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.

25 FIGURE: MODEL OF THE STAGES OF TALENT DEVELOPMENT (ADAPTED FROM BLOOM 1985) Stage 1: Initiation PERFORMER COACH PARENTS Joyful Playful Excited Special Fun/social orientated Process centred Kind/cheerful/caring Notice child s giftedness Positive Shared excitement Supportive Notice child s giftedness Sought mentor Transition 1 Development of an athletic identity Accelerated development Introduction to more technical coach Becoming more achievement orientated Talent identification Competition becomes yardstick of success Increased commitment Stage 2: Development PERFORMER COACH PARENTS Hooked/committed Potential identified More serious Task/achievement orientated Superior technical knowledge Strong personal interest Respected Strong guidance and discipline Expected quality results More moral and financial support ( to maintain mentor relationship) Restricted other activity Concerned for holistic development Transition 2 Prioritisation of sport in life Psychological rebellion Transition characterised by turning points perhaps stimulated by successful performance/key event Introduction of master coach Stage 3: Perfection PERFORMER COACH PARENTS Obsessed/dominates life Personally responsible Independent Willingness to dedicate time and effort required for highest standards Master coach Feared/respected Love/hate relationship Successful/demanding Lesser role 14.3 Implications for the Equestrian Long Term Athlete Development Framework Family and coaches are key contextual factors in the long term development of riders. Systematically assessing the rider s needs requires a thorough, consistent and organised approach to collecting information input from family and coaches is an essential part of this process. The Equestrian LTAD framework should address the changing needs of the rider and consider the changing demands that will be placed on family and coaches as the rider develops. Long Term Athlete Development 24/25

26 Objective: To present an exemplar of the generic Long Term Athlete Development Model. The Talland School of Equitation

27 Section 2 Objective To present an exemplar of the generic Long Term Athlete Development Model. 15 The Generic Long Term Athlete Development Model The generic LTAD model is presented to show the point from which sports have typically begun the process of developing their own plans. It is important to note that neither this exemplar, nor the Equestrian-specific LTAD framework presented in the following section, is definitive. They capture principles and details of LTAD which may serve as subjects for further dialogue and debate around the development of plans for the individual disciplines of equestrian sport. Physical FUNDAMENTALS General overall development & mobility Running, jumping, throwing, agility, balance, coordination, speed Develop speed, power & endurance though fun games Develop linear, lateral & multidirectional speed Medicine ball, swiss ball & own-body exercises for strength LEARNING TO TRAIN Continue to develop agility, balance, coordination & speed Continue to develop speed, power & endurance through fun games Medicine ball, swiss ball & ownbody exercises for strength as well as hoppingbounding exercises Basic flexibility exercises Warm-up & stretching TRAINING TO TRAIN Emphasis on general & balanced physical conditioning Aerobic training prioritised after onset of peak height velocity (phv) Strength training prioritised in females after phv & with the onset of menarche Strength training prioritised in males months after phv Flexibility training Shoulder, elbow, core, spine & ankle stability Frequent musculoskeletal evaluations during phv TRAINING TO COMPETE Sport-, position- & individual-specific intensive conditioning Shoulder, elbow, core, spine & ankle stability Optimum preparation: tapering & peaking TRAINING TO WIN Maintenance & possible improvement of physical capacities with a view to maximising performance Shoulder, elbow, core, spine & ankle stability All aspects individualised Frequent prophylactic breaks rest & recuperation Long Term Athlete Development 26/27

28 Mental FUNDAMENTALS Confidence Concentration Achieve success & receive positive reinforcement LEARNING TO TRAIN Introduction to mental preparation Understanding of the role of practice Perseverance Confidence Concentration Achieve success & receive positive reinforcement TRAINING TO TRAIN Goal-setting (short & medium term) Imagery practicing & improving technique & self-confidence Relaxation deep breathing Patience & control Concentration Continue positive reinforcement TRAINING TO COMPETE Focus & thought control self-talk/ verbal cues, dealing with distractions & negative thoughts Goal-setting long term Performance routines & pre-competition preparation Imagery competition, different situations/problems, practicing strategies Anxiety control & relaxation progressive muscle relaxation Personal responsibility & involvement in decision-making TRAINING TO WIN Well-developed, refined & individualised mental techniques & routines Refocusing plans, coping strategies Will to win, drive, concentration, focus Independent decision-making Capable of teamwork & taking advice Technical FUNDAMENTALS Basic motor techniques: proper running, jumping & throwing technique Modified techniques of different sports Use of appropriate footwear & clothing Knowledge of the basics of equipment LEARNING TO TRAIN Strong emphasis on skill development Fundamental techniques progressively refined, combined & elaborated upon to more sport-specific techniques Practice techniques TRAINING TO TRAIN Further develop & consolidate sportspecific techniques Individualisation to address strengths & weaknesses TRAINING TO COMPETE Proficiency in basic sport techniques Sport-specific technical & playing techniques under competitive conditions & at high intensity Individualisation of technique personal style Consistency & control Competitionsimulation training TRAINING TO WIN Complete the refinement of sport-specific techniques Event/competitionspecific training techniques are automatic / second nature Ability to improvise with techniques Tactical FUNDAMENTALS Introduction to simple rules & ethics of sport Basic game & movement concepts LEARNING TO TRAIN Modified & small-sided games Key game principles TRAINING TO TRAIN Early stages of tactical preparation Basic & intermediate team/individual tactics TRAINING TO COMPETE Event & positionspecific tactical preparation Principles of attack & defence Ability to plan & assess competition Adaptation to different situations Observe & adapt to opponents TRAINING TO WIN Develop effective race strategies Adapt strategies to situations Model all possible aspects of performance in training Play to strengths, exploit weaknesses of opponents

29 Lifestyle FUNDAMENTALS Positive attitude to sport Involvement in many sports Learn safely LEARNING TO TRAIN Involvement in many sports Inclusion of sport in lifestyle Participation in complementary sports TRAINING TO TRAIN Rest & recovery Nutrition/hydration Training & performance diary/log Time management Introduction to planning & periodisation TRAINING TO COMPETE Individualisation of ancillary support Refined selfmonitoring Plan career/sport options Increased knowledge on hydration & nutrition Preparation for different environments heat, cold, rain, altitude Injury prevention & recovery TRAINING TO WIN Increased knowledge on all areas Rest & relaxation Frequent breaks Well-developed self-monitoring Well-developed & integrated support network/structure Career/sport planning sustained Personal FUNDAMENTALS Enjoyment/fun Fair play Positive attitude Teamwork & interaction LEARNING TO TRAIN Understanding of changes which puberty will bring Accepts discipline & structure Understands the relationship between effort & outcome Teamwork & interaction TRAINING TO TRAIN Interpersonal skills & learning to work in team environment Positive communication Discipline & personal responsibility Awareness of peak height velocity & windows of trainability TRAINING TO COMPETE Continued personal development Integration of sport, career & life goals Economic & independence issues addressed TRAINING TO WIN Full integration of sport, career & life goals Training FUNDAMENTALS 5-6 times per week LEARNING TO TRAIN Sport-specific 3 times per week, participation in perhaps 3 other sports 3 times per week TRAINING TO TRAIN Sport-specific 6-9 times per week; participation in perhaps 2 other sports TRAINING TO COMPETE Sport-specific technical, tactical & fitness 9-12 times per week; participation in one other sport TRAINING TO WIN Sport-specific technical, tactical & fitness 9-15 times per week Long Term Athlete Development 28/29

30 Objective: To provide a coherent Long Term Athlete Development framework for Equestrian sport and leisure to be further developed by each Member Body discipline to take account of their specific discipline issues. John Periam, Photojournalist

31 Section 3 Objective To provide a coherent Long Term Athlete Development framework for Equestrian sport and leisure to be further developed by each Member Body discipline to take account of their specific discipline issues. 16 The Equestrian-specific Long Term Athlete Development Framework Like the generic LTAD model, the Equestrianspecific LTAD framework has defined phases of development through which the individual passes. The phases have been constructed to take account of the windows of trainability and the physical, mental and emotional maturation and development phases of late childhood, adolescence and early adulthood. Associated with each phase are key objectives which in equestrian sport must account for development of the rider, and the rider s relationship with their horses. Great care should be taken with applying the age bands specified below. For equestrian sport, perhaps more than most other major sports, biological age may be less of an indicator of appropriate development stages and activities, with holistic developmental age and mental readiness being possibly more important indicators. The age bands are therefore only a guide in order to provide a basis for consideration regarding each individual athlete. The table on the next page maps the key components of the Equestrian Long Term Athlete Development framework against those of the generic LTAD model. It shows that the five phases of LTAD have been integrated for Equestrianism into a three phase framework to account for the early start late specialisation nature of more equestrian sports. It shows a progressive shift in the rider objectives over the course of a career in the sport, and it references the equine the development and integration of which is fundamental to the Equestrian LTAD process. Long Term Athlete Development 30/31

32 Generic Long Term Athlete Development: Key Components LTAD STAGE AGE: M AGE: F DEVELOPMENTAL PHASE FOCUS Active Start Early Childhood Fundamentals Late Childhood Physical Literacy Learning to Train Training to Train Early Adolescence Training to Compete Late Adolescence Excellence Training to Win Early Adulthood Active for Life All Ages All Ages Adulthood Health Equestrian Long Term Athlete Development: Key Components LTAD STAGE AGE OBJECTIVES EQUINE RELATIONSHIP Active Start Learning & Training to Ride Safety Enjoyment Learning N/A Learn to care for equines Riding & Training to Compete Safety Satisfaction Learning Learn to train equines Riding & Training to Win & 21+ Safety Satisfaction Performance Train equines to win Active for Life Career or Participation Safety Enjoyment Health Care for &/or train equines In the following pages the phases of the Equestrian LTAD framework are presented. Each phase is outlined in a short narrative summary and then detailed in tabulated form.

33 Kit Houghton Children should be introduced to simple rules and ethics of the sport and should be exposed to excellent role models both in terms of their conduct and their riding skill. 17 Learning & Training to Ride The aim of this stage is to develop technical riding foundations safely and with confidence in order to maximise the motor skill window of trainability. The motor skill window of trainability is a critical period in terms of skill development. Investment in the development of sound technical elements, plus neutral, symmetrical posture and movement will ensure that future technical development will be built on a solid foundation of riding skill. This will reduce or eliminate the need for significant remedial training at a later stage. Also important in this phase is the development of the child s physical literacy, that is his or her dynamic balance, coordination, spatial awareness, agility, flexibility and basic stamina. The rider s introduction to equestrian sport should be multidisciplinary in nature, promoting involvement in many events, helping the rider to develop versatility in their riding. Development work should focus on making the rider s involvement fun and interesting. This phase should promote a fun approach to training presented through games and tasks that facilitate the development of curiosity, exploration, and interest in sport, the equine and equestrianism. Work in this phase should concentrate on the increasing the rider s ability to control, with high levels of versatility and confidence, the speed and direction of the equine. Development of body management and versatility are, at this point, of far greater significance than discipline specialisation, which, if occurring too early, may limit the rider s potential and/or activity choice at a later stage. Long Term Athlete Development 32/33

34 Children should be introduced to simple rules and ethics of the sport and should be exposed to excellent role models both in terms of their conduct and their riding skill. Attention should be given to the development of feel for the equine, rhythm, harmony and respect for the equine, all of which are fundamental to long term rider development. The early part of the phase should support high levels of familiarisation with the equine plus the building of confidence and empathy between rider and equine. The basic rules of how to take care of the equine, the equipment and the self together with those of the school and/or yard, road safety and the Country Code should all be introduced. At the beginning of the phase the rider should look to accumulate approximately 10 hours of physical activity per week. This should include 2-4 hours of riding related activity and 6-8 hours of other organised activity including involvement in sports such as gymnastics and athletics. Hopefully this would include the current claimed entitlement for high-quality school PE of two hours per week (see PESSCL website). Frequency of participation in suitable competition should increase toward the end of this phase. The aim is to introduce riders to the competitive side of the sport, to provide them with an insight to equestrianism and to allow them opportunity to enjoy local events and competition. Such activity should be focused on fun and learning through positive experiences, and should allow the young rider to experience both success and failure. Experience of success will enable the rider to build self confidence and encourage them to explore and expand their behaviour, whilst experience of failure will enable them to learn persistence and how to bounce back. Important here is how those responsible for the young rider react to success and failure ensuring that both present as positive developmental opportunities. The training and competitive experience should encourage the development of both competition and cooperation between young riders, and should be part of a wider environment in which self confidence develops via experiencing success, seeing team mates succeed, and receiving encouragement for effort from parents, coaches, officials and team mates. It should be remembered that involvement of young riders and drivers in the FUNdamentalsfriendly 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 earlyspecialisation discipline than others.

35 18 Equestrian Long Term Athlete Development Stage 1: Learning & Training to Ride LTAD STAGE(S): FUNdamentals & Learning to Train PHILOSOPHY: Safety Enjoyment Learning RIDER AGE: 6 to 12 RIDER DESCRIPTOR: The Developing Rider IMPROVEMENT DESCRIPTOR: Basic Riding Skill: Balance Confidence Feel Harmony Empathy Interest Fun Control of the Equine stop, start, turn. Values and respect for the equine PROGRAMME DESCRIPTOR: Well structured, encouraging sport & physical activity all year round with a multidisciplinary approach and introduction to the equine & the development of the generic core technical elements underpinning rider skill to produce a thorough generic grounding to equestrianism Technical Mental Physical Development of: Core riding technique and safety Mount/dismount with/without stirrups Control of speed & direction of the equine Dynamic balance: Quiet head - Horizontal eye-line Symmetrical movement patterns & technical elements Symmetrical steering Left & Right Transition between directions Left to Right Right to Left Transition between paces Walk Trot Canter Gallop Jump Timing & harmony with the equine empathy with mood etc Technical elements via games & tasks which facilitate the development of versatility of technical elements & body management Versatility independent seat control of equine: riding independently, riding stirrups/reins, riding without stirrups, riding while being lunged). Focus on rhythm Techniques to protect the rider when falling off Development of: Fun, enjoyment & play; social skills Rhythm & feel for the equine Empathy with the equine Individual s respect for the equine Empathy & relationship with the equine Self-confidence via: Experiences of success (skill acquisition, simple goal achievement, play competition success) Seeing others succeeding Receiving encouragement (verbal persuasion) Confidence to control the equine on the ground & in the air Passion for the equine & the sport Individual s enjoyment of the experience of competition Persistence & willingness to get back in the saddle after a fall Speed threshold Hand-eye coordination Foot-eye coordination Spatial awareness Individual s spontaneous imagery Positive self-perception & confidence as a person, athlete & rider Motivation to succeed Positive perception of pressure Self-awareness, self-regulation & self-discipline Introduction to: Basic care of the equine Rules of the yard Basic daily goals Development of: Via participation in other sport e.g. gymnastics, athletics & other supporting riding/ballistic sports: Coordination Dynamic balance Speed Agility Flexibility Basic Endurance Physical courage Functional stability & mobility Specific flexibility Regular body alignment monitoring Postural muscle balance Visual acuity testing and fitness of the eyes Testing for sidedness hand, foot, eye & tilt preference Training aimed at the development of symmetry and balance Long Term Athlete Development 34/35

36 19 Equestrian Long Term Athlete Development Stage 1: Learning & Training to Ride Ancillary Techniques Environment Coach Guided & general introduction to: warm up & cool down nutrition hydration importance of clothing & safety equipment importance of checking the equine & equipment basic safety rules Introduction to supporting ballistic riding sports Motocross BMX Skiing, snowboarding etc. General core stability activity Introduction to mechanical horse as a means of developing/testing postural & technical development in a safe, closed environment Equine Availability of high quality learning equine Free moving horses and ponies Beginning of awareness of issues around how the equine works, and the development of affinity with, and understanding of, the equine Beginning of awareness of the human influence on the equine Promotes: The participation of family & friends Parents providing financial support, transport and opportunity Parents facilitating disciplined involvement while avoiding excessive expectations and pressure Parents providing role models for discipline, hard work, doing stuff well, independence and focused disciplined independence Sport loving parents A child friendly yard/school Fun to be in & around Promotes exploration & discovery Promotes success and personal best approach Promotes a language that replaces right & wrong with good wanting to get better Promotes risk-taking and Motivation to Succeed rather than Motivation to Avoid Failure Provides: Integrated, multidisciplinary exposure to equine sport (all events practiced) Long term rather than short term aims & agendas A learning & development culture which promotes talent development rather than talent identification Provides access to: High quality: learning equine equipment arena/apparatus safety standards & procedures (including ready access to A&E) demonstrators & inspirational riders Ready access to A & E Access on merit i.e. importance of equity recognised Provides excellent role models Recognises that Better = Different = Change Facilitates maximisation of: Random practice Variable practice Bandwidth feedback Questioning to increase awareness and thus the agent for change Video feedback Trusted Credible Enthusiastic Encouraging Positive Demonstrates love of sport Child-centred Family-centred Technically competent Long term agenda Demonstrates attention to detail Encourages decision making & problem solving Encourages the development of self-awareness Encourages the development of self-regulation Develops well-defined tasks to facilitate learning Has high expectations, emphasises the importance of the standards, the hard work required to meet them & the fact that they are achievable Has high expectations for more than just sport emphasises the importance of school, personal responsibility & good citizenship Develops training sessions that: Are fun are planned & published start & finish on time keep riders busy the whole time promote competition taking into account different goal orientations & the perception of effort & ability as it develops with age include lots of variety & behaviours required in competition, involve each rider in goal setting generate appropriate feedback encourage interested family & friends to make a contribution are open & have transparent procedures Has ready access to Accident & Emergency

37 The importance of a balanced approach to the development of the core fitness components of strength, endurance, speed, and flexibility should be emphasised. 20 Riding and Training to Compete The aim through this stage is twofold. Firstly, to develop an individual who is a competent rider, and secondly, to develop a rider who is a competent competitor and who enjoys and looks forward to preparing and competing the equine. This requires continued development and refinement of the rider s core motor and riding skill. A multidisciplinary approach to riding should continue to be emphasised. Training should start to develop equine mastership and an understanding of the equine, physiologically and developmentally. Over the course of the phase training should increasingly incorporate activity and tasks that aim to maximise skill transfer from training to competitive performance whilst promoting a balanced approach to developing both riding skill and competitive skill. Increasingly training should focus on building the rider s awareness and sensitivity toward the equine. The rider will increasingly develop their awareness and understanding of how the equine should work in correct balance, rhythm and shape; how to develop the equine through its training; and, how to compete the equine in the correct way in order to make the most productive developmental use of competition. The rider s perception should also be developed with attention being given to tasks which promote the development of depth perception, surface perception, terrain perception, course reading and recall. All are core elements for this stage, as is the development of visual acuity. It is also useful to consider in this phase the introduction of support training activity that maximises the aerobic, speed and strength windows of trainability which should be developed, preferably via complimentary riding sports and fun activities. The importance of a balanced approach to the development of the core fitness components of strength, endurance, speed, and flexibility should be emphasised. This will ensure that limitations in these areas do not compromise Long Term Athlete Development 36/37

38 development of these components in their own right, but more importantly, that any lack of fitness does not hold back the rider from developing their skill. Consideration must be given to the required level of fitness demanded to complete the number of hours needed to develop riding skill and competitive skill. Riders, like all athletes, need to be fit for purpose, that is, able to complete the volume of training needed to develop the rider s skill and also meet the specific demands of competition. With regard to physical development there are several noteworthy points associated with this phase: Firstly, it should be noted that optimal aerobic trainability begins at the onset of Peak Height Velocity (PHV), which refers to the maximum rate of growth in stature during the individual s growth spurt. This tends to last between 2_ and 3 years in most adolescents. Aerobic training should be emphasised after the onset of PHV, whilst motor skill and core riding skill should be reinforced and monitored. Secondly, due to accelerated growth, muscular tightness can occur with increases in bone length outpacing the adaptation of muscle length. For this reason, a special emphasis should be placed on flexibility throughout this stage. It is important to ensure that flexibility issues do not constrain rider development and introduce imbalances that could lead to short term learning issues but also issues with regard to body alignment and postural neutrality and symmetry which may cause long term injury issues. Thirdly, during this period of accelerated growth difficulties with coordination, balance, agility can impact on riding performance which can lead to a significant loss of self-confidence. This can lead to a regression in both riding and competitive skill as the rider comes to terms with an increase in lever length and mass together with changes in hormonal balance and associated emotional states. Finally, it should be noted that for females there are two windows for strength development, the first occurring immediately after the onset of PHV and the second beginning with the onset of menarche (usually occurring within 12 months of PHV). Males have one window for strength development which begins months after PHV. John Periam, Photojournalist The competitive experience should increase throughout this phase from a split of 70% training to 30% competition in the Learning to Ride stage, towards a split of 60% training to 40% competition in this stage. Careful attention should be given to the type and number of competitions for each individual based on the development of their core riding skill and level of maturity. Increasingly attention should focus on the rider s awareness and control of their own and the equine s emotional state during training and competition. An appreciation for how emotional states affect performance, together with a feel for their own and the equine s physical and emotional state before, during and after training and competition is important. This will ensure a developmentallysound experience for both rider and equine.

39 21 Equestrian Long Term Athlete Development Stage 2: Riding & Training to Compete LTAD STAGE(S): Training to Train & Training to Compete PHILOSOPHY: Safety Satisfaction Learning RIDER AGE: 12 to 16 RIDER DESCRIPTOR: The Competent Rider IMPROVEMENT DESCRIPTOR: Horse Mastership Understanding the Equine Equine Physiology Equine Development PROGRAMME DESCRIPTOR: Periodised programmes addressing balanced development of riding & competitive skill Technical Mental Physical Refinement of riding technique Development of: Sensitivity to the rate & amount of the technical elements to control both speed & direction of the equine Technical event specialisation techniques Sensitivity of movements & motion of the rider & equine Neutral, symmetrical posture Rhythm Symmetrical steering: Training established to address any rider asymmetry ensuring that tilt preference, handedness and footedness are not limiting technical factors Upper & lower body separation & independent seat Control of line (aiming & timing) Focus on rhythm Event-specific technical preparation Event-specific technical development under competitive conditions to maximise transfer from training to competition Features for promoting effective transfer from practice to competition performance: Level of original learning Perceived similarity Task structure Similarity of goals and processing Number, variability and order of examples Contextual interference Feedback Development of: Enjoyment of this stage Visual acuity and gaze control High levels of self confidence Self-regulation of arousal Concentration & focus Depth perception distance, width, height, Speed perception, spatial awareness Speed threshold Awareness of the equine s motion & movements: tilt, pitch, yaw, grip, slip & skid Awareness of pacing Training to promote transfer from practice to competition Terrain awareness & cue detection Decision making Perception of surface grip, slip & support properties Course reading & course recall Training for trust Reflection in performance & the ability to assimilate feedback in the moment, put mistakes behind & move on with focus Self-Awareness: emotional state & physical fatigue Equine-awareness: emotional state, physical fatigue & gait Integration into daily training of core mental training techniques: Positive imagery Mental rehearsal Positive self-talk High levels of dedication & commitment Adaptive perfectionism High personal standards & high standards of personal organisation Goal setting Relaxation Development of: Functional stability & mobility Stamina Strength Prehab strength & conditioning to increase career longevity Flexibility & range of functional rider flexibility to ensure that lack of mobility is not a limiting factor to technical development Event-specific stamina & strength Training stamina i.e. ability to make high volume attempts in technical training without physical fatigue becoming the limiting factor Visual acuity testing and fitness of the eyes Testing for sidedness hand, foot, eye & tilt preference Training aimed at the development of symmetry and dynamic balancing capacity Mental (cont. from left) Injury awareness and diagnosis Internalisation & integration of rules & etiquette of the sport: road safety, country code, rules of the specific event &/or competition, NGB rules, contracts with owners, sponsors & suppliers The ability to cope with failure & learn its lessons Mental toughness the ability to bounce back after a failure, a fall &/or an injury Managing the competition equine Team Player mentality Introduction of systematic Rider and Equine profiling; goal setting; planning; monitoring and evaluation Long Term Athlete Development 38/39

40 22 Equestrian Long Term Athlete Development Stage 2: Riding & Training to Compete Ancillary Techniques Environment Coach Development of: Advanced recovery & rehab techniques & integration of those techniques into daily practice Body alignment monitoring & reduction of postural imbalances Transition management (education sport competition squads retirement) Testing for visual acuity Testing for functional stability and mobility Matching of rider and equine for competition Preparation for media relations Awareness of relevant financial management Equine Learning about the equine and how it works in more depth Increasing affinity with, and understanding of, the equine Understanding the human influence on the equine Increasing empathy with the equine Provides access to: High quality facility High quality training High quality knowledge & expertise coach/trainer & support team Promotes: Individualised development Long term rather than short term aims/agendas Coherent messages Emphasis on talent development not talent identification Complexity & integration of approaches Camaraderie of team mates Job satisfaction, success at work, in studies or at school clear career prospects Facilitates maximisation of: Effort Attention & direction Intrinsic motivation The experience Progress information Self-determination & autonomy Creation of a motivational climate characterised by purpose, role clarity, autonomy & feedback, allowing riders to feel connected, competent, autonomous & self-determining Decision Training Random practice Variable practice Bandwidth feedback Questioning to increase awareness and thus the agent for change Video feedback Hard first : introduction to the whole task early in the learning process Family members, teachers & colleagues have positive attitudes to sport & encourage participation & striving for excellence Constraints managed through planning for motivation, effort & resource issues Management of transitions: vertical and horizontal integration Training that increasingly simulates the environment the Rider is preparing for and thus illustrates an appreciation & understanding of the Riders needs in preparing them for the future Provides an adult-to-adult relationship Has a good bond with rider Effective communicator using high levels of questioning and listening to encourage engagement of the rider and to enhance awareness and thus the key agent for change Coach-rider relationship characterised by: mutual trust confidence in each others ability good communication good listening collaboration working together & working with parents real interest & respect for the rider beyond rider identity Coaching style: balance between strictness & kindness professional coaching style with parents, support staff, owners & riders Has & demonstrates knowledge of the sport, training & an understanding of competition, especially at the elite level Significant characteristics: coach credibility experience of elite performance? Multiple Goals: balance between performance & non-performance goals such as fun & development as well as winning Coach Support: Pushes rider to excel whilst providing unconditional support supports rider by supporting their goals & decisions, & showing pride in the rider both in winning & failure Coach Teaching: while mentoring the coach teaches techniques such as goal setting, imagery & time management indirectly models positive behaviours & characteristics that athletes need including hard work, passion, dedication & positive outlook Concerned for riders wellbeing Hard work emphasised Ready access to A&E

41 Riders should look to develop consistent performance with the ability to peak both themselves and the equines for the big event. 23 Riding & Training to Win The aim of the first part of this phase is to further refine core riding skill, to develop event-specific riding skill and to optimise fitness preparation. In the latter part of this phase the emphasis shifts towards specific preparation for major competitions and on the maintenance of performance at the elite level. Maintenance of physical capacity and continued tactical development are central to this stage, as is the rider s ability to ride around their own and the equine s weaknesses. Adaptability and individualisation are therefore key features at this level. This phase aims to maximise event-specific preparation. This incorporates discipline-specific training and specific preparation for major events. Emphasis should be placed on the rider developing experience of and intelligence on international competitions and training regimes. Riders should look to develop consistent performance with the ability to peak both themselves and the equines for the big event. The rider should engage in daily preparation with and away from the equine. This aims at the refinement of and maintenance of both physical condition and riding skill, together with work aimed at the preparation of rider and equine for specific events. Physical, mental and technical preparation should all be individualised to meet the needs of the rider who during the first part of the phase will begin to specialise in a specific discipline. Increasingly training should focus on specific riding skill and competitive skill development with competitive experience increasing throughout the stage together with increasing amounts of time spent not only in training to be a skilful rider but also in bringing on the equine. The ability to train and prepare the equine for competition is a key objective of the mid to late part of this stage. Due to the potential for a long career, and consequently a comparatively long Riding and Training to Win phase, the significant physical and emotional pressures associated with the rider balancing their own training with: training their own equine and possibly other equines, bringing on and training other riders, competition, international Long Term Athlete Development 40/41

42 spending significant time riding with their focus on training the equine, or on bringing on other equines and riders. Balancing these demands is important, and planning should incorporate peaks and troughs across the year to accommodate these additional demands on the rider s time. travel and extended periods away from home, and maintaining commercial interests, must be addressed. The rider s preparation in the early part of the stage should start to look at lifestyle management issues including their ability to manage significant and possibly conflicting demands on the rider s time. Preparation aimed at developing the rider to be able to manage their commitment to the sport, their family, their commercial and training demands, issues with owners and sponsor, plus manage a multidisciplinary support team for rider and equine, is essential. This demands the development of high levels of self regulation, personal organisation and access to interventions which aid and support the rider in maintaining performance over the course of a long career. Testing body alignment and functional stability and mobility is important throughout this phase to ensure that trunk and spine issues do not become a constraint to optimal performance and the maintenance of that performance over time. Emphasis should also be placed on medical and regeneration support, including regular testing of the immune system. Finally, to maintain motivation it is important to develop an environment in which the elite rider perceives that the benefits of continued involvement outweigh the costs of that involvement and the benefits of alternatives. The rider should have clarity of purpose, role clarity, autonomy, and access to high quality feedback through trusted and credible individuals. At the end of this stage, an Active for Life mentality of continued involvement and physical participation should be beneficial to the individual, as well as to the future of the sport as the experience of the athlete is reinvested in the sport. Towards the end of this stage the rider will still be engaging in significant amounts of practice. Again due to the prospective length of their career, they may be facing motivation and effort constraints as they seek to maintain performance levels. Planning must account for the fact that peak effort cannot be sustained for long periods without either rider or equine breaking down. Planning should therefore incorporate both micro level adjustments in training load and consideration of introducing regeneration years for riders and equines competing at the elite level. The rider may also be

43 24 Equestrian Long Term Athlete Development Stage 3: Riding & Training to Win LTAD STAGE(S): Training to Win PHILOSOPHY: Safety Satisfaction Performance RIDER AGE: 16 to 21 & 21 to 35+ RIDER DESCRIPTOR: The Complete Rider & Competitor IMPROVEMENT DESCRIPTOR: 16 to 21: Event-Specific Skill Equine Training Skill Competition Preparation Self-Discipline 21 to 35+: Event Expertise Competition Expertise Equine Training Expertise PROGRAMME DESCRIPTOR: 16 to 21: Multiple periods of emphasis focusing on training & competition periods each with a specialist individual focus. 21 to 35+: Structure highly individualised & focused to facilitate optimal competitive performance, peaking & maintenance The ability to educate, train and prepare the equine for competition Technical Mental Development of: Consolidation and refinement of riding technique Adaptability to meet context and environmental demands Adaptability to enable riding around problems related to the equine Individual specialisation & trademark features of the rider s performance Technical development focused on specific competitions to match unique trademark attributes of the elite rider & rider-equine partnership Technical training to develop the ability to bring on & train the equine Physical Development of: Balanced training Integration of several performance factors: fluctuation of training, cyclical modulation of training load, high degree of individualisation Regular monitoring of physical fitness specific to equine sport & event Regular testing of the immune system in aid of preventing overtraining (UPS) Maintenance programmes aimed at maintaining key physical conditioning factors during long work and competition periods Development of: Enjoyment of this stage Long term career goals post riding Commitment & avoidance of entrapped commitment High levels of: self-analysis, selfconfidence, self-regulation, selforganisation & management, selfreliance, self-belief, self-responsibility Commitment to excellence: taking personal responsibility, attention to detail, attention to quality, hard work Risk-taking: awareness of risks rider can afford to, cannot afford to take, can afford not to take, cannot afford not to take Perceive pressure to be positive Perceive pressure to improve rather than pressure to perform The ability to unpick success (and failure) The ability to cope with & control anxiety Mental toughness & resilience The ability to focus attention & block distractions Continued monitoring and rehabilitation work to ensure functional stability and mobility of the trunk Any physical weaknesses: strength, stamina, suppleness & speed Extensive recovery & regeneration programmes Planned Regeneration years for Equine to optimise Big-Event peaking High quality rest & regeneration Regular daily schedule Optimal diet Sensible, relaxing leisure activities Dispositional hope Optimism Adaptive perfectionism Coping strategies to deal with international competition, long periods away from family & competing in foreign countries High levels of simulation & rehearsal for major events Attention to detailed technical & logistical planning Reflective practice Cue detection: accurate, rapid & responsive Persistence Positive expectations, patience & pragmatism Ability to manage family, sport and commercial commitments Ability to manage and work effectively with owners and sponsors Ability to manage and work effectively with an equine and human multidisciplinary support team Awareness & detection of the rider as to: equine fatigue, equine emotional state, equine balance, equine health, equine injury, equine preference, equine symmetry, equine functional stability & mobility Integration into practice & competition of advanced mental training techniques aimed at enhancing concentration & attentional control: simulation training, competition plans, overlearning, attentional training & training for trust Visual acuity and gaze control Managing the competition equine Team Player mentality balance individual goals with team goals Introduction of systematic Rider and Equine profiling; goal setting; planning; monitoring and evaluation Long Term Athlete Development 42/43

44 25 Equestrian Long Term Athlete Development Stage 3: Riding & Training to Win Ancillary Techniques Environment Coach Development of: coping strategies for altitude, long haul flights, jet lag, multiple tour travel, hotel survival training, foreign language advanced rest & recovery techniques financial stability and management business management skills press/media relations management horse owner promotion and management preparing for a career in the sport beyond competing Equine Top-flight equines that can win Development equines being brought on Huge in-depth knowledge of (eg) feeding, medication, doping, optimising the work regime, shoeing etc, coupled with selfdependent decision-making about the equine Full empathy with, and understanding of the sporting equine Provides access to: Balanced training programme Short commuting distances between work, yard & training facility Availability of an off-line sounding board High quality rest & regeneration Sufficient sleep Regular daily schedule Optimal diet Regular body hygiene Sensible, relaxing leisure activities Proper living conditions in quiet neighbourhoods Promotes: Strong social support & friends Integration of life/family & sport Taking friends & family to the rider Excellence in everything Personal responsibility Autonomy and self determination Facilitates the maximisation of: Constraints management: motivation, effort & resource Management of transitions: vertical and horizontal integration Continued development of a motivational environment in which the rider continues to perceive the benefits of continued involvement as outweighing the costs & potential benefits of alternatives Coherent agenda & messages between riders, trainers, coaches, owners & NGBs Sophisticated & effective regulatory feedback & intelligence gathering mechanisms in place Balanced High Performance programme including: physiological assessment, skill analysis & development, mental preparation, rider lifestyle management, strength & conditioning, nutrition, injury management, monitoring & evaluation, information management, communication, team dynamics, individualisation A neutral sounding board for the rider Works well with other coaches Mentor neutral, objective Coach manages performance constraints: motivation, effort & resource Well-developed network & intelligence gathering Development of high levels of data analysis Planning Development of detailed preparation & competition programmes Integration of components of the programme Calm & confident Consistent in behaviours Trusts the rider Trusts the training Trust themselves Focus on opportunities Maintain perspective, win or lose Perceive pressure to be positive Perceive pressure to improve rather than pressure to perform Time for others accessible Multiple goals winning prioritised but enjoyment & fun still important Responsive to change Capability to be highly flexible & adapt to context demands Makes adjustments consistent with context requirements Patient Extensive use of critical thinking & reflection Attention to detailed technical & logistical planning Cue detection: accurate, rapid & responsive Persistence Positive expectations, patience & pragmatism Extensive use of reflective practice Skilled decision-makers more chunks of knowledge, more connections & deeper reasoning for decisions Ready access to A&E

45 Kit Houghton Long Term Athlete Development 44/45

46 Bibliography Abbott, A, Collins, D, Martindale, R & Sowerby, K (2002). Talent Identification and Development: An academic review, A report for Sportscotland by the University of Edinburgh. Armstrong, N & Welshman, J Young People and Physical Activity. Oxford University Press, Oxford, Balyi, I Long-Term Planning of Athlete Development, Multiple Periodisation, Modelling and Normative Data. Sports Coach UK, FHS Coaching Magazine, issue 4, May Balyi, I Long-Term Planning of Athletes Development, Development, The Training To Win Phase. Sports Coach UK, FHS Coaching Magazine, issue 3, April Bar-Or, O The Child and Adolescent Athlete. London, Blackwell Scientific Publications, Baxter-Jones, ADG, & Helms, PJ (1996). Effects of Training at a Young Age: a review of the training of young athletes (TOYA) study. Pediatric Exercise Science, 8, Bloom, B Developing Talent in Young People New York: Ballantines Collins, D, Abraham, A, & Martindale, R (2003). Coaching Research Technical Report: United Kingdom Sports Institute. Cote, J (1999). The Influence of Family in the Development of Talent in Sport. The Sport Psychologist, 13, Durand-Bush, N & Samela, JH (2002). The Maintenance of Expert Athletic Performance: Perceptions of World and Olympic champions. Journal of Applied Sport, 14: Ericsson, KA The Road to Excellence: The Acquisition of Expert Performance in the arts and science and sports and games. Mahwah, NJ: Lawrence Erlbaum Associates Ericsson, KA & Charness, N (1994). Expert Performance: Its structure and acquisition. American Psychologist August 1994, Ericsson, KA, Krampe, RT & Tesch-Romer, C (1993). The Role of Deliberate Practice in the Acquisition of Expert Performance. Psych review, 100 (3) Gibbons, T, Oregon, B, Hill, R, McConnell, A, Forster, T & Moore, J (1998) The Path To Excellence. USOC. Lavellee, D, & Wylleman, P Career Transitions in Sport: International Perspectives. Morgantown: WW: Fitness Information Technology Long Term Athlete Development Resource Paper: Canadian Sport for Life. Published by the Canadian Sports centres. Malina, RM and Bourchard, C Growth, Maturation and Physical Activity. Champaign: Human Kinetics, Martindale, R, Collins, D, & Abraham, A (2004). Effective talent development: The elite coach perspective. Journal of Applied Sport Psychology. Moore, PM, Collins, D, Burwitz, L & Jess, MC (1998). The Development of Talent Study. English Sports Council. Sinclair, DA, & Orlick, T (1993). Positive Transitions from High Performance Sport.The Sport Psychologist, 7, Stafford, I Coaching For Long-Term Athlete Development; To Improve Participation and Performance in Sport. Sports Coach UK Tebbenham, D (1998). The Nature of Talent Development and Importance of Athletic Transition in UK sport. Submitted Masters Thesis - MMU. Viru, A (1998). Age Periods of Accelerated Improvement of muscle strength, power, speed and endurance in age interval 6 18 years. Biology of Sport, Warsaw, V.15(4),

47 John Periam, Photojournalist ACKNOWLEDGEMENTS The authors and the BEF are grateful for the dedicated contributions of all BEF Member Bodies, their Coaching Development Officers, and many other staff and consultants. Attendees at consultation events during included: Adrianne Smyth Colin Wilson Hilary Hughes Liz Beaty Ruth Tyler Alastair Sutherland Corinne Bracken Holly Timbrell Liz Every Sabrina Jones Alison Rushby Dane Rawlins Ian Cast Liz Fellows Sam Whale Amanda Brewer David Hamer Islay Auty Liz McIlwraith Sarah Hamlyn Amanda Hill David Holmes Istvan Balyi Maggie Bradley Sarah Hawkins Andrea Baker David Hunter Jane Barker Maggie Maguire Sarah Verney Andrea Hessay Davina Whiteman Jane Edwards Margaret Linington-Payne Sophie Dickinson Andrew Counsell Dawn Wofford Jane Goldsmith Mary Anderson Sophie George Andrew Finding Debbie Symes Jane Kidd Muriel Colquhoun Stuart Attwood Andrew Williamson Denise O'Reilly Jennie Killilea Nicky Fuller Sue Adams-Wheeler Angela Niemeyer-Eastwood Denise Passant Jenny Hall Nicola Fitter Sue Colley Angela Weiss Dennis Bell Jenny Leggate Nicola Franck-Steier Sue Mack Anita Darken Dennis Edwards Jill Day Nikki Herbert Sue Neville-Parker Anita Pearton Derek Ricketts Jill Rose Paul Buxton Suzanne Genery Ann Hunt Di Lampard John McEwen Paul Fielder Teresa Edmonds Anne Thomas Dianne Breeze Joyce Head Paul Gastin Tim Hadaway Antonia Pearton Duncan Brown Julie MacNally Paul Ingram Tina Bettison Betsy Branyan Erik Theilgaard Julie Thompson Pauline Rich Tina Goosen Bob Wood Ferdi Eilberg Katrina Moore Phil Dicks Tina Layton Cathy Hamilton Fiona James Keith Sharpe Rachel Hillier Tristan Collins Caroline Griffith Gill Watson Kenneth Clawson Rachel Williams Vicki MacDonald Charlotte Lassetter Gillian Rose Kim Ratcliffe Richard Allan Vikki Underwood Chris McGrann Graham Ross Larissa Whiley Richard Davison Wendy Skarrats Chris Porterfield Harry Payne Lee Pearson Rob Lovatt, FBHS Will Connell Chris Schaefer Helen Craven Les Smith Robert Sidebottom Yogi Breisner Clive Milkins Helen Huggett Lindsay Smith Rosemary Attfield Special thanks are due to the tireless efforts and creative input Istvan Balyi, Graham Ross, and the many researchers and contributors who have gone before us. Design by Photographs supplied by: Eric Jones; John Periam, Photojournalist; Kit Houghton; The British Horse Society; The Talland School of Equitation; UK Athletics

48 British Equestrian Federation Stoneleigh Park, Kenilworth Warwickshire CV8 2RH T +44 (0) F +44 (0) E [email protected]