Long-term Athlete Development (LTAD) Disability Swimming

1 Long-term Athlete Development (LTAD) Disability SwimmingIssued February 2008 The Swimmer PathwayLong-Term Athlete DevelopmentIntroduction Long-term Athlete Development (LTAD) is about achieving optimal training, competition and recovery throughout an Athlete s career, particularly in relation to the important growth and Development years of young people. This leaflet should be used in conjunction with The Swimmer Pathway: Long-term Athlete Development document (April 2003), and is a guide to the considerations for athletes witha suggested ages for each LTAD stage are here to provide a guideline. Due to manyreasons, the rate of Development in some athletes with a Disability may vary significantlyboth physically and stages1.

2 Pre-school - Stepping Stones2. Fundamentals - Multi Aquatics3. Learning to train - Swim Skills4. Training to train - Talent Development5. Training to compete - Podium Development6. Training to win - Podium Performers7. Sport for Life - Active LifestylesLTAD Disability Swimming1 Awareness and first experiences of movement patterns linking to lifelong importance of an active start for children with a congenital Disability cannot be over emphasised. Positive first experiences of exercise and active play perform a crucial role in developing young athletes and maintaining an active lifestyle - Sport for Life .1. Pre-school - Stepping StonesAge: Females 0 - 5 Males 0 - 6 Long-term Athlete Development2.

3 Fundamentals - Multi AquaticsAge: Females 5 - 8 Males 6 - 9 The movement literacy skills needed by children with a Disability vary greatly depending on the nature and extent of their Disability and should include all such skills learned by non-disabled children, where appropriate. Whether it be children or adults with an acquired Disability , it is critical that individuals effectively learn the FUNdamentals of new movement and sportspecific skills so that these skills can be applied to a wide range of sports and recreational activities before specialising into a single all, children/those with newly acquired disabilities, should be active and have fun at this stage in developing basic movement literacy by working on.

4 L Agility, balance, coordination and speedl Running, throwing, jumping and catching skills*l Following simple rules and sport ethicsl Multi sport skillsl Gliding, buoyancy, kicking and rotation**Where appropriateDeliveryFor individuals with an impairment the activitiesneed to be adapted to suit the individual by considering the range of movement, coordination, limb loss, paralysis, visual with a Disability face difficulties in acquiring FUNdamental skills because:l Overly protective parents, carers,rehabilitation facility staff, teachers and coaches shield them from the bumps and bruises of childhood playl Aquatic activity is not always accessibleor appropriate for disabled children withinschoolsl Some teachers/coaches do not welcome children with a Disability to their activitiesdue to a lack of knowledge aboutdelivering inclusive programmes2 Volume/intensity of trainingl Moderate volumel Varied intensitiesSwimming specific skillsl Development of all 4 strokes, where appropriateFundamental opportunities.

5 L Learn to swim schemesl School Swimming lessons/clubsl Swimming clubsl Multi skill clubs Number and length of sessions:l Multi sport activities 5-6 times per week, where appropriatel 30-45 minutesAmount of competitionUnlimited3. Learning to train - Swim SkillsAge: Females 8 - 11 Males 9 - 12 This stage is important for learning specific Swimming skills for specialisation and building congenital disabilities are known to influence childhood and adolescent Development and the timing of puberty; however much more research is needed before a full understanding is achieved. Although the timing of puberty may vary, the sequence of Development that the adolescent goes through usually does not.

6 It is likely that there will be variations in the ages at which optimum periods of trainability occur. At this stage it is critical that effective communication takes place with swimmer, parent and teacher/coach. l Learning Swimming specific skillsl Flexibility training l Core stability Development l Development of kinaesthetic awarenessLTAD Disability Swimming3 Volume/intensity of trainingl According to biological Development ,however likely to be high volume withincreasing intensitySwimming specific skillsl Improvement of all 4 strokes, where appropriatel Sculling and feel for water l Development of starts & turnsNumber and length of sessions l Swimming specific training 3-6 times perweek, where appropriate.

7 Plus participationin other sportsl 1-1 hour sessionsTraining Opportunitiesl School Swimming lessons/clubsl Swimming clubsl Training squadsType of competitionl Regional Pan disabilityl NDSO Development Galasl Schools competitionsConsiderationsl Consideration must be given to each Athlete s cognitive and developmental age rather than chronological agel At this stage athletes need to be applyingfor classification4. Training to train - Talent DevelopmentAge: Females 11 - 14 Males 12 - 15 This stage is important for building the engine through:l Skill developmentl Aerobic conditioningl Speed trainingl Flexibility trainingl Technical developmentl Core stability workl Body awareness and stroke adaptations4 Volume/intensity of trainingl According to biological agel High volume and low intensitySwimming specific skillsl Development of aerobic base plus all 4strokes (150m/200m IM)

8 , where appropriateNumber and length of sessionsS1-S4/5 3-5 times per weekS5-S7 6-9 times per weekS7/8-S14 7-11 times per weekl Incorporating a land based training programme, 1-2 hours where appropriateTraining opportunitiesl School Swimming lessons/clubsl Swimming clubsl Regional and/or National training squads/campsType of competitionl Regional and Junior National Pan Disabilityl NDSO Nationalsl the asa County Championshipsl the asa Regional Championshipsl UKSGl Junior international Invitational competitions (GBR)Considerationsl Awareness of potential overuse injuries during this high volume phaseOtherl Swimmers will need to be classified to at least a National level at this stage and hold a current Functional Ability Card (FAC)5.

9 Training to Compete -Podium DevelopmentAge: Females 14 - 16 Males 15 - 18 This stage is important for optimising the engine through:l Specific technical skill trainingl Maximum and core body strength trainingl Tactical preparationl Mental edge preparationl Event specialisationl Physical conditioningLTAD Disability SwimmingSwimming specific skillsStart to compete in a wider range of eventsbased on strokes or distance (but not on both)Training venuesl Swimming clubsl Regional squadsl High Performance Centres(World Class Pathway athletes )l NDSO training campsl World Class Pathway Training Camps(World Class Pathway athletes )Type of competition.

10 L Home Country Nationalsl British Championshipsl Pan Disability Nationalsl the asa Regional Championshipsl Junior/Senior international invitational competitions (GBR)l Major Championships (GBR)5 Volume/intensity of trainingl High volumel Increasing intensityl Anaerobic developmentNumber and length of sessionsS1-S4/5 3-5 times per weekS5-S7 6-9 times per weekS7/8-S14 7-11 times per weekl Supported by a land based trainingprogramme, 1-2 hours where appropriateAge: Female 16+ Male 18+This stage is important for maximising theengine through:l Speed training l Strength developmentl Specific technical skill developmentl Flexibility maintenancel Advanced tactical preparationl Advanced mental edge preparationl Individualised training6 Number and length of sessionsS1-S4/5 3-5 times per weekS5-S7 6-9 times per weekS7/8-S14 7-11 times per weekl Supported by optimal land based training programme, 1-2 hours where appropriateTraining venuesl Swimming clubsl High Performance Centres (World Class Pathway athletes )l World Class Pathway Training Camps (World Class Pathway athletes )