LONG-TERM ATHLETE DEVELOPMENT - Skate Canada

On-Ice Training
Private lesson instruction time should be at the
discretion of the participant and can be augmented with
group instruction. Learn to Skate athletes should be in
a group scenario as much as possible but one which is
aligned with their level and goals.
L o n g - Te r m A t h l e t e D e v e l o p m e n t
Phone 613.747.1007 I Toll Free 1.888.747.2372 I Fax 613.748.5718 I Toll Free Fax 1.877.211.2372
Session length • 45 to 60 minutes
Days/week • 1 to 6 days/week
• 1 to 10 hours/week depending on level/goals
Weeks/year • 25 to 40 weeks/year
Off-Ice Training
Participants considered in the Active for Life stage
should be encouraged to participate in off-ice training
52 weeks per year. This will give them a fitness plan for
life which will not only keep them healthy and fit but
will enhance their sport activities. Generally, three to
five hours per week of various activities which enhance
stamina, strength, speed and suppleness is adequate.
The specific types of activities will vary dependent
upon socio-cultural context, participant interest,
instructor availability, etc. Some examples of potential
activities include resistance training, yoga, tai chi, core
conditioning, walking, running, swimming, dance and
movement classes, etc. A yearly plan should be designed
to incorporate the peak training periods, competition
periods, testing, off-ice training, active rest periods
specific to the goals/needs of the athlete. Proper warmup
and cool-down techniques should be established,
enforced, and practiced. This should involve heart rate
elevation, muscle stretching, heart rate recovery, etc. for
all on-ice and off-ice activities.
Private lessons to practice 865 Sheord time Road, should Ottawa, adopt Ontario a one K1J 1H9 to
three ratio (i.e. one private lesson per three sessions).
A high performance athlete will require more individual
instruction and a more specific, individualized and
intensive training plan.
55
Competition 8
Given the multiple levels included within the Active
for Life stage, there are different performance and
competition criteria which reflect the stages of
development outlined earlier. In many, for those
athletes at the equivalent of Learn to Skate and Learn
to Train, the focus of competition and testing should
remain on presentation of skills. As skaters advance,
choreographed programs can be introduced appropriate
to the individual and level of competition. The content
and evaluation of these programs will be dictated by the
rules of the specific tests and competitions in which the
athlete is participating. In terms of evaluation, the same
evaluation process should be in place as in other stages
(i.e. coach and evaluator/judge).
“What an exciting time for Skate Canada! We have a new model, LTAD, to guide us to greater
success in the development of skating.
Let ’s all get behind the LTAD model as it offers valuable learning and development strategies for
skating for all members of Skate Canada from the grassroots to competitive skaters, coaches,
officials and volunteers.”
Shannon Cotnam
Skate Canada Board member
8 See Appendix C Stages of Athlete/Participant Development Overview.
A C T I V E F O R L I F E