others Nathan Janes Athletics Director Stage 7: Active 4 Life The age of transition from competitive sport to life-long physical activity is critical. The objective is to ensure a smooth transition from an athlete’s competitive career to lifelong physical activity and participation in sport. Key Focus The Branksome Swimming Academy Program needs to ensure a smooth:       11 Transition from one sport to another Transition from one aspect of the volleyball to another Transition from competitive volleyball to recreational activities Transition from competitive volleyball to volunteering as a coach, official or administrator Transition from highly competitive volleyball to lifetime recreational/ social sport Positive experience in sport. Embrace positive attitude to recruit, develop and retain athletes within the sport Chapter Nathan Janes Athletics Director