GROWTH & DEVELOPMENT INFORMATION TO AID IN THE UNDERSTANDING OF THIS COMPLEX & EXTENSIVE PROCESS CAST SPORT SCIENCE GROUP

Overview 1.Initial concepts / thought provocation 2.Factors affecting athlete performance 3.Stages of athlete development 4.Effects of growth and development on the athlete 5.Growth and development and training

“ We have come to distrust time, especially in the cities. Parents have come to associate time on one’s hands with drugs in one’s pockets. They feel a certain security in ‘busy-ness’ in treating play like work or school - highly organized, structured, filled with penalties and rewards” For those who fear time, an arena, a swimming pool or a gymnasium take on the aura of a sanctuary ” Sport Today (Ken Dryden, Home Game, 1989)

HEALTH LIFESTYLE TACTICS PSYCHOLOGY Global Athletic Performance OptimalUnder- Performance Competition Sequencing PHYSIOLOGY BIOMECHANICS SEQUENCE OF TRAINING ( Macro, Meso, Micro ) Overtrained / Under - rested Optimal / Under - performance Overtrained / Under - rested Optimal / Poor Optimal / Illness (Smith & Norris, 2000)

Division of Sports Power Technical Endurance (size + speed) P P + T T T + E E Football Volleyball Gymn. Swimming Distance Throwing Hockey Tennis X-C Skiing Running > AGE ( International Success ) (Smith, 2000)

Train to Win vs. Train to Compete vs. Train to Train vs. FUNdamental Long-term Sport Mastery vs. Maximal Realization of Performance Capacity vs. Fundamental Preparation (Viru, 1995)(AIM: Balyi et al., (ATP), 1999) Athlete Development

Long-Term Athlete Development (Balyi, 1997) Chronological age Training age Training to Train Training to Compete Training to Win FUNdamental

FUNdamentals Training to Train Training to Compete Training to Win Mastery & Stabilization STAGES* (Balyi terminology) PARTICIPATION FOCUS OF COACHING & SUPPORT True elite stream INTERNATIONAL Competitive stream NATL/PROVINCIAL Competitive Stream LOCAL/ REGIONAL FUN, learn to skate, confidence, core skills introduction to training etc. RESOURCES ALLOCATION & LEVEL Disproportionate resource & service allocation FUN & systematic development program. (Norris, 2003)

Questions to Consider: 1.What is the typical career path and step-by-step expectations of athletes in your sport? 2.What is the LT Development model in your sport? 3.Does your plan cooperate or compete with biological process of maturation? 4.What is your sport’s ‘end product’? Summary

HUMAN GROWTH & DEVELOPMENT Pic: Loveland, Colorado

MATURATION Developmental vs. Maturing vs. Established

Stages of Growth and Development (Armstrong & Welsman, 1977) Early (1-5 yrs) Middle (6 yrs-Adolescence) Late (Grey Area) CHILDHOOD ADOLESCENCE Early (12-14 yrs) Middle (15-16 yrs) Late (17-19 yrs) EARLY ADULTHOOD Acceleration in Growth Rate/Peak Growth Rate Adult Stature Attained START END Periods of ‘great’ change/plasticity Physical, cognitive, emotional, and motivational dev. follow DIFFERENT TIMELINES

Adolescent Growth Spurt PEAK HEIGHT VELOCITY (PHV)  Age of maximal growth in stature  Maturity indicator  Boys PHV = 14 +/- 1 yr  Girls PHV = 12 +/- 1 yr  Thoracic growth delayed  Consider measuring arm span STANDINGSEATED

Typical Physical Measurements (Males) Ht (cm) / Wt (kg) / (National Center for Health Statistics, USA; Rowland, 1996) NB: These are 50 th percentile data

AGE ( years ) kg boys girls WEIGHT ( Hamill et al. 1977) WEIGHT ∆ IN AMERICAN GIRLS AND BOYS

Relative Age Effect (RAE)  Extremely powerful entity in sport  Positive and negative (Hockey vs. Gymnastics) → % of NHL players born in first third of calendar year  Interplay of factors: → Physical → Cognitive → Emotional → Motivational (Musch & Grondin, 2000)

Size attained as % of postnatal growth Age (years) Neural (Adapted from Scammon, 1930) NEURAL MATURATION Balance of brain growth vs. atrophy shifts at age 10 Use it or lose it!!

Size attained as % of postnatal growth Age (years) Hormonal HORMONAL MATURATION (Adapted from Scammon, 1930) Considerations for development of muscle mass/strength

Size attained as % of postnatal growth Age (years) General GENERAL MATURATION (Adapted from Scammon, 1930)

Size attained as % of postnatal growth Age (years) Different patterns of system growth during childhood General Neural Hormonal MATURATION (Adapted from Scammon, 1930)

TRAINING Developmental vs. Fledgling vs. Established

The 8 S’s Affecting Performance 1.SKILL 2.SPEED 3.STAMINA 4.STRENGTH 5.SUPPLENESS 6.‘SYCH (Psychology) 7.STRUCTURE (Anthropometrics) 8.SUSTENANCE (Nutrition & Regeneration) After Balyi, Smith, & Norris….

Skill Acquisition Middle to Late Childhood:  Coupled with attention span  Girls: yrs  Boys: 8 – 13 yrs  Until age 10 acquired skills unstable  Age yrs: accelerated ability for skill acquisition

Skill Acquisition Late Childhood to Early Adolescence:  yr olds achieve particularly high levels of motor coordination  Remember: Disruption will occur due to puberty and associated factors!

 Note LOW RATE of development of anaerobic capacity  Content of phosphocreatine as well as the capacity for anaerobic metabolism is low in yr olds  At age yrs, the above have improved, BUT remain lower than in adults….means that effective training of anaerobic capacity is limited Physiological Development

BirthPubertyAdult (Kraemer, 1989) Contributions to muscle strength during maturation Testosterone Lean body mass Neural myelination development 100% Adult potential Strength primarily via motor patterns Consolidation of strength factors Optimal strength potential INFLUENCE OF MATURATION ON STRENGTH Stabilizes in adulthood

Before Puberty:  Possibilities for hypertrophy are low  Improvements in strength are mainly due to neural adaptation Post – Puberty :  Increased development of muscle tissue  Accelerated with appropriate training  Be careful of increasing volume of weight training (progressive overload) Strength Development

Time frame for being chosen on competitive team- neglects 2/3 of population! Strength (sec) (Malina & Bouchard, 1991) yrs Static strength – arm pull (boys) Early Average Late AGE ( years ) INFLUENCE OF MATURATION ON STRENGTH

Key Points for Training  >80% of age-group champions ‘disappear’ from sport horizon before the optimal age of top achievement  Early maturation = early cessation of growth & development!  Never neglect ‘speed’ & progression to fast execution of skill Vorontsov, 2002 Harre, 1971; Vlastovsky, 1976; Timakova, 1985; Bulgakova, 1986

Develop a strong foundation of: → Specific basic sport skills; (Girls, 8-11; Boys, 9-12) → Agility, balance, coordination, speed (ABCs of Athleticism) → Running, throwing, jumping (ABCs of Athletics) → Kinesthesia, gliding, bouyancy, striking with implements (KGBs) → Catching, kicking with body parts (CKs ) Vorontsov, 2002 Harre, 1971; Vlastovsky, 1976; Timakova, 1985; Bulgakova, 1986 Key Points for Training

Aerobic Endurance: Girls = year Boys = year Strength Possibilities: Boys = Girls = (Balyi, 2002; Norris, 2002; Vorontsov, 2002) Critical Periods

Technique + Endurance + Circuit Tr. Technique + Power + Str. Tr. + End. Tr. AGE /18 Incorporate technical & physical parameters with sport performance for evaluation, up to at least 16 / 17 yrs old. TRAINING PROGRESSION

A Note About Physiological Testing! ENTRY & EXIT TESTING POINTS SINGLE TESTS …OF LIMITED USE! MONITORING …EFFECTIVENESS OF YOUR PROGRAM Entry Exit… & next Entry Time TestingTraining / Intervention Rec/Reg Testing * *

Generic Content Distribution (Balyi, 1997) FUNdamentalTraining to TrainTraining to Compete Training to Win Participate in many sports NO PERIODIZATION SINGLE PERIODIZATION SINGLE PERIODIZATION DOUBLE PERIODIZATION MULTIPLE

FUNdamentalTraining to TrainTraining to Compete Training to Win FUN / Participation, strgth & endurance via FUN & games Emphasis on general physical conditioning Specific physical conditioning Maintenance of physical capacities General overall devpt, ABCs, proper running, jumping, throwing techniques Basic skills (and more specific skills towards end of phase) Specific skills under competitive conditions Skill development & maintenance Modeling all aspects of performance Quickness, medicine ball, bodyweight Complementary sports Introduce ‘prophylatic breaks’ Frequent prophylatic breaks Introduce ‘ancillary capacities’ Individualization & basics of ‘ancillary capacities’ Full individualization & specific ‘ancillary capacities’ All aspects individualized & fine tune ‘ancillary aspects’ Introduction to mental training Mental trainingMental preparation (Balyi, 1997)

Long Term Development for Strength AGE: Foundational athletic skills (Core strength, balance, agility, coordination, flexibility, general strength) Teach lifting technique Emphasize foundational athletic skills Introduce strength exercises w/ light implements Develop lifting technique Emphasize strength exercises with dbells Introduce heavy implement exercise Mastery of lifting technique Basic strength training methods Use all types of strength exercise Advanced strength training methods (Jordan, 2003)

Long Term Development for Strength AGE: Circuit training High repetitions Timed sets Barbell lifting technique with broom stick and light barbell Keep intensity above 10 RM Barbell lifting technique with light to moderate loads Keep intensity above 6RM Bodyweight in- place explosive training exercises Execution of advanced lifting technique (Olympic Lifts) Advanced lifting strategies Weighted explosive training (Jordan, 2003)

Final Quote: At the end of adolescence (18 – 19 yrs)… “Increasing experience and deliberate practice, coupled with previous exposure to as broad an array of stimuli as possible and the completion of the framework for an adult stature, forms the basis for future excellence in performance.” (Nash, 1997)

Summary  Involve the young athlete in a variety of sports and activities  Do NOT ‘hurry up’ the developmental process  Do NOT over - specialize too early  Long-term objectives? –‘Drawing the line in the sand’? –What is the ‘goal’ for the ‘end product’? –Life skills?