OUR SPORT. OUR PASSION.
201- 5510 Chemin Canotek Rd. Ottawa, ON K1J 9J4 www.ringette.ca 613-748-5655 I [email protected] LONG TERM ATHLETE DEVELOPMENT FRAMEWORK DOCUMENT
play it. love it. live it. play it. love it. live it. RINGETTE CANADA LONG TERM ATHLETE DEVELOPMENT FRAMEWORK DOCUMENT
TABLE OF CONTENTS
FOREWORD • About Ringette ...... 2 • letter from the President ...... 3 • Ringette Canada Core Values ...... 5
INTRODUCTION • Overview of LTAD ...... 6 • WHY IS LTAD IMPORTANT TO THE DEVELOPMENT OF RINGETTE IN CANADA? ...... 8 • Relationship of LTAD to Ringette Canada Strategic Plan ...... 8 • the seven pillars of LTAD : Our strengths and our vision ...... 10
TEN FACTORS INFLUENCING LTAD • The FUNdamentals ...... 12 • Biological age vs. Chronological age ...... 12 • A holistic approach ...... 14 • Specialization ...... 14 • sensitive periods of Trainability ...... 14 • Calendar planning for competition ...... 15 • The TEN year rule ...... 16 • System alignment and integration ...... 16 • Continuous improvement ...... 16 • Additional factors affecting athletes with a disability ...... 16
THE STAGES OF ltad for RINGETTE • Watch Me Start - Active Start ...... 20 • I Am Skating - FUNdamentals ...... 22 • I Am Playing - Learning to Train ...... 24 • I Am On The Team - Training to Train ...... 28 • I Am A Competitor - Training to Compete ...... 32 • I Am Exceeding My Limits - Learning to Win ...... 36 • I Am A Champion - Competing to Win ...... 38 • I Am Ringette - Active for Life ...... 40 resources • resource list ...... 42 • glossary of terms ...... 44 • protocol for height measurements ...... 46 • ltad Steering Committee ...... 48
1 ABOUT RINGETTE Ringette is a Canadian invention that has become one of the fastest team sports on ice. Sam Jacks, a recreation director and sports enthusiast from North Bay, Ontario, invented the sport in 1963 when he saw the need for a winter team sport for girls.
Interestingly enough, Sam Jacks was also responsible for the development and introduction of floor hockey in 1936. Since the early 1960s, the sport has continued to grow and currently boasts more than 27,000 registered players on over 2000 teams, with over 6500 coaches and over 2400 officials. While it is primarily a female sport, there are currently over 600 males playing ringette across the country.
Internationally, ringette is played in a number of countries around the world, including Finland, Sweden, the United States, France, Slovakia, and the Czech Republic. Since 1990, a world ringette championship has been held on a regular basis, with Canada and Finland being the predominant challengers. Canadian ringette athletes have continuously served as ambassadors of the sport, introducing ringette in countries as far away as Japan, Australia, Germany and New Zealand.
Over the years, ringette has noted many achievements and accomplishments. These include the establishment of a Hall of Fame, which recognizes outstanding ringette achievements and contributions to the development of the sport; the introduction of a Learn to Skate Program for four to six year olds; a successful National Team Program; the introduction of a U19 program; the development of programs such as the National Coaching Certification Program and the National Officiating Certification Program; the development and implementation of a comprehensive Long Term Athlete Development model and a Come Try Ringette recruitment system; and an expanding National Ringette League.
RINGETTE CANADA’S VISION FOR 2020 IS:
Ringette is played by people of all ages and all abilities on all rinks in Canada.
This framework for long term athlete development is designed to help us realize our vision and continue sharing our gift.
2 play it. love it. live it. May 21, 2009
I am very pleased to share with you Ringette Canada’s Long Term Athlete Development (LTAD) book. This book will serve as the detailed guide for the Ringette athlete development model for Canada as we move forward.
A better approach to athlete development is the central component of Canadian Sport Policy and a better approach to athlete recruitment and development forms a key element of Ringette Canada’s long term vision and strategy. What is really exciting about the generic long term athlete development model developed by Sport Canada is that it is firmly rooted in the science of human development not only from a physical development perspective but also from a mental and emotional development perspective. It is also particularly significant that the model is stage sensitive rather than age sensitive and that it identifies and supports different developmental timeframes for female athletes and male athletes.
While governments have been working on a generic athlete development model for a number of years, we began adapting the generic model to a Ringette specific model with conference on athlete development held in the fall of 2006 that brought together a cross section people active in the sport from all parts of Canada. Out of this conference a working committee co-chaired by Phyllis Sadoway, Chairperson of the Ringette Canada Coaching Committee and Frances Losier, Ringette Canada’s Sport Development Director, was tasked with the responsibility of making the specific adaptations to the generic model to fit it to our sport. At the 2008, Ringette Canada Annual General Meeting, members unanimously endorsed the Long Term Athlete Development principles for Ringette. Since that time, national and provincial staff and volunteers have been hard at work on the various plans required to implement this new approach to athlete development.
Over the next few years you will start to see a number of changes as we implement LTAD starting with the youngest age groups. While I realize that change can be a stressful experience, it should be recognized that the intent of these changes is to create opportunity for all athletes to develop to their full potential and to improve the overall sport experience for everyone so that Ringette will become a “Sport for Life” for many more of its participants.
Yours in Ringette
Jim Dawson President
3 SPORT. OUR PASSION. OUR SPORT.
4 Our core values define our community and define our RINGETTE CANADA sport. They have been with us since the beginning and CORE VALUES will be with us forever. Every element of this plan flows from these values and what they mean to us.
INTEGRITY EXCELLENCE TEAMWORK We believe: We believe: We believe: ·· Obligates us to be honest with each ·· Excellence is an attitude that should ·· There is a shared responsibility for other; it requires us to be candid, permeate our policies and practices outcomes and behaviours that are truthful and share the truth as we ·· Excellence in programming translates essential for leading the sport know it to excellence in members experiences ·· All roles are important and everyone ·· Requires us to be transparent in in ringette contributes to the greater good by our actions; produce clear agendas, ·· Excellence is a pursuit worthy of sharing ideas, failures and successes processes and communication recognition and support ·· Where our stakeholders are ·· When we act with integrity, we fulfill ·· Where our stakeholders are concerned, we also believe that: the promises we make, we take concerned, we also believe that: -- There is a shared responsibility for responsibility for our actions and ·· Excellence is being the best you outcomes and behaviours that are the admit when we have made a mistake can be, and that members strive for basis of playing the game competitive or personal excellence RESPECT in performance as a player, coach, -- Team work provides competition on the We believe: official, administrator or leader ice and cooperation off the ice ·· Everyone is deserving of respect: ·· Excellence is a pursuit worthy of volunteers and staff at the national, recognition and support FUN provincial and local levels We believe: ·· Differences are respected – different HUMAN ·· Sport should be enjoyable and experiences and different points of DEVELOPMENT there should be an element of fun view; achieving consensus is preferred We believe: in every activity ·· The sport of ringette, its heritage ·· That policies, systems and approaches ·· Where our stakeholders are and place among Canadian sports should be ensured to reinforce human concerned, we also believe that: are respected development of staff and volunteers ·· Where our stakeholders are -- Fun means different things in ringette: ·· We become better people because of concerned, we also believe that: the joy of movement, learning skills, our involvement in ringette making friends, love and passion for -- Everyone is deserving of respect: team ·· Where our stakeholders are the sport, competition, achieving goals, mates, opponents, officials, team staff concerned, we also believe that: winning and more and volunteers -- Development of life skills through -- Differences are respected – different participation in ringette is an SAFETY abilities and capabilities, differences in imperative, not an option We believe: culture and geography – and lead -- Playing teaches the love of physical ·· Safety is a personal and organizational to the search for ways to meet activity and healthy living responsibility that finds expression different needs. in education, identifying unsafe -- The team-work, goal-setting, discipline equipment or practices, taking FAIRNESS and lessons about how to win and lose precautions, prevention and that are learned in ringette are skills response plans We believe: that are valuable in our lives outside ·· While mistakes may occur, we have ·· Fairness requires openness about of ringette a duty of care to protect all involved actions and decisions as well as the from physical, mental and opportunity for feedback emotional harm ·· Fairness necessitates equity in ·· The need for safety exists everywhere decision making and an environment and is everyone’s job of equal opportunity ·· In procedural fairness and due process
play it. love it. live it. 5 INTRODUCTION The focus of this document is Long principles of LTAD, and who are trained Officials, Sport Leaders and Term Athlete Development, or LTAD, for and evaluated through the National Volunteers – who work within the participants in Ringette. By respecting Coaching Certification Program national, provincial and community the principles of LTAD, we will ensure level structure; support and respect the that our programs and structure meet the Parents – who understand and principles of LTAD in all decisions developmental needs of participants in support the principles of LTAD and each stage of LTAD. their importance in child development, Performance Enhancement Teams who understand coaching decisions and –who work with competitive athletes This document sets out a framework for are supportive partners in participant and coaches to ensure fit, healthy, LTAD in Ringette that also reinforces progression, training and competition Ringette Canada’s statement of Core successful athletes Values. When fully implemented, the Community Ringette Associations – LTAD framework will allow Ringette Sponsors and Partners – who who provide organizational structure and Canada (RC) to fully realize its vision work with Ringette Canada to support programs that support LTAD, and who for 2020: programs and events support ongoing professional coaching development appropriate to each stage of “Ringette is played LTAD supports the four goals of the athlete development by people of all Canadian Sport Policy: ·· Enhanced participation ages and all Provincial/Territorial Ringette abilities on all ·· Enhanced excellence Associations – who provide rinks in Canada” ·· Enhanced capacity encouragement and resources for ·· Enhanced interaction community associations, and who ensure that provincial development programs, This LTAD framework LTAD reflects a commitment to contribute includes everyone who competitive structure and major events to the achievement of these goals. is part of the system of respect and support the principles of LTAD has been successfully adopted by Ringette in Canada: LTAD. They work with RC to integrate numerous Canadian and international and align their programs according to the sport organizations. It is participant- principles of LTAD centred, coach-driven and administration, PARTICIPANTS – who benefit from sport science and sponsor supported. excellence in programming and coaching, Athletes who progress through the stages at all stages of development, and for all Ringette Canada – who provides of LTAD experience instruction, training levels of interest and ability national leadership and assists P/T and competition in programs that have associations to integrate and align all been developed in consideration of programming to respect the principles Coaches – who design and implement their specific biological and of LTAD athlete training programs that respect the developmental needs.
6 play it. love it. live it. INTEGRITY. RESPECT. FAIRNESS. EXCELLENCE. HUMAN DEVELOPMENT. TEAM WORK. FUN. SAFETY.
Long Term ·· Ensures that optimal training, ·· international best practices, research Athlete Development: competition and recovery programs and normative data ·· Is based on the physical, mental, are provided throughout an emotional and cognitive development athlete’s career. Ringette Programs of children and adolescents, Each of ·· Provides an optimal competition for Athletes with the stages of LTAD reflects a different structure for the various stages of an point in athlete development. athlete’s development. a Disability ·· Ensures physical literacy upon which ·· Has an impact on the entire sport excellence can be built and continuum, including participants, The LTAD process is appropriate for all parents, coaches, schools, clubs, athletes and Ringette Canada has made a -- builds literacy in all children, from community recreation programs, commitment to the ongoing development early childhood to late adolescence provincial sport organizations and delivery of programs for athletes with by promoting quality daily physical (PSOs) national sport organizations a disability. activity in the schools and a common (NSOs), sport science specialists, approach to developing physical municipalities and several All the principles of LTAD are applicable abilities through community recreation government ministries and to athletes with a disability, whether and elite sport programs. departments (including health and education) at the provincial/territorial the disability is acquired or congenital. -- recognizes the need to involve all and federal levels. However the rate at which these athletes Canadians in LTAD, including athletes ·· Integrates elite sport, community will progress through the stages of LTAD, with a disability. sport and recreation, scholastic sport and the age at which the athlete enters ·· Promotes a healthy, physically literate and physical education in schools. each stage will vary according to the nation whose citizens participate in ·· Is ‘Made in Canada”, recognizing individual and the nature of the disability. lifelong physical activity. LTAD is a starting point for ALL athletes.
7 WHY IS LTAD IMPORTANT TO THE DEVELOPMENT OF RINGETTE IN CANADA?
LTAD is a framework for the optimal development of athletes of all ages, interests and abilities. ·· LTAD is a guide for program structure and design at the national, provincial community and club levels. ·· The LTAD framework identifies specific athlete needs and therefore influences coach education programs. ·· LTAD helps ensure that all participants have the opportunity to reach their potential and that Canada is continually represented on World podiums.
LTAD is a vehicle for change in our organization. ·· By understanding and respecting the principles of LTAD, we are in a better position to make sound decisions about the future directions of our sport. ·· LTAD allows us to set goals that are clear and attainable, to plan programs that will allow us to achieve these goals, and to identify and address gaps in our system.
RELATIONSHIP OF LTAD TO THE RINGETTE CANADA STRATEGIC PLAN
RINGETTE CANADA
CORE VALUES
5 STRATEGIC IMPERATIVES
LONG TERM MARKETING & OPERATIONAL SPORT HUMAN RESOURCE ATHLETE COMMUNICATION CAPACITY DEVELOPMENT DEVELOPMENT DEVELOPMENT
7 PILLARS OF LONG TERM ATHLETE DEVELOPMENT
FACILITIES & PARENTS EQUIPMENT ATHLETE
COMPETITION LEADERSHIP
COACHES OFFICIALS
8 play it. love it. live it. 9 THE SEVEN PILLARS OF LTAD: OUR STRENGTHS AND OUR VISION
carrying skills before introducing tactics ·· To ensure that all coaches have a better knowledge of the rules of ringette
ATHLETES COACHES
Our strengths: Our strengths: ·· Ringette is a team sport for females ·· Many dedicated coaches who help ·· Ringette supports a sense of fun, athletes strive to achieve their goals social interaction and holistic ·· Ringette is a well established leader in OFFICIALS development regardless of the age coach education and level of the athlete ·· Development of the NCCP transition Our strengths: ·· Programs encompass all age groups is ongoing ·· Many dedicated officials who help and abilities ·· Ringette NCCP is being delivered to athletes strive to reach their goals ·· Dedicated, talented athletes involved CAC standards across all levels of the ·· Strong, ongoing development in Ringette across Canada Canadian sport system and delivery of National Officials ·· Athletes are willing to be mentors to ·· Existing partnerships with Special Certification Program younger athletes Olympics Canada for coach education ·· Many officials are also athletes ·· Large, committed group of athletes in floor hockey ·· There is a large opportunity for an with intellectual disabilities involved ·· For athletes with an intellectual official to transition into Ringette from in Gym Ringette and Special disability other sport officiating Olympics Floor Hockey ·· Safety and emergency action planning ·· Many opportunities to be active for is part of basic coach training Our vision: life in Ringette – coaching, officiating, ·· Many coaches are also active athletes ·· To recruit and educate more officials, volunteering and playing especially female Our vision: ·· To have the most knowledgeable Our vision: officials working at all levels, not just ·· To recruit and educate more coaches, at elite levels ·· To create a logical athlete especially females ·· To structure officials training and development pathway ·· To have the most knowledgeable evaluation programs with the LTAD ·· To monitor the growth and coaches working with young, framework development of all athletes developmental athletes, and not just ·· To teach skating skills and sport at the elite level ·· To provide mentorship opportunities for young officials rules to athletes with an intellectual ·· To provide coaches with a thorough disability so that they can move their knowledge of the periods of ·· To improve recognition of officials at floor hockey and Gym Ringette skills accelerated adaptation to training, and all levels to the ice the ability to modify training ·· To ensure that all officials have good ·· To explore Pond to Podium to address ·· To ensure that coaches, athletes basic skating skills and mechanics, multi-sport teaching of basic skating and parents gain knowledge and and a basic level of physical fitness skills awareness of the growth changes ·· To ensure that officials training ·· To change our system to ensure during adolescence develops an awareness of meeting that programs for developmental ·· To educate coaches to incorporate athlete needs (e.g. injury or other athletes have an appropriate flexibility in their teaching/coaching emergency situation) training:competition ratio strategies ·· To have an integrated talent ·· To educate coaches on the specific identification system that is based on training needs of female athletes LTAD ·· To recognize coaches of athletes in all ·· To ensure athlete retention, stages of LTAD particularly between the ages of 14-17 ·· To increase the participation of ·· To recruit more male athletes at all ringette coaches in SOC coach ages and levels training programs COMPETITION ·· To educate our athletes on the ·· To encourage SOC coaches with inclusivity of Ringette Canada skating skills to move into coaching Our strengths: programs ringette ·· Competition is available to all ages, ·· To develop basic skating and ring abilities and levels of play
10 ·· Ringette Canada is a leader in ·· Due to its membership structure, ·· To ensure that equipment is easily international events hosting RC has direct access to its athletes, accessible to all participants ·· There is a schedule and tournament coaches and officials ·· To ensure that adapted equipment structure in place for Special ·· Changes to rules and technical is easily available to meet individual Olympics Floor Hockey regulations can be made efficiently needs of all participants ·· To collaborate with Pond to Podium Our vision: Our vision: regarding new facilities ·· To ensure that athletes do not over- ·· To recruit, retain and recognize ·· To work toward the establishment of compete at the earlier stages of LTAD volunteers and administrators all-season facilities ·· To provide more opportunities for ·· To offer effective training and competition at the later stages of mentoring of volunteers LTAD ·· To improve and increase the resources ·· To improve international available to our membership performances by offering better ·· To ensure effective communication development programs between all partners ·· To promote the philosophy of using ·· To ensure that the RC LTAD competition as a training opportunity framework is supported by the PARENTS ·· To modify game rules and space to provincial/territorial governments, better accommodate the needs of who will provide incentives to younger players provincial/territorial ringette Our strengths: ·· To ensure that the yearly calendar associations to implement the national ·· Parents are the key figures in of ringette activities addresses the framework supporting their child’s goals related needs of all levels of athletes, and ·· To promote RC programs and increase to ringette activities that the calendar is a cooperative awareness of the sports and RC ·· Large number of passionate and effort between all ringette partners ·· To analyze membership data to ensure supportive parents involved in the (national, provincial, local) a better understanding of the needs of sport who contribute in various roles ·· To review the competition structure the members to ensure that early, average and late ·· To explore Pond to Podium for the Our vision: maturing athletes are identified and development of skating skills for all ·· To educate parents about LTAD can play in a situation that best meets members of the community ·· To educate parents about the Ringette their developmental needs Canada Core Values ·· To encourage SOC Floor Hockey ·· To educate parents about the basic athletes to transition to the ice and try rules of ringette Ringette ·· To educate parents about the importance of training and basic skill development as a precursor to competition FACILITIES AND ·· To ensure parents are informed about the costs of equipment, travel and EQUIPMENT facility use ·· To educate parents about the LEADERSHIP Our strengths: inclusivity of ringette programs ·· Facilities are available across the Our strengths: country ·· Equipment is easily obtainable by ·· RC has a commitment to address most participants change where it is required, and an organizational structure that facilitates the process of change Our vision: ·· RC has a commitment to provide ·· To collaborate with other ice sports services to all age groups and abilities toward equitable facility allocation ·· There is a strong volunteer base ·· To ensure that facility managers are involved in the sport aware of Ringette-specific needs (e.g. ·· There are many stakeholders with a shot clock and location for operator, strong desire to succeed lines on ice) ·· There is a sense of collaboration, ·· To encourage multi-purpose facilities sharing and communication between to accommodate the needs of a variety RC and its provincial affiliates of sports
11 TEN FACTORS INFLUENCING LTAD
1. FUNdamentals 2. Biological Age vs. the growth spurt. The age of maximum Chronological Age velocity of growth is called the age at Fundamental movement skills (running, PHV. The charts that follow show a typical pattern of rate of growth for girls and jumping, throwing, catching etc.) plus Chronological age refers to the absolute boys (red and blue lines). The highest fundamental motor skills (agility, balance, number of years and days elapsed since point of the line is the maximum rate of and coordination) and fundamental sport birth. Even though we all follow the same growth, or PHV. The steep rise in the line skills (e.g. skating, skiing, swimming) stages to maturity, the timing, rate and immediately before PHV is the growth are the basis for all other sports and are magnitude of maturity of various qualities spurt. During puberty, it is important to known collectively as physical literacy. differs between individuals. A group monitor height regularly to determine of children of the same chronological the onset of the growth spurt and the Children should develop physical age will differ by several years in their peak height velocity curve (PHV) of literacy before the onset of the growth biological age. In other words, the each athlete. By using this information spurt. There are three activities that are maturity of physical, perceptual, motor, , individualized training programs extremely important to the development cognitive and emotional qualities can can be developed to meet the specific of physical literacy: differ significantly within a group of developmental needs of each athlete. children who share the same birth date. Athletics: ·· run, wheel, jump and throw The LTAD framework is based on maturity of these qualities, rather Gymnastics: than chronological age. LTAD uses ·· ABCs of athleticism (agility, balance, coordination and speed) as well as developmental markers that allow us to the fundamental movement patterns accurately track maturation in individual of landings, statics, locomotions, participants to help design appropriate rotations, swings , springs and object instruction, training and competition manipulation programs according to individual Swimming: readiness. ·· for water safety reasons, for balance in a buoyant environment and as the Rapid or slow transit through puberty can foundation for all water based sports also have an impact on sport participation. Rapid transit means that the individual Other activities such as cycling, skiing, goes through the growth spurt quickly skating and wheeling develop balance (e.g. in 1.5 years) as compared to another while in movement. individual who may take 4 or 5 years, or more, to reach maturity (slow transit). The basic skills developed in these Rapid transit can have a detrimental, but activities, plus regular unstructured not necessarily permanent, effect on skill play develop skills that allow successful performance, speed, strength, power and participation in almost any other flexibility, because of the large changes sport activity. Children who are in limb and body length. Training, physically literate will have many more competition and recovery programs opportunities for athletic success and need to be individualized to minimize lifelong enjoyment of physical activity. the risk of injury and to help the athlete become accustomed to a new, larger body. Coaches, parents and athletes must be well-informed about the impact of rapid transit. Some sports have made the decision that athletes not compete during the growth spurt, or are highly selective about the number and type of competitions and the goals set for athlete performance.
Peak height velocity (PHV) is the maximum rate of growth in stature during
12 10 9 GIRLS 8 On average, PHV occurs in girls at about 107 12 years of age although the normal 69 MENARCHE sequence of developmental events may GIRLS 58 occur 2 or more years earlier or later 47 than average. Usually the first physical BREAST
HEIGHT (cm/yr) MENARCHE 36 sign of adolescence is breast budding, PUBIC HAIR which occurs slightly after the onset of 25 the growth spurt. Shortly thereafter, pubic 14 BREAST hair begins to grow. Menarche, or the HEIGHT (cm/yr) 3 0 PUBIC HAIR onset of menstruation, comes 2 rather late in the growth spurt, occurring 4 6 8 10 12 14 16 18 1 AGE after PHV is achieved. 0 4 6 8 10 12 14 16 18 AGE
PHV in boys is more intense than in girls 10 and occurs on average about 2 years 9 later. As with girls, the developmental BOYS 8 sequence for male athletes may occur 2 or 107 more years earlier or later than average. 9 Growth of the testes, pubic hair, and penis 6 BOYS are related to the maturation process. 58 Peak Strength Velocity (PSV) comes a year 7 4 PENIS or so after PHV. Thus, there is pronounced HEIGHT (cm/yr) PEAK STRENGTH 36 late gain in strength characteristics of the TESTES VELOCITY 25 male athlete. Early maturing boys may PUBIC HAIR 4 have as much as a 4-year physiological 1 PENIS
HEIGHT (cm/yr) PEAK STRENGTH 3 advantage over their late-maturing peers. 0 TESTES VELOCITY Eventually, the late maturers will catch up 2 4 6 8 10 12 14 16 18 PUBIC HAIR when they experience their growth spurt 1 AGE 0 4 6 8 10 12 14 16 18 AGE
13 TEN FACTORS INFLUENCING LTAD
3. A holistic Ringette is an early entry, but late Aerobic power should be introduced approach specialization sport. This means that progressively after growth rate children can begin to learn to skate and decelerates
develop basic ringette skills at a young It is important to remember that physical, age, and will likely play organized perceptual, cognitive, motor and emotional Strength: ringette each winter. Participation in traits all mature at different rates. The sensitive period of trainability for ringette is an excellent way for children strength is determined by biological, not to develop gliding and skating skills, These elements are all critical for athlete chronological age. For girls, this sensitive as well as object manipulation skills, performance and therefore are all of high period is immediately after PHV or at the however they should also participate in a priority in long-term athlete development. onset of menarche, while for boys it is variety of sports, including swimming and Other elements such as equipment and 12-18 months after PHV. Speed strength gymnastics, other team sports, and plenty environmental factors will have an impact and endurance strength can be developed of unstructured play to fully develop on performance and safety. In addition, prior to puberty using body weight, physical literacy and a good vocabulary of ethical behaviour, fair play, respect and lighter loads, medicine balls and Swiss movement skills. perseverance should be fostered in all balls.
stages of LTAD. These qualities are Early specialization in a late specialization important to personal growth, as well as Speed: sport can contribute to: in the development of the technical and For boys, the first period of sensitivity for ·· One-sided, sport specific preparation physical aspects of Ringette. speed training occurs between the ages ·· Lack of development of basic of 7 and 9 years and the second period movement and sport skills occurs between the ages of 13 and 16. For ·· Overuse injuries girls, the first period occurs between the ·· Early burnout ages of 6-8 years and the second period ·· Early retirement from training occurs between the ages of 11 and 13 and competition years. The duration of the stimulus is up to 5/6 seconds for the first window of 5. Sensitive Periods trainability and extends to 20 seconds for of Trainability the second window.
Trainability is the responsiveness, or Skill: adaptation, of individuals to a training The period of sensitivity for skill training stimulus. All physiological systems are for boys is between the ages of 9-12 always trainable, but there are sensitive years, while for girls it is between the periods in development when the body is ages of 8 and 11 years. This assumes that more responsive to specific training. a foundation of fundamental movement skills and motor skills have been Coaches must be aware and make developed prior to these ages, which will best use of these sensitive periods of help to increase the trainability of new trainability when planning programs. sport skills. LTAD addresses these key periods in the growth and development of young Suppleness (Flexibility): athletes where training must be carefully The period of sensitivity for suppleness planned to achieve optimal adaptation. training for both boys and girls occurs LTAD identifies five physiological between the ages of 6 and 10. Special factors as a corner stone for training and attention should be paid to flexibility 4. Specialization performance. They are referred to as the 5 during PHV because of rapidly increasing S’s (Frank Dick, 1985): limb lengths, which may result in a Many of Canada’s most successful temporary decrease in flexibility. athletes participated as children in a wide Stamina (Endurance): variety of sports and physical activities. A sensitive period of trainability The movement, motor and sport skills for stamina occurs at the onset of they developed have helped them reach PHV. Aerobic capacity training is the top levels of their sport. recommended before athletes reach PHV and is determined by developmental age.
14 FEMALES PHV
SKILLS SPEED SPEED STAMINA
SUPPLENESS STRENGTH 1&2
RATE OF GROWTH 6. Periodization PHV (Annual training, FEMALES DEVELOPMENTAL AGE competition and CHRONOLOGICAL recovery plan) AGE UNDER SKILLS 4 6 8 10 SPEED12 14 16 18 20+ SPEED Periodization provides the framework STAMINA for organizing training, competition and SUPPLENESS recovery into a logical and scientifically STRENGTH 1&2 based schedule to achieve optimum performance at the required time. A RATE OF GROWTH periodized yearly plan will take into account growth, maturation and DEVELOPMENTAL AGE trainability principles. CHRONOLOGICAL AGE UNDER Simply put, designing a periodized 4 6 8 10 12 14 16 18 20+ yearly plan is time management. It means planning the right activities with a correct level of difficulty and in the right PHV sequence to reach the desired training MALES and competition objectives. SUPPLENESS The plan must be broken down into STAMINA workable units. The proper sequencing of these units is critical for success. For SKILLS STRENGTH the athlete to attain optimal performance SPEED 1 SPEED 2 in a competition environment, the training units have to be sequenced in the following manner. PHV RATE OF GROWTH ·· Develop the performance capacity of the athlete. The performance factors MALES PHYSICAL, MENAL - COGNITIVE, EMOTIONAL DEVELOPMENT are: sport specific skills, tactics/ SUPPLENESS strategies, physical components, mental skills. STAMINA ·· Integrate the performance factors in a SKILLS complex and harmonious blend. STRENGTH ·· Prepare the athlete to perform at SPEED 1 SPEED 2 identified competitions. 7. Calendar Optimal competition structure in planning for all stages must favour, not hinder What does the coach need to know to athlete development. RATE The structureOF GROWTH of competition design an annual plan? competition in Ringette has implications ·· How the sport specific athletic form is PHYSICAL, MENAL - COGNITIVE,for selection, EMOTIONAL talent identification, DEVELOPMENT safety, The domestic competitive and event developed cost and athlete periodization. For calendar must support and be aligned ·· The requirements (demands) of the adolescents, it is especially important with LTAD. Different stages of sport in competition that competition structure considers the development and different levels of ·· The competition calendar and the athletes’ developmental age and health. relative importance or purpose of participation have different requirements for the type, frequency and level each competition. Regional, provincial and national of competition. At some stages of ·· The actual training state of the athlete competition and event calendars must be development, training and development at the start of a yearly plan. coordinated, and tournaments selected take precedence over competitions and ·· The contextual reality that the coach according to the priorities of the specific short-term success. At later stages it and athlete have to cope with. stage of development of the becomes more important for athletes ·· The sport specific LTAD model. participants/athletes. to experience a variety of competitive Proper planning of training, competition and situations and to perform well at recovery is the critical blueprint for success. international and other high level events.
15 TEN FACTORS INFLUENCING LTAD
8. The Ten Year Rule 10. Continuous ADDITIONAL FACTORS Improvement AFFECTING ATHLETES Scientific research has concluded that WITH A DISABILITY it takes a minimum of ten years, 10,000 LTAD is a dynamic framework that needs hours of deliberate training for a talented continuous adjustments that are based on While this information is specific to athlete to reach elite levels. This translates key principles. athletes with an intellectual disability, the into an average of more than three hours intent is not to exclude athletes with a of training daily for 10 years. There are no Continuous improvement ensures that: physical disability. We are proud to be an shortcuts to optimizing the qualities that ·· LTAD responds and reacts to inclusive sport organization, with a range lead to maximum performance; athlete new scientific and sport-specific of program opportunities for participants development is a long term process. innovations and observations and is of all ages and abilities. Short term performance goals must subject to continuous research in all its aspects. never be allowed to undermine long term It is important that children with a ·· LTAD, as a continuously evolving athlete development. disability have the opportunity to develop vehicle for change, reflects all fundamental movement, motor and 9. System alignment emerging facets of physical education, sport and recreation to ensure sport skills. This will provide lifelong and integration systematic and logical delivery of opportunities for recreational and athletic programs to all ages success. Despite this great need, children LTAD recognizes that physical education, ·· LTAD promotes ongoing education with a disability face difficulty gaining the school sports, recreational activities and and sensitization of all partners fundamentals because; competitive sport are interdependent. about the interlocking relationship ·· overly protective parents, teachers, It recognizes that enjoying a lifetime of between physical education, school and coaches shield them from the physical activity and achieving athletic sport, community recreation, life- bumps and bruises of childhood play. excellence are both built on a foundation long physical activity and high ·· adapted physical education is not well performance sport. of physical literacy and fitness. developed in all school systems. ·· some coaches do not welcome children with a disability to their “The health and well-being of activities because of a lack of the nation and the medals won at knowledge about how to major games are simple by-products include them. ·· it takes creativity to include a child of an effective sport system” with a disability into group activities where fundamental skills Stakeholders in ringette include are practiced and physical participants/athletes, coaches, parents, literacy developed. administrators, spectators, sponsors and supporting national, provincial and Ringette programs for athletes with an multi-sport organizations. With so many intellectual disability vary in the type and partners, across so vast a country, with level of participation. Ringette Canada different demographic composition, has a long-standing affiliation with system integration and alignment is a Special Olympics Canada (SOC) in coach major challenge. education, specific to Special Olympics Floor Hockey. SOC is the primary Just as all elements of the sport system agency for promoting community and should be integrated and aligned, all competitive sport programs for people parts of the Canadian ringette community with an intellectual disability must be integrated and aligned. Each element in the system plays a crucial Intellectual disability is the leading form role in athlete development. The system of lifelong disability worldwide and with must be clear, seamless and based upon a over 500 different forms of impairment consistent set of principles. subsumed within this group, it represents a highly diverse (ability, needs, interests) collection of individuals. In simplest terms, two main groups can be identified – Down Syndrome and non-Down
16 Syndrome – roughly described as having training groups and determining could include, but is not limited a disability that is biological in origin which competitions the athlete will to, a ringette program for athletes versus a disability of unknown origin. attend. with intellectual disabilities, a Gym An additional challenge such as fetal ·· In individuals with Down Syndrome, Ringette program or a Special Olympics Floor Hockey program. alcohol syndrome, autism and visual or the pre-pubertal growth spurt occurs Another option might be to transition learning impairment is referred to as an earlier (age 9-10), is less dramatic than other children and sexual maturity to another ice sport (could be a associated disability and includes 10-15% may occur earlier than the norm in Special Olympics program, or other of people with intellectual disabilities. boys and later in girls. For those generic sport program). with non-Down Syndrome, growth ·· RC and SOC must work together People with an intellectual disability tend patterns are often parallel to those of to create optimal development and to enter physical activity programs at an persons without disabilities. competition opportunities, and to older age than those without disabilities. ·· Trainability of endurance, strength, identify best practices to enhance Many do not enter sport programs power and flexibility is different the ability of ringette coaches to until they are well into adulthood. As between individuals with Down ‘know’ their athletes with intellectual a result, fundamental movement and Syndrome and those with non-Down disabilities. sport skill development do not always Syndrome. Some of these athletes parallel chronological age and physical may reach levels comparable to For more detailed information individuals without disabilities. development. There is little research consult with Special Olympics to indicate whether people with an -- A person with Down Syndrome tends Canada, and refer to the Special intellectual disability go through puberty to develop skill later than average, faster, slower, earlier or later than has high variation in both rate of skill Olympics LTAD Overview document. individuals without a disability. Each acquisition and skill quality, with individual develops at a different rate, some reaching levels comparable to depending on the nature and severity of norms for children without disabilities. their intellectual disability and associated Endurance and strength development disabilities. may not reach the levels of persons without a disability, while flexibility Although the 10 key factors of LTAD may be greater than average due to low apply to all participants in ringette, some muscle tone and/or excessive ligament modifications are needed for persons laxicity. with an intellectual disability. A full -- People with non-Down Syndrome description of these modifications is show a wide variation in skill provided in the Special Olympics Canada development and may approach norms LTAD document. for individuals without a disability. Similarly, endurance levels may ·· People with an intellectual disability approach the norms for peers without a seem to enter physical activity disability, while there is some evidence and sport later than the general population. Special Olympic sports that peak strength may be lower than are almost all late specialization norms for those without a disability. sports. SO competition does not begin Further research is required. until age 8, although children may be ·· There is little information on involved in SO programs or generic periodization for athletes with an sport programs until they are unable intellectual disability. to ‘keep up’ with their peers, at which ·· Athletes should be challenged to be time an option would be to register the best they can be under a fair and with the local Special Olympics meaningful system of competition. Chapter. Well designed, inclusive ·· Coaches of athletes with intellectual ringette programs for young children disabilities must understand the can result in early participation in an potential need to transition an athlete enriching movement program. from an inclusive ringette program ·· Physical maturity may not be an issue (a program with ringette athletes with respect to ongoing development without disabilities) into an alternate, in the sport. Program design and and more appropriate program that training must consider cognitive and meets the athlete’s needs and allows emotional maturity when developing them to achieve their potential. This
17 The Stages of LTAD for Ringette:
Watch Me Start - Active Start
I Am Skating - FUNdamentals
I Am Playing - Learning to Train
I Am On The Team - Training to Train
18 I Am A Competitor - Training to Compete
I Am Exceeding My Limits - Learning to Win
I Am A Champion - Competing to Win
I Am Ringette - Active for Life
19 WATCH ME START ACTIVE START
0-6 years (girls and boys) -- Parents are important to introduce provides additional supervision and allows for larger groups (10-12 0-18 months: participants to a range of activities, participants) infant (child with parent or support provide encouragement and participate ·· Develop basic skating skills (basic person) in activities such as parent days, winter festivals and parent/child classes stance, falling and getting up, edges, 18 months – 3 years: balance on skates, start, stop, walking toddler, mature walker (child with parent -- Parents provide support and share all directions, forward/backward or support person) a spirit of participation and a joy of stride and glide learning new skills 3 – 6 years: preschool independent (may ·· Introduce sticks and rings, playing fun ·· Encourage participation in a variety games to learn how to send, receive require parent or support person) of non-structured supervised and carry a ring (on or off-ice) activities, including skating with ·· For older children in this stage, Participants with an intellectual disability family and friends introduce the concept of Ringette can enter at any age (with parent or ·· Encourage participation in using the art of imitation support person) gymnastics, swimming programs to ·· There is no place for competition in an In Active Start participants are identified help develop physical literacy active start program. Activities should by stage of development (not age). Each ·· Encourage a variety of daily physical encourage the development of stage has a plus/minus 4 month expected activities, at least 60 minutes of non- -- group social skills (interactions, minimum variant associated with the structured supervised activities approximate ages listed above. There may every day sharing, taking turns, helping) be considerable overlap between Active ·· Movement skills (adaptation to ice, -- showing what you can do Start and Fundamentals stages. snow, water, ground, air) – skating, -- confidence passing, receiving, running, jumping, gliding, throwing, catching, wheeling, climbing, etc. ·· For children under 4 years of age: 30 General Objectives ·· Motor skills – agility, balance, minute learn-to-skate classes, once coordination, speed, time/space per week for 6-24 weeks (one or two ·· Initiation of fundamental movement orientation, etc. sessions of 6 to 12 weeks) and development of physical literacy ·· Technical instruction should be ·· For children aged 4-6 years: 45-60 through general sport participation limited, with minimal feedback minute learn-to-skate classes, once ·· To introduce overall motor skills like on skills per week for 6-24 weeks (one or two sessions of 6-12 weeks) balance, coordination, agility in a fun ·· Encourage movement exploration and safe environment that promotes within a safe, structured environment ·· For participants with an intellectual disability: begin with 30-40 minute self-confidence on skates ·· Maintain a 1:5 adult/participant ratio learn-to-skate classes and progress to ·· To introduce all fundamental (or lower to 1:1) to provide quality 60 minutes once or twice per week movement skills, including skating supervision. With children under 4 ·· To develop an awareness of ringette years, the ratio should be 1:1 and create a welcoming environment What can for all participants What does an parents do? Active Start Learn Guiding Principles to Skate program ·· Participate with their children in a wide range of activities ·· Fundamental movement skills, look like? ·· Encourage unstructured outdoor and agility, balance, coordination and indoor play year-round skating skills learned through the ·· Programs focus on having FUN and process of “play” becoming comfortable on the ice Coaching ·· Participation in community-based using simple group skating games learn-to-skate programming that is and fun activities (type of coach) well-planned and well-structured ·· Maximum participation: everyone ·· Create a stimulating, positive learning involved and active at all times ·· Community Sport Initiation (CSI) environment through active, creative, ·· Use modified or divided ice surface ·· SOC Community Coach imaginative play to allow more groups to participate ·· Activities are continuous and fun at once for all ·· Use modified equipment in keeping ·· Parents or support person should with the size of the participant (e.g. participate with the child smaller nets) ·· Including parents/support person
20 21 I AM SKATING FUNDAMENTALS STAGE
6-8 years (males and females) Technical Skill development between the ages of 6-8 Athletes with a disability: Benchmarks for females, and 7-9 for males enter at any age, with or without parent ·· Include activities to develop flexibility during warm-up and cool down or support person Basic skating skills: ·· Incorporate the development of basic ·· Basic stance, falling and getting up, motor and movement skills into warm edges, balance on skates, start, stop, up activities and games General Objectives walking all directions, forward/ ·· Introduce basic ring and skating skills, Description of the Stage backward stride and glide and continue the development of Basic ring skills: physical literacy skills ·· To continue to develop the ·· Basic skills, grip, carrying the ring, ·· Equipment is modified, and the rink is components of physical literacy: passing, receiving, checking, shooting divided so that several groups can be fundamental movement and – all within a controlled environment on the ice at once motor skills Introduce Goalkeeping: ·· 1-2 weekly sessions of 60 minutes ·· To introduce fundamental ringette each. Programs run from October to ·· Introduce concept and rotate position skills in a fun and safe environment March, and may be divided into two to all players, basic grip, stance, stick that promotes self-confidence seasons of 6-12 weeks. There is no on ice, use modified equipment ·· To increase awareness of ringette and competitive period; modified games create a welcoming environment for run throughout the year all participants. Tactical Skill ·· Programs are offered through local ·· To introduce structured, sport Benchmarks ringette associations specific programming and modified game situations Offensive Game modifications (Introduction to concepts of offensive Guiding Principles skills and tactics, concepts of 1v1 offensive ·· Introduce basic game skills and skills and team work, individual 1v1 simple rules of the sport ·· Community-based programming for offensive skills, team tactics) ·· Although there are no formal all participants competitive events in this stage, some Defensive ·· There are no competitive programs competitive-type activities can be (Introduction to concepts of defensive and no structured teams for players in introduced during practices. Focus this stage skills and tactics, individual 1v1 defensive on the process of learning about ·· Practice time provides repetitions skills with no contact, basic team tactics) competition, not on winning. Ringette through active “play”, modified games festivals are a good way to develop and a varied, structured environment What does a sport skills in a fun environment ·· Instruction and technical feedback FUNDamentals ·· Vary play situations: 1 vs. 1, 2 vs. 2 etc., with and without goalkeeper on skills is minimal, simple, and Ringette program developmentally-appropriate ·· Participants play all positions, ·· Emphasis on social interaction look like? including goalkeeper ·· Active time is greater than non- ·· Coaches are on the ice; keep game- active time ·· The focus is on FUN, with lots of type activities fun and fair ·· 1:5 adult/participant ratio or lower action and repetition ·· Rules are modified so they are as required to provide quality ·· Maximum participation: everyone appropriate to young, beginning supervision involved and everyone wins (no bench players, for example: warmers) -- No score keeping ·· All sessions are well-planned and well-structured. The focus is on -- Free pass is allowed progressive skill development and -- Modified goalkeeper position learning how to play ringette in a fun, success-oriented environment -- Goalkeeper ring ·· Begin to develop group dynamics -- Only the goalkeeper may be inside the – encourage teamwork, fair play, goal-crease sportsmanship, ethics ·· Continue motor skill development – -- No contact agility, balance, coordination, speed, -- Players may pass over the blue lines time/space orientation, etc ·· Include activities that develop speed; -- Smaller ice surface there is a sensitive period for speed
22 Participant Monitoring
Coaches can begin to monitor growth by taking standing height measurements on the birthday (or first practice of the season) and recording for future reference
What can parents do?
·· Introduce participants to a range of activities, provide encouragement and show interest in active participation in sport and physical activity ·· Encourage daily physical activity, and unstructured outdoor and indoor play ·· Support the development of excellent basic skills as a pre-requisite to playing the game ·· Ensure that a balance is maintained with school, other sport and non-sport activities ·· Understand the need to transport participants to activities, to pay for these activities, and to purchase required equipment for the activities (e.g. skates, helmet)
Coaching (type of coach)
·· Community Sport Initiation (CSI) coach ·· SOC Community Coach ·· All coaches must have a knowledge of the rules of ringette and how to modify them appropriately for this stage
23 I AM PLAYING LEARNING TO TRAIN STAGE
Early in Stage: abilities distribution – no tiering TECHNICAL SKILL Females 8-9 years, males 9-10 years ·· Practices well organized, varied, BENCHMARKS Later in Stage: game-like, and active participation of all EARLY IN THIS STAGE: Females 10-11 years, males 11-12 years ·· Emphasize motor skill development, Develop good skill technique Athletes with a disability: technical skill instruction, time-space LATER IN THIS STAGE: enter at any age, with or without parent orientation and team play Develop accuracy and consistency in or support person ·· Increase skill repertoire through skill execution a gradual progression of SKATING SKILLS: This is an important stage, one in which skill acquisition participants learn sound basics of ·· Include activities to develop flexibility Early in the stage: ringette, but also begin to play formal during warm-up and cool down Basic stance, falling and getting up, edges, games. Many participants in this stage ·· Introduction to the game – balance on skates, starts, stops, forward/ will enter puberty, and it is important modified rules backward stride and glide that height be monitored regularly to ·· Ensure that players experience all Later in the stage: help determine when the player begins positions; toward the end of this stage, As above plus acceleration, crossovers, identify players who show an ability the growth spurt. Toward the end of this sharp turns, double sculling, 2 foot and interest in goalkeeping stage, individual rates of growth and slalom; transitions ·· Maintain high frequency of practice development become quite obvious. RING SKILLS: Since each player has a different rate and repetitions: 70% success rate for learning to occur ·· Early in the stage: basic skills, grip, of development, it is important to be ·· 1:6 adult/participant ratio or carrying and protecting the ring, flexible with training programs to ensure lower as required to provide passing, receiving and retrieving the appropriate challenges and to meet the quality supervision ring, checking, shooting – all within a needs of players who are growing rapidly. ·· Throughout the year, encourage controlled environment players to participate in a variety of ·· Later in the stage: as above, school and summer sports plus deking– all within a GENERAL OBJECTIVES ·· Toward the end of the stage: controlled environment GOALKEEPING SKILLS: DESCRIPTION OF THE STAGE -- Introduce understanding of how to use skills to resolve tactical problems Early in the stage: ·· To develop fundamental Introduce concept and rotate position to -- Introduce balance of individual/team ringette skills in a fun, participation- all players, basic grip, stance, stick on ice, offensive and defensive preparation. based environment skating and ring skills, mobility and stick ·· To continue to develop physical and -- Use game situations as work, positioning and ring distribution motor capacities learning opportunities. Later in the stage: ·· To develop general physical fitness Identify and develop maximum number ·· To introduce the development of of players interested – play goal no more mental skills than ½ time, continue basic grip, stance ·· To introduce and develop and style, stick on ice, skating and ring simple tactics skills, mobility in all directions, stick ·· To introduce game play with focus on work, positioning, ring distribution, application of skills learned in training communication/interaction ·· To introduce and develop decision- making skills in standard/ controlled conditions TACTICAL SKILL ·· To encourage players to strive to BENCHMARKS succeed and do their best OFFENSIVE Early in the stage: GUIDING PRINCIPLES Acquisition of basic offensive skills and tactics, individual 1v1 and team offensive ·· Community-based programming skills, individual skills for ring carriers ·· Game play introduces an environment and non-ring carriers, basic team tactics, of competition, but there is no creating open space and movement) “competitive” program ·· Teams are created based on equal
24 Later in the stage: WHAT DOES A LEARN -- Goal setting ~ individual and team, Acquisition of basic offensive skills TO TRAIN RINGETTE long and short term, process and tactics (1v1 offensive skills/tactics, PROGRAM LOOK LIKE? and outcome 2v1 skills, isolate 1 defender and pass -- Focus management / attentional control or shoot) ·· There should be at least two seasons, ~ concentration strategies DEFENSIVE each is 6-12 weeks long. Season 1 -- Anxiety management / emotional runs from September or October to Early in the stage: control ~ visualization (mental December, season 2 runs from January Acquisition of basic defensive skills and rehearsal of game situations) strategies tactics, individual 1v1 skills, maintain to March -- Game preparation and routine goal side positioning, introduce basic ·· Pre-season training: 2 to 4 weeks for evaluations, team formations ~ game strategies team tactics ·· Participate in an exhibition league ·· Encourage participation in other Later in the stage: ·· Practice to game ratio is 70/30. There sports 3x per week; encourage a Acquisition of basic defensive game skills, should be 2-3 training periods of 60 minimum of 60 minutes per day defensive skills and tactics, individual 1v1 minutes each to 1 game session of play or participation in other skills, maintain goal side positioning, each week unstructured activity team tactics ·· Provide developmentally-appropriate, ·· During off-season, encourage players specific technical feedback. to participate in a variety of school ·· Strength development should and summer sports be through body weight activities, ·· Avoid playing ringette year round, but medicine balls, Swiss balls, players may participate in a summer light resistance ringette camp, or in 4-6 sessions of ·· A sensitive period for stamina pre-season preparation (endurance) training coincides with ·· By the end of this stage: the onset of the growth spurt -- One season, 20-24 weeks long ·· Pay special attention to maintaining flexibility during the growth spurt -- Single peak periodization (peak for ·· There is a sensitive period for speed end-of-season league tournament) development in females aged 11-13 -- Preparation period = 7-15 weeks; ·· Continue to develop motor skills – Competition period = 7-20 weeks; agility, balance, coordination, speed, Transition period = 1-2 weeks time/space orientation, etc ·· Players must play all positions and -- Two weekly training sessions to 1 have equal opportunity playing time competition (game) ·· Focus team social activities on fun -- Maximum 20 competition days and friendship during the season ·· Introduce Mental Preparation skills: -- Pre-season camp for warm-up -- Decision Training ~ introduce decision (4-6 sessions) making skills through skill training -- Ringette-specific training 3X per week; activities 2-3 practice sessions of 60-90 -- Goal Setting ~ team minutes each -- Self-Awareness ~ positive thinking, attitude -- Team dynamics ~ teamwork, fair play, sportsmanship, sense of values -- Team building and social development activities
·· Build on these skills later in the stage by introducing: -- Decision making in competitive situations
25 I AM PLAYING LEARNING TO TRAIN STAGE
GAME MODIFICATIONS EARLY IN THE STAGE: ·· Organized game play in a manner to maximize learning opportunities for all participants ·· Focus is on fun and on basic ring and skating skills ·· Introduction to game format with modified rules ·· 2 minute warm-up; 3x10 minute periods with stopped time ·· Coaches on ice at beginning of season; gradually decrease time on ice throughout the season ·· No stats or standings, no emphasis on win-loss ·· Up to 20 days of competition during the year (both seasons combined). One competition day = a day in which one or more games are played against another team. These competition days can include organized league/ exhibition game play and a maximum of 2 local/regional tournaments (including year end tournament) LATER IN THE STAGE: ·· Begin playing regular game format ·· Emphasize acquisition of basic game skills – focus on fun and basic ring, skating and game skills ·· Rules of play: all basic, regular rules introduced but no shot clock; scores kept unless very lopsided; two officials for every game and they are encouraged to give play guidance to all players ·· 6 players per side on a full ice surface, 4 minute warm-up, 3 X ten minute periods of stop time ·· Organize game play to emphasize and maximize learning opportunities for all participants ·· Begin organized league and exhibition game play; exhibition league until December, then regular league January to March ·· Maximum 3 local/regional tournaments, including year end tournament
Monitoring
·· Ensure development of strong technical skills ·· Monitor height every 3 months
26 ·· (standing height, sitting height and arm span) and record measurements for future reference related to onset of peak height velocity (PHV)Watch for correct body alignment and symmetrical development of flexibility and strength (i.e. equal on both sides of the body)
What Can Parents Do?
·· Continue to expose participants to a range of activities, provide encouragement and show interest in participating in sport and physical activity ·· Continue to support the development of sound basics over game and tournament play ·· Listen to the participant to help identify sport preferences ·· Ensure a balance with school, other sport and non-sport activities ·· Understand the need to transport participants to activities, to pay for these activities and to purchase the necessary equipment ·· Ensure a balance with school, other sport and non-sport activities ·· By the end of this stage, parental involvement increases and parents develop a growing interest in the sport. Some parents may attend coaching or officiating courses. They may be asked to volunteer at activities or help with fund-raising
Coaching (type of coach)
·· Community Sport Initiation (CSI) ·· SOC Community Coach
27 I AM ON THE TEAM TRAINING TO TRAIN STAGE
Early in the stage: General Objectives transition skills Females 12-13 years, males 13-14 years Description of the Stage Later in the stage: Later in the stage: As above plus develop ability to do quick Females 14-15 years, males 15-16 years To consolidate fundamental changes in direction, two and one foot Athletes with a disability: enter at any age, ringette skills in controlled and Mohawk pivot semi-controlled conditions with or without parent or support person Ring: To develop and consolidate simple tactics Consolidation of ring skills, acquisition To further develop general physical fitness This is an important stage, in which of position specific skills, carrying and training and mental skills there are opportunities for players at protecting the ring, passing, receiving, To introduce and develop advanced both the community and competitive checking, shooting, deking within a ringette skills level. Players who have the desire and varied environment ability to move into more advanced To introduce and develop strategies Goalkeeping: levels of Ringette will play in tiered (game plan) programs, while players who do not wish To introduce and develop decision Early in the stage: to make this commitment can continue making skills in varied situations Consolidation of skills; goalkeepers to improve their skills and enjoy playing To learn to cope with the challenges of specialize but can still alternate; general Ringette in community programs. For all competition and to strive to succeed and goalkeeping drills, mobility (lateral players, this is a time of solidifying good do their best and forward/backward), stick work, skill performance, physical and mental Later in Stage: skating and ring skills, positioning, preparation and learning to play ·· To introduce position-specific skills ring distribution, communication and the game. interaction, style Guiding Principles Later in the stage: Most players will go through the Community Programs: Goalkeepers specialize, specific growth spurt during this stage and it goalkeeping drills and training is very important to be flexible with ·· Fun (socially motivated), training programs to ensure appropriate balance between participation Tactical Skill challenges and to meet the needs and competition Benchmarks of players who are growing rapidly. ·· Ensure life-long participation in sport Offensive Selection of athletes into tiered programs ·· Limited tiering Consolidation of offensive game skills is also important, so that players are ·· Skills are reinforced in real placed on teams with other players who game situations Community: are of approximately equal size and ·· Skills are built so players are able to stage of development. Discretion should Competition programs: perform skills with sequential and be applied to placement of athletes flowing movements who are early or late developers; this is ·· Fun (competitively motivated), ·· Understanding concepts and particularly important in competitive maintain a balance between implementing occasionally programs and may require overlapping participation and competition Competition age categories in competitive levels. ·· Tiering begins ·· Skills are refined so players are ·· Coaches empower athletes and able to perform with quick, concise include them in the decision movements making process ·· Understand concepts and implement ·· Throughout this stage, athletes on a reliable, consistent basis gradually become more autonomous ·· Understand offensive concepts of on the ice open ice, learning to read and react, incorporating defense in the offensive Technical Skill zone during play, wrist shots, shot Benchmarks clock awareness and usage, reversing the play, breakouts, communication, Consolidation of skills support, creating options, Skating: maintaining possession Early in the stage: ·· Individual skills and team tactics Starting, stopping, forward and backward (stride, acceleration, crossovers, sharp turns, double sculling,2 and 1 foot slalom),
28 Defensive Acquisition of skills such as: What does a Train Consolidation of defensive game skills ·· arousal strategies to Train Ringette with primary focus on fun and execution ·· becoming more independent, program look like? of basic ring, skating and game skills understanding personal strengths and Community weaknesses ·· developing effective communication ·· Ringette-specific technical, tactical ·· Skills are developed so players are strategies, understanding team roles and fitness training 6-9 times able to perform skills with sequential and identifying where they fit in per week, including and flowing movements complementary sports ·· Understanding concepts and Consolidation of skills ·· Continue to develop general fitness implementing occasionally such as: and conditioning Competition ·· Decision Training - decision making in ·· Be aware of sensitive periods for ·· Skills are consolidated so players some competitive situations development of strength, speed and endurance: are able to perform skills with quick, ·· Goal setting – individual and team, concise movements long and short term, process and -- Strength: sensitive period for strength ·· Understand individual defensive skills outcome (C) development in females after the onset and tactics concepts and implement ·· Focus management / attentional of menarche on a reliable and consistent basis control - concentration, coping ·· Understand team tactics concepts strategies -- Speed: sensitive period for speed development in females at and implement on a reliable and ·· Anxiety and stress management / consistent basis emotional control – visualization approximately 11-13 years and in (mental rehearsal of game situations), males at approximately 13-16 years Psychological relaxation -- Endurance: sensitive period for Skill Development ·· Game preparation and routine – endurance (stamina) development Acquisition of: specific game strategies in males with the onset of peak ·· Coping strategies, relaxation ·· Self-awareness – positive thinking, height velocity strategies attitude and adjustment, preparing to deal with success and failure -- Pay special attention to maintaining ·· Skills that prepare the player to deal flexibility during periods of rapid with success and failure ·· Team dynamics – teamwork, fair play, sportsmanship, ethics, shared growth ·· Skills for sharing leadership opportunities ·· Competition format: leadership opportunities -- Female vs. female only teams, male vs. Consolidation of skills male only teams such as: -- Organized League games based on ·· Focus management/ attentional age level and/or ability (standings are control – concentration recorded). ·· Anxiety and stress management / Emotional Control –visualization -- Weekly games with some tournaments. (mental rehearsal of game situations) -- Tournaments, Provincial and League ·· Decision training – decision making in Championship format should be some competitive situations modified round robin or other format to ·· Goal setting – individual and team, long and short term, process allow maximum number of games for and outcome each team within a weekend. ·· Self-Awareness – positive thinking, -- Emphasis on learning and staying attitude and adjustment healthy ·· Team Dynamics – teamwork, fair play, ·· Encourage daily participation in sport sportsmanship, ethics and physical education, minimum 60 ·· Game Preparation and Routine – minutes per day game strategies ·· Team social activities focused on fun ·· Team building and social and teambuilding development activities ·· Players may be encouraged to become coaches in training or referees As this stage progresses, players continue to improve their abilities and usage of mental skills through:
29 I AM ON THE TEAM TRAINING TO TRAIN STAGE
Community provincial qualifiers for Easterns/ flexibility during this stage ·· Season is 20-32 weeks; single peak Westerns/CRC (A and AA); Eastern/ Monitor rapidly growing players for periodization Western (Regional) Championship symptoms of Osgood Schlatter’s ·· Players play a variety of positions and for A category; CRC (National) receive equal playing time Championship for AA category ·· Pre-season training: 3-6 weeks for ·· During off-season: evaluations, team formation and team -- Players are encouraged to participate practices in an activity that will aid in their ·· Preparation period 10-12 weeks, development and preparation for Competition period 8-12 weeks, the beginning of the fall season (i.e. Transition period 3-4 weeks Running for cardio as well as dry ·· Training to competition ratio = 60:40; 2 land shooting practice or attending a trainings to 1 competition weekly summer session of power skating, light ·· 2-3 sessions of 60-90 minutes each weight training** under supervision; weekly early in the stage using own body ·· 21-22 days of competition weight, later in the stage may use ·· Events – exhibition games, league light weights) games, tournaments, playoff games, provincials (by classification) -- Encourage involvement in a variety of Competitive -- During off-season: school and summer sports or activities level players throughout the year -- Encourage players to participate in a ·· As intensity and volume of training variety of school and summer sports -- May play rep or high calibre sports, but without a specialization in one increase, general health must be monitored regularly -- Players are encouraged to attend specific sport ·· Ongoing screening for hip and knee ringette camps through the summer ·· Players are expected to maintain their alignment, and imbalances in strength physical training program -- Encourage maintenance of physical and flexibility will help reduce the risk fitness qualities (endurance, strength) ·· For top competitive athletes, the of injury services of an integrated support team ·· Monitor iron levels in female athletes -- Participate in pre-season camp for may be included to enhance training annually warm-up and recovery ·· Begin to educate athletes about Competition doping control at the end of this stage ·· Season is 24-25 weeks Game Modifications ·· Players play 1-2 positions, with “fair What Can and reasonable playing time; identify ·· 7 minute warm-up, progressing to a 2 goalkeepers per team 10 minute warm-up by the end of Parents Do? ·· Single or double peak periodization; the stage Early in the stage: peak for provincial and national ·· Shot clock ·· Continue to ensure that there is a championships ·· 6 players per side on a full ice surface balance of sport with school and other ·· Pre-season = 2-4 weeks for pre-season ·· early in stage: 60% of international activities and that players are properly training, evaluations, team formation game format nourished and rested and team practices ·· later in stage: 75% of international ·· Provide a “positive push” , but no ·· Preparation period 7-15 weeks, game format pressure on the player Competition period 8-14 weeks, ·· Ensure ongoing communication Transition period 1-2 weeks between parents, coach and player; ·· Training to competition ratio = 60:40; 3 Monitoring trust the coach, talk to the player, and trainings to 2 competitions weekly All players: intervene only when necessary ·· 3-4 sessions of 60-90 minutes each Monitor standing and sitting height, arm ·· Parental involvement increases and weekly (1-2 trainings with the team, span and weight every 3 months and parents develop a growing interest in 2-3 training on own) adjust training as a function of growth the sport. Some parents may attend ·· 22 days of competition and development. This is particularly coaching or officiating courses. They ·· Events – exhibition games, league important during the early part of this may be asked to volunteer at activities or help with fund-raising. Depending games, tournaments, playoff games, stage when the majority of players will be provincials (by classification) on the level of involvement, parents experiencing rapid growth. may sacrifice considerable leisure ·· Toward the end of this stage Continue physical abilities testing; it is players may also participate in time to volunteer particularly important to maintain active
30 ·· Understand the need to transport and be available when the player Coaching players to activities, to pay for needs guidance (Type of Coach) these activities and to purchase ·· Parents remain active as volunteers the necessary equipment; this ·· Ensure that the player’s schedule is Community: commitment is greater for competitive organized and that there is balance Community Sport Initiation (CSI) athletes between sports, school, social life and coach + MED online evaluation Later in the stage: family activities. Competition: ·· Parents tend to move into the ·· Ensure that siblings have their own Competition Introduction (CI) certified background and play a less direct role, niche, which may be in ringette, or in coach (includes online MED evaluation) but they still provide emotional and another sport/area of interest Competition Introduction Gradation tangible support ·· Understand that with increased (CIG) Certified ·· As the player becomes more level of player participation, there responsible for decision-making, will be increased time and financial parents continue to provide support commitments (e.g. driving to practices but allow increased independence and games, tournament and out-of- ·· Continue to provide a “positive push” town travel costs)
31 I AM A COMPETITOR TRAINING TO COMPETE STAGE
Females 16-18 years, Males 17-18 years mobility, stick work, skating and ring Refinement of mental skills: Athletes with a disability: enter at any age, skills, positioning, ring distribution, ·· Decision training – correct decision with or without parent or support person communication and interaction, style making in all competitive situations, long and short term goals, process Tactical Skill and outcome Benchmarks ·· Focus management/attentional General Objectives control – concentration, Description of the Stage Offensive: coping strategies Consolidation of offensive game skills: ·· Goal setting – individual and team ·· To further consolidate all ringette ·· Further consolidate technical skills ·· Anxiety management/emotional skills and tactics in semi-controlled ·· Consolidate cues to read and react control – visualization (mental and random conditions to defense rehearsal of game situations), ·· To optimize general physical ·· Use overload, isolation, relaxation arousal strategies fitness training communication, movement, ·· Game preparation and routine – ·· To consolidate strategies (game plan) timing and space to create scoring specific game strategies ·· To further develop decision- opportunities ·· Self-awareness – positive thinking making skills ·· Refine options attitude and adjustment, preparing to ·· To develop position-specific skills ·· Pay increased attention to strategy deal with success and failure ·· To introduce/develop position-specific and tactics ·· Team dynamics – teamwork, fair mental and physical training ·· Refine individual and team play, sportsmanship, ethics, shared ·· To achieve consistent performance in tactical skills leadership opportunities competitions and to strive to succeed Defensive: ·· Team building and social and do their best development activities Refinement of defensive game skills: ·· Further consolidate checking and Guiding Principles skating skills – backward skating, Community: speed and pivoting. Consolidate cues ·· Fun (socially motivated), to read and react to ring carrier and balance between participation non-ring carriers and competition ·· Refine positioning, gap control, ·· Ensure life long participation in sport channelling and timing challenge on ·· Limited tiering ring carrier ·· Skills are reinforced in real ·· Pay increased attention to strategy and game situations tactics, both individual and team ·· Community level players should Competition: be able to perform sequential and ·· Skill development under competitive flowing movements, understand and conditions implement defensive concepts ·· Individual actions must be team ·· Competitive level players have oriented.(what’s best for the team) consolidated the ability to perform ·· Individual responsibility within team skills quickly and efficiently play becomes a focus They have a solid understanding ·· Game plan/individual play must of defensive concepts and can adapt to opponent implement them reliably and ·· Individualized instruction based on consistently the needs of each athlete Psychological Skill ·· Technical Skill Benchmarks Development Refinement of skating skills – starting, Consolidation of advanced stopping, forward, backward, mental preparation skills: transition ·· Refinement of ring skills, refinement stress management independence, of position-specific skills – carrying personal strengths and weaknesses, and protecting the ring, passing, attribution, self-coaching effective receiving, checking, shooting, deking communication strategies, understanding in a varied environment team roles and identifying where they ·· Refinement of goalkeeping skills – general, lateral, forward and backward fit in
32 What does a ·· Events: ·· Off season development: Train to Compete -- Exhibition games -- Players are encouraged to participate in an activity that will aid in their Ringette Program -- League games Look Like? development and preparation for -- Playoff games the beginning of the fall season -- Provincials (by classification) (i.e. Running for cardio or dry land ·· Ringette-specific technical, tactical shooting practice, attending a summer and fitness training 9-12 times -- University Challenge Cup session of power skating, light weight per week training under supervision) ·· Improve general and specific fitness ·· Off-season development: conditioning (stamina, strength, speed -- May play rep or high calibre sports -- Players participate in spring/summer and suppleness) with a specialization in one sports to help with cardio training, ·· Be aware of sensitive periods for specific sport strength development in males, 12-18 balance and hand/eye coordination months after peak height velocity (e.g. lacrosse, soccer, aerobic base -- Work on basics of training and ·· Competition format: training and strength training) performance – stamina, strength, speed, skill, suppleness -- Organized League games based on age -- Physical and skill development level and/or ability (standings may are ongoing be recorded) -- Participate in pre-season camp -- Weekly games with some tournaments. for warm-up -- Tournaments, Provincial, League and Competition Regional Championship format should ·· Season: 35-45 weeks (Preparation: be modified round robin or other 7-15 weeks, Competition: 7-20 weeks, Transition: 3-4 weeks) format to allow maximum number of games for each team within a weekend ·· Double peak periodization; peak for provincial and national ·· Encourage daily participation in sport championships and physical activity, minimum 60 minutes per day ·· Training to competition ratio = 40:60 ·· Encourage players to continue ·· 30 - 40 competition days per season participating in one sport out of school ·· Two training sessions to 3 ·· Players may attend or work at a competitions weekly ringette camp in the summer ·· 4-5 weekly ringette sessions of 60-90 ·· Players are encouraged to become minutes each assistant coaches to younger teams ·· 2-3 weekly non-ringette training ·· Team social activities are focused on sessions with team fun and teambuilding ·· 3-4 weekly non-ringette training sessions on own Community ·· Play 1-2 positions; goalkeeper ·· Season: 20-26 weeks (Preparation: specialization 7-15 weeks, Competition: 7-20 weeks, ·· Teams are female vs. female, or male Transition: 3-4 weeks) vs. male ·· Single peak periodization; peak for ·· Regional, National and Multi- regional/provincial championships sport events should be structured ·· Training to competition ratio = 40:60 to encourage/require optimal ·· 20-30 competition days per season performance in every game for team ·· One training session to 2 to successfully advance (i.e.: pool play, competitions weekly single or double elimination formats) ·· 2-3 weekly ringette sessions of 60-90 ·· Events: minutes each -- Provincials (by classification) ·· Players play a variety of positions ·· Emphasis on learning and staying -- Eastern/Western (regional) healthy, and on friends, socializing, championships for A category meeting people and relationships -- CRC (national) championships for AA category
33 I AM A COMPETITOR TRAINING TO COMPETE STAGE
Game Modifications Monitoring Community and Competition: ·· 10 minute warm-up ·· Height and weight should be monitored quarterly for baseline ·· Shot clock measurements ·· 6 players per side on a full ice surface ·· Continue monitoring of physical ·· International game format abilities, skills and technique ·· Options for fun/ variety and to improve regular game: Competition: ·· As intensity and volume of training -- Gym Ringette increase, general health must be -- 3 on 3’s monitored regularly ·· Ensure that recovery and regeneration are monitored on an individual basis ·· Ongoing screening for hip and knee alignment, muscle imbalances and flexibility will help reduce the risk of injury ·· Monitor iron levels yearly in female athletes
What Can Parents Do?
·· Parents are the primary support person to manage the player’s schedule, particularly for competitive players ·· Continue to provide a positive push and offer unconditional support for the player ·· Understand that with increased level of player participation, there will be increased time and financial commitments (e.g. driving to practices and games, tournament and out-of- town travel costs) ·· Parents may encourage the player to learn to drive so that they can reduce the time commitment for transport to training
Coaching (Type of Coach)
Community: ·· Community Sport Initiation (CSI) + MED online evaluation
Competition: ·· Certified Competition Introduction + graduation + MED ONLINE ·· Specialized coaching (goalkeeping, defensive, offensive etc.) as needed
34 35 I AM EXCEEDING MY LIMITS LEARNING TO WIN STAGE
Females 18-19+ Males 19-20+ Tactical Skill What does a Athletes with a disability: enter at any age, Benchmarks Learning to Win with or without parent or support person Offensive Ringette Program This stage is the entry to high ·· Continue to refine individual skills look like? and team tactics to execute them at performance programs in Ringette. greater speeds, more powerfully and Ringette-specific technical, tactical and with greater accuracy fitness training 9-15 times per week Defensive ·· Length of season is 35-45 weeks General Objectives ·· Continue to refine individual skills (7-15 weeks preparation, 7-20 weeks Description of the Stage and team tactics to execute them at competition, 3-4 weeks transition) greater speeds, more powerfully and ·· Training: competition ratio = 25:75 To introduce players to a high with greater accuracy ·· 40-50 competition days per season performance environment ·· Double peak periodization To maintain fundamental skills, tactics, Psychological ·· 1 training session to 3 mental and general physical fitness Skill Development competitions weekly To refine advanced skills and tactics Advanced mental ·· 4-5 ringette specific training sessions To refine strategies (game plan) preparation Refinement of 90-120 minutes each weekly To consolidate decision making skills of all mental skills ·· 2-3 weekly non-ringette training To consolidate position-specific skills ·· Decision training – correct decision sessions with team To consolidate position-specific mental making in all competitive situations ·· 3-4 weekly non-ringette training and physical training ·· Goal setting – individual and team, sessions on own To achieve consistent performance in long and short term, process ·· Players specialize in one position, major competitions and outcome but have knowledge of 1-2 positions; ·· Focus management/attentional reasonable playing time for all Guiding Principles control – concentration, coping ·· Goalkeepers are specialized strategies, stress management ·· Further develop general and specific ·· Players are introduced ·· Anxiety management/emotional fitness conditioning by position international competition control – visualization (mental ·· Daily participation in sport and rehearsal of game situations) ·· Performance outcomes become physical activity, minimum 60 relaxation, arousal strategies important; players must learn to minutes per day produce performance on demand ·· Game preparation and routine – ·· Competition format: specific game strategies ·· 24 hour athlete (ensure all -- Female vs. female only and male vs. elements of training are addressed ·· Self-awareness – positive thinking, male only teams and monitored) attitude and adjustment, preparing to deal with success and failure, ·· Develop the ability to adapt to a -- Organized league games based on independence, personal strengths and different/new environment, including age level (team and individual stats weaknesses, attribution, self-coaching team-mates, travel, training, coaches, recorded) strategies and lifestyle ·· Team dynamics – teamwork, fair play, sportsmanship, ethics, shared -- 2-3 games per weekend leadership opportunities, effective -- series playoff schedules Technical Skill communication strategies, understand Benchmarks team roles and identifying where -- pool structure for nationals to ensure they fit in teams play against like teams ·· Refinement of all skating skills ·· Team building and social ·· Events: development activities ·· Refinement of all ring skills and -- Canada Games (U20 females) position specific skills ·· Refinement of all goalkeeping skills -- Canadian Ringette Championships -- “Junior” World Ringette Championships -- World club championships ·· Team social activities focused on fun and teambuilding ·· Off-season: -- Increased emphasis on Ringette related
36 training. Players are encouraged to What Can participate in an activity that will aid Parents Do? in their development and preparation for the beginning of the fall season (i.e. ·· Parents are the primary support Running for cardio, dry land shooting person to manage the player’s practice, attending a summer session schedule, particularly for of power skating, light weight training competitive players under supervision). Three days/week ·· Continue to provide a positive push off ice or cross training by participation and offer unconditional support for in other sports. the player -- Aerobic base training and strength ·· With increased level of player participation, there will be increased training to maintain year-round time and financial commitments fitness levels. (e.g. driving to practices and games, -- Minimal to moderate on-ice Ringette tournament and out-of-town training: Rec league or 3vs3 – not travel costs) regular teams. Key is to stay on the ice and have fun in the off-season. Coaching (Type of Coach) Game Modifications ·· Competition Development (CD) ·· international rules and game format certified coach ·· 15 minute warm-up + flood ·· Performance enhancement team ·· flood between periods (PET) for specialized coaching – goalkeeping, defensive, offensive etc. Monitoring ·· Ongoing education and learning opportunities for high performance coaches ·· Height and weight should be monitored quarterly for baseline measurements Other areas of ·· As intensity and volume of training player support increase, general health must be monitored regularly; monitor iron ·· Access to specialists in performance levels yearly in female athletes nutrition, mental skills training, sport- ·· Ongoing monitoring of physical specific physical preparation, injury abilities, skills and technique prevention, recovery and regeneration ·· Ensure that recovery and regeneration ·· Lifestyle counselling (time are monitored on an individual basis management, transition from national ·· Ongoing screening for hip and knee team level competition, financial alignment, muscle imbalances and management, travel, money, family) flexibility will help reduce the risk ·· Adherence to principles of fair play of injury and True Sport ·· Access to ringette skills, drills, systems, plays ·· Know the rules of the game – rules training or officials training ·· Media training
37 I AM A CHAMPION COMPETING TO WIN STAGE
Females 18+, males 19+ Psychological ·· 5-6 sessions each of 90-120 minutes Skill Development weekly Advanced mental ·· 2-3 weekly non-ringette training sessions with team General Objectives preparation Description of the Stage Refinement of all ·· 3-4 weekly non-ringette training mental skills sessions on own ·· Players concentrate on one position, To develop high performance Ringette with ability in a secondary position; players who will achieve international ·· Decision training – correct decision making in all competitive situations goalkeeper specialization is complete success on the Canadian team. ·· Goal setting – individual and team, ·· Ensure appropriate recovery and To maximize all aspects of Ringette long and short term, process regeneration is included in periodized preparation: physical, mental, technical and outcome plan and tactical. To achieve peak performance ·· Focus management/attentional ·· Maintain year-round fitness standard in major competitions; performance control – concentration, coping ·· Daily participation in sport and on demand strategies, stress management physical activity, minimum 60 minutes ·· Anxiety management/emotional per day Guiding Principles control – visualization (mental ·· Competition format: rehearsal of game situations) ·· Yearly competition in a “Challenge ·· Highest level of competition programs relaxation, arousal strategies Cup” format ·· To establish and maintain a national ·· Game preparation and routine – ·· Tri-yearly competition for World high performance player development specific game strategies Championship program that will lead to success at ·· Self-awareness – positive thinking, ·· Two teams to Challenge Cup the international level attitude and adjustment, preparing tournaments scheduled on a regular to deal with success and failure, cycle and at consistent times Technical Skill independence, personal strengths and ·· Events: weaknesses, attribution, self-coaching Benchmarks ·· Team dynamics – teamwork, fair -- National Ringette League play, sportsmanship, ethics, shared -- World Championships (Team Canada) ·· Refinement of all skating skills leadership opportunities, effective ·· Refinement of all ring skills and communication strategies, understand Game Modifications position specific skills team roles and identifying where they ·· Refinement of all goalkeeping skills fit in ·· Team building and social ·· International game rules and format development activities ·· 15 minute warm-up before Tactical Skill game + flood Benchmarks What does a Train ·· flood between periods Offensive and Defensive: to Win Ringette ·· Refine skills and tactics to identify Monitoring team-specific strategies based on Program look like? scouting reports ·· Height and weight should be ·· Ongoing ringette-specific technical, monitored quarterly for tactical and conditioning training 9-15 baseline measurements times per week ·· Ongoing monitoring of physical ·· Regularly scheduled training camps abilities , technical and tactical skills for athletes identified to the national ·· As intensity and volume of training team program increase, general health must be ·· 40-50 week season (preparation monitored regularly 7-15 weeks, competition 7-20 weeks, ·· Ensure that recovery and regeneration transition 3-4 weeks), depending on are monitored on an individual basis World Cup or Challenge Cup year ·· Ongoing screening for hip and knee ·· Double periodized training program alignment, muscle imbalances and – Canadian Ringette Championships flexibility will help reduce the risk and World Championships of injury ·· Training: competition ratio = 25:75 ·· Monitor iron levels yearly in ·· 1 training session to 3 female athletes competitions weekly ·· 40-50 competition days per season
38 What Can ·· Parents Do?
·· Parents take an active role in helping players make decisions about university, living environment and life after sport ·· Parents role in managing the player’s schedule decreases as the player becomes older and more independent. ·· Parents continue to offer unconditional support and a positive push
Coaching (Type of Coach) ·· Certified Competition Development (CD) coach ·· Specialized coaching – goalkeeping, defensive, offensive etc. ·· Ongoing education and Mentoring opportunities at camps and competitions
Other Areas of Player Support
·· Access to specialists in performance nutrition, mental skills training, sport- specific physical preparation, injury prevention, recovery and regeneration ·· Utilize Canadian Sport Centres for testing and setting standards ·· Lifestyle counselling (time management, transition from national team level competition, financial management, travel, money, family) ·· Opportunities for players to have input, representation and be part of program evaluation process ·· Opportunities for coaches and officials to receive support and constructive feedback ·· Adherence to principles of fair play and True Sport ·· Media training
39 I AM RINGETTE ACTIVE FOR LIFE STAGE
General Objectives Psychological Skill periodization, depending on level Description of the Stage Development ·· players have the option of playing a position of choice but are not required ·· To provide a positive environment for to specialize; encourage more than ·· Decision training – correct one goalkeeper per team lifelong physical activity decision making ·· Players have fair, equal playing time ·· To be flexible in approach to assist ·· Goal setting – individual and team, ·· Competition format: all players long and short term, process ·· To provide integrated programs for and outcome -- Organized League games based on age athletes with a disability ·· Focus management/attentional level and/or ability (standings may ·· To provide programs for athletes with control – concentration, coping be recorded). a disability where possible strategies, stress management -- Weekly games with some tournaments. ·· To encourage ongoing involvement ·· Anxiety management/emotional and contribution to the sport through control – visualization (mental -- Tournaments, Provincial, League and volunteering, coaching, officiating and rehearsal of game situations) Regional Championship format should being a parent/supporter relaxation, arousal strategies be modified round robin or other ·· Game preparation and routine – format to allow maximum number of Guiding Principles specific game strategies games for each team within a weekend. ·· Self-awareness – positive thinking, ·· Off-season development: ·· Ongoing community-based attitude and adjustment, preparing programming for all ages and abilities to deal with success and failure, -- Players participate in spring/summer sports to help with cardio training, ·· Fun (socially motivated), independence, personal strengths and balance between participation weaknesses, attribution, self-coaching balance and hand/eye coordination and competition. ·· Team dynamics – teamwork, fair (e.g. lacrosse, soccer, aerobic base ·· Individualized instruction based on play, sportsmanship, ethics, shared training and strength training) the needs of each athlete leadership opportunities, effective communication strategies, understand -- Attend a ringette camp in the summer ·· Ensure life long participation in sport. team roles and identifying where they -- Participate in pre-season camp for ·· Tiering to accommodate varying fit in abilities and experience and warm-up ·· Team building and social provide exposure to different levels development activities of competition ·· Skill development under competitive conditions What does an ·· Individual actions must be Active for Life team oriented Ringette Program ·· Game plan/individual play must adapt to opponent look like?
·· Encourage daily participation in Technical Skill physical activity and sport, with Benchmarks an emphasis on learning and being healthy Opportunity to develop, maintain and ·· Encourage a minimum of 60 minutes refine skills, depending on the level moderate activity or 30 minutes of of players intense activity daily ·· Encourage players to participate in a Tactical Skill variety of summer sports ·· Encourage involvement in physical Benchmarks and social activities ·· Encourage ongoing general and Opportunity to develop, maintain and specific fitness conditioning refine skills, depending on the level ·· Season: 20-30 weeks (Preparation: of players 4-8 weeks, Competition: 7-20 weeks, Transition: 3-4 weeks) ·· 20-30 competition days per season ·· single peak periodization (peak for regional/league championships) or no
40 Monitoring Coaching (Type of Coach) ·· General health and fitness ·· Ongoing skill and technique Type of coach will depend on the development, as needed performance level of the players
What Can Other Areas of Parents Do? Player Support
·· Older players may be self-sufficient ·· Active and healthy lifestyle and independent ·· Adherence to principles of fair play ·· Family is still important in providing and True Sport support to the athlete and coaches, ·· Access to ringette skills, drills, and enjoying watching their family systems, plays member play ·· Know the rules of the game – rules training or officials training
41 RESOURCE LIST
British Diving, Talent Identification for British Diving: Physiological and Anthropometrical tests (undated CD).
Canadian Sport Centres (2005) Long Term Athlete Development: No Accidental Champions. Athletes with a Disability, Canadian Sport Centres Vancouver.
Canadian Sport Centres (2005) Long Term Athlete Development: Canadian Sport for Life. Canadian Sport Centres Vancouver.
Gymnastics Canada Gymnastique (2008) Long Term Athlete Development Framework document
Rushall, B. The Growth of Physical Characteristics in Male and Female Children. In Sports Coach, Vol.20, Summer, 1998. pp. 25 – 27.
Special Olympics Canada (2007) Long Term Athlete Development Overview Document
Stein, N.W. Strength and Conditioning for Youth. Paper presented at the Hong Kong Sports Institute Annual Seminar, 2002
Synchro Canada (2006) Long Term Athlete Development
Viru, A. Adaptation in Sports Training. CRC Press, Boca Raton, 1995. 310.p.
Viru, A, Loko, J., Volver, A., Laaneots, L., Karlesom, K and Viru, M. Age periods of accelerated improvements of muscle strength, power, speed and endurance in age interval 6-18 years. In “Biology of Sport” , Warsaw, V., 15 (4) 1998, 211-227 pp.
Whitehead, M (2001) The concept of physical literacy. European Journal of Physical Education (6), pp 12-138
GCG LTAD framework, 2007 WSWC LTAD Framework, 2007 CS4L document, 2006 SOC LTAD framework document Ringette Canada Strategic Plan 2007-2013
42 43 GLOSSARY OF TERMS
Adaptation step, measurable changes in body size such as height, weight, refers to a response to a stimulus or a series of stimuli that and percentage of body fat.” Maturation refers to “qualitative induces functional and/or morphological changes in the system changes, both structural and functional in nature, in the organism. Naturally, the level or degree of adaptation is organism’s progress toward maturity; for example, the change of dependent upon the genetic endowment of an individual. cartilage to bone in the skeleton.” However, the general trends or patterns of adaptation are identified by physiological research, and guidelines are Laterality clearly delineated of the various adaptation processes, such as a component of body awareness by which a person perceives and adaptation to muscular endurance or maximum strength. develops 2 distinct sides capable of independent movement
Child-centred Osgood Schlatter disease focusing on the needs, learning styles and individuality of the is a common cause of knee pain in young, growing athletes. It child is characterized by swelling, tenderness and pain just below the knee and over the shin bone (tibia). Childhood ordinarily spans the end of infancy — the first birthday — to Peak Height Velocity (PHV) the onset of puberty and is characterized by relatively steady is the maximum rate of growth in stature during growth spurt. progress in growth and maturation and rapid progress in The age of maximum velocity of growth is called the age at PHV. neuromuscular or motor development. It is often divided into early childhood, which includes preschool children aged 1 to 5 Peak Strength Velocity (PSV) years, and late childhood, which includes elementary school-age is the maximum rate of increase in strength during growth spurt. children, aged 6 through to the onset of puberty. The age of maximum rate of increase in strength is called the age at PSV. Chronological Age refers to “the number of years and days elapsed since birth.” Peak Weight Velocity (PWV) Growth, development, and maturation operate in a time is the maximum rate of increase in weight during growth spurt. framework; that is, the child’s chronological age. Children of the The age of maximum rate of increase in weight is called the age same chronological age can differ by several years in their level at PWV. of biological maturation. The integrated nature of growth and maturation is achieved by the interaction of genes, hormones, Periodization nutrients, and the physical and psychosocial environments in refers to the structuring of short and long term training, which the individual lives. This complex interaction regulates the competition and recovery periods to provide optimum child’s growth, neuromuscular maturation, sexual maturation, performances at a given date. and general physical metamorphosis during the first 2 decades ·· Single peak = one preparatory and one competition period of life. within the year ·· Double peak = two preparatory and two competition periods comp day within the year A day in which one or more gaes are palyed against ·· Multiple peak = competing all year round while maintaining another team. physical and technical skills
Development Physical Literacy refers to the passage to, or percentage of maturity of various refers to the mastering of fundamental motor skills and traits including social, emotional, intellectual, physical and fundamental sport skills. “A physically literate person moves motor qualities. with poise, economy and confidence in a wide variety of physically challenging situations, is perceptive in reading all Directionality aspects of the physical environment, anticipates movement Movement qualities relating to direction in space as per Laban needs or possibilities and responds appropriately with principles of movement i.e. up/down; forward, backward, and intelligence and imagination” (Margaret Whitehead, 2001) sideways Puberty Growth and Maturation the phase of growth that begins with onset of hormonal changes The terms “growth” and “maturation” are often used together in the reproductive system and ends with sexual maturity. and sometimes synonymously. However, each refers to specific biological activities. Growth refers to “observable, step-by-
44 Readiness refers to the child’s level of growth, maturity, and development that enables him/her to perform tasks and meet demands through training and competition. Readiness and optimal periods of trainability during growth and development of young athletes are also referred to as the correct time for the programming of certain stimuli to achieve optimum adaptation with regard to motor skills, muscular and/or aerobic power.
Skeletal age refers to the maturity of the skeleton determined by the degree of ossification of the bone structure. It is a measure of age that takes into consideration how far given bones have progressed toward maturity, not in size, but with respect to shape and position to one another.
Trainability refers to the genetic endowment of athletes as they respond individually to specific stimuli and adapt to it accordingly. Malina and Bouchard (1991) defined trainability as “the responsiveness of developing individuals at different stages of growth and maturation to the training stimulus.”
Training and Performance Factors refer to the knowledge and experience base of an athlete and includes warm-up and cool-down procedures, stretching, nutrition, hydration, rest, recovery, restoration, regeneration, mental preparation, and taper and peak. The more knowledgeable athletes are about these training and performance factors, the more they can enhance their training and performance levels.
45 PROTOCOL FOR HEIGHT MEASUREMENTS
From: Talent Identification for British Diving
Standing Height (cm) ·· The athlete stands erect in bare feet with heels, buttocks and shoulders pressed against the stadiometre ·· Heels together with arms hanging freely by the side (palms facing thighs) ·· The tester applies gentle upward traction to the skull behind the ears ·· The athlete is instructed to look straight ahead, take a deep breath and stand as tall as possible ·· Draw down the measuring bar to the athlete’s head and record standing height to the nearest 0.1 cm
Sitting Height (cm) ·· Athlete sits on the base of the stadiometre with knees slightly bent, hands rested on knees. ·· The buttocks and shoulders rest lightly against the stadiometre, which is positioned vertically behind the athlete. Ensure there is no gap between buttocks and the stadiometre ·· The tester applies gentle upwards traction to the skull behind the ears to ensure the trunk is fully stretched. ·· Draw down the measuring bar to the athlete’s head and record sitting height to the nearest 0.1 cm
Arm Span (cm) ·· Mount a tape measure on the wall about shoulder height of the athletes being measured. Ensure the starting point of the tape measure is fixed to a corner of a wall. This is where the athlete’s fingers must be fixed. ·· The athlete stands erect with the stomach and toes facing the wall, feet together and head turned to the right ·· The arms are extended laterally at shoulder level (horizontal) with palms facing forward. Fingers are stretched. ·· The tip of the middle finger is aligned with the beginning of the tape measure (corner of wall) and arms are outstretched along the tape measure ·· Use a rule held vertically to the tape measure to record total arm span to the nearest 0.1 cm
46 47 LTAD STEERING COMMITTEE
LTAD STEERING COMMITTEE Laura Pitt, ChPC Carrie-Lee Chard Laura Pitt has been a national and provincial board member, and Carrie has been involved with BC Ringette since 2000. As well as is the Technical Director for the BC Ringette Association. She has playing in the Masters Division, Carrie enjoys coaching all levels a degree in Human Kinetics (UBC), a diploma in Sport Science of local Ringette. Carrie is a Learning Facilitator for BC Ringette (Douglas), and a diploma in Coaching (Douglas). Laura is a as well as Special Olympics Floor Hockey. Carrie has been a Master Learning Facilitator, Coaching Consultant and co-owner coach for Special Olympics since 1992 in many different sports as of the Target Performance Education Group (TPEG), providing well as Dry Land Training. She has coached at an international educational workshops for coaches and athlete development. level with Special Olympics and continues to be committed to She is a level 3 certified coach and has achieved her Chartered integrating Special Olympics with main stream sports when Professional Coach (ChPC) designation with the Coaches of possible. Carrie is a Level 2 certified coach. She continues to Canada. Laura still plays Ringette in British Columbia. strive to keep her coaching philosophy of - helping all athletes reach beyond their potential, and as a team, play fair to win - Donnell Schoenhofen alive in every athlete. Donnell has been involved in Ringette for the past 25 years in a number of capacities including player, official, coach, skill John Francis instructor, volunteer board and committee member at local, Currently under contract to help plan and manage the 2009 provincial Canada Games, John retired after successful careers in and national levels, and national office staff. She has been government and private industry, and a stint as manager of the involved as a player and a coach in all levels from ‘B’ to ‘AA’, 2004 Special Olympics Canada Winter Games, during which he earning two silver and two bronze medals at the Canadian gained valuable knowledge respecting the needs of persons with Ringette Championships, and participated at the 2003 Jeux disabilities. Over a 40 year period, he has been involved in many Canada Winter Games as team staff for sport and recreational activities, enjoying roles in the coaching, Saskatchewan. She obtained her Bachelor of Physical Activity officiating and administration elements of many organizations, Studies degree from the University of Regina and currently is which resulted in national recognition for his contribution to the Master Learning Facilitator and Evaluator in Saskatchewan communities in three provinces. Starting out in Ontario before for the NCCP coaching program. Donnell is the proud mother of moving to Prince Edward Island, he has been involved with three children and has recently returned back to the ice to play ringette for close to 25 years in coaching (all levels from Novice in the Master’s Division. to Open, including two Canada Games and six Nationals), officiating (achieving Level 3A), and administration (local and Chair of LTAD Steering Committee provincial association executive positions as well as coaching Phyllis Sadoway and officiating course conductor). In the Ringette community Ringette has been an active Sadoway family affair for the past 27 he is now serving as President of the Host Committee for the years. Phyllis received her BPHE from the University of Toronto 2009 Canadian Ringette Championships in Charlottetown and and has taught Physical Education for more than 30 years in is a Past President of the Coaches Association of Prince Edward Ontario and Alberta. She got involved in Ringette to spend time Island. John has a BA from McMaster University and an MBA with her daughters and their friends. She has coached Ringette from Dalhousie University. in every age division except Masters. As a coach, she has been very fortunate to coach many amazing athletes, from those who Carolyn Mountjoy just started to those who played at CRC’s and Worlds as well as Carolyn Mountjoy has been involved in Ringette since 1991. She those who won CRC’s and Worlds. It was always so exciting for has coached teams at each level from Bunny to Belle and also her to be on the bench to support players to achieve goals; such with teams at the Ontario Winter Games. Carolyn has been a as, play as a team, play creative offense and strong defense, assist player and a coach at the Adult level. She has been involved on or score a first goal, stop attacks, save fantastic shots or score the administrative side of the sport at the local association level, winning goals at Worlds. Phyllis continues to coach; this year, the provincial regional level and also at the provincial level with she is very privileged to coach WAM, the Edmonton NRL team. Ontario Ringette. Carolyn has been involved with hosting local She has enjoyed the game so much she started and coached association tournaments and Ontario Ringette Provincials. She adult teams as well as helped get a women’s league started so is a Learning Facilitator for CSI and CI. Carolyn has a BA from that she could have the opportunity to play herself and hopes the University of Western Ontario. to play another 20 years. Two of her special playing memories are playing 11 and 9 hours in 2- 24 hour Ringette games to raise money for Cancer Research. Since 1994, Phyllis has been training coaches, at first conducting NCCP Technical Ringette Courses, then as Master Course Conductor and now as Master
48 Learning Facilitator for our new NCCP Ringette Coaching been working with people with disabilities since 1976 from the Workshops. Phyllis has been a member of the Alberta Ringette local to international level. She is a Master Learning Facilitator, Board as well as the Ringette Canada Coach Development with International experience with the Commonwealth Sport Committee which she presently chairs. In 2005, she was proud Development Program in Barbados, Guyana, St. Kitts, and Nevis, to be awarded the Alberta Centennial Salute for Sport and and has done development work in China and Thailand. Mary Recreation as she represented Ringette as one of Alberta’s one has received numerous awards for her work, including the hundred award recipients. University of Regina Award of Excellence in Public Service, and YWCA Women of Distinction for Health and Wellness. LTAD Project Leader TECHNICAL WRITER Frances Losier Frances brings over 14 years of involvement in the sport of Cathy Haines ringette along with an Honors Degree in Sport Administration Cathy Haines is a sport consultant specializing in LTAD and from Laurentian University. She is currently the Sport Coaching Education. She has over 30 years of experience Development Director for Ringette Canada, a role she took on in artistic and rhythmic gymnastics, as an athlete, coach, after nearly two years as their Technical Director. Over the years administrator, parent and volunteer. From 1987-2000, Cathy was Frances laced up her skates for various teams across northern the Coaching Development Coordinator at Gymnastics Canada Ontario before joining a team in Ottawa. She has also given and was responsible for the ongoing design and implementation back to the sport not only as a coach and official but also as an of the NCCP. Cathy has also been a technical meet director for administrator. Frances served as the Athlete Representative numerous provincial level RG competitions and received the on the Board of Directors of the Ontario Ringette Association. Gymnastics Ontario Volunteer Recognition Award in 2001. Since In addition to her Ringette experience, Frances brings the 2000, Cathy has been an independent sport consultant based in knowledge and experience she gained while working as an Ottawa. Cathy has worked as a consultant with the Coaching Assistant Athletic Director at Athol Murray College of Notre Association of Canada, and is presently working with a variety of Dame in Wilcox, SK, as a Marketing Assistant to the 2005 Jeux du sports on LTAD and on NCCP design and development. Canada Games Host Society in Regina, SK as well as Marketing and Game Day Operations with the Sudbury Northern Wolves Design & Layout Jr. A Hockey Club. Xactly Design & Advertising Xactly Design and Advertising has been operating for over LTAD EXPERT GROUP 6 years as a design and advertising studio located in Ottawa Charles Cardinal Ontario. Xactly Design & Advertising and Ringette Canada have Charles is a retired university professor from the physical been working together since summer of 2008. They have worked education department at the Université de Montréal. His areas with Ringette Canada by rebranding specific event logo’s, print of study are planning and periodization, and methods and material, and desktop publishing. Xactly Design and Advertising principles of training and volleyball. Charles is a former coach contributes to the wide growth of the young athletes of today by and volunteer in amateur sport. His involvement includes keeping them visually connected. www.xactlydesign.com Volleyball Canada, CSC Montreal, NCI Montreal, Sports Québec and Volleyball Québec. He is presently consultant to several NSOs and PSOs on LTAD. Charles was awarded the Geoff Gowan award in 2005 for his lifelong contribution to coaching education.
Mary Bluechardt Dr. Mary Bluechardt is a member of the LTAD Expert Committee with a focus on athletes with intellectual disabilities. She has degrees in Physical and Health Education (Lakehead), a Masters of Science in Coaching (Lakehead), and a PhD in Exercise Science (Toronto). Mary is the Director of the School of Human Kinetics and Recreation at Memorial University (Newfoundland and Labrador). She was formerly the Director of Coach Development for Special Olympics Canada where she led the development of their new NCCP. Prior to Special Olympics, Mary was a Professor and Program Head in the Faculties of Kinesiology and Education at the University of Regina. Mary has
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