LTAD Model for Rowing

Long-term athlete DEVELOPMENT PLAN for rowing AN OVERVIEW www.rowingcanada.org

We acknowledge the financial support of Nous reconnaissons l’appui financier du the Government of Canada through gouvernement du Canada par l’entremise de Sport Canada, a branch of Sport Canada, une direction générale du the Department of Canadian Heritage. ministère du Patrimoine canadien. contents table des matières Foreword 4 Avant-propos 30 Introduction 5 Introduction 31 Why do we need LTAD? 6 Pourquoi avons-nous besoin du DLTA? 32 The 10 Key Factors Influencing LTAD 8 Les 10 facteurs principaux influençants le DLTA 34 Trainability 10 Capacité d’entraînement 36 Stages of LTAD 12 Les phases du DLTA 38 RCA Long-term Athlete Modèle de développement Development Framework 13 des participants de RCA 39 Active Start 14 Enfants actifs 40 FUNdamentals 14 S’amuser grâce au sport 40 Learning to Train 15 Apprendre à s’entraîner 41 Training to Train 15 S’entraîner à s’entraîner 41 Learning to Compete 16 Apprendre à faire de la compétition 42 Training to Compete 17 S’entraîner à faire de la compétition 43 Training to Win 17 S’entraîner à gagner 43 Training to Win 2 17 S’entraîner à gagner 2 44 Active for Life 18 Actif pour la vie 44 Practical Implications of LTAD 19 Implications pratiques du DLTA 45 Implementation 22 Mise en œuvre 48 Conclusion 23 Conclusion 49 Glossary of Terms 24 Glossaire 50 Selected Bibliography 25 Bibliographie 51

Appendix 1 26 Annexe 1 52 Long Term Athlete Development Modèle de développement à long terme pour Model for Canadians with Disabilities les participants ayant un handicap Appendix 2 27 Annexe 2 53 Sport Canada: Sport Canada : Strategic Leadership for Sport Leadership stratégique pour le sport

Acknowledgements 28 Remerciements 54

ROWING CANADA AVIRON 3 foreword

he concept of LTAD has grown out of a recognition of the many gaps in athlete talent identification and development in the current Canadian sport system, a system that has been built in haphazard layers over time, that has a strong reliance on vol- tunteer initiative and intuition combined with elements of sport science and coaching education, and that, by design, has had to focus more on short-term needs rather than on the long-term health of sport and lifestyle programming. However, with the agree- ment by the major sport funding partners in Canada to better align and integrate their financial and human resources into a comprehensive Canadian Sport Policy,the opportunity to create clear building blocks for sport development has arrived,with LTAD being one of the key structural elements in a new Canadian sport system. LTAD is the product of many years of research and analysis into athlete development models throughout the world.The Canadian version uses the core concept of “a training, competition, and recovery program based upon developmental age – the maturation of an individual – rather than chronological age” but takes into consideration the unique nature of the Canadian sport system and cul- ture. Many national sport organizations are now involved in the further customization of this model to meet their athlete development needs and are taking this opportunity to re-examine the myriad of support services provided to support such development. For Rowing Canada Aviron,the implementation of LTAD provides a clear path for athlete and program development throughout the country, it reflects the unique nature of athlete development in rowing, and it identifies the most appropriate methodologies and structures to support both excellence in performance and life-long benefit to individuals who are touched by this sport. It is clear that we must be cognizant of somewhat polarized objectives in Canadian sport – we expect excellence from our athletes in Olympic Games and world-class competitions, yet we must also recognize the importance of individual participation in rowing for personal growth. LTAD allows both these priorities – it provides a measured approach to individual development, whether that be toward competitive or recreational goals. For true world success we, as an organization, must be prepared to embrace a more systematic approach to athlete development, as the other world leaders in the sport have done. LTAD gives us the framework to build a truly competitive program within the real- istic confines of our budget capabilities. I commend our LTAD volunteers for their insight and leadership in bringing this project to fruition and I look forward to working with them and our membership to ensure that this model has the impact that it deserves within our programming. Ian Moss Executive Director Rowing Canada Aviron

“ love of sports is one of the greatest gifts parents can give their children. And being active for life is a joy that more A Canadians deserve to experience. Without realizing it, my parents followed their own version of a long-term athlete development model for rowing as they exposed me to a fabulous variety of water sports, including swimming, canoeing, sailing, and rowing a row boat at the cottage. As a result, I’ve always loved being in and around water and when I tried crew rowing for the very first time, at age 21 at McGill University, it felt so natural, easy, and fun that I couldn’t believe it was a sport.” Alison Korn, two-time world champion and two-time Olympic medallist

4 LONG-TERM ATHLETE DEVELOPMENT PLAN sport skills – by participating in a wide variety of sports and physical activity when they are young. A solid foundation of movement skills and fitness is critical for everyone, especially athletes participating in late-specialization sports such as rowing. LTAD also contributes to health and a life-long enjoyment of rowing and other physical activity.We should be reassured that children do not need to start rowing early (that is, before 11 to 16 years of age) in order to excel. In fact, early specialization in rowing can harm long-term development. LTAD defines a clear, seamless development pathway. It gives coaches, administrators, clubs, and others involved in rowing a clear understanding of how they can best support the athletes for whom they are responsible.And it gives athletes a clear idea and understanding of what they need to do and when they need to do it in order to excel at the elite level. LTAD will • establish a clear and consistent development pathway for rowers. • guide the examination of the current system to identify strengths, gaps, and inconsistencies. • guide coaches in planning training, racing, and recovery programs that are consistent with the principles of growth and maturation, allow athletes to achieve optimal performances, and encourage them to stay in the sport for life. • guide coaches in developing remedial programs for late-entry rowers. • improve recruitment and development of early- entry rowers. • help Canadian rowers to perform better and more consistently at the elite level, across pro- ntrodu tion grams, and from year to year. i c This overview • describes the principles on which LTAD is based. • identifies critical periods of accelerated TAD is about making sure that athletes get optimal adaptation to training and how these relate to rowing. training, competition, and recovery throughout their • outlines the LTAD framework for rowing, including the Lcareer in order to allow them to objectives, key outcomes, and elements for each stage. • reach their athletic potential. • highlights some of the practical implications for regattas, • enjoy life-long participation in rowing and other physical equipment, clubs, athletes, parents, recruiting, and how and activity. when to learn to row. Training, racing, and recovery programs are based on an athlete’s • outlines some of the steps needed to implement LTAD. developmental age rather than chronological age and are designed The overview focuses on the optimal development pathway to optimize development during critical periods of accelerated for an athlete who starts rowing between 11 and 16 years of age. adaptation to training. LTAD also takes into account the physical, We recognize that in Canada, many athletes come to rowing rel- mental, emotional, and cognitive development of all participants. atively late in their development. Similarly, we recognize that LTAD recognizes that athlete development is long term – there adaptive rowing is a growing element of the sport and should be are no short cuts. Children need to build physical literacy – the encouraged and supported.The specific needs of late-entry and mastering of fundamental movement skills and fundamental adaptive rowers will be addressed in subsequent documents.

ROWING CANADA AVIRON 5 Why do we need LTAD?

Canadian rowers have excelled on the world stage and Canada is considered a strong rowing nation. So why do we need LTAD? In short, we need it so that we continue to excel.

Successful athletes LTAD will also who want to con- contribute to tinue to do well domestic develop- must continue to ment. It can help learn and improve. If clubs address issues their development such as stops, they will get • how to attract beaten. people to rowing and The same is true retain them. for the Canadian • how to provide rowing system. We effective and enjoy- must continue to able programs for learn and improve if all rowers. we want to remain • how the regatta successful. As well, system can meet the success of Canadian rowers at the international level has not the needs of rowers across Canada and at all stages of been consistently strong across years and across programs.There development. have been ebbs and flows, and some programs have had more consistent success than others. What can we do to reduce the • what programs should be developed to encourage athletes ebbs and make all our programs consistently strong, year after with a disability. year? How and to what extent does the existing system enhance athlete development and performance? How does it interfere? Shortcomings Where can we improve? LTAD will guide us in analyzing the Sport technical experts have identified a list of shortcomings Canadian rowing system, highlighting its gaps and shortcom- in the Canadian sport system and their consequences for ath- ings, and developing solutions. letic participation and performance. LTAD was developed by

6 LONG-TERM ATHLETE DEVELOPMENT PLAN sport scientists and technical experts to address these short- Consequences of these shortcomings include comings. Some of the key observations are listed below.1 • children not having fun because the programs are designed • training and competition are based on chronological age, for adults and focus on outcome rather than process. rather than developmental age. • children and adults with poor movement abilities, poor • training programs fail to take full advantage of critical skills, and lack of a proper fitness base. periods of accelerated adaptation to training. • athletes pulled in different directions by school, club, provin- • training and competition in the developmental stages place cial, and national team demands. too much emphasis on short-term outcomes (winning), • athletes who “fall through the cracks” in the system (that is, rather than on process (training and development). who fail to achieve their potential and leave the sport). • development athletes tend to under-train and over-compete • athletes frustrated by the lack of consistent and integrated (although this is generally not a problem in rowing). support that will help them to perform well. • adult training and competition programs are imposed on • no systematic development of the next generation of interna- developing athletes. tional athletes. • training methods and programs developed for male athletes are • inconsistent international performances. imposed on female athletes. • injuries, burn-out, and frustration. • fundamental movement and sport skills are not taught properly. The overall sport system and the rowing system must con- • physical education programs in schools, recreational pro- sider the principles of growth and maturation in order to programs, and elite competitive programs are poorly integrated. vide athletes with what they need at different stages in their • the most knowledgeable and experienced coaches are development. encouraged to work at the elite level; coaches who work with development athletes often lack the necessary training, 1 For a more complete list of the shortcomings and their con- skills, expertise, and experience. sequences, see Canadian Sport for Life, page 17.

ROWING CANADA AVIRON 7 The 0 key 1factors Influencing LTAD The following factors are the research, principles, and tools upon which LTAD is built.

The 10-year Rule Specialization (refer to chart on page 13) Scientific research has identified that it takes at Rowing is a late-specialization sport. We depend on least 10 years and 10,000 hours of training for a tal- other components of the sport system such as ented athlete to reach elite levels. For example, the schools, recreation centres, and other sports to pro- United States Olympic Committee found that, on average, it took vide children with opportunities to develop physical lit- 13 years for an athlete to make the Olympic team and 15 years to eracy (during the FUNdamentals stage) and early speed and sup- win an Olympic medal. Athlete development is not a short-term pleness (during the Learning to Train stage). Athletes need to par- process. Short-term performance goals must not be allowed to ticipate in a variety of sports and physical activity during the undermine long-term athlete development. FUNdamental and Learning to Train stages in order to succeed in a late-specialization sport such as rowing. The FUNdamentals LTAD actively discourages early specialization in late-specialization sports. Specializing before the age of 10 in late-specialization Fundamental movement skills – agility, balance, sports contributes to imbalanced physical development, inade- co-ordination – and fundamental sport skills – quate development of the full range of basic movement and sport running, jumping, throwing, kicking, catching, and skills, overuse injuries, and early burnout. swimming – are the basis for all other sports. Children should develop these skills before the onset of their growth spurt in adolescence. An individual who is not competent in the basic Developmental Age movement skills will have difficulty participating in a range of LTAD is based on developmental age, not chronolog- sports and will have fewer opportunities for athletic success and ical age. We all follow the same stages of develop- life-long enjoyment of physical activity. ment from early childhood through adolescence,but

Figure 1.

LTAD is based on developmental age. 10 9 During late childhood and adolescence, GIRLS MENARCHE 8 athletes who are the same chronological 7 age may be four to five years apart 6 developmentally. The athletes shown here 5 4 are the same chronological age, but are 3 HEIGHT (cm/yr) at different stages of maturation and 2 require different training regimes. 1 0 46 81012141618

AGE BREAST

PUBIC HAIR

8 LONG-TERM ATHLETE DEVELOPMENT PLAN the timing, rate, and magnitude of development differs amongst Calendar Planning for Competition individuals. During late childhood and adolescence, athletes who The system of competition makes or breaks are the same chronological age may be four to five years apart athletes. The regatta system and calendar should developmentally. Coaches need to understand these develop- support and be consistent with LTAD. Different mental differences and take them into account when they design stages of development have different requirements for the type, training programs and select athletes. frequency, and level of competition.At some stages of development (for example,Training to Train), training and development Trainability should take precedence over formal racing and short-term suc- All physiological systems are always trainable, but cess. At later stages, it becomes more important for athletes to there are critical periods in development when the experience a variety of competitive situations and to perform body is particularly responsive to specific types of well at high-level regattas. training. To reach their genetic potential, athletes need to do the right type of training at the right stage. Otherwise, they can still be System Alignment and Integration very fast,but they will never be as fast as they might have been.They LTAD recognizes that physical education, school cannot recover fully from inadequacies in their early training. sports, recreational activities, and competitive sports are interdependent. For example, as a late-specializa- Physical, Mental, Cognitive, and Emotional tion sport,rowing depends on schools,recreation centres,and other Development: A Holistic Approach sports to provide children with opportunities to develop physical literacy and early fitness. LTAD recognizes that enjoying a lifetime of Coaches should consider the whole athlete. At physical activity and achieving athletic excellence are both built on each stage, coaches should consider the emotional, a foundation of physical literacy and fitness. All elements of the sport mental, and cognitive development of each athlete, in addition to system must be integrated and aligned with one another to achieve their physical development, when they plan training, racing, and these goals. recovery programs. Similarly,all parts of the Canadian rowing system – clubs, schools, provincial associations, Rowing Canada Aviron, and regattas – across Periodization all regions, must be integrated and aligned with one another. Each Periodization provides the framework for organ- element in the system plays a crucial role in athlete development. izing training (for example, mode, volume, intensity, For the system to work well,they must be mutually supportive,clear frequency of training),racing,and recovery into a log- in their roles and responsibilities, and clear in how they contribute ical and scientifically based schedule in order to achieve optimum to the “bigger picture”of athlete development. Just as the athletes in performance at the required time.A periodization plan that takes a fast crew must integrate and align their movements, the compo- into account growth, maturation, and trainability principles should nents of the rowing system must integrate and align their activities. be developed for each stage of athlete development. Rowers will do best in a rowing (and sport) system that is clear, seamless,and based upon a consistent set of principles.LTAD allows rowers to identify the opportunities available to them and to under- Figure 2. stand the pathway they need to follow. If they want to row at an elite level, they will know (in general terms) what type of training, 10 racing, and recovery they should be 9 PEAK doing at each stage,when they should BOYS STRENGTH start to specialize in rowing,and what 8 VELOCITY they need to do to move up through 7 the system. They (and their parents) 6 will have the knowledge to advocate 5 for programs, coaching, equipment, 4 regattas, and other services that will 3 support their long-term development. HEIGHT (cm/yr) 2 In a system where the various elements are integrated and aligned, rowers will be less likely to “fall through the gaps.” 1 0 46 81012141618 Continuous Improvement LTAD is based on the best available scientific research AGE PENIS TESTES and empirical evidence, but knowledge and understanding evolve. LTAD should respond to, integrate, and, PUBIC HAIR in some cases, stimulate research and rowing-specific innovations.

ROWING CANADA AVIRON 9 trainability

Figure 3. rainability refers to how responsive an individual is to a training stimulus at different stages during growth and matu- CURVES OF HUMAN GROWTH tration.Although all physiological capacities are always train- 120 able, there are critical periods in the development of a specific Nervous System capacity during which training has the most effect. These are 100 referred to as “critical windows of accelerated adaptation to training.” Correct training during these critical windows is essential 80 for individuals to achieve their genetic potential. Scientific evidence shows that humans vary considerably in the 60 General Curve magnitude and rate of their responses to a given stimulus. This vari- ability underlines the need for a long-term approach to athlete devel- 40 opment,so that athletes who respond slowly are not short-changed. Sport scientists have identified five physical capacities (the 20 Hormone System five S’s of Training and Performance): Stamina, Strength, Speed, Skill, and Suppleness. For stamina and strength, the critical Size attained (% of postnatal growth) 0 05101520 periods of trainability are based on developmental age; specifi- Age (years) cally, the onset of the adolescent growth spurt. For speed, skill and suppleness, the critical periods of trainability are based on On average, a child’s nervous system is fully developed by 10 years of chronological age. Note that, on average, girls reach these win- age. Thus, the optimal period for developing fundamental movement dows of trainability at a younger chronological age than boys. skills and a range of basic sport skills is before 10 years of age. Stamina (Endurance) The hormonal system undergoes rapid development during adoles- The critical window of trainability occurs at the onset of Peak cence. This is the optimal period for developing anaerobic capacity and Height Velocity (PHV), which is the adolescent growth spurt. strength. Athletes should focus on aerobic capacity training as their growth The general growth curve describes overall growth of the skeletal rate accelerates; aerobic power should be introduced progres- system, organs, and cells. sively after growth rate decelerates.Aerobic capacity and power are crucial for rowing. of nine and 12 years.During this window,children should be devel- Strength oping physical literacy; that is, competence in the fundamental For girls, there are two critical windows of trainability for movement and sport skills that are the foundation for all sports. strength:the first is immediately after PHV and the second is at the Competence in these skills makes it easier for children to learn and onset of menarche. For boys, there is one strength window and it excel in late-specialization sports such as rowing. starts 12 to 18 months after PHV. Suppleness (Flexibility) Speed For both girls and boys, the critical window of trainability for There are two critical periods for trainability of speed. During suppleness occurs between the ages of six and 10.In addition,spe- the first speed window, training should focus on developing cial attention should be paid to flexibility during PHV. agility and quickness; during the second speed window, training should focus on developing the anaerobic alactic energy system. The critical windows of trainability for speed, skill, and sup- For girls,the first speed training window occurs between the ages pleness occur before children start rowing.We rely on schools, of six and eight years and the second window occurs between recreation centres,and other sports to provide children with the the ages of 11 and 13 years. For boys, the first speed training correct training and opportunities to develop these capacities. window occurs between the ages of seven and nine years and the We should consider building relationships with these organiza- second window occurs between the ages of 13 and 16 years. tions to advocate and support appropriate training. Skill For athletes who miss these training periods, coaches will For girls, the window for optimal skill training occurs between need to design and implement individualized programs to the ages of eight and 11 years;for boys,it occurs between the ages remedy any shortcomings.

10 LONG-TERM ATHLETE DEVELOPMENT PLAN Figure 4.

PacificSport Optimal Windows of Trainability (Balyi and Way 2005)

FEMALES PHV

SPEED 1 SKILLS SPEED 2

STAMINA SUPPLENESS Athletic excellence and STRENGTH 1 & 2 enjoyment of life-long RATE OF GROWTH physical activity are both DEVELOPMENTAL AGE built on a foundation of Chronological Age younger 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20+ doing the right type of PHV training at the right stage MALES of development. Developmental SUPPLENESS Age STAMINA SKILLS STRENGTH SPEED 2 Chronological SPEED 1 Age

RATE OF GROWTH

PHYSICAL, MENTAL – COGNITIVE, EMOTIONAL DEVELOPMENT

ROWING CANADA AVIRON 11 Stages of LTAD for ROWING he LTAD framework outlined below describes the optimal development pathway for an athlete who starts rowing between T11 and 16 years of age and continues through to racing successfully at the elite level. The early stages of development will be the same for all rowers. When the volume of training starts to increase during the Training to Train stage, the pathway of those who choose to compete at a high level will diverge from those who choose to row and compete for enjoyment and fitness. Any training, racing, and recovery program should reflect the goals of the athlete for whom it is designed.

Figure 5. Learning to Train Females 8 to 11 Males 9 to 12 Training FUNdamentals to Train Females 6 to 8 Females 11 to 15 Males 6 to 9 Males 12 to 16

Learning Active Start Active for Life to Compete 0 to 6 years enter at any age 15 to 19+/-

Training Training to Win 2 to Compete 23+ 19 to 23+/- Training to Win 23+

12 LONG-TERM ATHLETE DEVELOPMENT PLAN Long-term Athlete Development Framework

FUN Learning Training Learning Training Training Training Active Active Active FUN Learning Training Learning Training Training Training Active Start Start damentalsdamentals to TTrainrain to TTrainrain toto CompeteCompetetoto CompeteCompete to WWinin to WinWin 2 for Life

females 0 to 6 6 to 8 8 to 11 11 to 15 15 to 19 +/- 19 to 23 +/- 23 +/- 23 +/- Anytime AGE males 6 to 9 9 to 12 12 to 16

Physiological FUN / MovementPHASE Skill Physiological and Competitive Competitive Performance Health Development Development Development Development Development

Fundamental Sweep and Sculling OIGCND AVIRON ROWING CANADA SKILL Fundamental Sport Skills; General Rowing Technique under Refining Technique Goal Specific DEVELOPMENT Movement Skills Boat Skills Skills (Sculling) Race Conditions

Improve and TRAINING FUN Play Skill General Sport Specific Endurance, Maintain Strength, Fitness, Fun, FOCUS Development Endurance Strength, Speed Speed, Endurance + Well-being Ancillary Capacities

Speed Strength Flexibility

CRITICAL Speed 1 WINDOWS OF TRAINABILITY Skill Speed 2 (f) Strength 1 and 2 (f) Suppleness Stamina (f) Speed 2 (m) Stamina (m) Strength (m)

REGATTAS Club / High School / Regional Provincial / Canada Games University National International PERIODIZATION Single Single / Double Double Double Double / Triple Double / Triple 13 The LTAD framework highlights the key elements of each stage for be aware of the learning differences between individuals with congen- rowing. Subsequent documents will provide a more comprehensive and ital disabilities and those with disabilities acquired at different life detailed explanation of each stage. Keep in mind that athlete development stages, and provide learning opportunities that recognize these differ- is a continuous process, not a sequence of distinct steps. It is a process ences. Subsequent documents will include more specific guidance for during which skills, training, and racing become progressively more specific late-entry and adaptive rowers. and specialized. For example, children progress from learning fundamental movement skills, to building fundamental sport skills and water skills, to ACTIVE START learning general rowing skills (sculling and sweeping in a variety of boats), to specializing in either sculling or sweep, and eventually, to specializing in 1 a particular seat and boat class. Age: 0 to 6 years Specialization does not, however, mean to the exclusion of all else. For Objective: Learn fundamental movements and link them together into play. example, athletes who specialize in rowing bow seat in a pair should do Key Outcomes: Fun and movement skills. some training in other seats and boats, including sculling boats. This pro- Physical activity should be fun and a natural part of a child’s vides variety, prevents injuries, maintains versatility, stimulates additional daily life, not something required.Active play is the way young children are physically active. development, and keeps an athlete mentally fresh. Similarly, an athlete in Rowing does not have a direct role to play during the Active the Training to Win stage, whose training and preparation are focused on Start stage other than to support organizations that promote 2000m racing, should continue to race in head races and sprint races as physical activity. part of their training and preparation. In addition, in regions where athletes cannot row during the winter, they should be encouraged to participate in FUNdamentals complementary sports. In Canada, many athletes come to rowing relatively late in their devel- 2 opment (16 years of age or older). In fact, it is not uncommon for Age: females 6 to 8; males 6 to 9 national team rowers to have learned to row in university. This overview Objective: Learn fundamental movement skills and build overall motor skills. does not address the specific needs of these late-entry athletes. Nor Key Outcomes: At the end of this stage, children will does it address the specific needs of adaptive rowers, although the • be competent in the fundamental movement skills. Canadian Paralympic Committee’s LTAD model is appended. We need to • know how to swim. Figure 6. Participation in Life-long Physical Activity LTAD supports both life-long participation in rowing or other Recreation physical activity and excellence at Training the high performance level. Both to Win Active for Life Excellence participation and excellence are Life-long built on a common foundation of Training to Compete Physical Training to Train Activity fundamental movement and sport skills developed during the early Sport for All stages (Active Start, FUNdamentals Learning to Train and Learning to Train). Athletes Physical Literacy may make the transition to FUNdamentals life-long participation for fun and Active Start fitness at any stage in LTAD.

14 LONG-TERM ATHLETE DEVELOPMENT PLAN Skill development in the FUNdamentals stage should be well- structured, water-based activities and camps for children. structured and FUN, with the emphasis on participation. Children In addition to developing fundamental sport skills and water should be encouraged to participate in a variety of sports and phys- skills, the training program at this stage should ical activity in order to develop fundamental movement skills: • introduce concepts of mental preparation and the basic rules • Agility,Balance, Coordination, and Speed (ABCs) and ethics of sport. • Kinesthetics, Gliding (“run”), Buoyancy,Striking with a body • introduce basic ideas about warming-up, cooling-down, hydra- part (KGBs) tion, nutrition, stretching, and other ancillary capacities. • Running, Jumping,Throwing (RJTs) • develop flexibility. • Catching, Kicking, Striking with an implement (CKs) • include exercises that develop strength through the use of the In addition, children should learn water safety and how to swim. Swiss ball and the medicine ball and exercises that use the Rowing does not have a direct role to play during the child’s own body weight. FUNdamentals stage other than to support organizations that pro- • include frequent opportunities for children to compete, as mote physical activity and the development of fundamental move- part of training. ment skills. TRAINING TO TRAIN learning to scull and LEARNING TO TRAIN building aerobic monsters 3 messing around in boats 4 Age: females 11 to 15; males 12 to 16 Age: females 8 to 11; males 9 to 12 (ages are dependent on onset of PHV) Objectives: Objectives: • Learn overall sport skills. • Build general endurance. • Build water-sense and basic boat handling skills. • Develop speed and strength. Prerequisite: Children must be familiar with basic water safety • Learn to scull. and be able to swim before they can participate in organized Key Outcomes: At the end of this stage,athletes will have developed activities that use boats. Key Outcomes: At the end of this stage children will be • physically literate (competent in fundamental movement skills and fundamental sport skills). • comfortable and confident in boats and playing in, on, and around the water. The Learning to Train stage coincides with the skill window, one of the most important periods of motor development for children. During this stage,children should be encouraged to participate in a wide variety of sports and to participate in sports and physical activity every day. During the Learning to Train stage,children should also be introduced to a variety of water-based activities, including sculling. “Messing around in boats” will build children’s confidence on the water, water-sense, and basic boat handling skills as they become familiar with how boats move, turn, tip, balance, flip over, and are affected by wind and water. Children who are confident and comfortable • a strong aerobic base. around the water and handling boats will find it easier to learn to • core strength. row.These early water and boat skills should be developed through • proficiency in sculling (1x). fun activities in a safe environment. Rowing clubs could consider • experience in crew boats (2xs and 4xs). forming partnerships with schools and recreation centres and with During the Training to Train stage, the emphasis is on building sports such as canoeing, kayaking, and sailing to offer fun, well- general endurance. Aerobic training should be a priority at the

ROWING CANADA AVIRON 15 onset of PHV,although athletes should continue to develop skill, such as warm-up and cool-down, stretching, tapering and speed, strength, and flexibility. In order to build their aerobic peaking, regeneration, mental preparation, nutrition and base, athletes should be training 6 to 9 times per week; 3 to 6 of hydration, and proper hygiene to prevent sickness. these sessions should be rowing specific (using the ergometer or on the water), depending on the season and the athlete’s skill LEARNING TO COMPETE level. In the early part of this stage, rowers may not be skilled learning to sweep and enough to get good aerobic training in a boat. Coaches can sub- 5 building racers stitute ergometer workouts and/or cross-training, particularly weight-bearing activities. Age: females 15 to 19 +/-; males 16 to 19 +/- For girls, there are two windows for strength development.The Objectives: first is immediately after PHV and the second coincides with the • Refine and consolidate sculling skills. onset of menarche.For boys,there is one window of strength devel- • Learn to sweep, with an emphasis on small boats. opment, and it starts 12 to 18 months after PHV. This is the stage • Develop sport-specific endurance, strength, speed, and skills for when athletes can really benefit from specific strength training. 2000m racing. An athlete’s developmental age determines how their body Key Outcomes: At the end of this stage, athletes will have responds to both aerobic and strength training. Coaches should developed adjust the training program for each athlete, depending on • proficiency in 1x, 2x, 4x and 2- under a variety of conditions. whether they mature early, average, or late. Accommodating dif- • confidence in a variety of regatta and race situations (including ferent rates of maturation can be challenging in a team-based sport seat racing and time trials). like rowing. It will be easier for coaches to individualize training if • competence in steering and bowing. athletes are able to train in small boats. In determining training • good decision-making skills with regard to training and boat- groups, coaches should take into account an athlete’s emotional handling. and social development, as well as their physical development. For • high levels of sport-specific endurance, strength, and speed. example,at this age it is important to keep athletes with their peer During the Learning to Compete stage, training increasingly group. One option is to group athletes according to their training emphasizes the development of sport-specific endurance, needs (that is, pre-PHV, PHV, and post-PHV) while keeping them strength, and skills for 2000m racing. Coaches should introduce with their peers. Because athletes vary widely in how quickly they anaerobic training and continue to include short bursts (10 stroke mature,coaches should be particularly careful during this stage not sprints and starts) at the end of the warm-up. For girls, anaerobic to recruit or select athletes on the basis of size. Putting too much lactic training should be introduced at the onset of menarche emphasis on size is detrimental to the long-term development of (during the second strength window); for boys, it should be intro- both early- and late-maturing athletes. duced 12 to 18 months after PHV.For both boys and girls, anaer- Athletes should race in a variety of boats (1x, 2x, 4x) and in a obic endurance training should be introduced once they have variety of events (head races, sprint races, 2000m races) at local reached full sexual maturation.Athletes should be training six to 12 and regional regattas. Fun races that build technique, racing skills, times per week. and confidence can also be incorporated into training.Athletes can During this stage, rowers should begin sweeping, with an strive to win, but the emphasis should be on fun, effort, improve- emphasis on small boats. Coaches can include some training and ment, and good technical performances. racing in bigger boats for fun and variety and to develop skills in During this stage, racing should be secondary to training and in team (crew) dynamics. particular to developing general endurance. Spending too much Athletes should continue to race in a variety of events and boat time racing or on race preparation will limit the amount of time classes, but there should be increasing emphasis on 2000m available for developing general endurance.The annual plan should racing. Racing in local, regional, and provincial regattas as a reg- be based on single or double periodization. ular part of training will help rowers learn to row technically During this stage, athletes should also well in competitive situations. It will also give them experience • continue to develop speed (that is, neurological adaptations) racing in a variety of conditions such as rough water, head, tail by doing short bursts (for example, 10-stroke pieces) at the end and cross winds. They will also gain experience in sweep and of the warm-up, throughout the year. sculling events and learning to cope with the mental and phys- • develop good boat-handling skills, learn to take responsibility for ical demands of racing. Athletes should strive to win, but the handling their boat, and learn to take a problem-solving focus should be on learning from each race, developing racing approach to training, in line with their cognitive development. skills, and racing technically well under a variety of conditions. • be encouraged to participate in complementary sports such as During this stage, the training, racing, and recovery program cross-country skiing, running, cycling, speed skating, and swim- should be based on double periodization. ming, but begin to focus on two competitive sports. In addition, • learn to cope with the physical and mental challenges of competition. • training and practice in mental preparation will help athletes to • develop a good general understanding of ancillary capacities cope with the stresses of training, racing, and selection and will

16 LONG-TERM ATHLETE DEVELOPMENT PLAN contribute to their development as racers. their skills in other boat classes and seats.At this stage in devel- • athletes should have access to specialized support such as opment, athletes can specialize in lightweight or heavyweight sport psychologists, physiotherapists, nutritionists, and other events. members of the Performance Enhancement Team. The annual calendar should emphasize 2000m racing, • towards the end of this stage, athletes who want to race at although other races can be included for variety.The calendar the elite level should be encouraged to focus on rowing, should be based on a framework of double periodization. although they can continue to use complementary sports for During this stage, athletes mature as racers and as high per- cross-training. formance athletes. Making mistakes and learning from them is a • coaches should provide athletes with information on the crucial part of becoming a mature high performance athlete:this development pathway and should encourage athletes to edu- is the stage to make mistakes.Athletes need to race in tight, chal- cate themselves about the opportunities available so that lenging races in order to refine their racing skills.They should they can make informed decisions about where to attend strive to win, and indeed may achieve some success in national university, where to train, whether to try out for the junior and international regattas, but the primary focus should still be team, and so on. on learning how to race hard and well, particularly in national • coaches should encourage late-entry athletes and integrate and international regattas. Race simulations and competitive them into existing programs. Coaches should assess these pieces with a training group should be a regular part of training. athletes and develop individualized remedial programs to These, together with racing at national and international address any shortcomings in their early training and devel- regattas, will help an athlete refine and individualize their racing opment. skills, such as pre-race preparation, race strategy, warm-up, and • athletes should refine and start to individualize their ancil- cool-down, and learn to cope with the challenges of racing at a lary capacities. high level. During this stage, athletes should become increas- • planning for the competition calendar should be optimal. ingly independent, responsible, and accountable. TRAINING TO COMPETE TRAINING TO WIN taking responsibility going fast: 6 as athletes and racers 7 no regrets, no excuses Age: females 19 to 23 +/-; males 19 to 23 +/- Age: 23 + Objectives: Objective: • Further develop and refine sport-specific endurance, • Refine training, technique, and racing skills so athletes are as strength, speed, and skills for 2000m racing. fast as they can be. • Further develop and refine racing skills, including mental Key Outcome: At this stage, athletes will produce preparation, race strategies, and the ability to handle a variety • podium performances by winning medals at world champi- of conditions and situations. onships and Olympic Games. All the objectives of Training to Train and Learning to Compete Training to Win is the final stage of athletic preparation.The must be achieved before the athlete can begin Training to emphasis is on refining an athlete’s physical, technical, racing, Compete. mental, and ancillary capacities so that they are as fast as they Key Outcomes: At the end of this stage, athletes will can be. By this stage, athletes will have reached their physio- • race well under a variety of conditions, maintaining good logical genetic potential. Although an athlete can continue to technique under pressure and fatigue and at high rates. improve technically, the most significant gains will come from • be empowered to take responsibility and be accountable for racing experience and maturity, psychological preparation, and their training, performance, equipment, and other aspects of refinement of ancillary capacities. Athletes should peak for their rowing life, in co-operation with their coach. major regattas, using a framework based on double or triple During the Training to Compete stage, athletes should con- periodization.Frequent breaks should be built into the calendar tinue to develop and refine their sport-specific endurance, to prevent injuries and physical and mental burn-out. strength, technique, and racing skills. They should continue to Athletes should consider themselves full-time athletes and work on speed and flexibility. Coaches and athletes should should manage and organize their lives accordingly. work together to tailor training, racing and recovery programs, psychological preparation, and technical development to meet TRAINING TO WIN 2 the athlete’s individual needs. going fast: Athletes should select one sport, although training can con- training and racing smarter tinue to include complementary sports for cross-training. 8 Athletes should start to specialize in a particular boat class (1x, Age: Athletes who have been at the Training to Win stage for one 2x, 4x; 2-, 4-/4+, 8+) and seat, although they should maintain or more quadrennial cycles.

ROWING CANADA AVIRON 17 Objectives: aspects of rowing, throughout their lives. For example, an ath- • Continue to enjoy racing and training at the highest level. lete may move from high performance rowing to competing in • Maintain or, where possible, improve technical, physical, another sport, to rowing recreationally,to competing again as a racing, and ancillary capacities. Masters rower. A strong foundation of fitness and skills, built Key Outcome: At this stage, during the early stages of development, will make these transi- • athletes will continue to race consistently well (that is, win tions easier. For example, a rower who can scull and sweep (on medals) at the highest level for more than one quadrennial both sides) in a variety of boats will find it easier to fit rowing cycle. into his/her life while handling other demands. The rowing The training, racing, and recovery needs of an athlete who has system should make it easy for people to continue rowing and been at the Training to Win stage for one or more quadrennial to move from one aspect of rowing to another. A range of cycles are not the same as those for an athlete who is just opportunities should be provided for people to be involved in entering the Training to Win stage. During the Training to Win 2 the rowing community, and such involvement should be stage, the focus should be on keeping the athlete injury-free and actively encouraged and supported. Programs should be pro- enjoying racing and training at the highest level while main- vided for people who start rowing later in life and who may not taining physical,technical,racing,and ancillary capacities.It may have a base of skills or physical activity. be possible for an athlete to improve in some areas such as tech- Training, racing, and recovery programs should fit the needs nique or ancillary capacities, but the program will need to be and goals of the athletes for whom they are intended. For individualized to achieve these improvements. Gains in speed example, Masters rowers need programs that take into account will come mainly from how aging affects strength, flexibility, and endurance. Programs • tailoring training, racing, and recovery programs to a high for Masters rowers that are adapted from programs designed for degree to work on specific areas. athletes in the Training to Train or Training to Win stages are not • further refining ancillary capacities such as taper/peak, appropriate for their physiology or their goals. warm-up and cool-down, and recovery. • race experience. During this stage, athletes can benefit from modifications in training stimuli such as changes in training partners, venues, coaches,boats,and workout structure.Sometimes a change itself can stimulate improvement, regardless of what that change is. ACTIVE FOR LIFE

Age: This is when an individual makes the transition from competitive sport to life-long physical activity and it may occur at any age. Objectives: • continue to be physically active in rowing and/or other sports and activities. • continue to be involved in the rowing community, as an athlete or in other capacities. Key Outcomes: • Health, well-being, and fun. In remaining Active for Life, individuals may move from • rowing to another sport. • one rowing program to another; for example, from competitive rowing at the elite level into recreational, masters, or touring. • highly competitive rowing; for example at the elite level to life-long competitive sport such as Masters rowing. • participating as an athlete to participating in another capacity such as coaching, officiating, club management, or mentoring, whether as a career or as a volunteer. Athletes may move in and out of rowing, or between different

18 LONG-TERM ATHLETE DEVELOPMENT PLAN ract cal p i of implications LTAD

TAD has practical implications for parents, coaches, clubs, recruitment, the regatta system, and equipment as well as for the optimal age for L learning to row and the optimal way of learning to row. All stakeholders will be actively encouraged to provide input in developing the details of each stage and in implementing LTAD. Together, the rowing community must build the environment that will allow LTAD to be effective. In some cases, this will demand a change in the way of thinking about athlete development; in some cases, LTAD will support and provide further impetus to coaches and clubs who are already implementing changes based on the principles of long-term athlete development. LTAD is endorsed by Sport Canada and by the Federal-Provincial/Territorial Ministers Responsible for Sport, Physical Activity and Recreation. All sports in Canada will be developing LTAD plans and together will contribute to athlete development during the FUNdamentals, Learning to Train, and Training to Train stages.

Parents LTAD will provide a framework for parents to understand physical literacy and its importance for a healthy lifestyle and for success in competitive sport. It will help parents to understand physical, mental, cognitive, and emotional development and how these affect participation, training, and performance. LTAD will also help parents to understand the particular hydration, nutrition, and recovery requirements of growing children. LTAD will provide athletes with a clear picture of the pathway(s) open to them and what they should, and should not, be doing at each stage of development. It will give athletes and parents more knowledge with which to advocate for the programs, coaching, equipment, regattas, and support services that are critical to long-term development. A development pathway that is seamless, laid out clearly,and based on a consistent set of principles will help everyone in the sport system identify how they can best support the development of the athletes for whom they are responsible. Coaches To be successful, LTAD requires highly skilled and educated coaches at the development level. Development coaches must understand how mental, cognitive, emotional, and physical development affect participation, training, racing, and recovery.They must understand and be able to apply the LTAD recommendations. LTAD will significantly influence the cur- riculum of the National Coaching Certification Program, including the material that is specific to rowing. Canada’s sport system needs to create the conditions that will ensure there are well-trained, well-paid, full-time coaches at the development level, not just the elite level. This will provide a foundation for future athletic excellence and for a physically active population.

ROWING CANADA AVIRON 19 Clubs cross country skiing, cycling, swimming, and speed skating.They As the backbone of the Canadian rowing system, clubs will be should recruit athletes from sports where the training, racing, and affected by changes to regattas, coaching, and equipment as a recovery programs support LTAD, and in particular, the develop- result of LTAD. ment of endurance and strength during the Training to Train and In addition, Learning to Compete stages. • LTAD will provide clubs with valuable guidance in devel- Coaches should understand and apply principles of growth and oping successful Learn-to-Row, Junior, Senior, Masters, and development when they recruit athletes. For example,during ado- Adaptive programs. lescence, size is an unreliable criterion for recruiting athletes • physical and water literacy developed during the because of the wide variation in rates of maturation. FUNdamentals and Learning to Train stages will make it easier Regatta System for athletes to learn to row and will affect how Learn-to-Row The regatta calendar and events influence, and in some cases programs are structured and taught. drive, the way rowing programs are structured and run. For LTAD • clubs should consider forming partnerships with schools, recre- to be effective, it must be supported by a regatta system that ation centres, and other sports to deliver programs that build reflects the principles on which it is based.A regatta system that water and boat skills during the Learning to Train stage. supports long-term athlete development might, for example, Recruitment • focus on sculling events (1x, 2x, 4x) at the junior level, with LTAD will form the basis of a more systematic, balanced, and sweep events introduced during the Learning to Compete stage. informed approach to recruiting athletes. For example, the princi- • focus on small boats (1x,2x,2-) at the junior level, with big boat ples of LTAD suggest that coaches should recruit athletes from events offered for variety and fun. sports that have similar physiological demands to rowing such as • provide a variety of race experiences for athletes in the Training to Train stage. • introduce lightweight events once athletes have stopped growing. • be structured to encourage and allow development of general endurance during the Training to Train stage. • be structured to recognize that up to and including the Training to Train stage, training and maturation should take precedence over performance. • define event categories that, as much as possible, support training and racing based on developmental age. • be structured so that all rowers can compete in regattas that match their skill levels and can experience success at some level, whether local, regional, provincial, or national.The regatta system should promote close racing and avoid situations where boats cross the line far apart. It should also provide rowers with challenges and a vision of the possibilities, particularly for those who want to race at the elite level. Equipment Encouraging athletes to start rowing at a younger age than is cur- rently the norm and in sculling boats has implications for equipment and boat fleets. • Athletes should learn and train in equipment that is appropriate for their size (height, weight, and proportions). Boat fleets should include some equipment that is suitable for smaller, lighter bodies such as smaller hulls and shorter oars. • Boats should be rigged appropriately for the size, strength, and proportions of those using them. • Boats should give learners the “feel” of rowing in terms of balance, run, and rhythm. Ideally,children should learn to row in 1xs with a racing hull shape. Children will have a foundation of water sense, balance, and confidence, built during the FUNdamental and Learning to Train stages, that will make it easier for them to learn in “tippy” boats.

20 LONG-TERM ATHLETE DEVELOPMENT PLAN How to learn to row There are different approaches to teaching people how to row. Coaches should adapt their approach to fit the emotional, cognitive, mental, and physical development (and temperament) of the athletes they are teaching. The most suitable approach for teaching 13-year-olds will not be the same as for teaching 18- year-olds or 40-year-olds. The principles of LTAD have practical implications on how to teach rowing. Specifically, • more athletes will learn to row at a younger age than is now typical. In other words, there will be more early-entry athletes. • athletes who have developed physical literacy and general boat- handling skills during the FUNdamentals and Learning to Train stages will be comfortable and confident around water and boats.They will have a sense of balance in a boat and a sense of how a boat moves. • athletes should learn to row in a boat where they can learn • Safety is of paramount importance. Rowing clubs and coaches motor patterns and balance such as a 1x with a racing hull will need to consider carefully how to provide equipment that shape. Coaches and clubs must also consider safety in deciding facilitates learning, such as “tippy” boats, within a safe environ- what boats to use. ment. Flipping is fine - provided the conditions are safe. In general, children are more relaxed, less fearful, and have a • Athletes should be proficient scullers before they learn to shorter attention span than older adolescents and young adults. sweep, and they should learn to row in small boats. For some They learn best when all modes of learning are engaged – clubs, this will mean a change from learning to row in 8+s. visual, kinesthetic, and oral. Children need to see, hear, and DO. Children who have a strong foundation of fundamental move- When to learn to row ment and sport skills, and who are confident and comfortable In Canada,many rowers don’t start rowing until they are 18 to 20 in boats, will learn to row more easily than those who do not. years old.We do a good job of developing these late-entry athletes. They will have a basic sense of balance in a boat and of how a In fact, many Canadian rowers who have won medals at Olympic boat moves, which will make it easier for them to pick up and world championships started rowing “late.”However, we can rowing skills.Compared to older adolescents or adults,they will do a better job of recruiting and developing early-entry athletes to be relatively unconcerned about flipping, provided the condi- ensure optimal development of their aerobic base and strength tions are safe. during the Training to Train stage.This will make us less dependent on other sports to provide the correct training programs during these critical periods of development. Encouraging more athletes to start rowing at 11 to 16 years of age should not preclude athletes from starting when they are older. Coaches need to carefully assess late-entry athletes and provide remedial programs to address any gaps or weaknesses in their development. Early specialization, that is, before 10 to 12 years of age, in a late- specialization sport like rowing is neither necessary nor recom- mended. It contributes to one-sided, sport-specific development, poor development of fundamental movement skills and basic sport skills, overuse injuries, and early burn-out.

ROWING CANADA AVIRON 21 implementation

his document is the first step in developing LTAD for rowing. It provides an overview of LTAD, defines the principles on which LTAD is based, outlines the framework of the stages and the key aims and elements of each stage, and highlights some of the practical implications for the Canadian t rowing system.

In subsequent steps, Rowing Canada Aviron intends to • develop and describe in detail the training, racing and recovery programs for the five stages from Training to Train to Training to Win 2. • prepare separate supporting documents that will communicate the principles of LTAD and provide specific guidance for coaches, athletes, parents, and clubs. • use LTAD to review the existing rowing system, identify gaps and weaknesses in the system and in the development pathway,and develop solutions that will support LTAD.The immediate priorities include a review of the regatta system and coach education.

e recognize that implementing LTAD will require changes to the regatta system, club programs, equipment, and coach education, and that clubs, regatta organizers, schools, and coaches will need support in its implementation. Some of these changes can be wmade quickly;others will be more gradual.Many of the changes are interdependent.For example,LTAD recommends that athletes learn to scull before learning to sweep, and that they learn in small boats.To implement this recommendation, some clubs will need to change their fleet of boats to include more 1xs, 2x/-s, 4xs.This is expensive and can only be done gradually. In addition, it may require changes in boat storage. It must be coordinated with changes to the regatta system so athletes will have boats that match the events offered. Clubs will also have to consider how this recommendation and the shift in boat fleets will affect safety, program structure and timing, revenue generation, and their relationship with other water-users. LTAD is a “work in progress.”It will be reviewed and adapted to incorporate new research, empirical evidence, and innovations. Rowing Canada Aviron welcomes and will actively solicit feedback from coaches, club administrators, athletes, and others concerned about and affected by LTAD. However,we also recognize we need to “get on with it”if LTAD is going to benefit rowers.We want to develop a usable and useful plan that is based on the best available information, and then adapt it as necessary.

22 LONG-TERM ATHLETE DEVELOPMENT PLAN conclusion

TAD is about doing development right. It is about taking a long-term, clear, and systematic approach that focuses on athletes and what they need — at all levels.Rowers who benefit from the right training,racing,and support at the right time will have the foun- L dation they need to reach their athletic potential and enjoy rowing throughout their lives. Good preparation is crucial to an athlete’s success. LTAD is about extending the concept of good preparation to all stages and all aspects of athlete development. LTAD allows all rowers and those who support them to see what they should (and should not) be doing throughout their development. It helps individual athletes to identify the pathway that suits them and their goals. LTAD is a foundation for a rowing system that is successful in terms of both number of participants and the number of medals at the high performance level. It makes sense to invest in a framework that will develop athletes who enjoy rowing, succeed at the elite level, and stay involved in the sport for the long term.

"I was fortunate that throughout my rowing career opportunities came up at the right stage in my development and in the right order, so that I was able to take full advantage of them. This was partly luck. LTAD takes the luck out athlete development, by creating a systematic development pathway based on science and coaches' experience." Jon Beare, former National Team member, Olympian, coach and Vice-President of Athlete Development, Rowing BC

23 ROWING CANADA AVIRON 23 Glossary of Terms

Adaptation refers to the functional and/or morphological changes in an organism that are induced by a stimulus or a series of stimuli. The general patterns of adaptation are consistent amongst individuals and have been clearly delineated by physiological research. However, the degree of adaptation will depend on an individual’s genetic endowment. Ancillary capacities refer to the knowledge and experience base of an athlete. The ancillary capacities include warm-up and cool-down procedures, stretching, nutrition, hydration, rest, recovery, regeneration, mental preparation, and taper and peak. When athletes reach their genetic potential and physiologically cannot improve anymore, they can still improve performance by using the ancillary capacities to full advantage. Chronological age refers to a person’s age according to their date of birth. Critical periods of development refers to a stage in the development of a specific capacity when experience or training has an optimal effect on development. Physiologically, these are the periods during which an individual’s body is most responsive to particular stimuli. The same training introduced at an earlier or later time would have little or no effect or would even retard later development. Developmental age refers to an individual’s stage of development, based on physical, emotional, social, and cognitive criteria. Development refers to “the interrelationship between growth and development, in relation to the passage of time. The concept of development includes the social, emotional, intellectual, and motor realms of the child. Fundamental movement (motor) skills refers to the set of movement skills that form the basis for all sports and physical activity. • Double Periodization: two preparatory and two competitive periods within the year Fundamental sport skills refers to the set of sport skills that form the basis for all sports. • Triple Periodization: three preparatory and three competitive periods within the year Growth and maturation are often used together, sometimes synony- mously. However, each refers to specific biological activities. • Multiple Periodization: competing all year round while maintaining physical and technical skills Growth refers to “observable, step-by-step, measurable changes in body size, such as height, weight. and percentage of body fat.” Peak Height Velocity (PHV) refers to the maximum rate of growth in height. Maturation refers to “qualitative system changes, both structural and functional in nature, in the organism’s progress towards maturity.” Physical literacy refers to proficiency in the skills required for a large number of team and individual sports. Menarche refers to the onset of the first menstrual cycle. Trainability refers to the genetic endowment of athletes as they Periodization refers to the structuring of short- and long-term training, respond individually to specific stimuli and adapt to it accordingly. competition, and recovery periods to provide optimum performances at the Malina and Bouchard (1991) defined trainability as “the responsiveness required time or time series. of developing individuals at different stages of growth and maturation • Single Periodization: one preparatory and one competitive period within to the training stimulus.” the year

24 LONG-TERM ATHLETE DEVELOPMENT PLAN Selected Bibliography

Alpine Integration Model.Alpine Canada Alpine,High Performance Robertson, S. and Way,R: Long-term Athlete Development: A Made- Advisory Committee, 1999 in-Canada Model. Coaches Report,Vol.11.No.3, pp. 6-12. Athletics Canada.Run, Jump, Throw: Reference Guide. p.12. 2004. Rushall, B. The Growth of Physical Characteristics in Male and Diagram adapted from from Scammon, R.E. "The Measurement of Female Children. In Sports Coach,Vol.20,Summer,1998.pp.25 - 27. the Body Childhood" in Harris et. al, eds. The Measurement of Sanderson, L. Growth and Development Considerations for the Man. Minneapolis: University of Minnesota Press. 1930. Design of Training Plans for Young Athletes. Ottawa: CAC, Balyi, I. Sport system building and long-term athlete development SPORTS,Vol.10.No.2.1989. in Canada.The situation and solutions, in Coaches Report, Summer Scammon,R.E. The Measurement of the Body Childhood. In Harris 2001.Vol.8, No.1, pp.25-28. et.al., eds. The Measurement of Man. Minneapolis: University of Bar-Or, O. (ed). The Child and the Adolescent Athlete. Blackwell Minnesota Press. 1930. Science Ltd. Oxford, UK, 1996. SportMap: A Blueprint for Sport Excellence. PacificSport, 2001. Bloom, B. Developing Talent in Young People.New York: Stafford, I. Ballantines, 1985. Coaching for Long-Term Athlete Development. The National Canadian Sport for Life. Long-term Athlete Development Resource Coaching Foundation, Coachwise, Leeds, 2005. Paper. Canadian Sport Centres, 2005. Tenner, J.M. Growing Up. Scientific American, 1973, 9. Ericsson, K.A. and Charness, N. Expert Performance. Its Structure Viru, A. Adaptation in Sports Training. CRC Press, Boca Raton, and Acquisition. American Psychologist,August 1994., pp. 725-747. 1995. 310.p. Malina, R.M. and Bouchard, C. Viru,A, Loko, J.,Volver,A., Laaneots, L., Karlesom, K., and Viru, M.Age Growth, Maturation, and Physical Activity. Champaign, Ill.: periods of accelerated improvements of muscle strength, power, Human Kinetics, 1991. speed and endurance in age interval 6-18 years. In Biology of Sport, Warsaw,V.,15 (4) 1998, 211-227 pp.

ROWING CANADA AVIRON 25 Daily living support

Officials

Competition/training support partner

Funding

Competition FUNdamentals Training to Win to Training Training to Train to Training Learning to Train Learning to Sport Leadership Athlete/Participant Training to Compete Training AWARENESS First Contact/Recruiting First Retirement/New Involvement Retirement/New

Coaching Awareness needed to inform potential athletes, coaches and support personnel needed to inform potential athletes, Awareness High performance athletes and high visibility events create awareness of athletes with disability awareness High performance athletes and high visibility events create Accessible Facilities, Equipment and Services

Sport Science/Evaluation

Sport Medicine/Counselling

Environment Appendix 1. Long-Term Athlete Development Model for Canadians with a Disability Long-Term

26 LONG-TERM ATHLETE DEVELOPMENT PLAN ACTIVE START ACTIVE FUNdamentals ACTIVE FOR LIFE ACTIVE Stages of LTAD TRAINING TO WIN TRAINING TO TRAINING TO WIN TRAINING TO 2 TRAINING TO TRAIN TRAINING TO LEARNING TO TRAIN LEARNING TO LEARNING TO LEARNING TO COMPETE TRAINING TO TRAINING TO COMPETE

National, Provincial and Local Sports Organizations Clubs Home Canada Games Daycare Sport Institutes Provincial Games Provincial Clubs and Schools Provincial Rep. Teams Rep. Provincial Age Group Rep. Teams Rep. Age Group Canadian Sport Centres High Performance Clubs High Performance National Training Centres National Training Regional Training Centres Regional Training Community Centres Provincial Training Centres Training Provincial Schools Clubs and Home Colleges Coaching Community Centres Officiating Universities Volunteering Sport Schools Administrating Sport Academies Where athlete development happens Where

Local, Provincial/Territorial and Federal Governments Sport Canada: Strategic Leadership for Sport Leadership Strategic Sport Canada: of life safety health Higher Economic Improved standards population Community educational development sustainability Environmental Improved quality Improved Why sport is supported Why Appendix 2.

ROWING CANADA AVIRON 27 Acknowledgements

This overview of the Long-Term Athlete Development (LTAD) plan for rowing was produced by a working group that included

Dr. Istvan Balyi National Coaching Institute, PacificSport Victoria and Advanced Training and Performance Ltd. Ian Moss Executive Director, Rowing Canada Aviron Dr.Volker Nolte Head Men’s Coach and Assistant Professor, University of Western Ontario Rebecca Orr Domestic Development Officer, Rowing Canada Aviron Terry Paul National Development Coach, Rowing Canada Aviron Alan Roaf High Performance Director, Rowing Canada Aviron Brenda Taylor World and Olympic Champion Carolyn Trono Director of Coach Development, Rowing Canada Aviron

We thank those coaches who contributed their ideas and comments. In particular, thank you to those who participated in an initial workshop in March, 2005, where some of the key rowing-specific ideas were discussed and who subsequently reviewed this overview.

Laryssa Biesenthal, Rowing Canada Aviron Terry Paul, Rowing Canada Aviron Howie Campbell, British Columbia Courtney Pollock, Ontario Rick Crawley,British Columbia Craig Pond, British Columbia Carol Love, Ontario Gwen Prillo, Sport Canada Walter Martindale,Alberta Anne Renée-Thibault, Quebec Chuck McDiarmid, Manitoba Alan Roaf, Rowing Canada Aviron Ian McFarlane, Ontario Bob Sawler, Nova Scotia Siobhan McLaughlin, Saskatchewan Karol Sauvé, Quebec Al Morrow,Rowing Canada Aviron Mike Spracklen, Rowing Canada Aviron Dr.Volker Nolte, Ontario Brenda Taylor, British Columbia Kim Norris, New Brunswick Lesley Thompson-Willie, Ontario Rebecca Orr, Rowing Canada Aviron Mike Thompson, Ontario Carolyn Trono, Rowing Canada Aviron

Long-Term Athlete Development Plan for Rowing: An Overview is based on the LTAD model developed by Dr. Istvan Balyi. We thank Dr. Balyi for the guidance, expertise, and experience that he contributed to this overview. We also acknowledge the assistance provided by Richard Way, LTAD Advisor, Canadian Sport Centre, Vancouver.Thank you to Jon Beare and Alison Korn for contributing their thoughts on long-term athlete development and the factors that contributed to their athletic success.

Writer Brenda Taylor Photo Credits Volker Nolte (p. 5), Joel Rogers (p. 19), Jackie Skender (p. 6, 11, 20, 23, 24), George Blumel (p. 22), Editor Sheila Robertson Renate Hodges (p. 11), Jacqueline Sava (p. 15, 21), Mike Wilkinson (p. 7),Thomas E. Butscher (p. 18), Translation MATRA•gs inc. Joe Ho (page 21), Rebecca Orr (p. 21), Kristina Molloy (p. 25).

Design Barbara Moore Production Co-ordinators Rebecca Orr, Jackie Skender

We acknowledge the financial support of the Government of Canada through Sport Canada, a branch of the Department of Canadian Heritage.

28 LONG-TERM ATHLETE DEVELOPMENT PLAN