LONG-TERM PARTICIPANT DEVELOPMENT PROGRAMME FROM GRASSROOTS TO PROTEAS Shaping Tomorrow

We live in the most exciting era of sporting Today cricket is the stage for mental agility honesty and fair play. It is a game that can development. A time when full contact and peak physical condition. It is purity be embraced and played or supported by sport no longer holds centre stage. It of both mind and spirit that produces everyone. is a passage of time when the art of champions. The re-invention of cricket sport is appreciated over the physicality globally has rejuvenated a desire to master We can’t undo the past, but we can shape of competition. Today, latent skills and the ultimate game. A sense of camaraderie the future. We do what we do today in blossoming talent has a place amongst our pursued by both men and women alike. It’s cricket, for what will happen TOMORROW. youth and the generations to come. It is now now a passion for gamesmanship, integrity, the subtle brilliance of deftness, the art of touch, mastery of stroke and pure strategic guile that has turned cricket into the sport of the future.

LONG-TERM PARTICIPANT DEVELOPMENT PROGRAMME EXECUTIVE SUMMARY

Cricket South Africa’s vision is to make cricket Physical Literacy can be defined as the The belief behind Long Term Athlete a truly national sport of winners and this has mastery of fundamental movement and Development is that it takes 8-12 years of two significant elements to it: fundamental sport skills, and provides training and practice for a player to reach the foundation for Life-long Physical elite levels and that success comes from › To ensure that cricket is supported by the Activity and High Performance Sports. “A training, practicing and competing well majority of South Africans, and available to physically literate person moves with poise, over the long term rather than focusing on all who want to play it; and economy and confidence in a wide variety winning in the short term. There is no short › To pursue excellence at all levels of the of physically challenging situations, and cut to success in player preparation! game. is perceptive in reading all aspects of the The LTPD model provides the rational physical environment. He/she anticipates justification for enhancing our current The Long Term Participant Development the movement needs or possibilities, and structure but it can also provide some model for cricket (LTPD) delivers on these responds appropriately with intelligence and solutions to any weaknesses in the system strategic objectives. During 2005, the CSA imagination” (Whitehead, 2001). that may be identified. Development of Coaches Academy reviewed its coaching talent must always look beyond the short- course structures, curricula and syllabi as well Another significant factor of LTPD is term and plan for the future. as the various resources and training manuals that it exploits the sensitive periods of and with the permission of the England accelerated adaptation to training during Sports can be classified as either early or and Wales Cricket Board (ECB), adopted pre-puberty, puberty and early post- late specialisation and cricket falls into and incorporated the basic principles puberty; it is a tool for change, a culture the latter category. Late specialisation and disciplines of LTPD into its coaching change in sport. The Canadian-based consists of 7 stages, the first 3 of which framework at the time. Long Term Athlete Development model encourage physical literacy and sport for is based on the theory that coaches and all: It was thus a natural extension of this initial parents should identify and consider each step, for CSA to align itself with the SASCOC participant’s stage of physiological, mental/ 1. Active Start LTPD procedure and develop a more cognitive and emotional development 2. FUNdamentals comprehensive development framework that when developing his/her optimal training, 3. Learning to Train has been adapted from the Canadian Sport competition and recovery programme. It is for Life Long-Term Athlete Development fully inclusive in that the principles which The next 3 focus on excellence, namely: model. Essentially, LTPD is a philosophy; a underpin LTPD are equally applicable to paradigm shift in sport and coaching and it people of all ages and abilities, whether 4. Train to Train is based on the concept of Physical Literacy, they are participating in elite sport or 5. Train to Compete which is one of its key goals. recreational physical activity. 6. Train to Win

FROM GRASSROOTS TO PROTEAS 1 The final stage encourages life-long physical activity:

7. Active for life Train to Win

Sport for Life Train to Compete

Train to Train

Learn to Train

Physical Literacy FUNdamentals

Active start

Cricket South Africa recognises these stages The challenge for CSA is to ensure that the of LTPD and applies the guiding principles coaches, teachers, officials and administrators and disciplines to its various training, at the respective affiliates and associates, competition and recovery programmes. implement these LTPD principles and continuously monitor our participant development programmes.

2 LONG-TERM PARTICIPANT DEVELOPMENT PROGRAMME TABLE OF CONTENTS

Glossary of Terms...... 4 Cricket South Africa Structures...... 33 Message from the CEO...... 6 Coach Education and Development...... 34 CSA Vision and Mission...... 8 CSA Coaches Academy ...... 36 Mission...... 8 Clubs and Club Development...... 37 Code Of Ethics...... 8 The CSA Presidential Plan ...... 37 CSA Values...... 8 Conference Resolutions...... 37 Transformation...... 8 Minimum Activities...... 37 Introduction...... 9 LTPD and Women’s Cricket...... 38 Ten Key Factors Influencing LTPD...... 10 CSA Women’s Cricket Development Plan...... 38 The 10 S’s of Performance and Training...... 14 Officials’ Education and Development...... 39 The Seven Stages of LTPD and the SA Cricket Pipeline...... 18 Umpire Training and Development...... 39 Stage 1: Active Start ...... 19 Practical Development...... 39 Stage 2: Fundamentals...... 20 Support Systems...... 39 Stage 3: Learn To Train...... 22 Administrative Resources...... 39 Stage 4: Train To Train...... 24 Human Resources...... 40 Stage 5: Train To Compete...... 26 Trials and New Initiatives...... 40 Stage 6: Train To Win...... 28 LTPD for Differently-Abled Cricketers...... 40 Stage 7: Active For Life...... 30 Codes Of Conduct: Guidelines for Cricketers, Parents, Strategic Initiatives...... 31 Teachers, Coaches and Officials...... 40 CSA Strategic Plan – 2011 To 2015 ...... 31 South Africa Schools Cricket...... 40 Vision ...... 31 Cricket Coaches in South Africa ...... 42 The Five Pillars of our Strategy...... 31 Acknowledgements...... 45 Key Focus Areas of the Operation:...... 32

FROM GRASSROOTS TO PROTEAS 3 GLOSSARY OF TERMS

Adaptation: A response to a stimulus or a to taper and peak. The more knowledge height, weight, and percentage of body series of stimuli that induces functional and/ athletes have about these training and fat.” Maturation refers to “qualitative system or morphological changes in the organism. performance factors, the more their training changes, both structural and functional in Naturally, the level or degree of adaptation and performance levels will be enhanced. nature, in the organism’s progress toward is dependent upon the genetic endowment maturity; for example, the change of cartilage of an individual. However, the general trends Childhood: A time period from the end of to bone in the skeleton.” or patterns of adaptation are identified by infancy (the first birthday) to the onset of physiological research, and guidelines are puberty which is characterized by relatively Participant: One can participate in recreation clearly delineated of the various adaptation steady progress in growth and maturation and/or physical activities and in sport as a processes, such as adaptation to muscular and rapid progress in neuromuscular or recreational or competitive athlete. endurance or maximum strength. motor development. This time period is often divided into early childhood (which includes Peak Height Velocity (PHV): The maximum Age: preschool children aged one to five years), rate of growth in stature during growth spurt. › Chronological Age: the number of years and late childhood (which includes children The age of maximum velocity of growth is and days elapsed since birth. aged six through to the onset of puberty). called the age at PHV. › Developmental Age refers to the degree of physical, mental, cognitive, and emotional Competition: The period of time when Periodisation: Is structuring of short and maturity. Physical developmental age can all components of an athlete’s training long-term training, competition and recovery be determined by skeletal maturity or are successfully integrated in to achieve periods to provide optimum performances at bone age after which mental, cognitive, excellence. a given date. and emotional maturity is incorporated. › Single peak refers to one preparatory › Training Age refers to the number of years Development: The passage toward, or and one competition period within the in training, sampling different sports. percentage of maturity achieved, of various year › Sport-specific Training Age refers to the traits including social, emotional, intellectual, › Double peak refers to two preparatory and number of years since an athlete decided physical and motor qualities. two competition periods within the year to specialise in one particular sport › Multiple peak refers to competing all year Growth and Maturation: The terms “growth” round while maintaining physical and Ancillary capacities: The knowledge and and “maturation” are often used together technical skills experience base of an athlete, including and sometimes synonymously. However, warm-up and cool-down procedures, each refers to specific biological activities. Physical Literacy: Is the mastery of stretching, nutrition, hydration, rest, recovery, Growth refers to “observable, step-by-step, fundamental movement skills and regeneration, mental preparation, and how measurable changes in body size such as fundamental sport skills.

4 LONG-TERM PARTICIPANT DEVELOPMENT PROGRAMME Puberty: The phase of growth that begins programming of certain stimuli to achieve it accordingly. Malina and Bouchard (1991) with onset of hormonal changes in the optimum adaptation with regard to motor defined trainability as “the responsiveness reproductive system and ends with sexual skills, muscular and/or aerobic power. of developing individuals at different stages maturity. of growth and maturation to the training Specialisation: Refers to athletes who are stimulus.” Readiness: Refers to the level of growth, limiting their athletic participation to one maturity, and development that enables a sport that is practiced, trained for and child to perform tasks and meet demands competed in throughout the year through training and competition. Readiness and optimal periods of trainability during Trainability: Refers to the genetic growth and development of young athletes endowment of athletes as they respond are also referred to as the correct time for the individually to specific stimuli and adapt to

FROM GRASSROOTS TO PROTEAS 5 MESSAGE FROM THE CEO

South African sport has earned an enviable future. We do what we do today in cricket, for › Implementing good governance, reputation over the past few years for its what will happen TOMORROW”. CSA’s vision matching diligence, honesty and ability to host world-class events that have is to make cricket a truly national sport of transparency to all our activities been widely acclaimed in every corner of the winners and this has two significant elements › Actively marketing cricket from mini Globe. to it: cricket to the national team, providing a clear path from “grassroots to Proteas”. The successful holding of the 2010 FIFA › To ensure that cricket is supported by the World Cup was undoubtedly the cherry on majority of South Africans, and available to Building on the euphoria of the soccer the top for which the Government through all who want to play it; and World Cup, CSA has set out its agenda for Sport and Recreation South Africa (SRSA), the › To pursue excellence at all levels of the the next four years with the Presidential Plan South African Football Association (SAFA), game. that was put in place at our 2010 Annual FIFA themselves and indeed every single Conference and which was reinforced at the South African deserve the highest praise. As the governing body of the sport in South 2011 Annual Conference when the emphasis Africa, CSA will lead by: was put more on implementation than the South Africa has also hosted global events principles themselves and, significantly, on such as the Rugby and Cricket World › Promoting and protecting the game the role that transformation has to play in this Cups, the African Cup of Nations Football and it’s unique spirit in the context of a implementation. tournament, the Indian Premier League and democratic South Africa the Nokia Champions League. › Basing our activities on fairness, What is very clear is that we cannot sustain which includes inclusivity and non- the players, administrators, coaches and But what many of these events have shown discrimination other support personnel needed unless us is that we need to improve the standard of › Accepting South Africa’s’ diversity as a transformation and implementation embrace our various national teams so that we make strength each other as genuine partners. full use of home advantage when it occurs › Delivering outstanding, memorable and, with the support of the most passionate events The five main thrusts of the Presidential Plan fans in the world, to keep the silverware at › Providing excellent service to Affiliates, are to: home. Associates and Stakeholders › Optimising commercial rights and › manage record-breaking revenue streams Cricket South Africa’s slogan states that “We properties on behalf of its Affiliates and for the maximum development of South can’t undo the past, but we can shape the Associates African cricket;

6 LONG-TERM PARTICIPANT DEVELOPMENT PROGRAMME › pursue excellence from grassroots to the › Conditioning and team preparation Proteas to the extent that South Africa is camps the world’s top cricketing nation; › Rehabilitation of players (injury and form) › continue transformation through the › Emerging team tours further Africanisation of cricket; › SA ‘A’ tours › ensure sustainability through close relationships with commerce, industry and We look forward to sharing our ideas with government at all levels; the other sporting codes under the banner of › marketing the game to allow it to reach its the South African Sports Confederation and full potential. Olympic Committee (SASCOC) so that all can benefit to the advantage of all South African To maximise these thrusts, CSA has put in sporting codes and personnel. place high level structures to focus on:

1) The pursuit of excellence through the Presidential Plan with its pipeline from KFC Mini Cricket to the Proteas. 2) The management and growth of the GERALD MAJOLA lucrative business of cricket.

As professional cricket provides by far the most income for cricket development, CSA is emphatic in its drive to make domestic and international cricket the best there is.

To achieve this, CSA’s High Performance Programmes will include:

› Specialist batting and bowling skills camps › Elite player camps

FROM GRASSROOTS TO PROTEAS 7 CSA VISION AND MISSION

Cricket South Africa’s vision is to make cricket › Implementing good governance, (a) Honesty and integrity. a truly national sport of winners. matching diligence, honesty and We tell the truth and act consistently transparency to all our activities on a set of ethical principles. This has two elements to it: › Actively marketing cricket from Mini (b) Professionalism and diligence. Cricket to the Proteas We strive to perform at the highest › To ensure that cricket is supported by the level of excellence. majority of South Africans, and available to CODE OF ETHICS (c) Mutual respect and fairness. all who want to play it We acknowledge the rights and dignity › To pursue excellence at all levels of the Cricket South Africa’s Code of Ethics is based of others and treat those we engage game on: with equitably.

MISSION › Fundamental ethical values that TRANSFORMATION are enshrined in the South African As the governing body of cricket in South Constitution Cricket South Africa subscribes to targeted Africa, CSA will lead by: › The core values of the game of cricket as transformation as outlined in the Preamble defined in the Preamble to the Laws of of the South African Constitution as well › Promoting and protecting the game Cricket as Chapter Two which deals with the Bill and it’s unique spirit in the context of a › The principles and ideals contained in of Rights and Equality (to promote the democratic South Africa CSA’s Pledge to the Nation in 2002 achievement of equality, legislative and › Basing our activities on fairness, › CSA’s role as the custodian of cricket in other measures designed to protect and which includes inclusivity and non- South Africa advance persons, or categories of personas, discrimination disadvantaged by unfair discrimination may › Accepting South Africa’s’ diversity as a CSA VALUES be taken). strength › Delivering outstanding, memorable Values are norms or standards for right, good The implementation of CSA’s Transformation events and fair conduct. They are the underlying Policy and its 10 Thrusts are monitored › Providing excellent service to Affiliates, beliefs we hold about the way life should be continuously. The Policy is reviewed from Associates and Stakeholders lived and business conducted. time to time in terms of the dynamic nature › Optimising commercial rights and of cricket and of South African society as a properties on behalf of its Affiliates and CSA is committed to living by the following whole. Associates values:

8 LONG-TERM PARTICIPANT DEVELOPMENT PROGRAMME INTRODUCTION The following 5 pillars support the strategy and disciplines of LTPD into its coaching to achieve this vision, namely: Excellence, framework at the time. It would be fair to say that South African Development, Transformation, Sustainability Cricket is respected worldwide. and Marketing. It was thus a natural extension of this initial step for CSA to align itself with the SASCOC As the controlling body, CSA is highly The following are CSA’s key focus areas from LTPD procedure and develop a more regarded for the manner in which it a pure Development perspective: comprehensive development framework that administers, promotes and develops the has been adapted from the Canadian Sport for sport and the Proteas is certainly looked › To make cricket accessible to all Life Long-Term Athlete Development model. upon as a world-class International team that › Ongoing skills development through can compete with the very best in all formats comprehensive training programmes for Essentially, LTPD is a philosophy; a paradigm of the game. our players, officials and employees shift in sport and coaching and it is based › Ensure results-driven programmes on the concept of Physical Literacy, which Cricket is an extremely popular sport that › Retain players at all amateur levels with provides the foundation for Life-long Physical enjoys a high profile and over many years, emphasis on club cricket Activity and High Performance Sports. The CSA has created a solid infrastructure that › Create centres of excellence to link schools philosophy behind Long Term Participant boasts some of the best playing facilities and club cricket Development is that it takes 8-12 years of in world cricket, as well as fantastic › Provide a clear path from grassroots to training and practice for a player to reach elite development programmes that are the envy Proteas levels and that success comes from training, of many cricketing nations. Coupled with the › A holistic coaching programme practicing and competing well over the long great South African weather and given the › Uniform development programme term rather than focusing on winning in the phenomenal support of passionate fans and throughout the country short term. There simply is no short cut to incredibly loyal and committed sponsors, › Capacity building and create windows of success in the preparation of players! all of this has contributed towards a well- opportunity established cricket culture. Furthermore, it is all about optimal training, The Long Term Participant Development competition and recovery programming In the Strategic Plan for Cricket South model for cricket (LTPD) delivers on these with regard to developmental age and LTPD Africa 2011 – 2015, it states that CSA’s strategic objectives. During 2005, the CSA takes into consideration early, average and vision is “to make cricket a truly national Coaches Academy reviewed its coaching late maturing athletes as well as relative sport of winners, to ensure that cricket course structures, curricula and syllabi as well age; the idea is that each participant’s stage is supported by the majority of South as the various resources and training manuals of physiological, mental/cognitive and Africans and is available to all who want and with the permission of the England emotional development must be identified to play it, and to pursue excellence at all and Wales Cricket Board (ECB), adopted and taken into consideration when doing levels of the game”. and incorporated the basic principles this programming. The problems that a sport

FROM GRASSROOTS TO PROTEAS 9 faces without having such a programme responds appropriately with intelligence and Without the basic movement skills, a child range from over- to under-training of its imagination” (Whitehead, 2001). will have difficulty participating in any sport. participants, burnout of players, poor age- For example, to enjoy baseball, basketball, group competitions and adult programmes The following ten key factors have been cricket, football, netball, handball, rugby, and being applied to juniors/children. identified that influence the model and sets softball, the simple skill of catching must be it apart from other long-term development mastered. Most significantly, Long Term Participant models: Development exploits the sensitive periods of It is critically important that children with a accelerated adaptation to training during pre- 1. The FUNdamentals: Developing disability have the opportunity to develop puberty, puberty and early post-puberty; it is Physical Literacy: their fundamental movement and sport skills. a tool for change, a culture change in sport. Fundamental movement skills (running, Failure to do so severely limits their lifelong throwing, catching, hopping, bounding, etc.) opportunities for recreational and athletic TEN KEY FACTORS and fundamental sport skills equals Physical success. Despite this great need, children INFLUENCING LTPD Literacy. The literature on growth and with a disability face difficulty gaining the development indicates that children should fundamentals because: The Canadian LTAD model is based on the master the fundamental movement skills concept that coaches and parents should and fundamental sport skills before learning › overly protective parents, teachers, and identify and consider each participant’s more complicated sport-specific skills and coaches shield them from the bumps and stage of physiological, mental/cognitive and strategies. These fundamental skills should bruises of childhood play. emotional development. It is inclusive: the be acquired prior to the onset of the growth › adapted physical education is not well principles which underpin LTPD are equally spurt which occurs in adolescence. developed in all school systems. applicable to people of all ages and abilities › some coaches do not welcome children whether they are participating in elite sport The physical and movement qualities with a disability to their activities because or recreational physical activity. which are developed as physical literacy are of a lack of knowledge about how to essential for participation and enjoyment integrate them. Physical Literacy can be defined as the of sports. The basic movement skills of 3 › it takes creativity to integrate a child with mastery of fundamental movement and activities provide the base for all other sports: a disability into group activities where fundamental sport skills. “A physically fundamental skills are practiced and literate person moves with poise, economy › Athletics: run, wheel, jump or throw. physical literacy developed. and confidence in a wide variety of › Gymnastics: ABC’s of athleticism – agility, physically challenging situations, and is balance, coordination, and speed. 2. Chronological Age vs Developmental perceptive in reading all aspects of the › Swimming: for water safety reasons, for Age: physical environment. He/she anticipates balance in a buoyant environment, and as A second factor influencing LTPD has been the movement needs or possibilities, and the foundation for all water-based sports. touched upon earlier. It is the recognition that

10 LONG-TERM PARTICIPANT DEVELOPMENT PROGRAMME chronological age differs from developmental coaches are encouraged to take a holistic speed, core body strength, stamina, age. Chronological age refers to the number approach to teaching and training athletes. suppleness, and eye-hand-foot coordination. of years and days elapsed since birth. This means taking into account a wide Developmental age refers to the child’s relative variety of psycho-social and emotional Early specialisation in a late specialisation position on a continuum that begins at birth factors that influence the athlete day-to-day. sport can contribute to: and culminates in full physical maturity. Cognitive, mental and emotional (affective) › Overemphasis on sport specific A participant’s developmental age elements have a significant effect on preparation/one-sided preparation determines when various aspects of sport participants’ performance, and must › Lack of development of basic movement and physical activity should be introduced be prioritised in long-term participant and sport skills or emphasized. The LTPD model uses the development. Beyond these elements, › Overuse injuries categories “early”, “average”, or “late” maturers coaches and teachers should also consider › Early burnout to identify an athlete’s developmental equipment and environmental factors that › Premature retirement from training and age. These designations help coaches and impact on participation, performance and competition instructors to design instructional, training safety. Ethics, including fair play, respect of and competition programmes that are self and others, and perseverance should Early involvement in the FUNdamentals stage appropriate for the participant’s level of be developed within all stages of long term is essential in late specialisation sports. Many development. Identifying an athlete’s stage participant development. sports resort to remedial programmes to try of maturation is not difficult. to correct shortcomings. 4. Specialisation: As individuals mature, there are several time Many of the world’s most successful athletes 5. Trainability: sensitive periods when there is accelerated participated as children in a wide variety of The terms “adaptation” and “trainability” are adaptation to training. The model identifies sports and physical activities. The movement often used interchangeably in coaching. these periods and makes maximum use and sport skills they developed as a result However, the difference between them is of them to introduce skill and fitness have helped them to attain a high level of significant. development. athletic achievement. › Adaptation refers to changes in the 3. Physical, Mental, Cognitive and There is much to be gained from a child’s body as a result of a stimulus that Emotional Development: early participation in a variety of sports. induces functional and/or morphological Instructors and coaches should recognise Early exposure to a wide variety of sport changes in the person and the degree of that individuals mature at different rates and physical activities will develop some of adaptation is dependent on the genetic and that the timetable for physical, mental, the physical and movement attributes that endowment of an individual. However, the motor and emotional development varies are crucial to later success in participation general trends or patterns of adaptation from athlete to athlete. These teachers and including: agility, balance, conditioning, are identified by physiological research,

FROM GRASSROOTS TO PROTEAS 11 and guidelines are clearly outlined of the schedule to achieve optimum performance performance in a competitive environment, various processes, such as adaptation to at the required time. A periodised annual the training units should be sequenced in muscular endurance or maximum strength. plan that takes into account growth, the following manner: maturation and trainability principles should › Trainability refers to the faster adaptation be developed for all stages of LTPD. › Develop the performance capacity to stimuli and the genetic endowment of of the participant including physical athletes as they respond individually to In simple terms, designing a periodised literacy and sport specific skills, tactics/ specific stimuli and adapt to it accordingly. yearly plan is really about time management strategies, physical components, Trainability has been defined as the and involves planning the right activities with mental skills; responsiveness of developing individuals the correct level of difficulty, in the correct › Integrate the performance factors in a to the training stimulus at different stages sequence to reach the desired training and complex and harmonious blend; of growth and maturation. competition objectives. › Prepare the participant to perform in competitions. › A critical period of development refers to The plan can be broken down into workable the point in the development of a specific units and the proper sequencing of these To be able to design an annual plan, the capacity when training has an optimal units is critical for success. To reach optimum coach needs to know the following: effect. Other factors are readiness and critical periods of trainability during growth Table 1: Phases of an annual plan for single and double periodisation. and development of young athletes, where The terminology associated with periodisation is generally used with individual sports. The the stimulus must be timed to achieve following list relates common team sport terminology to periodisation terms. optimum adaptation with regard to motor skills, muscular and/or aerobic power. Month Common periodisation terms Common team sport term 1 General Preparation Period (GPP) Off-season The 5 Basic S’s of Training and Performance 2 GPP Off-season (Dick, 1985) are Stamina (Endurance), 3 GPP Off-season Strength, Speed, Skill and Suppleness but 4 Specific Preparation Period (SPP) Late Off-season the ‘10 S’s for Performance and Training’ are 5 SPP Late Off-season outlined and clearly explained in a later 6 Pre-Competition Period (PCP) Pre-season section. 7 Competition Period (CP) In-season – League Play 8 CP In-season – League Play 6. Periodisation: 9 CP In-season – League Play Periodisation provides the framework 10 CP In-season – League Play for organising training, competition and 11 Competition Period (Peak) Playoffs or post-season recovery into a logical and scientifically based 12 Transition Active Rest

12 LONG-TERM PARTICIPANT DEVELOPMENT PROGRAMME › How the sport specific athletic form is National and international competition work together in order to implement the developed; and event calendars must be coordinated, right programmes and establish a system › The requirements (demands) of the sport and competitions selected according that produces optimal conditions for training during competition; to the priorities of the specific stage of and competition. Each element in the system › The demands of the sport during the development of the participants. plays a crucial role in player development and preparation phase; therefore the system must be clear, seamless › The competition calendar and the 8. The 10 Year Rule: and based upon a consistent set of principles. relative importance or purpose of each Scientific research in sport has concluded competition; that a minimum of ten years, or 10,000 10. Continuous Improvement – KAIZEN: › The actual training state of the athlete at hours of deliberate training is needed for a LTPD is a dynamic framework that utilises the start of the yearly plan; talented participant to reach elite levels. This continuous adjustments based on key › The contextual reality that the coach and translates into an average of more than three principles. athlete have to cope with; hours of training daily for 10 years. There are › The principles of long term athlete no shortcuts; participant development is a › LTPD responds and reacts to new development. long-term process (Gibbons, 2002). Short- scientific and sport-specific innovations term performance goals must never be and observations and is subject to Creating a blueprint for success involves allowed to undermine long-term participant continuous research in all its aspects. accurate and effective planning of training, development (Viru, 1995). › LTPD, as a continuously evolving vehicle competition and recovery. for change, reflects all emerging facets of 9. System Alignment and Integration: physical education, sport and recreation to 7. Calendar Planning for Competition: LTPD recognises an existing interdependency ensure systematic and logical delivery of The domestic competition and events between physical education, school sports, programmes to all ages. calendar must support and be aligned recreational activities and competitive sport. › LTPD promotes ongoing education with LTPD. Different stages of development Enjoying a lifetime of physical activity and and sensitisation of all partners about and different levels of participation have achieving athletic excellence are both built on the interlocking relationship between different requirements for the type, a foundation of physical literacy and fitness. physical education, school sport, frequency and level of competition. At community recreation, life-long physical some stages of development, training Stakeholders in LTPD include participants, activity and high performance sport. and development take precedence over teachers, coaches, parents, administrators, › LTPD promotes integration between competitions and short-term success. sponsors and national and provincial sport, physical education, recreation, During the later stages participants need organisations. When there are so many health and education. to experience a variety of competitive partners, integrating and aligning the system situations and perform well at international is a major challenge and it is essential that and other high level events. all components of the cricket community

FROM GRASSROOTS TO PROTEAS 13 THE 10 S’s OF PERFORMANCE AND TRAINING

The original, 5 Basic S’s of training and Females performance were introduced in the Canadian Sport for Life: Long-Term Athlete PHV Development document. Building on the physical development, an additional Skills 5 S’s create a complete, holistic training, Speed 2 competition and recovery programme as Speed 1 Stamina well as a proper lifestyle. Suppleness Strength 1 & 2 Thus, there are 10 S’s of training which need to be integrated when developing Rate of Growth annual training, competition and recovery plans. Each of these capacities is trainable Developmental Age throughout a player’s lifetime, but there are Chronological clearly critical (or sensitive) periods in the Age under 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20+ development of each capacity during which PHV training produces the greatest benefit to Males each athlete/player’s improvements.

Suppleness In all former LTPD documents the windows Stamina of trainability have been referred to as the Skills Strength “critical periods” of accelerated training; Speed 1 however, scientists now believe that critical Speed 2 periods should be referred to as sensitive periods. Thus, windows of trainability refer to Rate of Growth periods of accelerated adaptation to training during the sensitive periods of pre-puberty, puberty and early post-puberty. These Physical, Mental – Cognitive, Emotional Development windows are fully open during the sensitive periods of accelerated adaptation to training and only partially open outside of the sensitive periods.

14 LONG-TERM PARTICIPANT DEVELOPMENT PROGRAMME Given that each athlete/player is unique PHV and they should be progressively seven and nine years, and the second in genetic make-up, these sensitive introduced to aerobic power training window occurs between 13 and 16 years. periods vary from individual to individual. (anaerobic interval workloads) as their During the first speed window, training While the sensitive periods follow general growth rate decelerates. However, sport- should focus on developing agility and stages of human growth and maturation, specific needs will determine “how much quickness (duration of the intervals is less scientific evidence shows that humans endurance is enough” in a particular than five seconds); during the second vary considerably in the magnitude and sport, thus minor or major emphasis speed window, training should focus on rate of their response to different training of training the aerobic system will be developing the anaerobic power energy stimuli at all stages. Some players may defined by sport-specific and individual system (duration of the intervals is 10-15 show potential for excellence by age 11, specific needs. seconds). whereas others may not indicate their promise until age 15 or 16. Consequently, 2. Strength It is highly recommended that speed a long-term approach to athlete/player There are two critical windows should be trained on a regular and development is needed to ensure that of trainability for strength in girls: frequent basis, for example, at every players who respond slowly to training immediately after PHV and after the onset training session as part of the warm-up. stimuli are not “short-changed” in their of menarche. Boys have one strength Towards the end of the warm-up or development. window, and it begins 12 to 18 months immediately after, there is no Central after PHV. Again, sport-specific needs Nervous System or metabolic fatigue The diagrams on page 14 represent will determine “how much strength is present so this is an optimal time to train extremely important guidelines for enough” in a particular sport, thus minor speed. The volume of training should coaches and teachers alike, and should be or major emphasis of training strength be low and allow full recovery between applied strictly in their work with young, will be defined by sport-specific and exercises and sets. Short acceleration with developing athletes, both girls and boys. individual specific needs. proper posture and elbow and knee drive, take-off speed and segmental speed 1. Stamina (Endurance) 3. Speed should be trained regularly outside of the The sensitive period for training stamina There are two critical windows of window of optimal trainability for speed. occurs at the onset of the growth spurt trainability for speed. For girls, the first In addition, proper blocks of training or Peak Height Velocity (PHV), commonly speed window occurs between the should be allocated to speed training known as the adolescent growth spurt. ages of six and eight years, and the during the periodised annual training, Athletes/players need increased focus on second window occurs between 11 competition and recovery programme aerobic capacity training (continuous or and 13 years. For boys, the first speed according to seasonal and the sport- aerobic interval workloads) as they enter window occurs between the ages of specific requirements.

FROM GRASSROOTS TO PROTEAS 15 4. Skill 6. Structure / Stature athlete. The training programmes should Girls and boys both have one window This component addresses the six include key mental components identified for optimal skill training. For girls, the stages of growth in the human body by sport psychologists; concentration, window is between the ages of eight linking them to the windows of optimal confidence, motivation and handling and 11 years, while in boys it is between trainability (Phase 1: very rapid growth pressure. As an athlete progresses through nine and 12 years. During this window, and very rapid deceleration; Phase 2: the LTPD stages, the mental training young athletes should be developing steady growth; Phase 3: rapid growth; aspect will evolve from: having fun and physical literacy. Physical literacy is Phase 4: rapid deceleration; Phase 5: respecting opponents; to visualisation the development of fundamental slow deceleration; Phase 6: cessation and self-awareness; to goal setting, movement skills and fundamental of growth). It recognises stature (the relaxation and positive self-talk. To master sports skills that permit a child to height of a human) before, during and the mental challenge of sport, those move confidently and with control, in after maturation guiding a coach or basic skills are then tested in increasingly a wide range of physical activity and parent to the measurements needed to difficult competitive environments. sport situations. It also includes the track growth. The tracking of stature as Ultimately the planning, implementing ability to “read” what is going on around a guide to developmental age allows and refining of mental strategies for high them in an activity setting and react planning to address the sensitive periods level competition will determine podium appropriately to those events. Physical of physical (endurance, strength, speed performances. The mental training literacy is the foundation of life-long and flexibility) and skill development. programme is critical at any LTPD stage involvement in physical activity and also Diagnostics to identify individually as dealing with success and failure will for high performance participation. relevant sensitive periods of accelerated determine continuation in sport and adaptation to training is essential to physical activity, therefore dramatically 5. Suppleness design and implement optimal training, affecting an individual’s lifestyle. The critical window of trainability for competition and recovery programmes. suppleness occurs between the ages of 8. Sustenance six and 10 years in both girls and boys. 7. (p)Sychology Sustenance recognises a broad range of However, because of the rapid growth Sport is a physical and mental challenge. components with the central theme of special attention should also be paid to The ability to maintain high levels of replenishing the body. This is to prepare flexibility during the growth spurt. concentration, remain relaxed with the athlete for the volume and intensity the confidence to succeed are skills required to optimise training or living A reminder: For the above mentioned that transcend sport to everyday life. life to the fullest. Areas addressed are: 5 S’s, the windows are fully open during To develop the mental toughness for nutrition, hydration, rest, sleep and the sensitive periods of accelerated success at high levels requires training regeneration, all of which need to be adaptation to training and partially open programmes that are designed specific applied differently to training (life) plans outside of the sensitive periods. to the gender and LTPD stage of the depending on the stage within the LTPD.

16 LONG-TERM PARTICIPANT DEVELOPMENT PROGRAMME Underlining sustenance is the need for relationships as well as increased training must guard against group dynamics optimal recovery management moving volume and intensities. Interference from which create a culture of abuse or the athlete to the 24/7 model which other school sports should be minimised bullying. Ethics training should be places a high degree of importance and communication between coaches integrated into training and competition on the individual’s activities away from who are responsible to deliver the plans at all stages of LTPD. the field of play. For proper sustenance training and competition programmes and recovery management there is a is essential. A good balance should be Overall socio-cultural activity is not need to monitor recovery by the coach established between all factors and negative distraction or interference or parent through the identification the coach and the parents should be with training and competition activities. of fatigue. Fatigue can come in many working on this together. It is a positive contribution to the forms including: metabolic; neurological; development of the person and the psychological; environmental and travel. 10. Socio-Cultural athlete/player. While overtraining or over-competition The socio-cultural aspects of sport can lead to burn-out, addressing are significant and must be managed Children often choose to play a sport sustenance in an improper fashion can through proper planning. Socialisation after the windows of optimal trainability lead to the same result. via sport will ensure that general societal for speed, skill, and suppleness have values and norms will be internalised passed. These children are therefore 9. Schooling via sport participation. This occurs at dependent on schools, recreation The demands of school must be the community level and as an athlete programmes, and other sports to provide considered in designing training progresses through the LTPD stages, timely training in these capacities. LTPD programmes. This is not limited to the it can lead to International exposure. advocates that sports build relationships demands placed by school sports or This socialisation can be broadening of with these organisations to promote physical education classes, but includes perspective including ethnicity awareness and support appropriate training. If integrating school academic loads, and national diversity. Within the travel athletes miss these training periods duties, school related stresses and schedule, recovery can include education entirely, coaches will need to design timing of exams. When possible, training of competition location including; individualised programmes to remedy camps and competition tours should history, geography, architecture, cuisine, any shortcomings. compliment, not conflict, with the timing literature, music and visual arts. Proper of major schools academic events. annual planning can allow sport to offer much more than simply commuting Overstress should be monitored carefully between hotel room and field of play. and refers to the everyday stresses of life, like schooling, exams, peer Sport socialisation must also address groups, family, boyfriend or girlfriend sport sub-culture. Coaches and parents

FROM GRASSROOTS TO PROTEAS 17 THE SEVEN STAGES OF LTPD AND THE SA CRICKET PIPELINE Sports can generally be classified as early or late specialisation sports and the stages of LTPD are based on this concept.

ACTIVE FOR LIFE Gymnastics, rhythmic gymnastics, diving, figure skating, swimming and even table tennis are examples of early specialisation sports, and these are defined as sports TRAIN TO WIN where early specific training is essential to be successful. On the other hand, late specialisation sports are defined as those sports where early specialisation is not essential for future excellence and these TRAIN TO COMPETE include codes such as cricket, athletics, soccer, rugby, volleyball and racquet sports.

The SASCOC Sport for Life, Long-Term Participant Development model identifies TRAIN TO TRAIN the following seven-stage pathway for late specialisation sports: 1. Active Start; 2. FUNdamentals; LEARN TO TRAIN 3. Learn to Train; 4. Train to Train; 5. Train to Compete; 6. Train to Win; 7. Active for Life. FUNDAMENTALS Cricket South Africa recognises these stages of long-term development and applies them accordingly to the various existing player ACTIVE START development programmes and activities being conducted by the provincial affiliates and associates across the country.

18 LONG-TERM PARTICIPANT DEVELOPMENT PROGRAMME Stage 1: Active Start – Ages 0 to 6 years Emotional development: › Their self-control increases. When children › They extend their language and are 6 years old they are better equipped to Objective: The objective of the stage is to communication skills control their emotions learn fundamental movements and link them › They learn to socialise with other › They start learning the meaning of norms together into play. Such pre-school physical children and rules as well as the concept of right activity should be fun and a natural part of › They become more aware of the and wrong a child’s daily life; free play is the way young emotional reactions of others and start › Their self-concept starts forming children are physically active. interpreting it

Cricket South Africa does not have a direct role during the Active Start stage but would encourage the role of organisations and parents to promote and develop such physical activity.

Major developmental tasks that are characteristic of Stage 1 are:

Cognitive development: › Children learn to simplify concepts of physical and social reality. They also learn to quantify their world, for example, big and small.

FROM GRASSROOTS TO PROTEAS 19 Stage 2: FUNdamentals – Children begin the cricketing journey by Mini Cricket is flexible, provides fun, activity Boys and girls ages 6 to 9 being introduced to Mini Cricket, a modified, and excitement and has the following aims soft ball version of the game. This forms and objectives: This is the formal entry the base of the cricketing pyramid and – to lay the foundation of a lifelong interest level to cricket in South encourages the growth and development in cricket; Africa for boys and girls and of cricket amongst children under 10 years – to prevent better children from all activity is FUN based. of age. The concept of Mini Cricket ensures dominating; that every child taking part will bat, bowl, – to give all children, irrespective of ability, keep wicket and field during the course of an equal opportunity; a match. This prevents the domination of – to provide physical exercise in an matches by better players and enjoyable form; gives everyone an equal – to develop self-confidence; opportunity. The keywords in – to develop ball skills, which would be Mini Cricket are participation useful in other sports. and enjoyment and its main aim is to develop the ABC’s (agility, balance, co- Each Mini Cricket session should be ordination and speed) along with the most structured in such a way that it creates a basic cricket-specific skills such as throwing, safe and harmonious atmosphere that is bowling, striking and catching. conducive to positive learning.

Mental and Cognitive Development

Basic Characteristics General Impact on Performance Implications for the Coach Children have concrete operational thoughts. Children still view their world in concrete terms and struggle › Provide short and precise instructions. to think abstractly. They have a short attention span. Children cannot listen or stay still for long periods. › Provide short and precise instructions. Children are enthusiastic and often impatient. Children want to move and not listen. › Give only sufficient detail for the activity to be undertaken. › Ensure that the activity is ‘fun’.

20 LONG-TERM PARTICIPANT DEVELOPMENT PROGRAMME Emotional development

Basic Characteristics General Impact on Performance Implications for the Coach Children extend their social participation. They enjoy social interaction with friends or team › Set firm boundaries between time to work mates. and time to play. Pre-conventional morality develops. Children view their behaviour in terms of › Be aware of how important praise, recognition consequences, therefore they obey rules to avoid and positive feedback are for the child. punishment or to receive praise. › Try to avoid criticism. Children are developing their self-concept. Children tend to evaluate their performance in concrete › Provide positive reinforcement to build self-esteem. terms, e.g. good or bad. › Build on success. Children feel secure with a structured routine. Introduce change sensitively and gradually. › Build a stable structure where children feel that they are progressing. Children feel secure when coaching is constant. Children like things to be fair. › Set and maintain high levels of expectancy, but be consistent with each child.

Physical Development

Basic Characteristics General Impact on Performance Implications for the coach Large muscle groups more developed than small muscle groups Better gross motor control – Bowling/Running Focus on basic skills Less fine motor control Heart is increasing in relation to the body. The cardiovascular Cardiovascular capacity is adequate. Improves rapidly Short duration, high intensity exercise should be favoured system is still developing. with large rest periods Ligamentous structures are becoming stronger. The ends of the Increased injury risk when placed under heavy loads Slow increments in loading, mostly body weight bones are still cartilaginous and continue to ossify. exercises and learning correct technique. Basic motor patterns become more refined towards the end Fine motor control will improve Cricket-specific activities and games should emphasise of this phase. Balance mechanism in the inner ear is gradually co-ordination and kinesthetic sense maturing. Girls develop co-ordination skills faster than boys. Developmental Negligible sex differences Training and playing in combination should be emphasised. differences between boys and girls are negligible.

FROM GRASSROOTS TO PROTEAS 21 Stage 3: Learn to Train – Boys and girls ages emphasis being on safe and competent based as the players learn to become better 9 to 13 all-round cricketing techniques. Protective cricketers and all-round athletes. cricket equipment is compulsory at this stage As the players grow and develop they enter and although matches are a little longer, Towards the latter part of this stage, children the Learn to Train stage, which is commonly winning is definitely a secondary concern! will likely be playing cricket for either their the first phase of hard ball cricket. school teams or junior clubs and some During this stage, it is vital to mould a young may represent a regional team within their Training starts to become more formal cricketer’s attitude towards training and how respective affiliates. This particular period and structured but it is important to take fitness contributes to future cricketing success has an important talent identification role into account that the range of maturation as well as a healthy lifestyle. Participants but a strong focus is still placed on overall levels amongst individuals is likely to be are thus introduced to general athletic participation as well as skills development wide during this stage. The objective is to conditioning at this crucial developmental (recommended ratio of 70% training to 30% build upon the FUNdamental skills with the stage. Skills training should be fun and game- competition).

Mental and Cognitive Development

Basic Characteristics General Impact on Performance Implications for the Coach The attention span gradually increases. Children cannot listen or stay still for long periods › Provide short and precise instructions. › Devise strategies to ensure children are listening. › Children learn well by imitating and practicing correctly – modelled movements Children are enthusiastic and often impatient. Children want to move and not listen › Do not bombard children with technical info. › Give only sufficient detail for the activity to be undertaken. › Keep the fun. Children have very limited reasoning ability. Children love to be guided › Direct the training and give it a tight focus with activities that are fun and well planned. › Introduce imaginative ways of achieving performance goals. Children enjoy the repetition of activities and improve through Skill learning must be directed: children do not learn › Provide correct demonstrations of the basic sport skills. experience. correctly just by trial and error. › Personal demonstrations must be accurate. Children establish their preferred learning style. Learning is through verbal, visual or manual means. › Use a variety of learning styles to suit individual needs. Most children are doers. Imagination is blossoming. Creativity should be encouraged. › Allow the children to play and experiment. › Use their ideas to create exciting sessions. › Structure to encourage individuality and creativity. › Sport provides an excellent vehicle for expression. Language skills may be limited but are improving. Children can’t make corrections to their performance › Use terminology that can be easily understood. unless they understand what is being asked of them. › Gradually introduce technical terminology.

22 LONG-TERM PARTICIPANT DEVELOPMENT PROGRAMME Emotional development

Basic Characteristics General Impact on Performance Implications for the Coach Children like to be the centre of › Develop this characteristic. attention. › Plan activities that guarantee success. › Always move from simple to more complex when teaching a skill movement. › Allow children to show their skills. Children are developing their self- Children are sensitive and critical about › Provide positive reinforcement to build self-esteem. concept. their own performance. › Build on success.

Children feel secure with routines Introduce change sensitively and gradually. › Build a structure that is progressive but that maintains continuity. and structure to training. Children feel safe in a secure Children like things to be fair. › Let coaching be consistent. coaching environment.

Physical Development

Basic Characteristics General Impact on Performance Implications for the coach Proportional changes occur in bone, During peak growth adaptation is Monitor training carefully and muscle and fat tissue influenced by changes in body proportions individualise the content of training to ensure adaptation Girls’ peak growth occurs between Early in this phase, girls are faster and Chronological age might not be the ages 12.5-14, Boys between 12.5- stronger than boys. This situation is most appropriate way to group 15. Girls attain peak growth velocity reversed later on in the phase players. Situations when at average age 11, boys at average fear, guilt or anxiety age 14. brought about by sexual development should be avoided Smaller muscle groups develop Speed, agility and co-ordination improve Finer motor skills can rapidly during this phase be mastered. Introduce concepts of warm up, fitness (agility, speed, conditioning), stretching. Body parts do not grow at the same Changes in the centre of gravity, length of Some learned skills rate. The growth rate of the legs limbs and core strength will determine the may need refining/ and arms will peak prior to that of content of training relearning. the trunk

FROM GRASSROOTS TO PROTEAS 23 Stage 4: Train to Train – Ages 13 to 15 girls formats. Identified players could participate in (recommended ratio of 60% training to 40% and 13 to 16 boys regional and provincial training programmes competition). during this stage and are introduced to This is a critical stage of LTPD and is all specialist skills coaching. They are also likely Many talented young cricketers are active about “Building the Engine”. Many of to take the important first steps into senior and competent in other sports and this the important physical attributes and club cricket towards the end of this stage. should be encouraged, especially codes that skills will be shaped in these next 4 to 5 complement cricket (e.g. squash and hockey) years. There is an increase in the number and but monitoring the levels of competition duration of matches now being played. and involvement in these other codes is vital. The window of opportunity to train Although players will do their best when There are clear indications though that at the stamina, speed, and strength exists competing, the major focus of the cricket end of this stage, the multi-talented boys and during this developmental stage training is on tactical issues, specific physical girls start to concentrate a little more on one (refer to Trainability diagram and 10 conditioning and the introduction of the specific sport. A leaning towards cricket is Key Factors). In addition to maintaining mental aspects of the game. It is absolutely advisable should a player wish to specialise in the ABC’s, this is the time to consolidate imperative that the system remains this sport. Similarly, positional specialisation specific cricket skills and to learn the ‘player-centred’ and to this end, matches or specialising in a specific skill tends to basic tactics of the various playing should never outnumber practice sessions begin towards the end of this stage.

Mental and Cognitive Development

Basic Characteristics General Impact on Performance Implications for the Coach The attention span gradually increases. Children still get impatient if they have to listen or stay still › Provide short and precise instructions. for long periods. › Devise strategies to ensure children are listening.

Children establish their preferred learning style. Learning is through verbal, visual or manual means. › Use a variety of learning styles to suit individual needs. Most children are doers.

24 LONG-TERM PARTICIPANT DEVELOPMENT PROGRAMME Emotional development

Basic Characteristics General Impact on Performance Implications for the Coach Children like to be the centre of attention. › Develop this characteristic. › Always move from simple to more complex when teaching a skill movement. › Allow children to show their skills. Children are developing their self-concept. Children tend to evaluate their performance as a › Provide positive reinforcement to build self-esteem. whole and in terms that may be black or white (I was › Children are likely to perform the actions again if they are brilliant, or I was useless) successful and feel good about it. › Build on success. Children feel secure with routines and structure to training. Introduce change sensitively and gradually. › Build a structure that is progressive but that maintains continuity. Children feel secure when coaching is constant. Children like things to be fair. › Set and maintain high levels of expectancy, but be consistent with each child. › Do not let mood swings or personal situation change coaching behaviours.

Physical Development

Basic Characteristics General Impact on Performance Implications for the coach Some athletes will still be in Peak Growth Velocity, while Co-ordination and fine motor skills will fluctuate Specificity of skills training and repetition to relearn skills others will be nearing full development Muscles and bones become stronger Improved strength and motor control Can increase training loads, stress and duration of sessions. A significant increase in red blood cells occurs – especially Aerobic endurance improves Greater focus on longer duration exercise. Maintain in boys due to the male hormone testosterone. some short duration high intensity training. The central nervous system is almost fully developed Agility, balance and co-ordination are fully trainable Develop cricket-specific skills

FROM GRASSROOTS TO PROTEAS 25 Stage 5: Train to Compete – Ages 15 to 21± a nominated centre of specialisation. females and 16 to 23± males Individually tailored physical and mental development programmes are an integral If stage 4 was about ‘building the engine’ part of performance enhancement in most then Train to Compete is about “Optimising sports, and the young cricketers are gradually the Engine”. Players will enter the Train to exposed to the principles of sport science Compete stage round the age of 16 for and medicine. The players undergo regular boys and about 15 for girls. During this physical and medical evaluations, visual skills stage, the focus is strongly on the mastering assessments, fitness tests, psychological of techniques and the development of profiling and of course technique/video mental toughness. This is the phase where analysis. Furthermore, they receive personal, format specific cricket skills are enhanced in periodised training programmes to follow competitive situations, both from a technical once they return to their respective and tactical perspective. provinces. The emphasis is solidly on individual preparation that addresses The progress of all identified cricketers each player’s strengths and weaknesses in the provinces between the ages of 16 (recommended ratio of 50% training to 50% and 19 are closely monitored for further competition). Players progress from here to development. Regional and national talent clubs, tertiary or senior provincial/franchise camps are conducted throughout the year at cricket.

Mental and Cognitive Development

Basic Characteristics General impact on performance Implications for the Coach Brain has reached adult size (16 years old). Still Players understand technical requirements of sport. › Make sure players understand why they are doing certain developing neurologically. things. Critical thinking becomes more important. Players can make decisions about their training pathway. › Allow players input. › Reduce amount of feedback. › Make players think for themselves. › Develop awareness of performance. They understand and accept rules, regulations, structures Rules are seen in simplistic terms and must be clear and well › Coaches need to be fair because adolescents have a strong sense defined. of fairness in making decisions. › Make players part of the decision-making process.

26 LONG-TERM PARTICIPANT DEVELOPMENT PROGRAMME Emotional development

Basic Characteristics General impact on performance Implications for the Coach Physical, mental and emotional maturity may not Players who look mature may not act it. › Develop communication develop at the same time. Confusion or anxiety may arise. skills and understanding. Tension may arise between adults and adolescents. Adolescents need help to cope with their physical and › Ensure two-way emotional changes. communication channels are open. › Allow players input into decision making. Hormonal activity increases. Players may experience mood swings and behaviour › Communicate and accept changes. may change. › Hormonal changes are not an excuse for negative behaviour. Social interaction between males and females are Players want to form friendships. › Be aware that social events and social interaction are important. Allow them time to develop positive relationships. important. › The coach can assist with facilitating this process.

Physical Development

Basic Characteristics General Impact on Performance Implications for the coach The circulatory and respiratory systems reach maturity These systems are generally capable of giving Full cricket-specific energy system training should be implemented maximum output Increases in height and weight gradually slow down Muscles have grown to their mature size but muscular Strength training can be maximised to improve overall strength development. and stabilisation occurs in the muscular system strength continues to increase reaching its peak in the Neuromuscular training should be optimised during this phase late twenties Skeletal maturation continues in males and females Connective tissues are still strengthening Progressive overloading in training should be continued By age 17, girls generally have reached adult Proportionally, girls gain more weight than boys during Aerobic training for girls to be optimised. Coaches should be aware how to deal proportions, whereas boys do not generally reach such this phase with weight gain and effect on figure proportions until several years later Players are approaching full physical maturation Increased number and duration of games. Players should learn how to compete including all technical, tactical and ancillary components

FROM GRASSROOTS TO PROTEAS 27 Stage 6: Train to Win – Ages 18+ structure and activities are not only confined females and 19+ males to cricket skills. Comprehensive life skills training modules are incorporated into By the time the players reach this stage the player’s development programme that they should have most of the capacities provides adequate access to the very best in in place necessary to perform at a high Sport Science and Medical services as well as level of competition. The focus now shifts crucial technical equipment. The intent is to to team dynamics and the maintenance optimise the full potential of the individual of the physical attributes appropriate to a and develop the complete person to cricketer’s skill requirements as well as further produce a holistic professional international development of match specific skills. cricketer.

Identified, talented cricketers are prepared This is the final learning stage in the process to meet the physical, technical and mental to develop a seamless pipeline that the demands and requirements of the game at talented cricketers move through on their senior provincial, franchise and international continual learning and improvement path level. The main aim is to assist the potential to the Proteas. The focus is squarely on self- stars to make the transition from junior to coaching and an ‘understanding of self’, and senior cricket, from amateur to professional. getting the players to accept that “winning is the science of being totally prepared” The selected players undergo intensive (recommended ratio of 25%-30% training to training in all aspects of the game and the 75%-70%competition).

Mental and Cognitive Development

Basic Characteristics General Impact on Performance Implications for the Coach The brain matures about 19-20 years of age. Athletes are capable of: › Establish competition and performance as the major Self-analysis objective. Correcting skills Refining skills Conceptualising all facets of their sport. Information processing skills are well developed. › Implement principles of adult learning. The athlete can visualise verbal instructions. › Adults learn through experiencing activities. Athletes are able to understand and Rules and structure have to be clearly defined and fair. › Athletes need to be involved in: accept the need for rules, › Decision-making processes regulations and structure. › Planning of team or group activities.

28 LONG-TERM PARTICIPANT DEVELOPMENT PROGRAMME Emotional development

Basic Characteristics General Impact on Performance Implications for the Coach Athletes have a need to be self-directed and independent. Athletes are ready to assume responsibility and accept the › Emphasise goal-setting to provide direction and purpose to the athlete’s consequences of their actions. overall programme. Self-actualisation and self-expression are important. › Treat athletes as adults and with respect. › Remember that the coach’s direction and structure remain important. Major decisions on career, education and lifestyle are priority at Major changes in interest, hobbies and physical activities › Encourage professional guidance for off-season and educational some point in this stage. occur. pursuits. Interactions with the opposite sex continue to be a strong › Provide athletes with opportunities for independent social interaction. priority. They want to develop long-term relationships.

Physical Development

Basic Characteristics General Impact on Performance Implications for the coach Physiologically the body reaches maturity during this phase Capable of full range of physiological stimulation Most advanced physical training techniques and programmes to maximise adaptation and minimise injuries Final skeletal maturation occurs at age 19-20 for females and Muscles fully mature and capable of large strength gains Coaches should ensure that all muscle groups and body approximately 3 years later for males. alignments are well balanced and complemented by optimum flexibility ranges Performance capabilities and limitations Limitations are determined by adaptation of the individual State of the art testing and monitoring programmes to be used. Overtraining and overstress should be carefully monitored. Regular appropriate medical monitoring should be conducted, with additional blood tests for female players to prevent iron deficiency.

FROM GRASSROOTS TO PROTEAS 29 Stage 7: Active for Life – Enter at any age is all about getting former players involved in the cricketing fraternity and structures in Active for life describes the transition from various other capacities, and recruiting them competitive sport to lifelong physical activity, to either become coaches, umpires, match and this is based on the individual’s desire. officials or administrators.

Any sport system should Active for life may thus either involve retired encourage participants cricketers moving from competitive sport to: to move from one › recreational activities such as running, sport to another swimming, hiking, cycling, golf, etc.; or with ease, and from › a new cricket-related career in coaching, one aspect of sport to umpiring, administration or media work. another upon retiring from competition. However, the key to retaining participants In cricket’s in a sport after they leave the competitive case, it stream, is a positive experience in that sport and this is why it is essential for CSA to offer a clear pathway from grassroots to the Proteas.

30 LONG-TERM PARTICIPANT DEVELOPMENT PROGRAMME STRATEGIC INITIATIVES building capacity and creating opportunities Pillar 2 – Development: to unleash cricket talent in pursuit of The concept of LTPD was already introduced excellence › Make cricket accessible to all to our cricket structures in 2005. As part of › Ongoing skills development through the Coaches Academy review process, the The Five Pillars of our Strategy comprehensive training programmes basic principles of LTPD were included in for our players, officials and all CSA coach education material and have › Excellence employees formed the foundation of our coaching › Development › Ensure results-driven programmes philosophy. › Transformation › Retain players at all amateur levels with › Sustainability emphasis on club cricket The guidelines for the development of › Marketing › Create centres of excellence to link schools cricket in South Africa are contained in and club cricket the CSA Strategic Plan and in particular For the purpose of this document, we › Provide a clear path from grassroots to determined by the framework titled “the highlight only the first three pillars and the Proteas Presidential Plan for Amateur Cricket”. key focus areas of the CSA strategy: › A holistic coaching programme The strategic plan is the product of the › Uniform development programme Annual CSA Conference and is presented Pillar 1 – Excellence: throughout the country to Affiliates/Associates and ALL other › Capacity building and create windows of stakeholders during a national roadshow › Winning teams opportunity conducted by the CEO, while the › Become world leaders in scientific and Presidential Plan for Cricket Development sports research Pillar 3 – Transformation: ‘blueprint’ is the direct result of numerous › Effective governance and efficient stakeholder seminars and workshops, administration › Strive to make cricket a truly national approved by the CSA Member’s Forum. › Capacity-building and skills sport development through High Performance › Ensure unified transformation messages Programme › Leave a lasting legacy through sustainable CSA STRATEGIC PLAN – 2011 › Strength vs. strength domestic initiatives TO 2015 competitions › Establish continual monitoring processes › Elite youth programmes and schools of to ensure transformation at all levels of Vision excellence cricket › Right people in the right jobs › Special focus on advancement of Black Cricket South Africa aims to make cricket a › Ensure professional/world class event Africans truly national sport of winners played and management › Improve transformation in the umpiring supported by the majority of South Africans, › Inculcate a culture of delivery sector

FROM GRASSROOTS TO PROTEAS 31 › Use all available human and material Focus Area No. 2: THE CRICKET PIPELINE resources in our pursuit of excellence › Ensure equity in employment and procurement of services National Team Key Focus Areas of the Operation: High Performance Focus Area No. 1: THE NATIONAL TEAMS Programme

› Define and maintain a winning Franchise formula (EQ) › Inculcate a culture of responsibility and consistent professionalism › Cultivate an understanding of the Provincial Cricket and Academy business of cricket › Enhance and maintain strong and effective stakeholder relations Clubs, Tertiary and Schools › Promote Protea brand and Proteas › Commitment to pursue excellence › Take pride in representing South Africa KFC Mini-Cricket and recognize strength in diversity › Establish an ethos of playing with Pride, Passion, Professionalism and Patriotism › Develop uniformity in cricket › Promote mass participation › Create opportunities by serving as a › Provide skills development and identify breeding ground for talent potential talent › Ensure capacity building for cricket › Ensure retention of players and players, management, administration and administrators facilities › Establish partnerships with public and private stakeholders

32 LONG-TERM PARTICIPANT DEVELOPMENT PROGRAMME CRICKET SOUTH AFRICA STRUCTURES

CEO

Cricket Business Cricket Pipeline

Brand and Commercial Cricket Operations Senior Cricket Coaching Education Corporate Relations

Finance Human Resources Schools Cricket Franchise and HPC National Teams

Ages 6 – 9 Ages 9–13 Ages13 – 16 Ages 15 – 23 Ages 18+

Fundamentals Learn to Train Train to Train Train to Compete Train to Win Active for Life

Coach Education

Mini Cricket Youth and Schools Cricket

Senior Cricket

Cricket Operations

Franchise and HP

National Teams

FROM GRASSROOTS TO PROTEAS 33 COACH EDUCATION AND DEVELOPMENT

You need qualified coaches if you are serious the training, qualification and certification of Academy has identified the following about producing talented cricketers, and to cricket coaches in South Africa. coaching roles and responsibilities, as well this end, CSA aims to coach the coaches to as skills required by coaches, for each of ensure they are suitably equipped to mentor The LTPD concept as per the Canadian the stages of the player development. The the stars of tomorrow. Sport for Life and ECB Model was curriculum at each of the course levels introduced into the CSA Coach Education has been adapted accordingly to produce The CSA Coaches Academy framework Programmes in 2005 and underpins the competent and efficient coaches for the contains the guidelines, recommendations overall educational programme. In line system. and standards that coordinate and control with the principles of LTPD, the Coaches

Stage Roles and responsibilities Skills (Coach) › Teaching the ABC’s: Agility, Balance, Co-ordination and Speed; › Understand growth, learning and development issues for youngsters at this stage; › Encouraging the children to move to the next stage with general › Communication with the youngsters and their parents; athletic skills › Organisation/planning using imaginative thinking; › Ensuring an atmosphere of Fun, Participation and Activity; › Promoting a passion and an early love for the game.

(Ages 6-9 (Ages › Early patterning of cricket skills: Striking, Catching, Throwing and Boys and Girls) Boys FUNDAMENTALS Bowling; › Expand on the run / jump / throws of athletics and gymnastics. › Introduction of general physical conditioning; › Understand growth, learning and development issues for youngsters at this stage; › Ensuring positive attitudes on and off the pitch; › Knowledge of how to train the physical attributes trainable during this stage; › Introduction to more cricket specific skills and making sure the › Sessional planning as part of a broader training programme; children move to the next stage with appropriate competencies; › Understanding key body “patterns” required for cricket skills; › Monitoring of individual players “growth spurts” › Communication with the youngsters and their parents (Ages 9-13 (Ages Boys and Girls) Boys LEARN TO TRAIN LEARN TO › Respect for the “SPIRIT OF CRICKET”; enhancing the history and traditions of the game. › Extend the emphasis on physical conditioning; › Understand the growth, learning and development issues for youngsters at this stage; › Monitoring “growth spurts” › Clear knowledge of how to train the key physical attributes during this stage; › Assess and develop the appropriate skills; › Annual, seasonal and session to session programming; › Identify the needs for 20/20, 1-day and other formats; › Detailed knowledge of technical and tactical cricket issues. › Introduce technical / tactical skills;

TRAIN TO TRAIN TRAIN TO ›  Ages 13-16 Boys)

(Ages 13-15 Girls, 13-15 Girls, (Ages Ensure players move to next stage with appropriate competencies; › Promote “Winning Mind” concepts.

34 LONG-TERM PARTICIPANT DEVELOPMENT PROGRAMME Stage Roles and responsibilities Skills (Coach) › Introduce personally tailored technical, tactical and physical › Understand the growth, learning and development issues for youngsters at this stage; programmes; › Detailed knowledge of how to train physical attributes appropriate to this stage; › Mentoring and guidance; › Annual, seasonal and session to session programming; › More advanced “Winning Mind” mindsets; › Detailed knowledge of ALL technical, tactical, mental and associated › Further development of specialist cricket skills in 20/20, 1-day and specialist cricket related issues. other formats of the game; › Ensuring that performers move into next stage with appropriate competencies › High intensity individual and sport specific training; includes all year round activities; › Proficient individuals now learn to perform skills under a variety of competitive conditions during training; TRAIN TO COMPETE TRAIN TO Ages 16-23 ­­ ± Male) › Special emphasis placed on optimum preparation; training and competition; (Ages 15-21± Female, 15-21± Female, (Ages › Fitness and Recovery programmes; › Psychological preparation; › Technical (skill) development; › ALL ARE INDIVIDUALLY TAILORED TO A GREATER DEGREE IN THIS PHASE › Emphasis on individual preparation addresses EACH athlete’s strengths and weaknesses › Maintenance of ALL physical capacities; › Annual, seasonal and session to session programming; › More advanced “Winning Mind” mindsets; › Applying detailed knowledge of ALL appropriate technical, › Further development of specialist cricket skills in 1 day, 20/20 and tactical, mental and associated cricket issues in order to SUCCEED at all other formats of cricket; the highest level. › THE TEAM; focus on integration and group dynamics. › Mentoring and guidance;

TRAIN TO WIN TRAIN TO › ALL of the athlete’s physical, technical, tactical, mental and ancillary capacities are now fully established; Ages 19+ Male)

(Ages 18 + Female, 18 + Female, (Ages › Focus of the training shifts to the optimisation of performance; the athletes prepare to “peak” for major competitions; › Frequent breaks are scheduled and planned to prevent athlete “overload” or “burnout”.

FROM GRASSROOTS TO PROTEAS 35 CSA COACHES ACADEMY Orientation Course (Preparatory Phase) certificate should be able to coach any school or junior club side with confidence. The Coaches Academy is managed by the The objective of this course is to introduce The course covers all aspects of coaching and Manager: Coaching, Cricket South Africa in aspirant coaches to the hard-ball version various teaching methods, as well as practice consultation with the respective provincial of the game and prepare potential Level I organisation and planning. affiliates, and aims to: candidates. Topics include the most basic laws and terminology of cricket, the pitch Level III (Advanced Skills Coach) › Keep abreast with the latest measurements and technical dimensions, technical developments taking place basic playing skills, etc. No evaluation or Experienced and suitably qualified Level II in other cricketing countries in order examination is necessary – candidates receive coaches (revised 2005 course) are nominated to update South Africa’s coaching an attendance certificate only – and the only annually by their respective Affiliates and system; requirement is that a candidate must be at need to be at least 25 years of age to attend › Monitor the criteria of the various least 16 years of age to attend this course. this particular course. coaching levels in order to maintain uniformity; Level I (Basic Skills Coach) The CSA Coaching Department reserves › Broaden the base by coaching new the right to invite or select individuals at coaches; The Level I course is designed to enable its discretion to enable such candidates to › Supply quality coaches to the system. successful candidates to coach Basic become competent senior club, provincial Cricket Skills and to organise an effective youth and academy coaches. The course The main objective of the Coaches Academy practice/training session for junior cricketers. covers technical/tactical aspects of the game is to coordinate and control the training, Candidates must be at least 18 years of age, and includes more advanced topics and qualification and certification of cricket have a sound understanding of the game principles of sport science and medicine. coaches and the Academy offers the and have either attended the Orientation Emphasis is also placed on skill assessment following coaching courses: Course or be in possession of a previous (pre- methods to assist the coach with individual 2005) Level I certificate. technique analysis, error detection and fault Mini Cricket (Fundamental Phase) correction. Level II (Intermediate Skills Coach) This certificate enables coaches/teachers to Level IV (High Performance Cricket) coach Mini Cricket, the simplest form of the A candidate must be 21 years of age to game, to children under the age of 10 years. register for this course and either have held a This is the highest cricket coaching This is regarded as the introductory level for revised Level I certificate (revised 2005) for at qualification currently obtainable in South both coaches and players and coaches need least 12 months or be a previously qualified Africa and is mainly for professional, career not necessarily have any previous cricketing Level II Coach. This serves as an entry level coaches working within the national experience. for first-class cricketers and a holder of this and domestic professional structures.

36 LONG-TERM PARTICIPANT DEVELOPMENT PROGRAMME Attendance is by CSA invitation only. The The aim of the Presidential Plan is three-fold: › Regional Training emphasis and focus is mainly on team › Provincial Squad Preparation and individual game plans, analysing › Provide clear pathways towards excellence the opposition and different conditions, › Retain players at all levels and promote Club & Tertiary Cricket: strategic planning and management, cricket as a sport of choice › Minimum criteria for a Premier League sports law and the use of technology. › Uniform structures and programmes Club Successful candidates will be qualified to to promote talented players from mass › Use of Level II Coach undertake cricket coaching at its highest participation to elite programmes. › Promotion League possible level. › Feeder system in place (junior teams) Conference Resolutions › Provide a service as Central Place Cricket Centres/Centres of Excellence CLUBS AND CLUB › Standard programmes countrywide › National Club Championship DEVELOPMENT › Minimum activities › Minimum human resources and salaries Provincial Cricket: Club structures that provide both training › CSA to monitor implementation of › Training and conditioning programmes and playing opportunities for all age-groups programme › Three-day and limited-overs are well-established across South Africa. The › Cash injection of R500 000 per affiliate to competitions respective provincial affiliates/associates ensure implementation › Province to have at least four women’s are responsible for the administration of › Non-adherence to minimum standards league teams to qualify for provincial club affairs at local and regional level as per will result in reduction of funding competition. the guidelines and minimum requirements › Women Provincial & Super 4 contained in the Presidential Plan for Minimum Activities Competitions Amateur Cricket. › Rural Competition & Weeks KFC Mini Cricket: › Schools’ League CSA is excited about what the future THE CSA PRESIDENTIAL › 3 Zonal Festivals holds for cricket development in South PLAN › 2 Regional Festivals Africa, following the revival of the › 1 Provincial Festival Presidential Plan. There is a sustained Cricket South Africa is serious about cricket › 1 Provincial Seminar cricket development pipeline in place with development. The blue print for taking key activities aimed at getting the nation cricket forward and making it a truly national Schools’ Programmes: to play more cricket, and play it well. CSA sport of winners, is the Presidential Plan, › Schools’ Leagues encourages all stakeholders at every level which CSA revived following the inaugural › Regional Matches of the game to do something today to CSA Annual Conference in August 2009. › Schools Leagues for Girls’ cricket shape TOMORROW!

FROM GRASSROOTS TO PROTEAS 37 LTPD AND WOMEN’S CRICKET › Compile and monitor current player › Highveld – Limpopo, Mpumalanga, numbers; Gauteng, Easterns, Northerns Although CSA acknowledges that girls › Determine and outline playing structures generally mature earlier than boys, parallel and competitions; The Super 4 regional coaches are responsible structures are in place for girls and boys › Provincial visits to identify strengths and for the following: in the various age-groups and provision weaknesses and make recommendations is clearly made for the development of for remedial action; › provide administrative support to the girls’/women’s cricket in the Presidential › Identify key people across the country National Coach and team in all areas of Plan for Amateur Cricket. However, the and to include all stakeholders, namely: the players’ progress, both on and off the girls’ structure is still in its infancy and Schools, Clubs, Tertiary and Provincial field. the feeder system for senior women’s structures in order to promote females in › arrange regional training camps within cricket is still in the process of being fully cricket. the demarcated Super 4 regions. developed. › Identify and nominate players who High Performance regional coaches have could be considered for selection for the been appointed to work in consultation national training squad. CSA WOMEN’S CRICKET with other coaches to monitor athlete › report on the training programmes DEVELOPMENT PLAN development from grassroots to the National (fitness and conditioning) of players and team, and to conduct training sessions at monitor their progress and performance To optimise women’s cricket provincial level for selected players. in the respective competitions (clubs, development in SA, Cricket SA has regional, IPT’s, Super 4, etc.). decided to split the administration These regional coaches are also responsible › provide guidance to the coaches within of Women’s Cricket in two parts i.e. for selecting the squads to represent the the respective Affiliates and Associates Development and High Performance. It respective regions during the Super 4’s on the Women’s Talent Acceleration has assigned separate but appropriate competition. Programme. management structures while at the › together with the respective coaches of same time creating working and planning The regional Super 4’s takes place twice the regional/Super 4 constituents, finalise documents for both legs, including Key per season and the following regions take the respective regional training squads. Performance Indicators (KPI’s) for both the part: › each regional coach is assigned to profiles. matches in the Super 4 regional › West Coast – Boland, Western Province competition to observe and report on the The Development working committee will › East Coast – Eastern Province, South available talent. administer the development of women’s Western Districts, Border and Kei › to always work in consultation with the cricket and the various roles will include the › Central – Kwa-Zulu Natal, KZN Inland, Free relevant amateur managers and coaching following: State, Griquas, North West forums in their regions.

38 LONG-TERM PARTICIPANT DEVELOPMENT PROGRAMME › ensure that all players within the Regional manuals are developed and provided by › Members are carefully selected taking Squads observe the work ethos and the national office, in association with the cognisance of their medium- to long-term adhere to the recommendations for their International governing body, the ICC and future, and levels of commitment. personal improvements, both on and off other member countries. › Select Tournaments – umpires are closely the field. monitored at these weeks to identify Umpire Training and Development those that have the potential for higher The National Training Squad consists of: honours. 12 umpires are selected to gain › There are 15 Umpiring Associations in entry into the Premier Select Tournament. › 20 players selected from the provincial our country. All are administered by › Premier Select Tournament – umpires and Super 4 competitions elected officials serving in honorary identified here are invited to write the › These players are prepared for capacities. National Examinations and are then international participation through: › Recruitment drives take place at local level in line for appointment to CSA U19 I. Skills specific training camps – batting, via schools, clubs and the media. Competitions. bowling, fielding and wicket-keeping › Former first-class players are prime › Of our current 26 members on the II. Fitness and conditioning programmes targets. National and Emerging Panel, 21 of them III. Medical screening and evaluations › Each region is responsible for its own officiated in the finals of the Premier Select IV. Nutritional guidance training and education programme. Tournament. V. Life skills training Training resources are provided and financed by CSA. Support Systems The National Team participates in Bi- Lateral series and ICC World Events such as Practical Development The National office provides the necessary the Women’s Cricket World Cup and T20 support to the regions and coordinates Championship. Qualification for these global › Umpires officiate in the local leagues. national conferences for all the match events is based on international rankings and › Exchange programmes with a number of officials – Umpires, Match Referees, inter-continental qualification tournaments. other Full Member countries. Groundsmen and Scorers. › Performances are monitored for nomination and appointment to junior Administrative Resources OFFICIALS’ EDUCATION AND national tournaments. DEVELOPMENT › Based on their performances at the junior CSA is responsible for the standardisation of tournaments, umpires are eligible for procedures and all guidelines and regulations Similarly to the club structures, the respective promotion to the select tournaments. relating to match reports, playing conditions, umpire/scorer associations take responsibility › Select Tournaments – CSA makes the assessment methods and evaluation for the development and training of match selection from the pool of umpires that of officials, TV footage for training and officials. Appropriate resource material and have excelled at junior level. evaluation and all disciplinary procedures.

FROM GRASSROOTS TO PROTEAS 39 Human Resources Impaired) are responsible for the As an administrative body concerned with development of their own disciplines within sport in school, SASC aims, through sport, The following positions and staff structure the disability sphere. CSA provides financial to educate the child to appreciate the provides the necessary operational support: and other assistance with the staging values of honesty, courtesy, consideration of provincial and international events or for others and self-discipline. These values › Manager: Cricket Operations competitions are to supplement the qualities developed › Cricket Operations Officer by dedication required to succeed in a › Cricket Operations Administrator competitive environment in which skills, › Match Referees CODES OF CONDUCT: perseverance and concentration are › National Panel Umpires GUIDELINES FOR paramount. › Emerging Panel Umpires CRICKETERS, PARENTS, › CSA Statistician TEACHERS, COACHES AND Players are subject to school rules and › CSA Groundsmen Consultant OFFICIALS to the rules laid down by the different tournaments and leagues. All those Trials and New Initiatives An appropriate ‘Code of Conduct’ has been attending SASC tournaments, whether they formulated by the governing South African are Administrators, Managers, Coaches, The following initiatives have been Schools Committee. Umpires, Parents, Spectators or the Media, introduced recently in an attempt to further are expected to conduct themselves in a improve the overall standard of umpiring in The General Guidelines for Good Conduct responsible manner and to remember that the country: define the behavior expected of schools the tournaments have been arranged for administrators, managers, coaches, umpires, the enjoyment and development of the › Skills transfer programme – senior umpires parents, spectators and even the media. children. officiating with junior members. In terms of this code, discrimination or › Greater interaction by panel umpires at prejudice in respect of race, religion or The General Guidelines for Good Conduct seminars. gender is not tolerated in any circumstance. define the behaviour expected of all the › Match referees now form part of the above groups. Discrimination or prejudice umpire selection panel. SOUTH AFRICA SCHOOLS CRICKET in respect of race, religion or gender is unacceptable in all circumstances. Preamble: LTPD FOR DIFFERENTLY- The General Guidelines for Good Conduct Players ABLED CRICKETERS are intended to establish a code of behaviour › Play according to the Laws of the Game, that will honour and preserve the Etiquette the SASC Cricket Board Code of Conduct The respective associations/organising and Values enshrined in the game of cricket at Cricket Tournaments, and the rules of bodies (Blind, Deaf and Intellectually and in the concept of Sportsmanship. tournaments or local leagues.

40 LONG-TERM PARTICIPANT DEVELOPMENT PROGRAMME › Apply fair play and be a good sport. Do › Do not abuse equipment or facilities, and administrators, officials, umpires, ground not claim unfair catches, be prepared to be prepared to assist with the covering / staff etc. and encourage your children to walk if you know you hit the ball and a fair uncovering of the pitches etc. do the same. catch was made, refrain from excessive › Co-operate with the decisions of your › Ensure that your conduct at the side of the or ridiculous appeals, acknowledge the coach and captain. field is in accord with the etiquette and good play of others, both by your team › Play for the fun of it, not just to please the spirit of the game. Your children are mates and by the opposition; do not parents and coaches. required to abide by the laws of the game indulge in over-exuberant celebration in › Take the opportunity to make new friends and to exhibit appropriate behaviour. any way. and acquaintances. Respect all players, Support them in their efforts and do not › When given out by an umpire, do not regardless of race, creed, gender or ability. let them down. linger on the field or demonstrate your dissatisfaction in any way. Parents Teachers/Coaches › Control your temper. Violence or verbal › Remember that children are playing sport › Encourage children to develop a variety abuse towards officials or other players is for their enjoyment and advancement, not of skills, e.g. ensure that bowlers have unacceptable. yours. an opportunity to bat during practice. › Deliberately taking unfair advantage of, › Encourage your children to play to the Teach the full range of shots, bowling distracting or provoking an opponent is rules and in accord with the etiquette of deliveries and fielding skills to every player. unacceptable. the game. Remember that emerging players may › Do not protest or argue with an official. › Do not shout at or ridicule a child for develop different strengths at different Your captain, coach or manager may making a mistake or for losing a match. stages of their development. query/discuss the matter with the official › Set a good example and acknowledge › Give all children the opportunity to during an appropriate break or after the good play from all teams. Your child learns practice. Avoid over-playing the talented game. from your example. players and the early developers at the › Put the interests of the team before your › Respect all players, administrators and expense of others e.g. do not restrict all own. officials with whom your children may the batting opportunities to your top › Do not be arrogant in victory, or surly participate regardless of race, creed or order. in defeat. Be gracious towards your gender. › Encourage players to think for themselves opponent, whatever occurs. › Support all efforts by administrators and and to express their individual talents. › Disciplined behaviour is required, both on officials to eradicate verbal and physical Allow them to consider strategy and to and off the field of play. abuse from sporting activities. make decisions. Instil in your captain the › Adhere to the required dress code › Respect the decisions of officials and required knowledge and give him/her and ensure your clothes and encourage your children to do the same. freedom to decide. equipment are clean when you begin a › Show appreciation for the time › Protect young fast bowlers from injury by game. and effort of the teachers, coaches, concentrating on correct technique and

FROM GRASSROOTS TO PROTEAS 41 not over-bowling them in practices and Administrators/Officials › Be sensitive to the damage that can be matches (refer to the SPOT programme › Give all children equal opportunity to caused to immature and inexperienced and recommended bowling guidelines). participate. youngsters by the media attention. › Encourage children to develop skills in a › Avoid self-interest or political agendas. › Focus upon honest effort. Do not place variety of sports. Your role is to provide opportunities for unfair expectations upon children. › Remember that children practice the children. › Be sensitive to the difficulties experienced for pleasure. Try to make enjoyment › Where possible involve young people in by voluntary organisers and officials. the priority for each practice session, planning, leadership and decision making. › Ask permission of coaches/parents/ emphasising appropriate sporting › Ensure that laws, rules, equipment, length officials before interviewing children. behaviour. of game, training schedules, rewards etc. › Never abuse a child, physically or verbally, suit the age, ability and maturity levels of CRICKET COACHES IN SOUTH AFRICA for making a mistake or losing. participants. › Be reasonable in your demands on › Emphasise enjoyment and fair play rather Preamble young players’ time, energy and than winning at all cost. The role of the successful coach within the enthusiasm. › Establish disciplinary structures and game of cricket combines the functions of › Teach your players the laws of the procedures. educator, mentor, role model, professional game as well as an appreciation of the › Be conscientious, objective and courteous and employee. As such it is inherently rich in history, the etiquette and the spirit of when making decisions. Condemn ethical values such as trust and respect, and the game. unsporting behaviour and promote in character-building potential. Since a sport › Develop in our players respect for the respect for all participants. like cricket is also a significant player in the ability of others and the decisions of › Keep up to date with the laws and trends wider South African society, the role of the officials. in the game, as well as knowledge of the coach must also be seen in the context of › The safety of the children in your care growth and development of children. the needs of that wider society. is of paramount importance. Ensure › Set the example. Your conduct and your that equipment and facilities are safe. comments should be exemplary. The primary ethical responsibilities of Be sensitive to the dangers that could › Plan well ahead. Involve all role players. cricket coaches are to give of their best at result if players are mis-matched. Strive for maximum efficiency. all times in order to foster the long-term Maintain a disciplined atmosphere at all success of their teams and their individual times. Media members; to strive for the highest standards › Heed the advice of qualified physicians › Provide coverage of school sport. of service to the bodies that employ them; with regards to injured players. › Be aware of the differences between sport to promote the best interests of cricket, › Keep up to date with latest coaching at school level and the professional game. including the supporters of the game, its techniques and the principles of growth › Refrain from highlighting isolated traditions and its values; to provide value and development of children. incidents of inappropriate behaviour. for the sponsors and for the media, and in

42 LONG-TERM PARTICIPANT DEVELOPMENT PROGRAMME general to benefit society by the quality effort and active concern for the 3. Conduct towards employers of their professionalism as coaches and well-being and legitimate interests › Render the best service to employers their commitment to the cardinal sporting of the team and others, including at all times, with loyalty, diligence, principles of fairness and excellence at opponents. effective communication and this time of fundamental change in South › Be an example of integrity, reliability. African society. dedication, loyalty and service to the › Understand and meet all contractual team. obligations. Core ethical values › Avoid all conflicts of interest. This Code is based on the core ethical 2. Ethical conduct towards the team and its values that are the foundation of true members 4. Conduct towards parents for school- and lasting success for all human activity: › Develop a deep, sensitive and based coaches active concern for the well-being of respectful understanding of every › Inform parents about this Code others expressing itself in generosity player as a unique individual, seeing and about your expectations of the of spirit and action; truthfulness and each one as a whole person and not players. integrity; respect; fairness; responsibility, just as a cricketer. › Ensure that parents understand what is freedom and effort. › Foster the sporting and lifestyle skills required of the players in terms of both and development of each player. cricketing performance and sporting To these must be added the ethical values › Understand, respect and accommodate values on and off the field. of sport in general and cricket in particular: cultural diversity and differences of › Show appreciation for the support fair play, loyalty, team spirit, friendship, belief. given by parents to the game. honourable competitiveness, respect › Treat each player fairly and equally, › Make it possible for parents to contact for the laws of the game and its officials, shunning all forms of favouritism and you to discuss problems and possible fitness and enjoyment, plus the shunning all unfair discrimination on the basis grievances. of all that is mean, dishonourable or of race, ethnicity, belief, language and vicious. sexual orientation. 5. Serving the cricket-supporting public, › Insist on the highest ethical standards the sponsors and the media 1. Ethical action principles for cricket of play, preparation and conduct. › Recognize the dependence of the coaches themselves › At all times avoid abusive language or game of cricket on its supporting › Strive for excellence and self- behaviour, substance abuse and sexual public, its sponsors and the media, improvement in all aspects of impropriety. and value their role in maintaining coaching. › Be concerned for the safety and health the game on a sound financial and › Practice the core values of integrity, of the players, paying special attention administrative basis. truthfulness, trustworthiness, to the needs of injured and sick › Strive to provide the game’s supporters respect, responsibility, self-discipline, players. with enjoyment through the quality

FROM GRASSROOTS TO PROTEAS 43 of the team’s performances both as must overcome the injustices of the 7. Serving the values and interests of the cricketers and as honourable human past, as a way of fostering the values of game of cricket beings. fairness, inclusivity, transparency and › Understand and promote the › Develop a relationship of trust and good faith, and as a way of building pivotal role of fair play, respect helpfulness towards members of the character. for cultural diversity, team-work media. › Understand also that in a and honourable competitiveness › Provide value in terms of both democracy sport is an expression in making cricket the great cricketing performance and conduct of every citizen’s right to freedom international game it is. for the sponsors. of association, and that freedom › Carry out the vital role of cricket carries with it the responsibility to coach in ways that protect and 6. Serving South African society use it on ways that promote justice, strengthen the values and best › Understand and appreciate the equality of opportunity and the interests of the game and all who importance of sport in South African recognition and due rewarding of are involved in it. society, at this time when the country merit.

44 LONG-TERM PARTICIPANT DEVELOPMENT PROGRAMME ACKNOWLEDGEMENTS

On behalf of Cricket South Africa, workshops and providing all the essential REFERENCES I would like to express sincere thanks departmental-specific information. and appreciation to SRSA and SASCOC, Similarly, special mention too must go to 1. SA Sport for Life (SAS4L) – Resource in particular Ms Desiree Vardhan and her the members of the CSA coach education Paper team, as well as Istvan Balyi (Canadian LTPD review panel, Harry Shapiro and Paul 2. Long Term Athlete Development: Consultant) for their enthusiastic guidance, Phillipson, for their contributions, assistance Canadian Sport For Life advice and leadership in the development and continued support. 3. England & Wales Cricket Board (ECB) of this document. LTAD Model And finally to my Personal Assistant, Marli 4. Long Term Athlete Development: A I would also like to thank and acknowledge van Schalkwyk for her commitment and consultation document for Hockey – Monja Muller and Lindsey Parry of the Sport tremendous support throughout the England Hockey Development Science and Medical Unit (SSMU) at the project. She has played a significant role in University of Pretoria’s High Performance the process and her input in drafting and Centre. Their input and assistance was processing the text has been phenomenal. invaluable and is greatly appreciated.

A vote of gratitude and indebtedness to Niels Momberg, Max Jordaan and Mike Gajjar, CSA Heads of Departments Anton Ferreira for serving on the LTPD working group, Manager: Coaching and LTPD Project Leader attending the numerous, lengthy November 2011

FROM GRASSROOTS TO PROTEAS 45