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    LTAD 2 - Fundamentals

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    judobob
    a description of the fundamentals stage of Long-term athlete development. Cover physical literacy and coaching ideas

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    LTAD 2 - Fundamentals

    Uploaded by

    judobob
    1K views76 pages
    a description of the fundamentals stage of Long-term athlete development. Cover physical literacy and coaching ideas

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    a description of the fundamentals stage of Long-term athlete development. Cover physical literacy and coaching ideas

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF or read online from Scribd
    Download as pdf
    1K views76 pages

    LTAD 2 - Fundamentals

    Uploaded by

    judobob
    a description of the fundamentals stage of Long-term athlete development. Cover physical literacy and coaching ideas

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF or read online from Scribd
    Download as pdf
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    Long-Term Athlete

    Development
    The Fundamental Stage
    Aims
    Aims
    • To discuss the aims of the fundamental stage
    Aims
    • To discuss the aims of the fundamental stage
    • To define the terms agility, balance, co-ordination
    and speed (ABCs)
    Aims
    • To discuss the aims of the fundamental stage
    • To define the terms agility, balance, co-ordination
    and speed (ABCs)
    • To discuss the fundamentals of athletics
    Aims
    • To discuss the aims of the fundamental stage
    • To define the terms agility, balance, co-ordination
    and speed (ABCs)
    • To discuss the fundamentals of athletics
    • To discuss KGBs & CPKs
    Aims
    • To discuss the aims of the fundamental stage
    • To define the terms agility, balance, co-ordination
    and speed (ABCs)
    • To discuss the fundamentals of athletics
    • To discuss KGBs & CPKs
    • Discuss strength training for children
    The Fundamentals stage
    The Fundamentals stage
    • Ages: 6-8 (girls) & 6-9 (boys)
    The Fundamentals stage
    • Ages: 6-8 (girls) & 6-9 (boys)
    • Children need to sample a wide range of movement
    activities, in fun, playful environments
    The Fundamentals stage
    • Ages: 6-8 (girls) & 6-9 (boys)
    • Children need to sample a wide range of movement
    activities, in fun, playful environments
    • No sports-specific specialisation
    The Fundamentals stage
    • Ages: 6-8 (girls) & 6-9 (boys)
    • Children need to sample a wide range of movement
    activities, in fun, playful environments
    • No sports-specific specialisation
    • Emphasis on development of basic movement skills,
    not formal competition
    The Fundamentals stage
    • Ages: 6-8 (girls) & 6-9 (boys)
    • Children need to sample a wide range of movement
    activities, in fun, playful environments
    • No sports-specific specialisation
    • Emphasis on development of basic movement skills,
    not formal competition
    • Parental involvement
    The Fundamentals stage
    • Ages: 6-8 (girls) & 6-9 (boys)
    • Children need to sample a wide range of movement
    activities, in fun, playful environments
    • No sports-specific specialisation
    • Emphasis on development of basic movement skills,
    not formal competition
    • Parental involvement
    • Speed power and endurance developed using fun
    games and challenges
    The Fundamentals stage
    • Ages: 6-8 (girls) & 6-9 (boys)
    • Children need to sample a wide range of movement
    activities, in fun, playful environments
    • No sports-specific specialisation
    • Emphasis on development of basic movement skills,
    not formal competition
    • Parental involvement
    • Speed power and endurance developed using fun
    games and challenges
    • Opportunity for optimal development of speed
    Windows of trainability
    Chronological age

    General tra
    Training age

    Chronological age

    FMS, CPKs, KGBs, FSS


    Agility
    Agility
    • “The ability to change speed and direction
    rapidly” (Bloomfield, Elliot and Ackland, 1994)
    Agility
    • “The ability to change speed and direction
    rapidly” (Bloomfield, Elliot and Ackland, 1994)

    • Or “whole-body changes in direction as well as rapid


    movement and direction changes in limbs” (Baechle, 2000).
    Agility
    • “The ability to change speed and direction
    rapidly” (Bloomfield, Elliot and Ackland, 1994)

    • Or “whole-body changes in direction as well as rapid


    movement and direction changes in limbs” (Baechle, 2000).

    • When described by Chelladauri (1976) agility was broken


    down into simple, temporal, spatial and universal dependent
    upon the amount of uncertainty or extraneous variables in the
    skill.
    Agility
    • “The ability to change speed and direction
    rapidly” (Bloomfield, Elliot and Ackland, 1994)

    • Or “whole-body changes in direction as well as rapid


    movement and direction changes in limbs” (Baechle, 2000).

    • When described by Chelladauri (1976) agility was broken


    down into simple, temporal, spatial and universal dependent
    upon the amount of uncertainty or extraneous variables in the
    skill.

    • In 2006 Sheppard and Young defined agility as “movement not


    only involving changes in speed and direction, but must also be
    an open skill, wherein a reaction to a stimulus is involved and
    the movement is not specifically rehearsed.”
    Agility Vs Quickness
    Agility Vs Quickness

    • Sheppard and Young (2006), “rapid changes in


    direction” an important element of this definition is
    that it requires no external stimuli.
    Agility Vs Quickness

    • Sheppard and Young (2006), “rapid changes in


    direction” an important element of this definition is
    that it requires no external stimuli.
    • Moreno (1995) who suggests quickness is a “multi-
    planar or multi-directional skill that requires
    change of direction as well as rapid movement and
    directional changes of limbs.”
    Balance
    Balance

    • “minimising the displacements of the centre of


    gravity while maintaining and upright stance,
    proper orientation, adapted locomotion and
    adequate gestures, figures or techniques” (Perrin
    et al, 2002).
    Co-ordination
    Co-ordination

    • According to Schmidt & Wrisberg (2000)


    co-ordination is “the ability to perform a
    number of complex movements
    simultaneously.”
    Speed
    Speed
    • Speed is defined as “displacement over unit of
    time” (Baechle & Earle, 2000).
    Speed
    • Speed is defined as “displacement over unit of
    time” (Baechle & Earle, 2000).
    • In fundamental movement skills, speed relates to
    linear and lateral speed.
    The fundamentals
    of athletics
    The fundamentals
    of athletics
    • Running
    The fundamentals
    of athletics
    • Running
    • Throwing
    The fundamentals
    of athletics
    • Running
    • Throwing
    • Jumping
    Throwing: O’Keeffe et al, 2007
    Throwing: O’Keeffe et al, 2007
    • Investigated the concepts of transfer and specificityinapractical physical
    education setting.
    Throwing: O’Keeffe et al, 2007
    • Investigated the concepts of transfer and specificityinapractical physical
    education setting.

    • Three practice groups: the fundamental group, the badminton group, the
    control group.
    Throwing: O’Keeffe et al, 2007
    • Investigated the concepts of transfer and specificityinapractical physical
    education setting.

    • Three practice groups: the fundamental group, the badminton group, the
    control group.

    • Results indicated that there was transfer from the fundamental overarm
    throw to the badminton overhead clear and the javelin throw but that
    there was no transfer from the badminton overhead clear to the javelin
    throw.
    Throwing: O’Keeffe et al, 2007
    • Investigated the concepts of transfer and specificityinapractical physical
    education setting.

    • Three practice groups: the fundamental group, the badminton group, the
    control group.

    • Results indicated that there was transfer from the fundamental overarm
    throw to the badminton overhead clear and the javelin throw but that
    there was no transfer from the badminton overhead clear to the javelin
    throw.

    • The results indicate that participants in the fundamental throw teaching


    programme showed significant learning effects not only in the fundamental
    overarm throw but also in the specific sport skills of the badminton
    overhead clear and the javelin throw.
    Throwing: O’Keeffe et al, 2007
    • Investigated the concepts of transfer and specificityinapractical physical
    education setting.

    • Three practice groups: the fundamental group, the badminton group, the
    control group.

    • Results indicated that there was transfer from the fundamental overarm
    throw to the badminton overhead clear and the javelin throw but that
    there was no transfer from the badminton overhead clear to the javelin
    throw.

    • The results indicate that participants in the fundamental throw teaching


    programme showed significant learning effects not only in the fundamental
    overarm throw but also in the specific sport skills of the badminton
    overhead clear and the javelin throw.

    • They concluded that results support the notion of transfer between


    fundamental motor skills and sport specific skills. This has practical
    implications for the teaching of physical education.
    KGBs
    KGBs

    • Kinaesthetic sense
    KGBs

    • Kinaesthetic sense
    • Gliding
    KGBs

    • Kinaesthetic sense
    • Gliding
    • Buoyancy
    KGBs

    • Kinaesthetic sense
    • Gliding
    • Buoyancy
    • Striking with an implement
    CPKs
    CPKs
    • Catching
    CPKs
    • Catching
    • Passing
    CPKs
    • Catching
    • Passing
    • Kicking
    CPKs
    • Catching
    • Passing
    • Kicking
    • Striking with body
    part
    Strength
    Strength

    • Children should be encouraged to gain


    strength through supporting and lifting
    their own body weight.
    Flexibility
    Flexibility
    Flexibility
    Flexibility
    Flexibility
    Flexibility
    In summary
    In summary
    • Physical literacy can be defined as the
    mastery of fundamental movement skills
    (FMS) and fundamental sports specific skills
    (FSS).
    In summary
    • Physical literacy can be defined as the
    mastery of fundamental movement skills
    (FMS) and fundamental sports specific skills
    (FSS).
    • Thus FMS + FSS= physical literacy.
    In summary
    • Physical literacy can be defined as the
    mastery of fundamental movement skills
    (FMS) and fundamental sports specific skills
    (FSS).
    • Thus FMS + FSS= physical literacy.
    • Strength & Flexibility
    Fair play
    Fair play
    Fair play
    Ideas
    Ideas
    • Chasing games
    Ideas
    • Chasing games
    • Team relays
    Ideas
    • Chasing games
    • Team relays
    • Running pathways round differently
    coloured cones
    Ideas
    • Chasing games
    • Team relays
    • Running pathways round differently
    coloured cones
    • Activities involving picking up and putting
    down beanbags responding to instructions
    Ideas
    • Chasing games
    • Team relays
    • Running pathways round differently
    coloured cones
    • Activities involving picking up and putting
    down beanbags responding to instructions
    • Ball exercises with different types of balls
    Why is Fundamentals
    important?

    Can’t catch
    won’t play
    The consequences of
    missing fundamentals
    Any Questions?

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