Volleyball Canada Long-Term Athlete Development

LTAD long-term athlete development 2006

VOLLEYBALL FOR LIFE: LONG-TERM ATHLETE DEVELOPMENT FOR VOLLEYBALL IN CANADA LTADVOLLEYBALL

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Volleyball Canada 5510 Canotek Road, Suite 202 Gloucester, Ontario K1J 9J5 [email protected] • www.volleyball.ca

November, 2006

ISBN # 978-0-920412-27-5

Printed in Canada

Photo credits: Rusty Barton, Darren Calabrese, Ingrid Green, Patrick Michel, André Ringuette, Larry Skelly, Volleyball Canada

2 Long-Term Athlete Development (LTAD) Table of Contents Acknowledgments ...... 4 Introduction ...... 6 Why Do We Need Long-Term Athlete Development? ...... 7 What is Long-Term Athlete Development? ...... 8 The Developmental Stages of the Volleyball Player ...... 13 Beach and Indoor Volleyball ...... 22 Discipline Integration ...... 22 The Way Forward ...... 25 Beach Volleyball ...... 27 Athletes ...... 28 Coaches ...... 30 Training ...... 32 Competition ...... 34 Sport Science ..... 35 Stakeholders ...... 36 Indoor Volleyball ...... 39 Athletes ...... 40 Coaches ...... 42 Training ...... 44 Competition ...... 46 Sport Science ..... 49 Stakeholders ...... 50 Athletes With A Disability – The Standing Volleyball Discipline ...... 53 Athletes With A Disability – Unique Considerations ...... 54 Implementation ...... 58 Summary ...... 59 Appendix – Volleyball LTAD System Alignment Beach Males ...... 60 Appendix – Volleyball LTAD System Alignment Beach Females ...... 61 Appendix – Volleyball LTAD System Alignment Indoor Males ...... 62 Appendix – Volleyball LTAD System Alignment Indoor Females ...... 63 Selected Bibliography ...... 64

VOLLEYBALL CANADA 3 LTADVOLLEYBALL Acknowledgments

This overview of the Long-Term Athlete Development (LTAD) strategy for volleyball was produced by a working group that included

Julien Boucher Technical Director, Volleyball Quebec Ed Drakich Technical Director, Volleyball Canada Laurie Eisler Head Coach, Women’s Volleyball – The University of Alberta Glenn Hoag Head Coach, Canadian National Team – Men’s Volleyball Dustin Reid Technical Director, Ontario Volleyball Joanne Ross Volleyball Canada National Team Athlete Council Orest Stanko Chair – Volleyball Canada Beach High Performance Committee

LTAD Advisor Richard Way Writer Doug Anton, Former Technical Director – Volleyball Canada Editing Orest Stanko Document Design Greg Smith, Volleyball Canada Document Layout Doug Anton

4 Long-Term Athlete Development (LTAD) We thank those individuals who contributed their ideas and comments. In particular, those individuals who participated in the various LTAD workshops where key LTAD discussions took place.

Ian Allen Stephen Gallant Terry Mosher Randy Anderson Finton Gaudette Brian Neuman Istvan Balyi Brian Gavlas Sylvain Noël John Barrett Paul Gratton Aaron Nutting Dr. J. Pierre Baudin Chris Green Melissa Oates Monette Boudreau- Greg Guenther Rick Oatway Carroll Keith Hansen Cathy O’Doherty Ken Bentley Mark Heese Brian O’Reilly Rejean Bertrand Linda Henderson Dan Ota John Blacher Leslie Irie Dave Preston Kevin Boyles Russ Jackson Doug Reimer Dave Carey Greg Jarvis Donna Sales Dr. Charles Cardinal Tom Jones Keith Sanheim Martin Carle Suzanne Judd Dr. Lorne Sawula Jean Pierre Chancy Bruce Kent Jim Schreyer John Child Georges Laplante Caroline Sharp JP Cody Vincent Larivée Shawn Smith James Cress Stephen Leggitt Derek Strictland Cheryl Crozier Conrad Leinemann Mark Tennant Alain D’Amboise Anne-Marie Lemieux Kathy Tough Terry Danyluk Marie-Andre Lessard Talbot Walton Stelio DeRocco Larry MacKay Brenda Willis Kristine Drakich Rae Ann Mitchell Greg Williscroft Guylaine Dumont Margo Malowney Cara Winacott Rod Durrant John May Hugh Wong Wally Dyba Rob Meckling Terry Gagnon Merv Mosher

VOLLEYBALL CANADA 5 LTADVOLLEYBALL Introduction

In Canada the sport of volleyball is popular at medals (1996 bronze in beach, 2000 silver in all levels from elementary school to recreational the Paralympics). Still, the goal in six years is both indoors and on the beach. There are literally to qualify all teams and win two medals while hundreds of thousands of Canadians who are continuing to support and adhere to the same playing volleyball. Despite the large participant athlete development model. base the popularity of the indoor version of our sport has not translated into any signiﬁ cant Volleyball is not unique in its inability to achieve results internationally. In the beach discipline, we consistent, international success. There are have achieved some success and primarily by many other sports in Canada that are also the men’s team of Heese and Child who won a struggling. This reality prompted Sport Canada bronze medal at the Atlanta Games in 1996, and to undertake a thorough review of the Canadian who have consistently maintained a Top 20 world sports landscape to determine what we need to ranking. Moreover, current competitive results do in order to achieve our objectives as a sporting strongly suggest that we are continuing to lose nation. The bottom-line is, if we want to achieve ground to other countries. different results we need to change.

Volleyball Canada’s current strategic plan The Federal, Provincial and Territorial Ministers of identifi ed the following objectives for our high Sport identifi ed Long-Term Athlete Development performance teams: (LTAD) as the framework for sport development in Canada. Ministers agreed to proceed with the • qualify the maximum number of teams for both implementation of this new approach to sport and the 2012 Olympic and Paralympic Games. physical activity in consultation with National, • win at least two medals. Provincial and Territorial Sport Organizations. Through the improvement of physical literacy Since indoor volleyball was included in the (fundamental skills such as throwing, running and Olympic Games in 1964 we have had 22 Olympic jumping), the LTAD model will help develop a life- qualifying opportunities, but have only qualifi ed a long involvement of Canadians in physical activity total of 6 times—with no podium fi nishes. Other and sport participation as well as producing future volleyball disciplines have fared a little better, athletes. yet we have managed to win only two Olympic

The definition of insanity is doing the same thing over and over and expecting different results. “ —Benjamin Franklin In December of 2004, over 60 of the most LTAD represents a systematic,” integrated system prominent and experienced volleyball coaches, that is built around developing athletes and players and administrators in Canada gathered identifying appropriate levels of competition at in Toronto to discuss the current state of our each stage. LTAD is about “volleyball for life”. sport, the desired state and what we need to do in order to achieve the desired state. Following Finally, and possibly most importantly, we as a this meeting, Volleyball Canada in partnership volleyball community need to accept a collective with Sport Canada made a strategic decision to responsibility for the development, growth, embrace and implement the LTAD model. successes and failures of our National Teams. We need to take greater interest and pride in our high LTAD offers a pragmatic and scientiﬁ c approach performance athletes and recognize that we all to developing our athletes. To date, competition have an important role to play in their success. was not deﬁ ned for volleyball it “just happened”.

6 Long-Term Athlete Development (LTAD) Why Do We Need Long-Term Athlete Development?

uccessful athletes who want to continue ● Developing athletes tend to under-train and to do well must continue to learn and over-compete. Simprove. If their development stops, ● Adult training and competition programs are they will get left behind. The same is true of the imposed on developing athletes. Canadian volleyball system. We must continue to learn and improve if we want to be successful. As ● Training methods and programs developed for well, Canadian volleyball players have not been male athletes are imposed on female athletes. consistent performers at the international level. ● Fundamental movement and sport skills are not What can we do to improve our performances taught properly. and make our programs consistently strong year ● Physical education programs in schools, after year? How and to what extent does the recreational programs, and high performance existing system enhance athlete development programs are poorly integrated. and performance? How does it interfere? Where can we improve? LTAD will guide us in analyzing ● The most knowledgeable and experienced the Canadian volleyball system, highlighting its coaches are encouraged to work with older high gaps and shortcomings, and aid in developing performance athletes; coaches who work with solutions. developing athletes often lack the necessary training, skills, expertise, and experience. LTAD will also contribute to domestic development. It can help programs address issues such as: Consequences of these shortcomings include: ● Children not having fun because the programs ● How to attract people to volleyball and retain them. are designed for adults and focus on outcome ● How to provide effective and enjoyable rather than process. programs for all participants. ● Children and adults with poor movement abilities, ● How our school, club, and talent identification poor skills, and lack of a proper fitness base. systems (as well as others) can meet the needs ● Athletes pulled in different directions by school, of volleyball players across Canada and at all club, provincial, and national team demands. stages of development. ● Athletes who “fall through the cracks” in the ● What programs should be developed to system; that is who fail to achieve their potential encourage athletes with a disability. and leave the sport. Shortcomings ● Athletes frustrated by the lack of consistent Sport technical experts have identified a list of and integrated support that will help them to shortcomings in the Canadian sport system and perform well. their consequences for athletic participation and ● A lack of systemic development for the next performance. LTAD was developed by sport generation of international athletes. scientists and technical experts to address these shortcomings. Some of the key observations are ● Inconsistent international performances. listed below: ● Injuries, burn-out, and frustration. ● Training and competition are based on chrono- The overall sport system and the volleyball logical age, rather than developmental age. system must consider the principles of growth ● Training programs fail to take full advantage of critical and maturation in order to provide athletes periods of accelerated adaptation to training. with what they need at different stages in their ● Training and competition in the developmental development. stages place too much emphasis on short-term outcomes (winning) rather than on process (training and development).

VOLLEYBALL CANADA 7 LTADVOLLEYBALL What is Long-Term Athlete Development?

LTAD is a training, competition, and recovery program. It establishes guidelines for coaches, athletes, administrators, and parents in all “areas, including planning, training, competition, and recovery. It takes into account the ever-changing competitive program and the overall demands on the athletes. Long-term athlete development is also about identifying potential and providing appropriate developmental pathways for that potential to be fully realized. It is about ensuring that everyone who wants to learn sport has the opportunity. … The best sport development programs have a long-term vision, adapt and account for the rates at which an athlete matures rather than planning programs based solely on chronological age, are athlete centered, coach driven, but strongly supported by administration, sport science, and sponsors. —Robertson and Way imply put, LTAD is a sustained and an optimal path for athletes to meet their sporting progressive raising of capacity over an goals—whether they are recreational” in nature Sextended period of time of ten years or or have podium aspirations. It will ensure that more. Rome wasn’t built in a day and neither all individuals achieve “physical literacy” and are successful athletes. But it is more than just are well-grounded in basic movement skills a training program. It takes into consideration and patterns, enabling a life-long enjoyment of the entire sporting environment in which the sporting activities. athlete exists to ensure that the entire system is structured such that it provides the greatest The 10-year Rule benefi t to the participant. Scientifi c research has identifi ed that it takes at least 10 years and 10,000 hours of training for Sport for Life a talented athlete to reach the top levels. For LTAD enables athletes to experience training example, the United States Olympic Committee and competition programs that consider their found that, on average, it took 13 years for an biological and training ages and prepares them athlete to make the Olympic team and 15 years for a life in sport. It will help to cultivate a culture of to win an Olympic medal. Athlete development is lifelong participation by highlighting sport’s value not a short-term process. Short-term performance in improving health and well being, and identifying goals must not be allowed to undermine long- term development. The FUNdamentals Fundamental movement skills—agility, balance, coordination—and fundamental sport skills— running, jumping, throwing, kicking, catching, and swimming—are the basis for all sports. Children should develop these skills before the onset of their growth spurt in adolescence. An individual who is not competent in the basic movement skills will have diffi culty participating in a range of sports and will have fewer opportunities for athletic success and life-long enjoyment of Figure 1 – Circle of a Physically Active Life physical activity.

8 Long-Term Athlete Development (LTAD) Specialization volleyball, we will need to challenge and adapt or Volleyball is a late-specialization sport. We depend develop the key elements of the ‘system’ that are on other components of the sport system such as integral to delivery, including coaching and player schools, recreation centres, and other sports to support structures, against the Long-Term Athlete provide children with opportunities to develop physical Development model with the needs of the athlete literacy and early speed and suppleness. Athletes fundamentally central to all discussions. Each need to participate in a variety of sports and physical element in the system plays a crucial role in athlete activity during their early sport years to succeed in a development. For the system to work well, they late-specialization sport such as volleyball. must be mutually supportive, clear in their roles and responsibilities, and understand how they contribute Identification of Sport Pathways to the “bigger picture” of athlete development. Long-Term Athlete Development encourages the creation of clear pathways for athletes to progress LTAD will allow volleyball players (and their within their chosen sport. However, it is not just a parents) to identify the opportunities available to high performance sport framework. It is important them and to understand the pathway they need to that any Long-Term Athlete Development strategy follow. If they have high performance goals, they for volleyball ensure that those young people who will know (in general terms) what type of training, want to get better at volleyball have the right sort competition, and recovery they require at each of opportunities to do so. However, it is equally stage of their development, when they need to important that the volleyball system encourages become more committed to one sport and what fun and participation and promotes it as an they need to do to move up through the system. enjoyable, healthy and valuable part of their overall They will have the knowledge to advocate for leisure lifestyle so that all players—no matter programs, coaching, and other services that will their skill level or performance aspirations—are support their long-term development. This will lead able to enjoy the sport and receive the lifestyle to a better horizontal and vertical integration of the beneﬁts it has to offer. In essence, it recognizes key elements of the sporting system across the that the health and well-being of the nation and stages of LTAD, which will help to determine what the medals won at the international level are a needs to be done, at what level and by whom, by-product of the same system. thus leading to better coordination from a delivery perspective by all those involved in volleyball. Integrated and Aligned Sports Systems LTAD provides the opportunity to develop and build Developmental Age an integrated sports system that aligns the needs It is important when discussing LTAD that of young people’s development to the elements of developmental age instead of just chronological the system that are being provided (e.g. coaching, age is considered when creating sport programs. competition, club structures and so on). Therefore, Children develop at different rates. Children when developing our ‘sport framework’ for between the ages of 9-16 can differ by up to four

Figure 2 - Maturation in Girls and Boys (adapted from “Growing Up” by J.M. Tanner, Scientiﬁc American, 1973)

VOLLEYBALL CANADA 9 LTADVOLLEYBALL

years in their level of biological maturation. Often and development. the Canadian volleyball development system (coaches, administrators, parents, etc.) wholly When introduced at the appropriate time, future ignores these different rates of development. development in these areas can be optimized. Instead we often see adult programs imposed However if training in one of these areas begins on developing athletes. This approach to athlete too soon, it will likely be at the expense of another development has signiﬁcant shortcomings which critical area; or if training of these areas begins too have a great impact on athlete development over late, then maximum potentials will likely never be the long-term. reached.

Developing systemic methods of identifying early, Currently most volleyball programs for youth average, and late maturers in our programs is are based on chronological age, but it is a poor very important in determining an athlete’s optimal guide to segregate adolescents for competitions. trainability and readiness. The development Early developers will usually have a signiﬁcant of athletic capacities such as technical skill, advantage over other individuals in most youth strength, speed, etc. is closely linked to growth programs. However, after all athletes have

Windows of Trainability Trainability refers to how responsive an individual is to a training stimulus at different stages during growth and maturation. Although all physiological capacities are always trainable, there are critical periods in the development of a speciﬁc capacity during which training has the most effect. These are referred to as “critical windows of accelerated adaptation to training.” Correct training during these windows is essential for individuals to achieve their genetic potential.

Scientiﬁc evidence shows that humans vary considerably in the magnitude and rate of their responses to a given stimulus. This variability underlines the need for a long-term approach to athlete development, so that athletes who respond slowly are not short-changed.

Sport scientists have identified five physical capacities (the five “S’s” of training and performance): Stamina, Strength, Speed, Skill, and Suppleness. For stamina and strength, the critical periods of trainability are based on developmental age. Note that, on average, girls reach these windows of trainability at a younger chronological age than boys. The critical window of trainability occurs at the onset of Peak Height Velocity (PHV), which is the Stamina adolescent growth spurt. Athletes should focus on aerobic capacity training as their growth rate (Endurance) accelerates; aerobic power should be introduced progressively after their growth rate decelerates. For girls, there are two critical windows of trainability for strength. The first is immediately Strength after PHV and the second is at the onset of menarche. For boys, there is one strength window and it starts 12 to 18 months after PHV. There are two critical periods of trainability of speed. During the first speed window, training should focus on developing agility and quickness. During the second speed window, training should focus on developing the anaerobic alactic energy system. For girls, the first speed- Speed training window occurs between the ages of six and eight years and the second window occurs between the ages of eleven and thirteen years. For boys, the first speed training window occurs between the ages of seven and nine years and the second window occurs between the ages of thirteen and sixteen years. For girls, the window of optimal skill training occurs between the ages of eight and eleven years and for boys it occurs between the ages of nine and twelve years. During this window, children Skill should be developing physical literacy; that is, competence in the fundamental movement and sports skills that are the foundation for all sports. Competence in these skills makes it easier for children to learn and excel in late-specialization sports such as volleyball. Suppleness For both girls and boys, the critical window of trainability for suppleness occurs between the (Flexibility) ages of six and ten. In addition, special attention should be paid to flexibility during PHV. For more information refer to www.ltad.ca

10 Long-Term Athlete Development (LTAD) gone through their growth spurt, it is often later plan that takes into account growth, maturation, maturers who have greater potential to become and trainability principles should be developed top athletes provided they experience quality for each stage of athlete development. coaching throughout that period. Participant Tracking Physical, Mental, Cognitive, and Emotional Knowing who is involved in a sport, what types Development: A Holistic Approach of qualities they possess, and how they access Coaches, other athlete support personnel, as programs and services is critical to achieving well as sport planners should consider the whole a full understanding of a sport’s situation and athlete. At each stage, the emotional, mental, and identifying “gaps” in the system. Full knowledge cognitive development of each athlete, in addition of a sport’s clientele is fundamental to ensuring to their physical development, needs to be that the most appropriate programs are being considered when planning training, competition, implemented and that the entire sport community and recovery programs. is being appropriately serviced. Continuous Improvement Calendar Planning for Competition LTAD is based on the best available scientiﬁc The system of competition makes or breaks research and empirical evidence, but knowledge athletes. The competition system and calendar and understanding evolve. LTAD must respond to, should support and be consistent with LTAD. integrate, and in some case, stimulate volleyball- Different stages of development have different related research and innovation. requirements for the type, frequency, and level of competition. At some stages of development, Periodization training and development should take precedence Periodization provides the framework for over formal competition and short-term success. organizing training (for example, mode, volume, At later stages, it becomes more important for intensity, and frequency of training), competition, the athlete to experience a variety of competitive and recovery into a logical and scientiﬁcally situations and to perform well in high-level based schedule in order to achieve optimum competition. performance at the required time. A periodization

Sport for Life Life-Long Volleyball Involvement Training to Win

Learning to Win

Training to Compete Excellence

Learning to Compete Sport for All Training to Train

Learning to Train

Physical Literacy FUNdamentals

Active Start

Figure 3 – Steps to Athletic Success

VOLLEYBALL CANADA 11 LTADVOLLEYBALL

A specific and well-planned practice, training,training, competition and recovery regime will ensure optimum development throughoutthroughout an athlete’s career. “Ultimately, sustained success comes from training and performing well over the long-term rather than winning in the short-term. There is no short cut to success in athletic preparation. Overemphasizing competition in the early phases of training will always cause shortcomings in athletic abilities later in an athlete’s career. —Balyi, Hamilton,” 2004

Stage Stage FUNdamental Learning to Train Training to Train Learning to Compete Training to Compete Learning to Win Training to Win Feature Feature Maintain volleyball skills and Optimize performance for Overall sports skills and the introduction of Consolidate volleyball skills and Refi ne volleyball skills and Overall Goal Fun and participation Develop physical capacities and volleyball skills develop the ability to sustain high peaking at selective Overall Goal certain volleyball skills develop fi tness further develop fi tness volume and high intensity training competitive events Indoor Volleyball Indoor Volleyball Indoor Volleyball Indoor Volleyball Males: 12-16 ● Males: 17-19± ● Males: 20-21± ● Males: 22-25± ● Males: 26-34± Chronological Males: 6-9 Males: 9-12 Females: 11-15 ● Females: 16-18± ● Females: 19-20± ● Females: 21-24± ● Females: 25-32± Chronological Ages Females: 6-8 Females: 8-11 Beach Volleyball Beach Volleyball Beach Volleyball Beach Volleyball Ages Age is growth spurt dependent ● Males: 16-20± ● Males: 18-24± ● Males: 22-28± ● Males: 26-34± ● Females: 15-19± ● Females: 17-23± ● Females: 21-27± ● Females: 25-32± Focus Play Initiation Identifi cation Specialization Refi nement Optimization Professionalization Focus Athlete personal style is Achieved only by the best Athlete personal style continues A fairly defi nitive personal style well established. Movements athletes in the world. The The coordination of the key components A more personal athletic style is developing to evolve. Movement control, is established. Movements are are executed similar to the movements can be performed of skills and executing them in the correct but performance remains inconsistent. synchronization, and rhythm are performed according to the ideal model in terms of form according to the ideal model, order is now possible. Movements are not Skills performed under easy and stable stable when performing the skill ideal model. Performance is The fi rst contact the athlete has with the and speed. Performance is and the athlete has developed a Skill yet well synchronized or under control, and conditions demonstrate consistency, under more complex conditions. consistent, precise, and all Skill skill. The athlete may have no idea of what consistent and precise under personal style that is effi cient. Development lack rhythm and fl ow. Execution is incon- control, and precision. Some performance However when the athlete movements are automated. A Development to do in order to perform the skill. very demanding conditions. Personal interpretation of sistent, lacks precision and deteriorates elements can be maintained when the is under pressure, conditions greater ability to focus on the Movements have been movements or personal rapidly when the athlete tries to execute athlete is under pressure, conditions change, or demands increase, environment during execution is automated allowing increased movements can be combined into quickly or under pressure. change, or demands increase. performance still remains leading to unique responses in external focus to make rapid unique patterns in response to inconsistent. specifi c competitive situations. adjustments as necessary. specifi c competitive situations. ● General, overall development ● Position-specifi c technical and ● Position-specifi c technical and ● Runs, jumps, throws ● Major skill learning phase: basic sport skills ● Major fi tness development phase (aerobic tactical preparation tactical preparation ● Further development of ● Further development of ● ABCs of athleticism – agility, balance, should be learned before entering next phase and strength-PHV is the reference point) ● Sport-specifi c and position- ● Sport-specifi c and position- technical and tactical abilities technical and tactical abilities coordination, speed ● Mental, cognitive and emotional development ● Mental, cognitive and emotional development specifi c technical and tactical specifi c technical and tactical or playing skills or playing skills ● Medicine ball, Swiss ball, own body ● Introduction to mental preparation ● Development of further mental preparation development development ● Modeling all possible aspects ● Modeling all possible aspects Goals Goals strength exercises ● Medicine ball, Swiss ball, own body ● Introduction of free weights ● The development of playing skills ● The development of playing skills of training and performance of training and performance ● Introduction to simple rules and ethics strength exercise ● Development of further ancillary capacities under competitive conditions under competitive conditions ● Planned breaks ● Planned breaks of sport ● Introduction to ancillary capacities ● Frequent musculoskeletal evaluations ● Advanced mental preparation ● Advanced mental preparation ● Maximization of ancillary ● Maximization of ancillary ● Introduction to generic sport tactics (use ● Participation in complimentary sports during PHV ● Optimization of ancillary ● Optimization of ancillary capacities capacities of speed, power, endurance) capacities capacities Discipline Separate indoor and beach programs Separate indoor and beach programs Indoor and beach competitions Indoor and beach competitions Indoor and beach Indoor and beach competitors exist Indoor and beach competitors exist Discipline Integration do not exist do not exist should not confl ict should be minimized competitions can confl ict in separate development pathways in separate development pathways Integration Double, triple, or Periodization No periodization, but well-structured programs Single periodization Single or double periodization Single or double periodization Double or triple periodization Double or triple periodization Periodization multiple periodization No ratio recommended Training to 50:50 70:30 60:40 70:30 70:30 70:30 Training to (wide range of activities) Competition Competition Ratios The proposed ratios represent an average throughout one competitive season. The proposed ratios represent an average throughout one competitive season. Ratios These ratios will vary in each stage depending on the period of the season (GPP, SPP, CPP) These ratios will vary in each stage depending on the period of the season (GPP, SPP, CPP)

12 Long-Term Athlete Development (LTAD) The Developmental Stages of the Volleyball Player

he Long-Term Athlete Development foundation in each phase can players be optimally strategy created for volleyball is largely prepared to meet their volleyball goals. based on a LTAD model developed by T The identiﬁed eight stages build on much of the Sport Canada LTAD expert team. Most practitioners are now agreed that this model the existing good practice within volleyball’s (or variations thereof) should underpin the development programs and essentially are an development of sport in Canada and increasingly evolution of the system, rather than a revolution, become the common language of sports but will undoubtedly challenge some of the development. existing practices and structures. LTAD also focuses on a truly athlete centered approach By applying this Canadian LTAD model to and it is an approach that everyone involved in volleyball, development has been divided into a volleyball’s development will need to familiarize series of stages with each stage having unique themselves with. development goals. Only by building a sport

Stage Stage FUNdamental Learning to Train Training to Train Learning to Compete Training to Compete Learning to Win Training to Win Feature Feature Maintain volleyball skills and Optimize performance for Overall sports skills and the introduction of Consolidate volleyball skills and Refine volleyball skills and Overall Goal Fun and participation Develop physical capacities and volleyball skills develop the ability to sustain high peaking at selective Overall Goal certain volleyball skills develop fitness further develop fitness volume and high intensity training competitive events Indoor Volleyball Indoor Volleyball Indoor Volleyball Indoor Volleyball Males: 12-16 ● Males: 17-19± ● Males: 20-21± ● Males: 22-25± ● Males: 26-34± Chronological Males: 6-9 Males: 9-12 Females: 11-15 ● Females: 16-18± ● Females: 19-20± ● Females: 21-24± ● Females: 25-32± Chronological Ages Females: 6-8 Females: 8-11 Beach Volleyball Beach Volleyball Beach Volleyball Beach Volleyball Ages Age is growth spurt dependent ● Males: 16-20± ● Males: 18-24± ● Males: 22-28± ● Males: 26-34± ● Females: 15-19± ● Females: 17-23± ● Females: 21-27± ● Females: 25-32± Focus Play Initiation Identification Specialization Refinement Optimization Professionalization Focus Athlete personal style is Achieved only by the best Athlete personal style continues A fairly definitive personal style well established. Movements athletes in the world. The The coordination of the key components A more personal athletic style is developing to evolve. Movement control, is established. Movements are are executed similar to the movements can be performed of skills and executing them in the correct but performance remains inconsistent. synchronization, and rhythm are performed according to the ideal model in terms of form according to the ideal model, order is now possible. Movements are not Skills performed under easy and stable stable when performing the skill ideal model. Performance is The first contact the athlete has with the and speed. Performance is and the athlete has developed a Skill yet well synchronized or under control, and conditions demonstrate consistency, under more complex conditions. consistent, precise, and all Skill skill. The athlete may have no idea of what consistent and precise under personal style that is efficient. Development lack rhythm and flow. Execution is incon- control, and precision. Some performance However when the athlete movements are automated. A Development to do in order to perform the skill. very demanding conditions. Personal interpretation of sistent, lacks precision and deteriorates elements can be maintained when the is under pressure, conditions greater ability to focus on the Movements have been movements or personal rapidly when the athlete tries to execute athlete is under pressure, conditions change, or demands increase, environment during execution is automated allowing increased movements can be combined into quickly or under pressure. change, or demands increase. performance still remains leading to unique responses in external focus to make rapid unique patterns in response to inconsistent. specific competitive situations. adjustments as necessary. specific competitive situations. ● General, overall development ● Position-specific technical and ● Position-specific technical and ● Runs, jumps, throws ● Major skill learning phase: basic sport skills ● Major fitness development phase (aerobic tactical preparation tactical preparation ● Further development of ● Further development of ● ABCs of athleticism – agility, balance, should be learned before entering next phase and strength-PHV is the reference point) ● Sport-specific and position- ● Sport-specific and position- technical and tactical abilities technical and tactical abilities coordination, speed ● Mental, cognitive and emotional development ● Mental, cognitive and emotional development specific technical and tactical specific technical and tactical or playing skills or playing skills ● Medicine ball, Swiss ball, own body ● Introduction to mental preparation ● Development of further mental preparation development development ● Modeling all possible aspects ● Modeling all possible aspects Goals Goals strength exercises ● Medicine ball, Swiss ball, own body ● Introduction of free weights ● The development of playing skills ● The development of playing skills of training and performance of training and performance ● Introduction to simple rules and ethics strength exercise ● Development of further ancillary capacities under competitive conditions under competitive conditions ● Planned breaks ● Planned breaks of sport ● Introduction to ancillary capacities ● Frequent musculoskeletal evaluations ● Advanced mental preparation ● Advanced mental preparation ● Maximization of ancillary ● Maximization of ancillary ● Introduction to generic sport tactics (use ● Participation in complimentary sports during PHV ● Optimization of ancillary ● Optimization of ancillary capacities capacities of speed, power, endurance) capacities capacities Discipline Separate indoor and beach programs Separate indoor and beach programs Indoor and beach competitions Indoor and beach competitions Indoor and beach Indoor and beach competitors exist Indoor and beach competitors exist Discipline Integration do not exist do not exist should not conflict should be minimized competitions can conflict in separate development pathways in separate development pathways Integration Double, triple, or Periodization No periodization, but well-structured programs Single periodization Single or double periodization Single or double periodization Double or triple periodization Double or triple periodization Periodization multiple periodization No ratio recommended Training to 50:50 70:30 60:40 70:30 70:30 70:30 Training to (wide range of activities) Competition Competition Ratios The proposed ratios represent an average throughout one competitive season. The proposed ratios represent an average throughout one competitive season. Ratios These ratios will vary in each stage depending on the period of the season (GPP, SPP, CPP) These ratios will vary in each stage depending on the period of the season (GPP, SPP, CPP)

VOLLEYBALL CANADA 13 LTADVOLLEYBALL

Age: 0-6 years Photo by Jackie Neill 1 Active Start

hysical activity is essential for healthy child Organized physical activity should be fun and development. Among its other benefi ts, a part of the child’s daily life, not something Pphysical activity: required. Active play is the way young children are physically active. ● enhances development of brain function, coordination, social skills, gross motor skills, Organized physical activity and active play are emotions, leadership, and imagination. particularly important for the healthy development of children with a disability if they are to acquire ● helps children to build confi dence and positive habits of lifelong activity. self esteem. ● helps to build strong bones and muscles, Because this is a period when children rapidly improves fl exibility, develops good posture and outgrow their mobilityaids, communities need to balance, improves fi tness, reduces stress, and fi nd effective ways―equipment swaps or rentals, impoves sleep. for example―to ensure that all children have access to the equipment they need to be active. ● promotes healthy weight. ● helps children to move skillfully and enjoy being active.

No matter what the level of ability, you have more potential than you can ever develop in a lifetime. “ —James T. McCay” Principle Focus To learn fundamental movements and link them together into play.

Principal Activities ● Provide organized physical activity for at least 30 minutes a day for toddlers and at least 60 minutes a day for preschoolers. ● Provide unstructured physical activity―active play―for at least 60 minutes a day, and up to several hours per day for toddlers and preschoolers. Toddlers and preschoolers should not be sedentary for more than 60 minutes at a time except while sleeping. ● Provide physical activity every day regardless of the weather. ● Starting in infancy, provide infants, toddlers, and preschoolers with opportunities to participate in daily physical activity that promotes ﬁ tness and movement skills. Provide parents and care givers with age-appropriate information. ● Ensure that children acquire movment skills that build towards more complex movments. These skills help lay the foundation for lifelong physical activity. ● Encourage basic movement skills—they do not just happen as a child grows older, but develop depending on each child’s heredity, activity experiences, and environment. for children with a disability, access to age and disability appropriate adapted equipment is an important contributor to success. ● Focus on improving basic movement skills such as running, jumping, twisting, wheeling, kicking, throwing, and catching. These motor skills are the building blocks for more complex movement. ● Design activities that help children to feel competent and comforatble participating in a variety of fun and challenging sports activities. ● Ensure that games for young children are non-competitive and focus on participation. ● Beacuse girls tend to be less active than boys and children with a disability less active than their peers, ensure that activities are gender-neutral and inclusive so that active living is equally valued and promoted for all children.

14 Long-Term Athlete Development (LTAD) Males: 6-9 years Females: 6-8 years FUNdamentals 2

ften neglected, the FUNdamental stage is this should be done in only the most simple and characterized by enhancing overall general basic of ways, used primarily as tools to enhance Oathletic development. Improving basic the development of all fundamental movements, movement abilities such as agility, balance, speed, and as part of a program which encourages and coordination and improving fundamental sport exposure to a multitude of different sports. When skills such as running, jumping, throwing, catching, selecting additional sports for children to participate passing, kicking, and striking are the primary focus. in, “basic” sports such as gymnastics and athletics Fun is critical in all aspects of training as one of should be high on the list since agility, balance the primary objectives of the stage is to encourage and coordination, as well as running, jumping and participation in sport and physical activity in the throwing skills are represented in those sports. hopes of creating life-long interest. Most of these skills are highly transferable to the volleyball player, will enhance future volleyball Using modiﬁed games, volleyball fundamentals development, and ultimately assist in creating a such as, the volley, the forearm pass, spiking, life-long enjoyment of all sports. blocking, and serving can be introduced. However,

Principle Focus To develop physical literacy—learn all fundamental movement skills and build overall motor skills.

Principal Activities Training to Competition Ratios Critical Periods Reached ● Develop fundamental movement skills. ● No ratio recommended ● 1st accelerated adaptation ● Develop general physical capacities for speed, power, ● All activity FUN based for speed (girls ages 6–8, endurance, and ﬂexibility through the use of a wide ● Suggested annual activity (sports boys ages 7–9). variety of games. including volleyball): 168–480 hrs. ● Suppleness and ﬂexibility ● Athletic participation 4-6 times per week. If a child has a ● Suggested annual VOLLEYBALL (girls and boys ages 6–10) favourite sport, participation up to twice per week in that activity: 84–240 hrs. activity is suggested so long as there is also participation in many other sports to ensure future excellence. ● Develop an awareness of as many sports as possible and promote a life-long love of sport and physical activity.

Suggested Annual Volleyball Activity Breakdown Volleyball Training General Preparation Competition Season Season Length 12 – 24 weeks Hours per Week 2 – 3 4 – 6 1 Sessions per Week 2 4 – 6 1 match Session Length 60 – 90 min 60 min 2 sets

Individual techniques and generic ABC’s Transferability of individual (non-volleyball speciﬁc) sport Session Content (Agility, Balance, Coordination), techniques and tactics to tactics (use of teamwork, speed, speed, and ﬂexibility competitive situations. accuracy, deception, etc.)

Other Sports Competition Level 4+ Local

VOLLEYBALL CANADA 15 LTADVOLLEYBALL

Males: 9-12 years 3 Learning to Train Females: 8-11 years

t this stage, children are developmentally emphasis now put on the execution of proper ready to acquire the general sports skills technique. However, specialization in one sport Athat are the cornerstones of all athletic must be resisted at this stage, as it can be development. Volleyball fundamentals such as, detrimental to later stages of skill development the volley, the forearm pass, spiking, blocking, and the reﬁ nement of fundamental motor skills. and serving should be developed with more

Little League baseball is a very good thing because it keeps parents off the streets. “ —Yogi” Berra

Principle Focus To learn overall sports skills and to introduce basic volleyball skills.

Principal Activities Training to Competition Ratios Critical Periods Reached ● Further develop all fundamental movement skills. ● 50% training ● Accelerated adaptation for ● Further develop ﬂ exibility, agility, and change of ● 50% competition acquiring skills (girls ages 8–11, direction skills. ● Suggested annual activity (sports boys ages 9–12) ● Develop strength—using the child’s body weight— including volleyball): 320–530 hrs. ● Suppleness and ﬂ exibility and introduce hopping or bounding exercises to aid ● Suggested annual VOLLEYBALL (males and females ages 6–10) in strength development. activity: 170–295 hrs. ● Endurance (at onset of PHV) ● Develop endurance through games and relays. ● Encourage unstructured play.

Suggested Annual Volleyball Activity Breakdown On Court Training Physical Preparation Mental Preparation Competition Season Season Length 16 – 28 weeks Hours per Week 3 4 1 3

Sessions per Week 2 4 1 3 matches

Session Length 60 – 90 min 60 min 30 min 2 – 3 sets ABC’s Transferability of individual Basic skills and Relaxation skills, self Session Content (Agility, Balance, techniques and tactics to basic team tactics esteem and team spirit Coordination) competitive situations. Relative 85% 10% 5% N/A Importance Other Sports Competition Level 3 Local

16 Long-Term Athlete Development (LTAD) Males: 12-16 years Females: 11-15 years Training to Train 4

uring this stage, basic volleyball skills and this period and it is the onset of PHV that is the tactics should be consolidated and three best determiner of when to increase the training Dcritical periods of physical development— focus on aerobic and strength development. aerobic capacity (for males and females), speed Therefore, chronological age should not be the (for males and females), and strength (for females only consideration when developing ﬁtness only)—addressed. To properly accommodate all programs during this stage. the development that will be done, an increase in the time commitment in the training schedule will During competitions, athletes play to win and do be required. their best, but the major focus of training is on learning basic volleyball skills and tactics and Maturation levels play a critical role in the trainability successfully applying those skills and tactics of both aerobic capacity and strength during this in competitive situations as opposed to actual stage. Most children reach their maximum rate competition success. of growth or Peak Height Velocity (PHV) during

Principle Focus To build an aerobic base, develop speed (and strength towards the end of the stage for females), and to further develop and consolidate volleyball skills

Principal Activities Training to Competition Ratios Critical Periods Reached ● Aerobic training becomes a priority after the onset of ● 70% Training ● Aerobic development (at PHV while maintaining or further developing levels of ● 30% Competition onset of PHV) speed, strength, and ﬂexibility. ● Suggested annual activity (sports ● Speed development ● Basic individual volleyball skills and tactics are including volleyball): 520–1050 hrs. ● Strength development for girls consolidated. The 6 vs 6 game is introduced creating the ● Suggested annual VOLLEYBALL (at the onset of menarche) need to learn team systems and position specialization. activity: 340–715 hrs.

Suggested Annual Volleyball Activity Breakdown Volleyball Training Physical Preparation Mental Preparation Competition Season

Season Length 26 – 34 weeks

Hours per Week 6 – 10 2 – 5 1 4 – 5 1 tournament Sessions per Week 4 – 5 2 – 3* 2 (4 - 5 matches) Session Length 90 – 120 min 60 – 90 min 30 min 2 - 3 sets ● ABC’s (Agility, Balance, Coordination) ● Concentration Transferability of individual ● Develop basic skills Session Content ● Aerobic development ● Stress management techniques and tactics to ● Develop team tactics ● Flexibility ● Coping skills competitive situations. ● Strength (females) Relative 80% 15% 5% N/A Importance Competition Level Other Sports Years 1 and 2: Provincial 2 Years 3 and 4: Interprovincial * Early in the stage, these sessions can be integrated within the volleyball session.

VOLLEYBALL CANADA 17 LTADVOLLEYBALL

Males: 17-19± yrs. ndoor 5 Learning to Compete Females: 16-18± yrs. I Males: 16-20± yrs.

Females: 15-19± yrs. Beach

he main objectives of this stage are to training and athletes are exposed to international optimize fitness preparation, volleyball- competition for the first time. specific skills, and position-specific skills T In many athletes this is also the time at which peak and to commit to a pathway which will also optimize performance. Individual and position- strength velocity and peak weight velocity coincide specific training is provided to players with with the period of opportunity for greatest strength training volumes and intensities gradually raised gain. Therefore this stage should also emphasize to high levels. Volleyball skills are performed the development of strength and aerobic power, two under a variety of competitive conditions during athletic qualities important to volleyball success.

Principle Focus The consolidation of ﬁtness preparation and volleyball skills.

Principal Activities Training to Competition Ratios Critical Periods Reached ● Increase training intensities to optimum levels. ● 60% training ● Accelerated adaptation for ● Volleyball skill variations and advanced tactics are ● 40% competition developing strength (boys introduced and volleyball skills are performed under ● Suggested annual activity (sports and late developers girls) a variety of competitive conditions during training. including volleyball): 520–1150 hrs. ● Aerobic power is introduced More complex team systems are learned. Training ● Suggested annual VOLLEYBALL progressively after growth should be position speciﬁc. activity: 390–920 hrs. rate decreases. ● Fitness, recovery, psychological, and technical development programs are individually tailored to a greater degree.

Suggested Annual Volleyball Activity Breakdown Volleyball Training Physical Preparation Mental Preparation Competition Season Season Length 30 – 40 weeks Hours per Week 8 – 12 3 – 6 1 1 – 4

Sessions per Week 4 – 5 3 – 4 2 1 – 2 matches

Session Length 120 – 150 min. 60 – 90 min. 30 min 3 - 5 sets ● Maintain basic skills ● Strength* Transferability of individual ● Introduce and develop ● Time management Session Content ● Aerobic power techniques and tactics to advanced techniques ● Visualization competitive situations. and tactics Relative 80% 15% 5% N/A Importance Other Complementary Sports Competition Level 1 National *“There is now increasing evidence that impressive performance gains can be achieved with young athletes through sound, carefully monitored and progressive strength training programmes that use free weights” —Sport England LTAD, 2004

18 Long-Term Athlete Development (LTAD) Males: 20-21± yrs. ndoor I Females: 19-20± yrs. Training to Compete 6 Males: 18-24± yrs.

Beach Females: 17-23± yrs.

he main objectives of this stage are to This is also the stage where the athlete will be optimize fitness preparation, volleyball- exposed to national multi-sport games and Tspecific skills, position-specific skills, and begin the transition from national to international performance. Individual and position-specific age class competition. The spring and summer training is provided to players with high volume training experienced within the national multi- workloads but with increasing intensity. Volleyball sport games programs and international age skills are performed under a variety of competitive class competitions will initiate the athlete to conditions during training and optimum preparation multiple periodization training. is emphasized by “modeling” priority competitions.

Principle Focus To reﬁne volleyball skills and further develop ﬁtness.

Principal Activities Training to Competition Ratios Critical Periods Reached ● High volume workloads with increasing intensity. ● 70% training ● Accelerated adaptation for ● Volleyball skill variations and advanced tactics are ● 30% competition developing strength (late consolidated and volleyball skills are performed ● Suggested annual activity (sports developing males) under a variety of competitive conditions during including volleyball): 700-1450 hrs. ● Aerobic power is intro-duced training. More complex team systems are learned. ● Suggested annual VOLLEYBALL progressively after growth Training is position-speciﬁc. activity: 700-1450 hrs. rate decreases. ● Fitness, recovery, psychological, and technical development programs are individually tailored with an emphasis on developing individual strengths and working on weaknesses. ● For optimal development the athlete specializes in one sport.

Suggested Annual Volleyball Activity Breakdown On Court Training Physical Preparation Mental Preparation Competition Season Season Length 35 – 45 weeks Hours per Week 10 – 20 4 – 6 1½ 2 - 4 Sessions per Week 5 – 7 4 2 1 - 2 matches Session Length 120 – 180 min. 60 – 90 min. 45 min 3 - 5 sets ● Transferability of ● Maintain basic skills ● Aerobic power ● Distraction control individual techniques Session Content ● Maintain advanced ● Strength ● Relaxation and tactics to techniques and tactics ● Visualization competitive situations Relative 75% 20% 5% N/A Importance Other Sports Competition Level 0 National with some international opportunities

VOLLEYBALL CANADA 19 LTADVOLLEYBALL

Males: 22-25± yrs. ndoor Learning to Win Females: 21-24± yrs. I 7 Internationally Males: 22-28± yrs.

Females: 21-27± yrs. Beach

his stage matures an athlete to compete Emphasis is on specialization and performance at the highest international level. The enhancement. The volleyball player’s physical, Tathlete should be exposed to international technical, tactical, mental and ancillary capacities competition and special considerations should be are tweaked and given time to mature. Focus is given to developing mental abilities necessary to on preparing to regularly give the best possible deal with the unique demands of competing on the performance. During this stage training should international stage (travel, food considerations, continue to develop core body strength, volleyball culture, etc.). speciﬁc strength and power, and maintain suppleness.

Principle Focus To prepare our athletes physically, technically, tactically, and cognitively to join the best professional leagues/events in the world and to prepare our athletes to win internationally for Canada.

Principal Activities Training to Competition Ratios Critical Periods Reached ● High intensity and relatively high volume training. ● 70% training ● N/A ● Advanced volleyball skills and tactics are performed ● 30% competition under a variety of competitive conditions similar to ● Suggested annual activity (sports those experienced in international competition during including volleyball): 780-2160 hrs. training. International team systems are learned and ● Suggested annual VOLLEYBALL mastered. Training is highly position speciﬁc. activity: 780–2160 hrs. ● Fitness, recovery psychological, and technical development programs are highly specialized for the individual athlete. ● Competition is at the highest level available.

Suggested Annual Volleyball Activity Breakdown On Court Training Physical Preparation Mental Preparation Competition Season Season Length 40 – 48 weeks Hours per Week 12 – 30 4 – 7½ 1½ 2 - 5 Sessions per Week 6 – 10 4 – 5 2 1 - 2 matches Session Length 120 – 180 min. 60 – 90 min. 45 min 3 - 5 sets ● Individual techniques ● Core strength/stability ● Optimum Performance and tactics: 35% ● Aerobic power State Best possible Session Content ● Competition speciﬁc ● Individual weaknesses ● Relaxation performances. training: 65% ● Visualization Relative 75% 20% 5% N/A Importance Other Sports Competition Level 0 International

20 Long-Term Athlete Development (LTAD) Males: 26+ yrs. ndoor I Females: 25+ yrs. Training to Win Males: 26+ yrs. Internationally 8

Beach Females: 25+ yrs.

y this stage, the athlete should have This is the ﬁ nal stage of athletic preparation. acquired the necessary mental skills to The emphasis in this stage is on maximizing Bdeal with the pressures of performing preparation and performance. The volleyball both at the professional club level and in the player’s physical, technical, tactical, mental and international season. Special attention should ancillary capacities are fully established. Focus is be given to regular monitoring of recovery and on reﬁ ning all skills and abilities and preparing to regeneration and the maintenance of physical peak for major competitions. preparation.

Coming together is a beginning; keeping together is progress; working together is success. “ —Henry” Ford

Principle Focus

To have our athletes achieve podium performances at major international competitions.

Principal Activities Training to Competition Ratios Critical Periods Reached ● High intensity and relatively high volume training. ● 70% training ● N/A ● Frequent preventative breaks to prevent physical ● 30% competition and mental burnout. ● Suggested annual activity (sports ● Prepatory frameworks are highly periodized. including volleyball): 890-1835 ● Competition is at the highest level available. ● Suggested annual VOLLEYBALL activity: 890-1835

Suggested Annual Volleyball Activity Breakdown On Court Training Physical Preparation Mental Preparation Competition Season Season Length 40 – 48 wks. Hours per Week 12 – 24 4 – 6 2¼ 4 - 6

Sessions per Week 6 – 8 4 3 2 matches

Session Length 120 – 180 min. 60 – 90 min. 45 min. 3 – 5 sets ● Individual techniques ● Optimum Performance ● Core strength/stability and tactics: 35% State Best possible Session Content ● Aerobic power ● Competition speciﬁ c ● Relaxation performances. ● Individual weaknesses training: 65% ● Visualization Relative 75% 20% 5% N/A Importance Other Sports Competition Level 0 International

VOLLEYBALL CANADA 21 LTADVOLLEYBALL Beach and Indoor Volleyball Discipline Integration

olleyball contains both disciplines. The o Increase an attacker’s repertoire of tactical indoor and beach volleyball share many responses (especially for soft shots and Vcommon attributes and both offer excellent overall directional control). participation and performance opportunities. Just ● It could be used as a tool to aid in stability and as we are unable to accurately determine what core strength training since sand is an unstable position a developing indoor player in the Training surface and creates a natural environment for to Train stage will be physically and athletically this type of training. best suited for, we also will be unable to accurately ● Due to the limited position specialization predict which volleyball discipline will best suit experienced in beach volleyball, it could a player’s athletic qualities until later in their address some of the early specialization issues development. Therefore, volleyball leaders have our athletes are experiencing. a responsibility to expose and encourage players ● Coach-player interaction is reduced in competition to participate in both disciplines, to ensure they which should help to create athlete autonomy. have the opportunity—if they desire—to reach ● It can provide a psychological break from the their maximum potential in the discipline they are indoor situation for those athletes who desire it. most interested in and/or suited for. Thus, it is especially important that developmental training ● The high physical demands experienced in and competition programs are planned in such the discipline will aid in the raising of some a way as to integrate both disciplines and to physical capacities. minimize conflicts between them. Conversely, indoor volleyball also has the Although research is limited, some anecdotal potential to aid in the development of beach evidence may suggest that those players who volleyball players. participate in both volleyball disciplines benefit ● It provides a volleyball training and competition greatly from the experience. Some skills and experience in the fall and winter off-season. abilities seem to improve at accelerated rates ● It provides additional training in areas with and when an athlete is trained correctly, there strong transfer potential to the beach discipline. seems to be positive performance transfer from Some likely areas of enhancement: one discipline to the next. ○ Improving the defender’s ability to defend against hard driven attacks. Beach volleyball appears to have some potential to help address identified shortcomings apparent ○ It helps players identify technical strengths in the indoor game and enhance indoor training. and weaknesses. ○ Hitting against multiple blockers improves ● It provides a volleyball training and competition attackers offensive capabilities. experience in the spring and summer off-season ○ The less-forgiving ball encourages proper for indoor players. technique. ● It provides high volume additional training in ○ Setting versatility is created for those areas with strong transfer potential to the indoor participants who play the setting position. discipline. Some likely areas of enhancement: ● The faster indoor game encourages the ○ The defender’s ability to read attacker cues. development of speed-strength capacities. ○ Individual blocking. ● It provides a psychological break from the ○ The overall number of repetitions an outdoor situation for those who desire it. athlete experiences. ○ Increase awareness of skill weaknesses Clearly, there are significant opportunities for within the athlete. each discipline to benefit from the other and the ○ Encourage the development of all around skill. athlete-centered LTAD model clearly identifies the need to introduce each volleyball player to both

22 Long-Term Athlete Development (LTAD) disciplines if we desire to help each athlete reach and that the athlete is encouraged to become their potential within the sport. Therefore it is involved in both disciplines to both aid in their important that volleyball’s training and competition development as a player and to provide them models for beach volleyball are structured so that with additional life-long enjoyment options. conﬂicts between the disciplines are minimized

Indoor and Beach Volleyball Integration Pathway

Indoor Beach

Training to Win Training to Win Indoor only Beach only

Learning to Win Learning to Win Indoor only Beach only

Training to Compete Indoor only Indoor and beach Beach only competitions can conflict

Entry from Learning to Compete Entry from other Indoor Beach other only Indoor and beach competition conflicts only sports should be minimized sports

Entry from Training to Train Entry from other Indoor Beach other Indoor and beach competitions should not conflict sports only only sports

Entry from Learning to Train Entry from other other Separate indoor and beach programs do not exist sports sports

Entry from FUNdamentals Entry from other other Separate indoor and beach programs do not exist sports sports

Combined Figure 4 - The Proposed Beach and Indoor Integration Pathway for Volleyball

VOLLEYBALL CANADA 23 LTADVOLLEYBALL

24 Long-Term Athlete Development (LTAD) The Way Forward

The need for LTAD arises in part from the declining international performances of Canadian athletes in some “sports and the difficulty other sports are having in identifying and developing the next generation of internationally successful athletes. In addition, participation in recreational sport and physical activity has been declining and physical education programs in the schools are being marginalized. —Canadian Sport for Life Resource Paper, 2005

erformance evidence would suggest that a sport system based on LTAD principles the our volleyball programs are gradually “status quo” is the best we can” hope for. losing ground to other developed volleyball P At its core, LTAD is about athletes, coaches, quality nations. Canadian volleyball players once held an international reputation for being highly skilled, fi t, training, appropriate competition, the application of hardworking, and highly motivated. Unfortunately sport science, and the identifi cation of stakeholder this reputation is not as strong as it once was. roles and responsibilities all integrated and aligned in a way that provides optimal benefi t for Since the mid 1980’s, many countries have made all involved. For each one of these components, signifi cant changes to their sport systems which key issues need to be addressed and solutions have greatly enhanced the image of volleyball implemented by the volleyball system if we wish in those countries, improved the quantity and to change our sport model to better refl ect the quality of the athletes they are developing, and concept of LTAD. added to the health and well being of their citizens and overall quality of life. In essence, they have The LTAD Working Group has looked closely adopted many LTAD practices which have enabled at all these areas and with input from many their programs to surge ahead and benefi t their different sources has proposed solutions which if citizens to a greater degree. Meanwhile, although implemented, will help to better align the volleyball we are continuing to attract more participants development system and address many athlete to the sport, Canada’s volleyball development development concerns. The following sections will system has remained relatively stagnant with few discuss beach, indoor, and standing volleyball- signifi cant or well-planned structural changes related issues as they pertain to LTAD principles occurring in our development system. If volleyball in more detail and propose some solutions to does not embrace change and begin to develop improve the Canadian development system.

Athletes – attraction, talent identiﬁ cation, retention, monitoring, and the development of appropriate role models are areas of concern. Coaching – education, remuneration, and retention are areas of concern. Training – quantity, quality, appropriateness, and developmental vs. chronological age are areas of issue. Competition – quantity, quality, appropriateness, and developmental vs. chronological age are areas of issue. Sport Science – application, testing, and data collection. Stakeholders – identiﬁ cation, recognition, and roles are areas of concern.

VOLLEYBALL CANADA 25 LTADVOLLEYBALL

26 Long-Term Athlete Development (LTAD) B E A Beach Volleyball C H lthough Canada is typically identified rapid enough pace significantly impacting all as a “winter” sport country, the game facets of the development system. of beach volleyball—usually a sport for A However, beach volleyball’s greatest challenge warmer climates—has been well embraced by volleyball enthusiasts. Canada has also posted may be overcoming its own sport culture and the good international results in the past decade— sport qualities that in the past attracted players especially in men’s competition. However, our to the game. These may now be the very traits top international players are moving towards that pose some of the greatest performance retirement and there are no obvious “heirs limitations on our athletes. Players were initially apparent” to replace them. Without significant attracted to the game because it existed outside investment in emerging talent, Canada may no volleyball’s traditional milieu. Informal, relatively longer be challenging for podiums. unstructured, and highly athlete-controlled it provided an exciting volleyball outlet for those Beach volleyball is still a relatively young sport players who were disenchanted with the indoor in Canada which provides us with a great game’s development system or a fun competitive development opportunity as well as great change for others in the off-season. In this challenges. As with indoor volleyball and other environment, beach volleyball has flourished in sports in Canada, beach volleyball also suffers Canada as a summer activity and a different kind from several significant shortcomings in the of sport for indoor players, one free of coaches, Canadian sport system: sport administrators and other bureaucratic ● There is no systemic identification process mechanisms found elsewhere. which is limiting our ability to attract, train, Regrettably, the informal style seen in the and retain top players. game’s past is now the very thing limiting athlete ● Coaches have not embraced the discipline development as no significant athlete support so training opportunities are limited in both structure has developed. This severely reduces quantity and quality. an athlete’s ability to achieve their potential. ● Competitive opportunities—especially for Systemic beach volleyball support structures young people—are limited in some areas of must now be put into place—as is happening in the country. other countries—if Canada wishes to continue to be among the world’s leading beach volleyball ● Club development has not proceeded at a nations.

VOLLEYBALL CANADA 27 LTADVOLLEYBALL Athletes The athlete is the central component to LTAD. paramount importance—areas where beach vol- One of the central objectives of LTAD is to make leyball continues to under perform. Programming better athletes out of all Canadians in the hopes for youth is still quite limited in many areas of the that it will encourage Canadians to be more active country and once recruited, many areas of their in sport, adopt healthy life styles, and engage in athletic development (i.e. raising of physical ca- active living pursuits for life, thereby improving pacities) are not appropriately planned, super- the quality of life for all Canadians. vised, or adequately tracked. For those athletes interested in high performance, few programs ex- In an athlete-centered model, the recruitment, ist to help them reach their potential. identiﬁ cation, and retention of athletes are of

Encouragement from a good coach can turn an athlete’s life around. “ —Anonymous”

Issues Main Actions ● Children are not being systematically introduced to ● Mini volleyball needs to continue to be promoted and established volleyball across the country country wide in all communities—especially within the school system. during this stage. ● The school system needs to incorporate daily physical activity—in a fun ● Children are not being introduced and exciting way—as part of their curriculum; ideally utilizing physical to the basic elements of athletics education professionals.

FUNdamentals (running, jumping, throwing, etc.) ● Basic volleyball techniques are not being taught to young people at the stage when they are most receptive ● Atomic volleyball or other introductory volleyball programs need to learning new motor skills. to continue to be promoted and established country wide in all ● Grassroots novice volleyball communities—especially within the school system. programs are not widespread, well ● Clubs need to embrace this age group and offer additional programming for promoted or easily accessible. those children who are demonstrating interest in the sport of volleyball. ● Athletes are inadequately trained

Learning to Train Learning to in the ABC’s (agility, balance, coordination.) ● Participants need to be properly registered with their respective provincial and national volleyball associations so that their support needs can be identifi ed and properly addressed. (participant tracking). ● Identifi cation programs for emerging talent need to be coordinated ● No formal national athlete at the provincial level, but delivered at the local level. Where identifi cation program (with identifi cation programs for emerging talent exist, not enough athletes standardized data, testing programs, are identifi ed or programs operated. monitoring, etc.) is in place. ● 3000 athletes per sex should be identifi ed across the country. ● Athletes are rewarded for ● Provincial Games programs should be used as the primary means for the competitive success (winning) identifi cation and recruitment of emerging talent. and not rewarded or recognized ● A national standardized testing program that tracks skill, stamina, enough for skill improvement. strength, suppleness, size, and psychological factors and a national data Training to Train to Training ● Athlete exposure to beach tracking system to record the data and help in developing normative volleyball is limited. values needs to be created. ● Schools need to deliver beach volleyball programs as part of their curriculum and a volleyball club structure that includes beach volleyball needs to be developed.

28 Long-Term Athlete Development (LTAD) B E A C H

Issues Main Actions ● Identifi cation programs for emerging talent need to be coordinated at the national level, but delivered at the provincial level. Where identifi cation programs for emerging talent exist, more athletes need to be identifi ed and more programs operated. ● No formal national athlete ● 300 athletes per sex should be identifi ed across the country. identifi cation program (with ● A national program needs to be developed for this athlete population to use standardized data, testing programs, as primary means for the identifi cation and recruitment of emerging talent. monitoring, etc.) is in place. ● A national standardized testing program that tracks skill, stamina, ● Athlete exposure to beach strength, suppleness, size, and psychological factors and a national data volleyball is limited. tracking system to record the data and help in developing normative values needs to be created.

Learning to Compete ● Schools need to deliver beach volleyball programs as part of their curriculum and a volleyball club structure that includes beach volleyball needs to be developed. ● A provincial and national registry for ALL (including recreational league players) participants needs to be created. ● High performance athlete ● 30-50 athletes per sex should be identiﬁ ed across the country. identiﬁ cation tends to be limited ● A national standardized testing program that tracks skill, stamina, to and based on only competitive strength, suppleness, size, and psychological factors and a national data success. tracking system to record the data and help in developing normative

Compete ● Not enough athletes are

Training to Training values needs to be created. being identifi ed. ● A volleyball club structure that includes beach volleyball needs to be developed. ● 12-16 athletes per sex should be identifi ed across the country for inclusion in National Training Centre programs. ● An insuffi cient number of athletes ● A national standardized testing program that tracks skill, stamina, are identifi ed for national team

Win strength, suppleness, size, and psychological factors and a national data potential in this stage. tracking system to record the data and help in developing normative Learning to values needs to be created. ● Talent pool is not deep enough. ● Identiﬁ cation programs for national team talent need to be coordinated There is an insufﬁ cient number of by a High Performance Manager and delivered by National Team Coaches. international caliber players who ● 6-8 athletes per sex who have demonstrated international caliber talent

to Win can consistently ﬁ nish in top 10 Training Training should be identiﬁ ed for senior national team programs. at international events.

VOLLEYBALL CANADA 29 LTADVOLLEYBALL Coaches Coaches represent many different roles to many coaching and personal skills to develop players different people and have a significant impact on to their full potential. They need to have the right the sport system. Coaches are teachers, sport qualifications and training in order to effectively administrators, mentors, role models, friends, and deliver their services—especially when young leaders in the volleyball community. They usually people are involved—if we wish to optimize their have the most direct contact with the participant impact on the sport system. and the most influence on their development in sport. Coaches contribute significantly to Beach volleyball has traditionally been a sport Canadian society and have an enormous effect without coaches, but today’s players want and on the development of our youth. need coaching support. It is only with regular, high-quality coaching support that an athlete Good coaching is fundamental to a successful will be able to achieve their potential. Currently, sport system. By becoming a valued member there is a shortage of coaches and more coaches of the community, good coaches can share the need to be trained, recruited, and appropriately positive aspects of an active lifestyle. Good rewarded for the contributions they make. coaches must be equipped with the necessary

Issues Main Actions ● Sport instructors are not well educated on the most effective methods to introduce ● More widespread exposure to the mini volleyball approach. volleyball-related skills to children. ● More widespread exposure to LTAD and its related training ● Sport instructors are not effectively principles. introducing the ABC’s of athletics to children. ● Parents need to be integrated into coaching support roles. ● Inadequate parental involvement

FUNdamentals and participation. ● Sport instructors are not well educated on the most effective methods to introduce volleyball to children. ● More widespread exposure to atomic volleyball and/or other ● Sport instructors are not effectively introductory approaches. creating physical literacy (motor skill ● More widespread exposure to LTAD and its related training learning) in children. principles. ● Appropriate physical training method- ● Parents need to be integrated into coaching support roles. ologies are not well understood or applied.

Learning to Train Learning to ● Inadequate parental involvement and participation. ● LTAD principles—especially around the identification and training of those capacities with accelerated periods of development—need to be given a greater emphasis in ● There are not enough NCCP certified volleyball’s NCCP Program. beach coaches: and many regions are not ● A national clinic/symposia structure needs to be created. allocating sufficient focus to beach coach Symposia/clinics for coaches who work with athletes in the recruitment and certification. Training to Train stage would be delivered in each province ● Coaches do not adequately understand annually as a supplement to the NCCP program, with content the growth and development needs of jointly determined by the province and national bodies. their athletes especially as they relate to ● A recognition and accountability framework for coaches who optimal windows of trainability and LTAD. develop athletes based on LTAD principles needs to be created ● The sport knowledge base of beach (e.g. club mark program, skills competitions, etc.).

Training to Train to Training volleyball coaches needs improvement. ● Regional associations need to become more proactive in the ● Appropriate physical training method- organization and delivery of beach coach certiﬁcation clinics. ologies are not well understood or applied. ● The number of coaches who have NCCP Level 3 certiﬁcation needs to increase in certain regions. ● Implement a recruitment strategy to recruit more coaches to beach volleyball.

30 Long-Term Athlete Development (LTAD) B E A C H A successful coach is one who is still coaching. “ —Ben Schwartzwalder”

Issues Main Actions ● LTAD principles—especially around the identifi cation and training of those capacities with accelerated periods of ● There are not enough NCCP certifi ed development—need to be given a greater emphasis in beach coaches: and many regions are not volleyball’s NCCP Program. allocating suffi cient focus to beach coach ● A national clinic/symposia structure needs to be created. recruitment and certifi cation. Symposia/clinics for coaches who work with athletes in the ● Coaches do not adequately understand the Learning to Compete stage would be delivered in each province growth and development needs of their annually as a supplement to the NCCP program. With content athletes especially as they relate to optimal jointly determined by the province and national bodies. windows of trainability and LTAD. ● A recognition and accountability framework for coaches ● The sport knowledge base of beach who develop athletes based on LTAD principles needs to be volleyball coaches needs improvement. created (e.g. club mark program, skills competitions, etc.). ● Appropriate physical training methodologies ● Regional associations need to become more proactive in the are not well understood or applied. organization and delivery of beach coach certifi cation clinics. ● Coach to coach communication (i.e indoor Learning to Compete ● The number of coaches who have NCCP Level 3 certifi cation & beach integration) – athletes play in needs to increase in certain regions. numerous programs (school, club, provincial ● Beach coaches (including Provincial team, club coaches, etc.) team, etc) which need to be coordinated by need to display leadership and contact the coaches of any those coaches involved. additional programs with which their athletes are involved with the goal of improved program synchronization. ● There are not enough NCCP certifi ed beach coaches: and many regions are not allocating suffi cient focus to beach coach ● A recognition and accountability framework for coaches who recruitment and certifi cation. develop athletes based on LTAD principles needs to be created. ● The number of professional development ● A greater number of professional development and mentoring opportunities for coaches in this context opportunities for coaches in this context need to be created. is limited. ● Regional associations need to become more proactive in the ● The sport knowledge base of beach organization and delivery of beach coach certifi cation clinics. volleyball coaches needs improvement. ● The number of coaches who have NCCP Level 3 certifi cation ● Coach to coach communication (i.e. indoor needs to increase in certain regions. & beach integration) – athletes play in ● Beach coaches (including Provincial team, club coaches, etc.) numerous programs (school, club, provincial need to display leadership and contact the coaches of any Training to Compete Training team, etc) which need to be coordinated by additional programs with which their athletes are involved those coaches involved. with the goal of improved program synchronization. ● Appropriate physical training methodologies are not well understood or applied. ● A greater number of professional development and mentoring ● There is not a structured program to opportunities for coaches in this context need to be created. adequately prepare coaches for this level of ● A structured coaching program for NCCP Level 4 certifi cation athlete development and competition (FIVB needs to be developed. to Win

Learning satellite, FISU, NORCECA, etc.). ● The number of opportunities for coach exposure to international training and competition needs to increase. ● A larger pool of potential national team ● The number of opportunities for coach exposure to coaches is required. international training and competition needs to increase. ● There is not a structured program to ● A greater number of professional development and mentoring adequately prepare coaches for this level of opportunities for coaches in this context need to be created. to Win

Training Training athlete development and competition (FIVB ● A structured coaching program for NCCP Level 4 certiﬁ cation World Tour and Olympic Games). needs to be developed.

VOLLEYBALL CANADA 31 LTADVOLLEYBALL Training Training is usually considered one of the most for youth players. Few structured training critical elements in athlete development. Unless opportunities exist for athletes and most athletes an athlete is getting regular, appropriate and high are left on their own to plan, organize, and deliver quality training over a period of many years it is their own training. In many regions, the pick-up almost certain that they will fall short of achieving game has become the primary means of training their ultimate potential and not receive maximum and preparation for competition. beneﬁt from their sporting experiences. Details on related training issues in beach Unfortunately, beach volleyball has a signiﬁcant volleyball are listed below. lack of quality training opportunities—especially

Issues Main Actions ● The ABC’s of movement and athletics or the development of physical literacy is underemphasized. ● Provide community activity leaders with more information ● There is insufficient focus on the development of and training/learning opportunities for the ABC’s of beach volleyball-related movements (in the sand). movement and the development of physical literacy. ● Activity programs do not recognize or incorporate ● Mini volleyball needs to be promoted and established into training the accelerated periods of adaptability country wide for use on all surfaces (including sand and (i.e. speed) that occur during this stage. grass) and in all communities. ● Insufficient emphasis on fun activities. ● Children should be encouraged to participate in as many FUNdamentals ● Parents do not spend enough time on fun sports as possible (4 or more). physical activities with their children. ● Athletes are encouraged to specialize in one or two sports too early in their development. ● The ABC’s of movement and athletics or the development of physical literacy is underemphasized. ● The development of basic fitness is ● Provide community activity leaders with more information underemphasized. and training/learning opportunities for the ABC’s of ● There is insufficient focus on the development of movement and the development of physical literacy. basic volleyball skills in a beach environment. ● Atomic volleyball needs to be promoted and established ● Activity programs do not recognize or country wide for use on all surfaces (including sand and incorporate into training the accelerated periods grass) and in all communities. of adaptability that occur during this stage. ● Children should be encouraged to participate in several

Learning to Train Learning to ● Athletes are encouraged to specialize in one or other sports (3 or more). two sports too early in their development. ● Parents do not spend enough time on fun physical activities with their children. ● Time dedicated to volleyball training should be at least 6 hours per week and ratio of training to competition should favour training. ● The time dedicated to the development of physical ● Training when it occurs focuses too much capacities should be at least 3 hours per week. on competition and not enough on skill ● Training needs to begin ahead of the competition development. schedule so that appropriate General Preparation and ● Accelerated periods for adaptation are not Speciﬁc Preparation periods can take place. recognized or included in physical preparation ● The development of physical capacities needs to be strategies. lead and supervised regularly by coaches or other ﬁtness ● Physical preparation is inadequate and often experts. Athletes should not be left responsible for their Training to Train to Training without appropriate supervision and expertise. own physical preparation. ● Growth and development issues related to physical capacity development need to be recognized and planned for in physical preparation strategies.

32 Long-Term Athlete Development (LTAD) B E A C H

ToTo getget peoplepeople toto dodo whatwhat theythey don’tdon’t wantwant toto dodo inin orderorder toto achieveachieve whatwhat theythey wantwant toto achieve.achieve. ThatThat isis whatwhat coachingcoaching isis allall about.about. “ —Tom Landry”

Issues Main Actions ● Time dedicated to volleyball training should be at least 10 hours per week and ratio of training to competition should favour training. ● The time dedicated to the development of physical capacities should be at least 5 hours per week. ● Training needs to begin ahead of the competition ● Training when it occurs focuses too much on schedule so that appropriate General Preparation and competition and not enough on skill development. Specifi c Preparation periods can take place. ● Accelerated periods for adaptation are not ● The development of physical capacities needs to be recognized or included in physical preparation lead and supervised regularly by appropriately trained/ strategies. certifi ed coaches or other fi tness experts who are ● Physical preparation is inadequate and often capable of safely introducing and monitoring advanced without appropriate supervision and expertise. fi tness principles and techniques. Athletes should not be left responsible for their own physical preparation. Learning to Compete ● Growth and development issues related to physical capacity development need to be recognized and planned for in physical preparation strategies. ● Training needs to continue to be broad in scope and not always position specifi c. ● Training programs need to be carefully prepared and monitored, especially during periods where beach and ● Athlete’s beach and indoor training are not indoor training overlap. appropriately integrated. ● The time dedicated to the development of physical ● Not enough time is spent on the development of capacities needs to increase to at least 5 hours per week. physical capacities especially in the off-season ● The development of physical capacities needs to be

Compete and it is occurring with inadequate supervision

Training to Training directed and supervised regularly by coaches or other and without access to appropriate expertise. ﬁ tness experts. Athletes should not be left responsible for their own physical preparation. ● In some regions athletes do not have access to high performance training opportunities. ● National Training Centres need to be established countrywide. ● Access to outdoor training opportunities— ● International training exchanges especially during Canada’s especially during Canada’s winter season. winter season need to occur (i.e. invite other countries to ● Cross-training opportunities with international train in Canada and vice versa) to give Canadians exposure programs are not being pursued. to high level/intensity training environments. ● Current sport science information is not being ● National Training Centres need to keep abreast and seek out

Learning to Win applied to the design of high performance the latest in sports science research and training techniques. training programs. ● Access to outdoor training opportunities— ● International training exchanges especially during Canada’s especially during Canada’s winter season. winter season need to occur (i.e. invite other countries to ● Cross-training opportunities with international train in Canada and vice versa) to give Canadians exposure programs are not pursued.

Win to high level/intensity training environments. ● Current sport science information is not being ● National Training Centres needs to keep abreast and seek out

Training to Training applied to the design of high performance the latest in sports science research and training techniques. training programs.

VOLLEYBALL CANADA 33 LTADVOLLEYBALL Competition It has been regularly stated by Canada’s LTAD many excellent competitive opportunities experts that competition is driving our athlete however, there are many areas of the country development programs when it should be where leagues and competitive opportunities for integrated as part of an larger structure designed particular target groups are non-existent, thus to improve and enhance athlete development and leaving large gaps in the player pathway. overall performance. Competitive opportunities need to be in line with the age and stage of Beach volleyball needs to establish a clear, development of the players as well as other consistent, and agreed upon framework for developmental goals. Beach volleyball offers competitions which directly supports the goals of LTAD.

Issues Main Actions

● Outdoor Mini volleyball programs need to be promoted and ● Fun volleyball competitions on outdoor established country wide in all communities—especially surfaces do not exist in most regions. within the school system. FUNdamentals

● Outdoor Atomic volleyball programs need to continue to be ● Fun volleyball competitions on outdoor promoted and established country wide in all communities— surfaces do not exist in most regions.

to Train to especially within the school system. Learning

● In some regions there is inadequate training ● Develop an integrated competition/training model where related to competition; in other regions competition is used to optimize athlete development. there are simply not enough competitions. ● Some regions need to offer and aggressively promote more ● Age categories do not reﬂect the competitive opportunities for this group. developmental ages of the competitors ● Offer age categories with 1-year age divisions (12U, 13U, 14U, in some regions which may cause inequity 15U, etc.) and provide opportunities for early developers to in competition. “play up” with older competitors and late developers the ● Equipment and playing area dimensions opportunity to “play down” with younger competitors and/or may not be suitable for the size and Training to Train to Training provide an appropriate age division tiering structure. physical abilities of the participants early ● Experiment with different court dimensions (i.e. 7m x 7m). in this stage. ● Develop an integrated competition/training model where ● In some regions there is inadequate training competition is used to optimize athlete development. related to competition; in other regions ● Some regions need to offer and aggressively promote more there are simply not enough competitions. competitive opportunities for this group. ● Age categories do not reﬂect the ● Offer age categories with 1-year age divisions (17U, 18U, developmental ages of the competitors etc.) and provide opportunities for early developers to

Compete in some regions which may cause inequity “play up” with older competitors and late developers the Learning to in competition. opportunity to “play down” with younger competitors and/or provide an appropriate age division tiering structure.

● Interprovincial competition is not occurring ● Regions need to collaborate to establish cross border regularly which limits the number of high competitions among neighbouring provinces. performance competitive opportunities. ● Some regions need to offer and aggressively promote more ● In some regions there is inadequate training age group competitive opportunities for this group. related to competition; in other regions ● Develop an integrated competition/training model where Compete Training to Training there are simply not enough competitions. competition is used to optimize athlete development.

● A structured competition plan that accesses appropriate international ● An annual competitive schedule needs to be developed and competitions (i.e. FIVB Satellite and appropriately integrated with national competitions.

to Win Challenger events) has not been developed Learning and ﬁnancially supported. ● Current sport science information is not ● An annual plan that incorporates appropriate performance being applied to the design of competition peaks for the FIVB competitive season needs to be schedules to enable timely high performance

to Win implemented.

Training Training (i.e peaking for World Championships).

34 Long-Term Athlete Development (LTAD) B E A Sport Science C The utilization and application of sport science what sport science has to offer. Little or no sport H has become common practice among sport science data on beach volleyball participants practitioners worldwide. Regular testing and is being collected, there are no standardized monitoring of an athlete’s training, physical testing procedures for beach volleyball athletes development, and physical capacities is an developed, Canada’s sport scientists are not important part of ensuring that their preparation actively engaged in beach volleyball research will be of maximum beneﬁt. Unfortunately, activities, and sport science is not regularly beach volleyball seldom takes advantage of used to enhance or modify training programs.

FUNdamentals data and help in the development of normative values. ● Develop a national standardized testing program that is ● Sport science data on volleyball participants in scientiﬁcally valid, gender speciﬁc, tracks skill, stamina, this group is not being collected. strength, suppleness, size, and psychological factors. ● Sport science testing procedures for the sport ● Develop a national data tracking system to record testing to Train to

Learning have not been standardized. data and help in the development of normative values. ● Develop a national standardized testing program that is ● Sport science data on volleyball participants in scientifically valid, gender specific, tracks skill, stamina, this group is not being collected. strength, suppleness, size, and psychological factors. ● Sport science testing procedures for beach ● Develop a national data tracking system to record testing to Train to Training Training volleyball have not been standardized. data and help in the development of normative values. ● Develop a national standardized testing program that is ● Sport science data on volleyball participants in scientifically valid, gender specific, tracks skill, stamina, this group is not being collected. strength, suppleness, size, and psychological factors. ● Sport science testing procedures for the sport ● Develop a national data tracking system to record testing have not been standardized. data and help in the development of normative values.

Compete ● Poor utilization of sport science to develop ● Incorporation and integration of appropriate sport Learning to and/or modify training programs. science expertise into volleyball training programs. ● Sport science data on volleyball participants in ● Develop a national standardized testing program that is this group is not being collected. scientifically valid, gender specific, tracks skill, stamina, ● Sport science testing procedures for the sport strength, suppleness, size, and psychological factors. have not been standardized. ● Develop a national data tracking system to record testing ● Canadian sport science experts are insufficiently data and help in the development of normative values.

Compete engaged in volleyball research activities.

Training to Training ● Incorporation and integration of appropriate sport ● Poor utilization of sport science to develop science expertise into volleyball training programs. and/or modify training programs. ● Sport science testing procedures for the sport ● Develop a national standardized testing program that is have not been standardized. scientifically valid, gender specific, tracks skill, stamina, ● Canadian sport science experts are insufficiently strength, suppleness, size, and psychological factors.

Win engaged in volleyball research activities. ● Incorporation and integration of appropriate sport ● Poor utilization of sport science to develop science expertise into volleyball training programs. Learning to and/or modify training programs. ● Sport science testing procedures for the sport ● Develop a national standardized testing program that is have not been standardized. scientifically valid, gender specific, tracks skill, stamina, ● Canadian sport science experts are insufficiently strength, suppleness, size, and psychological factors.

Win engaged in volleyball research activities. ● Incorporation and integration of appropriate sport ● Poor utilization of sport science to develop

Training to Training science expertise into volleyball training programs. and/or modify training programs.

VOLLEYBALL CANADA 35 LTADVOLLEYBALL Stakeholders In a LTAD sport framework, a sport’s stakeholders need to be encouraged to always be involved are instrumental to success. Stakeholders must be in the physical development of their children— clearly aware of their roles and be appropriately especially in their children’s introductory years— integrated within the system if we wish to reach and educated on the concept of LTAD, physical our goals of improved performances, a physically literacy, and facilitate the understanding of special active population, life-long sport participation and requirements such as proper hydration, nutrition, ultimately, a healthier society. and recovery for the growing child.

Parents play a vital role in many aspects of their Officials perform a vital role in the sport and with children’s development in volleyball. Many get the growth in the popularity of volleyball, the involved in coaching, fundraising, administration, demand for officials is increasing. Therefore, and transporting children to and from training programs which focus on the retention and and competitions. It is essential that parents recruitment of officials need to be enhanced. understand their role in assisting children to achieve their full potential within sport. Parents Effective administrators and volunteers play an essential and pivotal role in successful

Issues Main Actions ● Mini volleyball needs to be promoted, incorporated into ● School systems do not offer a well-balanced multi-sport programs, and established country wide in all physical education program utilizing the communities—especially within the school system. latest sport science to encourage optimal ● Parental education and sustained participation in their physical and motor development. children’s early physical and athletic development needs to ● Grassroots introductory multi-sport be emphasized at this stage. programs are not widespread, well ● A joint responsibility including government, schools, parents, promoted or easily accessible. activity leaders, etc. to develop and implement a strategy FUNdamentals ● Decreasing direct parental involvement in to promoting physical activity and sport for life needs to be enjoyable physical activity with their children. developed. ● School systems do not offer a well-balanced physical education program utilizing the ● Atomic volleyball needs to be promoted and established latest sport science to encourage optimal country wide in all communities. physical and motor development. ● Parental education and sustained participation in their children’s ● Grassroots introductory volleyball physical and athletic development needs to continue. programs are not widespread, well ● A joint responsibility strategy between government, schools, promoted or easily accessible. parents, activity leaders, etc. for promoting physical activity ● Decreasing direct parental involvement in and sport for life needs to be developed. Learning to Train Learning to enjoyable physical activity with their children. ● Lack of club participation in beach volleyball delivery. ● Existing indoor clubs need to be encouraged to develop a ● Lack of communication or an integrated beach volleyball component and new beach volleyball clubs approach amongst stakeholders (schools, need to be developed. clubs, ADP, other sports, etc.) to ● A “Clubmark” program needs to be established to identify collectively develop programs which best and provide recognition for groups who provide high quality serve the athlete’s interests. athlete development environments. ● Lack of appropriate evaluation programs ● PSO’s in concert with clubs need to take a leadership role in which recognize those groups who communicating with all relevant stakeholders the objective continually provide high quality athlete of achieving a uniﬁed and integrated approach to athlete

Training to Train to Training development environments. development. ● The majority of school-based participants ● A lobby effort needs to be undertaken to establish volleyball are not registered with provincial and sports schools in all provinces. national governing bodies.

36 Long-Term Athlete Development (LTAD) B E A organizations, clubs, and events. Improved based clubs which operate a number of programs recognition for their efforts is crucial if we want to and are well managed. A key task for beach C continue to attract and retain good administrators volleyball is to provide a pathway that enables H and volunteers long-term. and encourages clubs to develop and achieve safe, quality beach volleyball opportunities for all Finally, schools, clubs, and facilities provide sections of the community. broad opportunities for participation, create competitive opportunities and encourage All these groups require a sport structure and coaching development. Signiﬁcant beneﬁts are adequate support if we wish to properly engage accrued from having a structure of community- them in LTAD.

Issues Main Actions ● Lack of communication or an integrated approach amongst stakeholders (schools, ● A “Clubmark” program needs to be established to identify clubs, ADP, other sports, etc.) to and provide recognition for clubs who provide high quality collectively develop programs which best athlete development environments. serve the athlete’s interests. ● PSO’s in concert with clubs need to take a leadership role in ● Lack of appropriate evaluation programs communicating with all relevant stakeholders the objective which recognize those groups who of achieving a unified and integrated approach to athlete continually provide high quality athlete development. development environments. ● A lobby effort needs to be undertaken to establish volleyball ● The majority of school-based participants sports schools in all provinces. Learning to Compete are not registered with provincial and national governing bodies. ● The relevant stakeholders (colleges, universities, PSO’s, NSO, and clubs) have not accepted a shared responsibility to cooperate and collectively develop the next ● A “Clubmark” program needs to be established to identify generation of high performance athletes. and provide recognition for colleges and universities who ● Lack of appropriate evaluation programs provide high quality athlete development environments. which recognize those groups who ● NSO’s in concert with colleges, universities, and PSO’s need continually provide high quality athlete to take a leadership role in communicating with all relevant development environments. stakeholders the objective of achieving a unified and integrated ● The majority of school-based participants approach to high performance athlete development. and participants who participate in semi- Training to Compete Training competitive and recreational programs are not registered with provincial and national governing bodies. ● NSO and the National Team Training Centre have not established a clearly defined development and competitive pathway ● NSO, National Teams, and PSO’s need to collaborate to along with programming (i.e. national establish multiple full time National Training Centres. training centers) for athletes in this group. ● National Teams, CIS, and CCAA need to work together to ● The majority of school-based participants develop an appropriate competitive schedule. and participants who participate in semi- ● NSO, National Teams, CIS, and CCAA need to work together to competitive and recreational programs are extend the training season beyond the current 6-month schedule. Learning to Win not registered with provincial and national governing bodies.

● All stakeholders do not take responsibility ● NSO needs to work with all stakeholders to create a stronger for the development and achievements of identity for and awareness of national teams.

to Win national teams (collective pride). Training Training

VOLLEYBALL CANADA 37 LTADVOLLEYBALL

38 Long-Term Athlete Development (LTAD) Indoor Volleyball

I N WhenWhen ourour athletesathletes areare donedone theirtheir developmentdevelopment inin ourour domesticdomestic system,system, theythey D areare nnotot closeclose toto beingbeing internationalinternational athletes.athletes. EvenEven lookinglooking atat themthem comparedcompared O “to the competition makes us look like boys vs. men or girls vs. women. O —Bruce Kent, Former Canadian Men’s Team ”Coach R erformance evidence would suggest that • There is no integration between physical our volleyball programs are gradually education programs in the schools, recreational Plosing ground to other developed volleyball community programs, and high performance nations. Since the mid 1980’s, our international programs. teams have steadily become less competitive • There is no integrated talent identifi cation and with victories over the top international teams athlete tracking system. becoming fewer and fewer, the number of players getting opportunities to play in the top • Our best coaches work primarily at the elite European Leagues is on the decline, and more level not the developmental level where quality, and more university-aged developing athletes are trained coaches are essential. looking south for their training and competitive These gatherings have identifi ed many issues as opportunities. well as solutions to change the existing volleyball Recent comparative studies (see the Canadian model into an inclusive one that encourages Sport for Life Resource Paper) with other top individuals to get involved in volleyball as a lifelong sporting nations have identifi ed signifi cant pursuit. It does so by trying to better connect shortcomings in the Canadian sport system and integrate physical education programs and recent gatherings of some of Canada’s top in the school system with high performance volleyball minds at high performance summits programs and recreational sport programs and Long-Term Athlete Development workshops within the community. It suggests solutions that identifi ed many areas which need to be rapidly will ensure that all participants have a better addressed if we wish to improve the quality of chance to correctly learn fundamental movement indoor volleyball in this country. skills and basic volleyball skills and that these skills are introduced during the optimum point • Developing athletes over-compete and under- in their physical development. By implementing train. the changes suggested, Canada’s indoor • Preparation is geared to the short-term outcome— volleyball system’s alignment and integration winning—and not the process, which leads to will be improved. Players developed using LTAD position specialization occurring too early. principles will feel more confi dent on the court and want to continue to improve, enjoy the overall • Chronological, rather than developmental age health benefi ts volleyball provides, and allow all is used in training and competition planning players to embark on a pathway of development and coaches largely neglect the critical periods suitable to their abilities. of accelerated adaptation to training.

VOLLEYBALL CANADA 39 LTADVOLLEYBALL Athletes The athlete is the central component to LTAD. they can be more effectively monitored, become One of the main objectives of LTAD is to make involved with the best development programs, better athletes out of all Canadians in the hopes and provided additional training and competition that it will encourage Canadians to be active in opportunities when appropriate. Playing for sport, adopt healthy life styles, and engage in Canadian national teams needs to be established active living pursuits for life, thereby improving as the penultimate goal for all Canadian volleyball the quality of life for all Canadians. players.

In an athlete-centered model, the recruitment, In addition, programming for children under the identiﬁcation, and retention of athletes are of age of twelve is still quite limited in many areas of paramount importance. These are all areas the country, and many areas of a player’s athletic where indoor volleyball can make improvements. development (i.e. raising of physical capacities) Athletes identiﬁed with international potential are not appropriately planned, supervised, or must be encouraged to remain in Canada where adequately tracked.

Issues Main Actions ● Children are not being systemically ● Mini volleyball needs to continue to be promoted and introduced to volleyball across the country established country wide in all communities—especially within during this stage. the school system. ● Children are not being introduced to the ● The school system needs to incorporate daily physical basic elements of athletics (running, activity—in a fun and exciting way—as part of their

FUNdamentals jumping, throwing, etc.) curriculum; ideally utilizing physical education professionals. ● Basic volleyball techniques are not being taught to young people at the stage when ● Atomic volleyball or other introductory volleyball programs they are most receptive to learning new need to continue to be promoted and established country motor skills. wide in all communities—especially within the school system. ● Grassroots novice volleyball programs are ● Clubs need to embrace this age group and offer additional not widespread, well promoted or easily programming for those children who are demonstrating accessible. interest in the sport of volleyball. ● Athletes are inadequately trained in the Learning to Train Learning to ABC’s (agility, balance, coordination.) ● School-based participants need to be properly registered with their respective provincial and national volleyball associations so that their support needs can be identified and properly ● No formal national athlete identification addressed. (participant tracking) program (with standardized data, testing ● Identification programs for emerging talent need to be programs, monitoring, etc.) is in place. coordinated at the provincial level, but delivered at the local ● The majority of school-based participants level. Where identification programs for emerging talent exist, are not registered with provincial and not enough athletes are identified or programs operated. national governing bodies. ● 6000 athletes per sex should be identified across the country. ● Athletes are rewarded for competitive ● Provincial Games programs should be used as the principal success (winning) and not rewarded or tool for the identification and recruitment of emerging talent. Training to Train to Training recognized enough for skill improvement. ● A national standardized testing program that tracks skill, stamina, strength, suppleness, size, and psychological factors and a national data tracking system to record the data and help in developing normative values needs to be created.

40 Long-Term Athlete Development (LTAD) Issues Main Actions I ● The majority of school-based participants N are not registered with provincial and D national governing bodies. ● Identification programs for emerging talent need to be ● No formal national athlete identification coordinated at the national level, but delivered at the O program (with standardized data, testing provincial level. Where identification programs for emerging O programs, monitoring, etc.) is in place. talent exist, more athletes need to be identified and more R ● Limited Identification (from existing programs operated. NTCC & CG programs): approximately 150 ● 600-800 athletes per sex should be identified across the country. athletes are identified per sex annually ● A national program needs to be developed for this athlete when a population of 600-800 is desired. population to use as the principle tool for the identification ● Each province identifies the same and recruitment of emerging talent. number of athletes even though there ● A national standardized testing program that tracks skill, are significant differences in provincial stamina, strength, suppleness, size, and psychological factors Learning to Compete populations. Many athletes with future and a national data tracking system to record the data and potential in provinces with high population help in developing normative values needs to be created. densities are not identified and/or attracted to the sport. ● Only athletes who have educational goals/abilities that include post secondary ● A provincial and national registry for ALL (including education have the opportunity to become recreational league players) participants needs to be created. involved in high performance programs. ● 100 athletes per sex should be identified across the country. ● The retention in Canada of athletes who ● Provincial team programs for athletes aged 20 and under need look to compete outside the country (i.e. to be developed. at US colleges, professionally, etc.). ● A national standardized testing program that tracks skill, ● The tracking and reintegration of athletes stamina, strength, suppleness, size, and psychological factors who compete outside Canada (i.e. at US and a national data tracking system to record the data and colleges, professionally, etc.). help in developing normative values needs to be created. ● Identification of emerging talent occurs ● Improved communication with athletes competing out of at the national level (i.e. via national country is necessary for athlete retention long-term. team programs). ● Program restructuring that provides incentives for athletes to ● Programs for emerging talent are remain and train in Canada (i.e. scholarship programs, athlete Training to Compete Training not systemic and do not focus on all carding, etc.). population areas equally. ● Improved communication/relationships with non-Canadian ● Approximately 15-30 athletes are programs is necessary to improve access to and monitoring identified per sex annually when a of athletes. population of 100 is needed. ● 40+ athletes per sex should be identified across the country for inclusion in National Training Centre programs. ● Identification programs for national team talent need to be ● An insufficient number of athletes are coordinated by a High Performance Manager and delivered by identified for national team potential in National Training Centre Coaches. this stage. ● A national standardized testing program that tracks skill, stamina, strength, suppleness, size, and psychological factors and a national data tracking system to record the data and Learning to Win help in developing normative values needs to be created. ● Playing for Canadian national teams needs to be established ● Commitment from top female athletes has as the penultimate goal for all Canadian volleyball players. been intermittent ● Identification programs for national team talent need to be ● Talent pool is not deep enough (e.g. left side coordinated by a High Performance Manager and delivered by hitting & passing deficiencies, weak serving). Win National Team Coaches. ● There is an inadequate number of ● 20+ athletes who have demonstrated international caliber Training to Training international caliber players. talent should be identified for senior national team programs.

VOLLEYBALL CANADA 41 LTADVOLLEYBALL Coaches Coaches represent many different roles to many coaches must be equipped with the necessary different people and have a significant impact coaching and personal skills to develop players on the sport system. Coaches are teachers, to their full potential. They need to have the right mentors, role models, friends, and leaders in the qualifications and training in order to effectively volleyball community. They usually have the most deliver their services—especially when young direct contact with the participant and the most people are involved—if we wish to optimize their influence on their development in sport. Coaches impact on the sport system. contribute significantly to Canadian society and have an enormous effect on the development of Indoor volleyball has a lot of dedicated coaches, our youth. but even more are needed if we wish to continue to expand our reach. Improved recognition and Good coaching is fundamental to a successful appropriate compensation for the contributions sport system. By becoming a valued member coaches make will be critical issues moving of the community, good coaches can share the forward. positive aspects of an active lifestyle. Good

Issues Main Actions ● Sport instructors are not well educated on the most effective methods to introduce ● There is a need for more widespread exposure to the Mini volleyball-related skills to children. volleyball approach. ● Sport instructors are not effectively ● There is a need for more widespread exposure to LTAD and introducing the ABC’s of athletics to children. its related training principles.

FUNdamentals ● Inadequate parental involvement and ● Parents need to be integrated into coaching support roles. participation. ● Sport instructors are not well educated on the most effective methods to introduce volleyball to children. ● More widespread exposure to Atomic volleyball and/or ● Sport instructors are not effectively creating other introductory approaches. physical literacy (motor skill learning) in ● More widespread exposure to LTAD and its related training children. principles. ● Appropriate physical training methodologies ● Parents need to be integrated into coaching support roles. are not well understood or applied. Learning to Train Learning to ● There exists inadequate parental involvement and participation. ● Coaches do not adequately understand the growth and development needs of their ● LTAD principles—especially around the identification and athletes especially as they relate to optimal training of those capacities with accelerated periods of windows of trainability and LTAD. development—need to be given a greater emphasis in ● Most coaches are not adequately compensated volleyball’s NCCP Program. for their time investment which significantly ● A national clinic/symposia structure needs to be created. limits athlete support and the coach’s desire Symposia/clinics for coaches who work with athletes in the to improve professionally. Training to Train stage would be delivered in each province ● Coaches are too focused on and rewarded for annually as a supplement to the NCCP program, with content competitive success (winning) and not rewarded jointly determined by the province and national bodies. or recognized enough for their role in LTAD. ● A recognition and accountability framework for coaches ● Coaches are not accountable for preparing who develop athletes based on LTAD principles needs to be Training to Train to Training athletes for the next phase of their created (e.g. club mark program, skills competitions, etc.). developmental cycle. ● The number of coaches who have NCCP Level 1 certification ● The sport knowledge base of volleyball in the school system needs to increase. coaches needs improvement. ● The contributions that coaches make to society need to be ● Appropriate physical training methodologies recognized and rewarded. are not well understood or applied. ● There are not enough female coaches.

42 Long-Term Athlete Development (LTAD) I N D O O R

Issues Main Actions ● Coaches do not adequately understand the ● LTAD principles—especially around the identifi cation and needs of their athletes especially as they relate training of those capacities with accelerated periods of to optimal windows of trainability and LTAD. development—need to be given a greater emphasis in ● Most coaches are not adequately compensated volleyball’s NCCP Program. for their time investment which signifi cantly ● A national clinic/symposia structure needs to be created. limits athlete support and the coach’s desire Symposia/clinics for coaches who work with athletes in the to improve professionally. Learning to Compete stage would be delivered in each province ● Coaches are not accountable for preparing annually as a supplement to the NCCP program, with content athletes for the next phase of their jointly determined by the province and national bodies. developmental cycle. ● A recognition and accountability framework for coaches ● The sport knowledge base of volleyball who develop athletes based on LTAD principles needs to be coaches (especially as it applies to created (e.g. club mark program, skills competitions, etc.). periodization) needs improvement. ● The number of coaches who have NCCP Level 2 certifi cation ● Appropriate physical training methodologies in this context needs to increase. Learning to Compete are not well understood or applied. ● The contributions that coaches make to society need to be ● Coach to coach communication needs to recognized and rewarded. be improved – athletes play in numerous ● Provincial team and club coaches need to display leadership programs (school, club, provincial team, and contact the coaches of any additional programs in etc) which need to be coordinated by those which their athletes are involved with the goal of improved coaches involved. program synchronization. ● There are not enough female coaches. ● The number of professional development opportunities for coaches in this context is limited. ● A recognition and accountability framework for coaches who ● There are not enough full time professional develop athletes based on LTAD principles needs to be created. coaching opportunities which signifi cantly ● A greater number of professional development and mentoring limits athlete support. opportunities for coaches in this context need to be created. ● Coaches over emphasize specialization at ● The number of coaches who have NCCP Level 3 certifi cation the risk of limiting further all round skill in the college and university system needs to increase. development/refi nement. ● All head coaches at post secondary educational institutions

Training to Compete Training ● Coaches have only minimal accountability for should be full time positions. preparing athletes for the next phase in LTAD. ● A greater number of professional development and mentoring ● There is no structured program to adequately opportunities for coaches in this context need to be created. prepare coaches for this level of athlete ● The number of coaches who have started or are working towards

Win development and competition (national B and the completion of NCCP Level 4 certiﬁ cation needs to increase. U teams and beyond). ● The number of opportunities for coach exposure to Learning to international training and competition needs to increase. ● Our National Team Coaches need to be ● Hire support staff to deal with non-coaching related issues. able to focus the majority of their time on ● The number of opportunities for coach exposure to coaching-related issues and not other issues international training and competition needs to increase. (administrative, personnel, marketing, etc). ● A greater number of professional development and mentoring ● A larger pool of potential national team opportunities for coaches in this context need to be created. coaches is required. ● The number of coaches who are NCCP Level 4 certiﬁ ed

Training to Win Training ● There is a lack of participation in professional needs to increase. development opportunities.

VOLLEYBALL CANADA 43 LTADVOLLEYBALL Training Training is usually considered one of the most • Basic volleyball skills are not being introduced critical elements in athlete development. Unless at an early enough age. an athlete is getting regular, appropriate and high • Accelerated learning opportunities which quality training over a period of many years, it is appear early in a child’s development are not almost certain that they will fall short of achieving being taken advantage of. their ultimate potential and not receive maximum • Indoor players do not appear to be training benefit from their sporting experiences. enough at some stages of their development Several significant training indoor volleyball issues when compared with other volleyball nations. have been identified and need to be corrected if • Players are specializing too early in their we wish to optimize our training environments: development.

Issues Main Actions ● The ABC’s of movement and athletics or the development of physical literacy is underemphasized. ● We need to provide community activity leaders with ● There is insufficient focus on the development of more information and training/learning opportunities volleyball-related movements. for the ABC’s of movement and the development of ● Activity programs do not recognize or incorporate physical literacy. into training the accelerated periods of adaptability ● Mini volleyball needs to be promoted and established that occur during this stage. country wide in all communities—especially within ● There is insufficient emphasis on fun activities. the school system. ● Parents do not spend enough time on fun physical FUNdamentals ● Children should be encouraged to participate in as activities with their children. many sports as possible (4 or more). ● Athletes are encouraged to specialize in one or two sports too early in their development. ● The ABC’s of movement and athletics or the development of physical literacy is underemphasized. ● The development of basic fitness is underemphasized. ● We need to provide community activity leaders with ● There is insufficient focus on the development of more information and training/learning opportunities basic volleyball skills. for the ABC’s of movement and the development of ● Activity programs do not recognize or incorporate physical literacy. into training the accelerated periods of adaptability ● Atomic volleyball needs to be promoted and that occur during this stage. established country wide in all communities. ● Athletes are encouraged to specialize in one or two ● Children should be encouraged to participate in

Learning to Train Learning to sports too early in their development. several other sports (3 or more). ● Parents do not spend enough time on fun physical activities with their children. ● The ratio of training to competition should favour training. ● Time dedicated to volleyball training and preparation ● There exists inadequate training related to should be at least 6 hours per week. competition. Our athletes under-train when ● The time dedicated to the development of physical compared to athletes from top volleyball nations capacities should be at least 3 hours per week. and the latest research findings (Ericsson, Krampe, ● Training needs to begin ahead of the competition and Tesch-Romer, 1993) on athlete development. schedule so that appropriate General Preparation ● Player role specialization occurs too early. and Specific Preparation periods can take place. ● Volleyball training focuses too much on preparation for ● The development of physical capacities needs to competition and not enough on basic skill development. be lead and supervised regularly by coaches or ● Accelerated periods for adaptation are other fitness experts. Athletes should not be left not recognized or included in physical responsible for their own physical preparation. Training to Train to Training preparation strategies. ● Growth and development issues related to physical ● Physical preparation when it occurs is occurring capacity development need to be recognized and with inadequate supervision and without access to planned for in physical preparation strategies. appropriate expertise. ● Competitive rules need to be reviewed to ensure they do not encourage specialization before it is developmentally appropriate.

44 Long-Term Athlete Development (LTAD) Issues Main Actions ● The ratio of training to competition should favour I training. N ● There exists inadequate training related to ● Time dedicated to volleyball training and preparation competition. Our athletes under-train when should be at least 10 hours per week. D compared to athletes from top volleyball nations ● The time dedicated to the development of physical O and the latest research findings (Ericsson, Krampe, capacities should be at least 5 hours per week. O and Tesch-Romer, 1993) on athlete development. ● Training needs to begin ahead of the competition ● There is too much emphasis on specialization at the schedule so that appropriate General Preparation R expense of continued refinement and improvement and Specific Preparation periods can take place. of fundamental skills. ● The development of physical capacities needs to be ● Volleyball training focuses too much on preparation lead and supervised regularly by appropriately trained/ for competition and not enough on skill development. certified coaches or other fitness experts who are ● Accelerated periods for adaptation are capable of safely introducing and monitoring advanced not recognized or included in physical fitness principles and techniques. Athletes should not

Learning to Compete preparation strategies. be left responsible for their own physical preparation. ● Physical preparation when it occurs is occurring ● Growth and development issues related to physical with inadequate supervision and without access to capacity development need to be recognized and appropriate expertise. planned for in physical preparation strategies. ● Training needs to continue to be broad in scope and not always position specific. ● The annual training period is too short (e.g. CIS/ CCAA programs last 6 months). Our athletes under- train when compared to athletes from top volleyball nations and the latest research findings (Ericsson, ● Training—especially the pre-competition periods— Krampe, and Tesch-Romer, 1993) on athlete needs to increase in length. Ways need to be found development. to extend the training season beyond the 6 months ● Year round training which allows an appropriate currently experienced with CCAA/CIS institutions. and the gradual raising of physical, and technical/ ● The time dedicated to the development of physical tactical capacity does not occur. capacities needs to increase to at least 5 hours per week ● There is too much emphasis on specialization at the ● The development of physical capacities needs to expense of continued refinement and improvement be directed and supervised regularly by coaches or of fundamental skills. Winning is important at this other fitness experts. Athletes should not be left stage, however winning should not overshadow the responsible for their own physical preparation. Training to Compete Training holistic development of the athlete. ● Training needs to continue to be broad in scope and ● Not enough time is spent on the development of not always position specific. physical capacities especially in the off-season and it is occurring with inadequate supervision and without access to appropriate expertise. ● National Training Centres need to be established countrywide. ● The majority of athletes across the country do not have ● International training exchanges need to occur (i.e. access to high performance training opportunities. invite other countries to train in Canada) to give ● No cross-training opportunities with international Canadians exposure to other training methodologies programs exist. and training techniques. ● Latest sport science techniques are not regularly applied. ● National Training Centres need to keep abreast and

Learning to Win seek out the latest in sports science research and training techniques. ● National Team Centre needs to operate year round leading up to the Olympic Games. ● Volleyball’s National Team Centre is not a year round ● International training exchanges need to occur (i.e. program leading up to the Olympics (Center only invite other countries to train in Canada) to give operates when professional athletes are available). Canadians exposure to other training methodologies ● No cross-training opportunities with international and training techniques. programs exist. ● National Team Centre needs to keep abreast and ● Latest sport science techniques are not regularly applied.

Training to Win Training seek out the latest in sports science research and training techniques.

VOLLEYBALL CANADA 45 LTADVOLLEYBALL Competition It has been regularly stated by Canada’s LTAD developmental goals. Indoor volleyball has had experts that competition is driving our athlete some success with competition integration, development programs when it should be but too much focus on winning at some stages integrated as part of an over all structure designed of development, inadequate competition to improve and enhance athlete development and programming at other levels, and competition overall performance. Competitive opportunities programs that categorize participants by need to be in line with the age and stage of chronological age instead of developmental age development of the players as well as other are still issues.

If you’re not just a little bit nervous before a match, you probably don’t have the expectations of yourself that you should have. “ —Hale” Irwn

Issues Main Actions

● Mini volleyball needs to continue to be promoted and ● Fun volleyball competitions do not exist established country wide in all communities—especially within in most regions. the school system. FUNdamentals

● Atomic volleyball needs to continue to be promoted and ● Fun volleyball competitions do not exist established country wide in all communities—especially within in most regions. the school system. to Train to Learning

● There is inadequate training related to ● Develop an integrated competition/training model where competition. Competitions dictate the competition is used to optimize athlete development. training schedule rather than the reverse ● Rules that encourage player specialization, limit player situation. contribution, or do not reﬂ ect the size and physical abilities of ● Volleyball programs focus too much on participants (i.e. the Libero, 6-substitutes, playing dimensions, winning and not enough on the process etc.) need to be adapted to encourage all-round player of LTAD. development and encourage athlete participation. ● Competition regulations are leading to ● The physical characteristics of the individual can vary widely player specialization earlier than desirable. during this period. Therefore it is important to offer age ● Age categories do not reﬂ ect the categories with 1-year age divisions (12U, 13U, 14U, 15U, etc.) developmental ages of the competitors. and provide opportunities for early developers to “play up”

Training to Train to Training ● Equipment and playing area dimensions with older competitors and late developers the opportunity to are not suitable for the size and physical “play down” with younger competitors. abilities of the participants. ● Competitions should be reﬂ ective of the level of the athletes ● Competition inequity—not enough so that all players are competing against oppositions of similar matches against equal opponents. abilities. (e.g. tiered competitions)

46 Long-Term Athlete Development (LTAD) I N D O O R

Issues Main Actions ● There exists inadequate training related ● Develop an integrated competition/training model where to competition. Competitions dictate the competition is used to optimize athlete development. training schedule rather than the reverse ● The physical characteristics of the individual can vary widely situation. during this period. Therefore it is important to offer age ● Volleyball programs focus too much on categories with 1-year age divisions (17U, 18U, etc.) and winning and not enough on the process provide opportunities for early developers to “play up” with of LTAD. older competitors and late developers the opportunity to “play ● Age categories do not reﬂect the down” with younger competitors. developmental ages of the competitors. ● Competitions should be reﬂective of the level of the athletes ● Access to competition programs for high so that all players are competing against oppositions of similar performance athletes is limited to too abilities (e.g. tiered competitions).

Learning to Compete few participants. ● An interprovincial competition program needs to be developed ● Competition inequity—not enough (to replace NTCC) to use as the principal tool for the matches against equal opponents. identification, recruitment, and training of emerging talent. ● Canada Games and NTCC age should be raised to 20 for females and 21 for males. This will provide a significant college and university off-season program which will provide required additional training and competitive opportunities for emerging talent, ensure an ● Elite competition opportunities for appropriate number of athletes are identified nationally in each emerging talent are limited in number and sex, and create a high performance program that is accessible to accessibility (i.e. too few athletes involved). athletes not enrolled in an educational institution. ● The men’s U20 club program should be raised to include U21 athletes so that all participants in the Training to Compete Training to Compete Training stage have access to an appropriate competitive opportunity.

● International competition opportunities for emerging talent are poorly accessed ● An annual competitive schedule needs to be developed and (too few opportunities utilized) and there appropriately integrated with national competitions. to Win

Learning are too few athletes involved.

● There is a lack of high level international competitive opportunities (i.e. World League and Grand Prix). ● National Teams need to gain entry into the World League and ● There is a need to develop a competitive the Grand Prix events. schedule that is compatible with ● Promote and encourage our athletes (especially female) to play professional player commitments. with the best overseas teams. ● Our top female players do not regularly Training to Win Training play in the top European leagues.

VOLLEYBALL CANADA 47 LTADVOLLEYBALL

48 Long-Term Athlete Development (LTAD) Sport Science The utilization and application of sport science sport science has to offer. Little sport science data has become common practice among sport on indoor volleyball participants is being collected, practitioners worldwide. Regular testing and there are no scientiﬁcally valid standardized I monitoring of an athlete’s training, physical testing procedures for indoor volleyball athletes N development, and physical capacities is an developed, Canada’s sport scientists are poorly D important part of ensuring that their preparation engaged in volleyball research activities, and O will be of maximum beneﬁt. Unfortunately, indoor sport science is not regularly used to enhance or O volleyball often does not take advantage of what modify training programs at all stages. R

Issues Main Actions ● Develop a national standardized testing program that is ● Sport science data on volleyball participants in scientifically valid, gender specific, tracks skill, stamina, this group is not being collected. strength, suppleness, size, and psychological factors. ● Sport science testing procedures for the sport ● Develop a national data tracking system to record testing have not been standardized. data and help in developing normative values. FUNdamentals ● Develop a national standardized testing program that is ● Sport science data on volleyball participants in scientifically valid, gender specific, tracks skill, stamina, this group is not being collected. strength, suppleness, size, and psychological factors. ● Sport science testing procedures for the sport ● Develop a national data tracking system to record testing to Train to

Learning have not been standardized. data and help in developing normative values. ● Develop a national standardized testing program that is ● Sport science data on volleyball participants in scientifically valid, gender specific, tracks skill, stamina, this group is not being collected. strength, suppleness, size, and psychological factors. ● Sport science testing procedures for the sport ● Develop a national data tracking system to record testing to Train to Training Training have not been standardized. data and help in developing normative values. ● Sport science data on volleyball participants in ● Develop a national standardized testing program that is this group is not being collected. scientifically valid, gender specific, tracks skill, stamina, ● Sport science testing procedures for the sport strength, suppleness, size, and psychological factors. have not been standardized. ● Develop a national data tracking system to record testing

Compete ● Sport science is not utilized to develop and/or

Learning to data and help in developing normative values. modify training programs. ● Sport science data on volleyball participants in ● Develop a national standardized testing program that is this group is not being collected. scientifically valid, gender specific, tracks skill, stamina, ● Sport science testing procedures for the sport strength, suppleness, size, and psychological factors. have not been standardized. ● Develop a national data tracking system to record testing ● Canadian sport science experts are insufficiently data and help in developing normative values needs.

Compete engaged in volleyball research activities.

Training to Training ● Coaches need to incorporate and integrate appropriate ● Sport science is not utilized to develop and/or sport science expertise into volleyball training programs. modify training programs. ● Sport science testing procedures for the sport ● Develop a national standardized testing program that is have not been standardized. scientifically valid, gender specific, tracks skill, stamina, ● Canadian sport science experts are insufficiently strength, suppleness, size, and psychological factors.

Win engaged in volleyball research activities. ●Coaches need to incorporate and integrate appropriate ● Sport science is not utilized to develop and/or

Learning to sport science expertise into volleyball training programs. modify training programs. ● Sport science testing procedures for the sport ● Develop a national standardized testing program that is have not been standardized. scientifically valid, gender specific, tracks skill, stamina, ● Canadian sport science experts are insufficiently strength, suppleness, size, and psychological factors.

Win engaged in volleyball research activities. ● Coaches need to incorporate and integrate appropriate ● Sport science is not utilized to develop and/or

Training to Training sport science expertise into volleyball training programs. modify training programs.

VOLLEYBALL CANADA 49 LTADVOLLEYBALL Stakeholders In a LTAD sport framework, a sport’s stakeholders the demand for officials is increasing. We need are instrumental to success. Stakeholders must to place an emphasis on recruiting new, young be clearly aware of their roles and be appropriately officials into the system, retain those who are in integrated within the system if we wish to reach the system, and improve recognition programs to our goals of improved performances, a physically create better awareness for the vital service they active population, life-long sport participation and provide within the volleyball community. ultimately, a healthier society. Effective administrators and volunteers play Parents play a vital role in many aspects of their an essential and pivotal role in successful children’s development in volleyball. Many get organizations, clubs, and events. Improved involved in coaching, fundraising, administration, recognition for their efforts is crucial long-term if and transporting children to and from training we want to continue to attract and retain good and competitions. It is essential that parents administrators and volunteers. understand their role in assisting children to achieve their full potential within sport. They need Finally, schools, clubs, and facilities provide broad to be encouraged to always be involved in the opportunities for participation, create competitive physical development of their children as well as opportunities and encourage coaching educated on the concept of LTAD and physical development, but must better understand their literacy. Then, they need to be encouraged to play role in the LTAD process, improve communication a role in facilitating the understanding of special amongst each other, and become better requirements such as proper hydration, nutrition, integrated. and recovery with their children. All these groups require a sport structure and Officials perform a vital role in the sport and adequate support if we wish to properly engage with the growth in the popularity of volleyball; them in LTAD.

Issues Main Actions ● Mini volleyball needs to be promoted, incorporated into ● School systems do not offer a well-balanced physical multi-sport programs, and established country wide in education program utilizing the latest sport science to all communities—especially within the school system. encourage optimal physical and motor development. ● Parental education and sustained participation ● Grassroots introductory multi-sport programs are not in their children’s early physical and athletic widespread, well promoted or easily accessible. development needs to be emphasized at this stage. ● Direct parental involvement in enjoyable physical ● A joint responsibility strategy between government,

FUNdamentals activity with their children is on the decline. schools, parents, activity leaders, etc. for promoting physical activity and sport for life needs to be developed. ● Atomic volleyball needs to be promoted and ● School systems do not offer a well-balanced physical established country wide in all communities. education program utilizing the latest sport science to ● Parental education and sustained participation in encourage optimal physical and motor development. their children’s physical and athletic development ● Grassroots introductory volleyball programs are not needs to continue. widespread, well promoted or easily accessible. ● A joint responsibility strategy between government, ● Direct parental involvement in enjoyable physical schools, parents, activity leaders, etc. for promoting activity with their children is on the decline. Learning to Train Learning to physical activity and sport for life needs to be developed. ● There is a lack of communication or an integrated ● A “Clubmark” program needs to be established to approach amongst stakeholders (schools, clubs, ADP, identify and provide recognition for groups who provide other sports, etc.) to collectively develop programs high quality athlete development environments. which best serve the athlete’s interests. ● PSO’s in concert with clubs need to take a leadership ● There is a lack of appropriate evaluation programs role in communicating with all relevant stakeholders which recognize those groups who continually provide the objective of achieving a uniﬁed and integrated high quality athlete development environments. approach to athlete development. ● The majority of school-based participants are not ● A lobby effort needs to be undertaken to establish Training to Train to Training registered with provincial and national governing bodies. volleyball sports schools in all provinces.

50 Long-Term Athlete Development (LTAD) I N D O O R

Issues Main Actions ● There is a lack of communication or an integrated ● A “Clubmark” program needs to be established to approach amongst stakeholders (schools, clubs, ADP, identify and provide recognition for clubs who provide other sports, etc.) to collectively develop programs high quality athlete development environments. which best serve the athlete’s interests. ● PSO’s in concert with clubs need to take a leadership ● There is a lack of appropriate evaluation programs role in communicating with all relevant stakeholders which recognize those groups who continually provide the objective of achieving a uniﬁed and integrated Compete

Learning to high quality athlete development environments. approach to athlete development. ● The majority of school-based participants are not ● A lobby effort needs to be undertaken to establish registered with provincial and national governing bodies. volleyball sports schools in all provinces. ● The relevant stakeholders (colleges, universities, PSO’s, NSO, and clubs) have not accepted a shared ● A “Clubmark” program needs to be established responsibility to cooperate and collectively develop to identify and provide recognition for colleges the next generation of high performance athletes. and universities who provide high quality athlete ● There is a lack of appropriate evaluation programs development environments. which recognize those groups who continually provide ● NSO’s in concert with colleges, universities, high quality athlete development environments and PSO’s need to take a leadership role in ● The majority of school-based participants and communicating with all relevant stakeholders the participants who participate in semi-competitive objective of achieving a uniﬁed and integrated

Training to Compete Training and recreational programs are not registered with approach to high performance athlete development. provincial and national governing bodies. ● NSO and the National Team Training Centre have ● NSO, National Teams, and PSO’s need to collaborate to not established a clearly deﬁned development and establish multiple full time National Training Centres. competitive pathway along with programming (i.e. ● National Teams, CIS, and CCAA need to national training centers) for athletes in this group. work together to develop an appropriate ● The majority of school-based participants and competitive schedule. participants who participate in semi-competitive ● NSO, National Teams, CIS, and CCAA need to work and recreational programs are not registered with together to extend the training season beyond the Learning to Win provincial and national governing bodies. current 6-month schedule.

● All stakeholders do not take responsibility for the ● NSO needs to work with all stakeholders to create a development and achievements of national teams stronger identity for and awareness of national teams.

to Win (collective pride). Training Training

VOLLEYBALL CANADA 51 LTADVOLLEYBALL

52 Long-Term Athlete Development (LTAD) Athletes With A Disability The Standing Volleyball Discipline

“Athletes with a disability (AWADs) are first and foremost athletes, and for this reason, virtually everything in the able-bodied Long-Term Athlete Development (LTAD) model is applicable. “ —No Accidental Champions, 2006 S he above statement holds true for volleyball, individual who has a physical disability which may T ” A as well. Many of the same LTAD principles limit functional mobility, but is nonetheless able for the able-bodied volleyball player apply to stand. Historically, the sport was only open to N T D to the volleyball player with a disability. There are amputees, but since the 1980’s has been open to I differences, however, and this section will discuss other disability classes as well. N certain factors that are specifi c to the volleyball G player with a disability. AWADs have a wide variety of conditions, ranging from intellectual disability, physical disability, Standing Volleyball is a dynamic, fast-paced amputations, cerebral palsy, brain injury, sensory game that is bound by the same rules and impairment, as well as others. Some AWADs are regulations as the traditonal indoor game. The able to manage all the demands of daily living sport of standing volleyball was integrated within alone, while others, particularly those with a Volleyball Canada in 1998. Since this time, the severe disability, may need assistance. The extent Men’s National Standing Volleyball Team has and type of assistance will vary by individual and consistently achieved podium performances with the stage of development. and has been an example of success for the Canadian volleyball community. Even with these The onset of a physical disability can occur at outstanding successes, going forward there are any age for an individual. This situation has a still major issues that need to be overcome if signifi cant effect on how each individual fi ts into standing volleyball is to remain a fl agship program any LTAD model and makes chronological age a in Canadian sport: poor tool to use in evaluating an individual’s place within the LTAD framework. Also, the nature of ● Awareness of disabled volleyball within the sport a disability will have an effect on the individual’s community continues to be a major challenge place within the LTAD model. for the sport. Physical disabilities generally take fall into two ● There is a lack of a systemic identifi cation categories: congenital (from birth) or acquired. process which is limiting our ability to attract, Those individuals with congenital disabilities have train and retain top disabled volleyball players. had to adapt various elements of their daily lives ● There is a lack of domestic competition since birth, whereas a person with an acquired opportunities in Canada. disability—depending on the age at time of injury or illness—will undergo a time of signifi cant Many of our national team athletes have been change and transition in their lives. actively involved with the program for up to 15 years and there is concern that our current AWADs with either a congenital or an acquired national team rosters will be depleted as aging disability can play a signifi cant role in any AWAD players decide to retire. Volleyball Canada must development structure. The present roster of the aggressively identify and develop new athletes Men’s National Standing Volleyball Team is made if we wish to maintain our current competitive up of athletes with both congenital and acquired status within the world. disabilities. Some have played volleyball for their entire lives, whereas others only after injury or What is the Volleyball AWAD? illness. The standing volleyball athlete is typically an

VOLLEYBALL CANADA 53 LTADVOLLEYBALL

Some of the activities in which they were ppreviouslyreviously engaged may no longer be open to them in the same form, and they may not be aware of the many sporting and recreation activities that are available. “ —No Accidental Champions, 2006 Coaching the Volleyball Player with a volleyball AWADs is a greater challenge.” The Disability classifi cation system and the related eligibility Coaching a volleyball player with a disability in rules for volleyball AWADs are complex. In most ways is no different than coaching an able- simple terms, the classifi cation system is made bodied player. Coaches will need to identify areas up of three classes – A, B, and C, where ‘A’ is of strength and weakness in the athlete and place the most functionally able, and ‘C’ is the least. the volleyball AWAD in the program accordingly. Classifi cation can become quite complicated Most of the challenges for the standing player depending on the nature of the disability, as are related to on-court mobility, and the coach the sport is not only for amputees, but for other should be prepared to adjust techniques, tactics, forms of disability as well. Teams are also court positions, etc. to maximize strengths and limited in how many athletes from each of the minimize weaknesses. It is also advisable for three classifi cations are allowed on the fl oor at coaches to encourage the standing athlete to one time, further complicating the selection and provide input into what they can and cannot do, utilization of team personnel. Therefore not only and to work with the athlete in an appropriate way do the coaches have to select the best players for to extend the intensity, duration and complexity of each position, but they also have to consider the their athletic activities. best players per classifi cation per position, while ensuring there are enough players on the roster However, selecting and coaching a full team of of each classifi cation in case of injury.

Awareness and First Contact/Recruitment are particularly important for individuals with an acquired disability who, prior to injury or illness, may have had no contact with, and no knowledge of, sport for AWADs. “ —No Accidental Champions, 2006 ” Athletes With A Disability – Unique Considerations Awareness communities. This is particularly true in the case It goes without saying that all Canadians are aware of standing volleyball, where awareness is quite of the existence of sport. However, Canadians strong within the Volleyball Canada organization are generally not well informed about the options and several organizations for AWADs, but is in sport for athletes with a disability—even within largely unknown to the Provincial/Territorial the disabled community. While visibility for Volleyball Associations and other groups within some of the higher profi le Paralympic sports is the volleyball community. improving, many of the sports that do not have Improved awareness needs to be created among the benefi t of media coverage remain largely several important groups if standing volleyball is unknown, even within their own sport-specifi c to continue to grow and develop.

54 Long-Term Athlete Development (LTAD) All potential athletes within this unique population need to be made aware that they can begin or continue a sport they are interested in, despite their disability. The knowledge that there Athletes are opportunities to train and compete against one’s peers on the world’s stage is a significant motivator and can play an important role in physical and social rehabilitation. Parents’ and family members’ awareness of sport for AWADs is as important as the athletes’. They provide the direct pillars of support and encouragement for the athletes themselves. Parents and Family Members Improved understanding among immediate family members about the sport—about the organizations that coordinate various programs, and about other athletes’ experiences within the disabled volleyball community—will help to encourage the athlete to become involved with volleyball. S The Sport In general the volleyball community is not aware that disabled volleyball is a viable opportunity for Canada’s AWADs, is unaware of what qualifies an athlete for AWAD sport, and is unfamiliar with T Community how to access the AWAD sport system. A N The Disabled Within the disabled community, there is the awareness that disabled sport exists however, there is general lack of understanding of the eligibility requirements for and opportunities within D Community various AWAD sports. I N G Athlete Recruitment/Identification and compete in traditional leagues and clubs. Unlike able-bodied sport, where there tends to Integration with able-bodied athletes is a good be a focus on early recruitment of participants situation for standing volleyball athletes and during childhood, identification and recruitment greatly increases their training and competitive can occur at a variety of ages for AWAD sport opportunities during the sport’s introductory and the standing volleyball athlete. It could be at stages. However, training and competitive a very early age within a school environment for opportunities become fewer and fewer as the someone with a congenital disability or it could participants advance in skill level and the able- be at any age for someone with an acquired bodied advantages become more evident. disability. Securing positions on teams becomes more and more challenging for the volleyball AWAD. In either case, having a positive first exposure to the sport environment is very important. The Training to Train and Learning to Compete Families with disabled individuals often are stages are where athlete retention starts to be more sensitive to activities which may involve a a major issue. AWADs begin to find it difficult degree of physical risk and are more aware of in these stages to find appropriate training the necessity of support systems and the impact and competitive opportunities within the able- they have on disabled individuals. Therefore, bodied system. However, the standing volleyball additional time and effort must also be taken to community has the ability to assist standing educate and reassure influential family members players with finding appropriate training and that an appropriate support network exists, competition opportunities within the able-bodied that the coaching and administrative staff are community—a key athlete support service. If appropriately qualified, that staff are available the standing volleyball player is not successfully to support and assist them, and that a safe and identified and exposed to standing volleyball positive environment will be provided. programs by this time, then the likelihood that he or she will have the opportunity to remain with a Depending on the age of the AWAD in question, volleyball program is lessened significantly. recruitment and identification may simply be exposure to sport in general, or exposure to the Inclusion of AWADs within the able-bodied sport of their choosing – in this particular case, it volleyball communities is one of the objectives of would be standing volleyball. the program, but ironically it also provides standing volleyball with a great challenge. It makes athlete Integration with Able-Bodied Athletes identification difficult because volleyball’s AWADs Since standing volleyball utilizes the same do not compete in separate categories; these competitive rules as traditional volleyball, standing athletes are usually registered as any other (able- volleyball athletes are easily integrated into the bodied) volleyball participant within their club or able-bodied game and usually comfortably train province and not specifically identified as AWADs.

VOLLEYBALL CANADA 55 LTADVOLLEYBALL

Competitive Structure Prosthetics – Many standing volleyball athletes There are no specific standing volleyball leagues compete with prosthetic devices and it is important or national championships in Canada and that these athletes are exposed to the wide variety instead—as mentioned above—all standing of options available to them and are able to take participants are integrated into the able-bodied advantage of the latest prosthetic technologies. game. The lack of an exclusive standing volleyball national championship or regular regional and Exposure to High-Energy Physical Play at a national competitions is hurting sport awareness, Young Age athlete recruitment, and athlete retention. For children with disabilities, opportunities for exposure to high-energy physical play at a young Sport Science age can be limited and AWADs with congenital As previously mentioned, the LTAD model for or acquired disabilities can be equally impacted. the able-bodied athlete applies equally well to This can be due to several reasons: extended the AWAD. When it comes to standing volleyball, or repeated hospital stays, the lack of suitable there are two significant additional considerations recreational programs in community centres in the sport science field. or schools, or even the over-protectiveness of parents. This limited exposure can result in Classification – Classification is an essential a late entry into sport, further reinforcing that component of disabled sport and it is very useful chronological age is poor determiner when to have trained classifiers available throughout considering athlete development as it relates to Canada to assess new and potential athletes to the AWAD. ensure athletes are correctly classified prior to entry into competition.

56 Long-Term Athlete Development (LTAD) Standing Volleyball Considerations

Issues Main Actions ● Standing volleyball is largely unknown within the volleyball community ● Not enough standing volleyball players are ● Exposure to standing volleyball among the being identified. grassroots community needs to improve. ● No potential female standing volleyball ● The provincial and national registry for all Athletes players are being identified. volleyball participants needs to include the ● Athletes with less visible disabilities are ability to identify AWADs and to describe the not being identified. nature of their disability. ● Current registration systems do not S request/include information on possible T disabilities. A N ● Not enough coaches are aware that ● Exposure to standing volleyball among the D standing volleyball programs exist in grassroots coaches needs to improve. I Coaching Canada. ● Supplemental materials educating coaches on N ● Coaches are not always aware how to best issues relating to AWADs should be available G coach an AWAD in volleyball through the Level 1 Volleyball NCCP program. ● Ways need to be found to increase the number of training opportunities for our national ● Not enough training opportunities for the teams. national teams. ● A player placement program needs to be Training ● There are too few appropriate training developed to assist volleyball AWADs with opportunities for developing AWADs. finding able-bodied clubs to train and compete with.

● Ways need to be found to increase the number of competitive opportunities for our national ● There are not enough opportunities teams—especially within our own zone. for competition against other Standing ●A lobbying strategy needs to be developed to Volleyball teams either domestically or in promote the re-inclusion of standing volleyball the Pan Am zone. Competition in the Paralympic Games. This strategy should ● No female standing volleyball competitions include ensuring that regular international exist. competitions take place, that growth within ● Standing Volleyball has been removed from the sport is evident, and that Canada is able the Paralympic Program for 2008 to maintain a high-quality standing volleyball national team program.

● Ways need to be found to increase the number ● There is a need for more certified Sport Science of certification opportunities for potential classifiers in Canada. classifiers.

● Standing volleyball sport awareness is too low among the majority of stakeholders. ● Exposure to standing volleyball among all ● There is a lack of communication or an stakeholders needs to improve. integrated approach amongst stakeholders ● Volleyball Canada’s disabled volleyball (schools, other AWAD sports, domestic committee in concert with the PSO’s needs AWAD multi-sport organizations, to take a leadership role in communicating rehabilitation programs, etc.). with all stakeholders, with the objective of ● The majority of school-based AWADs or achieving a uniﬁed and integrated approach to Stakeholders AWADs who participate in semi-competitive AWAD identiﬁcation and development. and recreational programs are not ● School-based AWADs or AWADs who participate registered with provincial or national in semi-competitive and recreational programs governing bodies. need to be included in the provincial and ● There is a lack of appropriate evaluation national registry for all volleyball participants. programs which recognize those groups ● “Clubmark” programs need to recognize who continually provide high-quality those groups who include AWAD development athlete development environments for initiatives in their programming. AWADs.

VOLLEYBALL CANADA 57 LTADVOLLEYBALL Implementation

he LTAD Working Group was tasked with As a further part of the review process, the LTAD reviewing Canada’s existing volleyball working group was able to identify a series of Tdevelopment structure as it relates to LTAD priority items which should be addressed by the principles, identify any gaps or shortcomings volleyball community as soon as possible: in the country’s development pathways, and to ● Athlete retention – from the Training to Train make restructuring recommendations with the stage forward. potential to create a more integrated and aligned sport system. The group was not tasked with ● Participant identifi cation and tracking – all the development of a detailed implementation volleyball participants in the country need to plan. However, as implementation will be critical be identifi ed and tracked; regardless of what to the success of any restructuring, signifi cant programs they are involved with. consideration was given to the practicality of all ● The professionalization of the volleyball suggested future actions as they related to the coaching system – required improvements in challenging task of implementation. coaching will not likely be seen until coaches are adequately compensated for their efforts. One item became self-evident as the working group undertook its task; moving forward, ● Recognition – for coaches who successfully Volleyball Canada will need to take a lead role develop athletes based on LTAD principles. in the restructuring of the volleyball system in ● National Training Centres – several National Canada if the working group’s recommendations Training Centres need to be established for are to be successfully implemented. However, athlete in the Learning to Win stage. the entire volleyball community must support, ● Planning and periodization – the training our accept, develop, and enhance their roles within athletes are doing must be in line with LTAD the LTAD framework. Volleyball Canada will need principles in terms of amounts, type, and to develop a detailed plan which ensures that this durations. happens as well as: ● Rule changes – rules that inhibit the LTAD ● Educate the volleyball community on the process must be reviewed. concepts of LTAD and what it means for volleyball in Canada. ● Competitions – need to be appropriately aligned and competition calendar planning must refl ect ● Aggressively lobby to bring all stakeholders “on LTAD competition and development principles. board” and achieve the necessary buy-in that will be required to create an environment for change. ● Sport programs – need to be aligned and properly integrated. ● Work to overcome—with the help of stakeholders—signifi cant fi nancial obstacles. ● Offi cials – a plan needs to be developed for long- term offi cials development in terms of attraction, ● Use LTAD as a framework for future strategic training, retention, and compensation. planning within their organization.

I don’t know the key to success, but the key toto failure is trying to please everybody. “ —Bill ”Cosby

58 Long-Term Athlete Development (LTAD) Summary anadian volleyball has progressed unified fashion for the collective good. Few things significantly since its humble beginnings. worthwhile are ever easy. Canada boasts volleyball participation C The volleyball LTAD Working Group—a group of rates that are envied by much of the world, yet our development systems lack the integration some of Canada’s foremost volleyball experts— and sophistication of many volleyball nations was tasked with devising this “made in Canada” and our programs fall short for a large group of solution to volleyball’s development woes. This athletes who strive for excellence and desire to Long-Term Athlete Development Strategy is their reach their full potential. vision. It is an affirmation of the potential they see in our nation. It is what we could be if we look for We could argue for hours about the problems solutions instead of problems. It is what we could we have in Canada with our volleyball structure. be if we all agree to strive for a common goal. But in order to solve the problems and improve ourselves as a sporting nation, we must put aside Now is the time to write a new course for volleyball some of our regional differences and act in a development in Canada.

Now is the time for action.

VOLLEYBALL CANADA 59 LTADVOLLEYBALL (agility, balance, coordination) coordination) balance, (agility, Competition Focus Focus Competition Coach Education Coach Anaerobic Alactic Anaerobic Anaerobic Lactic Anaerobic LTAD PHASE PHASE LTAD Competition Competition Motor Skills Motor Skills ( Categories Categories bod ( ( Flexibility additional Load stren y Strength Strength wei Aerobic Power Speed g g th ht/li - s p g eed ht load ht ) ) AGE ) Intro Introduce & Develop Develop & Introduce 6 Community Coach (1 vs 1, 2 vs 2, 3 vs 3) 3) vs 3 2, vs 2 1, vs (1 FUNdamentals Mini Volleyball Volleyball Mini A L Introduce A O Level 1 7 L Fun : O

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60 Long-Term Athlete Development (LTAD) (agility, balance, coordination) coordination) balance, (agility, Competition Focus Focus Competition Coach Education Coach Anaerobic Alactic Anaerobic Anaerobic Lactic Anaerobic LTAD PHASE PHASE LTAD Competition Competition Motor Skills Motor Skills ( Categories Categories bod ( ( Flexibility additional Load stren y Strength Strength wei Aerobic Power Speed g g th ht/li - s p g eed ht load ht ) ) AGE ) Community Coach FUNdamentals A (1 vs 1, 2 vs 2, 3 vs 3) Introduce & Develop& Introduce 6 L Mini Volleyball Volleyball Mini O Introduce Introduce Introduce Introduce :

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VOLLEYBALL CANADA 61 LTADVOLLEYBALL (agility, balance, coordination) coordination) balance, (agility, Competition Focus Focus Competition Coach Education Coach Anaerobic Alactic Anaerobic Anaerobic Lactic Anaerobic LTAD PHASE PHASE LTAD Competition Competition Motor Skills Motor Skills ( Categories Categories bod ( ( Flexibility additional Load stren y Strength Strength wei Aerobic Power Speed g g th ht/li - s p g eed ht load ht ) ) AGE ) (1 vs 1, 2 vs 2, 3 vs 3) vs 3 2, vs 1, 2 (1 vs Intro. 6 Community Coach Coach Community FUNdamentals Mini Volleyball Volleyball Mini Introduce & Develop Develop & Introduce A Introduce 7 Introduce Introduce L A O L Level 1 Level Fun O :

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62 Long-Term Athlete Development (LTAD) (agility, balance, coordination) coordination) balance, (agility, Competition Focus Focus Competition Coach Education Coach Anaerobic Alactic Anaerobic Anaerobic Lactic Anaerobic LTAD PHASE PHASE LTAD Competition Competition Motor Skills Motor Skills ( Categories Categories bod ( ( Flexibility additional Load stren y Strength Strength wei Aerobic Power Speed g g th ht/li - s p g eed ht load ht ) ) AGE ) (1 vs 1, 2 vs 2, 3 vs 3) Community Coach FUNdamentals Introduce & Develop Develop & Introduce 6 A Mini Volleyball Volleyball Mini L O :

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VOLLEYBALL CANADA 63 LTADVOLLEYBALL Selected Bibliography

Balyi, I., Hamilton, A., and Parkinson, C., The Concept and Practice of Long-Term Athlete Development in Volleyball, Performance Conditioning for Volleyball – Vol. 6, No. 3, United States Volleyball Association and the American Volleyball Coaches Association by Performance Conditioning Inc., USA.

Balyi, I., Hamilton, A., and Parkinson, C., Part Two – Long-term Planning of Players’ Development in Volleyball: The FUNdamental Stage of Training – Vol. 6, No. 4, United States Volleyball Association and the American Volleyball Coaches Association by Performance Conditioning Inc., USA.

Cycling Long Term Athlete Development Plan – Draft 2, Canadian Cycling Association, Canada, October, 2005.

Ericsson, K.A., Krampe, R.Th., and Tesch-Romer. The role of deliberate practice in the acquisition of expert performance. Psychological Review, 1993, 100. pp. 363-406.

Football for the Future – The Football Association of Ireland Technical Development Plan 2004 – 2008, The Football Association of Ireland, Ireland, 2003

Grange, J., and Gordon, R., Success is Long Term – Long Term Athlete Development related to the Journey through Swimming, Amateur Swimming Association Technical Swimming Committee, Loughborough, UK, 2004.

Higgs, C., Bornemann, R., Jani, L., Needham, R., MacPherson, B., Athlete/participant Model: Canadians with a Disability, Canadian Paralympic Committee, 2004

Klavore, P., Chambers, D. The great book of inspiring quotations: Motivational sayings for all occasions. Sport Books Publisher, USA, 2005

Long-Term Athlete Development — Canadian Sport for Life, Canadian Sports Centres, Canada, 2005.

No Accidental Champions – Long-Term Athlete Development for Athletes with a Disability: A supplement to “Canadian Sport for Life”, Canadian Sport Centres, Canada, 2006

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64 Long-Term Athlete Development (LTAD)