LONG-TERM SAILOR DEVELOPMENT

Transcription

1 LONG-TERM SAILOR DEVELOPMENT Resource Paper HELPING INTRODUCE, DEVELOP AND RETAIN YOUNG PEOPLE IN OUR SAILING FOR LIFE Playground to podium - planning for the sporting excellence and life-long activity of Northern Irish sailors.

2 HELPING INTRODUCE, DEVELOP AND RETAIN YOUNG PEOPLE IN OUR SPORT FOR LIFE 2

3 Contents 4. Glossary of Terms 6. Introduction 8. How to use this document 9. Shortcomings and consequences 10. The 10 Key Factors influencing LTSD - The 10 Year rule - The FUNdamentals - Specialization - Developmental age - Trainability - Physical, Mental, Cognitive and Emotional development - Periodization - Calendar Planning for competition - System alignment and integration - Continuous improvement 19. The Stages of LTSD - Pre Sail - Learn to Sail - Fit to sail 22. Where the Northern Irish model leads 23. Implementation 24. Appendices 33. Case Study 34. Acknowledgements 3

4 Glossary of Terms Adaptation refers to a response to a stimulus or a series of stimuli that induces functional and/or morphological changes in the organism. Naturally, the level or degree of adaptation is dependent upon the genetic endowment of an individual. However, the general trends or patterns of adaptation are identified by physiological research, and guidelines are clearly delineated of the various adaptation processes, such as adaptation to muscular endurance or maximum strength. Adolescence is a difficult period to define in terms of the time of its onset and termination. During this period, most bodily systems become adult both structurally and functionally. Structurally, adolescence begins with an acceleration in the rate of growth in stature, which marks the onset of the adolescent growth spurt. The rate of statural growth reaches a peak, begins a slower or decelerative phase, and finally terminates with the attainment of adult stature. Functionally, adolescence is usually viewed in terms of sexual maturation, which begins with changes in the neuroendocrine system prior to overt physical changes and terminates with the attainment of mature reproductive function. Ancillary Capacities refer to the knowledge and experience base of an athlete and includes warm-up and cooldown procedures, stretching, nutrition, hydration, rest, recovery, restoration, regeneration, metal preparation, and taper and peak. The more knowledgeable athletes are about these training and performance factors, the more they can enhance their training and performance levels. When athletes reach their genetic potential and physiologically cannot improve anymore, performance can be improved by using the ancillary capacities to full advantage. Childhood ordinarily spans the end of infancy - the first birthday - to the start of adolescence and is characterized by relatively steady progress in growth and maturation and rapid progress in neuromuscular or motor development. It is often divided into early childhood, which includes pre-school children aged 1 to 5 years, and late childhood, which includes elementary school-age children, aged 6 through to the onset of adolescence. Chronological age refers to the number of years and days elapsed since birth. Growth, development, and maturation operate in a time framework; that is, the child s chronological age. Children of the same chronological age can differ by several years in their level of biological maturation. The integrated nature of growth and maturation is achieved by the interaction of genes, hormones, nutrients, and the physical and psychosocial environments in which the individual lives. This complex interaction regulates the child s growth, neuromuscular maturation, sexual maturation, and general physical metamorphosis during the first 2 decades of life. 4

5 Critical periods of development refers to a point in the development of a specific behaviour when experience or training has an optimal effect on development. The same experience, introduced at an earlier or later time, has no effect on or retards later skill acquisition. Development refers to the interrelationship between growth and maturation in relation to the passage of time. The concept of development also includes the social, emotional, intellectual, and motor realms of the child. The terms growth and maturation are often used together and sometimes synonymously. However, each refers to specific biological activities. Growth refers to observable, step-by-step, measurable changes in body size such as height, weight, and percentage of body fat. Maturation refers to qualitative system changes, both structural and functional in nature, in the organism s progress toward maturity; for example, the change of cartilage to bone in the skeleton. Puberty refers to the point at which an individual is sexually mature and able to reproduce. Readiness refers to the child s level of growth, maturity, and development that enables him/her to perform tasks and meet demands through training and competition. Readiness and critical periods of trainability during growth and development of young athletes are also referred to as the correct time for the programming of certain stimuli to achieve optimum adaptation with regard to motor skills, muscular and/or aerobic power. Trainability refers to the genetic endowment of athletes as they respond individually to specific stimuli and adapt to it accordingly. Malina and Bouchard (1991) defined trainability as the responsiveness of developing individuals at different stages of growth and maturation to the training stimulus. Peak height velocity (PHV) is the maximum rate of growth in stature during growth spurt. The age of maximum velocity of growth is called the age at PHV. Peak strength velocity (PSV) is the maximum rate of increase in strength during growth spurt. The age of maximum increase in strength is called the age at PSV. Peak weight velocity (PWV) is the maximum rate of increase in weight during growth spurt. The age of maximum increase in weight is called the age at PWV. Physical literacy refers to the mastering of fundamental motor skills and fundamental sport skills. 5

6 Introduction Long Term Sailor Development (LTSD) is a framework that allows sailing in Northern Ireland to take a fresh look at itself in a structured manner. It attempts to chart the best practice in introducing, developing and the life long retention of young people in our sport. The RYA NI is the first sailing organization to take this approach, it is designed to help all those involved in sailing, regardless of age, background or disabilities, to charter best practice in developing club structures, using methods that should attract more young people to our sport. The traditional approach Sailing Clubs traditionally had a summer season that ran from May to September and comprised of summer training courses, regular club racing, a regatta day and perhaps a championship. Young people who joined the sport were normally children or friends of existing club members. They would start by crewing in two man junior dinghies, move to helming and eventually graduate to the senior dinghy or keelboat classes. Young people would spend nearly all the summer months based at the yacht clubs messing around in boats, making life-long friendships. Society has changed quite dramatically in the last twenty years and clubs need to adapt to keep pace: - Couples are marrying later in life and having fewer children. - More income has introduced huge competition and choice for the family s leisure time. - Electronics and the internet enable a whole range of non-active pursuits to captivate and occupy young people. - There is a greater focus on education and exam results at the expense of physical activity. - Parents feel more threatened by society and many young people only get to do active leisure activity in a supervised environment and when the parents are available to transport them. NI Junior Squad

7 Adaptation from clubs Clubs have in part addressed the changes by spreading the season through autumn and spring leagues and with dinghy winter series. This allows for the longer and more frequent summer holidays when it is difficult to organize a crew. In some clubs there is more dinghy racing in the winter than the summer. Unfortunately, apart from these changes, clubs still run the same programmes in the same way as they have done for the last 60 years. The club sailing activity is delivered the same way whether you are a 10 year old in your first season in a Topper or 70 years of age sailing a 50ft keelboat. Young People with a wide range of choices are voting with their feet and sailing needs to adapt more to keep attracting young people. Issues include: - being introduced to sailing through summer courses with a large percentage having the first taste and not returning. - pressure for inappropriate competition and training regimes that can have a short term performance gain but may turn the young person away from the sport for life. Making the team or squad becomes the whole focus and other aspects of our sport such as seamanship, boat care, race management, or safety boat skills are not valued. Where the Long Term Sailor Development Model came from LTSD is a sailing version of the Long Term Athlete Development. LTAD was developed by Dr Istvan Balyi and has been adopted by many sports to help young athletes develop to their true potential by looking at competition structures, appropriate training regimes and fully aligning and integrating the sport system. Objectives of the model The three key goals of the system are Life Long Participation, Physical Literacy and Improved Performance. The RYA NI, while acknowledging the benefit for the elite side of the sport, see no conflict in adapting the model for the 99.5% of non elite sailors. We have tackled the first three stages of the LTAD model and called them: - Pre Sail (6-8yrs) - Learn to Sail (8-11yrs) - Fit to Sail (11-16yrs) These 3 stages are the most critical in capturing children s love for activity and enabling them to not only develop key skills in sailing that will stay with them throughout life, but also providing them with physical and cognitive traits that can be adapted to other sports, ensuring they can remain active for life. We need a model that values all aspects of water activity, in away that develops young people and gives them sufficient self-esteem so that they stay with sailing for life. 7

8 How to use this document This document has been designed to help sailors, parents, coaches, teachers and clubs understand the development of young sailors and address how we can not only train athletes of the future, but also retain sailors in the sport. This document provides information on the 10 key factors identified by the Canadian Sport for Life Resource Paper that affect all long-term sports. These have been adapted to reflect on sailing itself. A basic grasp of these concepts will assist how to best cater for different ages and stages of young sailors. Readers are advised to refer to the Glossary of Terms to help them understand specific terminology. Sailing is a late specialization sport with 31 the average age of medalists in the 2004 Olympics. Early specialization in a late specialization sport does not create champions. Our sailors should be in a multi-sport environment until the age of 16 but at that stage they have to specialize. BILL O HARA RYANI Performance Manager , two times Irish Olympian, Irish Olympic Team Manager at the Sydney Games The LTSD Matrix provides an overview of the recommended messages/ skills etc that should be provided at different stages of young sailors development. This should be used to help cater for both individuals and groups and can be adapted to suit the varying levels young people are at. It is important to stress that these are guidelines and should be adapted to the situation of particular groups and individuals as required. The Appendices are designed to provide some ideas that could help clubs etc apply the LTSD principles. These resources can be adapted and used by all involved in sport, from practical calendar and session planning, to alternative competition ideas and race formats. 8

9 Shortcomings and consequences Under training and over competing at a young age can have a huge influence on the development of all athletes. Listed below are some of the shortcomings and consequences that have been recognized in respect of specializing too early in sailing: Shortcomings What are the shortcomings? - Young sailors over-compete and under-train. - Adult training and competition programs may be imposed on developing sailors. - Preparation is often geared to the short-term outcome - winning - and not to the process. - Chronological rather than Developmental Age is used in selecting the appropriate class of boat to sail. - Fundamental movement skills and sport skills are not taught properly. - The most knowledgeable coaches work at the elite level; quality, trained coaches are required at club, junior and youth levels. This is now starting to change. - Parents are not educated about LTSD. - Developmental training needs of athletes with a disability are not well understood. - The competition system can interfere with sailors development. - Specialization can occur too early in an attempt to attract and retain participants. - Children can be pushed to focus on the short-term and not long-term aspirations. Consequences What are the results of these shortcomings? - Failure to reach optimal performance levels in international competitions at later stages. - Poor movement abilities. - Lack of proper fitness. - Poor skill development. - Bad habits developed from over-competition focused on winning. - Undeveloped and unrefined skills due to under-training. - Children not having fun as they train and compete in adult-based programs. - Remedial programs, implemented by provincial and squad coaches, to counteract the shortcomings of sailor preparation. - Fluctuating national performances. - Athletes failing to reach their genetic potential and optimal performance level. - Lack of balanced fitness - resulting in one sided sports injuries later in life. - Sailors have to undertake remedial fitness programmes. - Sailors fitness does not incorporate windows of trainability which can have a long-term effect on performance and participation. - Individuals may stay in a junior class when a youth class is more suited for long-term development. 9

10 The 10 key factors influencing LTSD The following 10 factors are the research principles and tools upon which LTAD is built. These have been adapted to apply to the Long-Term Sailor Development Model. 1. The FUNdamentals FUNdamental movements and skills should be introduced through fun and games. FUNdamental sports skills should follow and include basic overall sports skills. - FUNdamental movements skills and FUNdamental sports skills = physical literacy. - Physical literacy refers to competency in movement and sports skills. - Physical literacy should be developed before the onset of the adolescent growth spurt. Table 1 lists the wide variety of fundamental movements and skills that underpin physical literacy. They include 3 different environments: earth, water and air. Travelling Skills Climbing Galloping Gliding Hopping Jumping Leaping Running Sculling Skating Skipping Sliding Swimming Swinging Object Control Skills Sending: Kicking Rolling (ball) Strike (ball, ring) Throwing Receiving: Catching Stopping Trapping Travelling with: Dribbling (feet) Dribbling (hands) Receiving and Sending: Striking (bat) Striking (stick) Volleying Balance Movements Balancing/Centering Body Rolling Dodging Floating Landing Ready position Sinking/Falling Spinning Stopping Stretching/Curling Swinging Twisting/Turning Jess 1999, adapted Balyi and Way 2004 Table 1 10

11 The basic movement skills of 3 activities provide the base for all other sports: - Athletics: run, wheel, jump or throw - Gymnastics: ABC s of athleticism - agility, balance, coordination, and speed - Swimming: for water safety reasons, for balance in a buoyant environment, and as the foundation for all water-based sports. It is critically important that children with a disability have the opportunity to develop their fundamental movement and sport skills. Failure to do so severely limits their lifelong opportunities for recreational and athletic success. Despite this great need, children with a disability face difficulty gaining the fundamentals because: - Overly protective parents, teachers, and coaches shield them from the bumps and bruises of childhood play. - Adapted physical education is not well developed in all school systems. - Some coaches do not welcome children with a disability to their activities because of a lack of knowledge about how to integrate them. - It takes creativity to integrate a child with a disability into group activities where fundamental skills are practiced and physical literacy developed. Sailability caters for all those with a disability. Boats are specially adapted in order to allow everyone to get the same benefits from the sport of sailing. Information on Sailability in Northern Ireland can be found through 2. Specialization Sports can be classified as either early or late specialization. Early specialization sports include artistic and acrobatic sports such as gymnastics, diving, and figure skating. These differ from late specialization sports in that very complex skills are learned before maturation since they cannot be fully mastered if taught after maturation. Most other sports, including sailing, are late specialization sports. If physical literacy is acquired before maturation, athletes can select a late specialization sport when they are between the ages of 12 and 15 and have the potential to rise to international stardom in that sport. Specializing before the age of 10 in late specialization sports contributes to: - 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 11

12 Children should get involved in a range of sports and activities at an early age to develop the physical literacy that will help them later in their sailing careers. Of course, they should still be involved in sailing at an early age and the balance with other activities will prove of benefit in their development. Disability sports are late specialization and it is critically important that children with a congenital disability or early acquired disability be exposed to the full range of fundamentals before specializing in the sport of their choice. Early involvement in the FUNdamental stage is essential in late specialization sports. Many sports resort to remedial programs to try to correct shortcomings. 3. Development Age Maturation refers to qualitative system changes, both structural and functional, in the body s progress toward maturity such as the change of cartilage to bone in the skeleton. Too often, young sailors starting in competition are put into a class based on their chronological age (years since birth). Developmental age (the degree of physical, mental, cognitive, and emotional maturity) is much more significant for our sport as young sailors must learn skills in a boat that is suitable for their size and weight range. LTSD recognizes that all young sailors can be early, average and late maturers. For this reason appropriate classes for each individual sailor must be identified in order to allow them to learn the core skills required for our sport. Early maturers in a less powerful class is just as detrimental as a late maturer in a more powerful class of boat. Coaches, parents and sailors should refer to the RYA Junior and Youth Racing Manual for the recommended class age and size ranges. Sailors of the same age between ages 10 and 16 can be 4 to 5 years apart developmentally. Thus, chronological age is a poor guide to segregate adolescents into appropriate classes for training and competition. The tempo of a child s growth has significant implications for which class will be chosen; however this does not affect what can be learnt from class to class. All skills are transferable. 4. Trainability A critical period of development refers to the point in the development of a specific capacity when training has an optimal effect. Other factors are readiness and critical periods of trainability during growth and development of young athletes, where the stimulus must be timed to achieve optimum adaptation with regard to motor skills, muscular, and/or aerobic power. The 5 Basic S s of Training and Performance are: Stamina (Endurance), Strength, Speed, Skill, and Suppleness (Flexibility). 12

13 With sailors spending long periods of time on the water at events, all these areas are of relevance, whether crewing in a 49er or at the helm of a Laser. An all round good grounding in of each of the 5 areas will help sailors meet their potential and remain in the sport as long as possible. (Please refer to Fig 1) Stamina (Endurance) The optimal window of trainability occurs at the onset of Peak Height Velocity (the growth spurt). Aerobic capacity training is recommended before athletes reach PHV. Aerobic power should be introduced progressively after growth rate decelerates. A good grounding in endurance is essential to sailing. Strength The optimal window of trainability for girls is immediately after PHV or at the onset of the menarche, while for boys it is 12 to 18 months after PHV. Speed For boys, the first speed training window occurs between the ages of 7 and 9 years and the second window occurs between the ages of 13 and 16. For girls, the first speed training window occurs between the ages of 6 and 8 years and the second window occurs between the ages of 11 and 13 years. Suppleness (Flexibility) The optimal window of trainability for suppleness for both genders occurs between the ages of 6 and10. Special attention should be paid to flexibility during PHV. Skill The window for optimal skill training for boys takes place between the ages of 9 and 12 and between the ages of 8 and 11 for girls. All systems are always trainable! 13

14 FEMALES PHV SPEED SKILL SPEED STAMINA SUPPLENESS STRENGTH 1 & 2 Chronological Age Maturation Level (Biological Age) Rate of Growth under MALES PHV SUPPLENESS SKILL AEROBIC STRENGTH SPEED SPEED Rate of Growth Physical, Mental - Cognitive, Emotional Development Fig 1. Windows of trainability in girls and boys upon which the LTSD Matrix is based 5. Physical, Mental, Cognitive and Emotional Development Training, competition and recovery programs should consider the mental, cognitive, and emotional development of each athlete. Beyond the physical, technical, and tactical development - including decision-making skills - the mental, cognitive, and emotional development should be enhanced. A major objective of LTSD is a holistic approach to athlete development. This includes emphasis on ethics, fair play, and character building throughout the various stages. Programming should be designed considering sailors cognitive ability to address these concepts. (Please refer to LTSD Matrix) 14

15 If younger sailors are to develop their skills and decision making, they need to be exposed to enjoyable practices to develop their capacities on a regular basis. From the age of 7 I was involved with Optimist Sailing at Whiterock, which at the time had an exceptionally well structured programme that gave us the skills and opportunities to learn the basic skills for International sailing. The programme taught us that respect and fair play amongst peers plays an important part in learning to train SUE MONSON Member of the GBR Olympic Development Squad Periodization Simply put, periodization is time management. As a planning technique, it provides the framework for arranging the complex array of training to bring about optimal improvements in performance. Periodization is situation specific depending upon priorities and the time available to bring about the required training and competition improvement. Periodization can be more relevant to older/ more experienced sailors, however it can be adapted to suit any age group/level of sailor from fit to sail onwards. Periodization for sailing is relatively simple at every level. PHASE Winter Training Pre-competition Phase Competition Phase FOCUS Core skills. Evaluation of previous performances.breaking down and refining techniques/manoeuvres. Refining key racing skills e.g. starts, boat speed. Preparation for an event. Fine tuning racing skills; getting used to the venue; focusing on the process and not the outcome. 15

16 7. Calender Planning for Competition Competition can be very daunting, especially the first time for young people, but it can also be fun! Developing techniques, skills and knowledge in a fun learning environment is important, and appropriate competition will also help ingrain these ideas and concepts. The LTSD model provides a structured guideline of the wide varieties of competition that is most appropriate at various stages in learning; from simple fun races, club racing to national and international championships. Research has shown that for late development sports, a gradual introduction to competition is required. Please refer to LTSD Matrix Competition for suggestions on these for sailing and appendix 3b, table 5 for suggestions on appropriate competition. Performance at elite levels relies on effective preparation in a wide range of areas over a period of time. We look to improve however basic each time we go on the water to train. For sailing it takes time to learn the intricacy of the sport in order to ultimately perform BILL O HARA (two times Irish Olympic representative, Finn; Sydney Olympic Manager, Ireland; Performance Manager, RYANI ) 8. The 10-Year Rule Scientific research has concluded that it takes a minimum of 10 years and 10,000 hours of training for a talented athlete to reach elite levels. For athlete and coach, this translates into slightly more than 3 hours of training or competition daily for 10 years. In sailing terms there are so many aspects within the physical; mental; technical and tactical skills that need mastered over this period of time. Laying the foundations to address these key skills means that young sailors should spend more time training rather than competing and pre competition training. The LTSD model provides an outline to the different competitive avenues young people can look towards as they build their way from club level to international level Of note to our sport: - The average age of Olympic Medalists across the 11 Sailing Disciplines was 31 in Athens Most medalists had competed in the previous Games. - Not all the athletes won major championships in their age group at junior level (U15). Russell and Matt McGovern 16

17 9. System Alignment and Integration How does LTSD fit with the current performance pathway? The RYANI Junior and Youth Squads aim to help develop sailors to a standard so that they may be selected for National Squads. The RYANI recognises, however, that performance sailing only accounts for a small percentage of our sport. The LTSD structure is designed to help all participants meet their full potential and develop their skills so that these might remain with them through whichever aspect of boating they may choose to go in to. The Performance classes have been selected to ensure that children are sailing the appropriate boat according to their age and size. These develop the key skills needed by young sailors in basic boat handling, boat speed and racing skills. These skills are always transferable across a wide variety of classes and boating areas, allowing all sailors to get as much out of sailing as a lifelong sport. CRUISING YACHT RACING CLASS FLEET RACING TEAM RACING MATCH RACING OFFSHORE RACE MANAGEMENT COACHING VOLUNTEERING UMPIRING SAILABILITY IRISH YOUTH ACADEMY IRISH DEVELOPMENT SQUAD OLYMPIC SQUAD RYANI YOUTH SQUADS RYANI JUNIOR SQUADS OPTIMIST/TOPPER NI COUNTRY SQUADS OPTIMIST/TOPPER GBR DEVELOPMENT SQUAD GBR NATIONAL YOUTH SQUAD GBR NATIONAL JUNIOR SQUAD TRANSITIONAL SQUAD RYANI CHAMPION CLUBS LEARNING TO SAIL RYA AFFILIATED CLUBS AND RECOGNISED TRAINING CENTRE Fig 2. LTSD; Performance and participation integration 17

18 10. Continuous Improvement The concept of continuous improvement, which permeates LTAD, is drawn from the respected Japanese industrial philosophy known as Kaizen. Continuous improvement ensures that: - LTAD responds and reacts to new scientific and sport-specific innovations and observations and is subject to continuous research in all its aspects. - LTAD, as a continuously evolving vehicle for change, reflects all emerging facets of physical education, sport, and recreation to ensure systematic and logical delivery of programs to all ages. - LTAD promotes ongoing education and sensitization of federal, provincial/territorial, and municipal governments, the mass media, sport and recreation administrators, coaches, sport scientists, parents, and educators about the interlocking relationship between physical education, school sport, community recreation, life-long physical activity, and high performance sport. 18

19 Long Term Sailor Development Matrix The Long-Term Sailor Development matrix overleaf incorporates key stages identified at junior level (U15), breaking them into key focal points that all coaches, sailors, parents, teachers and clubs may consider pertinent. The guidelines are designed to be used to help coaches and clubs plan ideas that are useful at each age and in the development of sailors as they reach and attain various levels, providing new challenges as part of their learning. 19

20 Pre-Sail Learn to Sail Fit to Sail Chronological/ Biological Age 6-8 YEARS Learn basic movement skills 8-11 YEARS Learn multi sports skills Getting on the water YEARS Develop & consolidate sports skills PHYSICAL Agility, Balance, Coordination, Skill Fun and participation Sailing specific core strength Water confidence Buoyancy in water/swimming skills Peripheral vision Able to/learn to swim Sailing posture Hiking position Lifting and pulling boats up slip Introduction to core stability Windows of trainability Introduction to hiking Cardio start of growth spurt Strength months after peak height velocity Taught importance of warming up and cooling down TACTICAL Wind, tide and wave awareness Introduction to basic rules Decision making skills PROGRESSION Line bias, wind shifts (lifts and headers), wind shadows PRE START TACTICS Analyzing wind, identifying line bias +Transits, determining favoured side of beat and general race strategy STARTING TACTICS Conservative and high risk starts, creating space on the start line by luffing; port tack approaches; protecting space to leeward UPWIND Clear air; be free to tack on shifts, boat to boat issues at marks DOWNWIND Clean air; positioning; wind shifts GENERAL Using rules for tactical advantage, protest procedure TECHNICAL Safety confidence including swimming in buoyancy aids and a demonstration of what to do in a swimming pool environment when caught under sail Simple knot tying Boat basics identify simple parts of a boat Safety ashore and afloat Use of structured (RYA Youth) programmes Stage 1 & 2 PROGRESSION RYA Stage 3 & 4 possible for most committed competition sailors. Continuation on RYA Racing modules Tack + gybes Developing roll tacks + gybes Rounding marks Wave sailing upwind and downwind Mark rounding Sail setting and optimising your boat Becoming 1 with the boat Introduction to recommended texts on rules, boat to boat tactics, strategy, sail setting and meteorology MENTAL Emphasis on FUN Fair play Teamwork Winning and losing Overcoming tantrums Self confidence Deliberate play Emphasis on FUN Concentration games Respecting your opponents Fair play Teamwork Independence Introduction to simple rules and ethics of sport Goal setting and SMARTER targets Performance profiling + managing expectation Planning your season + sessions + time management Periodisation Use of imagery and mental/ physical rehearsal Personal responsibility for outcomes Mental focus and refocus on different parts of the race course (trigger words) 20 * OPHV Onset of Peak Height Velocity is the start of the growth spurt **SMART goals: specific, measurable, attainable, realistic, time bound

21 Pre-Sail Learn to Sail Fit to Sail Chronological/ Biological Age 6-8 YEARS Learn basic movement skills 8-11 YEARS Learn multi sports skills Getting on the water YEARS Develop & consolidate sports skills TRAINING VOLUME Variety of basic sport activities such as swimming, tumble gymnastics, dance, team sports Minimum mins every day One session per week at yacht club Variety - swimming, running, team games, gymnastics, dance Minimum mins every day One 2 hour sailing session in winter per week for peak performers. (Three of deliberate play, two of deliberate practice e.g. sailing games: tag, duck hunt catch with balls, Topper race all standing) One 2 hour session a week for recreational sailors Core strength + flexibility 3 days per week Land based sports sessions per week all year - endurance during PHV - strength PHV + 18mths SAILING 3-6 hrs per week in winter 9-15 hrs per week in summer COMPETITION Games where everyone wins Success encouragement,team competition,rigging races, swimming games Introduction to FUN events with emphasis on fundamental skill development Training competition ratio should be 8 hours skills training to 1 hour competing Informal competition to encourage application of techniques, some low level races can be used as training EARLY STAGES Club racing once per week, traveller events or provincial events Progress to Irish circuit + nationals + 1 British/International event HIGHER STAGES Irish circuit 2-3 British events per year/ International events Team racing Competition should mainly be with peers Training competition ratio should be 6 hours training to 1 hour competition PROGRESSION Club racing and local regattas ADDITIONAL COACHING SKILLS Fundamental workshop How to properly involve parents LTSD Workshop (basic concepts and teaching fundamentals) Basic sports science, when to progress technical skills for the individual Understanding windows of trainability Basic periodisation Basic mental training skills e.g. goal setting, performance profiling, screening for talent PARENT EDUCATION Education on appropriate nutrition Appropriate clothing/gear for the activity Volunteer participation Importance of good time keeping LTSD philosophy Fair Play Personal hygiene Simple rules and ethics of sailing Not doing too much for children/fostering independence Nutrition Encouragement without pressure Measuring height - looking for *OPHV Diet + hydration requirements for training and competition Training advice and getting elite performers on the water Appropriate level of competition Making sailors independent Season planning based on ** SMART goals Sleep requirements BOAT CARE Boat maintenance Boat maintenance Drilling + riveting Leaving a boat shipshape Learn to fold a sail Responsibility for personal equipment Taking responsibility of boat ownership and personal equipment Packing boats for transport Identifying corrosion and potential breakages Pre event boat preparation Repairing boats LIFE STYLE Encouragement in adopting an active lifestyle (less TV and computer games) Learning good nutrition Communication skills Introduce basics of good lifestyle habits for sports people Nutrition/hydration/sun screen Looking after wet clothing/hygiene Time management Fuelling for events, before, during and after Fast and slow foods Importance of sleep Hydration Importance of sleep Dealing with peer pressure Having a social life NB: Age bands only a guideline. Each person should have a programme tailored to their physical and mental maturation. This introduction to the sport is appropriate to recreational sailors, recreational competition sailors and committed competition sailors. The appendices further expand on this to provide specific ideas and resources for coaches. 21

22 Where the Northern Ireland Model leads The NI LTSD matrix is designed with clubs in mind. It is the interrelationship between performance and participation within the sport of sailing. Racing skills can help challenge and develop young sailors, keeping them involved in the sport for longer, especially as they are also involved with friends in their club activities. This has a significant impact on club development, as more juniors are likely to remain involved in club activities for longer. Club race training schemes can lead individual sailors to NI Junior and Youth Squads, with the opportunity to progress to National Squads at each level and beyond. The impact of their training at club level can have the most impact on the progress of an individual. Ultimately the progression of all individuals should provide them with the occasion to continue on the performance route and/or get involved with local activities or any other area of sailing within the club itself. Impacts of LTSD The LTSD model should help in: - Club development - Development of individuals - Retainment of sailors - Participation - Vibrant club junior sections - Individual improvement - Development of trained coaches and instructors 22

23 Implementation The LTSD model is designed to compliment the RYA programmes and schemes already in place. The ideas from the model should be used alongside these schemes to help get sailors more involved in the sport and their local club. Clubs and Coaches should use the Matrix, supporting documentation and appendices to create a progressive learning environment for their young sailors, ensuring that: - Children are encouraged to get involved in appropriate activities outside of sailing at the right age. - Training programmes are progressive and cater for all levels of sailor in the club. - Coaches and instructors are trained to provide for all tiers of sailing activity within the club. - Sailors have the opportunity to get the right balance of sail training and appropriate competition. - Club racing formats are orientated towards junior sailors needs. - Parents are involved and understand the basic concepts of LTSD. 23

24 Appendices Appendix 1 - Documentation for Further Information Coaching Information: RYA - Dinghy Coaching Handbook (G14/05) - Coaching Children and Young People, SportscoachUK - Games Skills, A Fun Approach to Learning Sports Skills, Hanrahan/ Carlson Sportscoach UK LTAD: - Coaching for Long-Term Athlete Development, Ian Stafford with Istvan Balyi - Preparing for a Life in Sport, Sportscoach UK Istvan Balyi presents Long-Term Athlete Development: A Guide for Coaches, Lecturers and Students Training Scheme Documentation: RYA Youth Sailing Scheme RYA National Sailing Scheme Information on Pathway Classes, Youth and Junior Squads and Choosing the Right Youth Class: RYA Junior and Youth Racing Manual RYA Junior Class Specific DVD Champion Club and Junior Club Development: Volvo RYA Champion Club Manual Club Development Manual Junior Club Development Manual RYANI News, Courses, Squad Training and Activities: mailto:rya.ni@rya-online.net Information on RYA Schemes and Activities Information on ISA Schemes and Activities: 24

25 Appendix 2 - Junior Race Formats (for Club Coordinators, Club Coaches and Parents) 2a Club Race Guidelines Often club races have a long format. For junior sailors this can become tedious and may not help in their development, particularly as it only provides the opportunity for 1 eventual winner after a long period of time. Shorter race formats with multiple starts can help assure that young sailors have more possibilities to finish in varying positions. Windward Start Races Why is this important? The vast majority of racing at regional level and above is conducted using a windward start. Club racing should try and accommodate windward starts at every opportunity so that young sailors learning race skills can identify easily with more competitive race formats. Junior Race days When having a number of races throughout the day/ weekend, race officials should take heed of the length of time young sailors are on the water. For younger sailors 5 hrs is a long time, and unless provided, a lack of water and food can lead to dehydration and depleted energy levels. For longer race days (such as during championships) heed should be given to: - Provision of a mothership for sailors - Total length of time spent on the water - Waiting time between races - These factors will vary depending on weather conditions. For young sailors, prizes for multiple reasons outside of winning can help shape focus on the process and not on the outcome. This method can also encourage good emotional and social habits. 25

26 2b Alternative competition suggestions Fun Race Concepts (also refer to the RYA Coaching Handbook for further ideas and options). All ideas are subject to the prevailing conditions for suitability. Table 3 - Fun competition ideas RACE OBJECT COACHING POINTS Duck pickup Bursting balloons Egg in a bowl Role challenge Backward races No tiller Cheat race Ribbon challenge Freestylin Sailors pick up as many floating objects (bath ducks?) as possible. Attach balloons to the end of booms - other teams have to try and take/burst them. Secure a bowl to the bow of a boat. Place an egg/ball in the bowl. Sailors have to keep the boat flat to stop egg/ball from rolling out. Advanced role gybes/tacks. Sailors lift their centreboard slightly. They must try to get the tip of the centreboard out of the water through the gybe without capsizing. An extension of this can see them trying to touch the end of the centreboard also. This can be across a downwind start line or racing to a mark and returning backwards. More experienced sailors and in light to medium winds. Tie up the tiller over the centreline and sail around the course using sail tuning and bodyweight to steer. Without paddling, sailors can do anything to get the boat to move quickly. Each boat ties a 4ft ribbon to the back of their boat. Sailors must try to sail over the top of the ribbon without hitting the other boat. Points awarded for the best trick Possible suggestions: Monkey Tacks - run around the front of the mast during the tack. Wheelies - sailors balance at the bow or stern and aim to get the centreboard out of the water. Alternative 360 s - sailors turtle the hull and right the boat the opposite way around, making the tip of the mast do a full 360! The possibilities are endless. Boat handling Boat handling/manoeuvring skills, especially in close quarter with other boats Boat speed (upwind) Awareness of boat balance - keeping the boat flat Boat handling Boat speed Boat balance - learning the point of capsize Boat handling - Sailors learn to steer in reverse Starting - learning how to stop the boat promptly Boat speed/balance/trim Sail setting Boat handling Boat speed Promotes spatial awareness Boat handling Rules - avoiding right-of-way boats Decision making Boat handling Balance FUN! Increases confidence, agility balance and coordination on the water. 26

27 Appendix 3 - Junior Race Training (for Club Coordinators, Club Coaches and Parents) 3a Periodization for sail training Periodization for junior sailing is simple. Most competitions at club and regional level take place from March to September each year. For young sailors, a race training programme can run alongside the racing season and can help enhance and balance juniors progression as they learn new skills for racing. Outside of the RYA Racing modules that can be run over the summer, a morning session run once a week over 8-16 weeks can help enhance all sailors and get them on the water for a structured session. Table 4a - Sample periodization for Learn to Sail MONTH/ACTIVITY SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JULY AUG Race training Ashore sessions Racing The sample below is designed for sailors who have started racing nationally and are setting out a year programme between seasons. Table 4b - Sample periodization for Fit to Sail sailors MONTH/ACTIVITY SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JULY AUG Core skills Specific training Pre competiton Racing Guide to key focuses: Core skills Time on the water, improving techniques in speed, boat handling, fitness etc. Specific Training Honing skills for competition e.g starting, strategy and tactics. Fine tuning race specific skills. Pre Competition Practicing and improving racing skills for competition. Work should aim to increase individual s confidence. 27

28 3b Race Training Programmes Table 5 - Training schemes and alignment PRE SAIL 6-8 years LEARN TO SAIL 8-11 years FIT TO SAIL years Taster sessions Recreational sailing/club participation RYA Youth Training Scheme Level 1-4 RYA Start racing Club race training programme RYA Intermediate racing RYA Advanced racing County day training /open class training RYANI Junior squad /Class squad 3c Sample Club Race Training Programme Due to variable wind conditions, each session should be entirely flexible and may not follow the order anticipated. WEEK AIMS SESSION 1/2 3/4 Assess standard of group Teach basic boat handling Teach boat prep Teach figure of eight and bowline Develop boat handling Windward/leeward to address boat handling. Follow my leader, teach boat control Duck pick up 3 short races to finish ASHORE Run through simple boat rigging, ensuring halyards and travellers are tight. Explain the role of each control line. Teach the figure of eight on mainsheet and work on bowline for control handles. AFLOAT Holding position by a mark - limit the drifting of the boat. Windward/leeward courses to address mark rounding. 3 short races to finish continued on next page... 28

29 WEEK AIMS SESSION 5/6 7/8 9/10 11/12 13/14 15/16 17 Hiking position (if windy enough) Boat balance Improve tacking and gybing Sail controls and speed Understand principles of wind shifts Sailors should understand basic rules of the road Start practice Junior regatta Upwind courses - allow sailors to explore hiking positions. Hiking competition - who can keep the boat flat? Egg in a bowl (requires prep). Short races to finish ASHORE Dry run through footwork and handwork AFLOAT Circle safety boat Tacking on the whistle Gybing on the whistle Role challenge Short races ASHORE Recap of sail controls. Development into the direct role each control has on the sail. AFLOAT Buddying. Sailors pair off and adjust controls to explore how adjustments affect performance. Races ASHORE Explore windshifts and effect they have on a boat s course. AFLOAT Lay a longer course and allow sailors to notice effects of lifts and headers Races ASHORE Address key rules of the road AFLOAT Box starts encourage close quarters of sailors Ribbon challenge to incorporate boat handling Short races to encourage close quarters Box starts Trigger pulls Windward/leeward races Sailors get the opportunity to put new skills into practice 29

30 3d Club-organised shore sessions Varying age ranges will mean that sessions specific to sailors trainability will be dependant on the individual. Provision of opportunities for sailors to get together and learn techniques will allow them to develop the physical literacy in readiness for the most opportune window of trainability. Please refer to Factor 4 (Trainability) for an overview of the windows of trainability. SUMMER Running (before or after sailing) Agility balance coordination - Fun and team based activities WINTER Swimming once per week Sailing theory and skills Development of core strength Basic lifting techniques (without weight) Circuit training (sample session attached) Ball and team games Table 6 - Activities to promote each of the 5 S s of fitness and FUNdamentals PRE SAIL LEARN TO SAIL FIT TO SAIL Focus upon games which require quick bursts of speed and flexibility ABCs: - Ball Games (catching, jumping and throwing) - Team Games - Use of medicine/swiss ball for fun - Basic lifting techniques - Flexibility training through fun games/mobility exercises. - Swimming/ water-based games - Lots of variation to keep interest Focus upon skill games, such as throwing, jumping, kicking, etc. - Continued activities using bodyweight and possibly light bars - Sprint activities - Circuit Training - Reaction activities/ games - Swiss Ball games to develop core strength - Swimming - Running - Skills acquired at the FUNdamental stage should be developed Focus upon strength (based on onset of PHV) - Sailors should be categorised according to developmental age - Use of light bars for lifting techniques, free weights depending on Developmental Age - Static stretching session - Running and sprinting - Continued development of core strength 30

31 Appendix 4 - Information for Parents and Coaches Parents and guardians play a critical role in the development of their children and sport, particularly when it comes to: - Training and Competition volume - Physical training and development - Observing safety during independent sailing sessions. - Participation in a number of sports/ activities - Nutrition and hydration - Sleep - Suitable sailing gear for the conditions - Time management - Encouraging non-dependence - Commitment levels Advice can be sought from local coaches on each of these areas and in particular what young sailors should equip themselves with when training and competing. Table 7 - Basic guidelines for key messages AREA Training and competition volume Safety Nutrition COMMENTS Please refer to LTSD Matrix When no structured session is run through the club with safety cover, sailors can observe some basic guidelines to ensure safety while afloat: - Sail in pairs - Inform a person ashore of intended training time afloat - Have person ashore to observe session - Check tide and weather An athletes diet is no different to a healthy one. Balanced meals are always a must sailors just may need more to keep energy levels up, particularly when very active. When racing/ competing fat or sugar-rich food should be avoided and cereal bars (low in fat and sugar)/ fruit are a better option. Sugar and fat can cause a steep rise in blood sugar levels, followed by a steep drop as the body produces insulin to absorb the food, hence countering the desired effect of increased energy. Bars and food rich in complex carbohydrate are preferred to allow a more constant release of energy. continued on next page... 31

32 AREA Hydration Sleep Suitable gear Time management Non-dependence Commitment Physical training and development COMMENTS As a basic rule, children (under 18) should require approx 50 mls of liquid per kilogram of bodyweight. Adults require 35 mls per kilogram of bodyweight. As sailors are always at the mercy of the elements, evaporation of sweat off the skin is constant. Sailors should have a bottle of water or a sports drink handy to keep topping up fluids. The amount of fluid required will further increase in hotter/ more humid climates. Tip: To save money a litre bottle filled with 1000mls of a child s favourite dilute drink (NOT sugar free!), topped up with 900mls of water and followed by a pinch of salt is just as effective as any sports drink and can be a great money saver. As a rule, we all generally require 8 hours sleep per day. For growing children, this can be elevated and will further increase when exercising as the body will require more time to recover (releasing the all essential growth hormone). A valid reason to get them to bed early! There is a wide range of sailing gear available to allow us to compete all year round. Many younger sailors can fail to dress adequately for the conditions and as a result have less time and less fun on the water. Local sailors, coaches and chandleries can provide good advice on gear to allow you to get on the water year round. Time Management is an intricate part of every young person s life, particularly when prominent exams, school activities and a multitude of activities need balanced against family commitments and friends. For young people getting more involved in sailing, time should be given and rules laid down to ensure they are balancing each aspect of their life and will not suffer burnout in any way. As a sport, sailing helps to promote non dependence in young people. Although they will still be dependent on adults for a number of aspects (e.g. getting to sailing venues), they should be encouraged from an early age to take responsibility for their sailing gear and boat. Outside of structured training sessions, a significant amount of time should be given to sailors to allow them to progress their individual skill level. Please refer to Fig 1, Windows of Trainability for suitable times to train in key areas, noting that all systems are always trainable. The movements behind weight training can always be practiced; however, the addition of weight should not occur until the appropriate age; once the individual has a grasp of the basic movement. 32

33 Case Study Name: Tiffany Brien Age: 16 Class: Laser Radial Class Info: Member of the Irish Youth Academy Tiffany began competing nationally in Ireland in In the Optimist class at the age of 12. Racing at national level was completely new to me and in my first year I was ranked 58th. It helped me identify the skills I needed to develop, and so I got on the water to train and get to know my boat and how it worked. The following year I was ranked 15th. Up to the age of 15, Tiffany balanced her sailing alongside hockey and netball, providing her with a sound level of physical literacy, which in turn would help her to progress to the demanding Laser Class. Now 16, she is focusing her attentions on the specific demands of sailing: I played netball and hockey for my school, whilst still sailing. Since moving to the Laser Class, and realising the physical demands of it, I feel I have a good physical grounding that will help me in the future. Since I was selected for the Irish Laser Academy in the Autumn of 2006, I have had to re-prioritize and am now focusing my attentions on training for sailing, undertaking a sailingspecific weights training programme, which allows me to push myself hard on the water. I don t play as much netball and hockey and feel I can now address my sailing needs, balancing training and competition at levels that suit me for the stage I am at. In 2007, Tiffany has achieved World Class results in the Laser Radial. She was selected to represent Ireland at the ISAF World Youth Sailing Championships in Canada, where she finished 13th. She then went on to the Female Radial Youth World Championships, where she finished 25th. She is now focusing on improving herself for on the World stage against both youth and senior sailors. 33

34 Acknowledgements The RYANI would like to thank Sport Northern Ireland for all their assistance in setting up the LTSD plan and implementation, Bill O, Hara and Richard Honeyford for their work and commitment, Dr Istvan Balyi for all his help and suggestions to the Northern Ireland Long-Term Sailor Development Model and the LTSD Working Group for all input to developing the matrix and their enthusiasm in helping sailing in the province: Working Group members Maeve Bell, Elaine Taylor, Eamon Masterson All those who provided feedback and suggestions on the Model. 34

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