Long Term Athlete Development Model / TT4L

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Table Tennis Canada Long Term Athlete Development Model Table Tennis 4 life Contents

Overview ...... 4 Where are we now?...... 4 President Letter Why do we need a LTP/AD plan?...... 5 ACKNOWLEDGEMENTS Steering Committee: Why the need for change?...... 5 The document you are currently holding is the result of a multi-year process that Where do we want tobe in 2016–2020?...... 6 Bob Westfall involved coaches, volunteers and staff from across Canada. The Canadian push for a Long LTP/AD Project Chair, Table Tennis Canada What is the LTP/AD Plan?...... 6 Term Athlete/Participant Development Model throughout all sports guided this process. Tony Kiesenhofer Building the future on 8 pillars...... 7 Director General, Table Tennis Canada LTP/AD Stages of Table Tennis...... 7 As a ‘long-term’ president of Table Tennis Canada, whose term is coming to an end, I am 10 positive reasons for implementing the LTP/AD framework...... 7 Marles Martins Head Coach, Table Tennis Canada happy to see this document completed. I appreciate the quality, the expertise and the

Jean-Baptiste Bertrand enthusiasm that has gone into this product, and the potential that it has for changing 10 Key Factors Influencing LTP/AD ...... 8 Head Coach, Quebec Team table tennis in Canada into a better organized and more dynamic sport; not least the No. 1 The 15-Year Road...... 9 Dwayne Yachiw implementation of the ‘Plan’ described in this document has the power to produce No. 2 The Fundamentals...... 9 Saskatchewan Table Tennis Association generations of world class table tennis athletes if provinces, clubs, coaches, parents No. 3 Specialization...... 10 Kevin Murphy and, of course, athletes cooperate in the execution of the Plan. No. 4 Developmental Age...... 10 Yukon Table Tennis Association No. 5 Trainability...... 11 Rose Quan The implementation of the Model will touch on all aspects of Table Tennis Canada - Physical, Mental, Cognitive & Emotional Development... 12 Alberta Table Tennis Association No. 6 competition and training, coaching education, officials education and the volunteer No. 7 Annual Training, Competition & Recovery Plan...... 14 LTP/AD Advisor: leadership of the association which must be open to change and support change to No. 8 Calendar Planning for Competition...... 14 Charles Cardinal assist the implementation of the LTA/PD Model. No. 9 System Alignment & Integration...... 15

No.10 Continuous Improvement...... 15 We also thank the individuals who contributed with their ideas and comments: As with every new approach, there will be skeptics and people who will resist change.

Bruce Burton Côme-Vincent Bernier Whenever I think of them I am reminded of the words of our ‘Sport Canada LTAD’ guide Stages of Table Tennis...... 16 Christian Foisy Enlong Wang who confronted skeptics with “We will outlast you!” Mariann Domonkos Norm Tang Active Start ...... 16 Dejan Papic Ron Edwards Fundamentals...... 17 George Damianov David Jackson In this spirit I wish us courage and strength in our quest to bring table tennis in Canada Learning to Train...... 18 Jan Leporis Mustapha Erbas to a higher level. Rémi Tremblay Amelia Ho Training To Train...... 19 Joseph Chan (AB) Lian Yi Li Training To Compete...... 19 Joseph Chan (SK) Chandra Madhosingh To those who have worked on putting this document together, I say ‘well done.’ Learning To Win ...... 20 Erica Ans GuoXi Su To those who will use this document as their plan, their guide and their inspiration, Anson Bispham Living To Win ...... 22 I wish you every success. Murray Sproule Photos Courtesy of: Active for Life ...... 23 Junya Chen Mariann Domonkos Brian Ash Canadian Paralympic Sincerely, Committee Mitchell Rothfleisch H. Bruce Burton Podium Bound: The Future of Canadian Table Tennis!..... 24 Yong Jiang Liu President, TTCAN Appendix 1 ...... 28 Table Tennis Canada 18 Louisa Street, Suite 230 Appendix 2 ...... 36 Ottawa, ON K1R 6Y6 E-mail: [email protected] Glossary of Terms ...... 38 Phone: (613)-733-6272 Fax: (613)-733-7279 Table Tennis Canada Long Term Athlete Development Model / TT4L

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Coaches: in well developed table tennis countries in Europe Where are we now? As with table tennis players in Canada, many of the coaches in Canada or Asia where access to high level training partners have acquired their expertise elsewhere and brought this ‘free capital’ and competition is considerably easier than in In 2010 Canada places in the mid 30s as immigrants with them to Canada. While this situation is not without its difficulties, the knowledge and expertise immigrant coaches bring North America. on the ITTF World Team Ranking list with to the system has raised the standard of Canadian table tennis Between 2003 and 2010, Canadian considerably. a new generation of athletes. As a result, Canada has higher and better coaching expertise than Why the need for change? junior athletes won medals at the most countries with a comparable population. Domestically, Canadian table tennis has a national The need for LTP/AD arises from a lack of a competition system with 5-6 national competitions World Junior Championships, the funded Canadian model for the development (Canadian Championships, National Team Challenge World Cadet Challenge, the World Facilities/equipment: Such a model must extend and Canada Cup competitions). The current challenge Canada has no shortage of world class equipment due to a number of table tennis athletes. is to link the more or less developed provincial Junior Circuit Finals as well as in of programs associated with the national competition structure and from talent identification to a coordinated training and the international hosting policy. Training and competition facilities, competition model for highly motivated and talented competition structures with the national competition numerous World Junior Circuit events. however, are sub-par with very few exceptions. This is a reflection of system, e.g., create systems on the regional and a general sport infra-structure deficit which currently stands in the athletes; it includes aspects such as age appropriate provincial level. (The implementation of the LTP/AD way of fast progress in Canadian sport. training hours, training activities, competition model will provide a perfect opportunity to meet this frequency; coach competency, integrated support challenge head-on.) teams, life skill and time management education, etc. Sport Medicine & Sport Science: Training: in another country. These players provide an invaluable Access to Sport Medicine programs is available through the Canadian resource for Canadian developed players since they bring Sport Center structure. However, with the exception of the National A Center of Excellence structure is in a pilot phase. The quality and expertise with them and set high standards for Training Center and the Canadian National Team sport science is given National Training Centre (Ottawa) and a growing number of ‘home grown’ talent. little attention. 10 key factors influencing LTP/AD Centers/Clubs of Excellence are set to implement the LTAD model, e.g. school/training integration, full-time coaching, • The 15-year Road integrated support teams, etc. Parents: Why do we need a LTP/AD plan? • Fundamentals Only few parents see table tennis as a sport leading to a 6 to 12 years… When we think about what • Specialization National Competition System: professional career. With the predominance of professional sport in the media many parents have a difficult time imagining we want to achieve in 2016 or 2020, we must • Developmental age A continental competition structure is in the planning stages. a professional career in a sport that is all but absent from the • Trainability A national series of competitions – the Canada Cup – is planned Canadian media. find a way to translate (and surpass) the results to return after a one year ‘restructuring’ phase. Aside from • Physical, Mental, the Canada Cup, the National Team Challenge allows young of our cadet and junior athletes into the senior athletes to catch the attention of the National Team Coaches. Cognitive & Emotional Development The Canadian Championships – Senior and Junior – provide the age category. • Annual Training, Competition & Recovery Plans highlight of inter-provincial competition in the summer months. Leadership: If Canadian table tennis athletes reach their peak While the leadership structure of Table Tennis Canada is based • Calendar Planning for Competition on a ‘representative model’ – i.e., 1 province = 1 director – the between 25 and 35, the targeted athletes are between volunteer leadership has embraced the Canadian Sport Policy • System Alignment and Integration Participants/athletes: and its goals. However, only a few provincial associations have 15 and 25 years in 2010. While the base for these Canada has over 6,000 players active in competitions. A healthy full-time staff at this time – these are of course the thriving athletes can be in Canada, much of their development • Continuous Improvement provinces in table tennis in Canada. The national office has a percentage of the table tennis players that are active in competition must include extended training and competition periods are immigrants who have learned their basic table tennis skills limited staff structure, which poses its own challenges. Table Tennis Canada Long Term Athlete Development Model / TT4L

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OVERVIEW

Where do we want to Facilities/equipment Active for Life BUILDING THE FUTURE ON 8 PILLARS LTP/AD Stages of Table Tennis Maintain the high quality of equipment and its systematic be in 2016–2020? distribution throughout Canada. Have access to high-level, Stage 1 Active Start (age 3-6) high-quality training and recreational table tennis facilities 1 Athletes Competition Results throughout Canada. Compete for Podium at World Championships and 2 Coaches Stage 2 Fundamentals (age 5-9) Olympic Games with a focus on the team competition. Sport Medicine and Sport Science Training Have access to dedicated Sport Medicine programs at provincial, 3 Stage 3 Learning to Train (age 8-12) Training regional and the national level. Use current technology for coaching, planning and analyzing 4 Competition Fully exhaust the Center of Excellence structure with full integration Stage 4 Training to Train (age 11-15) of training and school for athletes up to the end of the Junior age; technical and competition elements. Continue the development full-time coaching and full use of Integrated Support Teams and of new sport science projects. 5 Leadership technical innovations. Stage 5 Training to Compete (age 14-21) 6 Sport medicine & sport science National Competition System What is the LTP/AD Plan? Stage 6 Learning to Win (age 20-25) North American Cup series with regional/provincial feeder divisions 7 Facilities & equipment in place. Maintain and improve the currently existing competition This overview document has been built on Stage 7 Living to Win (age 25+) structure. 8 Parents an examination of relevant literature and on Participants/athletes discussions among table tennis experts. It 10,000 active competition players with an increased standard of play. New immigrant players should find it much more difficult (than expresses a shared vision and a vehicle for in 2010) to make provincial squads and the national team. change. It is the starting point to the pursuit To achieve the highest level of excellence in table tennis all involved must pull in the same direction. There are 10 positive reasons for implementing the LTP/AD framework: Coaches of international excellence. Take better advantage of the expertise of immigrant coaches to The Table Tennis Long Term Athlete Development 1 - To establish a clear development pathway for table 6 - To serve as a planning tool, based on scientific research, learn from their expertise and experience and build a Canadian tennis participants/athletes for coaches and administrators coaching model of even higher quality. Model/TT4L model integrates training, competition and recovery programming in relation 2 - To identify gaps in the current development pathway 7 - To foster awareness, education and planning for parents Parents to biological development and maturation; builds which could be affecting our talent development system Involve more parents in the education of the media and the excellence on a broad recreational base; embraces and elite athlete performance community about table tennis. This will give parents the knowledge a model that is participant/athlete centered, coach and experience to assist their children in choosing table tennis as a high-level sport career. driven and officials, parents, administration, sport 3 - To form a framework in which to incorporate solutions 8 - To improve communication at all levels of medicine & sport science and sponsor supported. participation and development Leadership A mix of volunteer and professional leadership that is 4 - To create a change agent which will facilitate planning, 9 - To assist athletes in developing a winning mentality knowledgeable, effective and forward-looking in the The model includes: training, competition and recovery programs for developing development of table tennis in Canada. youth during the growth, development and maturation process • 8 Pillars for Building the Future: - How to reach our goals Reasonably staffed provincial offices and a fully staffed national • The 7 LTP/AD stages of Table Tennis office to work on all aspects of table tennis development. 5 - To produce a streamlined, efficient system across Canada 10 - To promote lifelong enjoyment in table tennis • LTP/AD Framework - 10 key factors influencing LTP/AD t

Table Tennis Canada Long Term Athlete Development Model / TT4L

8 9 The following factors are the foundations on KEY FACTOR No. 2 which the LTP/AD of a Canadian table tennis The Fundamentals player is built. Fundamental movements skills + motor skills + fundamental sports skills = physical literacy. Physical literacy refers to competency in movement and sports skills. Physical literacy should be developed before the onset of the KEY FACTOR No. 1 adolescent growth spurt. The 15-Year Road The basic movement skills of 3 activities provide the Scientific research has shown that it takes a minimum of 10 years and base for all other sports: 10 000 hours of training for a talented team of athletes to reach the • Athletics: run, wheel, jump or throw high level. Considering both the high technicality and match experience • Gymnastics: ABC’s of athleticism — agility, balance, it takes to compete on the international table tennis circuit, it will take coordination, and speed a minimum of 15 years to develop a team able to reach the podium at • Swimming: water safety, balance in a buoyant major events such as the World Championships or the Olympic Games. environment, and as the foundation for all This statement applies specifically to Canada, where the athletes, are water-based sports. combining school and sport during their junior years. • Vision: set the table, enjoy and excel Of course, the 10 to 15 years of training must be effective and take advantage of sensitive periods of athlete development. There are no With these basic movement skills, a child will be able to improve shortcuts. Athlete development is a long term process. Short term quickly in any competitive sport. Once these skills are integrated, performance goals must never be allowed to undermine long term it is essential for young table tennis players, at the early stages of athlete development. their development, to participate in other sports such as tennis, squash, racquetball, fencing (or other duel sports). These sports will help to develop the motor skills needed in table tennis: agility, balance, hand-eye coordination, precision, speed, etc.

Table 1: lists the wide variety of fundamental movements and skills that underpin physical literacy. They include four different environments: earth, water, air and ice.

Travelling Skills Object Control Skills Balance Movements

t
Boosting Sending:
t
Balancing/Centering

t
Climbing
t
Kicking t
Body Rolling

t
Eggbeater
t
Punting
t
Dodging
t
Galloping
t
Rolling(ball)
t
Eggbeater
t
Gliding
t
Strike (ball, puck, ring)
t
Floating
t
Throwing
t
Hopping
t
Landing
t
Ice Picking Receiving:
t
Ready Position
t
Jumping
t
Catching
t
Stopping
t
10KEY FACTORS
t
Leaping Sinking/Falling
t
Trapping
t
Poling
t
Spinning INFLUENCING LTP/AD
t
Running Travelling with:
t
Stopping
t
Sculling
t
Dribbling (feet)
t
Stretching/Curling
t
Skating
t
Dribbling (hands)
t
Swinging
t
Skipping
t
Dribbling (stick)
t
Twisting/Turning
t
Sliding Receiving & Sending:
t
Swimming
t
Striking (bat)
t
Swinging
t
Striking stick
t
Jess 1999, adapted Wheeling
t
Volleying Balyi & Way 2004 Table Tennis Canada Long Term Athlete Development Model / TT4L

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Peak Height Velocity (PHV) in girls occurs at about 12 years of age. Usually, the first physical sign of adolescence is breast budding, which KEY FACTOR No. 5 KEY FACTOR No. 3 occurs slightly after the onset of the growth spurt. Shortly thereafter, Specialization pubic hair begins to grow. Menarche, or the onset of menstruation, Trainability comes rather late in the growth spurt, occurring after PHV is achieved. In the Canadian context where academic education plays a significant Trainability is the responsiveness (adaptation) to a training stimulus at The sequence of developmental events may normally occur 2 or more different stages of growth and maturation. All physiological systems role in a child’s development, athletes reach their full potential between years earlier or later than average. 25 and 35. Therefore, table tennis is considered an early entry but a are always trainable, but there are sensitive periods in development late specialization sport. This means that fundamental movement & when the body is more responsive to specific training. Coaches must be motor skills as well as basic sport skills must be learned and acquired at PHV in boys is more intense than in girls and on average occurs about aware and make best use of these sensitive periods of trainability when Figure 1: Maturation in Girls and Boys planning programs. an early age in order to maximize athlete progression either within our (Adapted from “Growing Up” by J.M. 2 years later. Growth of the testes, pubic hair and penis are related to sport or as they move onto other sports and/or physical activities. Tanner Scientific American 1973) the maturation process. Peak Strength Velocity (PSV) comes a year or so The generic LTAD model identifies five physiological factors as a corner after PHV. Thus, there is pronounced late gain in strength characteristics stone for training and performance. They are referred as the 5 S’s of the male athlete. (Frank Dick, 1985). The table below gives a short description of the optimal windows of trainability for each of the basic qualities in sport, they are also referred to as the basic 5 S’s of training and performance:

Stamina (endurance), Strength, Speed, Skill & Suppleness (flexibility) (Dick, 1985)

Basic Physical Windows of Qualities Trainability (cm/yr) The optimal window of trainability Stamina (Endurance) occurs at the onset of PHV. Aerobic HEIGHT capacity training is recommended before #PZT athletes reach PHV. Aerobic power should be introduced progressively after growth rate decelerates.

The optimal window of trainability for AGE Strength girls is immediately after PHV or at the Penis onset of the menarche, while for boys it Testes is 12 to 18 months after PHV.

Pubic Hair Speed 2 optimal windows for both boys & girls : Figure 3: Maturity Events in Boys (Modified after Ross et al.1977) Boys : 1st between 7 and 9 years old

The developmental sequence for male athletes may occur 2 or more KEY FACTOR No. 4 years earlier or later than average. Early maturing boys may have as 2nd between 13 and 16 years old Developmental Age much as a 4-year physiological advantage over their late maturing peers. Eventually, the late maturers will catch up when they experience their Girls : 1st between 6 and 8 years old Developmental age refers to the degree of an individual’s physical, growth spurt. mental, cognitive, and emotional maturity. LTP/AD is based on maturity, not chronological age. We all follow the same stages Currently, most athletic training and competition programs are based on 2nd between 11 and 13 years old to maturity, but the timing, rate and magnitude of maturity of

(cm/yr) chronological age. However, athletes of the same age between ages 10 various qualities differs between individuals. LTP/AD requires and 16 can be 4 to 5 years apart developmentally. Thus, chronological the identification of early, late and average maturation to help age is a poor guide to segregate adolescents for competitions. Skill design appropriate instruction, training and competition programs HEIGHT Boys : Between 9 and 12 years old according to the readiness of the participant. In order to design a (JSMT tailor made training program to the athlete at puberty, it becomes (JSMT Training age refers to the age where athletes begin planned, regular, important to determine precisely the onset of the growth spurt serious involvement in training. The tempo of a child’s growth has Girls : Between 8 and 11 years old and the peak height velocity curve (PHV). significant implications for athletic training because children who mature at an early age have a major advantage during the “Training to Train” LTP/AD requires the identification of early, average and late stage compared to average or late maturers. However, after all athletes Suppleness (Flexibility) maturers in order to help design appropriate training and AGE have gone through their growth spurt, it is often later maturers who competition programs in relation to optimal trainability and Boys & Between 6 and 10 Pubic Hair have greater potential to become top athletes provided they experience readiness. The beginning of the growth spurt and the peak of the Girls : Breast quality coaching throughout that period. growth spurt are very significant in LTP/AD applications to training Special attention should be paid and competition design. to flexibility during PHV. Figure 2: Maturity Events in Girls (Modified after Ross et al.1977) Table Tennis Canada Long Term Athlete Development Model / TT4L

12 *MKYVI4EGMJMG7TSVX3TXMQEP;MRHS[WSJ8VEMREFMPMX] &EP]M ;E]  13

Figure 4 illustrates the windows of optimal trainability for females and 4,: males. Two windows — stamina and strength — are based on the 4,: moving scales of the onset of the growth spurt and PHV. The other 3 windows — speed, skill 7TIIH and suppleness — are based on chronological age. 7YTTPIRIWW 7TIIH 7OMPPW 7XEQMRE 7XEQMRE 7YTTPIRIWW 7OMPPW 7TIIH 7XVIRKXL 7TIIH 7XVIRKXL 

(JSMT
#PZT Rate of Growth 4L]WMGEP1IRXEP'SKRMXMZI)QSXMSREP(IZIPSTQIRX 10 000 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20+ Developmental Age hours to

Figure 4: (Balyi and Way, 2005)

development. This includes emphasis on ethics, fair play and excellence KEY FACTOR No. 6 character building throughout the stages of the 8 pillars. Physical, Mental, Cognitive Table Tennis Canada’s LTADM adopts a holistic approach with the intention of helping produce good athletes and good people. As & Emotional Development such, the model incorporates mental, cognitive, and emotional Annual training plans take into account the physical, mental, cognitive developmental components in each stage of development. By and emotional development of each athlete. considering aspects beyond physical and athletic development we For a complete overview of all these development characteristics, hope to equip our participants with skills both specific to sport and and their implications for the coach, refer to Appendix 1. life in general. The development of the person and the athlete should A major objective of LTP/AD is a holistic approach to athlete be the goal of every athlete development program/process. Table Tennis Canada Long Term Athlete Development Model / TT4L

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Training Horizontal Progression

Vertical Integration Active tamina S Structure (Stature) Strength Sustenance Learning to win for life Speed Sychology & living to win Skill Schooling Suppleness Performance Training to

compete Organized Sports Organized Annual Cycle / Week 1– 52 Figure 5: (Balyi, 2004 Training to and Norris, 2000) Train

Periodization organizes and manipulates the aspects of modality, volume, Learning to KEY FACTOR No. 7 intensity and frequency of training to achieve peak performances when Train required. Depending on the goals and priorities, the coach will choose to Annual Training, design a plan for one peak performance a year (single periodization), two Competition & Recovery Plan a year (double periodization) or more (multiple periodization).

The “art and science” of planning the horizontal and vertical integration Community Designing a yearly plan is time management. It means planning the right of training and performance is presented in Figure 5 below. The Fun-Damentals SPORTS OTHER activities with the adequate degree of difficulty and in the right sequence horizontal arrows represent the progress of an athlete that is quantifiable to reach the training and competition objectives sought. The plan must be broken down into workable units. Proper sequencing of and based on scientific guidelines; the vertical integration is based on the these units is critical for success. In order to reach optimal performance interrelationship of each aspect of training and performance. in a competition environment, the training units have to be sequenced in the following manner. Active Start

1. Develop the performance capacity of the athlete. Schools The performance factors are: sport specific skills, KEY FACTOR No. 8 physical components, mental skills, tactical skills. Calendar Planning for Competition 2. Integrate the performance factors in complex and harmonious blend. Competition is a key element of the table tennis athlete’s progress. As soon as the basic technical skills are acquired, the athlete will evolve 3. Prepare the athlete to perform at identified through both training and competition. competitions. What does the coach need to know and take into account in order to design In the earlier stages of LTP/AD, the focus in most competitions must an annual plan? be on the integration of new technical elements in matches and the constant improvement of basic tactical and mental abilities. However, KEY FACTOR No. 9 KEY FACTOR No. 10 • Know how a sport specific athletic form is developed. it is also important for the athlete to learn how to prepare for an System Alignment & Integration Continuous Improvement • What the requirements (demands) of the sport are in competition. important competition. • The competition calendar and the competitions’ relative importance. Figure 6 shows the performance priorities that LTP/AD addresses and As this is the most comprehensive document we have created with Does the actual competition structure and format hinder or favor the system development it effects. (In this figure, change “training to respect to long-term athlete development, it is apparent that the long- • The developmental age of the participant/athlete athlete development? Optimal competition structure at all stages win” for “learning to win” and “living to win”.) - System Alignment and term implementation and continuous improvement will be critical to its and the goal pursued on a short term and long term basis. is critical to athlete development. The structure of competition in a Integration (Way et. Al 2005) success. Long-term athlete development in general needs to respond sport has implications for selection, talent identification, safety, cost, • The actual training state of the athlete at the start of a yearly plan. Stakeholders in a sport include participants/athletes, coaches, and react to changes in the sport at the international level, innovations, adolescent periodization tailored to the athlete’s developmental age • The contextual reality coach and athlete have to cope with. officials, parents, administrators, spectators, sponsors and supporting and new or changing contextual realities. Such flexibility and and their health. adaptability will help ensure the continued successes of our athletes • The general objectives and guiding principles related national, provincial and multi-sport organizations. With so many for generations to come. to the LTP/AD stage The domestic competitive and event calendar must support and be partners, across so vast a country, with different demographic consistent with LTAD. Different stages of development and different levels composition, system integration and alignment is a major challenge. Planning adequately training, competition and recovery is the critical of participation have different requirements for the type, frequency Long-term athlete development is only successful when all parts of blueprint for success. Designing an annual plan means applying the and level of competition. At some stages of development, training and the organization work together in a coordinated and integrated way. principles of “periodization.” This planning technique provides the development take precedence over competitions and short-term success. From the club through to the national-level, programs must be athlete- framework for arranging complex training processes into a logical and At later stages it becomes more important for athletes to experience a centred/driven and seamless so as to ensure maximum gains for our scientifically-based schedule to bring about optimal improvements variety of competitive situations and to perform well at international and athletes. The LTADM provides a framework for our organization to in performance. other high level events. ensure the flow of athletes in and/or through the system. Table Tennis Canada Long Term Athlete Development Model / TT4L

16 17 Table Tennis

• Appropriate rubbers to spin the ball must be used Fundamentals • No periodization but well structured programs and practices • To learn a good technique, repetition in short, entertaining exercises is required Age: 5/6-8 • Limit the information communicated to the participant to what is essential Mission of the coach • Table tennis organized activities once or twice a week at the Develop fundamental movement skills, build overall motor beginning of this stage and 3-4 times a week at the end of this skills (ABC’s) and teach basic sport specific skills through active stage (the child should also participate in other sport activities) • For this age category, physical activity is essential for healthy participation in a fun and safe environment Active Start development and must become a part of the child’s daily life. It • Encourage training groups over private training (child needs to is therefore important to educate parents to teach their child General objectives targeting the child interact with other kids) not to be sedentary for more than 60 minutes at a time except • Competition must be participation oriented (not winning Age: 3-5/6 • Develop basic multi-sport skills involving fundamental while sleeping movements (running, jumping, balancing, twisting, wheeling, oriented) and age based (not rating based) kicking, throwing and catching) in different environments • Be clear, concise and adapt the terminology to the age level • Games for young children (3-4 years old) should be non- Mission of the coach (indoor, in water, in snow, on ice, etc.) Teach fundamental movement skills and link them competitive and participation oriented • Coaches should be knowledgeable in child development • Introduce motor skills (agility, balance, coordination, with playing in a safe, stimulating and FUN environment. • Active participation of the children in the activity is of • Create a fun, safe & joyful environment rhythm, time/ space orientation, speed, dexterity, hand-eye primary importance General objectives targeting the child coordination, etc.) • Acquire and develop basic table tennis skills Specific objectives for the child • Have fun Specific objectives for the child • Learn the basic rules of the game and ethics of sports • Execute basic table tennis strokes in simple exercises • Develop camaraderie • Acquire all basic movement skills building with consistency • Develop focus, self-confidence, and positive attitude • Learn how to move skillfully towards more complex movements • Learn good body position and basic footwork technique • Try to instill the love of sports through active participation Guiding principles for the coach • Explore risks and limits in safe environments • Hit the ball from different parts of the table • Build confidence and self-esteem • Understand how to respond to different spins • Focus on improving fundamental movement skills such as Guiding principles for the coach running, jumping, balancing twisting, wheeling, kicking, • Get familiar with hand-eye coordination ­and • Teach basic technical strokes (based on biomechanical • Develop the ability to focus on the task throwing and catching more specifically with racket games principles), the correct racket grip • Learn to appreciate competition as a learning environment Table Tennis Canada Long Term Athlete Development Model / TT4L

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• Guide the player through his style of play Training To Train • 5-6 training sessions a week at the beginning of this stage and 8-10 sessions at the end (2 to 2.5 hours each session) • Introduce sport medicine and sport sciences (work with Age: 11/12-15/16 specialists such as sports psychologists, nutritionists and physical trainers) Mission of the coach • Encourage training groups over private training Raise the performance capacity of the athlete, prepare her/ • The skills or tactics have to be consolidated or performed in a him to perform at identified competitions and reach a peak state of light to moderate fatigue in order to prepare the athlete performance at the decisive competition(s) of the year. adequately to competition. General objectives targeting the athlete • When preparing the athlete for competition, the training sessions must mirror the requirements of competition • Consolidate and refine all basic technical skills in regarding active time and rest time. competitive situations • The athlete has to learn to extend to the limit of his/her • Increase the athlete’s repertoire of skills performance capacity systematically in order to improve. • Commit to a style of play • The training load should be raised gradually and progressively. • Consolidate / Refine basic practical tactical knowledge. • Be aware of the growth, development and maturation • Learn how to play against different styles process in boys. • Acquire new practical tactical knowledge tailor made • Monitor PHV (peak height velocity) with girls and boys. to the level of performance of the athlete. • The ratio training to competition should be around 60%/ • Develop decision making. 40% (as an indicator only) • Introduce game plan. • Coaches should be knowledgeable on growth, development • Learn how to cope with the challenges of competition and maturation process • Develop endurance, strength, speed and suppleness • Apply single or double periodization • Further develop basic mental skills • Introduce ideal performance state Specific objectives pursued by the athlete • Only communicate the technical or tactical information the • Develop ancillary capacities (warm-up, hydration, • Adapt technique to different spin, speed, placement Learning to Train participant needs to know to accomplish the task cool-down, stretching, etc.) and trajectory • Frequent multi-ball training to consolidate basic techniques • Develop an efficient service and return game • Exercises with 70% success rate is necessary for learning Guiding principles for the coach • Build strong tactical patterns Age: 8/9-11/12 to occur • Focus on the quality of training (the player needs • Develop anticipation • Skill (technique) learning must come under the umbrella of to be challenged throughout a training session) • Control the activation level Mission of the coach tactics. The participant must have a clear idea of what tactical • Frequent multi-ball training to consolidate/stabilize techniques • Focus on elements you can control Develop general physical fitness, teach sound basic problem he/she can solve with the skill taught technical & tactical skills and develop basic mental qualities • 3-4 training sessions a week at the beginning of this stage and 5-6 sessions at the end (1.5 to 2 hours each session) plus other • Develop consistency in implementing variants of basic skills sport activities General objectives targeting the participant and the new skills acquired in a competition environment. • Encourage training groups over private training Training To Compete • Continue to develop basic multi-sport skills involving • Increase and improve the athlete’s repertoire of skills. • Monitor PHV (peak height velocity) with girls fundamental movements • Increase the success rate of the skills executed in competition. Age: 15/16-21/23 (late bloomer) • Develop motor skills (agility, balance, coordination, rhythm, • Cash in on the windows of optimal train ability: flexibility; speed; endurance • Increase the success rate of the basic practical tactical time/space orientation, speed, dexterity, eye-hand knowledge implemented in competition. coordination, etc.) • The young athlete should spend more time training Mission of the coach Integrate all performance factors in a complex and harmonious • Develop / Consolidate new practical tactical knowledge tailor • Develop and consolidate all basic technical skills in than competing (70%/ 30%, as an indicator only) blend in order to perform on a regular basis at identified, major, made to the strengths of the athlete. controlled conditions • Introduce single periodization domestic and international events • Improve decision making (individual tactics) • Develop basic mental skills • In an analogous competitive situation, the player should be • Develop basic tactical skills General objectives targeting the athlete Specific objectives pursued by the athlete able to solve the same tactical problem using different ways • Determine clear goals and identify the path to reach them • Introduce and develop basic practical tactical knowledge • Develop all technical strokes in opposition (skills/techniques). confrontation situations • Develop all sport specific physical qualities and continue to • Introduce conditioning • Develop general physical conditioning as well as specific develop general physical qualities • Introduce ancillary activities (warm-up, • Develop efficient footwork technique physical conditioning. hydration, cool-down, stretching, etc.) • Develop a taste for effort & conditioning • Refine/Maintain/Master all technical skills in competition • Continue to develop fundamental mental skills. situations. Develop game plans and apply them efficiently • Develop the capacity to adapt to different situations • Develop the performance capacity of the athlete/team Guiding principles for the coach • Learn how to focus on the opponent • Develop and improve ideal performance state and integrate the performance factors (10 Ss) to reach a peak • Technical and tactical acquisition must come at the beginning of • Develop a positive attitude • Optimize ancillary activities and develop autonomy performance at a pre-determined time of the year. the session (learning requires a rested central nervous system • Start to self-analyze training habits • Refine / maintain sequence of basic sport skills at competition and concentration) and performances in competition intensity/density (1 sport). Table Tennis Canada Long Term Athlete Development Model / TT4L

20 21 Guiding principles for the coach of the athlete; experience and tactical knowledge of the athlete; memory (remembering practical problems solved) and • Training intensity must always be high to optimal emotional state of the athlete. • A lot of repetition is required to automate technique • When preparing for a competition, the athlete should focus • Link technical work to decision making and variations on exploiting the flaws and deficiencies of the up-coming opponent. • Individualize the work accordingly to the style of play • The athlete must learn to stick to a game plan and not to panic • 8-12 training sessions a week (2 to 3 hours each session). when encountering difficulties Significantly raise the volume during school vacations. • Apply single, double or multiple periodization tailor made to • Encourage training groups over private training the athlete’s needs and the competition calendar • Manage and lead an integrated support team (IST) becomes important Specific objectives pursued by the athlete • In competition, the athlete should concentrate on the task to do, not the outcome • Develop specific physical qualities according to the style of play • Frequent matches where the player can win and lose against • Practice with “in game” philosophy opponents of the same gender and age category (cadet, junior • Develop a good tactical knowledge about oneself and or under 21). The choice of competitions must favor athlete main opponents development. • Adapt quickly to the opponent’s strategies and variations • Training intensity must always be high to optimal. Sub-maximal • Constantly force the opponent to adapt intensity will alter the motor coordination of the athlete • Develop visualization abilities • In training, more time should be spent on random conditions • Introduce and develop ideal performance state (to mirror competition) than on controlled conditions • Learn to relax in stressful situations • Monitor fatigue / recovery adequately • Be aware of the factors that influence tactical thinking when the athlete is confronted with a decision making situation: speed of the action taking place; quality of the observation

Learning To Win

Age: 18/19 + (depends on the rate of development) • Employ video analysis as an important part of success Mission of the coach (especially in competition) Monitor all aspects of performance in order to help the athlete • Ensure personalized work with the best sport science specialists reach a peak performance in major international events • Lead 10-12 training sessions/week (2-3 hours each session) and regular training camps. • Apply single, double, triple or multiple periodization tailor made to the international competition calendar and the General objectives targeting the athlete • Manage all demands related to the athlete’s career athlete’s contextual reality. • Is fully committed to the pursuit of international excellence (accommodation, support staff, sponsors, media, etc.) • Develops an efficient personalized approach to performance • Model all possible aspects of training and performance. • Has good consistent international performances • The training structure of high performance athletes is a mirror Specific objectives pursued by athlete • Raises the level of her/his game in decisive moments image of the coordinated and goal adapted method. Because of • Continue to develop general and specific physical qualities the international competition calendar, training is punctual and • Explores aspects related to the post-sport career according to the her/his needs temporarily focused on special preparation for major events. • Master techniques and all its variations (spin, speed, • In training, more time should be spent on random conditions precision and trajectory) in competition situations Guiding principles for the coach (mirror competition requirements) than on controlled • Develop a precise mental and tactical profile • Understand the path the podium: early senior years conditions (block learning). are difficult for a young player. • Monitor fatigue / recovery adequately. • Refine basic strategies against the different styles • Take information on opponents (during the point and • Integrate performance factors to meet the up-coming • Frequent preventive breaks permitting recovery to avoid between points) and uses it to win points competition requirements overtraining and injuries. • Continue to develop the ideal performance state • Organize training in mostly random conditions • Coaches have to be more effective in managing and leading an integrated support team (IST) Table Tennis Canada Long Term Athlete Development Model / TT4L

22 23

• The smallest details will make a difference Living to Win • 7-9 training sessions a week (2 to 3 hours each session). Regular training camps. (The volume diminishes because of the high number of competitions and traveling days.) Age: 24/25 + (peak performance: 25-35) • Statistically based video analysis is an important part of success (especially in competition) Mission of the coach • Ensure close and personalized work between the best sport Monitor in detail all aspects of performance in order to help science specialists, the athlete and the coach the athlete reach the podium in major international events • Make sure all demands related to the athlete’s career (accommodation, support staff, sponsors, media, etc.) are monitored General objectives pursued by the athlete • Single to multiple periodization (based on major events) • Fully commit to the pursuit of international excellence • Refine personalized approach to performance Specific objectives pursued by the athlete • Have excellent consistent performances • Refine and maintain specific physical qualities according • Peak for major events to the style of play • Raise the level of game in decisive moments • Mastery of technique and all its variations (spin, speed, precision and trajectory) in stress situations • Have personal projects besides table tennis • Use very subtle variations to win points • Develop a precise mental and tactical profile of main opponents Guiding principles for the coach • Be able to surprise the same opponent from one match to another • Plan towards winning major events (not to earn money) • Take information on your opponent (during the point and • The athlete must have the opportunity to face the best between points) and use it to win points athletes in the world regularly • Refine ideal performance state

General objectives for the participant Active for Life • Integrate sport in a healthy lifestyle

• Stay fit

The athlete enters this stage at the point of withdrawal from • Have fun high-level competitive table tennis. When it occurs, two options are offered: Guiding principles for the coach 1. Keep training to stay physically healthy: • Choose the best training group for the participant depending on her/his characteristics (goals, level of play, commitment, style of play, etc.) and • Practice table tennis for fun on the local sport’s structure characteristics (number of groups available, • Play in regular league competition goals and profile of each group, etc.) • Keep competing at Master’s level (in table tennis or in another sport)and/or • Scan the interests of the participant to help the sport structure (club level, provincial or national organization, special projects such as organizing competitions, fund raising, etc.) 2. Stay involved in table tennis : • Move to sport-related careers (coaching, administration, • Create a stimulating environment and an enjoyable officiating, small business enterprises, media, etc.) social context • Become a volunteer (board member, mentor, etc.) Specific objectives for the participant • Maintain a good level of strength, suppleness, Main Philosophy for Players agility and aerobic capacity Remaining in the Organized • Adapt the style to the physical abilities • Continue to improve mental and tactical Table Tennis Training Structure: aspects of the game

Mission of the coach: Our success must be built on a strong foundation which includes: Facilitate life long participation in sport for the pleasure Athletes, Coaches, Leadership, Competition, Training, Facilities, Sport and wellness derive Science, and Parents. Without an integrated approach which this model applies to the development of Table Tennis, our sport will not reach our goals for 2016. Table Tennis Canada Long Term Athlete Development Model / TT4L

24 25 Podium Bound: The Future of Canadian Table Tennis! BUILDING BLOCKS CURRENT ISSUES SOLUTIONS The Pursuit of the Excellence Stream

GOAL (tournaments, leagues) Build a team of fully motivated athletes that will compete for the • building on the hosting of international competitions to provide podium at the Olympic Games in 2016 and beyond. inexpensive opportunities for Canadian athletes in Canada. • building on training center partnerships: China, Europe • building on training/competition exchanges. REACHING OUR GOAL B - IMPROVE OUR WEAKNESSES: To reach our goal athletes and the sport/table tennis system must continually improve and answer the challenges they face. Athletes Geography and financial resources are our biggest weakness. must have a clear vision and full commitment to reach the top; coaches must fully engage in the ‘Athlete Pathway’ (see appendix A) to guide We must continue to: athletes to the high international level; the volunteer leadership and • find ‘short-distance solutions’ for developing athletes: staff must support the Goal 100%. regional championships, training camps, leagues. • improve sponsorship revenue, fund-raising revenue. BASIC STEPS TO REACH OUR GOAL • exhaust funding programs through Sport Canada, Podium, COC, provincial programs, etc. A - FOCUS ON OUR STRENGTHS: • develop and clearly outline a high-performance path (clubs/ Canada receives much ‘free’ table tennis expertise through immigration centers of excellence, the National Training Center incl from different parts of the world. We must provide room for this international exchanges). expertise in our competition, training and coaching systems; maximize the ‘capital’; the make-up of Canadian society is an excellent basis for a • seek buy-in from athletes, coaches and parents. truly international sport like table tennis. Our success must be built on a strong foundation which includes: We should strive to continually strengthen Athletes, Coaches, Leadership, Competition, Training, Facilities, Sport Science, and Parents. Without an integrated approach which this the Canadian competition system through model applies to the development of Table Tennis, our sport will not • increased provincial and regional competitions reach our goals for 2016.

ANALYSIS OF THE CURRENT TABLE TENNIS ENVIRONMENT

BUILDING BLOCKS CURRENT ISSUES SOLUTIONS Table Tennis Canada Long Term Athlete Development Model / TT4L

26 27 BUILDING BLOCKS CURRENT ISSUES SOLUTIONS BUILDING BLOCKS CURRENT ISSUES SOLUTIONS

IMPLEMENTATION of LTP/AD MODEL Phase 2: • Developing the details for each stage of the To implement the LTP/AD model changes that affect all participant/athlete model; levels may have to be made: funding, infra-structure, • Introducing new initiatives related to one or more planning, staffing, coaching education, competition of the 8 pillars to be implemented in our model. structure, governance. • Doing a competition review to see if our actual Successful implementation will requires strong partnerships competition structure favors athlete development. between Table Tennis Canada and the provinces/territories, Phase 3: founded on a common vision, strong leadership and an • Implementing change; effective communication plan. The provinces must develop similar partnerships with their stakeholders. • Developing annual training, competition and recovery plans for each stage, particularly during the growth, development The implementation process consists of three phases; and maturation process; • Evaluating the implementation of LTP/AD. Phase 1: The LTP/AD plan provides a continually improving and evolving • Designing a sport-specific LTP/AD model tailored to our contextual framework for Table Tennis Canada to build the most appropriate reality. The model seeks to increase participation and will illustrate training and competition structure befitting each stage a pathway leading to the pursuit of international excellence; of the participant/athlete development. • Designing a strategic implementation plan. Implementing LTP/AD will take time and will never finish. Patience and a willingness to change the way we do things are essential. Table Tennis Canada Long Term Athlete Development Model / TT4L

28 29 Late Childhood - Mental and Cognitive Development Appendix 1 Basic characteristics General impact on Implications for the coach Physical, Mental and Co gnitive, and Emotional Development Characteristics performance The following Mo ving Scales provide a guideline on how to utilize the Physical, Mental , Co gnitive and Emotional Development Characteristics tables, pointing out the overlaps at the various stages of LT AD. Children have a shorter tolerance Children may show symptoms of To acclimatize children will time for exercise in extreme overheating or hypothermia more take longer so longer warm-ups temperatures. quickly. may be required. Watch closely for signs of distress caused by FUNdamentals Le arning to Tr aining to Tr aining to Tr aining to Tr ai n Tr ai n Co mpete Wi n extremes of temperature.

Late Childhood Late Puber ty Children subjectively feel able Postpone or restrict exercise in to be active in the heat before heat or humidity and ensure that physiological adaptation has plenty of uids are ingested. Thirst Early Puber ty Early Adulthood occurred. is not a good indicator of uid need.

Motor patterns become more Great improvement in agility, Emphasize co-ordination and re ned and the balance balance, co-ordination, and kinaesthetic sense when doing Late Childhood - Physical Development mechanism in the exibility occurs towards the activities. Balance in the water inner ear gradually matures. end of the stage. using buoyancy aids is one way to Basic charac teristics General impac t on Implica tions for the coach develop these abilities. per fo rmance There is apparent improvement in Plan coordination activities. Strength develops by the strength not brought about by the Hear t size is increasing in relation to Endurance capacity is more than Understand that the child has the improvement in the neural neuro-mascular adaptations of rest of body. adequate to meet the demands capacity to keep going. pathways. muscle  bres. of most ac tivities.

Anaerobic system is not dev eloped . There is a limited abilit y to work Plan shor t duration anaerobic anaerobically. ac tivities. The ability to hold breath must be practiced and built up gradually. Basic charac teristics General impac t on Implications for the coach per fo rmance A child ’s metabolism is less Children use more ox ygen whether Do not expect younger children economical than an adult ’s . it ’s expressed in absolute values or to keep up with older children. The attention span gradually Children cannot listen or stay still f or Pro vide shor t and precise prorated for body weight. increases. long period s. instruc tions. Devise strategies to ensure children are listening. Large muscle groups are more The child is sk ilful in movement Emphasize the development of Children learn well by imitating developed than smaller ones. requir ing the use of the large general motor sk ills involving and prac ticing correc tly-modelled muscle groups. the large muscle groups. Then movement s. gradually introduce more precise, co -ordinated movements Children are enthusiastic and Children want to move and not Do not bombard children with requir ing the interac tion of of ten impatient. listen. technical information. Give only smaller muscle gr oup s. su cient detail for the ac tivity to be under taken. Keep the fun.

Children have ve ry limited Children love to be led. Dire ct the training and give it a reasoning abilit y. tight focus with ac tivities that are fun and well planned. Introduce imaginative ways of achieving per fo rmance goals. Table Tennis Canada Long Term Athlete Development Model / TT4L

30 31 Late Childhood - Emotional Development Early Adolescence - Phy sical Development

Basic characteristics General impact on Implications for the coach Basic charac teristics General impac t on Implica tions for the coach performance per fo rmance

Children enjoy the repetition of Skill learning must be directed; Provide correct demonstrations Signi cant propor tional changes Athletes may temporar ily lose Because athletes will need to activities and improve through children do not learn correctly just of the basic sport skills. Personal occur in bone, muscle, and fat some of their k inaesthetic constantly change their positions, experience. by trial and error. demonstrations must be accurate. tissue. awareness, their ability to ‘k now monitor carefully to ensure where they are’ . appropriate adaptations are being made. Children establish their preferred Learning is through verbal, visual, Use a variety of learning styles to learning style. or manual means. Most children suit individual needs. Di  erent par ts of the body grow Athletes may appear gangly and Make athletes aware of the e ec t are doers! at di  erent rates. Arm and leg lose control of their ex tremities. of their changing body shape. Sk ills length increases befo re the trunk . already re ned may need to be Imagination is blossoming. Creativity should be encouraged. Allow the children to play and re -learned. experiment. Use their ideas to create exciting sessions. Structure Decreases in  exibility result Movement may become rest ricted. Emphasizes low stretching to encourage individuality and direc tly from growth. exercises . creativity. Sport provides an excellent vehicle for expression. Increases in growth and decreases Injury can result from exercise of Va ry land-based ac tivities and in  exibility make adolescents an acute nature such as fo rced ac tivities to avoid overuse. Language skills may be limited Children can’t make corrections Use terminology that can be easily prone to injur y from acute impact . elongation of muscles during but are improving. to their performance unless they understood. Gradually introduce kick ing and jumping or from understand what is being asked technical terminology. Children love overuse. of them. long words. Girls begin their growth spur t Athletes are ve ry di erent sizes at Be aware that age- related between 10 and 14 years and the same age. groupings may not be appropriate. grow at ve ry di  erent rates.

There is a signi cant increase in The ox ygen transport ation system Introduce struct ured aerobic Basic characteristics General impact on Implications for the coach the produc tion of red blood cells. is improved. training to make the most performance of these changes. Only shor t duration anaerobic training is Children like to be the centre of Develop this characteristic. Plan recommended. attention. activities that guarantee success. Always move from simple to more The central ner vous system is Agi lit y, balance, and co -ordination Use this period for maximum complex when teaching a skill almost fully developed. are fully trainable. improvement in sk ill development. movement. Allow children to show their skills. Abstrac t think ing becomes rmly Ad olescents should be par t of Base decision mak ing for strategies Children are developing their self Children tend to evaluate their Provide positive reinforcement to established. decision-mak ing processes and on sk ill level. concept. performance as a whole and build self- esteem. Children are be more responsible for their in terms that may be black and likely to perform the actions again decisions. white. (I was brilliant, or, I was if they are successful and feel useless.) good about it. Build on success. A new fo rm of egocentric thought The result may be a strong fear of Plan for success. In troduce coping develops. failure. strategies, including mental imager y. Children feel secure with a Introduce change sensitively and Build a structure that is progressive Yo ung people are eager to per fe ct Struc ture successful sk ill learning Build on success. Be aware that routine and structure to training. gradually. but maintains continuity. their sk ills. based on individual need s. athletes develop at very di erent rates and although early developers Children feel secure when coaching is Children like things to be fair. Set and maintain high levels of make early progress , include constant. expectancy, but be consistent with all athletes. Be aware that late each child. Do not let mood swings developers may have greater or personal situations change potential. coaching behaviours. Table Tennis Canada Long Term Athlete Development Model / TT4L

32 33 Early Adolescence - Emotional Development Late Adolescence - Mental and Cognitive Development Basic charac teristics General consequences for Implications for the coach Basic charac teristics General impac t on Implica tions for the coach per fo rmance capabilities per fo rmance and limitations

Physical, mental, and emotional Athletes who look mature may not Develop communication sk ills and Generally by 16, the brain has Athletes can understand the Make sure athletes understand wh y maturity may not develop at the ac t it. Co nfusion or anxiety may understanding. reached adult size, but continues technical requirements of their they are doing cer tain thing s. same tim e. arise. to develop neurologically. spor t.

Te nsions may arise between adults Ad olescents need help to cope Ensure two- way communication Critical think ing becomes more Athletes can make decisions Allow athletes input and and adolescents. with their physical and emotional channels are always open. Allow established. about their training pathwa y. reduce the amount of feedback changes. athletes input into the decision and make athletes think for mak ing. themselves. Develop awareness of per fo rmance by increasing Hormonal ac tivity increases. Athletes may experience mood Co mmunicate and accept kinaesthetic knowledge . swings and behaviour may changes, but don’t let hormonal change. changes be an excuse fo r negative There should be complete Rules are seen in simplistic terms Always be seen to be fair because behaviour. understanding and acceptance and must be clear and well adolescents have a strong sense of of the need for rules, regulations, de ned. fairness in mak ing decisions. Make Social interac tion between males Athletes want to fo rm friendships Tr y to organize social events that and struc tures . athletes par t of the decision - and fe males becomes impor tant. and it is impor tant to allow time allow social interac tion . mak ing process. fo r them to develop positive relationships.

Late Adolescence - Physical Development Late Adolescence - Emotional Development Basic charac teristics General impact on Implica tions for the coach Basic charac teristics General impac t on Implica tions for the coach per fo rmance per fo rmance Major decisions about There are ‘p ulls’ on time and Build in prophylac tic breaks. Be Po st-menarche height begins to Muscles have grown to mature Maximize strength training to examinations, universities, and energy. aware of ex ternal pressures. Seek stabilize. Increase in height is size, but increases in muscular bring about overall improvement. employment work have to be professional guidance to ensure about 5%. Stabilization of strength continue into the 20s. Optimize neuromuscular training. made. the correc t career and educational muscular system also occurs. pathwa y.

Skeletal maturation continues. Co nnec tive tissue is str engthening . Co ntinue progressive overloading Peer group pressure leads to An athlete may give up spor t Be sensitive in goal setting to in training. con ic ting loyalties. because of peer pressure and the ensure that common goals are need to be seen as one of the established and met. By 17, girls have generally reached Girls propor tionately gain more Optimize aerobic training. Be gang. adult propor tions. weight dur ing this period. aware of how to deal with weight gains. Te ach athletes how to Self-actualization and self- Tr eat athletes as adults. Share compete in varied circumstances. expression are impor tant. goals and work co -operatively towards them. Maintain a coach- Rate of improvement in motor Rate of improvement in sk ill Be aware that the rate of led struc ture. ability declines. development declines. improvement in motor ability will be slower, but improvement will Interac tions with friends of both Allow time to establish still be made. sexes continue to be a strong independent social interac tion. priorit y. Table Tennis Canada Long Term Athlete Development Model / TT4L

34 35 Early Adulthood - Physical Development Early Adulthood - Emotional development Basic charac teristics General impac t on Implica tions for the coach Basic charac teristics General consequences for Implica tions for the coach per fo rmance per fo rmance capabilities and limitations Physiologically, the body reaches All physiological systems are fully Ensure that physical training maturity during this stage . trainable. programs employ the most There is a need to be self- direc ted Athletes are ready to assume Emphasize goal setting to give advanced techniques and sport and independent. responsibilit y and accept the de nite direction and purpose to science information to facilitate consequences of their ac tions. the athlet e’s overall program. maximum adaptation and minimize injuries. Self-actualization and self- Tr eat athletes as adults and with expression are impor tant. respec t. Remember that the Ensure that all muscle groups coac h’s direc tion and struc ture and body alignments are well- remain impor tant. balanced, complemented with optimum exibility ranges. Major decisions on career , Major changes in interests , hobbies , Make prof essional guidance education, and lifestyle are and physical ac tivities occur. available, considering o -season Use state -of-the -ar t testing and priority at some point in this and educational pursuits. monitoring programs. stage.

Carefully monitor overtraining and Interac tions with the opposite sex Pro vide athletes with ample overstress. continue to be a strong priority with oppor tunities for independent lasting relationships developing. social interac tion. Fi nal skeletal maturation in fe males Organize regular medical occurs at about 19-20 years and in monitoring Schedule additional males about 3 years later. blood tests for fe males in case of anemia.

Early Adulthood - Mental and Cognitive Development Basic charac teristics General impac t on Implica tions for the coach per fo rmance

Neurologically, the brain matures Athletes are capable of self- Establish winning as the major about 19-20 years of age. analyzing and correc ting and objec tive. re  ning sk ills. Athletes can analyze and conceptualize all facets of their spor t.

We ll -developed information Implement principles of adult processing sk ills improve the learning. athlete’ s ability to visualize ve rbal instruc tions.

There is a complete The young adult must pe rc eive the Involve athletes in decision understanding and acceptance rules and struc ture as being clearly mak ing and planning team or of the need fo r rules, regulations, de  ned and fair. group ac tivities. and struc ture.

60 Table Tennis Canada Long Term Athlete Development Model / TT4L

36 37 Appendix 2 Long-Term Athlete Development Plan - Canadian Table Tennis Association Active for Life Chronological Age Developmental Age +/- Under 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24+

Training Age Specific Training Age +/- 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16+ General Training Age +/- 10 years to excellence = 10,000 hours 1 2 3 4 5 Based on International and National Physical, Mental, Cognitive and Emotional Development normative data

Active Start FUNdamentals Learning to Train Training to Train Training to Compete Learning to Win Living to Win

Age 3 - 6 Under 10 - Learning having fun CA11 CA13 CA15 JR18 U21 Senior Elite Double Peridiozation Double Peridiozation Multiple Periodization Multiple Periodization

Overlaping Learning to Win and Living to Win from 18+ Girls 3–6 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 Boys 3–6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 21 22 23 24 25 26 27 28

Based on testing Learing Table Tennis TID used to identfy CTTA Program in CTTA Program in International partnership with and monitoring having FUNdamentals individual skills partnership with Clubs Competiton: International Competitons: Professional Circuit Clubs Professional Some International TOPS - Phase 1 TOPS - Phase 2 TOPS - Phase 3 International Circuit and Competiton Experience Competiton: Specific TOPS for Club Program - Phase 1 TOPS for Club Program - Phase 2 U 21 category Age Circuits

Canadian Table Tennis Association National Team Structure

The Canadian Junior Championships The Canadian Championships

Regional High Performance Training Centers National High Performance National Center Centre of Excellence (Patnership with the Regional High Performance Training Centres - Centre of Excellence and Clubs) Optimizing training competition and recovery loads Ancillary Capacities Stamina, Strength, Speed, Skill, Suppleness Basic Components Planning, Quantification and Implementation Warm-up Environment of Training Percentage distribution of the Five S’s of training and performance Cool-down Health

Stretching Equipment

Regeneration Mental Periods Phases 4 : 1, 6 : 1, Sessions Individual Sessions Taper & Peak Socio-cultural 3 : 1, 2 : 1, 5 : 1, 4 : 1, Preparation General 15 Warm-up Nutrition -Hydration Specific Meso Micro 12 Main Component Competition Cycles Pre-Competitive Cycles 9 (five Ss) Integration of sport science and sport Transition 1 : 1, 1 : 2, 6 medicine, as well as sport specific activities Competitive 3 : 1 - 2 : 1 Complimentary Transition 1 : 3 4 Cool down Table Tennis Canada

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GLOSSARY OF TERMS

Adaptation refers to a response to a stimulus development, and maturation operate Skeletal age refers to the maturity of or a series of stimuli that induces functional in a time framework; that is, the child’s the skeleton determined by the degree of and/or morphological changes in the organism. chronological age. Children of the same ossification of the bone structure. It is a Naturally, the level or degree of adaptation chronological age can differ by several years measure of age that takes into consideration is dependent upon the genetic endowment in their level of biological maturation. The how far given bones have progressed toward of an individual. However, the general trends integrated nature of growth and maturation maturity, not in size, but with respect to shape or patterns of adaptation are identified by is achieved by the interaction of genes, and position to one another. physiological research, and guidelines are hormones, nutrients, and the physical and Trainability refers to the genetic endowment clearly delineated of the various adaptation psychosocial environments in which the of athletes as they respond individually to processes, such as adaptation to muscular individual lives. This complex interaction specific stimuli and adapt to it accordingly. endurance or maximum strength. regulates the child’s growth, neuromuscular maturation, sexual maturation, and general Malina and Bouchard (1991) defined Adolescence is a difficult period to physical metamorphosis during the first 2 trainability as “the responsiveness of define in terms of the time of its onset and decades of life. developing individuals at different stages of termination. During this period, most bodily growth and maturation to the training stimulus.” systems become adult both structurally and Development refers to the relationship functionally. Structurally, adolescence begins between growth and maturation with with an acceleration in the rate of growth respect to the passage of time. The concept in stature, which marks the onset of the of development also includes the social, REFERENCES adolescent growth spurt. The rate of statural emotional, intellectual, and motor realms of Canadian Snowboard Federation Vision 2020: growth reaches a peak, begins a slower or the child. The Long-Term Athlete Development Plan for decelerative phase, and finally terminates with Growth refers to observable, step-by-step, Snowboarding in Canada. First Edition, 2006. the attainment of adult stature. Functionally, measurable changes in body size such as Canadian Sport Centres Long-Term Athlete adolescence is usually viewed in terms of height, weight, and percentage of body fat. sexual maturation, which begins with changes Development: No Accidental Champions. in the neuroendocrine system prior to overt Maturation refers to qualitative system Athletes with a Disability: Canadian Sport physical changes and terminates with the changes, both structural and functional in Centres. Vancouver: 2005. nature, in the organism’s progress toward attainment of mature reproductive function. Canadian Sport Centres Long-Term Athlete maturity; for example, the change of cartilage Development: Canadian Sport for Life. Ancillary Capacities refer to the knowledge to bone in the skeleton. and experience base of an athlete and Canadian Sport Centres. Vancouver : 2005. includes warm-up and cool-down procedures, Peak Height Velocity (PHV) is the maximum Cardinal, Charles Powerpoint presentations stretching, nutrition, hydration, rest, recovery, rate of growth in stature during growth spurt. and documents developed in the framework restoration, regeneration, metal preparation, The age of maximum velocity of growth is of LTAD. 2003-2007. called the age at PHV. and taper and peak. Equine Canada Equestrian Sport in Canada: The more knowledgeable athletes and coaches Peak Strength Velocity (PSV) is the Long-Term Athlete Development. Ottawa: are about these training and performance maximum rate of increase in strength during 2007. growth spurt. The age of maximum increase in factors, the more they can enhance their Fédération de tennis de table du Québec Plan strength is called the age at PSV. training and performance levels. When de développement de l’excellence 2005-2009. athletes reach their genetic potential and Physical literacy refers to the mastering of Montréal: 2005. physiologically cannot improve anymore, fundamental motor skills and fundamental Stafford, Ian Coaching for Long-Term Athlete performance can be improved by using the sport skills. Development: to improve Participation and ancillary capacities to full advantage. Puberty refers to the point at which an Performance in Sport. Sports Coach UK. Childhood ordinarily spans the end of individual is sexually mature and able to England: 2005. infancy — the first birthday — to the start of reproduce. International Table Tennis Federation. Level adolescence and is characterized by relatively 1 Coaching Manual. 2003. steady progress in growth and maturation Readiness refers to the child’s level of We acknowledge the financial support of the Government of Canada and rapid progress in neuromuscular or motor growth, maturity, and development that through the Department of Canadian Heritage (Sport Canada). development. It is often divided into early enables him/her to perform tasks and meet Volleyball Canada Volleyball For Life: Long-Term Athlete childhood, which includes pre-school children demands through training and competition. Development for Volleyball in Canada. 2006. aged 1 to 5 years, and late childhood, which Readiness and critical periods of trainability includes elementary school-age children, aged during growth and development of young 6 through to the onset of adolescence. athletes are also referred to as the correct time for the programming of certain stimuli to Chronological age refers to “the number of achieve optimum adaptation with regard to years and days elapsed since birth.” Growth, motor skills, muscular and/or aerobic power. Table Tennis Canada 18 Louisa Street, Suite 230 Ottawa, ON K1R 6Y6

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