BlazeSports Institute for Applied Science CDSS Level III Curriculum 1.
BlazeSports Institute for Applied Science CDSS Level II Curriculum
-
Upload
magdalen-kotas -
Category
Documents
-
view
31 -
download
0
description
Transcript of BlazeSports Institute for Applied Science CDSS Level II Curriculum
BlazeSports Institute for Applied Science
CDSS Level II Curriculum
1
Long Term Athlete Development (LTAD)
Utilizing Proper Strategies to Ensure Life-Long Physical Activity
2
Today’s Presentation
1. Introduction to LTAD Model
2. Discuss implications for athletes with disabilities
3. Provide resources for follow up
4. Questions
3
http://www.canadiansportforlife.ca/
4
What is LTAD?
Long Term Athlete Development
5
Long Term Athlete Development
• LTAD is a “general framework of athlete development with special
reference to growth, maturation and development, trainability and sport system alignment.”
• What does this mean?
6
Long Term Athlete Development
• A process that identifies sequential stages of training and competition
• Considers physical, mental and emotional
development
• Develops a system in which an athletes learn and perform
7
What are the Goals of LTAD?
1. Provide quality training and competition that considers developmental age and critical periods of trainability
2. Provide a common curriculum
3. Properly prepares individuals by giving them physical literacy skills needed for life-long physical activity
4. Provide appropriate pathways for athletes to choose from
5. Provide a means to align recreation, competition, school sports and PE
8
LTAD consists of 7 stages
9
10
Two Additional Stages
• Awareness
• First Contact/Recruitment
11
Two Additional Stages
• Awareness
• First Contact/Recruitment
12
Awareness
First Contact/Recruitment
First Contact/Recruitment
Early Vs Late Entry
• Early Entry• Congenital or no disability
• Late Entry• Acquired disability
16
Late Entry 0-2 years
Late Entry 1-2 years
Late Entry 2-5 years
Late Entry 4-5 years
Late Entry 0+
Late Entry 5+ years
Late Entry 0-2+ years
17
18
• Development of fundamental movement and sport skills
• Skills that permit a child to move with confidence and with control in a wide range
of physical activities
Physical Literacy
19
Learning Fundamental Movement Skills
20
21
22
23
24
Barriers to developing FUNdamentals:
Parents have not been provided with information to encourage them to enroll their children
in sport and activity programs that are fun and safe.
Adapted physical education is not well developed in all school systems.
Some coaches and programs do not welcome children with a disability to their activities
because they lack knowledge about how to include them.
It takes creativity to include a person with a disability into a group activity where
Fundamental skills are practiced and physical literacy is developed.
Disability-specific knowledge or training is not available to the activity coach or instructor.
25
26
27
28
29
30
1. The 10-Year Rule
2. The FUNdamentals
3. Specialization
4. Age Factors
5. Trainability
6. Physical, Mental, Cognitive, and Emotional Development
7. Periodization
8. Calendar Planning for Competition
9. System Alignment and Integration
10. Continuous Improvement
The 10 Key Factors Influencing LTAD for Athletes with Disabilities
31
1.The 10-Year Rule
32
2. The FUNdamentals
33
2. The FUNdamentals
Barriers to developing FUNdaments:
• Overly protective parents…
• Lack of adequate APE or PE
• Inclusion difficulties
• Medical issues
34
3. Specialization
35
4. Age Factors
36
5. Trainability
37
6.Physical, Mental, Cognitive, and Emotional Development
38
7. Periodization
39
8. Calendar Planning for Competition
40
9. System Alignment and Integration
41
10. Continuous Improvement
42
43
44
http://www.canadiansportforlife.ca/resources/ltad-resource-papers
QUESTIONS??
45
Additional Resources
46
• BlazeSports Website • BlazeSports Active for Life Guide 2nd Edition• Adapted Sports Rules and Regulations
• BlazeSports You Tube Channel• Training Videos• Coaching Videos• Testimonials
• BlazeSports Staff• Technical Assistance
• Telephone• On-Site
Additional ReadingDavis, R. W. (2011). Teaching Disability Sport: A Guide for Physical Educators (2nd ed.). Champaign, IL, USA: Human Kinetics.
Lieberman, L. J., & Houston-Wilson, C. (2009). Strategies for Inclusion, A Handbook for Physical Educators (2nd ed.). Champaign, IL, USA: Human Kinetics.
Sherrill, C. (2004). Adapted Physical Activity, Recreation and Sport: Crossdisciplinary and Lifespan (6th ed.). New York, NY, USA: McGraw-Hill.
Winnick, J. P. (Ed.). (2011). Adapted Physical Education and Sport (5th ed.). Champaign, IL, USA: Human Kinetics.