Softball Canada's Athlete Development Matrix Softball

Softball Canada’s Athlete Development Matrix (Gold Medal Profile Integrated)

V.2 Softball Canada’s Athlete Development Matrix (ADM)

Acknowledgements A tremendous amount of time and energy contained within the guide was both valuable collaboration and teamwork, none was invested in creating Softball Canada’s relevant and leading edge ensuring it would of this would be possible. Softball Canada Athlete Development Matrix. We were serve as a powerful resource for Softball in would like to thank all those involved for very fortunate to be able to access some of Canada. their insights, leadership and generosity in the most knowledgeable and experienced helping us build the very best pathway to experts both in the field of softball The successful development of this guide develop the very best athletes. specifically and in the ancillary areas is the result of the many long hours our impacting athlete development. Their input contributors have given of their time, was critical in ensuring the information expertise and knowledge. Without this

Angela Ballantyne Terry Baytor Dave Bourne Gord Collings Gary Corbett Lisa Down Jackie Dugger Jeff Ellsworth Tony Foti Dr. Colin Higgs Dr. Kaila Holtz Guy Jacobson Lise Jubinville Andrew Leslie Mark Loehndorf Erin Mills Noreen Murphy Kristin Noonan Dave Paetkau Mark Quinn Mike Renney Mark Smith John Stuart Dr. Lauren Tashman Andrea Wolf Lori Zehr Sport Canada Own the Podium Sport for Life All Softball Canada Provincial & Territorial Associations

V.2 Softball Canada’s Athlete Development Matrix (ADM)

What is an Athlete Who is it for? The Five segment Model Development Matrix? The Athlete Development Matrix is To organize the multiple aspects of a document designed to help guide development in an easy-to-follow format An Athlete Development Matrix (ADM) coaches and administrators as they for coaches, Softball Canada’s Long Term is an outline of the skills and attributes of work together to develop athletes and is Player Development utilizes a Five Segment athletes progressing through each stage the foundation in which Softball Canada Model.. of development to providing the greatest aligns its various resources including probability of success to the individual as coach certification and athlete program The sport specific technical skills they mature - not just with athletic success development. For parents the ADM (hitting, throwing, etc) required and but also participation for health and social should act as a directory of skills that benefits. their child’s coaches will be teaching The sport specific tactical skills (decisions, double plays, pitching Softball Canada’s ADM is a document to them throughout the season. choices, etc) needed to play the sport help guide coaches and steer the National The ADM is NOT a “cookbook” for Coaching Certification Program (NCCP) high performance excellence, but The physical capacities (speed, content. It lays out in great detail what a rather a guide to developing all players strength, endurance and flexibility) player should be able to do at each stage to maximize their enjoyment of the required of the sport of their Long-Term Athlete Development. sport – and to ensure that those Softball’s ADM tries to ensure that players players who have the talent and drive The sport psychology (mental, do not miss critical skills early in learning to become World Class Athletes have imagery, focus) skills needed, and the game – therefore leading to more the necessary fundamental foundation successful softball development. by learning the correct skills at the The life skills (teamwork, decision appropriate stage of development. making, etc) that support effective athlete development.

Tactical Skills Physical Capacity Fielding decisions, double Strength, speed, plays, hit selection, stamina and flexibility pitching choices (suppleness)

Life Skills Psychological Skills Nutrition, hydration, Anxiety control, focus, leadership, travel, imagery, ideal performance relationships, state, attention control balance The Softball Matrix was developed by Softball experts, in consultation with experts in adolescent growth and development and Technical Skills sport performance, based on the generic Hitting, throwing, Sport for Life Athlete Development Matrix. pitching, catching, running

V.2 Softball Canada’s Athlete Development Matrix (ADM)

What’s new in Version 2? New Softball Canada Long-Term Player Development Framework As new research and information comes to As a result of changes being made to the overall Long-Term Development in Sport and light, we must continue to update and im- Physical Activity framework – Softball’s model has also updated some important pieces: prove our LTPD framework. Following the- First Involvement and Awareness are integral to everyone’s initial experiences in sport lead of Sport for Life and Own the Podium, and physical activity. Softball Canada has incorporated several Physical Literacy is not confined to the early stages of development and can happen changes to our model moving forward. throughout a participant’s life. Updated Softball Technical/Tac- The Podium Pathway describes Softball’s excellence stages and specifically applies to tical Skills Tables athletes on a trajectory towards podium results at the highest level of Softball. It en- Some of the most significant changes you compasses both the Gold Medal Profile and Winning Style of play (WSP). The WSP is will see, will be the technical and tactical derived from competition results and is the progression of performance benchmarks skills laid out in the tables of each stage required to move through the Podium Pathway and successfully reach the Olympic po- of development. These changes stemmed dium as it applies to team sports. from updates to the generic LTAD model, Our updated Long Term Player Development Model graphic reflects these changes. feedback from softball experts and the greater softball community but in large part by aligning Softball’s Athlete Development Matrix with our Gold Medal Profile. The Gold Medal Profile (GMP) defines the skills WAY and abilities required to achieve podium ATH PHY performances and recognition at the high- P SI M LIVING TO WIN COMPETITIVE CA est level of play (Olympics, Pan American IU L D FOR LIFE Games & World Championships). O LEARN AND TRAIN TO WIN L P IT E Addition of the Awareness and R First Involvement Stages TRAIN TO COMPETE A C

Awareness promotes an understanding of

TRAIN TO TRAIN F opportunities to get involved in sport and ACTIVE FOR LIFE O

physical activity. It highlights opportunities R

for persons of all abilities to participate in L

F sport, become an athlete, and go as far as E their ability and motivation will take them. FIT FOR LIFE In Awareness, prospective participants and leaders are informed of the range of activities available and how they can take part. B L U EAR P N D TO TRAI H N E I Y F A V First involvement refers to the first experi- L S I W E R I D C L S ences participants have in sport. In this A A O I T R P L N I E L I phase it is critical to ensure individuals N I N G V N T G O E E have a positive first experience in an activ- FUNDAMENTALS L S R A V S AC ity as negative first experiences can lead S EM Y O E to non-participation. Organizations and L NT ID leaders need to create a safe, welcoming, T and inclusive environment for participants FO ACTIVE STAR UN with developmentally appropriate instruc- DA tion, adapted equipment, and facilities with TIO a program orientation they will nurture the N desire and confidence to participate for life. Clear direction should be provided to participants with regarding their second involvement. SOFTBALL’S LONG-TERM PLAYER DEVELOPMENT FRAMEWORK

V.2 Softball Canada’s Athlete Development Matrix (ADM)

Gold Medal Profile Standards These standards can and should act as Things to Remember: (Female) goals to work towards as an athlete’s de- The ADM is a roadmap of what players The Gold Medal Profile (GMP) defines the velopment progresses, but it is incredibly important to note that an athlete will not need to learn, develop and build as they skills and abilities required to achieve po- advance and become more skilled in the dium performances and recognition at the get to the highest level of play by only focusing on these skills. Each of these sport. It provides a guide for individual highest level of play (Olympics, Pan Amer- coaches regardless of the level of player ican Games & World Championships). The standards are influenced by a number of variables, and that should be kept in mind they coach. It will need to be updated Winning Style of Play is the progression of regularly to incorporate emerging performance benchmarks required to move when interpreting these standards. In softball, it is vital that athletes play multiple knowledge, and accommodate any changes though the pathway and successfully reach in skill, tactics and strategies that are seen the podium as it applies to team sports – positions and realize that the skills needed to achieve a podium performance need be in Softball. Information in the ADM will like softball. The GMP and WSP skills and be coordinated with the NCCP coaching attributes for softball have been identified fostered during an athlete’s early development. program and updated accordingly. The within the Athlete Development Matrix ADM is intended to be an ongoing working (ADM) with this . The Gold Medal Pro- Coaches should also note that these stan- document that will evolve with the sport. file Standards table outlines the average dards are based on average developing and exceptional standards as laid out by athletes, it is important that late developers Softball Canada. The table (available for not be overlooked especially during sensi- download at softball.ca) includes not only tive periods of maturation. While the GMP technical and tactical skills but also life, standards begin within the Train to Train mental and physical skills, all of which hold stage, it is in the best interest of athletes to equal importance. They are based on valid- Athletes With A apply these standards during the latter part ated metrics and benchmarks collected of the stage in order to allow athletes as Disability (AWAD) by experts in softball. These standards are much time as possible to mature. only applicable to competitive, not rec- Information is available in every stage of reational athletes and can give coaches, Softball Canada is working with our Men’s development pertaining to Athletes With parents and athletes the ability to recognize National Team Program to collect and a Disability. This information includes tips where areas of improvements in their skill analyze data comparable to the Women’s on inclusion, how to minimize barriers, development can be made. Program in order to make it available to our and ways to adapt softball to create more members in the same manner. meaningful sport opportunities for all athletes.

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How should the ADM be used? The Athlete Development Matrix recognizes that skills are not taught just once, but rather develop as the child’s body grows and strengthens, and the child’s brain develops greater capacity for thought and greater control over musculature. Most skills go through a well-recognized sequence:

Legend for Skill Development: I - Introduce, D - Develop, C - Consolidate, R - Refine, M - Maintain Bold text – skill/tactic is a priority at this stage

INTRODUCE (FIRST EXPOSURE) DEVELOP (LEARN) CONSOLIDATE (STABILIZE) Introduce means that the player is learning After players have been introduced During this skill development stage, the an element (skill or tactic) for the first time to a skill/tactic and have a fairly good athlete can now execute the movements and is given a global idea of what the skill understanding of what it should look like, of the skill/tactic with correct form, good is and how to perform it (key movements). the skill/tactic must now be repeated movement control, synchronization, Players should be introduced to a skill or continuously and correctly in order to and rhythm when performing the skill tactic under controlled, constant, easy and make it reliable. This is still an early stage under easy and stable conditions. The predictable conditions. The pursuit of this of learning where the athlete is learning movements can be repeated consistently objective requires concentration in a rested to coordinate the key components of and with precision under these conditions. state. The focus or emphasis is on a global the movement and execute them in the Some elements of the performance can execution of the skill/tactic at much less correct order to perform a rough form be maintained when the athlete is under than game-like speed. of the skill/tactic. The movements are pressure, when conditions change, or not well synchronized or under control when demands increase, but performance The skill is introduced and the player has a and lack rhythm and flow. The execution remains inconsistent. basic understanding of why it is performed is inconsistent and lacks precision. The and how to do it. athlete must think about what they are doing while performing the skill. Both A consolidated skill is one that has been form and performance tend to deteriorate learned well, and can be executed without markedly when the athlete tries to execute conscious thought by the player. movements quickly or is under pressure, as may be the case in a competitive situation. The develop stage is still part of the learning process with the focus on improving the success rate (outcome).

The athlete develops the basics of the skill – and can perform it in a way that others would recognize.

V.2 Softball Canada’s Athlete Development Matrix (ADM)

REFINE (PERFECT) MAINTAIN (PRESERVE) This skill development stage is achieved Once a skill/tactic is refined or a capacity has been achieved, there is a need to ensure it only by the best athletes. The performance does not deteriorate or is not de-trained during different points within a season. Players in of the skill/tactic is highly automated this stage of skill development can preserve consistency in the execution of the skill/tactic which enables the athlete to focus on the or level of conditioning usually with a lower level of training or practice than was necessary environment to pick up visual cues in order to reach the refined stage. to make rapid adjustments as necessary. The athlete can now execute the skill/tactic When a skill has been refined, there is a need to maintain it at an appropriate level, or movements in a way that is very close through specific training, through repeated in-game use, or both. to the ideal in terms of form and speed but may also develop a personal style that Keep the above definitions in mind as you work your way through the document. is efficient for their physical make-up. For example, two players may possess the same variety of skills, but they will use different skills in a given situation due to differences in stature, speed, stamina, strength, and suppleness. At this stage, the execution of the skill may look different from another player’s execution. Personal interpretation of movements or personal movements may also be combined into unique patterns in response to specific competitive situations. The performance is very consistent and precision is high, even under very demanding conditions and in situations that are both complex and varied. Only minor finetuning may be necessary to achieve optimal execution. The athlete can also reflect critically on his or her performance to make in-game corrections. It is expected that players involved in drills/games will read and react appropriately to changing tactical situations.

Once a skill is refined, the player can execute the skill at will, in game situations, and with variations that are triggered by “in game” situations that the player recognized and responds to. Best Use of Softball time This is an Example Once skills have been identified, it is important to decide where to spend LIFE SKILLS MENTAL valuable and LIMITED training time and MOVEMENT 5% SKILLS that this time changes as the athlete SKILLS 5% 15% PHYSICAL develops. The ADM provides some CAPACITY guidance in every stage of development, 15% the overall best use of softball time. Although, the amount of time spent will ultimately depend on the individual INDIVIDUAL athlete and their specific strengths and TECHNICAL TACTICS weaknesses. SKILLS TEAM 10% 45% TACTICS 5%

V.2 Softball Canada’s Athlete Development Matrix (ADM) Males: 0 – 6 years Active Start (AS) Females: 0 – 6 years

About the Active Start Stage Season Structure Active Start Basics: Very rapid development of physical skills Late in this stage players are introduced to with some functional abilities like Executive fun, playground games with a softball twist Create a safe and stimulating environment with minimal adult using the Timbits Softball Program. Function occur in this stage. Executive interference where a child’s love of Function is a set of closely related skills that • Pre-Season: No pre-season suggested being physically active for a life time allow a developing child to work effectively • Competitive Season: 8-10 weeks with is developed. This means setting up with the information in their brains, focus 10-20 combined practice/modified game opportunities for active play, and their attention, filter out distractions, and sessions lasting 60 minutes each letting children both control what and how they play, but also negotiate quickly switch mental gears from one • Softball-specific activities per week: 1-2 task to another. Children who miss out on with other children about how to play times together. Too much adult intervention opportunities to develop these abilities may • Daily participation in unstructured and in minor disagreements prevents have a more difficult time later in life. structured physical activities or sports children from learning important communication and social skills. In this stage, it is important for children to be encouraged to lead a healthy and Long-Term Player Provide organized physical activity active lifestyle by making physical activity opportunities for at least 30 minutes fun. Physical Literacy is the motivation, Development in Softball a day for toddlers and 60 minutes for confidence, physical competence, Softball Canada has a plan to preschoolers. knowledge and understanding to value systematically develop players and take responsibility for engagement once they enter the sport up until Provide unstructured play in physical activities for life. It begins to they reach their full potential. We opportunities for at least 60 minutes develop in early childhood and grows during call this process Long-Term Player per day and up to several hours per day for toddlers and preschoolers adolescence and adulthood. In Active Start, Development (LTPD). This means: with no child inactive for more than the development of a wide repertoire of • Teaching the right skills at the 60 minutes at a time except while basic human movements and Fundamental right time; sleeping. Movement Skills (FMSs) will not only make • Developing appropriate speed, the acquisition of more sport-specific skills strength, endurance and flexibility, Use a wide range of equipment possible later in development, but more and; and regularly rotate for variety and importantly will provide the tools required experience. • Holding competitions suited to the to develop healthy habits of physical developmental age of the players. activity through their lifetime. Children Emphasize fundamental movement should be provided with an abundance of It’s all about doing the right things, skills (FMSs), agility, balance, opportunities to develop a variety of FMSs at the right time and in the right way. coordination and speed (ABCs). such as locomotion (travel) skills, object For more information about LTPD and manipulation skills and body management more details about this stage, visit: Be patient and understand that skills in all environments (on land, in/on children will master fundamental water, on ice/snow and in the air). h ttps : //s o ftball.ca movement skills at different rates.

The Participants Develop habits of being physically active every day. These are young children who are generally not involved in organized Increase executive function, along softball activities until very late in this physical with communication and social skills. stage. Softball Canada has an interest competence in starting kids off on the right foot, But most of all - Keep it FUN! and ensuring that they develop the Ensure children ENJOY being motivation skills, capabilities, and attitudes that physically active with friends and knowledge family. will allow them to grow into proficient valuing softball players as they mature. The Timbits Softball Program was created to do just that. con dence

Sport for Life Society, 2016. V.2 Softball Canada’s Athlete Development Matrix (ADM) Males: 0 – 6 years Active Start (AS) Females: 0 – 6 years

The Five-Segment Model FUNDAMENTAL MOVEMENT SKILLS (FMSs) At every stage of LTPD, players need to The objective of this stage is to introduce and develop fundamental movement develop stage and age appropriate skills skills that lay the foundation for motor patterns that can then evolve into sport- and capacities in each of the following specific skills later in a child’s development. The focus should be on making areas: technical skills, tactical skills, activities fun, on learning multiple fundamental movement skills and developing physical capacities, mental skills and life athleticism by improving agility, balance, coordination, and movement speed. This skills. Each capacity has different levels of is a time during which basic human movement patterns are developed, executive importance at different points in a player’s function increases, habits of daily physical activity are established and a positive development. For the Active Start stage this attitude towards physical activity and vigorous play is created. Learning should means: occur through play rather than instruction, with unstructured play being more effective. Playing outside in natural settings has been shown to be very effective in meeting these objectives. Best Use of Softball Time Key fundamental movement skills Soccer LIFE to develop at this stage are: SKILLS Catch Basketball 5% MENTAL • On land: SKILLS If You Jump You Will Volleyball 10% ° Running, starting, stopping, changing Can Run Take Softball direction, forward, backward and Swim Part In Squash sideways movements; falling and Throw Rugby rolling. Tennis PHYSICAL ° Catching, throwing, striking, CAPACITY Soccer FUNDAMENTAL 25% and kicking to develop hand-eye MOVEMENT coordination (using a wide variety of Catch Baseball SKILLS equipment and sizes of equipment If You Jump You Will Bowling 60% with both the left and right hand/foot). Can Throw Take Softball ° Agility, balance and coordination along Swim Part In Goalball with speed of movement. Run Football ° Hitting different objects of various Rugby sizes (balls, shuttles, etc.) with a bat or racquet. Swimming Best Use of Activity Time Throw Diving • In water: If You Jump You Will Water Polo ° Floating, swimming and diving to Can Swim Take Scuba develop body orientation skills and Catch Part In Kayaking STRUCTURED enhance child safety. PLAY Run Sailing • On snow and ice: Surfing ° Skating, sliding and skiing. • In the air: ° Jumping and twisting, learning to control the body when not in contact with the ground.

UNSTRUCTURED PLAY Structured Play Unstructured Play Is organized and led by an adult who Is when children decide when, where and decides when and where the child will how they will play and what equipment play and what equipment or toys they or toys they will play with. The role of will play with. The child follows the the adult leader is to ensure safety and • Active play is a combination of adult lead, and, if more than one provide a stimulating environment. unstructured play and structured play child is playing the adult mediates If more than one child is playing, the • Suggestions for activities: any disputes. The child makes few, if adult mediates any disputes only when ° Alternate active play and rest any decisions and may come to it is clear the children involved cannot throughout the day rely on others telling them resolve it themselves. The child makes ° Accumulate a minimum of 60 min. what to do. This is not most decisions, and negotiates conflict of active play every day ideal for developing which assists in developing Executive ° Ensure kids have active, adult role Executive Function. Function. models

V.2 Softball Canada’s Athlete Development Matrix (ADM) Males: 0 – 6 years Active Start (AS) Females: 0 – 6 years

Physical Capacity Mental Skills Life Skills

Developed through Ensure a positive physical activity Learns to interact with adults other than Active Play environment and active adult role parents/caregivers, and understands Low Med. High models. that different adults have different roles. Endurance Focus on development of Executive Actively takes part in group activities, Function through games and activities can follow simple instructions, and Speed - Hand/Foot that require rapid change in the player’s imitates actions in “follow-the-leader” Speed - Whole Body focus (cognitive flexibility), holding activities. Speed - Endurance multiple pieces of information in mind Learns to take turns during activities, at the same time (working memory) Relative Strength and cooperates with others who are and readiness to move - without playing. Strength - Endurance moving until a signal is given (inhibition control). Learns to share toys and activity Explosive Power equipment. Flexibility Games of “make believe” expand children’s thinking. Understands, remembers and can Note follow simple rules (particularly safety Ask children to feel their heart beat, and rules) for activities. Physical capacity is developed through listen to their breathing. active play. Unstructured play (led by Can articulate what is dangerous about Encourage children to cooperate in play the children) is most effective with different areas (near roads for example) towards the end of this stage. adults ensuring safety. Outdoor play on when engaged in physical play. different surfaces is recommended as Provide a visually stimulating this encourages development of agility, environment, and brightly coloured balance and coordination. physical activity equipment.

Softball Technical / Tactical Skills Athletes with Some children who are developmentally ready may be introduced to softball late in the Disabilities Active Start stage. However, it is not the right time to start softball-specific training. Children who pick up a bat and ball and imitate parents or older siblings should not be Children with a disability should be discouraged, but organized softball is not recommended until the child is ready. When a child encouraged to take part in dynamic is ready, parents should look for programs that focus more on fundamental movement skill physical play with their able-bodied development with a softball flavour like the Timbits Softball Program. peers. • Provide opportunities to learn fundamental movement skills like running/wheeling, throwing, SLEEP catching, and striking. • Minimize barriers, and be cognisant Sleep Duration: 10-12 hours of adaptive devices/equipment and • Establish stable sleep routines and support needs. bedtime routine • Develop a “can do” expectation • Introduce independent sleep initiating of success when a child tries an behaviours activity. • Have fun!

V.2 Softball Canada’s Athlete Development Matrix (ADM)

NOTES

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V.2 The current Softball Athlete Development Matrix is and will always be a “work in progress”. As new information emerges, the document will be updated and revised based on the best available information from softball experts, experts in growth and development and sport performance.

The ADM will change as the softball community continues to identify different or new needs. This document will evolve to better serve the softball community in Canada with your feedback so please visit softball.ca to tell us your thoughts.

Other Resources Softball Canada offers additional resources to aid in the development of the skills listed in this document. To find out more about what is available visit www.softball.ca

References Canadian Sport for Life. (2015). Long-Term Athlete Development – Athlete Development Matrix. Canadian Sport for Life, 1. Samuels, C.H. & Alexander, B. (2013) Sleep, Recovery, and Human Performance. Canadian Sport for Life. Retrieved from, http://sportforlife.ca/portfolio-view/sleep-recovery-and-human-performance/ Sport for Life. (2019). Long Term Development in Sport and Physical Activity 3.0. Sport for Life Society.