LONG TERM ATHLETE DEVELOPMENT FOR EQUESTRIAN RIDERS, DRIVERS AND VAULTERS A FRAMEWORK FOR THE BRITISH EQUESTRIAN FEDERATION.

Transcription

1 LONG TERM ATHLETE DEVELOPMENT FOR EQUESTRIAN RIDERS, DRIVERS AND VAULTERS A FRAMEWORK FOR THE BRITISH EQUESTRIAN FEDERATION

2 ASSOCIATION OF BRITISH RIDING SCHOOLS T +44 (0) F +44 (0) BRITISH SHOW JUMPING ASSOCIATION T +44 (0) F +44 (0) BRITISH DRESSAGE T +44 (0) F +44 (0) ENDURANCE GB T +44 (0) F +44 (0) BRITISH EQUESTRIAN TRADE ASSOCIATION T +44 (0) F +44 (0) MOUNTED GAMES ASSOCIATION OF GB T +44 (0) F +44 (0) BRITISH EQUESTRIAN VAULTING T +44 (0) BRITISH EVENTING T +44 (0) F +44 (0) BRITISH HORSEBALL ASSOCIATION T +44 (0) F +44 (0) BRITISH HORSE DRIVING TRIALS T +44 (0) F +44 (0) BRITISH HORSE SOCIETY T +44 (0) F +44 (0) THE PONY CLUB T +44 (0) F +44 (0) SCOTTISH EQUESTRIAN ASSOCIATION T +44 (0) F +44 (0) RIDING FOR THE DISABLED ASSOCIATION (INC. CARRIAGE DRIVING) T +44 (0) F +44 (0) UK POLOCROSSE ASSOCIATION T +44 (0) F +44 (0) BRITISH REINING T +44 (0) F +44 (0) AUTHORS Colin Wilson, BEF Consultant Head of Sports Development Dennis Edwards & Tristan Collins, Performance Impact Associates Ltd With grateful thanks for dedicated contributions from all BEF Member Bodies, their Coaching Development Officers, and many other staff and consultants. With special thanks to Istvan Balyi and Graham Ross.

3 Contents John Periam, Photojournalist Introduction 4 Section 1: Generic Issues in Long Term Athlete Development 2 The 10 Year Rule 7 3 Specialisation 8 4 Physical Literacy 10 5 Developmental Age 11 6 Table 1: Development Characteristics in Late Childhood 13 7 Table 2: Development Characteristics in Early Adolescence 14 8 Table 3: Development Characteristics in Late Adolescence 16 9 Table 4: Development Characteristics in Early Adulthood Windows of Trainability Planning & Structuring Competition The Talent Development Environment Transition The Role of Coaches and Family 24 Section 3: The Equestrian Long Term Athlete Development Framework 16 Learning & Training to Ride Framework Learning & Training to Ride Equestrian Long Term Athlete Development Stage 1: Learning & Training to Ride Equestrian Long Term Athlete Development Stage 1: Learning & Training to Ride Riding and Training to Compete Equestrian Long Term Athlete Development Stage 2: Riding & Training to Compete Equestrian Long Term Athlete Development Stage 2: Riding & Training to Compete Riding & Training to Win Equestrian Long Term Athlete Development Stage 3: Riding & Training to Win Equestrian Long Term Athlete Development Stage 3: Riding & Training to Win 44 Bibliography 46 Section 2: An Exemplar of the Long Term Athlete Development Model 15 The Generic Long Term Athlete Development Model 27 Long Term Athlete Development 2/3

4 Introduction NB. Sections 1 and 2 build a picture of generic LTAD issues. Section 3 integrates this generic LTAD thinking into an Equestrian-specific LTAD framework. It is possible in the cause of brevity to read the Equestrian-specific LTAD framework only (Section 3) as a summary. The authors recommend however that Sections 1 and 2 and its implications are understood before reading Section Purpose of the Document The purpose of this consultation document is to provide an introduction to, and a unified framework for, the long term development of athletes in equestrian sport. The Long Term Athlete Development (LTAD) framework for equestrian riders, drivers and vaulters is therefore concerned with: Developing a purpose, vision & strategy for how equestrianism as a whole can create the best future for all riders, Influencing & communicating an evolving consensus regarding the needs of all riders at all stages of their development, Aligning the equestrian community to work together to build an equestrian sport and leisure system that offers all riders the best possible experience and opportunity, providing a seamless development pathway that identifies the programme content for every level from playground to podium. Much work on rider development has already been done within BEF Programmes and Member Bodies. The intention is for the LTAD framework to act as a mechanism to integrate this work, the issues emerging from consultation, and the knowledge and experience emerging from other sports, and then to address them in a single framework. It is recognised that this document addresses mainly the young rider (of all levels of ability) and the aspiring competition rider primarily. More work needs to be done to define the optimal pathways for the adult recreational rider. It is also hoped that in recognition of the other key athlete in the equestrian equation (the equine), a Long-Term Equine Development (LTED) model can be developed in harmony with the LTAD model, and the two models eventually integrated. 1.2 An Introduction to Generic Long Term Athlete Development The LTAD framework for equestrianism builds on the generic Long Term Athlete Development (LTAD) model conceptualised by world-renowned LTAD and coaching consultant, Dr Istvan Balyi. The generic LTAD model brings together research from the sport sciences, from child development and from studies into the development of expertise to provide a comprehensive structure around which guidelines for optimal training, competition and recovery practices can be produced. The model can be adapted to take account of the demands of different sports and, once complete, can be used to inform the practice of athletes, parents, coaches, trainers, sport scientists and administrators.

5 LTAD itself emerged as a means of addressing sub-optimal developmental practices that Dr Balyi identified as common to sports systems in many countries. He described these practices as the Universal Gaps in Sport Systems. They include: Developing athletes over-competing and under-training, Adult training programmes being imposed on developing athletes, Training and competition programmes designed for male athletes being imposed on female athletes, Training of developing athletes being geared to achieving short-term outcomes winning rather than the long term process of development, Training programmes being developed which do not take account of critical periods of accelerated adaptation, A general failure to develop core motor skill, The most skilful coaches working with elite athletes rather than developing athletes, Specialisation in a sport occurring too early. Although not necessarily evident in all sports or countries, these gaps are seen as symptomatic of a general failure to understand and address some of the fundamental issues related to athletic development. Sport has failed to fully understand and address issues relating to: The amount and quality of practice required to achieve elite levels of performance, Specialisation in specific sports at appropriate ages, The establishment of physical literacy at a young age, The structuring of practice around developmental rather than chronological age, The structuring of practice to capitalise on the windows of trainability, The establishment of appropriate competition structures and planning, The provision of an appropriate environment for developing athletes, The management of transitions between the stages of development, The role of coaches and family in the lives of developing athletes. It is of utmost importance that any long term plan for the development of athletes recognises and addresses these issues and it is this need that provides the fundamental rationale for producing the Equestrian LTAD framework. The aim of this paper is therefore to provide appropriate technical input on rider development priorities in order to support the British Equestrian Federation s mission of providing More People, More Horses, More Places, More Medals. In line with this aim, the objectives of this paper are: 1 To provide insight into the key generic issues relating to long term athlete development, and identify implications for the Equestrian LTAD framework. 2 To present an exemplar of the generic LTAD model. 3 To provide a coherent Equestrian Long Term Athlete Development framework to be developed by each BEF Member Body to take account of their specific issues. The objectives will be addressed in the order set out above, with each forming a separate section of the paper. 1.3 Note on the Document The terms rider and equine have been used throughout this document. It is acknowledged that BEF Member Bodies have different means of referring to the performer (rider, driver, vaulter) and the equine (horse, pony). Similarly, this document serves to capture the principles that underpin long term athlete development in equestrian sport from a strategic BEF perspective. The document does not respond to the diverse and detailed demands of each discipline. These would need to be addressed by individual Member Bodies specific LTAD plans for their sports. This document also precedes an attempt to develop a similar model and framework for LTED (Long-Term Equine Development). The two documents can then be integrated to recognise the depth of connection between equine and rider. Long Term Athlete Development 4/5

6 Objective: To provide insight into the key generic issues relating to long term athlete development, and identify implications for the Equestrian-specific LTAD framework. John Periam, Photojournalist

7 Section 1 Objective To provide insight into the key generic issues relating to long term athlete development, and identify implications for the Equestrian-specific LTAD framework. 2 The 10 Year Rule 2.1 Issue Understanding and addressing issues relating to the amount and quality of practice required to achieve elite levels of performance. 2.2 Discussion Research has concluded that it takes a minimum of 10,000 hours of practice for an individual to become expert in their chosen field. This is the most robust finding to emerge from studies with athletes and with experts from other fields such as the arts, music, mathematics and science. 10,000 hours equates to approximately 3 hours of practice per day, every day for 10 years, a calculation that has led this finding to be known as the 10 Year Rule. In elite sport, this factor is supported by The Path to Excellence, which provides a comprehensive view of the development of US Olympians who competed between 1984 and The results reveal that most Olympians report a 12 to 13 year period of talent development from the time at which they were introduced to their sport through to their making the Olympic team. Furthermore, whilst understanding and addressing the amount of practice required is important, the nature of that practice should also be considered, both within LTAD stages, and between them. To this end, it has been found that the 10,000 hours requirement relates, not just to engagement in the activity in question, but to what is described as Deliberate Practice. Deliberate Practice is engagement in an activity with the goal of improving some aspect of performance. To clarify, this means that time spent on the activity through work, or for the purpose of play, does not count towards the 10,000 hour minimum practice requirement. Nevertheless, Deliberate Play should play a part in early development before the 10,000 hour rule applies, and the transition from Deliberate Play to Deliberate Practice needs to be managed carefully. Interestingly, three generic constraints to the maximisation of Deliberate Practice have been identified: Motivation: it was identified that Deliberate Practice is not inherently motivating, and therefore required involved commitment from performers. Effort: it was identified that Deliberate Practice is strenuous and cannot be sustained for a long period of time without leading to mental or physical exhaustion, suggesting that individuals must limit practice to optimise concentration and effort. Resource: it was identified that Deliberate Practice requires significant resources such as access to coaches, training apparatus, equipment, competition, facilities, support services, etc., in order to develop. This comes at both a time and financial cost, in the early years to parents, and eventually to the athlete. Long Term Athlete Development 6/7

8 Taken as a whole, the research therefore presents us with a picture of the practice required, the nature of that practice, and the obstacles that are faced on the 10,000 hour journey. 2.3 Implications for the Equestrian Long Term Athlete Development Framework Contributions to the LTAD consultation suggest that time required to become expert in equestrian sport is unlikely to be less than the 10,000 hours required for acquiring expertise in other fields, In terms of the BEF s long term planning, and particularly in relation to coach and parent education, accounting for the length of the journey is an important factor, Processes, systems and structures must all support the systematic, consistent and appropriate management of motivation, effort and resource if athletes are to have the best chance of success. 3 Specialisation 3.1 Issue Understanding and addressing issues relating to specialisation in specific sports or disciplines at appropriate ages. 3.2 Discussion According to the generic LTAD model, sports can be classified as early specialisation or late specialisation. The stages of LTAD based on these concepts are: TABLE A Early Specialisation 1 Active Start 2 Fundamentals/ Learning to Train/ Training to Train 3 Training to Compete 4 Training to Win 5 Active for Life Late Specialisation 1 Active Start 2 Fundamentals 3 Learning to Train 4 Training to Train 5 Training to Compete 6 Training to Win 7 Active for Life These models are general in nature and require adjustment on a sport specific basis. Since few sports can be categorised as early specialisation, the LTAD model tends to focus on late specialisation sports. Briefly, early specialisation sports should develop sport-specific models as a general model would lead to oversimplification. The challenge is to combine the Fundamentals, Learning to Train and Training to Train stages and to amalgamate them into a single stage. For late specialisation sports, specialising before the age of 10 has been shown to contribute to: One-dimensional sport specific preparation Lack of development of core components of athleticism Overuse injury Early burnout Early dropout John Periam, Photojournalist

9 Eric Jones Various FUNdamentals-friendly activities as seen at Pony Club games and mounted games are desirable to provide a sound all-round equestrian literacy at an early stage. 3.3 Implications for the Equestrian Long Term Athlete Development Framework Contributions to the LTAD consultation suggest that equestrianism does not fit the early- and late specialisation paradigms set out in generic LTAD Equestrianism appears to be an early start, late specialisation sport, with riders starting Learning to Ride by the age of 6, but only specialising in a specific discipline around the age of 16. Age of specialisation appears to be a key issue for equestrianism because it is an early start sport, but also a sport where riders can go on to enjoy a career well into their 40s. Consequences such as overuse injury, burnout and dropout need to be carefully considered and managed in the sport. The Equestrian LTAD Framework has been developed to take into account an early start, late specialisation paradigm. It has three main stages: Learning & Training to Ride, Riding & Training to Compete, and Riding & Training to Win. The model can also be developed to account for the generic Active Start and Active for Life stages. An involvement of young riders and drivers in the FUNdamentals-friendly activity of Vaulting is desirable as a mechanism for supporting the development of a range of technical elements across any subsequent choice of discipline. Vaulting itself, with its links to gymnastics, is more of an early-specialisation discipline than others. Various FUNdamentals-friendly activities as seen at Pony Club games and mounted games are also desirable to provide a sound all-round equestrian literacy at an early stage. Such activities are beneficial for all young people, whether they intend to specialise in equestrian sport or any other sport, since they provide a sound general physical literacy, plus there are mental, social and personal benefits that provide a transferable base to any other activity. Long Term Athlete Development 8/9

10 Both images UK Athletics 4 Physical Literacy 4.1 Issue Understanding and addressing issues relating to the establishment of Physical Literacy at a young age. 4.2 Discussion Physical Literacy refers to the development of a number of core components of athleticism in the individual. The core components are: Agility Dynamic Balance Coordination Spatial Awareness Flexibility Basic Endurance These core components are seen as key to the development of skill in any sport and according to the LTAD model should be developed before the onset of the adolescent growth spurt. The LTAD model suggests that the core components of physical literacy can be addressed through participation in three types of activity: athletics, gymnastics and swimming. of general movement literacy in early years, the importance of Physical Education, and involvement in other sports should not be underestimated in developing overall Physical Literacy as a foundation for any specific sport. 4.3 Implications for the Equestrian Long Term Athlete Development Framework Equestrianism appears to be an early start, late specialisation sport, with riders starting Learning to Ride by the age of 6, and therefore potentially missing out on the Fundamentals stage set out in the generic LTAD model. In the generic LTAD model for late specialisation sports, the Fundamentals or core components of athleticism are developed between the ages of 6 and 9. So as not to limit potential, equestrian sports should consider carefully the importance of the core components of athleticism alongside the demands of riding and look at how they can be addressed in activity on and off the horse. Failure to address the core components of athleticism may result in the need for remedial work by riders later in their career. It is postulated that unless these core components are addressed at the appropriate time, the individual will have difficulty improving their performance in a specific sport. The importance

11 LTAD requires the identification of early, average, and late maturers in order to help in the design of appropriate training and competition programmes in relation to optimal trainability and readiness. 5 Developmental Age 5.1 Issue Understanding and addressing issues relating to structuring practice around developmental rather than chronological age. 5.2 Discussion LTAD requires the identification of early, average, and late maturers in order to help in the design of appropriate training and competition programmes in relation to optimal trainability and readiness. Chronological age, which refers to the amount of time elapsed since birth, is not a useful indicator of physical, mental or emotional maturity. Children of the same chronological age can differ by several years in their level of maturation. (Note: Maturation refers to qualitative structural and functional system changes in the body s progress towards its adult form). A more useful way of relating practice to age is to consider Developmental Age. This refers to degrees of physical, mental and emotional maturity and can be determined by skeletal maturity, or bone age, after which mental and emotional maturity is incorporated. One of the most important ways of assessing maturation is to consider the use of indicators or maturity events such as the beginning of the growth spurt and the peak of the growth spurt (also known as Peak Height Velocity or PHV) FIGURE A: MATURITY EVENTS IN FEMALES PHV BREAST PUBIC HAIR MENARCHE Peak Height Velocity in girls occurs at about 12 years of age. Usually the first physical sign of adolescence is breast budding, which occurs slightly after the onset of the growth spurt. Shortly thereafter, pubic hair begins to grow. Menarche, or the onset of menstruation, comes late in the growth spurt, occurring after PHV is achieved. The sequence of developmental events may normally occur 2 or even more years earlier or later than average. Long Term Athlete Development 10/11

12 5.2.2 FIGURE B: MATURITY EVENTS IN MALES PENIS TESTES PHV PUBIC HAIR PEAK STRENGTH VELOCITY PHV in males is more intense than in females and on average occurs about 2 years later. Growth of the testes, pubic hair, and penis are related to the maturation process. Peak Strength Velocity comes a year or so after PHV. Thus, there is pronounced late gain in strength characteristics of the male athlete. As with females, the developmental sequence for males may occur 2 or more years earlier or later than average. Early maturing boys may have as much as a 4 year physiological advantage over their later maturing peers. Late maturers will catch up as they experience their growth spurt. Currently, most athletic training and competition programmes are based on chronological age. However, athletes of the same age between the ages of 10 and 16 can be 4 to 5 years apart developmentally. Thus, chronological age is a poor guide for the segregation of adolescents for competitions. A major objective of LTAD is a holistic approach to athlete development. This includes emphasis on ethics, fair play and character building across the various stages. To support this training, competitive and recovery programmes should consider the mental and emotional development of the athlete alongside the physical. The tables on the following pages build on the information above, providing guidelines on all aspects of development throughout the maturation process. The tables are grouped around 4 generic developmental stages: late childhood, early adolescence, late adolescence and early adulthood. The tables show General Characteristics, Observations and Coaching Implications for each stage.

13 6 Table 1: Developmental Characteristics in Late Childhood Basic Characteristics General Observations Coaching Implications PHYSICAL DEVELOPMENT Larger muscles more developed than smaller ones Size of the heart is increasing in relation to rest of the body. Cardiovascular system still developing. Ligament structures are becoming stronger but the ends of the bones are still cartilaginous and continue to calcify Basic motor patterns become more refined towards the end of the phase and the balance mechanism in the inner ear is gradually maturing Girls develop coordination faster than boys but there are no other significant differences between the genders More skilful in gross than in fine movements Endurance capacity more than adequate for most activity Body susceptible to injury through stress or pressure Improvement in speed, agility, balance, coordination and flexibility Gender differences are not of great consequence Fundamental motor skill to be developed Short duration anaerobic activity to be planned; endurance must be developed through play and games (lack of attention span) Individual progression in hopping & bounding; use own bodyweight & appropriately weighted medicine balls (neural recruitment) Games & activities to emphasise coordination & kinaesthetic sense gymnastics, diving, athletics field events Playing together emphasised MENTAL DEVELOPMENT Attention span is short and children are action oriented. Memory is developing Children have very limited reasoning ability however capacity for abstract thought is growing Repetition of activities is greatly enjoyed. Capability improves through experience Imagination is blossoming Cannot sit & listen for long periods Leader oriented. Love to be led Skill does not improve through trial & error alone Experimentation & creativity in evidence. Love to try new things Short, clear, simple instructions to be used. Encourage children to move and participate Follow me or follow the leader approach. Ensure activities are fun & well planned Correct demonstration of basic techniques required Encourage input whilst playing EMOTIONAL DEVELOPMENT Self-concept is developing through experience and comments from others Children like to be the focus and centre of attention The influence of peers become a very strong driver Understanding the need for rules and structure is growing Experiences perceived as a form of self-evaluation Threatening situations lead to rapid loss of confidence Peer group acceptance often depends on demonstration of skill at an activity Can understand simple games. Will question rules and expect thoughtful answers Positive reinforcement needed (provides strong motivation to continue activity) Activities where success is almost guaranteed to be selected. Gradual progress from simple to complex Capable of assessing skill and providing varied practical opportunities for development and improvement Participation & fun to be emphasised. Focus on process not outcome Long Term Athlete Development 12/13

14 7 Table 2: Developmental Characteristics in Early Adolescence Basic Characteristics General Observations Coaching Implications PHYSICAL DEVELOPMENT Significant proportional changes in bone, muscle and adipose tissue Females begin growth spurt between 12 & 14, males between 12 & 15. On average, maximum rate of growth attained: Females 11, Males 14 Primary & secondary sex characteristics manifest themselves. Normal age range for onset of menarche: Smaller muscle groups developing Body parts not growing at same rate limbs will reach peak before trunk Significant increase in red blood cells, especially in males (due to increase in testosterone) Central nervous system nearing full development Adaptation is influenced by rapid changes in body proportions Females initially faster and stronger than males, but males become faster and stronger than females during this period Fear, guilt or anxiety brought about by sexual development Speed, agility and coordination rapidly improving Changes in centre of gravity, lever length and core strength Oxygen transportation is developing & aerobic endurance is increasing Agility, balance and coordination fully trainable Training to be carefully monitored. Content individualised to ensure adaptation Chronological age and sex may not be the most appropriate way to group players Situations where differences in sexual development are in evidence to be avoided. Iron levels in girls to be monitored Technique to be mastered in line with developing fine motor skill. Physical, technical and ancillary capacities to be developed Training to be developed in line with relative changes. Motor skill refinement may be required due to relative changes Structured aerobic training required. Only short duration anaerobic activities recommended. Warm up activities to be used for further CNS development MENTAL DEVELOPMENT Abstract thinking becoming more firmly established New form of egocentric thought developing Players eager to increase their skill Capability for more complex decision-making Emphasis placed on self-identity. Strong fear of failure Physical and mental development can vary greatly - differences in skill evident Problem-solving and decisionmaking to be a feature of training Concentration, imagery and coping strategies to be introduced Positive reinforcement required. Care must be taken not to select early developers/neglect late developers EMOTIONAL DEVELOPMENT Significant peer group influence on behaviour Capable of cooperating & accepting some responsibility Must be opportunities to display tenderness, admiration & appreciation Physical, mental & emotional maturity develop at different rates Desire to have friends of opposite sex Values & beliefs being created, reinforced & regulated through the peer group Responsibilities may not be taken up by all due to fear of failure Exaggerated or unacceptable behaviour may result if these opportunities do not exist Feelings of confusion or anxiety evident Social activities important Strong direction & close supervision required. Important to provide appropriate role model(s) for young athletes Open communication required Coach usually seen as a more acceptable adult than parents or teachers. Open communication to be encouraged Understanding and skilful communication required Creation of co-educational activities recommended

15 Long Term Athlete Development 14/15

16 8 Table 3: Developmental Characteristics in Late Adolescence Basic Characteristics General Observations Coaching Implications PHYSICAL DEVELOPMENT Circulatory and respiratory systems reach maturity Rate of increase in height & weight slows. Stabilisation in the muscular system Skeletal maturation continues Adult proportions reached: Females 17, Males several years later Circulatory and respiratory systems generally capable of maximum output Muscles grown to mature size but strength continues to increase (peaks in late twenties) Connective tissue still strengthening Relatively females gain more weight that males Aerobic & anaerobic training can be conducted - sport-specific energy systems to be implemented Strength training can be maximised. Neuromuscular training to be optimised Progressive overload in training to continue Aerobic training for females to be optimised. Awareness of how to manage weight gain important. Integrate technical & ancillary components into training MENTAL DEVELOPMENT Generally brain has reached adult size by 16, but continues to mature neurologically for several years Critical thinking is developing Capacity to deal with multiple strategies growing Capacity to self-analyse and correct growing Refinement of skill possible Development and integration of decision-making into training important EMOTIONAL DEVELOPMENT Peer group influence still powerful Searching for stable self image Interaction with opposite sex playing a strong part Capacity for independent decision-making & leadership growing Still susceptible to successes and failures Male awareness of female issues of femininity versus development in sport. Female awareness of male issues of linking masculinity to performance Strong direction & discipline to be maintained but development of leadership & responsibility important Coping techniques to be developed. Positive reinforcement of performance and effort imperative Mutual recognition of issues to be developed

17 9 Table 4: Developmental Characteristics in Early Adulthood Basic Characteristics General Observations Coaching Implications PHYSICAL DEVELOPMENT Body reaches physiological maturity Skeletal maturation reached: Females 19-20, Males All physiological systems fully trainable Stability in musculoskeletal system Training programmes to employ highest-quality monitoring information to facilitate maximal adaptation & minimise injury. Optimal body alignment, muscle balance & flexibility important Regular medical monitoring to be organised. Blood tests for female athletes (anaemia) MENTAL DEVELOPMENT Brain matures neurologically at Complete understanding & acceptance of the need for rules, regulation and structure Capacity for skilful self-analysis and regulation. Capacity to analyse and conceptualise sport. Capacity for skilful information processing Rules, regulation & structure must be perceived as fair Focus on winning. Principles of adult learning should be implemented Involve in planning & development of training activity EMOTIONAL DEVELOPMENT Need to be self-directed and independent. Self-actualisation and self-expression important Significant decisions on career, education & lifestyle become a priority Interactions with opposite sex continue to be a priority Ready to assume responsibility & accept consequences of actions Significant changes in interests, hobbies and physical activity may occur Lasting relationships developing Treat as adults with respect. Direction & structure provided still important. Goal setting to be emphasised to focus attention, direct effort and stimulate strategy development Guidance should be given regarding off-season & educational pursuits Opportunities for independent social interaction to be created 9.1 Implications for the Equestrian Long Term Athlete Development Framework Equestrianism must consider the significance of differences in developmental age across age groups and for the sexes That males and females appear to compete on an equal footing in most disciplines indicates that developmental age may be less of a factor in equestrianism than in other sports Differences may however affect the structure and content of training and competition between the ages of 10 and 16. Long Term Athlete Development 16/17

18 John Periam, Photojournalist 10 Windows of Trainability 10.1 Issue Understanding and addressing issues relating to structuring practice to capitalise on the windows of trainability Discussion Trainability refers to the responsiveness of individuals to a training stimulus at different stages of development. A window of trainability refers to a period of development in which training of a specific capacity has an optimal effect. The stimulus must be timed to fall within the window of trainability to achieve optimum effect. The body s trainable systems and their associated windows of trainability are: Endurance: The optimal window of trainability occurs at the onset of PHV. Aerobic capacity training is recommended before athletes reach PHV. Aerobic power should be introduced progressively after growth rate declines. Strength: The optimal window of trainability for females is immediately after PHV or at the onset of the menarche, while for males it is 12 to 18 months after PHV. Speed: For males the first speed training window occurs between the ages of 7 and 9, and the second between the ages of 13 and 16. For females the first speed training window occurs between the ages of 6 and 8, and the second between the ages of 11 and 13. Motor Skill: The window of optimal motor skill development for males takes places between the ages of 9 and 12, and for females between 8 and 11. Flexibility: The optimal window of trainability for flexibility for both sexes occurs between the ages of 6 and 10. Special attention should be paid to flexibility during the adolescent growth spurt. The figure opposite illustrates the Windows of Trainability for Females and Males. Two windows endurance and strength are based on the moving scales of the onset of the growth spurt and PHV. The other three windows speed, motor skill and flexibility are based on chronological age.

19 10.3 Implications for Equestrian Long Term Athlete Development Framework So as not to limit rider potential equestrian sports should consider carefully the significance of the Windows of Trainability and look at how optimal training can be achieved through activity on and off the horse FIGURE C: OPTIMAL WINDOWS OF TRAINABILITY (BALYI & WAY 2005) FEMALES PHV SPEED 1 MOTOR SKILL SPEED 2 ENDURANCE FLEXIBILITY STRENGTH 1 & 2 RATE OF GROWTH DEVELOPMENTAL AGE PHV MALES SPEED 1 MOTOR SKILL ENDURANCE FLEXIBILITY SPEED 2 STRENGTH RATE OF GROWTH PHYSICAL, MENTAL-COGNITIVE & EMOTIONAL DEVELOPMENT Long Term Athlete Development 18/19

20 11 Planning & Structuring Competition 11.1 Issue Understanding and addressing issues relating to the establishment of appropriate planning structures for training and competition Discussion The LTAD model sets out a strategic framework for a 10 year development process, the aim of which is to optimise the physical, technical, tactical and mental preparation of the athlete for competition. While FUN-based and skills-based festivals are valuable in the Active Start and Fundamentals stages, annual and quadrennial planning are the operational structures which support the LTAD model. Annual planning is based on specific, identified periods of athletic preparation, competition and transition whilst quadrennial planning refers to planning for the 4 year Olympic and Paralympic cycle for elite athletes. Plans must be structured around development and competition priorities taking into account the time available to bring about required performance improvements, while promoting progressive tactical improvement and retaining a healthy underlying sense of fun. Optimal planning is critical to overall athlete development. A key component of the planning process is the competition phase. Competition planning and structures are the factors which determine the content of plans. The rules of competition determine the type of training that athletes do and the competition structure and plans determine when and how much training is done. To promote optimal development, competition structures and planning processes should reflect the physical, mental and technical development needs of the athlete. At certain stages, development of these capabilities may be required to take precedence over winning whilst later winning becomes the focus. This is reflected in the recommended ratios of training to competition for each of the generic LTAD phases, as show in the following table: TABLE B Stage Active Start Fundamentals Learning to Train Training to Train Training to Compete Training to Win Active for Life Ratio (Training:Competition) No specific ratio No specific ratio 70:30? 60:40? 40:60? 25:75? No specific ratio Kit Houghton 11.3 Implications for Equestrian Long Term Athlete Development The competition structure is the most powerful tool a sport has for determining what, when and how much riders train. Levels and lengths of competitive seasons should be aligned with the changing needs of the developing athlete as set out in the Equestrian LTAD framework. Where schedules are set by leagues or organisations, or determined by riders, parents and coaches, the Equestrian LTAD may be used to provide guidance around which planning for optimal development can be promoted.

21 The British Horse Society 12 The Talent Development Environment 12.1 Issue Understanding and addressing issues relating to the provision of an appropriate environment for developing athletes Discussion Extensive research into the development of talented performers tells us that talent is not entirely innate, but is also the result of the continuous influence of the environment. Optimal development relies on our understanding of how to provide an environment that promotes rather than constrains the development of the performer. Recent research by Prof. Dave Collins identified five generic features as significant in the Talent Development Environment: Individualised Development Long Term vs. Short Term Aims & Agendas Coherent Messages Emphasis on Development NOT Identification Complexity and Integration INDIVIDUALISED DEVELOPMENT The principle of individualisation is grounded in the fundamental realisation that every human is inherently unique. In order to optimise development athletes must be treated as individuals, on a one-to-one level, taking into consideration their strengths and weaknesses. This is particularly important in light of the vast number of individual differences that are apparent and changeable, especially in adolescents and young adults. A systematic approach to managing the needs of athletes ultimately leads to an increased chance of incorporating every important factor for the development of the individual. LONG TERM V SHORT TERM AIMS & AGENDAS The effective Talent Development Environment must have a long-term emphasis running throughout. This includes the nature of the aims and philosophies of the programme and also the coaching required at certain stages of development. The aims and philosophies must be based around achieving success at the senior level. In other words, the aims of development pathways are to equip athletes with the appropriate skill and experience to allow them to move successfully to the next rung on the ladder and not solely to achieve short term age group success. This principle also applies to the wider educational agenda which must be preparing young athletes not only to reach their potential in sport (at whatever level that may be), but also preparing them for life in the present and future. COHERENT MESSAGES There are many influences on young people, especially through their childhood and adolescence. The influence that certain people or groups have on individuals varies from person to person and at different stages different groups have a stronger influence. Essentially, problems arise when there are conflicting messages coming at the athlete from different parties. It is essential for, and far more effective and efficient if, every influence on a developing athlete is pulling or pushing in the same direction. In other words, there must be coherent and consistent messages coming from every facet of the athlete s life. Long Term Athlete Development 20/21

22 EMPHASIS ON DEVELOPMENT NOT IDENTIFICATION Talent development systems aim to prepare and produce athletes who will be able to reach, and be successful at, the senior level in sport. An effective development system will identify and develop those with the potential to develop and be successful at the senior level, not identify and select those who have the talent or ability now. There are two fundamental problems with identifying talent at a young age: The first problem is maturation. It is obvious and well known that children and adolescents grow and develop at different rates. This means that in selecting the best performer in the period before and during puberty almost inevitably results in an evaluation of current maturity as opposed to the level of potential. The second problem is that a young athlete who performs better than another young athlete may not hold the most potential but rather may show who has received most training. It is very hard to distinguish between the two influences (past training and potential) as determinants of present performance. Although young athletes will move through similar stages of development, and face the typical problem periods or transitions, they can and will respond in very different ways to all of these factors. They will breeze through certain issues and struggle at others. These different experiences can boost, delay or hinder development. Individuals develop at different times, taking longer or shorter times to realise their potential. Talent is not static but influenced by maturation and interaction with the environment. Therefore it is important to emphasise the creation of the most developmentally appropriate environment aligned to each stage, for every individual athlete. The Talland School of Equitation COMPLEXITY & INTEGRATION The pursuit of excellence in sport depends on a large number of interrelated and interdependent elements. All factors influencing the athlete s internal and external environment may contribute to, detract from, or have no effect upon the pursuit of potential. The failure to give appropriate attention to any one aspect makes progress difficult. Therefore, priorities have to be established and detailed planning carried out in a variety of contributory sub-disciplines in order to design an appropriate performance plan. The objectives of such a plan have to be clear and unambiguous, and linked to an overall performance strategy. The plan needs to be clearly understood and accepted by everyone - managers administrators, coaches, athletes, parents and support staff and the plan needs to be flexible and adaptable. There are many factors in a Talent Development Environment that interact and integrate with each other in a significant way. The programme that is set up needs to be integrated, interdisciplinary and systematic in its approach in order to convert the complex to the simple in an effective, useful and meaningful way Implications for Equestrian Long Term Athlete Development Whilst the content, nature and timing of different aspects of training has dominated the developmental agenda, environmental factors have received little attention. Equestrianism may wish to use the Equestrian LTAD framework as a mechanism for addressing the key features of the environment as they apply across the sport as a whole, and to the individual disciplines.

23 13 Transition 13.1 Issue Understanding and addressing issues relating to the management of transitions between the stages of development Discussion The LTAD model shows that athletes move through a number of stages as they progress towards careers as international competitors. It has been identified that rather than the stages themselves being the significant features of long term planning, the transitions occurring between stages are also crucial factors for successful development. Transition refers to a discontinuity in a person s life space where the person is aware of the discontinuity and requires new or different behaviour as a result of the newness of the situation. In relation to this discontinuity, UK and international research clearly reinforces what many athletes, coaches and administrators in sport already know: transitions are problematic. Examples of a problem specifically related transition is the high reported level of dropout in transitional periods between junior and senior representation. Indeed, the same observation applies to non-sport transitions, where drop-out levels have been shown to be significant as athletes move from school to university. John Periam, Photojournalist This implies that, in addition to understanding the processes of effective development through the stages, understanding and managing the required processes during the associated transitions is crucial if successful and optimal development is to occur. Individuals who may be particularly susceptible to transition issues may have the following characteristics: They may have little to no experience of sport transitions They may be limited in their general ability to adapt to change because of emotional or behavioural deficits They may be limited in their ability to form and maintain support networks They may have to make the transition with meagre emotional and material resources. Recommendations for interventions to support athletes through key transitions include: Enhancement of coping skill in relation to dealing with future transition Enhancement of social support pre, during and post transition Availability of formal lifestyle or counselling support, which allows athletes to address issues before, during and after a transition Implications for Equestrian Long Term Athlete Development In addition to understanding the processes of effective development through the Equestrian LTAD stages, understanding and managing the required processes during the associated transitions is crucial if successful and optimal development is to occur. Links to Sports Council initiatives such as the Junior Athlete Education programme in schools (see Gifted and Talented website Youth Sport Trust and Talent Ladder), and Elite Lifestyle support programmes could be maximised. Long Term Athlete Development 22/23

24 John Periam, Photojournalist 14 The Role of Coaches and Family 14.1 Issue Understanding and addressing issues relating to the role of coaches and family in the lives of developing athletes Discussion Extensive research reflects the importance to developing athletes of high levels of support from families and coaches. In a recent study with US Olympians, athletes ranked Family and Friends and Coaches second and third respectively in the list of factors that contributed to their success, with only Dedication and Persistence outranking these two factors. Conversely, athletes ranked Lack of Coaching Expertise or Support third in the list of obstacles to success. Although parents did not appear explicitly in the obstacles list, both Lack of Financial Support and Lack of Social Support were mentioned and both of these emerge in other studies as significant in relation to the role of family. UK research into the development of sporting talent identified that 56% of performers remain dependent on family for financial support well into their twenties, whilst research into transition suggests that social and, particularly family support are key variables mediating successful transition. The parts families and coaches play change in line with the athlete s development. Benjamin Bloom s three stage model of talent development sets out the characteristics of performers, coaches and parents over the course of the career of a talented individual see opposite. Bloom goes on to suggest that talent cannot be developed unless it is valued by society and recognised and nurtured by parents, teachers and coaches. Recent studies have shown that athletes who experienced success at World and Olympic Championships were found to work with excellent coaches during the investment and latterly the maintenance years of their athletic careers. Coaches assisted these athletes in refining their skill and developing strategies for competition. They were described by their athletes as extremely knowledgeable, trustworthy, well-respected, and caring. The coaches instilled confidence and trust and coped well with crisis situations. Interestingly, members of less successful teams were found to have coaches who failed to develop trust and effective communication and were not consistent in their behaviours, particularly in pressure situations.