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LTAD Pgs1-19:Layout 1 Contributors Tennis Canada would like to acknowledge the efforts of a number of individuals across Canada who contributed in various ways to the development of this critical document. LTAD Steering Committee Members Louis Borfiga, Vice-President. High Performance Athlete Development Debbie Kirkwood, Director, High Performance Andre Labelle, U12 National Coach Ari Novick, Director, Coaching Development Julie Staples, Director, Community Development Andre Parent, National Fitness Coach Colin Higgs, Sport Canada LTAD Expert Work Group Severine Tamborero, National Wheelchair Coach Carolyn Trono, LTAD Writer Charles Cardinall, Sport Canada LTAD Expert Work Group Stage 1, 2 – Active Start and FUNdamentals Stage 5, 6, 7 – Learning to Perform, Learning to be a Wheelchair Tennis Sub-Committee Sub-Committee Chair – Ari Novick Professional, Living as a Professional Sub-Committee Chair – Severine Tamborero Richard Crowell Sub-Committee Chair – Louis Borfiga Uros Budimac Wayne Elderton Sylvain Bruneau Duncan Campbell Conrad Pineau Cesar Castaneda Wayne Elderton Kartik Vyas Guillaume Marx Alain Mansuela Robbie Menard Nick Parkin Stage 3 – Developing Jocelyn Robichaud Janet Petras Sub-Committee Chair – Andre Labelle Executive, Technical and Senior Regional Directors Simon Bartram Jim Boyce – Ontario Tennis Association Peter Cameron Stage 8 – Tennis for Life Darryl Szafranski – Tennis Alberta Daniel Cloutier Sub-Committee Chair – Julie Staples Ryan Clark – Tennis BC Christine Picher Robert Bettauer Rick Bochinski – Tennis Manitoba Jeff Carmichael Stage 4 – Consolidating Mark Thibault – Tennis New Brunswick Lisa Kikulis Sub-Committee Chair – Debbie Kirkwood Roger Keating – Tennis Nova Scotia Richard McInnis Ben Armstrong Ryan Maarschalk – Tennis NFLD Andrew Nisker Bob Brett Mike Connolly – Tennis PEI John Payne Roberto Brogin Rufus Nel, Senior Director Prairie Tennis Alliance Danielle Smith Cesar Castandea J. F. Manibal – Federation Quebecoise de Tennis Irwin Tobias Guillaume Marx Rory Park – Tennis Saskatchewan Luke O’Loughlin The steering committee would also like to thank the following individuals for their contribution to the development of the model. Tennis Development Board Committee Tony Eames, Chair of the Board Jack Graham Roger Martin Deborah Orange Martin Wostenholme Andrée Martin Michael Downey, President and CEO Hatem McDadi, Vice-President Tennis Development Keith Rissling Other contributors: Dr. David Cox, National Team Psychologist, 2 Foreword Many elements need to be in place to achieve ongoing propriate modified balls, racquet and court sizes with a goal to play, serve, rally and success on the national and international tennis stages. score in no time. At the grassroots level, the strategy of developing multi-sectoral These elements help maximize the contribution that the partnerships to ensure tennis is meeting and addressing community needs has also sport of tennis can make to improve the health and proved to be a successful and cutting edge approach to grow the game. well-being of Canadian society. This model is a direct outcome of years of work and collaboration with staff, partners, The Long Term Athlete Development (LTAD) model has community leaders and volunteers. Best national/international practices and research been developed to ensure Canadians have a clear un- were used to develop this model. Special thanks to our staff, board, provincial tennis derstanding of the eight stages of development and in- association partners, LTAD steering committee members, sponsors, donors, volun- formation on the key components of the tennis sport teers, community champions, supporters, players and all those who contributed to system. These facets are seamlessly integrated into building this very important model – many recognized in the acknowledgment section. the model to help achieve the above objectives. Ten- Special thanks are in order to Debbie Kirkwood for her superb work as project leader nis is also a sport that can be played at all levels successfully by people with a phys- on behalf of Tennis Canada. ical disability, thus material relating to the wheelchair tennis game has been integrated throughout the model. Your ongoing support and contribution inspires us as we collectively build a world- class system. Delivering well-thought out, effective programs that are adaptable to The timing to collectively build this framework could not have been better. Tennis in the diversity within Canadian communities will increase the odds of producing future Canada is thriving. Tennis participationwas up 22% between 2002-2007 with ap- Grand Slam champions and ensuring Canadians enjoy tennis for life. The conditions proximately 1.85 million participants playing regularly in season. National, provin- are ripe to achieve our vision of being a leading sport and recreational activity na- cial, community and club leaders have partnered to build long term strategic plans and tionally and to consistently rank among the world’s top tennis nations. the level of cooperation among these leaders has reached historic highs, with a clear understanding of the roles and responsibilities. The high performance and commu- nity programs have been rejuvenated with the hiring of world-class elite international Sincerely, coaches, and the establishment of a permanent community department. This increase in capacity enhances the strong team currently in place to create a culture of excel- lence for tennis development. The results are starting to show as national pride is becoming contagious with each Grand Slam, Olympic or Paralympic performance achieved by our athletes. The high performance clubs and national training centres are becoming well established with Michael S. Downey a strong base of scientific support. Recruiting, identifying and nurturing talent has President and CEO been recognized as a strategic priority. In addition, the Progressive Tennis initiative Tennis Canada has been threaded throughout the model. Progressive tennis is a terrific tool to in- troduce new participants and young children in a systematic way using age/skill ap- 3 Table of Contents Contributors .......................................................................................................................................................................................................................................................2 Foreword............................................................................................................................................................................................................................................................3 1. Tennis Canada Mission, Vision and Values ...................................................................................................................................................................................................5 2. What is Long Term Athlete Development (LTAD)?.........................................................................................................................................................................................6 3. Why Does Tennis Canada Need an LTAD? ...................................................................................................................................................................................................7 4. Ten Key Factors Influencing LTAD.................................................................................................................................................................................................................9 5. Tennis Canada Long Term Athlete Development Model..............................................................................................................................................................................20 6. Details on LTAD Stages...............................................................................................................................................................................................................................21 • Physical Literacy........................................................................................................................................................................................................................23 • Stage 1 - Active Start ................................................................................................................................................................................................................25 • Stage 2 - FUNdamentals...........................................................................................................................................................................................................27 • Stage 3 - Developing.................................................................................................................................................................................................................31 • Stage 4 - Consolidating.............................................................................................................................................................................................................38 • Stage 5 - Learning to Perform...................................................................................................................................................................................................43 • Stage 6 - Learning to Be a Professional ...................................................................................................................................................................................49
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