NZ Sport & Recreation Pathway

1. NZ Sport & Recreation Pathway www.sparc.org.nz

2. NZ Sport & Recreation PathwayGeneral Principles • Models the lifelong pathway in sport and recreation for active participants in a 5 stage, 3 phase model. • Recognises that all New Zealanders have a right to access quality sport and recreational experiences. • Promotes the concept that an individual’s transition through the pathway occurs when they are ready rather than at any predetermined age. • Identifies the dual outcomes of the sport and recreational pathway – lifelong participation and high performance and that these two outcomes are achieved as part of one integrated sport and recreational system.

3. Participate Excel Learn Explore Perform NZ Sport and Recreation PathwayThe Stages

4. Participate Excel Learn Explore Perform NZ Sport and Recreation PathwayThe Phases Community sport & recreation phase Talented Athlete Phase (TAP) Talent Identification Foundation Phase

5. Foundation Phase • Progression through explore and learn stages. • Recognises that early childhood movement experiences (pre-sport and recreation) are critical in the development of the skills, attitudes and confidence required to become an active participant in sport and recreation. • Recognises that early sport and recreational experiences need to be structured to meet the needs of children within a planned pathway targeting sequential development and retention in sport and recreation through youth and adult life.

6. Foundation PhaseExplore Stage • The majority of children will transition through this stage at some time in the first seven years of life. • Development is fostered through an environment around the child that is caring, safe and supportive and encourages movement exploration, play and fun. • Critical to being able to enter sport and recreation (learn stage) is the development at this stage of • basic movement patterns and skills • confidence in movement and a willingness to attempt new activities • Children at this stage need many and varied movement experiences every day.

7. Foundation PhaseLearn Stage • Entry level to sport and physical recreation activities. • Most children will transition through this stage by age twelve. • Development is fostered through providing playful, fun and supportive environments where children can experience success, develop skills and learn positive attitudes towards sport and recreation. • A long term approach from coaches, parents and clubs is critical, the development of skills and positive attitudes in every child is more important than winning every week (does not imply that children should not strive to win). • Specialisation should be avoided. • Multiple sport / recreational experiences important. • Multiple positional / roles within sports important. • Talent identification and representative programmes are not required.

8. Community Sport and Recreation Phase • Sport and physical recreation for youth / adult life (beyond childhood). • Very diverse and complex set of requirements. • Enjoyment and fun are the key drivers for participation. • Need to provide for dual aspirations – • social participation • factors other than performance are the key objective • e.g. social interaction, experiencing the physical environment • competitive participation • Performance, challenge and improvement are the key objectives • Need to provide for wide age range. • Availability of multiple formats and options that cater for the diverse needs of this stage. • Most participants will change activities of choice through this stage and need to “retrain”. • The pathway through this stage is not linear and changes in direction and aspiration are common.

9. Community Sport and Recreation PhaseParticipate Stage Excel Participate Stage Social Participation Competitive Participation Perform Learn Retrain to participate in new sports and physical recreations Explore

10. Talented Athlete Phase • This phase is all about realising performance potential of athletes. • Athletes in the participation stage are “identified” with the potential to perform to a very high level in the future (talent identification). • These athletes then transition through the perform stage with the ultimate goal of reaching the excel stage and maximising their performance level.

11. Talented Athlete PhaseTalent Identification • When to start the process of identification is sport specific but should be based around the following principles; • should be inclusive rather than exclusive • conducted at multiple stages throughout the participate stage as individuals will develop at varying rates (long-term process) • early specialisation should be avoided even with identified athletes as this will lead to athlete burnout / drop out • clear development programmes need to be implemented around identified individuals with development rather than competition success as the key outcome

12. Talented Athlete PhasePerform Stage • Open age • Involvement in multiple sports but only one (or perhaps two) pursued “seriously”. • Higher frequency of deliberate practice with a focus on skill development. • Position / roles identified within chosen sports. • Success and failure both viewed as valuable experiences. • Long term vision around development of individual is key.

13. Talented Athlete PhaseExcel Stage • Open age. • Athletes who are able to translate their training and technical skills into competing at a world-class level and achieving excellence in one sport. • Focus of stage is on optimisation of performance. • Athletes need to be integrated into the decision-making process. • Need for specialised support to deal with stresses associated with elite competition.