long term athletic development
As coaches at Ickenham Juniors we work along the guidelines of the LTAD or Long Term Athletic Development programme, which has been developed through much research and learning by Badminton England.
This framework provides us with age segmentation of players from 6 years to 18 years as follows:
- FUNdamentals (males 6-8 years, females 6-9 years)
- Learning to play (males 9-12 years and females 8-11 years)
- Training to train (males 12-16 years and females 11-18 years)
- Training to compete (onwards)
It helps us understand how we should coach and train individuals within these different ranges in order to provide a safe and appropriate method of coaching to that individual player.
At Ickenham Juniors are primarily involved in coaching within the FUNdamentals, Learning to Play, and Training to Train areas and we adapt our coaching and gameplay accordingly.
I have detailed below some more information from Badminton England on this extensive programme:-
The LTAD framework aims to define optimal training, competition and recovery throughout an athlete’s career to enable him/her to reach his/her full potential in sport. Tailoring a child’s sports development programme to suit basic principles of growth and maturation, especially during the ‘critical’ early years of their development, enables him/her to;
Reach full potential
Increase lifelong participation in badminton and other physical activities
The LTAD model is split into six stages in which your child will move from simple to more complex skills and from general to badminton related skills. For example, a beginner may start by learning to throw a ball or shuttle to learn the correct hitting actions and then once this has been mastered he / she will progress onto racket skills.
Where has it come from?
A combination of recent research and the knowledge of coaches from around the world have been used to write the LTAD model.
Many leading sports stars have also attributed part of their success to participating in different sports and activities at a young age by giving them a wider base of sports skills.
What will this mean for your child
During your child’s first few years of badminton, time should be spent learning the ABC’S of athleticism (Agility, Balance, Coordination and Speed) to teach them how to control his/her own bodies. For this reason, your child may take part in exercises that do not look relevant to badminton but are supporting their development. Games of catch and other sports such as cricket or rounders, will teach your child to throw the ball (basic hitting actions), catch it (hand-eye coordination), change direction and create space.What has this got to do with badminton?
BADMINTON England is looking to provide children with the all skills needed to take part in physical activity throughout their lifetimes. We are looking further into the future than teaching the skills to win tournaments tomorrow if it may have a detrimental effect on them taking part at a later age.
It is thought that taking part in badminton-specific training too early can lead to an early drop out rate, create muscle imbalances and also neglect teaching the fundamental skills needed for most sports.
Research has also shown that it is during childhood that people are best at learning physical skills. For this reason we are advising coaches and parents to teach transferable skills first that will allow your child to become proficient in a number of different sports and therefore increase their chances of being physically active throughout their lifetime. For example, if your child learns to catch and throw a ball successfully, an avenue to take part in other ball sports is opened.
Who else is using LTAD?
The Department of Education and many other sports, such as rugby union, cricket, swimming and netball, are working together with BADMINTON England to create the best opportunities for all children.
Where has badminton’s LTAD model come from?
BADMINTON England commenced work on a LTAD model for badminton in summer 2003 and work has progressed rapidly since the appointment of a full-time LTAD Co-ordinator in June 2004.
We have consulted with a wide range of coaches, sports scientists and experienced volunteers from around the world to represent the views of the whole badminton community. Their knowledge and expertise have been used to form the LTAD framework for badminton in England (an in depth description of this can be found in the LTAD further reading document).
From this model BADMINTON England is currently in the process of reviewing our programmes in line with LTAD principles. Our competition programme, coach education system, elite play structure and development initiatives, including the Badminton Into Schools Initiative, will all evolve to be consistent with the principles established within this underpinning model.
Source: Badminton England