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LONG-TERM ATHLETE DEVELOPMENT - Skate Canada

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6. Physical, Mental, Cognitive, and Emotional<br />

Development 1<br />

<strong>Skate</strong> <strong>Canada</strong>’s LTADM adopts a holistic approach<br />

with the intention of producing good athletes and<br />

good people. As such, the model incorporates mental,<br />

cognitive and emotional developmental components<br />

in each stage of development. By considering aspects<br />

beyond physical and athletic development we hope to<br />

equip our members with skills both specific to sport and<br />

life in general. The development of the person and the<br />

athlete should be the goal of every athlete development<br />

program/process.<br />

7. Periodization: planning, training, competition and<br />

recovery<br />

Simply put, designing a yearly plan is time management.<br />

It means planning the right activities with the adequate<br />

degree of difficulty and in the right sequence to reach<br />

the training and competition objectives sought. The plan<br />

must be broken down into workable units. The proper<br />

sequencing of these units is critical for success.<br />

In order to reach optimal performance in a competition<br />

environment, the training units have to be sequenced in<br />

the following manner.<br />

1. Development of the performance capacity of<br />

the athlete. The performance factors are: sport<br />

specific skills, routine/choreography coupled<br />

with artistic expression, physical components<br />

and mental skills<br />

2. Integration of the performance factors in a<br />

complex and harmonious blend<br />

3. Preparation of the athlete to perform at<br />

identified competitions.<br />

865 Sheord Road, Ottawa, Ontario K1J 1H9<br />

Phone 613.747.1007 I Toll Free 1.888.747.2372 I Fax 613.748.5718 I Toll Free Fax 1.877.211.2372<br />

10<br />

What do coaches need to know in order to design an<br />

annual plan?<br />

1. Know how athletic and sport specific forms are<br />

developed<br />

2. The requirements or demands of performance/<br />

competition at each stage<br />

3. The competition calendar and the relative<br />

importance of competition<br />

4. The actual training state of the athlete at the<br />

start of a yearly plan<br />

5. The contextual reality that the coach and athlete<br />

have to cope with<br />

6. The sport specific LTADM<br />

Planning adequate training, competition opportunities<br />

and recovery is critical for the success and well-being of<br />

all athletes.<br />

1 For a complete overview of mental, cognitive and emotional development characteristics when dealing with varying rates of maturation<br />

(i.e. early, average, late) and their implications for coaches, please refer to Appendix 1 in the Canadian Sport for Life document or<br />

www.ltad.ca

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