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Baseball Canada | Long Term Athlete Development (LTAD)

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LTAD Non Negotiable

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This U.S organization is focused on providing developmental and social opportunities for those with disabilities. Their belief is that all people can learn, develop, improve and contribute.

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people with intellectual and developmental disabilities

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The Arc promotes and protects the human rights of people with intellectual and developmental disabilities and actively supports their full inclusion and participation in the community throughout their lifetimes.

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Teacher as coach Week 2/3 Async1.	Tennis Canada employs the LTAD model.  This can be seen at:http://www.tenniscanada.com/wp-content/uploads/2015/01/LTADallenglish.pdf2.	The South Carolina Arts Commission is an organization that provides developmental opportunities for students and professionals alike.http://www.southcarolinaarts.com/plan/Arts%20Commission%20Long%20Range%20Plan%20PDF.pdf 3.	One aspect that is important and non-negotiable to me is the fact that every student, no matter their abilities, has the right to participate in physical activity.  It should never be the exclusive domain of certain students only.Another non-negotiable for me is that people in my activities must respect each other.  I will not tolerate bullying.Chris Hunt

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Teacher as coach Week 2/3 Async1.	Tennis Canada employs the LTAD model.  This can be seen at:http://www.tenniscanada.com/wp-content/uploads/2015/01/LTADallenglish.pdf2.	The South Carolina Arts Commission is an organization that provides developmental opportunities for students and professionals alike.http://www.southcarolinaarts.com/plan/Arts%20Commission%20Long%20Range%20Plan%20PDF.pdf 3.	One aspect that is important and non-negotiable to me is the fact that every student, no matter their abilities, has the right to participate in physical activity.  It should never be the exclusive domain of certain students only.Another non-negotiable for me is that people in my activities must respect each other.  I will not tolerate bullying.Chris Hunt

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Soccer Canada's LTAD file
- Colin Keay

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Easter Seals

This organization is helping kids with physical disabilities find an avenue to achieve greater independence, accessibility and integration.

- Colin Keay

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Easter Seals Ontario - Helping Kids with Physical Disabilities Succeed

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Helping Kids with Physical Disabilities Succeed

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LTAD Non-negotiables

-Colin Keay

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Joel Laur

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Athletics for Kids (a4k) is a B.C based organization that provides funding assistance and enrollment into local amateur sports programs across the province. Providing kids the opportunity to play, despite their socio-economic situation foster the development of values and life skills that keep students away from crime, into positive youth development.

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By: Jesse R. Smiley

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By: Jesse R. Smiley

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Ringette Canada LTAD Poster - Erika Emmorey

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https://www.ontario-ringette.com/ltad/

Ontario Ringette Association LTAD implementation - Erika Emmorey

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LTAD non-negotiables

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Week 2-3 Asynch - Erika Emmorey 100423668

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Skate Canada programs follow the LTAD model.
https://skatecanada.ca/skating-lessons/our-programs/
Source material can be found here:
http://skatecanada.ca/wp-content/uploads/2014/09/Skate-Canada-LTAD-Model-EN.pdf

The blue devils athletic club also follows the LTAD model. The club has members of 6- 60 years of age and are divided into groups according to LTAD

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Blue Devils Athletic Club - Youth & Adult Runing Specialists

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Blue Devils Athletic Club - Youth & Adult Runing Specialists

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A Toronto based running club, the Blue Devils provide athletes aged 6-60+ event specific training to compete in Cross Country, Track & Field and road racing.

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Elaina P.

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Week 2/3 Asynchronous Activity - Raeesa Patel

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Week 2/3 Asynchronous Activity - Raeesa Patel

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1. Volleyball Canada employs the LTAD model. They define the model below and explain its components.

http://www.volleyball.ca/content/ltad-0

2. Diakonia is a development organization that works with other organizations to promote values such as human rights, democracy, social justice and gender equality.

http://www.diakonia.se/en/How-we-work/Long-term-development/

3. The element of the LTAD framework that is non-negotiable for me is raising awareness of the fact that everyone has the right to participate in a sport or activity. Although it is encouraged for coaches to discuss the ethics of sports in almost every stage, part of my job is explaining to my students that everyone has a different set of skills and a different way of showing them. A student’s willingness to participate in a sport should not depend at how skillful they are, but how passionate they are about it. Discussing this with my students would be especially important when they are in the FUNdamental stage of the LTAD framework.

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Jessica Mouawad

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Jessica Mouawad

This Canadian organization focuses on developing in youth the attributes of; citizenship, leadership and fitness, as well as balancing safety and challenge. This Organization works to teach youth how to develop a healthy mind and body, skills that they will carry with them for a lifetime.

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Home Page of the Canadian Cadet Organizations

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Jessica Mouawad

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Swimming Canada employs the LTAD model with its participants-it is dedicated to recognizing and encouraging growth and development in its athletes, and with recognizing coaches, parents, admin, etc. for supporting athletes' development and for fostering an accountable system in a positive environment.

https://www.swimming.ca/content/uploads/2015/06/ltad_en.pdf

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Brett Turpin

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This organization helps kids from families in financial need have the same chance to participate as their friends and classmates in sport. No child should ever be left out. It is a national charity with high commitments to local communities to connect kids in organized sports. They also have community partners like the Boys and Girls club, and the Canadian Paralympic Committee.

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Canadian Tire's Jumpstart charity helps make sport and play accessible to all Canadian kids - giving them the chance to get off the sidelines and get into the game.

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Brett Turpin

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Hockey Canada Long Term Player Development Plan employs the LTAD model

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Whitby Iroquois LTPD
Lexy Shaw

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Sport Canada’s Long-Term Athlete Development (LTAD) Resource Paper, “Canadian Sport for Life”, sets out a broad framework for sport development in Canada. As a central tenet, Cana - da’s approach to LTAD is the notion of it being a “vehicle for change; to make all concerned examine the rationale and effectiveness of child and youth programming and the concept of “sport activity for life”. It differs from other athlete development models because it acknowledges that physical educa - tion, school sports, competitive sports, and recreational activities are mutually interdependent. It is athlete-centred, coach-driven, and is supported by ad - ministration, sport science, and spon - sors.

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The elements that I will incorporate in to my own personal non-negotiable teacher coach self is that the students on my teams, or in my clubs are still young and need to be met at the level that they are at. Getting to know my students will help when deciding what is best for that student and how can I help them develop. It is also important that school sports are inclusive of all students and as a coach I reach all students that want an opportunity to participate. 

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The elements that I will incorporate in to my own personal non-negotiable teacher coach self is that the students on my teams, or in my clubs are still young and need to be met at the level that they are at. Getting to know my students will help when deciding what is best for that student and how can I help them develop. It is also important that school sports are inclusive of all students and as a coach I reach all students that want an opportunity to participate. 

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Victoria Yiouroukis

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LTAD Asynchronous Week 3 - Kaitlyn Allen

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LTAD Asynchronous Week 3 - Kaitlyn Allen

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Special Olympics Ontario employs the LTAD model for its coaches.

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10.3.3 - Long Term Athlete Development Model - Information Portal

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Special Olympics Ontario Information Portal

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LTAD Asynchronous Week 3 - Kaitlyn Allen

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LTAD Asynchronous Week 3 - Kaitlyn Allen

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ParticipACTION's six values are similar to those of the LTAD.

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Kelly Bradley

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National team news, press releases, and contacts from the association which governs volleyball in Canada

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Stephanie Lang

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Stephanie Lang

This PDF is provided by Special Olympics Canada, 2007, and outlines what the stages of LTAD look like for Athletes with an Intellectual Disability and the best practices for coaches of these athletes!

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Stephanie Lang

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Kelly Bradley

The YMCA employs many of the same principles of of the LTAD. The YMCA strives to build programs that instil a healthy spirit, mind and body for all.

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Thanks to the Y, Canadians are more physically fit, better connected in their communities, and building the skills needed to achieve success in work and life.

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Kelly Bradley

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Rachel Bureau (1/2)

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Rachel Bureau (2/2)

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By: Carly Marchment

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Carly Marchment

High Five is an innovative approach to help organizations enhance program quality and provide positive experiences for children, which would remain with them for a lifetime.

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What is HIGH FIVE | HIGH FIVE - The Best Way to Play

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HIGH FIVE® is Canada's quality standard for children's programs. Before HIGH FIVE, no standard existed and there was a clear need for an innovative approach to help organizations enhance program quality and provide positive experiences for children, which would remain with them for a lifetime.

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Carly Marchment

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Victoria Yiouroukis

The Right to Play Organization employs many of the same principles of Coach.ca’s LTAD. Right to Play employs that "We are a global organization, using the transformative power of play to educate and empower children and youth." Children learn and thrive through play. It promotes Fundamentals and active living for all youth.

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Audrey Ouimet

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Better Competition Means Faster Development for Young Academy Players

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Audrey Ouimet

After having read the LTAD, part of my 20% non-negotiable would include the "active for life" portion.  I believe that people should be active during every stage of their lives from childhood to late adulthood.  If people don't enjoy sports in general, there are other ways to stay active.  I hope to be able to demonstrate living a healthy lifestyle to my future students.  Engaging in physical activity is beneficial to physical, emotional as well as mental health and this is why it is important to stay active for life.

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Audrey Ouimet

"We use sport and play to educate and empower children and youth to overcome poverty, conflict and disease"

Through the power of play, the Right to Play organization is "helping one million children, recognize their potential and realize their dreams through sport. The programs focus on impacting the three most critical areas of child development: the quality of their education, their ability to stay healthy and their potential to help build peaceful communities".

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Lindsey Palmer

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This organization recognizes that physical activity has been on the decline as well as the performance of Canadian athletes on a global scale. They seek to identify why this is happening and what they can do to avoid or reverse statistics in future generations using LTAD. Volleyball Canada places a heavy emphasis on player development to effect many things, including: Player enjoyment, the development of bad habits, poor skill development and obsession to win.

Some traits in regards to the LTAD model that I would integrate into my 20% non-negotiable would be trainability and patience. i would expect to see continuous improvement in my players. My philosophy as a coach would be to strive for progress, not perfection.

Source Material:
http://www.volleyball.ca/content/ltad-0

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Wheelchair Basketball Canada is pleased to present the Wheelchair Basketball Athlete Development Model, which is a key resource describing the right things wheelchair basketball athletes need to do at specific ages and stages in order to fully develop and reach their potential for better sport, greater health, and higher achievement.

With the input of sport scientists and coaches from across the country Wheelchair Basketball Canada has outlined a long-term athlete pathway and guideline for training and competition to show coaches, parents, volunteers, and administrators at the local, provincial, and national levels the importance of systematic and consistent approach to the development of wheelchair basketball athletes, while recognizing the importance of recreational and non-elite participation.

Introduction to Long-Term Athlete Development (LTAD)

In Canada, wheelchair basketball enjoys the participation of more than 2,500 member athletes, coaches, officials and administrators across all provinces and territories. As the sport's national governing body, Wheelchair Basketball Canada is committed to excellence in the development, support and promotion of wheelchair basketball programs and services for all Canadians.

To meet this commitment, Wheelchair Basketball Canada delivers programs and services that strengthen the sport from the community grassroots level to high performance competition at the Paralympic Games. The Long-Term Athlete Development (LTAD) model for wheelchair basketball is an integral part of making this happen.

The Wheelchair Basketball Athlete Development Model presents the rationale and basic guidelines for promoting the sport and developing our athletes at the initiation, developmental, competitive and elite levels in Canada. Through logical training, competition and recovery programs that focus on the needs of athletes at every stage of maturation and development, the LTAD model is designed to achieve Wheelchair Basketball Canada's long-term vision to become the world leader in wheelchair basketball.

Understanding LTAD

LTAD is a systemic approach adopted by Wheelchair Basketball Canada to maximize a participant's potential and involvement in our sport.

The Wheelchair Basketball Athlete Development Model is an adaptation of the LTAD approach as described by Canadian Sport for Life (CS4L). The rationale behind LTAD is the recognition that better athletic performance and an active nation are both outcomes of a well-defined athlete development pathway.

LTAD aims for optimal training, competition and recovery programming in relation to biological development and maturation. LTAD also promotes equal opportunity and inclusion for all participants, and an athlete-centred approach to coaching and program design. To achieve these aims, LTAD incorporates the most current research in sport science and coaching best practices to deliver optimal programming.
Goals of the Wheelchair Basketball Canada LTAD:

To provide a consistent, acceptable framework for coaches to use in developing players.

To provide consistent leadership in the development of wheelchair basketball in Canada.

To provide age and stage appropriate competition to practice ratios that will allow our players to develop the skills that are fitting for their stage of development.

To place the suitable emphasis on winning that is required for each stage of development.

To ensure that the fundamental movement and mental, technical and tactical wheelchair basketball skills are being introduced in a systematic and timely way.

To ensure appropriate considerations are taken to design programs that will be inclusive and allow everyone the potential for self-fulfillment.

To recognize the importance of quality leadership at all levels of programming.

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Wheelchair Basketball Canada is pleased to present the Wheelchair Basketball Athlete Development Model, which is a key resource describing the right things wheelchair basketball athletes need to do at specific ages and stages in order to fully develop and reach their potential for better sport, greater health, and higher achievement.

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20% Non-negotiable
Some of the elements from the LTPD portion that I would incorporate into my non-negotiable would be laying the framework and foundations to have success throughout our students future as well as always aligning a student with the resources and developmental aides they can use to be successful. I want to always be able to give my students the opportunity to develop and further themselves whether that is on the court or in the classroom.

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Long Term Athlete Development

The Long Term Player Development model sets out a vision for hockey in Canada that takes advantage of the history and culture of the game to increase participation and to lay the foundations of international success long into the future.

The LTPD model for hockey has been developed based on the following principles:

* doing the right thing for the player at the right stage in their development
* adopting a player-centered approach and not treating the development of all players the same way
* the broader the foundation of players the more successful the game of hockey will be in Canada
* viewing player development as a long term process
* aligning player development resources (skills manuals, DVDs) with coach development and education resources so that coaches are doing the right things at the right time
* a need to better educate parents on the hockey development of their child - it is okay for parents to want their kids to get to the highest levels but they need to know the best way to go about it

Parents, coaches and administrators are encouraged to utilize this document to work at the local minor hockey association level to develop the best program possible for the players involved.

Long-term Player Development is the Hockey Specific response to Sport Canadaʼs Long-term Athlete Development model. Please take the time to read the Hockey Canada LTPD Guide.

The following weblinks provide information on two of Canada's LTPD Founders and current supporters.

Long term player development resources are available by clicking here. Powerpoints, PDF's and video links will provide additional information.

Hockey Canada is committed to establishing and supporting Community and Branch based personnel who are equipped to deliver the Hockey Canada Long Term Player Development message.

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The Long Term Player Development model sets out a vision for hockey in Canada that takes advantage of the history and culture of the game to increase participation and to lay the foundations of international success long into the future.

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LTAD promotes equal opportunity and inclusion among all participants. It incorporates an athlete-centered mindset where it involves mutlipl levels of development. Awareness, in this particular case, is first and foremost and can actually be found throughout the entire program. The idea behind para sport it to provide a chance for anyone with any physical ability level to have a chance to play. A large challenge for Para sport (which is slowly improving with the enhancement of the Paralympics) is the continued awareness of resources for athletes to participate and find something they can be successful at. As coaches and teachers it is important to equip ourselves with enough information on Parasport that we can provide these resources to students that need them. This ultimately would lead to the "active for life" portion for LTAD as the younger they become aware of these resources and have enjoyable experiences the more likely they are to continue to participate as they get older.

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Victoria Yiouroukis

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Brittany Reeve

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Ontario Soccer Association - Long Term Player Development
http://www.ontariosoccer.net/images/publications/2015/player/grassroots/How-Soccer-Is-Changing-In-Ontario.pdf

Tim Hortons' Timbits Minor Sports Programs are multi-sport programs that focus on community sport sponsorships to give children aged 9-14 the opportunity to experience house league sports.
https://www.timhortons.com/ca/en/corporate/timbits-minor-sports-program.php

LTAD - Non Negotiable
The aspects of the OSA's Long Term Player Development (LTAD) that are non negotiable for me are the emphasis on learning of new skills, player enjoyment, and foster player's emotional and psychological development.

The young players we see in the Learn to Train category are developing so quickly both physically and mentally. As coach, community, and parent we cannot forget about the emotional development of our young athletes. How they develop through these years will have lasting impacts in their lives, long after they have finished (or continued) to play sport. If we foster this development they will have the best chance to cope with the life stresses in a healthy manner.

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SHIFANI IDRIS

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Brittany Reeve

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There are countless young Canadian tennis players out there on our nation's courts who can hit a blistering serve or a cannon of a backhand. But it takes more than natural talent to make it on the tennis circuit.

That's where the Long Term Athletic Development plan comes in.

In an effort to foster both the love of the game and the talent of someone who could very well be tomorrow's rising star, the plan is set out in 8 stages. Throughout these stages, young players learn that physical literacy is the foundation for being active, healthy and for achieving personal best performances at all levels of competition. In other words, even if they never make it to Wimbledon, we teach them how to get the most out of the game and how to play at their best. Our goal is to ensure that all who pick up the game have an opportunity to enjoy the lifetime benefits of playing.
Learn more about the Long Term Athletic Development Plan Click here for the Mini LTAD

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There are countless young Canadian tennis players out there on our nation's courts who can hit a blistering serve or a cannon of a backhand. But it takes more than natural talent to make it on the tennis circuit. That's where the Long Term Athletic Development plan comes in.

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3 WEEK ASYNC I I i I believe My 20% non-negotiable that I have come to a conclusion is, that my 20% non-negotiable in term of LTAD, is certainly elevating the section of ‘Active Fro Life’. It is agreeable that students need a healthy living style. It is extremely important to encourage students to active and healthy. “players second, students first”, is one of my favourite quote, as I will be encouraging my students and life their elf-esteem. I believe the key I to remember that my students are still developing. As a future coach as a teacher, having my students’ abilities such a physical capabilities and specially fcusing on their metal wellness is extremely important. Teaching ways in which students’ ability to retain their resilience certainly encourage them. Therefore, I believe as a coach, it is my responsibility to see them first as students and faciclite their learning experience. 

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3 WEEK ASYNC I I i I believe My 20% non-negotiable that I have come to a conclusion is, that my 20% non-negotiable in term of LTAD, is certainly elevating the section of ‘Active Fro Life’. It is agreeable that students need a healthy living style. It is extremely important to encourage students to active and healthy. “players second, students first”, is one of my favourite quote, as I will be encouraging my students and life their elf-esteem. I believe the key I to remember that my students are still developing. As a future coach as a teacher, having my students’ abilities such a physical capabilities and specially fcusing on their metal wellness is extremely important. Teaching ways in which students’ ability to retain their resilience certainly encourage them. Therefore, I believe as a coach, it is my responsibility to see them first as students and faciclite their learning experience. 

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shifani idris

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Ultimate Canada employs the same principles of Coach.ca's LTAD model as the advisory committee works hard to ensure that every athlete and participant is given the best opportunity for their own excellence and enjoyment within the sport. Ultimate Canada focuses on creating opportunities for the great number Of people to start playing Ultimate. In the overview of LTAD, the stages include Active Start, FUNdamentals, Learn to Play, Train to Play, Train to Compete, Learn to Win, Train to Win, and Ultimate for Life.

The Source at The the AT at The AT at The the AT at The the AT AT AT at The: https://canadianultimate.com/en_ca/long-term-athlete-development-ltad

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Brittany Reeve

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Basketball LTAD (Canada Basketball)

LTAD Non Negotiable - Full athlete Development(Physical, Mental, Cognitive and Emotional Development)

- Masee

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My 20% non-negotiable would include Active Start, FUNdamentals, and Learning to Train. I think that one of the most important parts of sports is to start it and learn to stick with it even in hard times. I included FUNdamentals not due to I have emphasized that the feeling of accomplishment is worth so much, and it teaches determination and diligence. In my opinion, I value (I want to play the sport, but due to students enjoying the journey that they go through when learning a sport. Learning to Train since it pushes players past purely playing for fun. Playing for fun is not a bad thing, but I think that sports should be about trying your best to reach the objective or goal, and that it is okay to fail, but it Is important to pick yourself up and try again.

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http://www.kidsofmud.ca/coaching-standards/long-term-athlete-development/
Ahmed Abdel Rihem
100424974
The organization that I chose to focus this assignment on is “Kids of Mud”. This is a youth cycling organization that is based in Manitoba. Several of this organizations LATD key factors line up well with my non-negotiable. One of these nonnegotiable key points would be Periodization. Students must learn that knowledge or skills take time to acquire.

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Teacher as a coach Asynchronous - Johnny Luong

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Teacher as a coach Asynchronous - Johnny Luong

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1. A program that employs the LTAD model is the Volleyball Canada. Information about how their program is commited to LTAD can be found here: http://visionvolleyball.ca/forms-and-documents/coaches-resources/ltad.pd

2. http://www.drvcvolleyball.ca/ The Duraham Region Volleyball Club is an organization that holds many of the LTAD principles in their practices. They have experienced coaches that offer the opportunity to help youth athletes develop in the world of sport. They focus on whole person training that includes their education and family relationships intertwined with sport.

3. When looking at my students, I will always remember that they are still going through phases and developing. For example, the grade 9 student that has reach the height of 190cm tall does not gain the equivalency maturity level of a fully grown adult and should not be treated with harsh discipline when misbehaving. The LTAD model can describe many abstract developmental processes into physical representations of physical capabilities. The idea to help guide students into development throughout their youth can often be forgotten when talking to and dealing with students in practice. If we can distinguish the differences between how an athlete develops his/her skill sets relative to athletic development; that same practice will reveal insight for youth developing themselves in the classroom. Therefore, it is important to view youth development as an entirety that accounts that they are not going to be learning to compete or learning to win in the classroom but instead, the stages prior.

- Johnny Luong

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Neil Douglas

100613651

January, 31st, 2017.

Asynchronous Activity

Exemplar #1
http://www.basketball.ca/en

Basketball Canada - I was involved with this organization when I was a student in high school.

Exemplar #2

http://www.phecanada.ca/programs/physical-literacy/what-physical-literacy/curriculum-links

PHE Canada

Physical Health & Education Canada

My 20% Non-Negotiatable

I have to say when assessing my personal coaching philosophy and looking back at all my previous coaching experiences; I know that my 20% non-negotiable would be from the active for life section.  I have seen the kids, especially the ones who were enrolled in the house league teams I coached, often would quickly forget that playing and participating is more than what we do on the field/court.  I want to instill in all my players and students that they should not only play a sport but lead an active lifestyle outside of the lines.

It is important to recognize that many of the students I will eventually be teaching and coach are still developing academically, physically and mentally as people and I should foster and model a lifestyle that is both rewarding and active.

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Ralph Chand

1. Football Canada actively uses the LTAD model. They have a 48 page brochure about their policies and in there, it states that they believe in the LTAD model as it has been many years of research behind it.

2. The LTAD model on coach.ca is followed by the YMCA. The YMCA states that their philosophy includes an overall balanced healthy long term lifestyle.

3. My personal non- negotiable 20% in regards to the LTAD are the concepts of an active start, and active at all ages. Competitiveness aside, I believe that a healthy lifestyles includes some form of activity no matter how you put it. Getting the body moving and having physical activity is beneficial for the mind, soul, and personality.
I feel that when children are young, it is important for a coach to help them understand the benefit of a healthy active lifestlye, and to evoke passion in them to have a drive to do it.
In terms of staying active at any age, I believe that we should never give up throughout life, and put our best foot forward to making our health a priority.

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TaeKwonDo Canada ensures that students and adults participate in a healthy manner while participating in Martial Arts and self-defence.
Although TaeKwonDo is a self-defence activity, the non-negotiable is using your self-defence to harm someone that is not involved. Martial Arts takes place while with a  Master instructor.
http://taekwondo-canada.com/en/
Emily Jones

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Volleyball Canada is an organization that originated in 1953 to foster the growth and development of Volleyball in Canada.  It has adopted the LTAD model for the following reasons:
- the decline in student participation in both recreational sport & physical activity
- the marginalization of physical education programs in schools
- decline in performance of Canadian athletes
- trouble in identifying and developing the next generation of international athletes.

Here is the link to the LTAD commitment and details on Volleyball Canada:
http://www.volleyball.ca/content/ltad-0
Interestingly, as part of the LTAD commitment they have created a volleyball "month":
http://www.vcdm.org/vision/directions-and-solutions/national-volleyball-week

Another Organization that utilizes LTAD like is Sport for Life:  http://canadiansportforlife.ca/

The elements that I will incorporate in my own personal "20%" non-negotiable "teacher-coach self" is to help athletes and  students in the development of mental, cognitive and emotional aspects of sport and sport participation.  You can train and practice with players as much as possible, however they need to understand how to overcome failures, deal with mistakes, team dynamics and many other emotional and mental aspects that involve in sport.

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https://skatecanada.ca/wp-content/uploads/2014/09/Skate-Canada-LTAD-Model-EN.pdf
Skate Canada posseses a program that uses the LTAD model to help shape their atheletes. This PDF gives a comprehensive review on how they implement the program, inlcuding factors that influence LTAD, and the steps they use.
http://canadiansportforlife.ca/parents/ltad-path
Sports for life is an excellent society that uses an LTAD path, and most possibly was involved in creating it. The pathway is as follows:
Stage 1: Active Start (0-6 years)
Stage 2: FUNdamentals (girls 6-8, boys 6-9)
Stage 3: Learn to Train (girls 8-11, boys 9-12)
Stage 4: Train to Train (girls 11-15, boys 12-16)
Stage 5: Train to Compete (girls 15-21, boys 16-23)
Stage 6: Train to Win (girls 18+, boys 19+)
Stage 7: Active for Life (any age participant)
This is very similar to Coach's model.

In my 20%, I would use the LTAD in a similar way as above. In the beginning, I would have them learn to participate. As they progress, move onto training them to train. In higher stages, I would push them to train to compete. This is where my majority of students will be. I am unsure if I would approach to train to win stage, but I do hope to become a coach good enough to do this one day.

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Curtis Carmichael

1) http://www.baseball.ca/long-term-athlete-development
2) http://canadiansportforlife.ca/about/sport-life-organization

My 20% non-negotiable after reflecting on my coaching philosophy and my man experiences in my life being an athlete have to deal with my focus on the making students active for their life even after sport is done. When sport is done competitively in school I want athletes to lead a healthy life playing recreational sports/activities or any thing they can do to remain healthy for their further longevity in their life.

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http://jumpstart.canadiantire.ca/en.html?gclid=Cj0KEQiAzsvEBRDEluzk96e4rqABEiQAezEOoNgzephUgTijpRbLRxAc_oGybKWT-teU8CMgCas9mRAaAgIO8P8HAQ

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According to their website, "Jumpstart is more than just about getting kids active. It’s about giving kids from families in financial need the same chance to participate as their neighbours, their classmates and their friends. Whether it’s the chance to try a new sport or to continue with a favourite one, no kid should be left out.

The vision of Jumpstart is simple: Canada, where all kids have a chance to fulfill their dreams.

Jumpstart is a national charity with a commitment to local communities. Organized sports connect kids to their communities. Canadian Tire Corporation recognized this and makes sure that money raised stays where it is donated. Canadian Tire Corporation is Jumpstart’s biggest supporter as it funds all the general administrative expenses of Jumpstart, which means 100% of customer donations go directly to help kids in need.

Community Partners, like the Canadian Paralympic Committee, Boys and Girls Club, Maison de la Famille, URLS, Centre Jeunesse and numerous others work with local Jumpstart Chapters to identify the kids whose families need Jumpstart’s funding assistance to get them off the sidelines and into the game. What kids do is up to them; we’re here to help them do it."

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Christine Montgomerie-Mione’s Non-Negotiable

My non-negotiable is to encourage and talk to my students at every age to participate in some form of after school sports program. It is important to get them to get active and ensure that they have fun doing it. However, finances can be a barrier for some students to participate in afterschool programs. For this reason, jumpstart for kids is a great resource to provide for your low-income students. We as teachers must be aware of the financial inequality in the classroom and realize the role that this can play in our student’s lives.

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Judo Canada - Stratford Festival Theatre Camps

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Judo Canada - Stratford Festival Theatre Camps

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Vic Beaumont

1. Judo Canada has embraced the LTAD framework and placed it at the core of their athlete development program.  They recognize the many faceted approach as instrumental in furthering the sport nationally, competitively and generally, with the common goal of a citizenry that's "Active for Life".

The program can be viewed at: https://www.judocanada.org/long-term-athlete-development-model/

The introduction to their guide can be viewed at: https://www.judocanada.org/wp-content/uploads/2011/05/00000799_3-JC-LTAD-INTRO4.pdf

*Note: The guide is broken up into several links, all of which are accessible from the program link (first above).

2. The Theatre Arts Camps at Stratford Festival uses some of the same principles and philosophies as LTAD.  While less structured and formal, the program recognizes the developmental stages and capabilities of differing age groups.  The differing styles are also carved out, as some of the skills and forms of artistry require different teaching and practice.  The reputation of the Stratford Festival is one of excellence in Theatre.  The varying camps available to students and adults balance a fun approach with serious acting to encourage students to one day take the stage at the Festival itself and beyond.

The program can be viewed at: https://www.stratfordfestival.ca/Learn/K12Students/TheatreArtsCamp/

*Note: I found it difficult to find a program outside of sports that explicitly followed the LTAD format, so I decided to look at a program with stratified learning/programs and a philosophy of both fun and excellence.

3. When I consider my "20% non-negotiable" portion of my "teacher coach self", there are several key factors from the LTAD framework that I would like to implement.  The first of these is the Development Age.  As an individual who matured early, there were certain advantages and disadvantages that I faced.  I see the same with my own children, and I don't want to force any adolescent to step up to something that they're not ready for or be pushed to perform above their peers due to their size.  The second is the Mental, Cognitive and Emotional Development.  I firmly agree with the fact that we develop the person, not just the athlete.  We fail if we leave athletes behind, mentally, cognitively or emotionally.  Finally, the concept that Excellence Takes Time is at the centre of what I believe in coaching.  A growth mindset moves athletes from where they were towards that larger goal.  The time and number of steps required will vary from athlete to athlete, sport to sport and skill to skill.  These athletes need to know that they're learning; accomplish excellence over time by aspiring to be the best that you can be.

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1. Swimming Nation Canada - https://www.swimming.ca/content/uploads/2015/06/ltad_en.pdf

2. Please refer to pages 8-11 in the above document.

3. The elements of the LTAD I'll incorporate into my 20% non-negotiable will be learning to compete and training to compete especially where the integration of physical, mental, cognitive and emotional development is concerned. Because life brings all sorts of challenges that impact one's mental, cognitive and emotional health and wellness, it's important to me to help develop in these areas. Past the athletics, or past the sport or the club, knowing their metacognition will be beneficial in life.

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Ian Randle

1. http://www.hockeyeasternontario.ca/docs/HC_LTPD_Manual.pdf

Hockey Canada adapted  their LTPD plan off of the LTAD model with a focus on improvement and change across the country.

2. https://www.canadasoccer.com/files/CSA_2009_W2WC_Brochure_EN.pdf

3. The two key elements for me that will be part of my non negotiable 20% are the learn to train and train to train portions. My hope would be that most of the athletes I coach would be interested in moving into the train to train section, however, its most important to me that they participate in a variety of sports and develop their skills which can be used in multiple parts of their lives. Their physical literacy is one of the most important aspects to me and moving from learning to train into train to train would ensure they would be physically literate.

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James Duminie
(100693363)

"Acting as a framework for those who choose to stay active for life in community or recreational programs, or those who seek to reach the podium in competitive training programs, the Long Term Athlete Development model (LTAD) guides the physical literacy of each individual with an intellectual disability, including those as young as two. Special Olympics Canada uses the same LTAD model as sport organizations across Canada."
-Special Olympics Canada

In examining the LTAD model I would include the “Active For Life” component in my 20% of non-negotiables. I think investing in being active is a unique venture in that it makes all other activities you wish to do in your day-to-day life easier. If you envision any obstacles you may face in life, those obstacles will be easier to face as the active-versions of ourselves, rather than the inactive-versions. The benefits of being active branch out into all aspects of life, and, in the spirit of this, the active life can be viewed as the most rewarding investment one can make. I hope to inspire my learners to strive to experience these benefits and live their best life by embracing the “Active-For-Life” component of the LTAD model.

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Long Term Athlete Development | Special Olympics Canada

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Acting as a framework for those who choose to stay active for life in community or recreational programs, or those who seek to reach the podium in competitive training programs, the Long Term Athlete Development model (LTAD) guides the physical literacy of each individual with an intellectual disability, including those as young as two.

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Mark M. Sanghera.

1. An example of a successful program/ organization that employs the LTAD model with its participants (athletes, parents, coaches, organization).

A successful program/organization that employs the LTAD model with its participants is the Canadian Soccer Association. Its program has 7 fundamental steps. These are: having an active start; fundamentals; learning to train; training to train; training to compete; training to win; and finally, active for life. Below you will find the pdf of this model. It employs success along the way for athletes because it guides planning for optimal athletic performance at all stages. It employs success for the parents because it allows players to realize their athletic potential. Finally, it employs success for coaches because it establishes pathways for player development for all levels of ability and ambition.

Source: https://www.canadasoccer.com/files/CSA_2009_W2WC_Brochure_EN.pdf

2. Locate an organization (health, social, artistic) which employs many of the same principles of Coach.ca’s LTAD?

An organization that employs many of the same principles of Coach.ca’s LTAD would be Timbits Minor Sports Programs. This program provides opportunities for kids aged four to nine to play house league sports. The philosophy of the program is not based on winning or losing, but on learning a new sport, making new friends, and just being a kid.

Source: https://www.timhortons.com/ca/en/corporate/timbits-minor-sports-program.php

3. What elements of the LTAD will you incorporate in to your own personal “20%”Non-negotiable “teacher coach self”?

The elements I will use in my own 20% non-negotiable teacher coach self would be training to train. I believe that training is the most important way for athletes to improve on their mental and physical capabilities. Training allows athletes to set their own goals and with the help of the coach reach these potentials. The aspects that I would focus on are: physical, technical, tactical, and mental.

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What elements of the LTAD will you incorporate in to your own personal “20%” non-negotiable “teacher-coach self”?

I would DEFINITELY include the Physical, Mental, Cognitive and emotional health which the LTDA outlines. Another thing I
think I would include would probably be physical literacy of students. These two points I feel are the most important must haves in any athletic development program as a they basically ensure that safety of the athletes are always thought of first.

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Wrestling Canada

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What is Long-Term Athlete Development?

LTAD is a new wave in athlete development, based on the integration of sport science research with experience in working with athletes and coaches to develop a comprehensive set of development principles. LTAD takes the concept of periodization (the integration of competition, training, recovery, nutrition, and other elements of preparation to create a long-term training plan) to the next level, by integrating preparation over an entire career or lifetime, and considering the holistic development of the individual as well as his/her development as an athlete.

Today, every Canadian sport organization is using LTAD as the basis for their long-term planning. More information can be found in the document "Canadian Sport for Life", as well as other LTAD resource papers published by the Canadian Sport Centres and available at www.canadiansportforlife.ca/.

Wrestling Canada's Pieces to Success

Wrestling Canada's Long-Term Athlete Development model was created as part of a national initiative to be a blueprint for all stakeholders. It was developed with the input of Canada's wrestling experts, with the assistance of the LTAD Expert Group, and drawing on the experience and best practices of other sports.The model is:

A Pathway to Canadian Wrestling

Made in Canada Framework

Athlete Centred

Coach Driven

Sport System Supported

The details of how LTAD will be implemented will be developed in the next phase. The successful implementation of the LTAD model will lead to better and more skilful wrestlers, and a thriving sport supported by quality coaches, officials and volunteers at all levels in Canada.

For more information on purchasing the LTAD package, please contact the National Office by phone at 613-748-5686 or by email at: [email protected] .

LTAD Resources

Wrestling Canada Lutte LTAD Manual
LTAD Information for Parents
Introduction to Physical Literacy
Developing Physical Literacy
Long-Term Coach Development
Maximizing the Sport Experience for Children
No Accidental Champions - LTAD for Athletes with a Disability
LTAD 2.0
Competition is a Good Servant, but a Poor Master

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Long-Term Athlete Development | Canadian Olympic Style Wrestling | Wrestling Canada Lutte

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LTAD is a new wave in athlete development, based on the integration of sport science research with experience in working with athletes and coaches to develop a comprehensive set of development principles.

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Hristo Netchev

1. How do slides 13,14,15....

The philosophy on those slides represents core values that reflect both the coaching and teaching professions. These philosophies are general guiding principles behind work in teams.

2.How is NCCP fair play....

The Fair Play vision is a philosophy that can be at the center of any team-based pursuit. Any club that requires cooperation of competition can draw a lot from either borrowing on or using these values as written.

3. Issues....

-Equity, in terms of giving students a chance to succeed as a student, athlete or team member

-Respect, for the institutions, for individuals,  and for the team

-Cooperation, in terms of students not being comfortable with working together with specific groups or individuals

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Tyler Krasulja, Week 3 Asynchronous work

1. An example of a successful program that employs the LTAD model with its participants (athletes, parents, coaches, organization). Find and post an example of “source material” which demonstrates their commitment to LTAD.

The example I chose, as a successful program to represent the LTAD model is Ultimate Canada. This program is clear in its goals for player/athlete development while maintaining a tight partnership with secondary schools. This link, https://canadianultimate.com/en_gb/long-term-athlete-development-ltad, is Ultimate Canada’s page where they outline their goals with the LTAD model and how it works within their structure, giving rundowns of what the LTAD model actually is as well as further stating how they envision this model’s fulfillment within the realms of ultimate Frisbee.

2. Locate an organization (health, social, artistic) which employs many of the same principles of Coach.ca’s LTAD.

The YMCA is a great example of a program that employs a number of the principles found in Coach.ca’s LTAD. One major example of this is their focus on child development from ages 0-6 through their Child Care program. This is outlined in their statement where they make reference to ‘play as learning’ and then further break down how play fits in with the LTAD model with a focus on ‘activity levels, fitness, balance, gross motor skills, and fine motor actions.’

3. What elements of the LTAD will you incorporate in to your own personal “20%”

Non negotiable “teacher coach self”

For my personal 20% of non-negotiable ‘teacher coach self’ I would incorporate the framework of development that the LTAD outlines with a focus on Training to Train and Training to Compete. In my eyes, these two are fundamental aspects that athletes need to understand and have a good grasp of, and something that coaches need to nurture their athletes with. Training to train will help athletes realize what each specific drill does and how it contributes to the larger picture. This is where the fundamentals are drilled into them and the foundation of their base knowledge of any sport. As such, this is integral to their development as an athlete. Once they have the drills down, then we can start to string everything together in a more coherent matter, as athletes get ready to compete with one another. In my opinion, winning and losing will happen periodically. It comes to down to how well can my athletes compete and are they having fun? I firmly believe that if they can evenly compete with other teams then there will be more fun to be had as they continue to push and test themselves, using what they have learned throughout their earlier stages of development.

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Girl Guides of Canada-Guides du Canada (GGC) is the leading organization for girls and women in Canada, with 83,000 members across the country. Guiding provides a safe environment that invites girls and young women to challenge themselves, find their voice, meet new friends, have fun and make a difference in the world. Guiding gives girls the tools and resources they need to achieve greatness. Empowering, challenging and engaging - that's what today's Girl Guides is all about.

The Girl Program
Today's Girl Guides offers the widest range of activities of any extracurricular activity for girls and young women, with opportunities to explore the arts, sciences, outdoor challenges, global awareness and so much more through enriching experiences that will stay with them for a lifetime. Our core programming allows girls to develop life and career skills in age appropriate groups, where they participate in a number of standard activities to earn badges. There are five branches of girl programming, by age:

Pathfinders (ages 12 to 14)

Lones is an option for girls who are unable to attend regular meetings due to distance, health, studies or physical challenge.

Specialized Programming
In addition to core programming, Girl Guides have the opportunity to participate in special challenges and activities, according to their particular interests. The range of challenges and activities is vast. Themes include science, the environment, arts, international issues, self-esteem and much more. Upon completion of challenges, girls receive crests in recognition of their achievement.

International Opportunities for Girls
Girl Guides of Canada is dedicated to ensuring that our programming provides opportunities for girls to understand their role in the larger world, so they can develop into informed and responsible global citizens. Our goal is to increase girls' awareness about the world, promote cross-cultural learning and educate girls on global issues that inspire them to take action.

International programming highlights:

International travel and global development activities and discussions

Each year on February 22, World Thinking Day, girls participate in activities and projects with global themes to honour their sister Girl Guides and Girl Scouts in other countries.

Our Twinning program helps girls connect with youth in other countries.

Each October, we commemorate International Day of the Girl Child with an "instant meeting" to help girls all across Canada participate in the same activities to address worldwide girl challenges.

As a member of the World Association of Girl Guides and Girl Scouts (WAGGGS), we're part of the largest voluntary movement dedicated to girls and young women in the world.

Guid ing History
Learn more about the origins and history of Guiding in our Ontario Council Archives online resources.

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Girl Guides of Canada-Guides du Canada (GGC) is the leading organization for girls and women in Canada, with 83,000 members across the country. Guiding provides a safe environment that invites girls and young women to challenge themselves, find their voice, meet new friends, have fun and make a difference in the world.

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1. Source material: Stake-Canada-LTAD-Model (see attachment)

2. Organization that employs LTAD: Skate Canada (https://skatecanada.ca/)

3. I would incorporate LTAD's element of "learning to develop competitive experiences based on performance and not solely on outcome or results" into my own personal 20% non-negotiable "teacher coach self".