LTPD Flashcards
LTPD:
a framework to maximize a player’s potential and long-term involvement in sport over the course of their life
4 principles of LTPD:
- doing the right thing for the player at the right stage in their development
- adopting a athlete-centred approach and not treating the development of all players the same way
- the broader the foundation of players the more successful the game of hockey will be in Canada
- viewing player development as a long term process
For parents, LTPD facilitates understanding of:
- physical, mental, cognitive, & emotional development
- hydration, nutrition, recovery
- assisting the child to choose a path of PA
For coaches, LTPD facilitates understanding of:
- stages of athlete development
- appropriate interventions at each stage
Impact of LTPD on players:
- Helps with confidence (focus on development rather than competitive success) = learning experience
- Support, education to live healthy lifestyle at a young age, more likely to adhere for life
- Target a greater population (not minority that plays 4+ sports)
- Negative: might want more focus on one (trade-off)
5 key LTPD standards:
- communication
- implementation strategy
- coach & player education
- structure for optimal development
- review & assess the execution of LTPD
Communication consists of:
communicate the HC LTPD plan and documentation to all league executives, MHA executives, parents, coaches
Implementation strategy consists of:
plan how you will communicate and implement LTPD to your members and associations
Coach & player education consists of:
- coach/players education from leagues/MHA
- opportunity to improve themselves (clinics, skill camps, continuing education)
Structure for optimal development consists of:
- MHA/leagues must review seasonal structure of games/playoffs
- make adjustments to provide optimal development opportunities
Review & assess the execution of LTPD consists of:
establishment of review group to make sure MH programming is on course
Drawback in current development:
- adult programs imposed on children (nets too big, ice too big etc.)
- children not having fun
- no systematic development of next generation of successful athletes
- failure to reach optimal performance levels
- over-competing, under training
- male training programs imposed on females
- chronological rather than developmental age used in training and competition planning
- coaches neglect critical periods of accelerated adaptation to training (ages 9-12)
9 Stages of LTPD:
- discover
- FUNdamentals 1 (initiation)
- FUNdamentals 2 (novice)
- learn to play (atom)
- learn to train (peewee)
- train to train (bantam & midget)
- train to compete (junior)
- train to win (junior, college, university)
- excel (college, university, pro)
1 practice will give a player more skill development than ____ games.
11
In a practice, each player should have a puck on their stick for ____ minutes.
8-12
In a practice, each player should have a minimum of ____ shots on goal.
30
In a practice, players will miss the net over ___% of the time in a minor hockey game.
30%
In a practice, coaches should try to run ____ different drills/games/activities each practice. More is not better.
4-5
In a practice, no more than ____ minutes should be spent in front of a teaching board each practice.
5
Coaches should have a minimum of ___ pucks in their bucket.
50
Do not waste ice time _____.
stretching
The use of _____ in practices leads to a dynamic practice.
stations
Basic skill development should comprise ___% of practice time.
90%
_____ and _____ feedback are imperative.
- positive
- specific
______ in practice are dangerous.
routines
_____ players instead of _____ or _____.
- involve
- telling
- showing
_____ ______ by coaches is of principle importance.
practice execution
Relate what you do in ______ to _____ and v.v.
- practices
- games
Players will have the puck on their stick for an average of ___ seconds per game.
8
Players will take an average of ____ shots per game.
1-2
Players will take an average of ____ shifts per game.
18
99% of the feedback coaches give players during a game is when they ____ ____ _____. Ironically, players only have the puck on their stick for ___% of the game.
- have the puck
- 0.2%
What is the difference between developmental age, training age, and chronological age?
- developmental age: where they are placed in LTAD stages
- training age: how long they have been doing the sport
- chronological age: their actual age
Physical literacy =
FUNdamental movement skills + FUNdamental sports skills
FUNdamental movements and skills should be introduced through ____ and _____.
- fun
- games
FUNdamental sports skills should follow and include….
basic overall sports skills
How does one become physically literate?
- move with confidence, poise, efficiency
- a well established sense of physical self (self esteem, confidence, motivation)
- be able to read, anticipate, respond
What are the 5 basic S’s of training and performance?
- stamina (endurance)
- strength
- speed
- skill
- suppleness (flexibility)
The optimal window of trainability for stamina occurs when?
at the onset of PHV
Aerobic capacity training is recommended when?
before players reach PHV
Aerobic power should be introduced when?
progressively after growth rate decelerates
The optimal window of trainability for strength occurs when?
- girls: immediately after PHV or at the onset of menarche
- boys: 12-18 months after PHV
First and second speed training windows for boys:
- first: ages 7-9
- second: ages 13-16
First and second speed training windows for girls:
- first: ages 6-8
- second: ages 11-13
The optimal window for skill training occurs when?
- boys: ages 9-12
- girls: ages 8-11
The optimal window for trainability for suppleness for both genders occurs when?
between the ages of 6-12
Special attention should be paid to flexibility during ____.
PHV
4 steps of skill learning:
- explain the skill
- show how it is done
- give time to practice
- tell them how they are doing
3 stages of training objectives:
- introduce
- develop
- refine
The ‘introduce’ stage involves:
presenting players a new element in a artificial, easy, constant, stable, or predictable conditions
The ‘develop’ stage involves:
the pursuit of learning in conditions controlled by the coach without opponents (or in cooperation with opponents)
The ‘refine’ stage involves:
semi-controlled and random conditions (with opposition)
Mission 10/10,000:
research has suggested that it takes a minimum 10 years and 10,000 hours of deliberate training for a talented player to reach elite levels.
3 conditions of Mission 10/10,000:
- a player must have developed the fundamental skills
- be physically literate
- investment equals 3 hours of training daily for 10 years
Hockey is considered a ____ specialization sport.
late
Specializing in hockey before the age of ____ can be detrimental to your child.
10
As a parent, what should we NOT do when trying to avoid early specialization in hockey?
- don’t identify your child to a specific position in hockey (forward, defence, goalie)
- don’t focus solely on hockey
- don’t encourage your child to play hockey all year round
Potential consequences of early specialization in hockey:
- one-sided, sport-specific preparation
- lack of ABC’s, the basic movement and sports skills
- overuse injuries
- early burnout
- early retirement from training and competition
2 things to consider when applying LTPD to coaching at the peewee level:
- emphasis on basic skills and detecting and correcting the errors of those skills
- keeping peewee aged athletes engaged, active, and instilling love of hockey for continued sport participation
What should you do if you forgot your pucks?
- 3 on 3 tourney
What should you do if there is a scheduling conflict?
- team building
- road hockey
What should you do if you are missing players?
- share the ice
- station work
- restrict playing area
What should you do if you forgot your practice plan?
- individual skills
- play some fun games
What should you do with challenging players?
- help the ones that want help
- use that player more (demos, ask questions)
What should you do with challenging parents?
- team meeting at start of year
- layout team goals and objectives
- have parents agree to and contribute to attaining these goals
- refer to these goals and objectives if problems arise
- delegate tasks to the parents in question
4 points to remember when giving feedback:
- give the good picture. demo what you want, not what they’re doing
- be positive. Acknowledge what is being done well first
- be specific
- don’t forget goalies
