Long-Term Athlete Development 2.

Canadian Sport for Life

LONG-TERM
Figure 1:

Long-Term Athlete
ATHLETE
Development Framework
DEVELOPMENT

Active for Life

Enter at any age

Train to Win
Males 19 +/– and Females 18 +/–

Train to Compete
Males 16 -23 and Females 15 -21

Train to Train
Males 12 -16 and Females 11 -15

Learn to Train
Males 9 -12 and Females 8 -11

FUNdamentals
Males 6 - 9 and Females 6 - 8

Active Start
Males and Females 0 - 6

LTAD.ca
canadiansportforlife.ca
canadiansportforlife.ca
10 Key Factors
Influencing
Long-Term Athlete
Development
1. Physical Literacy
2. Specialization
3. Developmental Age
4. Sensitive Periods
5. Mental, Cognitive and
Emotional Development
6. Periodization
7. Competition
8. Excellence Takes Time
9. System Alignment
and Integration
10. Continuous Improvement –
Kaizen

3
 Active Start
An Outline of Long-Term Athlete

Active Start FUNdamentals

Chronological Age Chronological Age
Males and Females 0 - 6 Males 6 - 9 and Females 6 - 8

• Development of general movement skills • Overall movement skills

• Not sedentary for more than 60 minutes except • General, overall development
when sleeping • Integrated mental, cognitive and emotional
• Some organized physical activity development
• Exploration of risk and limits in safe environments • ABCs of athleticism: agility, balance, coordination
• Active movement environment combined with well- and speed
structured gymnastics and swimming programs • ABCs of athletics: running, jumping, throwing and
• Daily physical activity with an emphasis on fun wheeling for wheelchair sports
• Develop strength through use of own body weight
exercises
• Introduce simple rules of fair play and ethics of sport
• Well-structured programs without periodization
• Daily physical activity, still emphasizing fun

4
 Stages of LTAD

Development

Learn to Train Train to Train

Chronological / Developmental Age Chronological / Developmental Age
Males 9 -12 and Females 8 -11 Males 12 - 16 and Females 11 - 15

• Overall sport skills development • Sport-specific skill development

• Major skill learning stage: all basic sport skills should • Major fitness development stage: aerobic, speed and
be learned before entering puberty or the Train to strength
Train stage
• The onset of the growth spurt, peak height velocity
• Integrated mental, cognitive and emotional (PHV) (the fastest rate of growth after growth
development decelerates) and the onset of menarche
• Introduction to mental preparation are the biological markers

• Develop strength through use of own body weight, • Build the physical and mental engine
adding medicine ball and Swiss ball • Integrated mental, cognitive and emotional
• Introduce ancillary capacities development

• Further identification and development of talents • Introduce free weights

• Single or double periodization • Develop ancillary capacities

• Sport-specific training three times per week; • Frequent musculoskeletal evaluations during
growth spurt
participation in other sports three times per week
• Talent identification and selection
• Single or double periodization
• Sport-specific training six - nine times per week,
including complementary sports

5
 An Outline of Long-Term Athlete

Train to Compete Train to Win

Chronological / Developmental Age Chronological Age
Males 16 - 23 +/- and Females 15 - 21 +/- Males 19 +/- and Females 18 +/-

• Sport-, event-, position-specific physical conditioning • Ages are sport-specific and based on national and
• Sport-, event-, position-specific technical tactical international normative data, which represents the
preparation average score for a certain factor across various levels
of performance (height, weight, etc.)
• Sport-, event-, position-specific technical and playing
skills under competitive conditions • Maintenance or improvement of physical capacities

• Integrated mental, cognitive and emotional • Further development of technical, tactical and
development playing skills

• Advanced mental preparation • Modelling all possible aspects of competition

in training
• Optimize ancillary capacities
• Frequent preventative breaks
• Specialization
• Maximize ancillary capacities
• Single, double or triple periodization
• Performance on demand
• Sport-specific technical, tactical and fitness training
9-12 times per week • Single, double, triple or multiple periodization
• Sport-specific technical, tactical and fitness training
9-15 times per week

6
 Stages of LTAD

Development

Active For Life

Enter at any time after the onset of the growth spurt

Active for Life constitutes three participant-based streams: Fit for Life
Competitive for Life, Fit for Life and Sport and Physical
• Minimum of 60 minutes moderate daily activity
Activity Leaders. Participants may be active in multiple
or 30 minutes of intense activity for adults
streams depending on their involvement in sport and
physical activity. • Move from competitive sport to recreational activities
• Move to sport careers or volunteering
Competitive for Life
• Maintain an active lifestyle by continuing to participate
• Minimum of 60 minutes moderate daily activity or
in organized or non-organized physical activity
30 minutes of intense activity for adults
• Become active by participating in non-organized sport
• Transfer from one sport to another
or physical activity that may be unfamiliar
• Move from highly competitive sport to lifelong
competitive sport including age group competition
Sport and Physical Activity Leaders *
• Embrace an active lifestyle by participating in organized
sport that may be unfamiliar • Move from competitive sport to volunteering as coaches,
officials or administrators
• Compete at a high level in age-group competitions
such as Masters Games • Upon retiring from competitive sport, move to sport-
related careers such as coaching, officiating, sport
administration, small business enterprises or media
• Use experience, whether from previous involvement
or education, to help ensure a positive environment
for participants

* Active for Life if physical literacy is achieved before the

Train to Train stage

7
8
 CS4L – LTAD 2.0

Long-Term Athlete Development through

Canadian Sport for Life

LTAD 2.0 Contents

10 Preface 52 Learn to Train
12 Executive Summary 54 Physical Literacy: What Does
15 Overview It Look Like?

17 Introduction 56 Train to Train

18 Sport System Alignment 58 Train to Compete

and Integration 59 Train to Win
21 Shortcomings and Consequences 60 Active for Life
23 The 10 Key Factors 63 Impact of CS4L – LTAD
Influencing LTAD
63 On Parents
23 Physical Literacy
63 On Coaching
26 Specialization
64 On Clubs and Community
28 Developmental Age Sport and Recreation
31 Sensitive Periods 64 On the Education System
33 The 10 S’s of Training 65 On the Sport System
and Performance
67 On Sport Science
36 Mental, Cognitive and
Emotional Development 69 Integration

Planning for 38 Periodization

41 Competition
71 Summary
72 Glossary
the wellness 42 Excellence Takes Time 74 Canadian Sport LTAD Frameworks

and sport 44
46
System Alignment and Integration
Continuous Improvement – Kaizen
76 CS4L.ca/resources
78 Selected Bibliography
excellence of 47 Stages of LTAD 82 Credits and Acknowledgements

Canadians. 48 Active Start

50 FUNdamentals

9
 Preface
In 2002, Canadian Federal, Provincial and Territorial (F-P/T) ministers adopted the
Canadian Sport Policy, a commitment to enhance participation, excellence, capacity
and interaction in Canadian sport, with the vision of “A dynamic and leading-edge
sport environment that enables all Canadians to experience and enjoy involvement
in sport to the extent of their abilities and interests and, for increasing numbers,
to perform consistently and successfully at the highest competitive levels.”
(Canadian Sport Policy, 2002).

As a step toward this vision, Sport Canada – the Canadian Alongside Long-Term Athlete Development, Canadian
governmental agency responsible for sport, from general Sport for Life represents a paradigm shift in the way
participation to high performance – invested in Canadian Canadians lead and deliver sport and physical activity.
Sport for Life (CS4L) and its core Long-Term Athlete
Development (LTAD) framework. In June 2012, Canada’s F-P/T sports ministers endorsed a
renewed Canadian Sport Policy for 2012-2022 (CSP 2012).
Beginning in 2005, Sport Canada assembled an Expert While the first Policy was a catalyst for the Canadian Sport
Group to lead the process and Canadian Sport Centres for Life movement, CSP 2012 fully integrates Canadian
published the Canadian Sport for Life – Long-Term Athlete Sport for Life – Long-Term Athlete Development. The
Development Resource Paper (Balyi, Way, Higgs, Norris, policy goals of CSP 2012 incorporate the key outcomes
& Cardinal, 2005). This document provided a framework of Physical Literacy, Excellence and Active for Life that
and philosophy for promoting lifelong engagement are foundational to Canadian Sport for Life – Long-Term
in sport and physical activity for all Canadians, while Athlete Development.
also revitalizing Canada as a competitive force in the
international arena. Since that time, the Canadian Sport for Now, Canadian Sport for Life – Long-Term Athlete
Life Expert Group has worked to facilitate the development Development is written into Canada’s Sport Policy
of Long-Term Athlete Development frameworks and “roadmap,” and concepts such as physical literacy and the
associated materials for each of the federally supported Long-Term Athlete Development stage names (e.g. “Learn
National Sport Organizations (NSOs). In addition, the to Train,” “Train to Compete”) are included throughout the
Expert Group, now the Canadian Sport for Life Leadership policy to guide the understanding of readers. Canadian
Team, has created dozens of supporting resources to Sport for Life – Long-Term Athlete Development has
deepen the understanding of Canadian Sport for Life become the organizational paradigm of Canadian sport.
– Long-Term Athlete Development across Canada and Yet even in that short time sport has continued to evolve,
around the world. The science and coaching practices that and so has the Canadian Sport for Life – Long-Term
were the basis for the original document have continued Athlete Development framework. Thousands of sport
to evolve. The original document fulfilled its purpose of leaders and researchers world-wide have contributed to
engaging Canada’s sport, recreation, education and health Canadian Sport for Life – Long-Term Athlete Development
leaders in an ongoing dialogue about what “quality” sport by learning how to practically implement it, extend it into
means and looks like. new areas, critically analyze its underlying principles, and
build an evidence base that supports the benefits of the
Canadian Sport for Life has evolved from a project to a Long-Term Athlete Development approach.
national movement dedicated to improving the quality
of sport and physical activity in Canada. Canadian Sport
for Life links sport, education, recreation and health, and
aligns community, provincial and national programming.

10
 CS4L – LTAD 2.0

Figure 2: The Progression of Long-Term Athlete Development Through Canadian Sport for Life

Seniors

Active for Life

Health of the Nation

Co

Fit
mp

fo
eti

Train
rL
tiv

to Win
ife
ef
or
excellence

Physical Literacy
Lif

Train to
e

Compete
Remedial
Train
to Train

Learn to Train
Physical Literacy

First Contact

Awareness

FUNdamentals

Active Start

Infants

This resource is an update on Canadian Sport for Life – Long-Term Athlete

Development that, in the spirit of “Kaizen” or continuous improvement, builds
on the original 2005 Canadian Sport for Life – Long-Term Athlete Development
Resource Paper. It reflects both newer information and lessons learned as Canada
has worked to implement fundamental changes in the way quality sport is
designed and delivered within the sport, education, recreation and health sectors.
It is a work in progress and, as such, will continue to evolve.

11
 Executive Summary
The Canadian Sport for Life movement aims to improve the quality of sport and
physical activity in Canada by addressing overall sport and physical activity from
policy to program delivery. Establishing quality programs based on developmentally
appropriate sport and physical activity will improve the health, wellness and
sporting experiences of all Canadians. The results will be physical literacy,
improved performance and increased lifelong participation in physical activity.
The planned outcomes of Canadian Sport for Life include (where Canadians contribute to the sport and physical
Physical Literacy, Excellence and Active for Life. Physical activity experience as coaches or instructors, officials, either
Literacy is the foundation for both Active for Life and professional or volunteer administrators, or through sport
Excellence. Individuals who are physically literate move science and medicine).
with competence and confidence in a wide variety of
physical activities that benefit healthy development. These A central component of the Canadian Sport for Life
individuals are able to effectively demonstrate an array of movement is Long-Term Athlete Development – a multi-
basic human movements, fundamental movement skills stage training, competition and recovery pathway that
and fundamental sports skills across a range of physical guides an individual’s experience in sport and physical
environments. They develop the motivation and ability to activity from infancy through all phases of adulthood.
understand, communicate, apply and analyze different Long-Term Athlete Development is a framework for
forms of movement. This enhances their physical and developmentally appropriate programs that increase
psychological wellness, allowing them to pursue sport participation and optimize performance. Long-Term Athlete
excellence based on their ability and motivation. Physical Development uses a holistic approach that considers
literacy is the cornerstone for both participation in physical mental, cognitive and emotional development combined
activity and excellence in sport, and has been adopted as with physical development, ensuring each athlete develops
the foundation of the Sport for Life concept in Canada. as a complete person.

Active for Life is the third key outcome of Canadian Sport Canadian Sport for Life – Long-Term Athlete Development
for Life. Active for Life is the name of Long-Term Athlete describes how the Canadian sport system can best
Development’s seventh stage, accommodate the needs for increased activity and
but it is also a major goal for sporting achievement for those with physical, sensory and
the Canadian Sport for Life intellectual disabilities. While not everyone with a disability
CS4L is a movement to improve
movement. This stage can be will pursue excellence, this should not exclude them from
the quality of sport and physical
entered at any age after the opportunities to develop physical literacy and become
activity in Canada. CS4L links sport,
development of physical literacy active for life.
education, recreation and health
and aligns community, provincial during childhood and youth, and The seven stages of Long-Term Athlete Development are
and national programming. may include being Competitive Active Start, FUNdamentals, Learn to Train, Train to Train,
for Life (where Canadians Train to Compete, Train to Win and Active for Life. The
LTAD is a multi-stage training, are active for life through first three stages combined form the physical literacy base
competition and recovery pathway participation in competitive upon which the excellence stream (Train to Train, Train to
guiding an individual’s experience sport), Fit for Life (where Compete and Train to Win) and lifelong engagement in
in sport and physical activity from Canadians are active for life physical activity (Active for Life) are built. Athletes with
infancy through all phases of through participation a disability have two additional stages of Long-Term
adulthood. in recreational physical Athlete: Awareness and First Contact. They are particularly
activity), and/or Sport and important for individuals with an acquired disability who
CS4L, with LTAD, represents a
Physical Activity Leaders may not have been aware of sport and physical activity for
paradigm shift in the way Canadians
lead and deliver sport and physical persons with a disability.
activity in Canada.

12
12
 CS4L – LTAD 2.0

ions
Champ

Excellence

Int
erd
ep
Quality Sport

en
& Physical Active for Life
de
nc
Activity
e
Physical Literacy

ue s
P r i n c i p l e s & Va l

Figure 3: The Principles & Values of Canadian

Sport for Life and Long-Term Athlete Development

1. Life has significant stages of development that include 9. Providing guidance through the complete spectrum of
transitions from child to adolescent, to adult, and then to LTAD stages of sport and physical activity will result in
senior, resulting in changed capabilities. increased participation and performance.

2. Training, competition and recovery programs should be 10. Mastery in sport develops over time, through participation
based on the stage of the participant’s capability, rather in quality sport and physical activity programs.
than chronological age. 11. LTAD is participant/athlete-centered, coach-led, and
3. For optimal development, sport programs must be organization supported, taking into account the
designed for the stage of development and gender of the demands of home, organized sport, community
participant. recreation and school.

4. Physical literacy is the basis of lifelong participation and 12. Through cooperation and collaboration within sports
excellence in sport and engagement in health enhancing (at all levels) and between sports, a more effective sport
physical activity. system can be achieved.

5. Every child is an athlete and, therefore, is genetically 13. The integrated efforts of high-performance sport,
predisposed to be active if the environment encourages community sport, school sport, school physical education,
participation. and municipal recreation will have a mutually positive
benefit for all.
6. Lifelong participation and excellence in sport are best
achieved by participating in a variety of sports at a young 14. Quality sport and physical activity, combined with proper
age, then specializing later in development. lifestyle, result in better health, disease prevention,
enhanced learning, enjoyment, and social interaction;
7. There are sensitive periods during which there is
leading to improved wellness.
accelerated adaptation to training during pre-puberty,
puberty and early post-puberty. 15. Sport practices, scientific knowledge and societal
expectations are ever changing and, therefore,
8. A variety of developmental, physical, mental, cognitive and
LTAD needs to continually adapt and improve.
emotional factors affect the planning of optimal training,
competition and recovery programs.

13
14
 CS4L – LTAD 2.0

Overview
This resource paper describes a seven-stage Canadian framework of LTAD, for
which CS4L is the vehicle. LTAD is a training, competition and recovery program
based on developmental age — the maturation level of an individual — rather
than chronological age. It is athlete-centred, coach driven and administration, sport
science and sponsor supported. The CS4L – LTAD framework is inclusive, addressing
the needs of those individuals with a disability. Persons with physical, sensory and
intellectual disabilities confront both individual challenges and special opportunities in
pursuing sport and physical activity. CS4L – LTAD has quickly become the organizing
paradigm for Canadian sport.

Long-Term Athlete Development:

• is based on the physical, mental, emotional and • impacts the entire sport community, including
cognitive development of children and adolescents. participants, parents, coaches, schools, clubs,
Each stage reflects a different point in athlete community recreation programs, provincial sport
development. organizations (PSOs), national sport organizations
(NSOs), sport scientists, municipalities, and government
• ensures physical literacy upon which excellence and
ministries and departments (particularly but not
lifelong participation in sport and physical activity can
exclusively in the portfolios of health and education) at
be built and
the provincial/territorial and federal levels.
a) is promoted through quality daily physical
• integrates and aligns high performance sport, community
activity in the schools and a common approach
sport, recreational physical activity, scholastic sport and
to developing physical abilities through
physical education in schools.
community recreation and elite sport programs;
b) recognizes the need to involve all Canadians • is “made in Canada”, recognizing international best
in LTAD, including athletes with a disability. practices and responding to research findings.

• ensures that developmentally appropriate skill • promotes a healthy, physically literate nation whose
development, training, competition and recovery citizens participate in lifelong physical activity.
programs are provided throughout an athlete’s career.
• provides developmentally appropriate and meaningful
competition structure throughout the stages of an
athlete’s development.

15
16
 CS4L – LTAD 2.0

Introduction
Sport and physical activity can be a powerful force for individual and social growth
and development, or they can fall short. CS4L is based on the belief that quality
sport and physical activity possess unique attributes to enable the development
of healthy individuals, who, in turn, can make positive contributions to society.
For CS4L, quality sport means sport delivered with a focus on the optimal holistic
development of each individual by using a developmentally appropriate approach.
It is inclusive, accessible and ethical, placing priority on long-term success over
short-term gains.
Quality sport is based upon a unified vision and Additional information on LTAD for athletes
one system for building and linking the strengths of with a disability is addressed in a separate resource,
organizations and institutions at the national, provincial No Accidental Champions (Higgs, Bluechardt, Balyi,
and local level. The CS4L movement builds on the 10 Key Way, Jurbala & Legg, 2011). Other resources have been
Factors of LTAD as the necessary basis for such a system. developed over the past eight years as well and
can be found in the CS4L Resource Documents
The LTAD framework was influenced by an analysis of and Additional Resources sections toward the
the empirically tested athlete development models from end of this document.
the former East Bloc countries, with all the positive and
negative aspects of those models. In addition, the sport
sciences have provided insight and information regarding
the role of growth, development and maturation in
athletic development. As well, the mental, cognitive,
emotional and psycho-social readiness of children is an “The health and wellness of
the nation and the medals
important component of young athlete development.
These sciences include pediatric exercise science, exercise
physiology, sport psychology, psychomotor learning,
sport sociology and nutrition. An analysis of the literature
on organizational development has also contributed
won at major Games are
significantly. The science behind LTAD has been tested,
and a number of countries and organizations around the simple by-products of an
effective sport system.”
world have adopted it as their sport framework.

This document is based on and supported by the

coaching and exercise science literature, but it is written
particularly for coaches, and technical and administrative – Istvan Balyi
sport leaders. Although some of the generalizations may
seem to be too vague from a scientific point of view,
our extrapolations are drawn because decisions must be
made, despite the lack of scientific studies and data in the
area. Thus, the art of coaching plays a significant role in
our framework.

17
 Sport System Alignment
and Integration
The need for LTAD arises in part from the fluctuating international performances
of Canadian athletes in some sports and the challenge other sports are having in
identifying and developing the next generation of internationally successful athletes.
In addition, participation in recreational sport and physical activity has been
declining and physical education programs in the schools are being marginalized.

18
 CS4L – LTAD 2.0

LTAD is a paradigm shift, a vehicle, a tool for change. It LTAD is an inclusive framework that encourages individuals
differs from other athlete development models because to get involved in lifelong physical activity. It does this by
it acknowledges that physical education, school sports, connecting and integrating physical education programs
competitive sports and recreational activities are mutually in the school system with elite sport programs and
interdependent and should be coordinated and developed with recreational sport programs in the community.
in a collaborative manner. CS4L – LTAD provides a strong foundation of necessary
knowledge in all aspects of performance and life skills, and
LTAD also positively affects the quality of training and ensures that all children correctly learn the fundamental
competition by taking into consideration factors such movement skills, since all children attend school. It
as developmental age and sensitive periods of optimal also ensures that these skills are introduced during the
trainability. It builds athleticism, beginning with a optimum point in their physical development, which is
foundation of fundamental movement skills and introduces prior to age 11 for girls and age 12 for boys, or more
fitness and sport skills at the appropriate developmental precisely, before the onset of the adolescent growth spurt.
age. Figure 4 illustrates the recommended support Children who are physically literate will:
system interrelationship between physical education,
recreation and podium performance. • feel confident and be encouraged to continue to build
on these skills through competitive and recreational
CS4L – LTAD stood in sharp contrast to the Canadian sport sport activity.
system of the early 21st century. Traditionally, physical
education in the schools, recreational sports and elite • enjoy overall health benefits by developing greater
sport have been developed and supported separately. This physical literacy, which encourages them to be more
approach is ineffective and expensive. It fails to ensure that physically active throughout their lives. Increased
all children, including those who may choose to become activity helps stem the current rise in childhood and
elite athletes, are given a solid foundation and appropriate adult obesity and reduces cardiovascular disease.
knowledge base regarding the physical, technical, tactical • be prepared to enter a pathway to higher-level
and mental aspects of performance, matched up with the competition and eventually excellence at the
life skills upon which to build their athletic abilities. international level.

Figure 4: Circle of a Physically Active Life

O
an rg anize
ized rt
oSport
SpdSport
Sport
Organized
Org Organized
d
anand an
Podd iu
Po
andPodiumm
di
Podium um
Pe
orm rmce
rfoan ance
rfPerformances
PePerformance

Heath &
Wellness
s
Recreation School Sport
and Lifelong d Ph
anol ys ic al
ScSchool
ho
Recreation
Pa rtiRRecreation
ecre
cip atat ion
iolo
n ng
School
anandEd uSp
caor
tiotsn
Sports
Sports
andanand Lifelong
Lifelong
d Li fe d Ph
and ysical
Physical
Physical
EdEducation
ucation
Participation
Participation
Participation Education

19
 Long-Term Athlete Development
consists of seven stages
Most sports have a seven-stage framework of LTAD, although there are some
exceptions, with each sport having refined the framework to best suit its unique
demands and sport career pathway.
The first three LTAD stages
encourage physical literacy The next three stages The final stage encourages
and sport for all: focus on excellence: lifelong physical activity:

1. Active Start 4. Train to Train 7. Active for life

a. Competitive for Life
2. FUNdamentals 5. Train to Compete
b. Fit for Life
3. Learn to Train 6. Train to Win c. Sport and Physical
Activity Leaders

Some sports have the additional stages of Learn to Compete, Learn to Win and/or Win for Living. Sports involving persons
with a disability have two additional stages: Awareness and First Contact/Recruitment.

• Awareness – Because sporting opportunities for persons with a disability are not always well known, sports need to
develop awareness plans to make their offerings known to prospective athletes with a disability.
• First Contact/Recruitment – Sports have one chance to create a positive and welcoming environment for potential
athletes with a disability. It may not be easy for individuals to make the first approach to a sport, and if they don’t have a
positive first experience, they may be lost to the sport and to a healthy lifestyle.

20
 CS4L – LTAD 2.0

Shortcomings and Consequences

Before CS4L – LTAD can be implemented successfully, the many shortcomings and
subsequent consequences that are impeding the Canadian sport system must be
reviewed.

Shortcomings Consequences
What are the shortcomings? What are the results of these shortcomings?
• Developmental athletes over-compete and • Poor movement abilities and athleticism.
under-train in many sports. • Lack of proper fitness.
• Adult training and competition programs are • Limited skill development due to under-training.
superimposed on young developing athletes.
• Poor habits developed from over-competition
• Training programs designed for male athletes are focused on winning.
superimposed on female athletes.
• Female athletes may not reach full potential due
• Preparation is geared to the short-term outcome – to inappropriate programs.
winning – and not to the process of developing the
• Children not having fun as they play
athlete.
adult-based programs.
• Chronological rather than developmental age
• A lack of systematic development in the next
is used in training and competition planning
generation of international athletes.
• Coaches largely neglect the sensitive periods of
• Athletes pulled in different directions by school,
accelerated adaptation to training.
club and provincial teams because of the structure
• Fundamental movement skills and fundamental sports of competition programs.
skills are not taught properly.
• Remedial programs, implemented by provincial and
• The most knowledgeable coaches work at the elite national team coaches, to counteract the shortcomings
level, while less knowledgeable volunteers often of athlete preparation.
coach at the developmental level where quality,
• Fluctuating national performance due to poor
trained coaches are essential for optimum athlete
understanding of talent development, identification
development.
and transfer within a developmental pathway.
• Parents are not educated about physical literacy and
• Athletes failing to reach their genetic potential
CS4L – LTAD.
and optimal performance level.
• The developmental training needs of athletes with
• Failure to reach optimal performance levels
a disability are not well understood.
in international competitions.
• In most sports, the competition system interferes
with athlete development.
• Talent identification, talent development and talent
transfer are poorly understood and misused.
• There is no integration between physical education
The shortcomings and
programs in the schools, recreational community
programs and elite competitive programs.
consequences should
• Sports encourage athletes to specialize too early
in an attempt to attract and retain participants.
be seriously considered
by program planners.
21
22
 10 Key Factors

The 10 Key Factors Influencing

Long-Term Athlete Development

The following factors are the key components

upon which LTAD is built.

1
Physical Literacy
Physical literacy is the cornerstone of both participation and excellence in
physical activity and sport. Individuals who are physically literate are more likely
to be active for life.
• Becoming physically literate is influenced by the individual’s age, maturation and capacity.
• Ideally, supporting the development of physical literacy should be a major focus prior to the adolescent growth spurt.
• The skills that make up physical literacy vary by location and culture, and depend on how much
importance a society places on certain activities.

Physically literate individuals:

• Demonstrate a wide variety of basic human movements, fundamental movement skills and fundamental sports skills,
• Move with poise, confidence, competence and creativity in different physical environments
(on the ground, both indoor and outdoor; in the air; in and on water; on snow and ice).
• Develop the motivation and ability to understand, communicate, apply and analyze different forms of movement.
• Make choices that engage them in physical activity, recreation or sport activities that enhance their
physical and psychological wellness, and permit them to pursue sport excellence commensurate with
their ability and motivation.

23
 Table 1: Fundamental Movement Skills that Underpin Physical Literacy
The list is not exhaustive but gives a good idea of the major movement skills across the three skill groups
and four physical environments.

Locomotor Skills Object Control Skills Balance Movements

• Boosting Sending: • Balancing/centering

• Climbing • Body Rolling

• Kicking
• Eggbeater • Dodging
• Punting
• Galloping • Eggbeater
• Rolling (ball)
• Gliding • Floating
• Striking (ball, puck, ring)
• Hopping • Landing
• Throwing
• Ice Picking • Ready position
Receiving:
• Jumping • Sinking/falling
• Catching
• Leaping • Spinning
• Stopping
• Poling • Stopping
• Trapping
• Running • Stretching/curling
Travelling with:
• Sculling • Swinging
• Dribbling (feet)
• Skating • Twisting/turning
• Dribbling (hands)
• Skipping
• Dribbling (stick)
• Sliding
Receiving and Sending:
• Swimming
• Striking (with a bat)
• Swinging
• Striking (with a racquet)
• Wheeling
• Striking (with a stick)

• Volleying (with limbs) Lists adapted from Jess (1999)

The basic movement skills identified above can be developed through the following four activities.
In combination, they provide a base for all other sports.

1. Athletics: run, jump, throw.

2. Gymnastics: ABCs of athleticism (agility, balance, coordination and speed). Including dance adds to rhythmic abilities.
3. Swimming: for water safety reasons; for balance in a buoyant environment; and as the foundation for all water-based sports.
4. Skating, slip and slide movements: on ice, snow or water, the need to develop stability is required.
Without the basic movement skills, a child will have difficulty participating in any sport. For example, to enjoy baseball,
basketball, cricket, football, netball, handball, rugby and softball, the simple skill of catching must be mastered.

Fundamental movements skills and fundamental sports skills should be introduced through fun activities and short games.
At the FUNdamentals stage, it is critical to provide many opportunities for children to explore their movement potential in
a safe environment.

24
 10 Key Factors

Figure 5: Fundamental Movement Skils and Fundamental Sports Skills

Agility Balance Co-ordination Speed Jumping Climbing

Walking Skating Hopping Swimming Skipping Balance

Throwing Dribbling Kicking Throwing Hitting Catching

It is critical that children with a disability have the opportunity to develop their fundamental movement skills and
fundamental sports skills. By doing so, they are more likely to be included in many school-, community- or club-based
activities. Failure to do so severely limits their lifelong opportunities for participation in many physical activities and sport.
Children with a disability face difficulty gaining the fundamentals because:

• overly protective parents, teachers and coaches shield them from the bumps and bruises of childhood play;
• adapted physical education is not well developed in all school systems;
• some coaches do not welcome children with a disability to their activities because of a lack of knowledge about how to
adapt their program and design integrative skills, drills and games.
It takes knowledge and creativity to integrate a child with a disability into group activities where fundamental skills are
practiced and physical literacy is developed.

25
2
Specialization
Sports can be classified as either early or late specialization. Well-known early
specialization sports include artistic and acrobatic sports such as gymnastics,
diving and figure skating. These differ from late specialization sports in that
very complex skills are learned before maturation since they cannot be fully
mastered if taught after maturation.
Most other sports are late specialization sports; Late Specialization
however, all sports should be individually analyzed using • Early Engagement
international and national normative data to determine
whether they are early or late specialization. If physical • Kinesthetic (alpine ski, freestyle ski, luge,
literacy is acquired before maturation, athletes can select a cross country ski)
late specialization sport when they are between the ages • Team (basketball, ice hockey, baseball, rugby,
of 12 and 15 and have the potential to rise to international soccer, water polo, field hockey)
stardom in that sport. • Visual (tennis, badminton, squash, fencing)
Based on sport-specific work done by more than 100 • Standard (typical timing of specialization –
organizations around the world, experts from the sport- majority of sports fit into this category)
specific groups indicated when sport specialization is • Very Late Specialization (cycling, wakeboard)
recommended. This has allowed groupings of sports within
early and late specializations. • Very Late Specialization; Transfer – when the
skills developed in one sport allow an athlete
Early Specialization to smoothly transition into another sport (rowing,
triathlon, volleyball – beach and indoor, bobsleigh)
• Acrobatic (gymnastics, diving, figure skating)
Specializing early on in a single, late specialization sport
• Highly kinesthetic (important to engage in activities contributes to:
that involve snow, water or a horse early on e.g.
snowboard, swimming, synchro, equine) • One-sided, sport-specific preparation
• Demanding and complex motor skill requirement • Lack of ABCs, poor basic movements and
fundamental sports skills
• Overuse injuries
• Early burnout
• Early retirement from training and competition

26
 10 Key Factors

Disability sports are typically late specialization sports. It older athletes who acquire a disability, it is important
is imperative that children with a congenital disability or that they again pass through the stages of Active Start,
early-acquired disability be exposed to the full range of FUNdamentals and Learn to Train – using the capacities
fundamental movement skills and fundamental sports that their disability permits – and be exposed to a variety of
skills before specializing in the sport of their choice. For sports before specializing in only one sport.

27
3
Developmental Age
Children of the same chronological age can differ by several years in their
level of biological maturation. Growth, development and rate of maturation
is the result of a complex interaction of genes, hormones, nutrients and the
environments (physical and psychosocial) in which the individual lives. This
combination of factors regulates the child’s physical growth, neuromuscular
development, sexual maturation, mental, cognitive and emotional development,
and general physical metamorphosis during the first two decades of life.
Puberty is characterized by numerous physical changes by Development refers to both biological and behavioural
which a child’s body matures into an adult body capable contexts. In terms of the biological, “development refers
of sexual reproduction. These events occur over a number to the processes of differentiation and specialization of
of years and include major changes to height, deposition pluripotent embryonic stem cells into different cell types,
of fat, bone and muscle, transformation of the brain, and tissues, organs and functional units” (Malina, Bouchard, &
acquisition of secondary sexual characteristics (e.g. breast, Bar-Or, 2004, p. 5). For behavioural, this term “relates to
genitalia, pubic and auxiliary hair growth). the development of competence in a variety of interrelated
domains as the child adjusts to his or her cultural milieu
The terms “growth” and “maturation” are often used – the amalgam of symbols, values and behaviours that
together and sometimes synonymously. However, each characterize a population” (p. 5).
refers to specific biological activities.

• Growth refers to observable step-by-step changes in

quantity and measurable changes in body size such as
height, weight, and fat percentage.
• Maturation refers to qualitative system changes,
both structural and functional, in the body’s progress
toward maturity such as the change of cartilage to
bone in the skeleton.

28
 10 Key Factors

Figure 6: Maturation in Girls and Boys (Adapted from “Growing Up” by J.M. Tanner Scientific American 1973)

Age-related terms used in Long-Term Athlete Development:

• Chronological age refers to the number of years • Training age refers to the age where athletes begin
and days elapsed since birth. Children of the same planned, regular, serious involvement in training.
chronological age can differ by several years in their General training age refers to the number of years in
level of biological maturation. training in different sports.
• Relative age refers to differences in chronological Sport-specific training age refers to the number of
age among children born in the same sport program years an athlete has been training in one particular sport.
year. For example, a sport may have age-group
classification based on age on December 31st of a year, The tempo of a child’s growth has significant implications
and this can lead to an athlete born in December being for athletic training because children who mature at an
almost one year less developed than an athlete born in early age have a major advantage during the Train to Train
January. stage compared to average or late maturers. However,
after all athletes have gone through their growth spurt,
• Developmental age refers to the degree of physical, it is often the late maturers who have greater potential
mental, moral, cognitive and emotional maturity. to become top athletes provided they experience quality
Physical developmental age can be determined by coaching throughout that period.
skeletal maturity or bone age. Mental, moral, cognitive
and emotional maturity are more difficult to determine. LTAD requires the identification of early, average and
• Skeletal age refers to the maturity of the skeleton late maturers in order to design appropriate training and
determined by the degree of ossification of the bone competition programs in relation to optimal trainability
structure. It is a measure that takes into consideration and readiness. The beginning of the growth spurt and
how far given bones have progressed toward maturity, the peak of the growth spurt (Peak Height Velocity) are
not in size, but with respect to the progressive change significant landmarks for LTAD applications of training and
from cartilage to bone. competition design.

Specific disabilities may dramatically change the timing and

sequence of childhood and adolescent development.

29
 Figure 7: Maturity Events in Girls (Adapted and modified from Ross & Marfell-Jones, 1982)

Peak Height Velocity (PHV) in girls occurs at about 12 years

of age. Usually the first physical sign of adolescence is
breast budding, which occurs slightly after the onset of the
growth spurt. Shortly thereafter, pubic hair begins to grow.
Menarche, or the onset of menstruation, occurs rather late
in the growth spurt, after PHV is achieved. Peak Strength
Velocity (PSV) comes immediately after PHV, or at the
onset of menarche (usually a year after PHV).The sequence
of developmental events may normally occur two or even
more years earlier or later than average.

Figure 8: Maturity Events in Boys (Adapted and modified from Ross & Marfell-Jones, 1982)

PHV in boys is more intense than in girls and, on average,

occurs about two years later. Growth of the testes, pubic
hair and penis are related to the maturation process.
PSV comes 12 to 18 months after PHV. Thus, there is
pronounced late gain in strength characteristics of the
male athlete. As with girls, the developmental sequence
for male athletes may occur two or more years earlier
or later than average. Early maturing boys may have as
much as a four-year physiological advantage over their
late-maturing peers. Eventually, the late maturers will
catch up when they experience their growth spurt.

Currently, most athletic training and competition programs Sports need to develop strategies that will encourage late
are based on chronological age. However, athletes of the maturing boys to remain in sport until they have caught
same age between ages 10 and 16 can be three up developmentally with their early maturing peers,
to five years apart developmentally (Borms, 1986). who because of their increased size and strength have a
Thus, chronological age is a poor guide to segregate competitive advantage. For girls, there is a need to develop
adolescents for competitions. strategies to retain early developers in programs until
the competitive disadvantage of wider hips and breast
development is reduced as late developers also obtain more
adult body shapes.

30
 10 Key Factors

4
Sensitive Periods
A sensitive period is a broad timeframe or window of opportunity when the
learning of a specific skill or the development of a specific physical capacity is
particularly effective. The entire period of childhood can be viewed as a sensitive
period for mastering fundamental movement skills (Gallahue and Donnelly, 2003).
Trainability during the sensitive periods of accelerated adolescent growth are based on their relationship to
adaptation to training refers to the body’s responsiveness maturational markers (Balyi, 2001), such as the onset
to training stimuli at different stages of growth and of the adolescent growth spurt or PHV itself (the peak
maturation. The physiological systems of the athlete can growth rate after which growth decelerates), and the
be trained at any age, but there are sensitive periods onset of menarche. Sensitive periods for stamina, strength
when individuals are especially responsive to specific and skills are identified using maturational markers as
types of training. well. The trainability of speed and suppleness are based
on chronological age (all available research is based on
The sensitive periods of accelerated adaptation to chronological age).
training that occur before adolescence are based on
chronological age, while those that occur during or after

Figure 9: Variation in Trainabilty (Adapted from work by Bouchard et al., 1997)

Figure 9 illustrates the evidence to

date that supports the high degree of
variation in the trainability of humans
(athletes), both from the standpoint of
the magnitude of change and the time
course of response to a given stimulus.
This probably reflects the elasticity
of response to various stimuli and
human diversity (as largely dictated
by the underlying genetic matrix and
supported by the environment in
which an individual is immersed).
(Norris and Smith, 2002)

31
All systems
are always
trainable!

Figure 10 illustrates the sensitive periods for females The concept of trainability has sparked considerable
and males. Three sensitive periods – skills, stamina and discussion within sport and academic communities.
strength – are based on the moving scales of the onset of Trainability is well documented in coaching and research
the growth spurt and PHV. The other two sensitive periods literature, including Arbeit (paper presented at European
– speed and suppleness – are based on chronological age, Athletics Coaches Association Conference, 1997), Borms
due to the fact that all research on speed and suppleness (1986), Kobayashi et al. (1978), Malina, Bouchard and
has been based on chronological age. The trainability of the Bar-Or (2004), Rowland (2005), Rushall (1998), Viru (1995),
different systems for children and youth with a disability is and Viru et al. (1998; 1999). This body of work provides
not well understood. Applying this information to specific reasonable evidence to support the concept of accelerated
athletes with a disability is a good example of coaching adaption to training or windows of trainability, taking into
being an art as well as a science. account the importance – and inherent limitations – of
applied field research for practical results.

Figure 10: The Sensitive Periods of Accelerated Adaptation to Training (Balyi and Way, 2005)

PHV
Females
Skills
Speed 2
Speed During the sensitive periods the
Stamina
windows of trainability are fully
Suppleness Strength
open. Outside of the sensitive
1&2 periods the windows are still
open, though only partially.
Rate of Growth

Developmental Age
Physical, Mental - Cognitave, Emotional Development
Chronological Age
under 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20+
All research done on speed and
PHV flexibility is based on chronological
Males age. The solid lines represent that
research. The dotted lines represent
the sensitive periods of accelerated
Suppleness adaptation to training based on
Stamina developmental age. The dotted
Skills lines are defined by the onset of
Strength
the growth spurt. The fastest rate
Speed 1 Speed 2 of growth, or PHV, occurs after
growth decelerates.

Rate of Growth

32
 10 Key Factors

The Ten S’s of The five basic S`s of Training

and Performance (Dick, 2007).

Training and 1. Stamina (Endurance)

2. Strength

Performance 3. Speed
4. Skill
5. Suppleness (Flexibility)

1. Stamina 2. Strength 3. Speed 4. Skill

1. Stamina (Endurance) 4. Skill

The sensitive period for stamina occurs at the onset of The sensitive period for optimal skill training generally takes
the adolescent growth spurt. Aerobic capacity training is place between the ages of 9 and 12 years for boys and
recommended before athletes reach PHV. Aerobic power between the ages of 8 and 11 for girls, or more precisely before
should be introduced progressively after PHV when growth rate the onset of adolescent growth spurt (the “skill hungry” years).
decelerates.
5. Suppleness (Flexibility)
2. Strength The sensitive period for suppleness for both genders occurs
The sensitive period for strength in girls is immediately after between the ages of 6 and 10. Although flexibility training
PHV or at the onset of menarche, while for boys it is 12 to 18 during puberty yields good results, special attention should
months after PHV. be paid to flexibility during the adolescent growth spurt, due
to stresses on muscles, ligaments and tendons by the rapidly
3. Speed growing bones.
For boys, the first sensitive period for speed occurs between the
ages of 7 and 9 years, and the second occurs between the ages of
13 and 16. For girls, the first sensitive period for speed occurs
between the ages of 6 and 8 years, and the second occurs
between the ages of 11 and 13.

33
 An additional five S`s have been identified as
important to building a complete and holistic
plan for developing athletes. These include
the following considerations:
Stress should be monitored carefully to ensure that overstress does
6. Structure/Stature not occur. (Overstress can occur from the cumulative effects of
everyday stresses of life, such as schooling, exams, peer groups, family
7. Schooling
and romantic relationships, as well as increased training volume and
8. (p)Sychology intensities, or competition.) Of particular concern is stress caused by
conflicting demands made on athletes from club, school and repre-
9. Sustenance
sentative teams. Communication between all coaches involved
10. Socio-Cultural in the athlete’s training and competition programs is essential.

5. Suppleness 6. Structure/Stature 7. Schooling 8. (p)Sychology

6. Structure/Stature 8. (p)Sychology – Mental Fitness

Stature is the height of a human. In terms of training and Mental fitness concepts and strategies can be introduced
performance, it refers to the process where the instructor, to athletes at an early age. Initially, this involves instilling
coach, teacher or parent records regular measurements before, foundational principles of positive attitude, positive focus and
during and after maturation. The purpose is to track growth imagination, while emphasizing effort and fun. As athletes
and identify the onset of the adolescent growth spurt, PHV progress through the seven stages of LTAD, mental skills and
and whether athletes are early, average or late maturing. The strategies are introduced and developed to help athletes handle
tracking of stature as a guide to developmental age allows for the increasing pressures and demands of competitive sport.
planning to address the sensitive periods (Viru, 1995; Viru et al., The acquisition of mental fitness is a dynamic process that
1998; Viru et al., 1999) of physical development (endurance, fluctuates depending on
strength, speed and flexibility) and skill development. • the time and effort put towards developing the mental skills
Measurements should be done every three months, and attributes, and
measuring standing height, sitting height and arm span.
• the athletes’ openness to self-learning and reflecting on
(For further information see The Role of Monitoring Growth competitive experiences.
in Long-Term Athlete Development – CS4L Resources p. 74). In order to provide athletes with the opportunity to reach
their personal performance potential, it is imperative that
7. Schooling mental fitness be incorporated throughout their long-term
In designing an effective training program, the demands development.
of school must be considered. These include integrating
(For further information see Mental Fitness for Long-Term
school academic loads and duties, school related stresses,
Athlete Development – CS4L Resources p. 75).
and the timing of exams. When possible, training camps and
competition tours should complement, not conflict, with the
timing of major schools academic events.

34
 10 Key Factors

9. Sustenance 10. Socio-Cultural

Training, participation in sport and physical activity and The socio-cultural aspects of sport are significant and must
competition can lead to significant levels of fatigue in athletes. be managed with proper planning. Socialization via sport will
Recovery is the process whereby the body rids itself of fatigue. ensure that general societal values and norms are internalized
At the same time, the body adapts to the training stimulus through sport participation. This occurs at the community level
and regains the capacity to produce the strength, endurance and as an athlete progresses through the LTAD stages, leads to
and power required for other physical activity, training or international exposure.
competition.

9. Sustenance 10. Socio-cultural

A variety of methods and modalities can be used to facilitate Exposure to various cultures provides broadening of
the recovery process and help the athlete to regain his or perspectives, including ethnicity awareness and national
her capability to sustain the repeated demands of training, diversity. Within the travel schedule, recovery can include
participation or competition. These include nutrition, hydration, education related to the competition location, including history,
rest, sleep and the use of techniques such as massages, contrast geography, architecture, cuisine, literature, music and visual
baths, ice baths and warm water jets. The need and use of arts. With proper planning, sport can offer much more than
specific recovery strategies, as well as the frequency at which simply commuting between hotel room and competition.
they should be employed, will vary according to the stage of
LTAD and the athlete’s level of competition. Sport socialization refers to the sport subculture in a
particular sport. Sport subcultures are very diverse; just consider
Optimal management of the recovery process also requires the differences between rugby, gymnastics, soccer or swimming
careful attention be given to the other life activities of the subcultures. Within each sport subculture, it is important
athlete outside of sport. They can also be fairly demanding and that coaches and parents guard against group dynamics that
represent significant sources of both fatigue and stress. create a culture of abuse or bullying. Ethics training should be
integrated into training and competition plans at all stages
Poor planning, excessive training and participation in too of LTAD.
many competitions can all induce severe levels of fatigue.
The same detrimental outcome can come from the improper Overall socio-cultural activity is not a negative distraction
management of the athlete’s recovery process. or an interference with training or competition activities.
It is a positive contribution to development of the participant
(For further information see Recovery and Regeneration for as a person.
Long-Term Athlete Development – CS4L Resources p. 76).

35
5
Mental, Cognitive and
Emotional Development
Mental, cognitive and emotional factors are essential to each athlete’s development.
Not only is holistic development – which encompasses all of these factors, in addition to
physical development – beneficial to the individual, but all of these skill sets are interlinked.
Just as physical and technical skills require long-term and The concrete operational stage covers the next three LTAD
sequential development, so too do the psychological aspects stages. Moving from FUNdamentals through Learn to Train
of athlete development. This includes a range of knowledge and into Train to Train, individuals continue to develop logic.
sets, such as the underpinnings of fair play and ethical They begin to understand how the world operates, though
sport, mental skills for performance, emotional regulation, abstractions – game plans or team strategy – can still be
sequencing and decision-making. difficult to grasp until the early stages of Learn to Train.
Comprehension of “reversibility” and the consequences of
Programming should be designed to deliver all aspects of some actions (i.e. kicking a basketball is a foul, and five fouls
athlete development in a complementary manner, including means dismissal from the game) comes into play during
mental, cognitive and emotional components. Learn to Train as well.
Training, competition and recovery programs should The formal operational stage takes place during the Train
consider the cognitive, moral and emotional development to Train and Train to Compete stages and remains the
of each athlete. This is not simple, since there are no dominant stage for the remainder of life. The ability to think
easily visible markers for the transitions between stages about abstractions becomes prevalent. Logical thought and
of cognitive, moral and emotional development. Figure deductive reasoning emerge, and systematic, long-term
11 outlines how Piaget’s (1954) stages of intellectual
planning becomes part of the individual’s thought process.
development, and Erikson’s (1959, 1964) stages of emotional Individuals fully understand the rules of the game and the
development match up with the first five stages of LTAD. consequences of their actions.

Intellectual development: children go through Emotional development: Individuals go through

both the sensorimotor and pre-operational stages during eight stages of emotional development (so long as they’re
Active Start. During the first couple of years, children cared for and raised well), though the first five are most
explore the world around them through movement and important to coaches or parents engaged in LTAD. Hope,
sensory experience. They begin to understand that objects Will and Purpose are all covered by Active Start. Hope is
are permanent by the end of their first year, and by age two the first year of life when children begin trusting adults.
they are generally able to plan and execute movements to Will is where children learn to explore and begin to develop
get what they want, such as moving an object to get an autonomy, lasting until age three. Between ages four and six
object behind it. Between ages two and seven, children – Purpose – children will develop initiative through learning to
begin to grasp language and develop the ability to talk plan and doing things on their own.
about things that are not present, though they still maintain
a self-centred point of view. Role playing and symbolism,
such as a blanket draped over a chair representing a fort,
become important at this stage.

36
 10 Key Factors

LTAD is about building

the entire person, not
just the athlete.

Competence spans Active Start to Train to Train. This is where A major objective of LTAD is a holistic approach to athlete
children begin judging and comparing their and others’ development. This includes emphasis on ethics, fair play and
behaviour. They recognize differences in abilities and if they character building throughout the various stages, an objective
judge themselves to be inferior to others, they may withdraw that reflects Canadian values. Programming should be
from participation. Fidelity ranges from the end of Learn to Train designed considering athletes’ cognitive ability to address
through Train to Compete and encompasses the self-reflection these concepts.
period of one’s youth. It’s important for children to explore
their own world and thoughts without pressure from parents
or coaches to be a certain role, which can lead to confusion.

Figure 11: The Relationships Among LTAD Stages and Stages of Cognitive, Emotional and Moral Development
(Adapted from work by Piaget, 1954; Erikson, 1959, 1964; Balyi, Way and Higgs, 2013)

Age in Years (approximate guide only)

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Age in Years (approximate guide only)
0 1 2 3 Stages
4 of Physical
5 6 Development
7 8 9 10 11 12

Range of adolescent growth

Males Active Start FUNdamentals Learn to Train Train to Train Train to Compete

Stages of Long-Term Athlete Development Males 4: Age, and Chapter

For details of physical development see Chapter Active Start
5: Trainability FUNdamentals Learn to Train

Stages of Long-Term Athlete Development For details of physical development see Chapter 4: Ag
Females Active Start FUNdamentals Learn to Train Train to Train Train to Compete
Females Active Start FUNdamentals Learn to Train
Range of adolescent growth
Range of adol

Stages of Intellectual Development

Sensorimotor Stage Sensorimotor Stage
Pre-operational Stage Pre-operational Stage

Concrete operation Stage Concrete operation Stage

Formal operation Stage

Hope
Stages of Emotional Development
Hope
Will
Will
Purpose
Purpose
Competence
Competence

Fidelity
0 1 2 3 4 5 6 7 8 9 10 11 12
Age in Years (approximate guide only)
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Age in Years (approximate guide only)

Normal range Extended range

Normal range Extended range

37
6
Periodization
Simply put, periodization is time management. As a planning technique, it provides
the framework for arranging the complex array of training processes into a logical and
scientifically-based schedule to bring about optimal improvements in performance.
Periodization sequences the training components into LTAD addresses this requirement by developing
weeks, days and sessions. Periodization is situation-specific, periodization models for all stages, taking into
depending upon priorities and the time available to bring consideration the growth, maturation and trainability
about the required training and competition improvement. principles that are unique to the primary development
In the LTAD context, periodization connects the stage the stages — the first two decades of life — yet seamlessly
athlete is in to the requirements of that stage. integrate with the subsequent stages of athletic
performance and life.
The terminology that describes the smaller subsets of time
(organized blocks of training or competition) is meso and LTAD is typically a 10- to 12-year process that optimizes
micro cycles. Meso cycles are usually three to four weeks, physical, technical, tactical (including decision making)
while micro cycles are, by convention, usually just seven days. and mental preparation, as well as the supporting ancillary
capacities. Within LTAD is quadrennial planning; this
Periodization organizes and manipulates the aspects of refers to the four-year Olympic and Paralympic cycle for
modality, volume, intensity and frequency of training elite athletes, and the annual plan, which is based upon
through long-term (multi-year) and short-term (annual) identified periods of athletic preparation, competition and
training, competition and recovery programs to achieve the transition into the next calendar plan.
peak performances when required.
Current examples of periodization models identified in the
Single, double, triple and multiple periodization formats sport performance literature are designed for the sub-elite
follow the same principles with frequently introduced and elite senior/mature performers. There is very little
preventative breaks; that is, programmed and prioritized information on periodization for children or adolescents or
recovery and regeneration elements. Figure 12 illustrates for athletes with a disability.
a single periodized annual plan for summer and winter
sports. The following two charts diagrammatically illustrate
a sample annual plan for summer and winter sports
Periodization, far from being a single fixed process or respectively. While the same principles apply at each stage,
methodology, is in fact a highly flexible tool. When used their application will be different at Learn to Train, Train to
appropriately in conjunction with sound methodology Train, Train to Compete and Train to Win.
and ongoing monitoring and evaluation, it is an essential
component in optimal sports programming and athlete
development at all levels.

38
 10 Key Factors

Figure 12: Periods and Phases of a Winter and Summer Periodized Annual Plan (Balyi, Way and Higgs, 2013)

preparation period competition period transition

winter May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr

Summer Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep

Annual Plan

general specific pre

preparation preparation COMP. competition transition

Goal setting Sport-specific fitness with Develop mental strategies for competitions Rest & recovery
higher intensity / speed
Strength training Maintain fitness level Active rest
Refined goal setting
Endurance training Maintain high level of sports skills Reflection & evaluation
(team & individual)
of past season
Skill development / correction Sharpen competitive skills, strategies & tactics
Sports skills refined
Play other sports to
Strategy & tactics taught Peaking (personal & team best)
Strategy & tactics refined maintain fitmess
Competition skills practiced Set new goals

39
6
Table 2: Phases of an Annual Plan for Single, Double and Triple Periodization

Five Phases of a Single Eight Phases of a Double Eleven Phases of a Triple

Periodized Annual Plan Periodized Annual Plan Periodized Annual Plan

General Preparation Phase (GPP) General Preparation Phase (GPP) General Preparation Phase (GPP)

Specific Preparation Phase (SPP) Specific Preparation Phase (SPP) 1 Specific Preparation Phase (SPP) 1

Pre-Competition Phase (PCP) 1 Pre-Competition Phase (PCP) 1

Pre-Competition Phase (PCP)
Competition Phase (CP) 1 Peak One Competition Phase (CP) 1 Peak One
Competition Phase Peak (CP)
Specific Preparation Phase (SPP) 2 Specific Preparation Phase (SPP) 2
Transition Phase (TP)
Pre-Competition Phase (PCP) 2 Pre-Competition Phase (PCP) 2

Competition Phase (CP) 2 Peak Two Competition Phase (CP) 2 Peak Two

Transition Phase (TP) Specific Preparation Phase (SPP) 3

Pre-Competition Phase (PCP) 3

Competition Phase (CP) 3 Peak Three

Transition Phase (TP)

40
 10 Key Factors

7
Competition
Optimal competition calendar planning at all stages is critical to athlete development.
At certain stages, developing the physical capacities take precedence over
competition. At later stages, the ability to compete well becomes the focus.
Table 3 outlines general recommendations for the ratio of training to competition and competition-specific training.
Consider how the quantity and quality of the training and competition program changes as long-term plans progress.

Table 3: Training to Competition Ratios

Stages Recommended Ratio

Active Start No specific ratios – all activity based on developing physical literacy and child’s passion
to play and participate

FUNdamentals All activities FUN-based including some structured competition

Learn to Train 70% training to 30% competition-specific training and actual competition

Train to Train 60% training to 40% competition-specific training and actual competition

Train to Compete 40% training to 60% competition-specific training and actual competition

Train to Win 25% training to 75% competition-specific training and actual competition

Active for Life Based on the individual’s desire

Key points to consider:

• Optimal sport-specific competition ratios are required • The appropriate level of competition is critical to
for all stages of LTAD. technical, tactical and mental development at all stages.
• Level and length of the competitive season should be • Schedules are often set for team sports by leagues and
aligned with the changing needs of the developmental organizations and not by the coach and athlete, making
athlete progressing through LTAD. optimal training based on periodization difficult. For
• Over-competition and under-training at the Learn to individual sports, individual competition schedules can
Train and Train to Train stages result in a lack of basic be selected by the coach and athlete based on the
skills and fitness. athlete’s developmental needs.

41
 • The current competition structure is based on tradition. • Optimal training-to-competition ratios for individual
It should be planned to enhance optimal training and sports vary greatly and must be determined on a
performance of the athlete depending upon their sport-specific basis.
LTAD stage. • While international and national calendars are usually
• Competitions in Canada must be created and well integrated, a systematic sport-specific competition
scheduled strategically, with due regard for the optimal review needs to be undertaken. This is one of the biggest
performance of an athlete and their tapering and challenges for team sports and a significant challenge for
peaking requirements. individual sports in LTAD design and implementation.

8 2

Excellence Takes Time

It has been suggested that a minimum of 10 years of practice (sometimes stated
as 10,000 hours) is needed for expert performers in any field to reach the elite
level (Ericsson, Charness, Feltovich, & Hoffman, 2006). Other evidence indicates
that elite athletes require at least 11 to 13 years of practice to reach levels of
excellence (Gibbons, Hill, McConnell, Forster & Moore, 2002). The essential
lesson is the same: there are no shortcuts to achieving excellence.

Participant development is a long-term process and elite For some sports, the road to excellence is not paved in
participants will require approximately a decade or more hours, but through deliberate practice repetitions. Shooting
of practice to achieve international standing. As part of or archery would be measured in number of shots an
this process, short-term performance goals must never be athlete has taken; golf would be measured in number of
allowed to undermine long-term athlete development swings; in parachuting, an athlete’s excellence is related to
(Viru, 1995). the number of jumps.

42
 10 Key Factors

The United States Olympic Committee’s The Path to Lately, the validity of the 10,000 hours has been
Excellence study (Gibbons et al., 2002) provides empirical questioned. It has been suggested that when athletes
evidence and a comprehensive view of the development of specialize in certain sports, they can achieve excellence in
U.S. Olympians who competed between 1984 and 1998. a much shorter period (Tucker, 2012). However, the three
The results reveal that: or four other sports the athletes participated in before they
specialized has usually not been taken into account. LTAD
• U.S. Olympians begin their sport participation at the emphasizes a multi-sport approach: all former activities
average age of 12.0 for males and 11.5 for females. should be included as they are an integral part of the
• Most U.S. Olympians reported an 11- to 13-year period 10,000 hours. Whether it is 10,000 hours, more, or less,
of talent development from the time they began their excellence always takes time.
sport to when they made an Olympic team.
• U.S. Olympic medalists were younger than non-
medalists by 1.3 to 3.6 years during the first five stages
of development, suggesting that medalists were
receiving motor skill development and training during
the skill hungry years.

43
9
System Alignment and Integration
Figure 13 illustrates the various performance priorities that CS4L – LTAD addresses and the system development it effects.
The following points should act as recommendations of how to align and integrate a system so that the organizations within
the system are structured in the optimal form.

Figure 13: System Alignment and Integration Within Canadian Sport for Life

Seniors

Active for Life

System Performance
Development Priorities
C ompetitive

Clubs Athlete Performance

Health of the Nation
fit

and Support
Community Initiatives
Coach Education
Train
for

Communications
and Support
Facility Plans
to Win Competition
L ife

Financial Sustainability
Equipment
for
excellence

Physical Literacy

Governance
Facility Access
Train to Games:
L ife

Sport Medicine
Compete International
National Sport Science
Remedial

Provincial Talent ID - Scouting

Train Event Hosting Teams:
to Train Human Resources National
Provincial
Marketing
Club
Learn to Train Organizational
Physical Literacy

Training
First Contact

School Sport Academies

Awareness

Research
and Other Initiatives
FUNdamentals Risk Management
Sport Sector

Active Start Technology

Volunteers

Infants

44
 10 Key Factors

• CS4L – LTAD is the core business of national, provincial/ the Active Start, FUNdamentals, Learn to Train and
territorial and local sport organizations. Train to Train stages.
• CS4L – LTAD is a tool for change towards full system • LTAD is an athlete-centered approach designed
alignment and integration. around the needs of athletes and institutionalized by
• A seamless, sport-specific LTAD should be based on rationalization of the system by sport governing bodies.
national and international normative data, both sport- • The process of designing and implementing LTAD
specific and sport science. programs is athlete centered, coach driven and
• LTAD plans for athletes with a disability need to be administration, sport science and sponsor supported.
developed on a sport-by-sport basis taking into account • LTAD has a strong impact on the coaching education
the specific needs of individuals with a congenital or curriculum. Developmental readiness will replace ad hoc
acquired disability. decision-making about programming preparation.
• After a sport’s LTAD design is completed, a sport-specific • Activities of schools, communities, clubs, PSOs and NSOs
system of competition should be established that matches should be fully aligned with and integrated through
the competitive needs of developmental athletes during CS4L – LTAD.

Figure 14 illustrates the relationship between national and local agencies and programs. Now that CS4L – LTAD is supported and
promoted by all levels of government including Canadian Heritage (Sport Canada) and the provincial/territorial ministries responsible
for sport and recreation; provincial/territorial health ministries and Health Canada; provincial/territorial education ministries; other
relevant federal and provincial/territorial departments and ministries; and municipal governments, it can be used as a tool to
implement the Canadian Sport Policy 2012.

Figure 14: Strategic Leadership for Sport (Sport England, 2004 – Modified and adapted by Higgs & Way, 2013)

Why sport is Where athlete development happens Stages of LTAD

supported
Masters Clubs
Coaching Community Centres
Local, Provincial/Territorial and Federal Governments

Improved Parks, Trails and Home

Active for Life
National, Provincial and Local Sport Organizations

Volunteering
quality of life
Officiating
Administrating
Canadian Sport Institutes
Economic Train to Win
Canadian Sport Centres
development
National Training Centres
Universities
Healthy Colleges Train to compete
workforce Canada Games
Provincial Rep. Games
Sport Schools Provincial Training Centres
Higher
educations Sport Academies High Performance Clubs Train to train
standards
Regional Training Centres
Provincial Games
Improved Age Group Rep. Teams
Learn to train
population Clubs and Schools
health

Schools, Community Centres FUNdamentals

Community Clubs and Home
safety
Clubs
Community Centres Active Start
Daycares and Homes

45
10
Continuous Improvement –
Kaizen
The LTAD framework is based on the principle of continuous improvement, both in
its dynamic evolution and in its application. The concept of continuous improvement
is drawn from the respected Japanese industrial philosophy known as Kaizen.
LTAD is a dynamic framework that utilizes continuous adjustments based on key principles.
Continuous improvement ensures that:

• CS4L – LTAD responds to and incorporates scientific, coaching and sport-specific innovations and
observations and is subject to continuous research in all its aspects.
• CS4L – LTAD, as a continuously evolving vehicle for change, reflects all emerging facets of physical
education, sport and recreation to ensure systematic and logical delivery of programs to all ages.
• CS4L – LTAD promotes ongoing education and sensitization of all stakeholders in the fields of
sport, recreation, physical activity and education about the interlocking relationship between
physical education, school sport, community recreation, lifelong physical activity and high
performance sport.
• CS4L – LTAD promotes integration between sectors based on common principles
and shared goals.
Consequently, all partners are invited to contribute to the ongoing evolution
and development of CS4L – LTAD, for the benefit of all Canadians.

46
Stages of Long-Term
Athlete Development

47
 LTAD is a multi-stage training, competition and recovery pathway that guides
an individual’s experience in sport and physical activity. The stages in the LTAD
pathway provide developmentally appropriate programs for all ages with the aim
of increasing participation and optimizing performance.
These stages are general in nature and are adjusted on a based on the original seven-stage LTAD framework, that
sport-specific basis. As of 2013, all sports funded by Sport take into account the timing of specialization, amongst
Canada have completed their sport-specific Framework, many other considerations.

Active Start
Chronological Age
Males and Females 0 - 6

Objectives:
Learn fundamental movements and
link them together in play.
Physical activity is essential for healthy child development.
Among its other benefits, physical activity:

1. Enhances development of brain function, coordination,

social skills, gross motor skills, emotional development,
leadership and imagination.
2. Helps children build confidence and positive
self-esteem.
3. Helps build strong bones and muscles, improves
flexibility, develops good posture and balance, improves
fitness, reduces stress and improves sleep.
4. Promotes healthy weight. Physical activity should be fun and a part of the child’s
5. Helps children learn to move skillfully and enjoy life every day. Active play is the way young children are
being active. physically active.

The healthy development of children with a disability

requires participation in organized physical activity and
active play. In order for disabled children to enjoy sport
and stay active for life, communities need to find effective
methods to provide equipment. Childhood is a period
of rapid growth, making sport difficult when disabled
children continually outgrow their mobility aids.
Equipment swaps and rentals are a good alternative.

48
 Stages of LTAD

The following considerations are true for the mental, cognitive • Emotional – Children can experience pleasure at this
and emotional development of individuals in Active Start: stage from being involved in activities that offer rhythms
of various stimuli. It is important to pay attention to the
• Mental and cognitive – This is a stage of critical child, as this attention can help with encouragement
brain development. Active play is key at this stage and the development of the child’s self-efficacy.
as it builds important connections in the brain, and Children pick up on and imitate adult’s attitudes — if
between the brain and children’s muscles. Repetition adults have fun and enjoy physical activity, it increases
of rhythmic activity allows brain-muscle connections the chance that the child will as well. By performing
to be strengthened. At this stage children begin using activities that adults are unable to do, children gain a
their imagination, as well as developing understanding, great sense of achievement.
memorization and movement presentation.

Active Start Checklist:

o Provide organized physical activity for at least 30 minutes a day for toddlers and at least 60 minutes a day
for preschoolers.

o Provide unstructured physical activity — active play — for at least 60 minutes a day, and up to several hours
per day for toddlers and preschoolers. Toddlers and preschoolers should not be sedentary for more than 60
minutes at a time, except while sleeping.

o Provide physical activity every day regardless of the weather.

o Starting in their infancy, provide infants, toddlers and preschoolers with opportunities to participate in daily
physical activity that promotes fitness and movement skills.

o Provide parents and care givers with age-appropriate information.

o Ensure that children acquire movement skills that build towards more complex movements. These skills help
lay the foundation for lifelong physical activity.

o Encourage basic movement skills — they do not just happen as a child grows older, but develop depending
on each child’s heredity, activity experiences and environment. For children with a disability, access to age
and disability-appropriate adapted equipment is an important contributor to success.

o Focus on improving basic movement skills such as running, jumping, twisting, kicking, throwing and
catching. These basic human movements are the building blocks for more complex activities.

o Design activities that help children feel competent and comfortable participating in a variety of fun
and challenging games and activities.

o Ensure that games for young children are non-competitive and focus on participation.

o Because girls tend to be less active than boys and children with a disability less active than their peers,
ensure that activities are gender-neutral and inclusive so that active living is equally valued and promoted
for all children.

At this stage, optimal development occurs when adults

provide a safe place for children to play, and when there is
unstructured access to a wide variety of colourful toys and Movement
is the first
equipment.

language
of the child.

49
 FUNdamentals
Chronological Age
Males 6 - 9 and Females 6 - 8

Objectives:
Learn all fundamental movement skills and build overall movement skills.
Skill development in the FUNdamentals stage The following should be considered when working on the
should be well structured, positive and FUN! mental, cognitive and emotional development of children in
FUNdamentals:
No periodization takes place; however, all programs are
structured and monitored. • Mental and cognitive – Because the attention span is
short and memory is developing progressively, children
If children later decide to leave the competitive stream, in this phase have limited reasoning ability. Therefore,
the skills they acquire during the FUNdamentals stage will children are action-oriented and enjoy the repetition
benefit them when they engage in recreational activities, of activities. They improve their abilities through
enhancing their quality of life and health. experience. However, there is a growing capacity for
more abstract thought later on in this phase, which
helps the imagination to blossom.
• Emotional – Children like to be the centre of attention
during this phase and their self-concept is developing
through experience and comments from others. The
influence of peers becomes a strong driving force
behind all activities. This is a time when children begin
to understand the need for rules and structure.

50
 Stages of LTAD

FUNdamentals Checklist:
o Practice to become proficient in fundamental movement skills before more sport-specific skills are
introduced towards the end of the stage.

o Emphasize the overall development of the child’s physical capacities, fundamental movement skills and the
ABCs of athleticism: agility, balance, coordination and speed.

o Teach appropriate and correct running, jumping and throwing techniques.

o Emphasize the development of fundamental movement skills to produce individuals who have a better skill
base for potential long-term sport-specific development.

o Introduce basic flexibility exercises.

o Develop speed, power and endurance using games.

o Encourage participation in a wide range of sports.

o Develop linear, lateral and multi-directional speed with short bursts of activity (less than five seconds),
allowing for full recovery between repetitions.

o Include strength training exercises using the child’s own body weight as well as medicine ball and
Swiss ball exercises.

o Ensure that sporting and disability equipment are size, weight and design appropriate and that communities
explore ways to share and provide access to appropriate equipment. Safety equipment must fit well.

o Introduce children to the simple rules and ethics of sports.

o Introduce very simple mental skills.

o Ensure that activities change during the school year and are enhanced by multi-sport camps during
summer and winter holidays.

o Participate once or twice a week in a preferred sport, so long as there is participation in many other sports
or activities three or four times per week.

If during this stage children are failing to develop If children do not have the same activity skills as their peers
fundamental movement skills, then remediation is desirable. they are unlikely to be included in peer-group activities and
will have fewer opportunities for practice.

51
 Learn to Train
Chronological / Developmental Age
Males 9 -12 and Females 8 -11

Objectives:
Learn overall sports skills.
One of the most important periods of sports skills The following considerations are true for the mental,
development for children is between the ages of 9 and 12, cognitive and emotional development of individuals in the
before the onset of the adolescent growth spurt. Learn to Train stage:
This stage is a sensitive period of accelerated adaptation
• Mental and cognitive – Children gain a greater
to skill learning.
understanding of how the world works, and are
Early specialization in late specialization sports can be developmentally ready to acquire the general sports
detrimental to later stages of skill development. skills that make up the cornerstones of all athletic
development. They can comprehend direct instructions,
At this stage, children are developmentally ready to acquire
but likely will have trouble perceiving abstract
the general sports skills that are the cornerstones of all
statements.
athletic development.
• Emotional – Children are developing their self-
Introduce recovery and regeneration techniques. concept and feel secure with routine and structure to
Introduce the concept of ancillary capacities, the training. They also begin judging their behaviour and
knowledge base of an athlete related to warm-up, the behaviour of others. Because children are able to
cool-down, stretching, nutrition/hydration and mental recognize differences in abilities, thus, comparing their
preparation. self-worth to their assessment of others, there’s the risk
that if they judge themselves to be inferior to others,
Physical literacy is one of the key objectives at this stage. they may withdraw from participation. It’s important
For more information, see page 54. to help children develop a similar skill level as that of
their peers.

52
 Stages of LTAD

Learn to Train Checklist:

o Further develop all fundamental movement skills and teach general, fundamental sports skills. Otherwise,
a significant window of opportunity is lost, compromising the ability of the young player/athlete to reach
their full potential.

o Develop strength using exercises that incorporate the child’s own body weight as well as Medicine balls and
Swiss balls.

o Introduce hopping and bounding exercises or routines to aid in strength and power development.

o Further develop endurance through continuous activity games and relays.

o Further develop flexibility through stretching.

o Further develop speed by using specific activities that focus on agility, quickness and change of direction
during the warm-up.

o Further develop mental skills including focus and visualization.

o Provide developmentally appropriate competitions.

o Identify sports the child enjoys and may have a successful predisposition toward, as enjoyment and success
will increase the possibility of the child being active for life. Narrow the focus to three sports.

o Introduce single periodization noting that some sports need to use double periodization to adequately
address the sport’s unique needs.

o Apply a ratio of 70 percent training to 30 percent competition (the 30 percent includes competition-specific
training and actual competitions). These percentages vary according to sport and on the individual’s specific
needs. Athletes undertaking this type of preparation are better prepared for competition in both the short-
and long-term than those who focus solely on winning.

o Encourage unstructured free play.

If, during this stage, children are failing to develop

The Learn to Train and

fundamental movement skills, then remediation is desirable.

If children do not have the same activity skills as their peers,

they are unlikely to be included in peer-group activities and
will have fewer opportunities for practice. Train to Train stages are
the most important stages
of athletic preparation.
During these stages, we
make or break an athlete!
 Physical Literacy:
What Does it Look Like?
People who are physically literate have the competence, confidence and
motivation to enjoy a variety of sports and physical activities.
Figure 15: The Outcomes of Physical Literacy

competence

confidence
motivation

Like reading and arithmetic, which develop a literary These skills are the basis for moving with competence
or numerical vocabulary, physical literacy develops a and confidence in every kind of activity in both
“movement vocabulary” of fundamental movement indoor and outdoor environments:
skills and fundamental sports skills.
• On the ground
• In and on water
• On snow and ice
• In the air

54
 Stages of LTAD

Confident and competent on the ground,

in and on water, on snow and ice, and in the air.

55
 Train to Train
Chronological / Developmental Age
Males 12 - 16 and Females 11 - 15

Objectives:
Build an aerobic base, develop speed and strength towards the end of the
stage, and further develop and consolidate sport-specific skills.
During the Train to Train stage, young athletes consolidate
their basic sport-specific skills and tactics and begin to focus
more on the one or two sports of their choice. This is a
sensitive period of accelerated adaptation to aerobic, speed
and strength development.

Optimal aerobic trainability begins with the onset of the

growth spurt.

During competitions, athletes play to win and to do their

best, but the major focus of training and competition is on
applying the skills, strategies and tactics learned in training in
competitive situations.

Further develop recovery and regeneration programs.

Develop additional ancillary capacities, including techniques to

taper and peak.

56
 Stages of LTAD

The following considerations are true for the mental, • Emotional – It is important to note that physical,
cognitive and emotional development of individuals in the mental and emotional maturity does not necessarily
Train to Train stage: develop at the same rate. During this phase there
is a tremendous influence on behaviour from peer
• Mental and cognitive – Abstract thinking becomes
groups and tension generally exists between adults
more firmly established, and young participants develop
and adolescents. Children require the opportunity to
a new form of egocentric thought. Much emphasis
explore their own ideas of self and how they fit in.
is placed on self-identity, with participants eager to
Pressure from coaches or parents to take on a certain
perfect their skills. This is also the time when systematic
role can cause confusion within the child. Participants
planning emerges. This type of long-term planning
are capable of co-operating and accepting some
is not possible without deductive reasoning, which
responsibility, and it is important that they are able to
requires the ability to reach specific conclusions through
display tenderness, admiration and appreciation. At
use of general principles. With regard to sport, this
this time there is also a desire to have friends of the
stage is critical to fully understanding the rules of sport
opposite sex.
and the consequences of one’s actions.

Train to Train Checklist:

o Depending on sport-specific needs, make aerobic training a priority after PHV while maintaining or further
developing levels of skill, speed, strength and flexibility.

o Encourage flexibility training, as the rapid growth of bones during this stage leads to stress on tendons, ligaments
and muscles.

o Consider the sensitive periods of accelerated adaptation to strength training for females: immediately after PHV or
the onset of menarche. For males, the sensitive period for strength begins 12 to 18 months after PHV.
o Note that both aerobic and strength trainability are dependent on the maturation levels of the athlete.
For this reason, the periods during which aerobic and strength trainability are emphasized depend on whether an
athlete is an early, average or late maturer.

o Learn to cope with the physical and mental challenges of competition and develop further mental skills.

o Introduce athletes with a disability to specialized sport-specific equipment such as racing wheelchairs and athletic
prostheses. For all athletes, the use of body-size and skill-level appropriate equipment remains important.

o Optimize training and competition ratios and follow a 60:40 percent training-to-competition ratio (the 40 percent
includes competition-specific training and actual competitions). Too much competition wastes valuable training time
and conversely, not enough inhibits the in-competition practice of technical/tactical and decision-making skills.

o Encourage athletes to focus on two sports based on their desire to participate and their sport-specific potential.

o Utilize single and/or double periodization as the optimal framework for preparation.

o Train athletes in regular competitive situations in the form of practice matches, scrimmages or
competitive games and drills.

57
 Train to Compete
Chronological / Developmental Age
Males 16 - 23 +/- and Females 15 - 21 +/-

Objectives:
Optimize the engine and learn to compete.
Optimize fitness preparation and sport-, individual- and The following considerations are true for the mental,
position-specific skills as well as performance. cognitive and emotional development of individuals in
Train to Compete:
All the objectives of the Train to Train stage must be
achieved before the objectives of the Train to Compete • Mental and cognitive – Generally, by age 16 the
stage can begin. brain has reached its adult size but continues to mature
neurologically for several more years. Thus, critical
Optimize recovery and regeneration programs – periodize thinking is well developed during this phase. Participants
recovery. will continue to develop logical thought and deductive
Optimize ancillary capacities. reasoning.
• Emotional – Participants are searching for a stable,
Optimize mental fitness development. balanced self-image, though peer group influence is still
a powerful force. This is also a key time for individuals
to “find themselves” within sport, and they should be
granted the opportunity to explore and experiment
within their sport or activity. Activities and interaction
with the opposite sex are also important during this phase.

Train to Compete Checklist:

o Provide year-round, high intensity, individual-, event- and position-specific training.

o Teach athletes, who are now proficient at performing basic and sport-specific skills,
to perform those skills under a variety of competitive conditions during training.

o Place special emphasis on optimum preparation by modelling competitions in training.

o Individually tailor fitness programs, recovery programs, psychological preparation

and technical development.

o Emphasize individual preparation that addresses each athlete’s individual strengths

and weaknesses.

o Select one sport or, at most, two complementary sports (speed skating and cycling
for example) in which to specialize.

o Utilize single, double and/or triple periodization as the optimal framework of

preparation.

o Change the training-to-competition and competition-specific training ratio to 40:60.

Devote 40 percent of available time to the development of technical and tactical
skills and improving fitness, and 60 percent to competition-specific training and
actual competitions.

58
 Stages of LTAD

Train to Win
Chronological Age
Males 19 +/- and Females 18 +/-

Objective:
Performance on demand.
Maximize fitness preparation and sport-, individual-
and position-specific skills as well as performance.

Train to Win is the final stage of athletic preparation.

All of the athlete’s physical, technical, tactical (including

decision-making skills), mental, personal and lifestyle
capacities are fully established and the focus of training has
shifted to the maximization of performance.

World class able-bodied and disability sport performances

require world-class equipment that is fine-tuned to the
demands of the event and the requirements of the athlete. The following considerations are true for the mental,
cognitive and emotional development of individuals in
Maximize recovery and regeneration programs – the Train to Win stage:
periodize recovery.
• Mental and cognitive – Neurologically, the brain
Maximize ancillary capacities. matures at about 19 to 20 years of age. At this point,
Maximize mental fitness. there is a complete understanding and acceptance of
the need for rules, regulations and structure.
• Emotional – At this stage, self-actualization and
self-expression are important and there is a need to
be self-directed and independent. Major decisions on
career, education and lifestyle are now of significant
importance. Interactions with the opposite sex continue
to be a strong priority with lasting relationships being
formed.

Train to Win Checklist:

o Train athletes to peak for major competitions – performance on demand.

o Ensure that training is characterized by high intensity and relatively high volume all year round.

o Allow frequent preventative breaks to prevent physical and mental burnouts.

o Utilize single, double, triple or multiple periodization as the optimal framework of preparation.

o Change the training-to-competition ratio 25:75, with the competition percentage including
competition-specific training and actual competitions.

59
 Active for Life
Enter at any time after the onset
of the growth spurt

Objective:
A smooth transition from developing
physical literacy to lifelong physical activity
and participation in sport, or from the sport
excellence stream to competitive for life, fit for
life or engagement as a sport and physical activity leader.

Competitive for Life embodies all sport that functions under a set of rules, with the exception of
the excellence pathway, which is defined by Train to Train, Train to Compete and Train to Win.

• Minimum of 60 minutes moderate daily activity or 30 minutes of intense activity for adults.
• Transfer from one sport to another. For example, the gymnast becomes an aerial skier, the
sprinter takes up bobsledding or the 12-year-old basketball player discovers canoeing.
• Move from one aspect of sport to another. For example, the middle distance runner becomes a
guide runner for blind athletes or the cyclist rides tandem at the Paralympic Games.
• Move from highly competitive sport to lifelong competitive sport through age group
competition, such as Masters Games.
• Embrace an active lifestyle by participating in an organized sport they have not taken part in before.

Fit for Life includes all physical activity such as hiking, gardening, yoga, aerobics, skiing and walking,
as well as non-organized sport (self-determined rules) such as pick-up games in the school yard or park.

• Minimum of 60 minutes moderate daily activity or 30 minutes of intense activity for adults.
• Move from competitive sport to recreational activities such as running, walking, hiking
and cycling.
• Use the skills developed in one sport or activity to foster involvement in others.
• Keep active by continuing to participate in non-organized physical activity.
• Develop an active lifestyle by participating in non-organized sport or physical activity that may
be unfamiliar.
• Being active for life is more likely if physical literacy is achieved before the Train to Train stage.

60
 Stages of LTAD

A positive experience in sport is the key

to retaining athletes after they leave the
competition stream.

Sport must make a paradigm shift from cutting athletes from a sport without care
for where they end up, to re-directing them to sports where they are predisposed
to train and perform well. This is partly about talent transfer; even if an athlete
doesn’t have the required ability to advance in a given sport, they likely have skills
and abilities that could transfer into other sports or physical activities. This is also
about having people continue to participate in sport and activity. If they are cut
from a sport, but then offered direction and guidance to continue participation
(whether in that sport or in something different), they will be more likely
to continue than if they are cut and left on their own.

Sport and Physical Activity Leaders includes those individuals who contribute in
ways other than being an athlete or participant in the sport or activity itself. This group
encompasses coaches and instructors, officials, administrators in either a volunteer or
professional capacity, and those involved in sport science and medicine. It is possible that
these individuals take part in the Competitive for Life and/or Fit for Life streams.

• Use experience, whether from previous involvement or education, to help ensure a

positive environment for participants.
• Upon retiring from competitive sport, move to sport-related careers such as coaching,
officiating, sport administration, small business enterprises or media.
• Move from competitive sport to volunteering as a coach, official and/or administrator.

The following considerations are true for the mental, • Emotional – This development is dependent
cognitive and emotional development of individuals in upon what age an individual enters this stage. If an
Active for Life: individual enters Active for Life at the Train to Train,
Train to Compete or Train to Win stages, there will still
• Mental and cognitive – This development is be emotional development occurring. When entered
dependent upon what age an individual enters this later in life, the focus shifts to being self-motivated
stage. If an individual enters Active for Life at the Train and independent, while ensuring a healthy balance
to Train, Train to Compete or Train to Win stages, between any training, competition and lifestyle.
there will still be mental and cognitive development
occurring. If an individual enters this stage later in life,
there will be no further neurological development.

61
62
 CS4L – LTAD 2.0

Impact of Canadian Sport for Life –

Long-Term Athlete Development
On Parents
Few adults who were physically inactive as children become active as adults.
Inactive adults tend to result in inactive children and the reverse is also true.
Encouraging children to enjoy moving and promoting confidence in movement
skills at an early age helps to ensure later participation in physical activity.
CS4L, including LTAD, can help to:
• Provide a framework for parents to understand • Facilitate the understanding of special requirements
physical literacy and its implications on a healthy such as proper hydration, nutrition and recovery for
lifestyle through lifelong physical activity and on the growing child.
competitive sport involvement for all Canadians, • Enable parents to help children to choose a pathway
including those with a disability. in physical activity and sport.
• Facilitate the understanding of physical, mental, • Encourage parents to understand and support changes
cognitive and emotional development. in the competition schedule and structure of their
child’s sport.

On Coaching
To be successful, an athlete development framework such as LTAD requires
highly skilled, trained or certified coaches who understand the stages of
athlete development and the various interventions that should be made.
CS4L, including LTAD, can help you to:
• Have a significant impact on coaching education • Identify a need for part-time and full-time coaches who
curriculum and sport-specific coaching education will specialize in coaching developmental athletes.
by NSOs.

63
 On Clubs and Community Sport and Recreation
Canada’s sport clubs and community centres provide broad opportunities for
participation and are essential to the successful implementation of LTAD from
playground to podium.
CS4L, including LTAD, can help you to:

• Identify the need for programs to deliver high quality • Align programs with schools, clubs and
sport, particularly in the first three stages. community sports.
• Inform and educate staff and community leaders about • Rationalize the competition system at the national and
the benefits of CS4L – LTAD. provincial levels and in clubs, community sport and
recreational activities.

On the Education System

There is growing recognition of the urgent need for Canada’s school children to
become much more physically active. It is imperative that the education system
assumes a prominent role in addressing the significant health problems that arise
from an inactive lifestyle.
CS4L, including LTAD, will:
• Highlight the need for daily quality physical education. • Encourage new courses at colleges and universities to
• Highlight the need to improve training for teachers in the ensure that educators and coaches are familiar with
elementary schools to understand the concept of physical physical literacy and CS4L – LTAD and can apply these
literacy and CS4L – LTAD and correctly model and teach when teaching and coaching.
fundamental movement skills and foundation sports skills. • Encourage the establishment of sport academies and
Sport-Étude programs enriching the training environment
during the Train to Train phase.

64
 CS4L – LTAD 2.0

On the Sport System

The Canadian Sport Policy 2012 contains five major goals and five major outcomes
Goals: Outcomes:
1. Introduction to sport 1. Excellence
2. Recreational sport 2. Enhanced education and skill development
3. Competitive sport 3. Improved health and wellness
4. High performance sport 4. Increased civic pride, engagement
5. Sport for development and cohesion
5. Increased economic development
and prosperity

65
65
 On the Sport System Cont.
CS4L, including LTAD, will ensure:
• An increasing number of children develop physical literacy
resulting in the improved health and wellness of society.
• That a significantly higher proportion of Canadians from
all segments of society are involved in quality sport
activities at all levels and in all forms of participation.
• A great number of children will have an athletic foundation
that can be developed through developmentally
appropriate training, competition and recovery programs
towards achieving world-class results at the highest levels
of international competition through fair and ethical means.
• That the essential components of an ethically based,
athlete/participant-centred development system are in
place and are continually modernized and strengthened
as required; the components of the sport system are more
connected and coordinated as a result of the committed
collaboration and communication amongst
the stakeholders.

These goals can be achieved through the

system-wide integration of Canadian Sport for Life
including Long-Term Athlete Development.

CS4L, including LTAD, can help you to:

• Signal radical changes to the structure and • Provide athlete-centred planning and decision making.
delivery of programs. • Provide a basis on which to monitor and evaluate
• Cause realignment or rescheduling and the effectiveness of programs.
restructuring of competition calendars. • Provide a framework so that all stakeholders
• Provide clear pathways for athlete/participant progression. understand their role in programming
• Help athletes attain higher and more sustained interventions at each stage.
levels of success.

66
 CS4L – LTAD 2.0

On Sport Science
Canada’s sport scientists play a vital role in helping athletes and coaches to keep
pace with international competition by contributing to their understanding of the
science behind their sport’s techniques. Sport scientists have an important role in
developing new methodologies and monitoring sport science innovations around
the world for continuous improvement of Canada’s sporting techniques.
CS4L, including LTAD, will:
• Encourage research into all aspects of LTAD, including: • Provide developmentally appropriate
• Physical development; competition for all stages.

• Mental/cognitive development; • Establish proper periodization principles, e.g. length of

the competitive phase for all stages.
• Emotional development, trainability and
readiness factors; • Establish normative data for all the stages of LTAD.

• How organizations adopt and align to LTAD values

and principles.

67
68
 CS4L – LTAD 2.0

Integration
Canadian Sport Working Together
The federal, provincial and territorial governments have taken giant steps
forward in endorsing the concept of CS4L – LTAD. The same level of support
must also come from municipalities, recreation centres, schools and clubs.
Acceptance of CS4L – LTAD provides the basis on which future
development of athletes is planned and implemented.

Since the publication of the Canadian Sport for Life – Long-Term

Athlete Development Resource Paper (2005), several documents
CS4L Moving Forward
Collaboration Paper
2010-2013
have been prepared that address implementation. The following
documents include more information on implementation:

CS4L Moving Forward – CS4L has become a

movement of like-minded people who want to improve the
quality of sport in Canada. This document is the Plan for
the Movement.

CS4L Five-Year Activation Strategy – The

CS4L Activation Strategy will inform key supporters,
Quality Sport and such as Sport Canada, about the direction and actions
Physical Activity required for the continued improvement of the quality of
for all Canadians
sport in Canada. It will serve as a touchstone for the CS4L
Leadership Team to build and enhance relationships with
other sectors, agencies and organizations contributing to
sport and physical activity in Canada, and will allow CS4L
Canadian Sport for Life
CS4L-LTAD 2012 to 2017 Champions to continue to own and advance CS4L.
FIVE YEAR ACTIVATION STRATEGY

Shaping the Ideal NSO – This Guide is intended

LTAD IMPLEMENTATION as a resource to assist NSOs in determining the next steps
SHAPING THE IDEAL
NSO
for LTAD implementation. It provides guidance through
the four major implementation steps, identifying support
(written, human and financial) for LTAD implementation
while recognizing that implementation may look different
for each organization.

69
70
 CS4L – LTAD 2.0

Summary
Canadian Sport for Life –
Long-Term Athlete Development
• Is a paradigm shift in the way Canadian sport is • Provides guidelines for planning for optimal
designed and delivered, and gives meaning to the performance at all stages of athlete development.
concept of an athlete-centred approach • Provides key partners with a coordinated structure and
• Is a philosophy and a vehicle for change plan for change.
• Is athlete-centred from a child’s first involvement in • Identifies and engages key stakeholders in delivering
sport to the transition to lifelong physical activity or quality sport and physical activity programs in sport,
other sport related activities, and includes development recreation, education and health.
of athletic performance to the highest level of which the • Provides an aligned and integrated framework for
individual is capable and to which they desire to aspire delivering systems including:
• Integrates the needs of athletes with a disability into the • Long-Term Athlete Development:
design and delivery of sport programs technical, physical, tactical and behavioural
• Provides a framework for reviewing current practices, • Long-Term Coach Development
developing new initiatives and standardizing programs
• Long-Term Officials’ Development
• Establishes a clear development pathway from
playground to podium and to being active for life • Long-Term Community Development

• Identifies the shortcomings in Canada’s sport system • Long-Term Volunteer Development

and provides guidelines for problem solving • Sport and physical activity programs and services
in NSOs, PSOs, recreational organizations, clubs
and schools

“Insanity is doing the same

thing over and over again
and expecting different
results.”
– Albert Einstein

71
 Glossary
Active for Life is a movement within the Sport for Life framework in which Canadians become active for life by developing physical
literacy. Along with physical literacy and sport excellence, Active for Life is one of CS4L’s three key outcomes. This stage
can be entered at any age (after the onset of the growth spurt), beginning with developing physical literacy in infancy, and
evolves to being Competitive for Life, Fit for Life and/or Sport and Physical Activity Leaders through all phases of adulthood.
Competitive for Life, within Active for Life, is the final LTAD stage of CS4L, where Canadians are active
for life through participation in competitive sport.
Fit for Life, within Active for Life, is the final LTAD stage of CS4L, where Canadians are active for life
through participation in recreational physical activity.
Sport and Physical Activity Leaders, within Active for Life, is the final LTAD stage of CS4L, where Canadians
contribute to the sport and physical activity experience as professional of volunteer administrators, coaches,
instructors, or officials, or through sport science and medicine.

Adaptation refers to a response to a stimulus or a series of stimuli that induces functional and/or morphological changes in the
organism. The level or degree of adaptation is dependent upon the genetic endowment of an individual. However, the
general trends or patterns of adaptation are identified by physiological research, and guidelines are clearly delineated of the
various adaptation processes, such as adaptation to muscular endurance or maximum strength.

Adolescence is the period during which most bodily systems become adult, both structurally and functionally. It is a difficult period to
define in terms of the time of its onset and termination. Structurally, adolescence begins with an acceleration in the rate of
growth in stature, which marks the onset of the adolescent growth spurt. The rate of height growth reaches a peak (PHV),
begins a slower or decelerative phase and finally terminates with the attainment of adult stature. Functionally, adolescence
is usually viewed in terms of sexual maturation, which begins with changes in the neuroendocrine system prior to visible
physical changes and terminates with the attainment of fully mature reproductive function.

Age Chronological age refers to the number of years and days elapsed since birth. Growth, development and maturation
operate in this time framework.

Relative age refers to differences in age among children born in the same calendar year.

Developmental age refers to the degree of physical, mental, cognitive and emotional maturity. Physical developmental age
can be determined by skeletal maturity or bone age after which mental, cognitive and emotional maturity is incorporated.

Skeletal age refers to the maturity of the skeleton determined by the degree of ossification of the bone structure. It is a
measure that takes into consideration how far given bones have progressed toward maturity, not in size, but with respect to
shape and position to one another.

General training age refers to the number of years in training in different sports.

Sport-specific training age refers to the number of years since an athlete decided to specialize in one particular sport.

Ancillary Capacities refer to the knowledge and experience base of an athlete and includes warm-up and cool-down procedures,
stretching, nutrition, hydration, rest, recovery, restoration, regeneration, metal preparation, and tapering and peaking.

The more knowledgeable athletes are about these training and performance factors, the more they can enhance their
training and performance levels. When athletes reach their genetic potential and physiologically cannot improve anymore,
performance can be improved by using the ancillary capacities to full advantage.

Canadian Sport for Life is a movement to improve the quality of sport and physical activity in Canada. It links sport, education,
recreation and health, and aligns community, provincial and national programming. CS4L’s vision is quality programs for
all Canadians based on developmentally appropriate sport and physical activity. CS4L’s mission is to improve the health,
wellness and sporting experiences of all Canadians by advancing physical literacy, improving performance and increasing
lifelong participation in physical activity. When enacted, CS4L’s values and principles link and integrate programs delivered
by health, recreation, education and sport, and align programming in clubs, provincial/territorial and national sport and
multi-sport organizations. CS4L addresses the overarching system and structure of sport and physical activity in Canada,
including the relationship between school sport, physical education and organized sport at all levels, from policy to
program delivery.

72
Childhood ordinarily spans the end of infancy (the first birthday) to the start of adolescence and is characterized by relatively
steady progress in growth and maturation and rapid progress in neuromuscular or motor development. It is often
divided into early childhood, which includes pre-school children aged one to five years, and late childhood, which
includes elementary school-age children aged six through to the onset of adolescence.

Development refers to both biological and behavioural contexts. In terms of the biological, “development refers to the processes
of differentiation and specialization of pluripotent embryonic stem cells into different cell types, tissues, organs and
functional units” (Malina et al., 2004, p. 5). For behavioural, this term “relates to the development of competence in a
variety of interrelated domains as the child adjusts to his or her cultural milieu – the amalgam of symbols, values and
behaviours that characterize a population” (p. 5).

Sensitive periods of development refer to the points in the development of a specific behaviour when experience or
training has an optimal effect on development.

Long-Term Athlete Development is a multi-stage training, competition and recovery pathway guiding an individual’s experience
in sport and physical activity from infancy through all phases of adulthood. LTAD is athlete centered, coach driven and
administration, sport science and sponsor supported. Sequential stages in the LTAD pathway provide developmentally
appropriate programs for all ages to increase participation and optimize performance. Key to LTAD is a holistic approach
that considers mental, cognitive and emotional development in addition to physical development, so each athlete
develops as a complete person. Based on CS4L principles, LTAD, in a sport-specific context, promotes system alignment
and integration between sport club, provincial/territorial and national sport organizations.

Peak Height Velocity (PHV) is the maximum rate of growth in stature during the adolescent growth spurt. The age of maximum
velocity of growth is called the age at PHV. The onset of the growth spurt, the fastest rate of growth or PHV and the
onset of the menarche are biological markers to identify the sensitive periods of accelerated adaptation to training.

Physical Literacy means having the fundamental movement skills, fundamental sports skills and motivation that enable an
individual to read their environment and make appropriate decisions while moving confidently and with control in a
wide range of physical activities in both indoor and outdoor environments.
For parents: Individuals are physically literate when they have acquired the skills and confidence to enjoy a variety of
sports and physical activities.
For coach and instructor: Individuals are physically literate when they demonstrate competence and confidence in
fundamental movement skills and foundation sport skills combined with the ability to read their environment and make
appropriate decisions. Physical literacy allows individuals to enjoy a variety of sports and physical activities.
For educators and health practitioners: Individuals who are physically literate move with competence and
confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the
whole person (PHE Canada definitions, 2007).

Puberty refers to the point at which an individual has matured sexually and is able to reproduce.

Readiness refers to the child’s level of growth, maturity and development that enables him/her to perform tasks and meet
demands through training and competition. Readiness and sensitive periods of trainability during growth and
development of young athletes are also referred to as the correct time for the programming of certain stimuli to achieve
optimum adaptation with regard to motor skills, muscular and/or aerobic capacity and power.

Specialization refers to athletes limiting participation to a single sport, which they train for and compete in on a year-round basis.
There are sports that require either early or late specialization in order for an athlete to succeed.

Trainability refers to the genetic endowment of athletes as they respond individually to specific stimuli and adapt to it
accordingly. Malina et al. (2004) define trainability as “The response of maximal oxygen uptake and of other phenotypes
to training” (Malina, Bouchard, Bar-Or, 2004, p. 392).

73
 Canadian Sport LTAD Frameworks
Alpine Canada – “Long Term Skier Development for Alpine Ski Racing”

Archery Canada – “Shoot for Fun, Shoot to Excel, Shoot for Life”

Athletics Canada – “Long-Term Athlete Development”

Badminton Canada – “Badminton for Life”

Baseball Canada – “Long-Term Athlete Development: Canadian Leader in Throwing, Catching and Hitting”

Canada Basketball – “Canadian Basketball Athlete Development Model”

Biathlon Canada – “Long-Term Athlete Aevelopment Model”

Canadian Cerebral Palsy Sports Association – “Boccia Long-Term Athlete Development Model:
Boccia for All Ages and Abilities”

Bowling Federation of Canada – “Long-Term Athlete Development Plan for Bowling”

Boxing Canada – “Long-Term Athlete Development”

Canadian Broomball Federation – “Long-Term Athlete Development”

CanoeKayak Canada (Sprint and Whitewater) – “Long-Term Athlete Development Plan”

Cross-Country Canada – “Long-Term Athlete Development: ASport for Life”

Canadian Curling Association – “Long-Term Athlete Development for Curling in Canada: Curling for Life”

Canadian Cycling Association – “Long-Term Athlete Development”

BMX
Mountain biking
Para-cycling
Track

Diving Canada – “Long-Term Athlete Development Model: Foundations of Excellence”

Equine Canada – “Long-Term Equestrian Development”

Canadian Fencing Federation – “Long-Term Athlete Development”

Field Hockey Canada – “Long-Term Hockey Development: Implementation Resource Oaper”

Football Canada – “Long-Term Athlete Development: Football for Life”

Canadian Freestyle Ski Association – “Intro to Long-Term Athlete Development for Canadian Freestyle Skiing”

Golf Canada – “Long-Term Player DevelopmentGuide for Golf in Canada”

Gymnastics Canada – “Long-Term Athlete Development Gymnastics: The Ultimate Human Movement Experience”

Hockey Canada – “Long-Term Player Development Plan: Hockey for Life, Hockey for Excellence”

Judo Canada – “Long-Term Athlete Development: Taking it to the Mat”

National Karate Association of Canada – “Karate for Life: Karate Canada’s Long-Term Athlete Development Model”

74
Canadian Lacrosse Association – “Long-Term Athlete Development for Canadian Lacrosse Stages”

Bowls Canada (lawn bowling) – “Bowls: A Sport for Life”

Canadian Sport Parachuting Association – “Flight Plan: Long-Term Athlete Development for Skydiving in Canada”

Racquetball Canada – “Long-Term Athlete Development Plan”

Ringette Canada – “Long-Term Athlete Development framework document”

Rowing Canada Aviron – “Long-Term Athlete Development plan for rowing: An overview”

Rugby Canada – “Community and Country: Long-Term Rugby Development Model”

Sail Canada – “Long-Term Sailor Development: Sailing to Win, Sailing for Life”

Shooting Federation of Canada – “Long-Term Athlete Development Target Shooting: A Lifetime Sport”

Skate Canada – “In Pursuit of Personal Excellence - Skate Canada’s Guide to Long-Term Athlete Development”

Canada~Snowboard – “Park to Podium: Canada~Snowbaord’s Long-Term Athlete Development Plan”

Canadian Soccer Association – “Long-Term player Development: Wellness to World Cup”

Softball Canada – “Long-Term Player Development Guide for Softball in Canada”

Special Olympics Canada – “Long-Term Athlete Development for Athletes with an Intellectual Disability”

Speed Skating Canada – “Racing on Skates”

Squash Canada – “Beyond the Nick: Long-Term player Development”

Swimming Canada – “Swimming to Win; Winning for Life”

Synchro Canada – “Long-Term Athlete Development”

Table Tennis Canada – “Table tennis 4 life: Long Term Athlete Development Model”

Taekwondo Canada – “Taekwondo for Life”

Tennis Canada – “A Sport for Life: Long Term Athletic Development Plan for the Sport of Tennis in Canada”

Triathlon Canada – “Long Term Athlete Development”

Volleyball Canada – “Volleyball for Life: Long-Term Athlete Development for Volleyball in Canada”

Water Polo Canada – “Long-Term Athlete Development: The Pursuit of Excellence and an Active Lifestyle”

Water Ski and Wakeboard Canada – “Waking up Champions: Long-Term Athlete Development”

Canadian Weightlifting Federation – “Transition Phase: Long-Term Athlete Development”

Canadian Wheelchair Sports Association – “Full contact: A Long-Term Athlete Development Model for
Wheelchair Rugby in Canada”

Wrestling Canada – “Long-Term Athlete Development Model”

Wheelchair Basketball Canada – “Athlete Development Model Volume 1: LTAD Overview”

75
 CS4L.ca/resources
Balyi, I. & Way, R. (2009). The role of monitoring growth in long-term athlete development [resource paper]. Vancouver, Canada:
Canadian Sport Centres.

Balyi, I., Way, R., Higgs, C., Norris, S. & Cardinal, C. (2005). Canadian sport for life: Long-term athlete development [resource
paper]. Vancouver, Canada: Canadian Sport Centres.

Balyi, I., Way, R., Higgs, C., Norris, S. & Cardinal, C. (2005). Canadian sport for life: Long‐term athlete Development [poster].
Vancouver, Canada: Canadian Sport Centres.

Balyi, I., Way, R., Norris, S., Cardinal, C. & Higgs, C. (2006). Canadian sport for life: Summary [poster]. Vancouver, Canada:
Canadian Sport Centres.

Balyi, I., Way, R., Norris, S., Cardinal, C. & Higgs, C. (2010). Canadian sport for life: Developing physical literacy. Vancouver,
Canada: Canadian Sport Centres.

Balyi, I., Way, R., Rosenburg, K., Grove, J. & Robillard, B. (2012). Canadian sport for life: An introduction to physical literacy.
Vancouver, Canada: Canadian Sport Centres.

Bell-Laroche, D. (2008). Maximizing the sport experience for our children. Vancouver, Canada: Canadian Sport Centres.

Bell-Laroche, D. (2009). Linking sport for life with management by values: How values can improve the performance of sport
organizations. Ottawa, Canada: Canadian Sport Centres.

Bhambhani, Y. & Higgs, C. (2007). Training athletes with a disability. Vancouver, Canada: Canadian Sport Centres.

Calder, A. (2007). Recovery and regeneration for long‐term athlete development. Vancouver, Canada: Canadian Sport Centres.

Cardinal, C., Malcolm-O’Grady, C., McMahon, J., Proctor, W. Robertson, S. & Way, R. (2010). Canadian sport for life
implementation guide: Provincial and territorial governments. Vancouver, Canada: Canadian Sport Centres.

Canadian Sport for Life & Active for Life (2012). Quality sport checklist: Ask your schools & coaches. Vancouver, Canada: Canadian
Sport Centres.

CS4L Leadership Team (2011). Long-term athlete development: Information for parents. Ottawa, Canada:
Coaching Association of Canada.

CS4L Leadership Team (2012). Canadian sport for life: CS4L – LTAD 2012 to 2017 five-year activation strategy. Victoria, Canada:
Canadian Sport Institute – Pacific.

CS4L Leadership Team (2013). Shaping the ideal NSO: LTAD implementation. Vancouver, Canada: Canadian Sport Institute.

Duffy, P. (2007). Canadian sport for life: Core values. Leeds, United Kingdom: Sports Coach UK.

Harber, V. (2007). The female athlete perspective: Coach/parent/administrator guide. Vancouver, Canada: Canadian Sport Centres.

Harris, S. (2006). Canadian sport for life: Information for parents. Vancouver, Canada: Canadian Sport Centres.

Higgs, C., Balyi, I. & Way, R. (2006). No accidental champions: Long‐term athlete development for athletes with a disability
[resource paper]. Vancouver, Canada: Canadian Sport Centres.

Higgs, C., Balyi, I. & Way, R. (2006). No accidental champions: Long‐term athlete development for athletes with a disability [poster].
Vancouver, Canada: Canadian Sport Centres.

Higgs, C., Balyi, I. & Way, R. (2008). Developing physical literacy: A guide for parents of children ages 0 to 12: A supplement to
Canadian sport for life. Vancouver, Canada: Canadian Sport Centres.

Higgs, C., Bluechardt, M., Balyi, I., Way, R., Jurbala, P. & Legg, D. (2011). No accidental champions (2nd edition): Long-term athlete
development for athletes with a disability [resource paper]. Vancouver, Canada: Canadian Sport Centres.

76
Higgs, C. & Legg, D. (2011). Canadian sport for life for athletes with a disability [special report]. Vancouver, Canada: Canadian
Sport Centres.

Higgs, C. & Trono C. (2013). How is my sport doing with LTAD in Paralympic disciplines? Vancouver, Canada: Canadian Sport
Centres.

Hunter, D. (2013). Building enhanced collaboration between recreation and sport. Ottawa, Canada: Canadian Parks and
Recreation Association.

Johnstone, L. & Millar, S. (2012). Actively engaging women and girls: Addressing the psycho-social factors. Ottawa, Canada:
Canadian Association for the Advancement of Women in Sport and Physical Activity.

MacNeill, K., Benz, L., Brown, M., Kabush, D. & van den Berg, F. (2013). Canadian sport for life: Mental fitness for long-term
athlete development. Victoria, Canada: Canadian Sport Institute. Vancouver, Canada: Canadian Sport Centres.

Mandigo, J., Francis, N. & Lodewyk, K. (2007). Physical literacy: Ages 0-12 years [concept paper]. Vancouver, Canada: Canadian
Sport Centres.

Millar, P. & Stevens, J. (2010). Long-term professional development: The impact of manager training on NSO performance. St.
Catharines, Canada: Brock University.

Samuels, C. & Alexander, B. (2013). Sleep, recovery, and human performance: A comprehensive strategy for long-term athlete
development. Victoria, Canada: Canadian Sport Institute – Pacific.

Shelton, G. & Harber, V. (2013). Becoming a Canadian sport for life community: Building an activation plan that works for your
community 2.0. Edmonton, Canada: Edmonton Sport Council.

True Sport (2012). LTAD ethical literacy matrix. Ottawa, Canada: True Sport.

Way, R. (2010). CS4L moving forward: Collaboration paper, 2010-2013. Vancouver, Canada: Canadian Sport Centres.

Way, R. & Balyi, I. (2007). Competition is good servant, but a poor master. Vancouver, Canada: Canadian Sport Centres.

Way, R., Balyi, I. & Grove, J. (2007). Canadian sport for life: A sport parent’s guide. Ottawa, Canada: Canadian Sport Centres.

Way, R., Balyi, I. Harber, V., Jurbala, P., & Trono, C. (2013). Quality sport and physical activity for all Canadians. Vancouver, Canada:
Canadian Sport Centres.

Way, R. & O’Leary, D. (2006). Long-term coach development concept. Coaches PLAN du coach 12(3) 24-32.

77
 Selected Bibliography
Armstrong, N. & Welsman, J. (1997). Young people and physical activity. Oxford, United Kingdom: Oxford University Press.

Armstrong, N. & Welsman, J. (1997). Children in sport and exercise. British Journal of Physical Education, 28(2), 4–6.

Balyi, I. (1998, September). Long-term planning of athlete development: The training to train phase. FHS: The UK’s Quarterly
Coaching Magazine, 1, 8–11.

Balyi, I. (1998, December). Long-term planning of athlete development: The train to compete phase. FHS: The UK’s Quarterly
Coaching Magazine, 2, 8–11.

Balyi, I. (1999, May). Long-term planning of athlete development: Multiple periodisation, modeling and normative data.
FHS: The UK’s Quarterly Coaching Magazine, 4, 7–9

Balyi, I. (2001, summer). Sport system building and long-term athlete development in Canada. Coaches Report: The Official
Publication of the Canadian Professional Coaches Association, 8(1), 25–28.

Balyi, I. & Hamilton, A. (1999, April). Long-term planning of athlete development: The training to win phase. FHS: The UK’s
Quarterly Coaching Magazine, 3, 7–9.

Balyi, I. & Hamilton, A. (2003). Long-term athlete development: Trainability and physical preparation of tennis players. In M. Reid,
A. Quinn, & M. Crespo (Eds.). Strength and conditioning for tennis (pp. 49–57). London, United Kingdom: International
Tennis Federation.

Balyi, I. & Way, R. (1995). Long-term planning of athlete development: The training to train phase. B.C. Coach, 2–10.

Balyi, I. Way, R., & Higgs, C. (2013). Long-Term Athlete Development. Champaign, IL: Human Kinetics.

Balyi, I., Way, R., Higgs, C., Norris, S. & Cardinal, C. (2005). Canadian sport for life: Long-term athlete development
[Resource paper]. Vancouver, Canada: Canadian Sport Centres.

Bar-Or, O. (1983). Pediatric sport medicine for the practitioner: From physiologic principles to clinical applications.
New York, NY: Springer Verlag.

Bar-Or, O. (1996). Developing the prepubertal athlete: Physiological principles. In J. P. Troup, A. P. Hollander, D. Strasse, S. W.
Trappe, J. M. Cappaert & T. A. Trappe, (Eds.), Biomechanics and Medicine in Swimming VII (135–139). London, United
Kingdom: E & FN Spon.

Bar-Or, O. (2001). Nutritional considerations for the child athlete. Canadian Journal of Applied Physiology, 26 [Supplement],
186–191.

Bar-Or, O. (Ed.). (1996). The child and adolescent athlete. London, United Kingdom: Blackwell Publishing.

Belov, E. (1995). For those starting artistic gymnastics. Ottawa, ON: Canadian Gymnastics Federation.

Blimkie, C. J. R. & Marion, A. (1994). Resistance training during preadolescence: Issues, controversies, and recommendations.
Coaches Report, 1(4), 10-14.

Blimkie, C.J.R. & Bar-Or, O. (1996). Trainability of Muscle Strength, Power and Endurance during Childhood. In O. Bar-Or (Ed.),
The child and adolescent athlete. London, United Kingdom: Blackwell Publishing.

Bloom, B. (1985). Developing talent in young people. New York, NY: Ballantine Books.

Bompa, T. (1995). From childhood to champion athlete. Toronto, Canada: Veritas.

Borms, J. (1986). The child and exercise: An overview. Journal of Sport Sciences, 4, 3–20.

Bouchard, C., Malina, R.M. & Pérusse, L. (1997). Genetics of fitness and physical performance. Champaign, IL: Human Kinetics.

78
 10 Key Factors

Calgary Health Region, 3 Cheers for the Early Years (2004). Snactivity box: Activities for promoting healthy eating and active
living habits for young children. Retrieved November 22, 2004, from www.calgaryhealthdregion.ca/hecomm/nal/child/
DaycareToolkit.pdf

Canadian Child Care Federation. (2001). Supporting your child’s physical activity [Resource Sheet #52]. Retrieved November 22,
2004, from www.cfc-efc.ca/docs/cccf/rs052en.htm

Canadian Sport Policy (2002).

Canadian Sport Policy (2012).

Dick, F. W. (2007). Sports Training Principles (5th ed.). London, United Kingdom: A & C Black.

Docherty, D. (1985). Trainability and Performance of the Young Athlete. Victoria, Canada: University of Victoria.

Dozois, E. (2002, November). Calgary Health Region daycare project: Focus group report. Calgary, Canada: Calgary Health Region.

Drabik, J. (1996). Children and sports training: How your future champions should exercise to be healthy, fit, and happy.
Island Pond, VT: Stadion.

Dyrco, V. V., Binevsky, D. A., Solomatin, V. R. & Sidorov, N. N. (n.d.). Patterns of growth for some characteristics of physical
development: Functional and motor abilities in boy swimmers 11–18 Years. Retrieved August15, 2013, from
www.coachesinfo.com/index.php?option= com_content&view=article&id=83:swimming-patterns-of-growth&catid
=49:swimming-coaching&Itemid=86

Ericsson, K. A. & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49(8), 725–747.

Ericsson, K. A., Charness, N., Feltovich, P. J. & Hoffman, R. R. (Eds.). (2006). The Cambridge handbook of expertise and
expert performance. New York, NY: Cambridge University Press.

Ericsson, K. A., Krampe, R. T. & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance.
Psychological Review, 100(3), 363–406.

Erikson, E. (1959). Identity and the life cycle: Psychological issues 1. New York, NY: International Universities Press.

Erikson, E. (1964). Insight and responsibility: Lectures on the ethical implications of psychoanalytic insight.
New York, NY: W. W. Norton.

Gallahue, D. L. & Donnelly, F.C. (2003). Developmental physical education for all children (4th ed.). Champaign, IL: Human Kinetics.

Gibbons, T., Hill, R., McConnell, A., Forster, T. & Moore, J. (2002). The path to excellence: A comprehensive view of development
of U.S. Olympians who competed from 1984-1998. Results of the Talent Identification and Development Questionnaire
to U.S. Olympians.

Harsanyi, L. (1983). A 10-18 eves atletak felkeszitesenek modellje. Utanpotlasneveles,10, (n.p.).

Haywood, K. M. & Getchell, N. (2001). Lifespan motor development (3rd Ed.). Champaign, IL: Human Kinetics.

Health Canada. (2002a, November 22). Statistics & public opinion: Canada’s physical activity guides for children and youth.
Retrieved December 8, 2004, from www.phacaspcgc.ca/pau-uap/pagguide/child youth/media/stats.html

Health Canada. (2002b, November 22). Canadian Paediatric Society, College of Family Physicians and Canadian Teachers’
Federation call for urgent action to boost physical activity levels in children and youth: Canada’s physical activity guides
for children and youth. Retrieved December 8, 2004, from www.phacaspc.gc.ca/pau-uap/pagguide/child_youth/media/
release.html and www.centre4activeliving.ca/Publications/WellSpring/2004/December.html #Snactivity

79
 Selected Bibliography
Higgs, C. & Way, R. (Eds.). (2005). Sport Canada: Strategic Leadership for Sport [Figure]. Modified from Sport England, 2004.

Higgs, C., Way, R., Balyi, I., Norris, S. & Cardinal C. (2012). No accidental champions: Long-term athlete development for athletes
with a disability (2nd ed.). Vancouver, Canada: Canadian Sport Centres.

High Performance Advisory Committee. (1999). Alpine integration model [Figure]. Alpine Canada Alpine.

International Gymnastics Federation. (2000). Age group development program. CD Rom.

Jess, M. (1999). Basic movements and movement concepts: A developmental framework for a lifetime of PE, sport and exercise.
Edinburgh, United Kingdom: University of Edinburgh.

Kobayashi, K., Kitamura, K., Miura, M., Sodeyama, H., Murase, Y., Miyahita, M. & Matsui, H. (1978). Aerobic power as related to
body growth and training in Japanese boys: A longitudinal study. Journal of Applied Physiology, (44)5, 666–672.

Lynn, M. A. T. & Staden, K. (2001, fall). The obesity epidemic among children and adolescents. WellSpring, 12(2), 5–6.

MacDougall, J. D., Wenger, H. A. & Green, H. J. (Eds.). (1982). Physiological testing of the elite athlete. Canadian Association of
Sports Sciences in collaboration with the Sports Medicine Council of Canada.

Malina, R. M. & Bouchard, C. (1991). Growth, maturation, and physical activity. Champaign, IL: Human Kinetics.

Malina, R.M., Bouchard, C. & Bar-Or, O. (2004). Growth, Maturation, and Physical Activity. Champaign, IL: Human Kinetics.

McWhorter, W., Wallman, H. W., & Alpert, P. T. (2003). The obese child: Motivation as a tool for exercise. Journal of Pediatric
Health Care, 17, 11–17.

Nadori, L. (1986). Az edzes elmelete es modszertana. Budapest, Hungary: Sport.

National Association for Sport and Physical Education. (2002). Active start: A statement of physical activity guidelines for children
birth to five years. Reston, VA: American Alliance for Health, Physical Education, Recreation & Dance.

National Coaching and Training Centre (2003). Building pathways in Irish sport: Towards a plan for the sporting health and well-
being of the nation. Limerick, Ireland: University of Limerick.

Norris, S. R. & Smith, D. J. (2002). Planning, periodization, and sequencing of training and competition: The rationale for a
competently planned, optimally executed training and competition program, supported by a multidisciplinary team. In
M. Kellmann (Ed.), Enhancing recovery: Preventing underperformance in athletes (pp.121-141). Champaign, IL: Human
Kinetics.

PHE Canada (2007). Physical literacy definition. Retrieved August 13, 2013, from www.phecanada.ca/programs/physical-literacy

Piaget, J. (1954). The construction of reality in the child. (M. Cook, Trans.). New York, NY: Basic Books.
(Original work published 1937)

80
Ready Set Go (n.d.). Ready set go: The sports web site for families. Retrieved November 22, 2004, from www.readysetgo.org

Report of the Minister of State’s (Sport) Workgroup on Sport for Persons with a Disability, 2004

Ross, W.D. & Marfell-Jones, M.J. (1982). Kinanthropometry. In J. D. MacDougall, H. A. Wenger & H. J. Green (Eds.), Physiological
testing of the elite athlete (pp. 75–104). Ithica, NY: Movement Publications.

Rowland, T. W. (2005). Children’s exercise physiology (2nd ed.). Champaign IL: Human Kinetics.

Rowland, T. W. & Boyajian, A. (1995). Aerobic response to endurance training in children. Pediatrics, 96(4), 654–658.

Rushall, B. (1998, summer). The growth of physical characteristics in male and female children. Sports Coach, 20, 25–27.

Sanderson, L. (1989). Growth and development considerations for the design of training plans for young athletes.
Coaching Association of Canada: Sports, (10)2, (n.p.).

Tanner, J.M. (1973). Growing up [Figure]. Scientific American, 223(3), 34–43.

Tanner, J.M. (1999). Foetus into man: Physical growth from conception to maturity (2nd ed.) Ware, United Kingdom: Castlemead.

Thumm, H-P. (1987). The importance of the basic training for the development of performance. New Studies in Athletics, 1, 47-64.

Tihanyi, J. (1990). Long-term planning for young athletes: An overview of the influences of growth, maturation and development.
Sudbury, Canada: Laurentian University.

Tucker, R. (2011, August 9). Genes vs Training: The secrets of success [Web blog post]. The science of sport. Message posted to
www.sportsscientists.com/search?q=10,000+hours

Valentine, J. (2003, winter). Don’t children get all the exercise they need from playing? WellSpring, 14(1), 6–8.

Viru, A. A. (1995). Adaptation in sports training. Boca Raton, FL: CRC Press.

Viru, A., Loko, J., Harro, M., Volver, A., Laaneots, L. & Viru, M. (1999). Critical periods in the development of performance capacity
during childhood and adolescence. European Journal of Physical Education, 4(1), 75–119.

Viru, A. Loko, J., Volver, A., Laaneots, L., Karlesom, K. & Viru, M. (1998). Age periods of accelerated improvements of muscle
strength, power, speed and endurance in age interval 6-18 years. Biology of Sport, 15(4), 211–227.

Vorontsov, A.R. (1999). Multi-year training of young athlete as potential modifier of growth and development (Analysis of some
biological concepts). Retrieved August 19, 2013, from www.coachesinfo.com/index.php?option=com_content&view=art
icle&id=81:swimming-multi-year-training&catid=49:swimming-coaching&Itemid=86

Wieneck, J. (1990). Manuel d’entrainement. Paris, France: Vigot.

81
Published by Canadian Sport Institute – Pacific 2014

All rights reserved. No part of this work may be reproduced or transmitted in any form for commercial purposes, or by any means,
electronic or mechanical, including photocopying and recording or from any information stored in a retrieval system, without
permission from the authors or Canadian Sport Institute – Pacific.

Canadian Sport for Life – Long-Term Athlete Development Resource Paper 2.0

ISBN 978-1-927921-01-2

Original authors of the Canadian Sport for Life – Long-Term Athlete Development Resource Paper 1.0: Istvan Balyi, Richard Way,
Dr. Colin Higgs, Dr. Stephen Norris and Charles Cardinal.

CS4L Management Group: Richard Way, Istvan Balyi, Carolyn Trono, Dr. Vicki Harber and Paul Jurbala.

CS4L Leadership Team: André Lachance, Brian Rahill, Carolyn Trono, Charles Cardinal, Christian Hrab, Dr. Colin Higgs,
Dr. David Legg, Dr. Dean Kriellaars, Debra Gassewitz, Istvan Balyi, Dr. James Mandigo, Jim Grove, Lea Norris, Mark Vulliamy,
Paul Jurbala, Philip Hochman, Richard Way, Dr. Stephen Norris and Dr. Vicki Harber.
Canadian Sport for Life thanks Canadian Heritage (Sport Canada)
for contributing to the development of the publication.

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

Photo Credits: P. 1, 32 Christine Girard / Ian Walton, p. 1, 43 Trevor Hirschfield / Matthew Murnaghan, p. 3 Lori-Ann Muenzer / Robert Jones,
p. 6 Arctic Winter Games Athletes / Archbould Photography, p. 7 Simon Whitfield and kids / Tiffany Brown Cooper, p. 8 Christine Sinclair /
Mike Ridewood, p. 14 Dylan Armstrong / Claus Andersen, p. 16 Krista Guloien / Joel Rogers, p. 18 Tara Whitten, Gillian Carleton & Jasmin
Glaesser / Jason Ransom, p. 22 Ryan Cochrane / Ewan Nicholson, p. 27 Ian Chan / Kevin Bogetti-Smith, p. 32 Arctic Winter Games Athletes
/ Archbould Photography, p. 47 Richard Weinberger / Ian McNicol, p. 62 Denny Morrison / Arno Hoogveld, p. 65 Spencer O’Brien / Oliver
Kraus, p. 70 Desiree Scott / Mike Ridewood

Canadian Sport for Life would also like to thank the Canadian Sport Institute – Pacific for sourcing photographs and the following
organizations for contributing photographs: Arctic Winter Games, Athletics Canada, Baseball Canada, Biathlon Canada, Canada Snowboard,
Canadian Cycling Association, Canadian Freestyle Ski Association, Canadian Olympic Committee, Canadian Soccer Association, Canoe Kayak
Canada, Cross Country Canada (Para-Nordic), Diving Canada, Hockey Canada, Freestyle Ski Canada, Rugby Canada, Rowing Canada, Skate
Canada, Swimming Canada, Table Tennis Canada, Volleyball Canada, Wheelchair Basketball Canada.

Lastly, Canadian Sport for Life would like to thank the great athletes of the current, past and future who were featured in the first edition of
the Canadian Sport for Life Resource Paper as well and the photographers who contributed photographs.
LTAD.ca
canadiansportforlife.ca