Building a Foundation for Long-Term Athletic Development David F. Stodden University of South Carolina

LTAD = Long Term = Initiate Early A Developmental Perspective Models for Physical Development

What do All Models Have in Common? Develop “Deep Grammar” Movement Principles (Clark, 2005) – Weight Shift – Dynamic Balance – Dynamic Stability – Rotational Capability – Linear Translation of COM – Symmetrical Movement Coordination – Perturbation Response Mechanisms – Concentric/eccentric Muscle Action – Relative Timing of Sequential Movements In essence – Functional Movement Capability – The ability to coordinate & control your COM and extremities in a gravity- based environment to effectively accomplish a goal.

How can Early Development of Coordination “Skill” Impact LTAD in Childhood? Direct vs. Indirect Mechanisms Place a high demand on the neuromuscular system (Direct) Demonstrate high muscle activity/loading levels and resultant force/power outputs (Direct) Repeated high force/power outputs associated with practice and performance promote muscular endurance (Direct) Persistence in games and sports (i.e., running, dance, softball, swimming, soccer, basketball, tennis) promote cardiorespiratory endurance and PA (indirect) Increased persistence in activities inherently demanding skill development of muscular strength/endurance and cardiorespiratory endurance and influence body composition (indirect & direct) Improved skill development impacts perceived competence/self efficacy across time (direct)

Early Development – Force/Strength Strength is a multidimensional construct Physiologic muscle fiber characertistics Muscle mass Neural Intra-muscular coordination/control Inter-muscular coorindation/control What are we developing in children? Neural – coordination & control Motor unit recruitment Motor Unit synchronization Rate of firing Decreased co-activation of agonists & antagonists

How does Development of Coordinated Movement Patterns in Early Childhood Relate to Athletic Development? “Deep Grammar” Principles Principles take years to Develop – If not developed early, will participation continue into middle/late childhood? Lack of early success leads to decreased participation- perceived competence self-efficacy motivation

Motor Coordination and Fitness Trajectories yrs Rodrigues, Stodden & Lopes, submitted

Motor Coordination & PA yrs Lopes VP, Rodrigues LP, Maia JA, Malina RM Motor coordination as predictor of physical activity in childhood. Scand J Med Sci Sports; 21:663-9

Motor Coordination – BMI D’hondt, E.D., Deforche, B. Vaeyens, R. et al., Gross motor coordination in relation to weight status and age in 5- to 12-year-old boys and girls: A cross-sectional study. International Journal of Pediatric Obesity, 6 (2), 1-9

Faigenbaum et al., 2011 Pediatric Exercise Science, 2011, 23, INT (N = 40) 7-8 yrs. – 12 min – 2/wk for 8 weeks (presses, jumps, gross coordination activities) Progressed in complexity of BW exercises across 8 weeks.

Long-Term effects? Proficiency Barrier? Stodden, et al. (2013). Associations among selected motor skills and health-related fitness: Indirect evidence for Seefeldt’s proficiency barrier? RQES, 84,

When do we need to start LTAD? What is missing? A Foundation! Early Childhood – 3 to 6 yrs – Develop “Deep Grammar” – “FUN”damental motor skills - functional movement capabilities Coordination & Control – Neuromotor Development – Perceived competence is always high – so keep it high If FMS is low in middle childhood (7-9 yrs), perceived competence, self efficacy, motivation to participate will follow What if 7-9 year-old is lacking “Deep Grammar”? – Are they still participating? It may already be too late… – Consequences for LTAD, but also for lifespan health trajectories – Future injury risk?