Diving - sportcentric

Long Term Athlete Development – British Diving 

Contents 

Section Page(s) 

Foreword 2 

Introduction 3 

Acknowledgements 6 

Where are we now? 7 

Where would we like to be? 9 

How are we going to get there? 13 

Sensitive Periods of Trainability 23 

The diver pathway 31 

LTAD Implementation 32 

Glossary of Terms 37 

References 38 

Appendices 1 – 13 39 - 85

Long Term Athlete Development 

Foreword 

Diving is very much an anaerobic and explosive sport and therefore VERY different 

to swimming. It has very different needs and requirements. It is fair to say that the 

swimming pool water is about the only thing they have in common. Even the 

swimwear is now different! The ages for competing are also very much younger for 

diving, similar to gymnastics. Thus requiring a lot of attention to child growth and 

Development. 

After years of writing plans for World Class Performance, Potential and Start it’s 

great that the sport of diving can now link these with Club Development to create 

a Long Term Athlete Development (LTAD) model specifically for diving. Club 

Development is the key to long term success as only a hand full of clubs are able to 

deliver all stages of the LTAD. 

British Diving have now established a clear pathway for divers from Learn to Dive, 

right through to winning Olympic medals. Training regimes, explaining what a diver 

should be doing, how much and how often will assist divers and coaches to reach 

their full potential and in turn help to achieve British Diving’s long term goals. 

Alongside the LTAD sits a new Coach Education Programme that links with every 

stage of the framework. This is a first for British Diving and in fact, throughout 

most of the world. What a fantastic opportunity for clubs and coaches to apply 

LTAD principles and know exactly what they need to do to go to the next level. 

Steve Foley National Performance Director 

Kim White Junior Olympic Programme Manager 

Julian Bellan Junior Talent Programme Manager 

Chelsea Warr Former - Junior Talent Programme Manager 

Karen Smith National Development Officer Diving


Introduction 

Aim of the LTAD Plan 

The LTAD Plan is about providing an understandable and more importantly implemental 

pathway for Divers from ‘Beginner’ to ‘Elite Performer’. Its aim is to use the science of 

growth and development maturation along with sport specific technical knowledge to 

enable a Diver to achieve their optimum level of performance. This is not to say all divers 

will become an Olympic Medal winner but having an LTAD Plan will enable more Divers to 

reach their full potential. 

It has been identified by research that a minimum of 10 years or 10,000 hours is required 

for an athlete to reach sporting excellence. There are no Short Cuts. 

There are a number of key factors in which a diver may improve performance: 

Optimal training (including recovery training at all stages) 

Applied principles of growth & development maturation of young divers 

Environment – both the training & out of training environments 

Support services at all levels 

Proper system integration & alignment 

Long Term Athlete Development Philosophy 

System of competition 

System of coach education 

Club & Governance Structure 

Implementation procedure 

However diving is unique in that aside from physical development characteristics a diver 

has a greater hurdle to over come, more so than any other sport ‘Fear’. In the international 

arena of the sport there are numerous cases where ‘junior’ divers have consistently won 

international medals at Olympic, World, European and Commonwealth events more so in 

the platform categories. In the 2003 World Championships the men’s platform champion 

Alexander Despatie from Canada was just 18 years of age with four other men’s finalists 

from four other Countries under the age of 18.

The LTAD Plan for diving takes into account the unique differences between disciplines 

within the sport; springboard and platform diving as well as maturation differences 

between males and females. LTAD is about achieving optimal training, competition and 

recovery throughout the diver’s career, particularly in relation to the more important 

growth and development years of young people. 

The LTAD Plan for diving provides guidelines to clubs, coaches, divers, administrators and 

parents for training, preparation and competition. The plan gives detailed guidance in 

terms of ‘what’, ‘when’ and ‘who’ as well as ‘how’. 

Reasons for LTAD 

There are six reasons for the LTAD approach to diving: 

� Establish a clear diver development pathway 

� Identify gaps in the current diver development pathway; 

� To achieve the goals and targets in the ‘Where would we like to be?’ section; 

� To guide optimal performance; 

� To provide planning for optimal performance; 

� To provide a planning tool, based on scientific research, for coaches and 

administrators; 

� To realign and integrate the programmes for developing divers and diving in 

Great Britain. 

It is hoped that the diving community will pull together in one direction by adopting the 

LTAD for diving with the common purpose of achieving Diving’s goals and targets. 

Structure of the LTAD Plan 

The plan consists of three sections: 

� Where are we now? 

� Where would we like to be? 

� How are we going to get there?

Where are we now? 

An overview of the diving provision in Great Britain. This is not a critique of what is good or 

bad, but a position statement from which to move on from. 

Where would we like to be? 

This section of the plan presents the goals & targets of the National Performance Director 

and the Junior Olympic Programme Manager for Diving. In addition it will include targets for 

club development and coach education, the two main vehicles for delivering LTAD 

principles. 

How are we going to get there? 

This is the model of how we ‘British Diving’ through the LTAD, model aim to achieve our 

goals and targets. Firstly there is a generic framework for diving which leads to guidance 

for training, competition and programme administration. The guidance is designed to assist 

coaches, clubs and administrators in delivery of LTAD principles such that British Diving can 

realise its goals and targets. 

It is recognised that currently only a few clubs have the means and resources to deliver all 

the LTAD principles, but like LTAD itself this is a long term approach that should assist 

clubs and training squads to work towards developing the right training environment for all 

in sport to achieve their potential 

It is recognised that currently there may only be a few clubs that can deliver all the 

LTAD principles, but like LTAD itself, this is a long term approach that should assist 

clubs and training squads to work towards developing the right training environment for 

all in the sport to achieve their potential, whatever their aspirations. For existing clubs 

and programmes it is an opportunity to establish LTAD principles from the outset. 

Diving is in the early stages of devising a ‘S21 Diving’ club accreditation model. It is the 

target of British Diving that by adopting ‘S21 Diving’ accreditation, diving clubs will be 

able to achieve the LTAD principles. It is believed that for the current size and 

development of the sport this could be achieved within eight (8) years.


Acknowledgements 

The production of British Diving’s Long Term Athlete Development Framework has been 

a team exercise. The input from a number of people enabled the task at hand, to 

become not only an essential inward look at our sport today but a fulfilling exercise, 

which has enlightened many and motivated many more. 

Thanks must go to the following people: 

Dr Istvan Balyi – Consultant and specialist in Growth, Development and Athlete 

Preparation and Planning 

Graham Ross – Sport England 

Diana Bishop – former Director for Development ASA 

Richard Gordon – Former ASA Talent Development Coordinator 

Michele Miller – Sports Psychologist British Diving 

Samantha Grevett – Chair ASA Technical Diving Committee 

Lindsey Fraser – British Performance Coach 

Adrian Hinchliffe – British Performance Coach 

Adam Sotheran – Elite Scholarship Coach - British Diving 

Steve Foley – National Performance Director - British Diving 

Kim White – Junior Olympic Programme Manager (WC Potential) British Diving 

Karen Smith – National Development Officer for Diving ASA 

Chelsea Warr – former National Talent Identification Manager, (WC Start) British Diving 

Shân Veasey – Assistant to TID Manager 

Ian Macleod – British Diving Coaches Association (BDCA) 

Julian Bellan – National Talent Identification Manager, (WC Start) British Diving


LTAD – Where are we now? 

British Diving has come along way in a short time largely due to the increase in 

Funding thanks to the Lottery. Whilst Diving has become more professional in many 

areas such as coaching, athlete subsistence and sports science/medicine, the 

underlying framework and training methodology of the past is still there. 

Observations: 

Below are some specific observations about British Diving: 

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Lottery Funding available for juniors/age group/senior divers; 

Lottery Funding available for juniors/age group/senior programmes (Start, 

Potential and Performance); 

Access to sports science/medicine for juniors/age group/senior divers; 

Access to sports science/medicine for juniors/age group/senior programmes (Start, 

Potential and Performance); 

English Institute of Sport support services to Performance and Potential 

programmes; 

Local Authorities employ diving coaches; 

GB diving coaches knowledge is excellent. 

� Diving coaches responsible for Local Authority program rather than elite performers 

� Diving coaches operate learn to dive as business so quantity important rather than 

quality performers 

� Lack of dry land training facilities 

� Limited access to diving facilities 

� Coaches, divers and parents need to be educated in the principles of LTAD; 

� Administrators and Officials need to be educated in LTAD principles; 

� Only 1 elite diving coach employed by British Diving 

� Coaches need to earn a living then produce great divers in their spare time; 

� Training in early years focuses on outcomes (winning) rather than processes 

(correct training); 

� Large drop out rate of divers between ages 16-20 

� Coach education programme insufficient for today’s needs; 

� Young divers skip technical skills for Degree of Difficulty

This list is not intended to be exhaustive, merely to illustrate that there are 

significant issues that we need to address. Three specific observations 

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Diving coaches responsible for local authority program 

Large drop out rate of divers between the ages of 16-20 

Lack of dry land training facilities highlight the key to our future diving 

development in this country. 

National Performance Director for British Diving (Steve Foley) summed up the 

current position as follows; “How can we demand from our divers aiming to the 

top level that they must train 20 – 25 hours per week when the majority of our 

coaches cannot offer that training ratio?” 

Many of the Diving Development Programmes and Clubs are trying to undertake 

competitive development with insufficient water time and/or dry land training 

facilities, which in turn leads to poor technique and skill levels. Insufficient skill 

levels as a diver progresses to more difficult dives will eventually catch up with 

them and expose their weaknesses and lead to poor performances. 

It is also this period that sees divers leave the sport due to many poor landings and 

injuries caused by poor technique. 

As divers leave the sport, the elite level becomes severely depleted and results 

weigh on a handful of divers. Once they retire, the gap between the heir apparent 

and the retiree is considerable. 

It is the need to spend time on correct technique and skill development that we 

must aim at improving. Getting away from the Degree of Difficulty zone to correct 

skill development progression should be the focus of every club and High 

Performance Program in the country.”


Where would we like to be? 

British Diving Mission Statement 

Diving is a sport for life! 

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To ensure that everyone who wants to learn to dive has the opportunity; 

To ensure that everyone can achieve his or her personal goals; 

To ensure that everyone has the opportunity to enjoy diving as part of a 

healthy lifestyle; 

To ensure that we achieve gold medal success. 

British Diving Goals & Targets 

In presenting the goals and targets for British Diving it is important to emphasise 

that the two main vehicles for delivering the LTAD philosophy and principles are: 

1. Club Development 

2. Coach Certification (education), Licensing, Continuous Personal 

Development (CPD) & Training Camps. 

The Goals & Targets are to be achieved by 2008/9. 

Club Development 

The following goals relate to club development: 

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40 - S21 Diving accredited Diving Clubs in England 

8 accredited Performance Clubs 

8 accredited Competitive Development Clubs 

12 accredited Skill Development Clubs 

4 to 6 Performance Clubs providing a minimum of 25 hours training per 

week 

4 to 6 Performance Clubs providing a university link programme conducting 

a reverse periodisation training programme (seniors only) (Reverse 

Periodisation looks at long term goals and events such as World 

Championships, Olympic Games and works back in planning often over a 4 

year period).

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10 – 15 clubs providing a broad based training programme including a 

minimum of 15 hours water time, weight training, trampoline with harness 

work & gymnastic based skill training. 

Every Local Authority with a basic diving facility (deep water pool with 1m 

springboard) providing learn to dive lessons at Level 2 National Award 

Scheme. 

10 – 15 divers on World Class Performance Funding 

30 – 40 divers on World Class Potential / World Class Start Selected Funding 

200 Talent Identified Divers in the accredited WC Centres 

A skill based early competitive development model for novice and age group 

divers based on the World Class Start Skill Charts and Age Group Standard 

Skills. 

To improve the technical skills of our divers by establishing and defining 

correct skill protocols and skill acquisition templates. 

Coach Education & Development 

The following are goals that relate to coach education and development: 

To develop the most professional diving team in the world 

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Divers 

Coaches 

Administrators 

Support Staff 

Volunteers 

To have created a support network of coaches and sport science medicine 

staff who are very knowledgeable and experienced. 

To revise the ASA Coach Certification Programme in accordance with the 

Government’s Coaching Task Force recommendations. 

At least 10 fulltime coaches to produce Performance Athletes and an 

additional 12 ASA Certified Coaches directing programmes & coaching in S21 

Diving Performance & Competitive Development Clubs.

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Facilities 

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30 different coaches attending training camps, who are prepared to be 

challenged. 

Establish a minimum of one coach education centre in each of the eight ASA 

regions based on S21 Diving accredited Performance Clubs, that offer 

tutoring, mentoring and work placed CPD opportunities. 

To have a strong Diving Coaches Association with a growing membership. 

Encourage all new swimming pools to have an area of at least 1.8m depth to 

provide basic diving provision. 

In order to achieve the previous goals affordable, accessible pool and gym space is 

the key. There is the need for the following facility targets to be met: 

Every ASA region to have a minimum of one 10 metre venue with both 

springboards and platforms that conform to synchronised diving regulations. 

Every ASA region to have a minimum of one 5 metre venue with 

An Artists impression of 

proposed new pool in Leeds 

springboards that conform to synchronised diving regulations. New facilities 

should be encouraged to have a raised pool end for diving lessons and 

platforms at 1m, 3m and 5m height with springboards at 1m and 3m.

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Partnerships 

All Performance and Competitive Development Clubs to have regular access 

to dry land training, which includes trampoline, overhead harness, dry 

springboard and somersault training areas. 

Each County to have at least one basic 5 metre diving facility, which is a 

base for a Skill Development Club. 

To establish 8 Regional Training Centres to support and underpin the World 

Class Programmes and provide access for Regional Development Squads. 

To encourage the re-appraisal of Diving Development Programmes & 

Swimming Development Programmes which incorporate diving lessons within 

established facilities that reflect the key priorities of the LTAD framework 

for diving and the S21 Diving accreditation process. 

To support the development of new diving facilities which reflect the key 

priorities of the LATD framework for diving and the s21 Diving accreditation 

process. 

Link with Local Swimming Forums in the Local Authorities in England to establish 

inclusion of diving in the Swimming Action Plans 

Link with English Institute of Sport (EIS) for Sports Science and Medicine Support 

Services 

Link with UK Sports Coach for Coach Education 

Link with funding agencies (UKSI, Sport England) 

Link with Universities (TASS) / Sports Aid Foundation (SAF)

How are we going to get there?

Overview of Athlete Development Model 

Key definitions and factors of the different stages of the LTAD model: 

FUNdamental 

Phase 

Chronological Age: 

Males: 6 - 8 

Females: 5 - 7 

FUN and participation 

General, overall 

development 

ABC’s of athletics; 

Running, Jumping, 

Throwing 

ABC’s of athleticism; 

Agility, Balance, 

Coordination & Speed 

Medicine ball, Swiss 

ball, Own body strength 

exercises 

Introduction to simple 

rules of ethics of sport 

Screening 

No Periodisation 

But, well structured 

programs 

Physical activity 5-6 

times per week 

Training / Competition 

Ratios 

50:50 

Learning to 

Train (Diving 

Skills Phase) 


Males: 8 - 12 


Overall Sport Skills 

Major skill learning 

phase, all basic sport 

skills should be learnt 

before entering next 

phase 

Mental-cognitive & 

emotional 

development 

Introduction to 

mental preparation 

Medicine ball, Swiss 

ball, Own body 

strength exercises 

Introduce ancillary 

capacities 

Talent ID 

Single Periodisation 

Sport specific 

training 3 times per 

week, participation 

in other sports 3 

times per week 

Training / 

Competition Ratios 

70:30 

Training to 

Train Phase 


Males: 12 - 15 

Females: 11 -14 

Sport specific Skills 

Major fitness 

development phase 

(aerobic & strength 

PHV is the reference 

point) 

Mental-cognitive & 

emotional 

development 

Develop further 

mental preparation 

Introduce free 

weights 

Develop further 

ancillary capacities 

Frequent 

musculoskeletal 

evaluations during 

PHV 

Selection 

Single or double 

periodisation 

Sport specific 

training 6-9 times per 

week 

Training / 


60:40 

Training to 

Complete Phase 


Males: 15 - 18 


Event, Position – 

Specific Physical 

conditioning 

Event position – specific 

technical, tactical 

preparation 

Sport, event & positionspecific 

and playing 

skills under competitive 

conditions 

Advanced mental 

preparation 

Optimise ancillary 

capacities 

Specialization 

Double or triple 

periodisation 

Sport specific, 


training 9-12 times per 

week 

Training / Competition 

Ratios 

50:50 

Training to 

Win Phase 


Males: 18+ 

Females: 17+ 

Maintenance or 

improvement of 

physical capacities 

Further development 

of technical, tactical 

or playing skills 

Modelling all poolside 

aspects of training 

and performance 

Frequent prophylactic 

breaks 

Maximise ancillary 

capacities 

High Performance 

Double, Triple or 

Multiple 

Periodisation 

Sport specific, 


training 9-15 times 

per week 

Training / 


25:75


How are we going to get there? 

Long Term Athlete Development serves as a generic developmental framework for coaches to follow. It should not be interpreted as “the bible”. A 

coach’s ability to manipulate and make the structure pliable for individuals (known as the “Art” part in development) is essential when applying it to the 

development of “real life” divers through the various stages. For example, it is reasonable to foresee that “precocious” talent will move through these 

stages at a faster rate, even in the advent of growth and maturation and it’s effect on performance capabilities. Divers may also be introduced to the 

sport at varying entry points, not necessarily as a youngster in the FUNdamental stage. This is typically seen in Talent Transfer/Recycling programmes 

such as retired gymnasts entering the sport of diving at 14-15years. Flexibility in these various levels is also needed in order to adapt to the changing 

trends that characterise high performance sport. 

Young divers are physically developing from early childhood through to late adolescence. This ultimately means that, in general, they will have different 

performance capabilities and adaptations to training and competition. This is the exact reason why a young divers training programme should not be a 

scaled down version of an older / senior diver. The various stages that are described below are primarily based on scientific knowledge of growth and 

development and the various implications it can have on sports performance. The scientific literature typically categorises these stages into three key 

phases, being: 

♦ Late Childhood 

♦ Adolescence; 

o Early Puberty 

o Late Puberty 

♦ Early Adulthood. 

Below is a summary table that outlines the physical, mental and cognitive characteristics observed at each stage, the general consequence on 

performance capabilities and the implications to training regimes the coach needs to consider. (Based on the Alpine Integration Model (AIM) Canada 1998)

Physical Development Characteristics & their Implications Late Childhood 

LIFE PHASE Basic Characteristics General Consequence on 

Performance capabilities 

1. Late Childhood 

FUNdemental Phase (Sport 

Entry) through to 

Multilateral Dive Skill 

Development (D=U11) 

Larger primary muscle groups are 

more developed than smaller 

secondary ones 

Tendons and ligaments become 

stronger, but the ends of bones 

where growth plates are located 

are still cartilaginous. General 

recovery abilities in both aerobic 

and anaerobic systems is 

relatively slow 

Basic motor patterns such as 

agility, balance, coordination, 

and speed still require 

refinement 

Girls develop coordination skills 

at a more rapidly than boys at 

this phase. Although boys have 

superior hand-eye and eye-foot 

coordination, general body 

control of both genders is 

unrefined 

The diver is more skilled in gross motor 

movements involving larger muscle groups. 

More precise, highly skill based, fine motor 

control movements are less easy to acquire at 

this phase. 

Avoid excessive stress or high loads on 

susceptible joints for growth plate injuries i.e. 

wrists and knees. Insufficient recovery 

between activities results in technique 

breakdown. Rule of thumb – “If they can’t 

hold the technique….don’t mould the 

technique” 

Limited abilities in fine motor control 

activities. Speed, power, flexibility and 

coordination greatly improve towards the end 

of this phase. 

There are no significant gender differences in 

performance capabilities in this phase. 

Implications for Coach 

• Coach should focus on refining general basic skills during 

this phase. Related multilateral foundations such as dance, 

gymnastics, trampoline, floor work and dive skills should 

be encouraged. FUN must be emphasised with activities 

being a general extension of structured “play”. 

• All movements should focus on body control. Exercises 

should be using own bodyweight and involve good 

technique. Avoid high loads but encourage maximum speed 

mechanics (i.e. low repetitions but at speeds that mimic 

dive skill activities). This aids correct neuromuscular 

learning. Ensure sufficient recovery and restoration 

between activities. 

• Coordination activities that focus on developing 

kinaesthetic awareness should be the focus i.e. trampoline 

related training should be encouraged such as dance, 

gymnastics, fun, low intensity athletic circuits. This lays 

down a solid multilateral base preparing for specialisation 

in the future. 

• Both genders should be encouraged to play and train 

together at this phase. Both genders should be exposed to 

a variety of exercises from both diving and other related 

sports. Coaches should introduce drills that develop 

attentional control. This will assist in preparing them for 

the greater demands of training and competing in the next 

phase.

1. Mental, Cognitive & Emotional Development Characteristics & their Implications Late Childhood 

1. Late Childhood 

FUNdemental Phase (Sport 

Entry) through to 

Multilateral Dive Skill 

Development (D=U11) 

Basic Characteristics 

They have established preferred ways of 

learning 

They are enthusiastic and often impatient 

They tend to evaluate their performance as 

a whole, and this is how they feel about 

themselves as a person 

They understand in a language of feeling 

rather than verbal information 

They feel secure when there is a routine 

and pattern in what happens in training, 

and how you behave 

Concentration is limited. Motivation is 

individual 

General Consequence on 


They may be visual, auditory or kinaesthetic 

learners (‘see-ers, hearers, doers) 

They want to get on and ‘do it’ and may get 

frustrated when prevented from doing so. 

You have a chance to build on this 

enthusiasm and develop their motivation 

They may say; “I’m useless” or “that dive 

was rubbish”. We need to start building the 

ability to think rationally under pressure 

They need to build into memory what a 

good dive ‘felt’ like in order to be able to 

recreate it. 

Introduce changes sensitively, and at a pace 

they can cope with. They like to receive 

information in different ways, and will only 

cope with small chunks of information in 

one go 

Some will enjoy the risk and fear of diving 

in manageable doses, others will find this 

threatening. 

Implication for Coach 

Find out how they learn best, and incorporate 

this style into your coaching of that diver 

In the warm up, ensure that there are diving 

like activities, quick training pace, in training 

set challenges and competitions for those who 

enjoy it, as well as keeping your technical 

focus 

In your comments, talk about the dive rather 

than the diver e.g. “that dive was…” rather 

than “you did…” 

Get them to break the dive down into P,T,F,E 

phases and be able to identify how they 

performed in each phase. They will start to 

be able to see specifically where error 

occurred. When they perform well, get them 

to feel it again on the poolside – ‘tag’ this 

feeling for them by doing this along with lots 

of positive reinforcement and praise. 

Review the structure of your session, and look 

to make any changes where you feel further 

structure is needed. Leave personal issues at 

home, and try to present a consistent 

personality – don’t make them have to guess 

what mood you’re going to be in! 

Present information via verbal, physical 

demos, tasks, video, and by getting them 

‘doing’ as much as possible. 

When you need to talk, keep your key points 

to two. 

‘Tune into’ why they are diving, and what 

they enjoy – try to tailor some of the 

individual tasks so that they motivate each 

diver as fully as possible.

Physical Development Characteristics & their Implications Adolescence – Early Puberty 

2. Adolescence – 

Early Puberty 

Training to Train 

(c=12 – 13years) 

through to Training 

to Compete (B=14 – 

15years) 


Significant changes occur in 

body composition such as fat, 

muscle and bone. 

Girls begin their growth spurt 

(rapid gain of weight and 

height) between 10 – 14 years 

while boys between 12- 15 

years (+ / - 2 years). Girls 

attain their maximum rate of 

growth at age 11 (10-13.5 

range) with peak adult stature 

reached at 13. Boys maximum 

rate of growth is at 14 years 

(12.5 – 15.5 range) with full 

adult stature reached at 15.5. 

Primary and secondary sexual 

characteristics appear during 

this phase. While the normal 

onset of menarche for girls is 

10-15 years, intensive training 

in younger years can alter this. 

Smaller connecting muscle 

groups such as stabilisers 

become more developed. 

General Consequence on Performance 

capabilities 

Growth spurts can often influence the athlete’s 

ability to adapt and make technical changes 

rapidly. Progress can temporarily stagnate 

Variances in performance are often the result 

of growth rates. Rapid growth spurts (PHV) can 

often explain lack of coordination and motor 

abilities along with loss of dives that could be 

previously executed. 

Changes in body composition such as fat mass, 

fat free mass and muscle mass occur during 

this phase. For girls involved in rigorous 

training (> 10 hours per wk), regular checks on 

iron status should be monitored at the onset of 

menarche. 

Speed, agility and neuromuscular coordination 

improve rapidly during this phase. 


• Adapt and individualize the training drills / skills to ensure 

they are “growth friendly”. Training is focused around the 

body adapting to specific training load increments to 

prepare for competitions. Record changes in height, sitting 

height, arm-span and weight on a monthly basis. Consider 

altering training if performance is affected during rapid 

growth times. 

• Coaches are encouraged to emphasise good techniques and 

constantly re-visit basics during this phase. Focus should 

not be on medal winning performances – de-emphasize 

winning! Modification to dive lists may be required during 

this phase. 

• Change in physique can often lead individuals feeling self – 

conscious, awkward and embarrassed. Situations and/or 

comments about their sexual development can cause fear 

and/or anxiety and should be avoided. 

• Volume and intensity of training can be gradually increased 

during this time – but are dependant on growth spurts once 

again. Training design should reinforce best practice skill 

development and technique. Strength exercises should 

focus on core sections of the body, in particular, hips, 

lower back, and abdomen. Most exercises should involve 

body weight and light equipment. Injury preventative 

exercises targeting shoulders and wrist regions should be 

incorporated into general dry land training.

2. Adolescence – 

Early Puberty 

Proportionality of the body 

changes - various proportions 

of the body commence growing 

at varying rates. For example, 

limbs such as legs and arms 

will reach peak velocity before 

the trunk. 

Whilst the aerobic system 

significantly increases at this 

phase (especially in boys due 

to a surge of the male 

hormone testosterone), the 

anaerobic systems are still less 

refined. 

The central nervous systems 

are almost fully developed by 

this phase. 

Centre of gravity alters and consequently skills 

may require re-learning / rebuilding. 

Boys will recover faster from harder and longer 

training sessions than girls during this phase. 

Agility, coordination and neuromuscular 

abilities are fully trainable during this phase. 

• With changes in proportions of the body, dive lists may 

need adjustment, along with board preferences. The coach 

may need to explore varied technique with the diver, to 

find a new style that accommodates their changes in body 

proportions. Skills may require rebuilding. Competition 

objectives should focus on attainment of correct technique 

under pressure versus winning. 

• High intensity dry land exercises should be short in 

duration (no more than 20seconds in length), and should 

encourage sound technique. Sufficient recovery time 

should be planned into weekly training schedules. 

• All activities should focus on body control and correct 

mechanics. Encourage multiple chain exercises using 

varying muscle groups. More complex skills can be trained, 

but constant re-fining of basics is essential.

Mental, Cognitive & Emotional Development Characteristics & their Implications Adolescence – Early Puberty 

2. Adolescence – Early 

Puberty 

Training to Train (c=12 – 

13years) through to Training 

to Compete (B=14 – 15years) 

Basic Characteristics General Consequence on 


Thinking abilities develop and They can begin to understand the 

become more mature 

mechanical concepts of their sport 

Self esteem is fragile 

Quality of performance can reflect 

how the diver feels about 

themselves as a person 

Awareness of body image is well 

established 

There will possibly be tensions 

between the diver and certain 

adults in their lives (e.g. 

parents/teachers) 

Social interaction and the 

development of friendships between 

males and females is important 

They may start to feel that 

repeated practice will enhance the 

quality of the dive 

The diver may feel unhappy about 

performing in-front of others if they 

are learning a dive, or lack 

confidence 

A poor performance means the 

diver feels bad about himself or 

herself as a person. 

Body image may be a sensitive 

issue, and if self confidence is low, 

the diver may feel vulnerable 

Relationships may pass through 

difficult times, and the coach may 

become an ‘ally’ in the eyes of the 

diver 

The diver will enjoy social activities 

that allow them to develop the 

ability to form positive relationships 

They may want to continue 

training, when you feel they have 

done enough 


Don’t be afraid to provide them with the ‘why’ they are doing 

particular things within a movement e.g. understanding the 

importance of speed in rotation. Develop a culture in which 

making mistakes is valued – it is a necessary part of learning, and 

try to use humour to lighten difficult moments. The peer group in 

training should be used to support rather than pressure the 

individual. 

Provide feedback that refers to the dive rather than the person 

Be aware of the sensitive nature of this subject. Humour can be 

useful, but it can be hurtful! 

Ensure good nutritional support/education so that good practice is 

achieved and maintained. 

Try to organise opportunities that are social as well as the diving 

time, ensuring a professional approach throughout 

Recognise the power you have, ensuring you value this and 

respect it. 

Communicate effectively with both diver and parent(s) 

Explain the practice doesn’t necessarily make perfect idea, and 

that quality training is essential rather than quantity.

Physical Development Characteristics & their Implications Adolescence – Late Puberty, Early Adulthood 

3. Adolescence – Late 

Puberty, Early Adulthood 

Training to Compete 

(B14 – 15years) through to 

Training to Win (A 16 – 18+) 


All physiological systems reach 

maturity during this phase. 

Increase in height and weight 

begin to stabilize. 

Interconnecting tissues, tendons 

and muscles become significantly 

stronger and more stable. 

Skeletal maturation continues to 

develop reaching a peak in 

females at age 19 – 20 years and 

males approximately 3 years 

later. 

General Consequence on Performance 

capabilities 

Physiological systems are capable of giving 

maximum output. Progressive improvements in 

dominant motor abilities such as power, 

anaerobic capacity, specific coordination and 

dynamic flexibility become apparent 

Divers who have been participating in a wellrounded 

programme emphasising multilateral 

development will now start performing skills 

aimed specifically at high-performance 

delivery. 

As height stabilises, more complex skills should 

be re-introduced. While muscles have grown to 

full size, their function and general power 

output will continue to increase till late 

twenties. Full training loads can be applied. 


• Base strength / endurance and power can be 

“sharpened” for maximum performance gains. Firstly, 

increase volumes for specific exercises and drills. Then, 

steadily increase training intensity more rapidly than 

volume over a graduated period of time. Training should 

simulate the actions that take place during competition. 

Physical training should be closely monitored by use of 

sports science to ensure maximum adaptation and 

minimum injury. Ensure yearly musculosketal screenings 

to see all muscle groups and body alignments are well 

balanced. Encourage athletes to maintain training 

diaries commenting on key markers of overtraining on a 

weekly basis. Increase the number of competitions 

progressively; so that by the end of this phase the diver 

is competing as frequently as senior–level competitors. 

• Coach must monitor volume and intensity of training to 

ensure the diver improves at a steady pace with little 

risk of injury or over-training syndrome. At this phase, 

the diver should have no major technical faults, thus the 

coach can move from a “teaching” role, to a more 

“coaching” (training) role. Competition objectives 

should focus on attainment of technique perfection 

under pressure 

• Sport specific strength training should be maximised 

during this phase to improve overall strength / power 

development. Body weight exercises combined with free 

weights (supervised and technique based only) are 

recommended. In the latter part of this phase, for 

maximum strength gains, divers can commence weight 

training with low repetitions but with a slightly heavier 

weight. Sport specific neuromuscular training should also 

continue in this phase such as somersault, rig and 

trampoline work. Skills and drills should be characterised 

as repeatable, consistent and of the highest technical 

quality, and able to be performed under pressure.

Mental, Cognitive & Emotional Development Characteristics & their Implications Adolescence – Late Puberty, Early Adulthood 

3. Adolescence – Late 

Puberty, Early Adulthood 

Training to Compete 

(B14 – 15years) through to 

Training to Win (A 16 – 18+) 

Basic Characteristics General Consequence on 


Thinking abilities develop and They can begin to understand the 

become more mature 

mechanical 

sport 

concepts of their 

Critical thinking is becoming 

more established 

The Peer Group is still influential 

and important 

Other issues will be important – 

e.g. managing studying for exams 

alongside training 

The ability to be independent has 

been ‘grown’ 

They expect to work within 

boundaries and in a culture of 

high expectation 

Life affecting decisions are made 

at this stage in terms of training, 

study, career, and relationships. 

The diver is capable of taking 

more responsibility for decision 

making and governing their own 

organisation. 

A group setting should be seen as 

supportive rather than 

threatening 

They need to know you are 

interested in their life outside 

diving! 

They can take responsibility for 

their diving and their lives with 

guidance from others 

You can use the need and 

expectation of structure to 

promote high standards within 

your sport. 

It can be a confusing time, and 

the perception may be that the 

diver has to try and ‘juggle’ 

everything alone 


Don’t be afraid to provide them with the ‘why’ they are 

doing particular things within a movement e.g. 

understanding the importance of speed in rotation. 

You can only expect a diver to become independent if you 

have gradually given them opportunities in which to learn 

the skill. Ensure that you have built on from asking for 

their input to handing over some responsibility (gradually) 

so they can develop. 

Use older/younger pairings for role model benefit and 

increased ability to coach and understand diving. There is 

of course the need to compete against each other. 

However, within this context, aim to develop a ‘team’ 

mentality via team-work exercises, games and 

experiences. 

Try to develop an education programme that supports 

their journey in diving – wherever that may be leading. 

Reflect on where you are both at, and when the diver 

needs to make change, try to guide them to finding their 

own answers, give your expertise when its needed, and 

let them enjoy the confidence that feeling competent 

brings! 

Have a diver representative be part of the team that puts 

together your code of conduct. Where appropriate, this 

should mirror what is expected of them at international 

status. 

Offer guidance and support, using professional agencies 

where you need to. You can offer an experienced and 

informed point of view, and it will be important to 

consider other opinions also.


Sensitive Periods of Trainability 

A number of scientists have reported that there are critical periods in the life of a 

young person in which the effects of training can be maximized. This has led to the 

notion that young people should be exposed to specific types of training during 

periods of rapid growth and that types of training should change with the patterns 

of growth. Vorontsov (2000) states that the most intense period of growth for girls 

occurs between 11 –14 years; whilst for boys it is between 13 –16 years. In addition 

Vorontsov notes that the development of the internal organs (important for aerobic 

and anaerobic metabolism) follows the same pattern of growth as that of height. 

Changes in strength follow the growth pattern for body weight. Finally, it has been 

found that biological age is one of the major criteria to determine a body’s 

readiness for different types of endurance and strength training. 

During puberty there can be significant differences between chronological age (age 

in time: years, months, days) compared to biological age (level of biological 

maturity of the body). Biological age can range from 9 –16 years in a group of 13 – 

14 year olds. The onset of Peak Height Velocity (PHV) is the most rapid change in 

anatomical height during a growth spurt. This is often used as a marker of 

maturation level or biological age. 

PHV can be determined by monitoring the rate of change in height. To do this it is 

important to take measurements regularly, accurately and consistently. Gore 

(2000) reports that repeated measures of height should be taken at the same time 

of day as the very first measurement. Due to the effects of gravity the body tends 

to be taller in the morning that at the end of the day (diurnal variation) In 

addition, the body tends to grow faster in the summer and slower in the winter 

(seasonal variation). At the onset of PHV it is recommended that height be 

measured weekly and measures of standing and sitting height should be obtained. 

Ideally measurements should be made the morning after a rest/recovery day. It is 

important to measure height accurately, but more importantly monitor trends in 

the change in height. The change in the rate of height gain; increase, decrease or 

plateau, will help determine the onset of growth spurts and PHV.

This is important when considering the sensitive periods of trainability, Balyi and 

Hamilton (1999) reported the following in the figures below: See glossary of terms 

for definitions. 

Diving is characterised as an early specialization sport, requiring young divers to 

perfect basic movement patterns before the onset of PHV during a period of 

optimal Peak Motor Coordination Velocity (PMVC) typically 8 – 11 years female and 

9 –12 years male. Balance and fine motor coordination are key in the execution of 

dives, therefore maintenance of core movement patterns and skill performance is 

one of the major considerations during PHV. Often during this accelerated period 

of growth divers will struggle with the consistent performance of both basic and

complex diving skills. In the past it has been common practice for divers to over 

train on platform during this phase of growth as fine motor control is not affected 

to the same extent compared to springboard diving. This however can lead to 

growth injury problems in the wrists, shoulders and knees caused by the forces 

experienced on entry into the water and from plyometric exercises including takeoffs 

from the diving boards, which affect the growth plate (Epiphyseal plate). 

This growth period is also often aligned with changes in competitive age group 

conditions that require the performance of more complex twisting and 

somersaulting skills. It is key that the diver has a sound foundation of dives 

including rotation of 1 ½ somersaults in all directions and twisting up to 1 ½ twists 

before the onset of PHV. In the past young successful age group divers have 

struggled to progress to become a senior competitor due to a lack of skill depth. 

Over reliance of skills which rotate in a common direction or twist in a common 

direction mean they are having to learn both simple and complex motor skills 

during or after PHV. With the increases in strength, weight, speed and power that 

the diver possesses, the skill learning process becomes frustrating and at times 

painful due to excessively over and under rotated dives from a lack basic skills. 

For this reason successful divers tend to be those with high levels of physical motor 

coordination coupled with specific speed and strength. 

LTAD FRAMEWORK 

Five stages of LTAD 

Istvan Balyi has proposed that diving adopt a five phase model of LTAD that relates 

closely with the sensitive periods of trainability: 

� FUNdamentals 

� Learning to Train (Diving Skills) 

� Training to Train 

� Training to Compete 

� Training to Win

Stage 1 – FUNdamental: basic movement literacy (Flip’n’Fun) 

Age: Female 5 – 7 years; Male 6 – 8 years. 

The FUNdamental stage should be structured and fun! The emphasis is on 

developing basic movement literacy and fundamental movement skills. The skills to 

be developed are the ABCs (Agility, Balance, Coordination & Speed) RJT (Running, 

Jumping & Throwing), KGBs (Kinesthetics, Gliding, Buoyancy, Striking with the 

body) and CKs (Catching, Kicking, Striking with an implement). 

In order to develop basic movement literacy successfully, participation in as many 

sports as possible should be encouraged. 

Speed, Power and endurance should be developed using FUN and games. In 

addition children should be introduced to the simple rules and ethics of sports. No 

Periodisation should take place, but there should be well-structured programmes 

with proper progressions that are monitored regularly. The skill base to be 

achieved by the end of this stage is outlined in Appendix 1 Training & Skill 

Competencies to be achieved by the end of FUNdamentals. 

Stage 2 – Learning to Train (Diving Skills): building technique 

Age: Female 7 – 9 years; Male 8 – 10 years. 

During this stage, young divers should learn how to train and develop specific skills. 

There may be participation in complementary sports, which use similar energy 

systems and movement patterns. They should also learn the basic technical / 

tactical skills and ancillary capacities including; 

� Warm up and cool down; 

� Stretching 

� Hydration & Nutrition; 

� Recovery; 

� Relaxation and Focusing. 

This stage combines with peak motor coordination velocity (PMCV), and hence skill 

development is key. Training should include ‘own body weight’ exercises such as 

gymnastic skills, conditioning using Swiss ball and elastic bands. Complementary 

activities such as Ballet and Trampolining are key in developing good posture, 

flexibility and spatial awareness.

Key movement patterns or more importantly sequences are possibly the most 

important factor in this stage of development. Body alignment and come-out drills 

to develop the ‘rip entry’ are acquired in this phase and will be carried forward 

throughout the divers athletic career. Correct techniques should be constantly 

reinforced, as each incorrect repetition will become engrained. 

In the overhead rig, trampoline, dry-land springboard and floor somersaults the 

diver will begin to develop a consistent take-off, even on skills which the diver is 

not yet ready to progress into the diving pool. Visual (spatial) awareness or 

‘spotting’ should be developed and nurtured as early as possible. In time spotting 

will become second nature and transfer to complex multiple somersaulting and 

twisting skills as and when the diver is physically prepared to do so. 

Above all as the diver develops a skill base ‘QUALITY’ must rule over ‘QUANTITY’. 

Volume in training must not detract from the execution. Only when a skill becomes 

stable should volume be increased, in the mean time volume in progressions and 

drills under the constant supervision of the coach can take place. 

Benjamin D. Rubin M.D. in the U.S. Diving Safety and Training Manual (1999) states 

the following: “Skill Progression & Body Alignment – Developmental Divers should 

be encouraged to master the core skills first and progress gradually to more 

difficult dives”. Emphasis on development in the younger diver should be placed 

on body control, strength, power and flexibility. When the body is properly 

aligned at take-off, energy transfer from the board to the diver can be more fully 

maximized in a biomechanically efficient manner to increase the height of the 

dive, while at the same time risk of injury can be minimized. The assessment of 

proper body alignment for each individual is integral to safety in every skill 

progression.” 

An increase in the number of sessions per week and their duration should lead to 

an increase in training workload. Normal physical growth and development during 

childhood will ensure that performances improve from one season to the next. The 

training competencies to be achieved by the end of Diving Skills phase are outlined 

in Appendix 2.

Stage 3 - Training to Train 

Training to Train phase is entered by divers who are competent at performing the 

four basic groups of dives; forward, back, reverse and inward from the 1m 

springboard and are performing skills such as forward and back entry practices 

from the 3m and 5m boards. In the Training to Train phase the demands of training 

take center stage. 

An appropriate training environment for this LTAD phase is an accredited Dive21 

Competitive Development Club. 

It’s important to maximize an individual’s potential during the rapid increase of 

physical capacities during maturation. Girls tend to mature earlier than boys, 

therefore there can be as much as a +/- 2-year age difference between genders in 

this phase. This period begins prior to adolescent growth spurt, approximately 10- 

11 years in girls and 12 - 13 years in boys and extends to 13 –14 years for girls and 

14 - 15 for boys. The start and end points are variable due to individual differences 

in the timing and rate of maturation. 

During this period the objective is to progressively extend the volume of training. 

Training volume becomes a critical factor influencing long-term improvement. The 

quality of training is expressed in terms of maintaining efficient and effective 

technique over progressively greater seasonal loads. Due to the nature of diving 

however, skills are continually being learnt. Depending upon the nature of the 

skills either simple or complex (or part or whole) the seasonal plan should be 

adhered to (This can be seen on the Appendix 3a Periodisation Chart). Goals should 

be set and appropriate volumes of skills performed before new dives are 

attempted. In the pool this will be the ‘List Preparation Phase’. During this phase 

there should be either a double or triple Periodisation with two minor and one 

major peak.

Stage 4 - Training to Compete 

The training to Compete phase occurs when a diver has mastered successfully the 

Training to Train phase, this is characterised by the skill performances outlined in 

Appendix 3 - Training & Skill Competencies to be achieved by the end of Training 

to Train. 

This phase typically represents the Junior Olympic Programme and the transition 

into open competition. Although the programme covers an age range typically from 

12 years to 18 years chronologically the main emphasis will be for divers aged 14 – 

16 years females and 15 –18 years males. During this phase there will be maximum 

strength gains. Divers will also focus upon competition routines, associated mental 

preparation and toughness to excel in competition. 

Uniquely in diving due to the nature of the major competitions, divers will 

experience different pressures during training. Alongside their piers and in the heat 

of competition divers have to control levels of anxiety to match their training 

performance in a short period of time. This can often result in long periods of 

waiting between dives; 20 – 30 minutes is common in International Competition. 

Competition routines become as important in training as training volume. At the 

Athens 2004 Olympic Games the Olympic Silver Medal winning divers Peter 

Waterfield and Leon Taylor had rehearsed their competition with exact timings to 

every last detail in the days leading up to their Olympic Final including where they 

would be in the event before, what they would do between dives, how long they 

would train between dives and what level of coaching and feedback they would 

receive. Nothing was left to chance and the result achieved was the best in British 

Diving history. 

As a guide the performance standards required by this phase are outlined in 

Appendix 4 - Training & Skill Competencies to be achieved by the end of Training 

to Compete. At the end of this period however divers should be aspiring to achieve 

the entry level standards for the next phase which is listed in Appendix 5. 

Qualification Criteria for Training to Win. 

During this phase there should be a number of competitions, many of which are 

trained through. There will however be a double or triple Periodisation, which are 

two major and one minor.

Training to Win 

‘Training to Win’ is the final LTAD phase. It occurs when the diver has mastered 

the Training to Compete phase successfully, as characterised by the competition 

scores that should have been achieved by the end of the Training to Compete 

phase. An appropriate training environment for this LTAD phase is an accredited 

Dive21 Performance Club or Centre. 

This phase typically represents senior or open competition and the focus is not just 

about qualification to international tournaments but competing with honors and 

winning medals in that arena. Training should focus on developing the ‘senior’ list 

of dives and learning to perform that list of dives consistently. Successful divers 

will be those who train and prepare well enough that 5% below their best is still 

good enough to win medals. This period lasts from 16 years for females and 18 

years for males until they retire from elite competition. Training will be very much 

on an individual basis with both physical and technical training customized for the 

individuals needs. There should me multiple Periodisation with often one or two 

major events which should be targeted in any given season. 

Competition 

A competition is defined as an event that requires alteration or modification to a 

divers training programme. Competition should be regarded as a integral part of a 

divers training and development programme i.e. they are a means to an end (long 

term development of the athlete) rather than an end in themselves (‘Peak’ by 

Friday) 

The competition structure for British Diving as part of the LTAD framework has 

undergone a review and as part of the restructuring of ASA Districts to Regions 

recommendations have been made for trial in 2005 and inclusion in 2006. The ethos 

is that a diver should be continually challenged to take the next step on the 

ladder. From Diving Skills at Regional events through to Training to Win at World 

level events divers will continually be asked to reach qualifying standards. 

Diving is very much a mental sport and competition should be encouraged on a 

regular basis as part of training sessions and training camps. These competitions 

are not the type of competitions, which require modification to the training

programme, they may well take place when the diver is in a moderate state of 

fatigue. As divers develop new skills competitions should be earmarked to test out 

those ‘New Dives’. 

On the next page is the ‘Diver Pathway’, which has been developed using the 

principles of LTAD. 

Appendices 11a, 11b and 12 show the competitive structure for the sport of diving. 

Appendices 7a, 7b and 7c show how the Windows of Optimal Trainability and 

Periodisation relate to the LTAD model for diving.

Long Term Athlete Development – 

British Diving 

LTAD 

Training to Win 

Diving Classification 

High Performance 

Centres 

LTAD 

Training to 

Compete 


World Class Diving 

Centres 

LTAD 

Training to 

Train 


World Class Diving 

Centres 

LTAD 

Learning to Train 

(Skill Development) 


Diving Skill 

Development 

Centres 

LTAD 

FUNdamentals 


LTD & TID Centres 

(learn to dive & talent 

identification) 

The Diver Pathway 

World Class Start – Junior Talent Programme 

(Zone & National Squads - Talent Selected) 

National Age Groups / Designated WC Start Events / Multi 

Regional Championships (NQ Meet) 

JTP (Talent Selected) Training Camps 

ASA National Award 

Scheme 

Club / Local Authority 

Learn to Dive 

/ Mutli Sport Camps 

Major Events 

Olympic Games / World Championships / World Cup / 

European Championships / Commonwealth Games 

World Class Performance WCP 

FINA Diving Grand Prix’s / LEN European Diving Cup 

British & English Championships & Trials 

High Class Performance Centre 

World Class Potential – Junior Olympic Programme 

FINA World Junior Championships / LEN European Junior 

Championships 

National Age Group Championships 

World Class Centres – JOP Training Camps 

TASS – Scholarship Programme 

World Class Diving Centres 

National Novices & Designated WC Start Events 

Regional Diving Events (Novice & Age Group) 

Regional Development Squads & Skills Camps 

Skill Development Diving Centres 

Associated Learning 

World Class Start TID 

Schools Selection & Club 

TID Training Programme 

Return to Skill 

Development 

Return to 

Performance 

Centres 

Return to 

WC 

Centres 

Smart 

Track 

Return to 

Learn to 

Dive


LTAD Implementation 

It is hoped that organisations (both implementers and facilitators) that are 

currently delivering services in Diving will use the LTAD plan to review their 

existing activities and programmes, with a view to meeting the outlined LTAD 

principles. In time, the LTAD framework should help all diving implementers and 

facilitators to re-engineer their activities to meet the framework. For those 

organisations new to diving, the LTAD framework should be used as a useful guide 

to developing new programmes and activities. If greater programme alignment can 

be achieved, it will help to ensure that all organisations contribute collectively 

towards achieving the goals and targets outlined in the ‘Where we would like to 

be’ section of this plan, i.e. to provide the best diving experience possible, based 

on the needs of the diver, irrespective of ability and motivation. 

Appendix 11 lists the implementers and facilitators at each stage of the LTAD 

model. Although there may be a number of implementers in each local authority 

area, it is important to emphasise that there should be strong, cooperative 

relationships between them and that an athlete centred approach be adopted. This 

is likely to raise a number of challenges, both locally and nationally: for example 

there should be: 

� 

� 

� 

� 

� 

A common learn to dive syllabus adopted nationally. This should be linked locally 

into learn to swim programmes to create common pathways through to diving 

programmes. 

No gaps, between the implementers of the 5 LTAD stages, particularly between the 

FUNdamentals and Diving Skills stages. 

A recognition and acceptance that not all diving clubs and Local Authority 

programmes will be able to deliver effectively at all levels. 

A need to create a number of ‘Performance’ centres to service the needs of clubs 

and Local Authority schemes in order to service the LTAD framework. 

Clearly define the roles and responsibilities for each implementer and facilitator, to 

avoid unnecessary duplication and gaps.

� 

� 

� 

� 

� 

Clear rules of engagement between clubs and coaches, managers and coaches / 

clubs to ensure that divers progress to the appropriate training environment for 

their needs rather than being held back. This will require guidance from the ASA, 

British Diving and the British Diving Coaches Association (BDCA). 

Resources targeted where they will make the most difference. 

An LTAD approach is as much about health, fitness, wellbeing and enjoyment as it 

is about identifying and developing talented divers. In reality a two pronged 

approach with talent development and club based development running parallel, 

which will allow transition from one stream to another throughout the LTAD 

Framework. For example a diver identified with talent who makes the decision not 

to continue in a programme which requires 16 hours + training per week but wishes 

to remain in the sport and compete at a lower level maybe 6 –10 hours per week 

training. Equally talent must be given the opportunity to flourish and reach their 

full potential. Scientists have argued convincingly that it takes a minimum of 10 

years or 10,000 hours of training to excel at anything. However this is dependent 

upon the optimal environment for the diver being in place at each stage of the 

development pathway. 

There are three key ways in which LTAD principles will be implemented: 

Teacher, Coach & Club Education 

Club Development 

Restructuring of the National and Regional Competition Programme. 

Diving has a current accreditation system, which deals only with the World Class 

Programmes. These are established clubs / centres providing diving at World Class 

Start, Potential or Performance on an ongoing basis. These centres / clubs provide 

diving from FUNdamentals through to Training to Train, Training to Compete or 

Training to Win stages. However this is a small section of the sport accounting for 

16% of clubs although this takes into account 30% of diving participants.

Diving needs to implement a ‘club accreditation’ programme which will encourage 

clubs to: 

� 

� 

� 

� 

Audit their existing activities and identify current strengths and weaknesses. 

Identify their future direction and aspirations 

Produce an action plan that will help meet their future direction and aspirations 

and bridge any gap(s) that may exist between their current position and the criteria 

for S21 Diving. 

To achieve S21 Diving accreditation at one or more of the 4 levels (Appendix 6b 

shows how the S21 Diving levels relate to the LTAD framework); 

� 

� 

� 

� 

Teaching - FUNdamnetals 

Skill Development – Learning to Train ( Diving Skills) 

Competitive Development – Training to Train & Training to Compete 

Performance – Training to Win 

Note: S21 Diving is based upon the ASA’s Swim 21 model and system 

The current ASA diving coach education, certification and development programme 

is subject to review in line with recent recommendations from the Government’s 

Coaching Task Force (Department of Culture, Media and Sport 2002). In addition, it 

is intended that the LTAD principles permeate throughout the ASA’s revised coach 

education and development programme. Appendix 10a&b provides a summary of 

what the revised coach education framework might look like. 

Central to the implementation of the LTAD principles for diving is the need for 

accessible and affordable water time. Diving, more than many sports including 

swimming are totally reliant upon the provision of facilities by local authorities. 

Local Authorities are often faced with conflicting demands on the hire of water 

time. Recent changes in the design of diving pools to include movable floors means 

diving activities are constantly in competition with alternative activities, which use 

the pool in a shallow water setting such as aqua aerobics, learn to swim and 

swimming training. 

Traditionally activities which provide high user figures such as learn to swim take 

precedence, while diving activities are left to function in unsociable times 8.00 pm

onwards or mornings. An LTAD athlete centred approach advocates that the 

requirements of the diver come first, with general activities (public sessions) 

access the remaining time. In short a complete reversal of the current situation. 

Current facilities where this approach is adopted inadvertently have training 

programmes, which follow the LTAD approach. For the remaining Local Authorities 

it will require a complete change in the programming of facilities. 

Local Authorities, who operate successful diving schemes, do so as a result of 

reinvesting income from ‘Learn to Dive’ into the Diving Development Programme. 

As a result local depth of numbers to support an athlete centred programme is 

created. Authorities however, who run a token ‘Learn to Dive’ programme, do so as 

a source of income without consideration of ‘diver opportunities’. Often there are 

no route-ways and the programme serves no end. In addition there are clubs 

existing alongside learn-to-dive schemes with no formal links. Natural Progression 

is restricted and in some cases the learn-to-dive teachers have no link with the 

club coaching staff. 

To create a system that supports an athlete centred approach Local Authorities and 

pool operator’s needs to implement the following: 

� 

� 

� 

� 

Reinvest income from Learn to Dive into development and competitive 

programmes. 

Review pool usage to allow diving activities to take place at appropriate times for 

the users. Learn to Dive and development groups late afternoon and competitive 

groups similarly late afternoon early evening as well as access in the mornings – 

preschool / work. 

Access to support facilities such as gymnasium, trampoline and weight training 

rooms. 

The regular maintenance of diving equipment and the flexibility to develop specific 

training equipment such as warm up areas, dry boards, and trampolines in areas 

accessible to the athletes. 

School / Club Links 

It is essential that diving create links between clubs and schools at every stage of 

the LTAD Model. In the FUNdamental stage clubs and Learn to Dive programmes

need to link with Learn to Swim programmes to provide ‘diving basics’ as well as 

establishing entry routes into the sport. Also at this level clubs and schemes 

equipped with trained TID coaches need to implement schools based testing 

programmes to source children with the physical attributes to progress to the Learn 

to Train, Compete and Win phases. This process, which sources children in the 98 th 

percentile, also serves to provide entry routes into the sport and enhance school - 

club links. As athletes advance the school will be more inclined to support the 

development process having been integral in facilitating the Talent Identification 

process. 

As a diver progresses from Diving Skills to Training to Train, Compete and 

eventually Training to Win the demands both physically, emotionally and socially 

need to be addressed by an understanding and supportive education establishment. 

A balance between the increased demands from training volume and load and 

academic results should be sought. This will only occur with close links between 

clubs and school staff such as Gifted and Talented Coordinators. This may take the 

shape of a flexible academic programme for the athlete such as access to quiet 

areas and libraries during breaks and lunch hours to complete homework as well as 

the understanding not to pressure athletes into school teams or participate in P.E 

classes at the detriment of the athletes health and well being. Taking a well-tuned 

high performance car, the ¼ mile to the local shops serves no purpose other than 

inflating the ego of the driver. In the same way giving an athlete rest will allow 

them to perform at their best in the competitive arena, on the racetrack. 

The diver will need to attend training camps and competitions throughout the 

season. Generally they will fall on weekends, however this will result in the same 

academic subjects being missed due to travel arrangements. A supportive school 

can balance the work missed, by advanced planning and task setting, liasing with 

club, diver, and national staff to achieve academic goals. In the same way camp 

staff need to provide ‘down time’ sessions in which the diver can complete 

academic assignments.

Diving - sportcentric

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