BlazeSports Institute for Applied Science CDSS Level II Curriculum

1. BlazeSports Institute for Applied Science CDSS Level II Curriculum

2. Long Term Athlete Development (LTAD) Utilizing Proper Strategies to Ensure Life-Long Physical Activity

3. Today’s Presentation Introduction to LTAD Model Discuss implications for athletes with disabilities Provide resources for follow up Questions

4. http://www.canadiansportforlife.ca/

5. What is LTAD? Long Term Athlete Development

6. Long Term Athlete Development • LTAD is a “general framework of athlete development with special reference to growth, maturation and development, trainability and sport system alignment.” • What does this mean?

7. Long Term Athlete Development • A process that identifies sequential stages of training and competition • Considers physical, mental and emotional • development • Develops a system in which an athletes learn and perform

8. What are the Goals of LTAD? Provide quality training and competition that considers developmental age and critical periods of trainability Provide a common curriculum Properly prepares individuals by giving them physical literacy skills needed for life-long physical activity Provide appropriate pathways for athletes to choose from Provide a means to align recreation, competition, school sports and PE

9. LTAD consists of 7 stages

11. Two Additional Stages • Awareness • First Contact/Recruitment

12. Two Additional Stages • Awareness • First Contact/Recruitment

13. Awareness

14. First Contact/Recruitment

15. First Contact/Recruitment

16. Late Entry 0-2+ years • Early Vs Late Entry • Early Entry • Congenital or no disability • Late Entry • Acquired disability Late Entry 5+ years Late Entry 4-5 years Late Entry 1-2 years Late Entry 2-5 years Late Entry 0-2 years Late Entry 0+

19. Physical Literacy • Development of fundamental movement and sport skills • Skills that permit a child to move with confidence and with control in a wide range of physical activities

20. Learning Fundamental Movement Skills

25. Barriers to developing FUNdamentals: Parents have not been provided with information to encourage them to enroll their children in sport and activity programs that are fun and safe. Adapted physical education is not well developed in all school systems. Some coaches and programs do not welcome children with a disability to their activities because they lack knowledge about how to include them. It takes creativity to include a person with a disability into a group activity where Fundamental skills are practiced and physical literacy is developed. Disability-specific knowledge or training is not available to the activity coach or instructor.

31. The 10 Key Factors Influencing LTAD for Athletes with Disabilities • The 10-Year Rule • The FUNdamentals • Specialization • Age Factors • Trainability • Physical, Mental, Cognitive, and Emotional Development • Periodization • Calendar Planning for Competition • System Alignment and Integration • Continuous Improvement

32. The 10-Year Rule

33. 2. The FUNdamentals

34. 2. The FUNdamentals • Barriers to developing FUNdaments: • Overly protective parents… • Lack of adequate APE or PE • Inclusion difficulties • Medical issues

35. 3. Specialization

36. 4. Age Factors

37. 5. Trainability

38. 6.Physical, Mental, Cognitive, and Emotional Development

39. 7. Periodization

40. 8. Calendar Planning for Competition

41. 9. System Alignment and Integration

42. 10. Continuous Improvement

44. http://www.canadiansportforlife.ca/resources/ltad-resource-papershttp://www.canadiansportforlife.ca/resources/ltad-resource-papers

45. QUESTIONS??

46. Additional Resources • BlazeSports Website • BlazeSports Active for Life Guide 2nd Edition • Adapted Sports Rules and Regulations • BlazeSports You Tube Channel • Training Videos • Coaching Videos • Testimonials • BlazeSports Staff • Technical Assistance • Telephone • On-Site

47. Additional Reading Davis, R. W. (2011). Teaching Disability Sport: A Guide for Physical Educators (2nd ed.). Champaign, IL, USA: Human Kinetics. Lieberman, L. J., & Houston-Wilson, C. (2009). Strategies for Inclusion, A Handbook for Physical Educators (2nd ed.). Champaign, IL, USA: Human Kinetics. Sherrill, C. (2004). Adapted Physical Activity, Recreation and Sport: Crossdisciplinary and Lifespan (6th ed.). New York, NY, USA: McGraw-Hill. Winnick, J. P. (Ed.). (2011). Adapted Physical Education and Sport (5th ed.). Champaign, IL, USA: Human Kinetics.