Diving - sportcentric
Diving - sportcentric
Diving - sportcentric
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Long Term Athlete Development – British <strong>Diving</strong><br />
Contents<br />
Section Page(s)<br />
Foreword 2<br />
Introduction 3<br />
Acknowledgements 6<br />
Where are we now? 7<br />
Where would we like to be? 9<br />
How are we going to get there? 13<br />
Sensitive Periods of Trainability 23<br />
The diver pathway 31<br />
LTAD Implementation 32<br />
Glossary of Terms 37<br />
References 38<br />
Appendices 1 – 13 39 - 85
Long Term Athlete Development<br />
Foreword<br />
<strong>Diving</strong> is very much an anaerobic and explosive sport and therefore VERY different<br />
to swimming. It has very different needs and requirements. It is fair to say that the<br />
swimming pool water is about the only thing they have in common. Even the<br />
swimwear is now different! The ages for competing are also very much younger for<br />
diving, similar to gymnastics. Thus requiring a lot of attention to child growth and<br />
Development.<br />
After years of writing plans for World Class Performance, Potential and Start it’s<br />
great that the sport of diving can now link these with Club Development to create<br />
a Long Term Athlete Development (LTAD) model specifically for diving. Club<br />
Development is the key to long term success as only a hand full of clubs are able to<br />
deliver all stages of the LTAD.<br />
British <strong>Diving</strong> have now established a clear pathway for divers from Learn to Dive,<br />
right through to winning Olympic medals. Training regimes, explaining what a diver<br />
should be doing, how much and how often will assist divers and coaches to reach<br />
their full potential and in turn help to achieve British <strong>Diving</strong>’s long term goals.<br />
Alongside the LTAD sits a new Coach Education Programme that links with every<br />
stage of the framework. This is a first for British <strong>Diving</strong> and in fact, throughout<br />
most of the world. What a fantastic opportunity for clubs and coaches to apply<br />
LTAD principles and know exactly what they need to do to go to the next level.<br />
Steve Foley National Performance Director<br />
Kim White Junior Olympic Programme Manager<br />
Julian Bellan Junior Talent Programme Manager<br />
Chelsea Warr Former - Junior Talent Programme Manager<br />
Karen Smith National Development Officer <strong>Diving</strong>
Long Term Athlete Development<br />
Introduction<br />
Aim of the LTAD Plan<br />
The LTAD Plan is about providing an understandable and more importantly implemental<br />
pathway for Divers from ‘Beginner’ to ‘Elite Performer’. Its aim is to use the science of<br />
growth and development maturation along with sport specific technical knowledge to<br />
enable a Diver to achieve their optimum level of performance. This is not to say all divers<br />
will become an Olympic Medal winner but having an LTAD Plan will enable more Divers to<br />
reach their full potential.<br />
It has been identified by research that a minimum of 10 years or 10,000 hours is required<br />
for an athlete to reach sporting excellence. There are no Short Cuts.<br />
There are a number of key factors in which a diver may improve performance:<br />
Optimal training (including recovery training at all stages)<br />
Applied principles of growth & development maturation of young divers<br />
Environment – both the training & out of training environments<br />
Support services at all levels<br />
Proper system integration & alignment<br />
Long Term Athlete Development Philosophy<br />
System of competition<br />
System of coach education<br />
Club & Governance Structure<br />
Implementation procedure<br />
However diving is unique in that aside from physical development characteristics a diver<br />
has a greater hurdle to over come, more so than any other sport ‘Fear’. In the international<br />
arena of the sport there are numerous cases where ‘junior’ divers have consistently won<br />
international medals at Olympic, World, European and Commonwealth events more so in<br />
the platform categories. In the 2003 World Championships the men’s platform champion<br />
Alexander Despatie from Canada was just 18 years of age with four other men’s finalists<br />
from four other Countries under the age of 18.
The LTAD Plan for diving takes into account the unique differences between disciplines<br />
within the sport; springboard and platform diving as well as maturation differences<br />
between males and females. LTAD is about achieving optimal training, competition and<br />
recovery throughout the diver’s career, particularly in relation to the more important<br />
growth and development years of young people.<br />
The LTAD Plan for diving provides guidelines to clubs, coaches, divers, administrators and<br />
parents for training, preparation and competition. The plan gives detailed guidance in<br />
terms of ‘what’, ‘when’ and ‘who’ as well as ‘how’.<br />
Reasons for LTAD<br />
There are six reasons for the LTAD approach to diving:<br />
� Establish a clear diver development pathway<br />
� Identify gaps in the current diver development pathway;<br />
� To achieve the goals and targets in the ‘Where would we like to be?’ section;<br />
� To guide optimal performance;<br />
� To provide planning for optimal performance;<br />
� To provide a planning tool, based on scientific research, for coaches and<br />
administrators;<br />
� To realign and integrate the programmes for developing divers and diving in<br />
Great Britain.<br />
It is hoped that the diving community will pull together in one direction by adopting the<br />
LTAD for diving with the common purpose of achieving <strong>Diving</strong>’s goals and targets.<br />
Structure of the LTAD Plan<br />
The plan consists of three sections:<br />
� Where are we now?<br />
� Where would we like to be?<br />
� How are we going to get there?
Where are we now?<br />
An overview of the diving provision in Great Britain. This is not a critique of what is good or<br />
bad, but a position statement from which to move on from.<br />
Where would we like to be?<br />
This section of the plan presents the goals & targets of the National Performance Director<br />
and the Junior Olympic Programme Manager for <strong>Diving</strong>. In addition it will include targets for<br />
club development and coach education, the two main vehicles for delivering LTAD<br />
principles.<br />
How are we going to get there?<br />
This is the model of how we ‘British <strong>Diving</strong>’ through the LTAD, model aim to achieve our<br />
goals and targets. Firstly there is a generic framework for diving which leads to guidance<br />
for training, competition and programme administration. The guidance is designed to assist<br />
coaches, clubs and administrators in delivery of LTAD principles such that British <strong>Diving</strong> can<br />
realise its goals and targets.<br />
It is recognised that currently only a few clubs have the means and resources to deliver all<br />
the LTAD principles, but like LTAD itself this is a long term approach that should assist<br />
clubs and training squads to work towards developing the right training environment for all<br />
in sport to achieve their potential<br />
It is recognised that currently there may only be a few clubs that can deliver all the<br />
LTAD principles, but like LTAD itself, this is a long term approach that should assist<br />
clubs and training squads to work towards developing the right training environment for<br />
all in the sport to achieve their potential, whatever their aspirations. For existing clubs<br />
and programmes it is an opportunity to establish LTAD principles from the outset.<br />
<strong>Diving</strong> is in the early stages of devising a ‘S21 <strong>Diving</strong>’ club accreditation model. It is the<br />
target of British <strong>Diving</strong> that by adopting ‘S21 <strong>Diving</strong>’ accreditation, diving clubs will be<br />
able to achieve the LTAD principles. It is believed that for the current size and<br />
development of the sport this could be achieved within eight (8) years.
Long Term Athlete Development – British <strong>Diving</strong><br />
Acknowledgements<br />
The production of British <strong>Diving</strong>’s Long Term Athlete Development Framework has been<br />
a team exercise. The input from a number of people enabled the task at hand, to<br />
become not only an essential inward look at our sport today but a fulfilling exercise,<br />
which has enlightened many and motivated many more.<br />
Thanks must go to the following people:<br />
Dr Istvan Balyi – Consultant and specialist in Growth, Development and Athlete<br />
Preparation and Planning<br />
Graham Ross – Sport England<br />
Diana Bishop – former Director for Development ASA<br />
Richard Gordon – Former ASA Talent Development Coordinator<br />
Michele Miller – Sports Psychologist British <strong>Diving</strong><br />
Samantha Grevett – Chair ASA Technical <strong>Diving</strong> Committee<br />
Lindsey Fraser – British Performance Coach<br />
Adrian Hinchliffe – British Performance Coach<br />
Adam Sotheran – Elite Scholarship Coach - British <strong>Diving</strong><br />
Steve Foley – National Performance Director - British <strong>Diving</strong><br />
Kim White – Junior Olympic Programme Manager (WC Potential) British <strong>Diving</strong><br />
Karen Smith – National Development Officer for <strong>Diving</strong> ASA<br />
Chelsea Warr – former National Talent Identification Manager, (WC Start) British <strong>Diving</strong><br />
Shân Veasey – Assistant to TID Manager<br />
Ian Macleod – British <strong>Diving</strong> Coaches Association (BDCA)<br />
Julian Bellan – National Talent Identification Manager, (WC Start) British <strong>Diving</strong>
Long Term Athlete Development<br />
LTAD – Where are we now?<br />
British <strong>Diving</strong> has come along way in a short time largely due to the increase in<br />
Funding thanks to the Lottery. Whilst <strong>Diving</strong> has become more professional in many<br />
areas such as coaching, athlete subsistence and sports science/medicine, the<br />
underlying framework and training methodology of the past is still there.<br />
Observations:<br />
Below are some specific observations about British <strong>Diving</strong>:<br />
�<br />
�<br />
�<br />
�<br />
�<br />
�<br />
�<br />
Lottery Funding available for juniors/age group/senior divers;<br />
Lottery Funding available for juniors/age group/senior programmes (Start,<br />
Potential and Performance);<br />
Access to sports science/medicine for juniors/age group/senior divers;<br />
Access to sports science/medicine for juniors/age group/senior programmes (Start,<br />
Potential and Performance);<br />
English Institute of Sport support services to Performance and Potential<br />
programmes;<br />
Local Authorities employ diving coaches;<br />
GB diving coaches knowledge is excellent.<br />
� <strong>Diving</strong> coaches responsible for Local Authority program rather than elite performers<br />
� <strong>Diving</strong> coaches operate learn to dive as business so quantity important rather than<br />
quality performers<br />
� Lack of dry land training facilities<br />
� Limited access to diving facilities<br />
� Coaches, divers and parents need to be educated in the principles of LTAD;<br />
� Administrators and Officials need to be educated in LTAD principles;<br />
� Only 1 elite diving coach employed by British <strong>Diving</strong><br />
� Coaches need to earn a living then produce great divers in their spare time;<br />
� Training in early years focuses on outcomes (winning) rather than processes<br />
(correct training);<br />
� Large drop out rate of divers between ages 16-20<br />
� Coach education programme insufficient for today’s needs;<br />
� Young divers skip technical skills for Degree of Difficulty
This list is not intended to be exhaustive, merely to illustrate that there are<br />
significant issues that we need to address. Three specific observations<br />
�<br />
�<br />
�<br />
�<br />
�<br />
�<br />
�<br />
<strong>Diving</strong> coaches responsible for local authority program<br />
Large drop out rate of divers between the ages of 16-20<br />
Lack of dry land training facilities highlight the key to our future diving<br />
development in this country.<br />
National Performance Director for British <strong>Diving</strong> (Steve Foley) summed up the<br />
current position as follows; “How can we demand from our divers aiming to the<br />
top level that they must train 20 – 25 hours per week when the majority of our<br />
coaches cannot offer that training ratio?”<br />
Many of the <strong>Diving</strong> Development Programmes and Clubs are trying to undertake<br />
competitive development with insufficient water time and/or dry land training<br />
facilities, which in turn leads to poor technique and skill levels. Insufficient skill<br />
levels as a diver progresses to more difficult dives will eventually catch up with<br />
them and expose their weaknesses and lead to poor performances.<br />
It is also this period that sees divers leave the sport due to many poor landings and<br />
injuries caused by poor technique.<br />
As divers leave the sport, the elite level becomes severely depleted and results<br />
weigh on a handful of divers. Once they retire, the gap between the heir apparent<br />
and the retiree is considerable.<br />
It is the need to spend time on correct technique and skill development that we<br />
must aim at improving. Getting away from the Degree of Difficulty zone to correct<br />
skill development progression should be the focus of every club and High<br />
Performance Program in the country.”
Long Term Athlete Development<br />
Where would we like to be?<br />
British <strong>Diving</strong> Mission Statement<br />
<strong>Diving</strong> is a sport for life!<br />
�<br />
�<br />
�<br />
�<br />
To ensure that everyone who wants to learn to dive has the opportunity;<br />
To ensure that everyone can achieve his or her personal goals;<br />
To ensure that everyone has the opportunity to enjoy diving as part of a<br />
healthy lifestyle;<br />
To ensure that we achieve gold medal success.<br />
British <strong>Diving</strong> Goals & Targets<br />
In presenting the goals and targets for British <strong>Diving</strong> it is important to emphasise<br />
that the two main vehicles for delivering the LTAD philosophy and principles are:<br />
1. Club Development<br />
2. Coach Certification (education), Licensing, Continuous Personal<br />
Development (CPD) & Training Camps.<br />
The Goals & Targets are to be achieved by 2008/9.<br />
Club Development<br />
The following goals relate to club development:<br />
�<br />
�<br />
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40 - S21 <strong>Diving</strong> accredited <strong>Diving</strong> Clubs in England<br />
8 accredited Performance Clubs<br />
8 accredited Competitive Development Clubs<br />
12 accredited Skill Development Clubs<br />
4 to 6 Performance Clubs providing a minimum of 25 hours training per<br />
week<br />
4 to 6 Performance Clubs providing a university link programme conducting<br />
a reverse periodisation training programme (seniors only) (Reverse<br />
Periodisation looks at long term goals and events such as World<br />
Championships, Olympic Games and works back in planning often over a 4<br />
year period).
�<br />
�<br />
�<br />
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�<br />
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�<br />
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�<br />
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10 – 15 clubs providing a broad based training programme including a<br />
minimum of 15 hours water time, weight training, trampoline with harness<br />
work & gymnastic based skill training.<br />
Every Local Authority with a basic diving facility (deep water pool with 1m<br />
springboard) providing learn to dive lessons at Level 2 National Award<br />
Scheme.<br />
10 – 15 divers on World Class Performance Funding<br />
30 – 40 divers on World Class Potential / World Class Start Selected Funding<br />
200 Talent Identified Divers in the accredited WC Centres<br />
A skill based early competitive development model for novice and age group<br />
divers based on the World Class Start Skill Charts and Age Group Standard<br />
Skills.<br />
To improve the technical skills of our divers by establishing and defining<br />
correct skill protocols and skill acquisition templates.<br />
Coach Education & Development<br />
The following are goals that relate to coach education and development:<br />
To develop the most professional diving team in the world<br />
♦<br />
♦<br />
♦<br />
♦<br />
♦<br />
Divers<br />
Coaches<br />
Administrators<br />
Support Staff<br />
Volunteers<br />
To have created a support network of coaches and sport science medicine<br />
staff who are very knowledgeable and experienced.<br />
To revise the ASA Coach Certification Programme in accordance with the<br />
Government’s Coaching Task Force recommendations.<br />
At least 10 fulltime coaches to produce Performance Athletes and an<br />
additional 12 ASA Certified Coaches directing programmes & coaching in S21<br />
<strong>Diving</strong> Performance & Competitive Development Clubs.
�<br />
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Facilities<br />
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30 different coaches attending training camps, who are prepared to be<br />
challenged.<br />
Establish a minimum of one coach education centre in each of the eight ASA<br />
regions based on S21 <strong>Diving</strong> accredited Performance Clubs, that offer<br />
tutoring, mentoring and work placed CPD opportunities.<br />
To have a strong <strong>Diving</strong> Coaches Association with a growing membership.<br />
Encourage all new swimming pools to have an area of at least 1.8m depth to<br />
provide basic diving provision.<br />
In order to achieve the previous goals affordable, accessible pool and gym space is<br />
the key. There is the need for the following facility targets to be met:<br />
Every ASA region to have a minimum of one 10 metre venue with both<br />
springboards and platforms that conform to synchronised diving regulations.<br />
Every ASA region to have a minimum of one 5 metre venue with<br />
An Artists impression of<br />
proposed new pool in Leeds<br />
springboards that conform to synchronised diving regulations. New facilities<br />
should be encouraged to have a raised pool end for diving lessons and<br />
platforms at 1m, 3m and 5m height with springboards at 1m and 3m.
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Partnerships<br />
All Performance and Competitive Development Clubs to have regular access<br />
to dry land training, which includes trampoline, overhead harness, dry<br />
springboard and somersault training areas.<br />
Each County to have at least one basic 5 metre diving facility, which is a<br />
base for a Skill Development Club.<br />
To establish 8 Regional Training Centres to support and underpin the World<br />
Class Programmes and provide access for Regional Development Squads.<br />
To encourage the re-appraisal of <strong>Diving</strong> Development Programmes &<br />
Swimming Development Programmes which incorporate diving lessons within<br />
established facilities that reflect the key priorities of the LTAD framework<br />
for diving and the S21 <strong>Diving</strong> accreditation process.<br />
To support the development of new diving facilities which reflect the key<br />
priorities of the LATD framework for diving and the s21 <strong>Diving</strong> accreditation<br />
process.<br />
Link with Local Swimming Forums in the Local Authorities in England to establish<br />
inclusion of diving in the Swimming Action Plans<br />
Link with English Institute of Sport (EIS) for Sports Science and Medicine Support<br />
Services<br />
Link with UK Sports Coach for Coach Education<br />
Link with funding agencies (UKSI, Sport England)<br />
Link with Universities (TASS) / Sports Aid Foundation (SAF)
How are we going to get there?
Overview of Athlete Development Model<br />
Key definitions and factors of the different stages of the LTAD model:<br />
FUNdamental<br />
Phase<br />
Chronological Age:<br />
Males: 6 - 8<br />
Females: 5 - 7<br />
FUN and participation<br />
General, overall<br />
development<br />
ABC’s of athletics;<br />
Running, Jumping,<br />
Throwing<br />
ABC’s of athleticism;<br />
Agility, Balance,<br />
Coordination & Speed<br />
Medicine ball, Swiss<br />
ball, Own body strength<br />
exercises<br />
Introduction to simple<br />
rules of ethics of sport<br />
Screening<br />
No Periodisation<br />
But, well structured<br />
programs<br />
Physical activity 5-6<br />
times per week<br />
Training / Competition<br />
Ratios<br />
50:50<br />
Learning to<br />
Train (<strong>Diving</strong><br />
Skills Phase)<br />
Chronological Age:<br />
Males: 8 - 12<br />
Females: 7 - 11<br />
Overall Sport Skills<br />
Major skill learning<br />
phase, all basic sport<br />
skills should be learnt<br />
before entering next<br />
phase<br />
Mental-cognitive &<br />
emotional<br />
development<br />
Introduction to<br />
mental preparation<br />
Medicine ball, Swiss<br />
ball, Own body<br />
strength exercises<br />
Introduce ancillary<br />
capacities<br />
Talent ID<br />
Single Periodisation<br />
Sport specific<br />
training 3 times per<br />
week, participation<br />
in other sports 3<br />
times per week<br />
Training /<br />
Competition Ratios<br />
70:30<br />
Training to<br />
Train Phase<br />
Chronological Age:<br />
Males: 12 - 15<br />
Females: 11 -14<br />
Sport specific Skills<br />
Major fitness<br />
development phase<br />
(aerobic & strength<br />
PHV is the reference<br />
point)<br />
Mental-cognitive &<br />
emotional<br />
development<br />
Develop further<br />
mental preparation<br />
Introduce free<br />
weights<br />
Develop further<br />
ancillary capacities<br />
Frequent<br />
musculoskeletal<br />
evaluations during<br />
PHV<br />
Selection<br />
Single or double<br />
periodisation<br />
Sport specific<br />
training 6-9 times per<br />
week<br />
Training /<br />
Competition Ratios<br />
60:40<br />
Training to<br />
Complete Phase<br />
Chronological Age:<br />
Males: 15 - 18<br />
Females: 14 - 17<br />
Event, Position –<br />
Specific Physical<br />
conditioning<br />
Event position – specific<br />
technical, tactical<br />
preparation<br />
Sport, event & positionspecific<br />
and playing<br />
skills under competitive<br />
conditions<br />
Advanced mental<br />
preparation<br />
Optimise ancillary<br />
capacities<br />
Specialization<br />
Double or triple<br />
periodisation<br />
Sport specific,<br />
technical, tactical<br />
training 9-12 times per<br />
week<br />
Training / Competition<br />
Ratios<br />
50:50<br />
Training to<br />
Win Phase<br />
Chronological Age:<br />
Males: 18+<br />
Females: 17+<br />
Maintenance or<br />
improvement of<br />
physical capacities<br />
Further development<br />
of technical, tactical<br />
or playing skills<br />
Modelling all poolside<br />
aspects of training<br />
and performance<br />
Frequent prophylactic<br />
breaks<br />
Maximise ancillary<br />
capacities<br />
High Performance<br />
Double, Triple or<br />
Multiple<br />
Periodisation<br />
Sport specific,<br />
technical, tactical<br />
training 9-15 times<br />
per week<br />
Training /<br />
Competition Ratios<br />
25:75
Long Term Athlete Development<br />
How are we going to get there?<br />
Long Term Athlete Development serves as a generic developmental framework for coaches to follow. It should not be interpreted as “the bible”. A<br />
coach’s ability to manipulate and make the structure pliable for individuals (known as the “Art” part in development) is essential when applying it to the<br />
development of “real life” divers through the various stages. For example, it is reasonable to foresee that “precocious” talent will move through these<br />
stages at a faster rate, even in the advent of growth and maturation and it’s effect on performance capabilities. Divers may also be introduced to the<br />
sport at varying entry points, not necessarily as a youngster in the FUNdamental stage. This is typically seen in Talent Transfer/Recycling programmes<br />
such as retired gymnasts entering the sport of diving at 14-15years. Flexibility in these various levels is also needed in order to adapt to the changing<br />
trends that characterise high performance sport.<br />
Young divers are physically developing from early childhood through to late adolescence. This ultimately means that, in general, they will have different<br />
performance capabilities and adaptations to training and competition. This is the exact reason why a young divers training programme should not be a<br />
scaled down version of an older / senior diver. The various stages that are described below are primarily based on scientific knowledge of growth and<br />
development and the various implications it can have on sports performance. The scientific literature typically categorises these stages into three key<br />
phases, being:<br />
♦ Late Childhood<br />
♦ Adolescence;<br />
o Early Puberty<br />
o Late Puberty<br />
♦ Early Adulthood.<br />
Below is a summary table that outlines the physical, mental and cognitive characteristics observed at each stage, the general consequence on<br />
performance capabilities and the implications to training regimes the coach needs to consider. (Based on the Alpine Integration Model (AIM) Canada 1998)
Physical Development Characteristics & their Implications Late Childhood<br />
LIFE PHASE Basic Characteristics General Consequence on<br />
Performance capabilities<br />
1. Late Childhood<br />
FUNdemental Phase (Sport<br />
Entry) through to<br />
Multilateral Dive Skill<br />
Development (D=U11)<br />
Larger primary muscle groups are<br />
more developed than smaller<br />
secondary ones<br />
Tendons and ligaments become<br />
stronger, but the ends of bones<br />
where growth plates are located<br />
are still cartilaginous. General<br />
recovery abilities in both aerobic<br />
and anaerobic systems is<br />
relatively slow<br />
Basic motor patterns such as<br />
agility, balance, coordination,<br />
and speed still require<br />
refinement<br />
Girls develop coordination skills<br />
at a more rapidly than boys at<br />
this phase. Although boys have<br />
superior hand-eye and eye-foot<br />
coordination, general body<br />
control of both genders is<br />
unrefined<br />
The diver is more skilled in gross motor<br />
movements involving larger muscle groups.<br />
More precise, highly skill based, fine motor<br />
control movements are less easy to acquire at<br />
this phase.<br />
Avoid excessive stress or high loads on<br />
susceptible joints for growth plate injuries i.e.<br />
wrists and knees. Insufficient recovery<br />
between activities results in technique<br />
breakdown. Rule of thumb – “If they can’t<br />
hold the technique….don’t mould the<br />
technique”<br />
Limited abilities in fine motor control<br />
activities. Speed, power, flexibility and<br />
coordination greatly improve towards the end<br />
of this phase.<br />
There are no significant gender differences in<br />
performance capabilities in this phase.<br />
Implications for Coach<br />
• Coach should focus on refining general basic skills during<br />
this phase. Related multilateral foundations such as dance,<br />
gymnastics, trampoline, floor work and dive skills should<br />
be encouraged. FUN must be emphasised with activities<br />
being a general extension of structured “play”.<br />
• All movements should focus on body control. Exercises<br />
should be using own bodyweight and involve good<br />
technique. Avoid high loads but encourage maximum speed<br />
mechanics (i.e. low repetitions but at speeds that mimic<br />
dive skill activities). This aids correct neuromuscular<br />
learning. Ensure sufficient recovery and restoration<br />
between activities.<br />
• Coordination activities that focus on developing<br />
kinaesthetic awareness should be the focus i.e. trampoline<br />
related training should be encouraged such as dance,<br />
gymnastics, fun, low intensity athletic circuits. This lays<br />
down a solid multilateral base preparing for specialisation<br />
in the future.<br />
• Both genders should be encouraged to play and train<br />
together at this phase. Both genders should be exposed to<br />
a variety of exercises from both diving and other related<br />
sports. Coaches should introduce drills that develop<br />
attentional control. This will assist in preparing them for<br />
the greater demands of training and competing in the next<br />
phase.
1. Mental, Cognitive & Emotional Development Characteristics & their Implications Late Childhood<br />
1. Late Childhood<br />
FUNdemental Phase (Sport<br />
Entry) through to<br />
Multilateral Dive Skill<br />
Development (D=U11)<br />
Basic Characteristics<br />
They have established preferred ways of<br />
learning<br />
They are enthusiastic and often impatient<br />
They tend to evaluate their performance as<br />
a whole, and this is how they feel about<br />
themselves as a person<br />
They understand in a language of feeling<br />
rather than verbal information<br />
They feel secure when there is a routine<br />
and pattern in what happens in training,<br />
and how you behave<br />
Concentration is limited. Motivation is<br />
individual<br />
General Consequence on<br />
Performance capabilities<br />
They may be visual, auditory or kinaesthetic<br />
learners (‘see-ers, hearers, doers)<br />
They want to get on and ‘do it’ and may get<br />
frustrated when prevented from doing so.<br />
You have a chance to build on this<br />
enthusiasm and develop their motivation<br />
They may say; “I’m useless” or “that dive<br />
was rubbish”. We need to start building the<br />
ability to think rationally under pressure<br />
They need to build into memory what a<br />
good dive ‘felt’ like in order to be able to<br />
recreate it.<br />
Introduce changes sensitively, and at a pace<br />
they can cope with. They like to receive<br />
information in different ways, and will only<br />
cope with small chunks of information in<br />
one go<br />
Some will enjoy the risk and fear of diving<br />
in manageable doses, others will find this<br />
threatening.<br />
Implication for Coach<br />
Find out how they learn best, and incorporate<br />
this style into your coaching of that diver<br />
In the warm up, ensure that there are diving<br />
like activities, quick training pace, in training<br />
set challenges and competitions for those who<br />
enjoy it, as well as keeping your technical<br />
focus<br />
In your comments, talk about the dive rather<br />
than the diver e.g. “that dive was…” rather<br />
than “you did…”<br />
Get them to break the dive down into P,T,F,E<br />
phases and be able to identify how they<br />
performed in each phase. They will start to<br />
be able to see specifically where error<br />
occurred. When they perform well, get them<br />
to feel it again on the poolside – ‘tag’ this<br />
feeling for them by doing this along with lots<br />
of positive reinforcement and praise.<br />
Review the structure of your session, and look<br />
to make any changes where you feel further<br />
structure is needed. Leave personal issues at<br />
home, and try to present a consistent<br />
personality – don’t make them have to guess<br />
what mood you’re going to be in!<br />
Present information via verbal, physical<br />
demos, tasks, video, and by getting them<br />
‘doing’ as much as possible.<br />
When you need to talk, keep your key points<br />
to two.<br />
‘Tune into’ why they are diving, and what<br />
they enjoy – try to tailor some of the<br />
individual tasks so that they motivate each<br />
diver as fully as possible.
Physical Development Characteristics & their Implications Adolescence – Early Puberty<br />
2. Adolescence –<br />
Early Puberty<br />
Training to Train<br />
(c=12 – 13years)<br />
through to Training<br />
to Compete (B=14 –<br />
15years)<br />
Basic Characteristics<br />
Significant changes occur in<br />
body composition such as fat,<br />
muscle and bone.<br />
Girls begin their growth spurt<br />
(rapid gain of weight and<br />
height) between 10 – 14 years<br />
while boys between 12- 15<br />
years (+ / - 2 years). Girls<br />
attain their maximum rate of<br />
growth at age 11 (10-13.5<br />
range) with peak adult stature<br />
reached at 13. Boys maximum<br />
rate of growth is at 14 years<br />
(12.5 – 15.5 range) with full<br />
adult stature reached at 15.5.<br />
Primary and secondary sexual<br />
characteristics appear during<br />
this phase. While the normal<br />
onset of menarche for girls is<br />
10-15 years, intensive training<br />
in younger years can alter this.<br />
Smaller connecting muscle<br />
groups such as stabilisers<br />
become more developed.<br />
General Consequence on Performance<br />
capabilities<br />
Growth spurts can often influence the athlete’s<br />
ability to adapt and make technical changes<br />
rapidly. Progress can temporarily stagnate<br />
Variances in performance are often the result<br />
of growth rates. Rapid growth spurts (PHV) can<br />
often explain lack of coordination and motor<br />
abilities along with loss of dives that could be<br />
previously executed.<br />
Changes in body composition such as fat mass,<br />
fat free mass and muscle mass occur during<br />
this phase. For girls involved in rigorous<br />
training (> 10 hours per wk), regular checks on<br />
iron status should be monitored at the onset of<br />
menarche.<br />
Speed, agility and neuromuscular coordination<br />
improve rapidly during this phase.<br />
Implications for Coach<br />
• Adapt and individualize the training drills / skills to ensure<br />
they are “growth friendly”. Training is focused around the<br />
body adapting to specific training load increments to<br />
prepare for competitions. Record changes in height, sitting<br />
height, arm-span and weight on a monthly basis. Consider<br />
altering training if performance is affected during rapid<br />
growth times.<br />
• Coaches are encouraged to emphasise good techniques and<br />
constantly re-visit basics during this phase. Focus should<br />
not be on medal winning performances – de-emphasize<br />
winning! Modification to dive lists may be required during<br />
this phase.<br />
• Change in physique can often lead individuals feeling self –<br />
conscious, awkward and embarrassed. Situations and/or<br />
comments about their sexual development can cause fear<br />
and/or anxiety and should be avoided.<br />
• Volume and intensity of training can be gradually increased<br />
during this time – but are dependant on growth spurts once<br />
again. Training design should reinforce best practice skill<br />
development and technique. Strength exercises should<br />
focus on core sections of the body, in particular, hips,<br />
lower back, and abdomen. Most exercises should involve<br />
body weight and light equipment. Injury preventative<br />
exercises targeting shoulders and wrist regions should be<br />
incorporated into general dry land training.
2. Adolescence –<br />
Early Puberty<br />
Proportionality of the body<br />
changes - various proportions<br />
of the body commence growing<br />
at varying rates. For example,<br />
limbs such as legs and arms<br />
will reach peak velocity before<br />
the trunk.<br />
Whilst the aerobic system<br />
significantly increases at this<br />
phase (especially in boys due<br />
to a surge of the male<br />
hormone testosterone), the<br />
anaerobic systems are still less<br />
refined.<br />
The central nervous systems<br />
are almost fully developed by<br />
this phase.<br />
Centre of gravity alters and consequently skills<br />
may require re-learning / rebuilding.<br />
Boys will recover faster from harder and longer<br />
training sessions than girls during this phase.<br />
Agility, coordination and neuromuscular<br />
abilities are fully trainable during this phase.<br />
• With changes in proportions of the body, dive lists may<br />
need adjustment, along with board preferences. The coach<br />
may need to explore varied technique with the diver, to<br />
find a new style that accommodates their changes in body<br />
proportions. Skills may require rebuilding. Competition<br />
objectives should focus on attainment of correct technique<br />
under pressure versus winning.<br />
• High intensity dry land exercises should be short in<br />
duration (no more than 20seconds in length), and should<br />
encourage sound technique. Sufficient recovery time<br />
should be planned into weekly training schedules.<br />
• All activities should focus on body control and correct<br />
mechanics. Encourage multiple chain exercises using<br />
varying muscle groups. More complex skills can be trained,<br />
but constant re-fining of basics is essential.
Mental, Cognitive & Emotional Development Characteristics & their Implications Adolescence – Early Puberty<br />
2. Adolescence – Early<br />
Puberty<br />
Training to Train (c=12 –<br />
13years) through to Training<br />
to Compete (B=14 – 15years)<br />
Basic Characteristics General Consequence on<br />
Performance capabilities<br />
Thinking abilities develop and They can begin to understand the<br />
become more mature<br />
mechanical concepts of their sport<br />
Self esteem is fragile<br />
Quality of performance can reflect<br />
how the diver feels about<br />
themselves as a person<br />
Awareness of body image is well<br />
established<br />
There will possibly be tensions<br />
between the diver and certain<br />
adults in their lives (e.g.<br />
parents/teachers)<br />
Social interaction and the<br />
development of friendships between<br />
males and females is important<br />
They may start to feel that<br />
repeated practice will enhance the<br />
quality of the dive<br />
The diver may feel unhappy about<br />
performing in-front of others if they<br />
are learning a dive, or lack<br />
confidence<br />
A poor performance means the<br />
diver feels bad about himself or<br />
herself as a person.<br />
Body image may be a sensitive<br />
issue, and if self confidence is low,<br />
the diver may feel vulnerable<br />
Relationships may pass through<br />
difficult times, and the coach may<br />
become an ‘ally’ in the eyes of the<br />
diver<br />
The diver will enjoy social activities<br />
that allow them to develop the<br />
ability to form positive relationships<br />
They may want to continue<br />
training, when you feel they have<br />
done enough<br />
Implications for Coach<br />
Don’t be afraid to provide them with the ‘why’ they are doing<br />
particular things within a movement e.g. understanding the<br />
importance of speed in rotation. Develop a culture in which<br />
making mistakes is valued – it is a necessary part of learning, and<br />
try to use humour to lighten difficult moments. The peer group in<br />
training should be used to support rather than pressure the<br />
individual.<br />
Provide feedback that refers to the dive rather than the person<br />
Be aware of the sensitive nature of this subject. Humour can be<br />
useful, but it can be hurtful!<br />
Ensure good nutritional support/education so that good practice is<br />
achieved and maintained.<br />
Try to organise opportunities that are social as well as the diving<br />
time, ensuring a professional approach throughout<br />
Recognise the power you have, ensuring you value this and<br />
respect it.<br />
Communicate effectively with both diver and parent(s)<br />
Explain the practice doesn’t necessarily make perfect idea, and<br />
that quality training is essential rather than quantity.
Physical Development Characteristics & their Implications Adolescence – Late Puberty, Early Adulthood<br />
3. Adolescence – Late<br />
Puberty, Early Adulthood<br />
Training to Compete<br />
(B14 – 15years) through to<br />
Training to Win (A 16 – 18+)<br />
Basic Characteristics<br />
All physiological systems reach<br />
maturity during this phase.<br />
Increase in height and weight<br />
begin to stabilize.<br />
Interconnecting tissues, tendons<br />
and muscles become significantly<br />
stronger and more stable.<br />
Skeletal maturation continues to<br />
develop reaching a peak in<br />
females at age 19 – 20 years and<br />
males approximately 3 years<br />
later.<br />
General Consequence on Performance<br />
capabilities<br />
Physiological systems are capable of giving<br />
maximum output. Progressive improvements in<br />
dominant motor abilities such as power,<br />
anaerobic capacity, specific coordination and<br />
dynamic flexibility become apparent<br />
Divers who have been participating in a wellrounded<br />
programme emphasising multilateral<br />
development will now start performing skills<br />
aimed specifically at high-performance<br />
delivery.<br />
As height stabilises, more complex skills should<br />
be re-introduced. While muscles have grown to<br />
full size, their function and general power<br />
output will continue to increase till late<br />
twenties. Full training loads can be applied.<br />
Implications for Coach<br />
• Base strength / endurance and power can be<br />
“sharpened” for maximum performance gains. Firstly,<br />
increase volumes for specific exercises and drills. Then,<br />
steadily increase training intensity more rapidly than<br />
volume over a graduated period of time. Training should<br />
simulate the actions that take place during competition.<br />
Physical training should be closely monitored by use of<br />
sports science to ensure maximum adaptation and<br />
minimum injury. Ensure yearly musculosketal screenings<br />
to see all muscle groups and body alignments are well<br />
balanced. Encourage athletes to maintain training<br />
diaries commenting on key markers of overtraining on a<br />
weekly basis. Increase the number of competitions<br />
progressively; so that by the end of this phase the diver<br />
is competing as frequently as senior–level competitors.<br />
• Coach must monitor volume and intensity of training to<br />
ensure the diver improves at a steady pace with little<br />
risk of injury or over-training syndrome. At this phase,<br />
the diver should have no major technical faults, thus the<br />
coach can move from a “teaching” role, to a more<br />
“coaching” (training) role. Competition objectives<br />
should focus on attainment of technique perfection<br />
under pressure<br />
• Sport specific strength training should be maximised<br />
during this phase to improve overall strength / power<br />
development. Body weight exercises combined with free<br />
weights (supervised and technique based only) are<br />
recommended. In the latter part of this phase, for<br />
maximum strength gains, divers can commence weight<br />
training with low repetitions but with a slightly heavier<br />
weight. Sport specific neuromuscular training should also<br />
continue in this phase such as somersault, rig and<br />
trampoline work. Skills and drills should be characterised<br />
as repeatable, consistent and of the highest technical<br />
quality, and able to be performed under pressure.
Mental, Cognitive & Emotional Development Characteristics & their Implications Adolescence – Late Puberty, Early Adulthood<br />
3. Adolescence – Late<br />
Puberty, Early Adulthood<br />
Training to Compete<br />
(B14 – 15years) through to<br />
Training to Win (A 16 – 18+)<br />
Basic Characteristics General Consequence on<br />
Performance capabilities<br />
Thinking abilities develop and They can begin to understand the<br />
become more mature<br />
mechanical<br />
sport<br />
concepts of their<br />
Critical thinking is becoming<br />
more established<br />
The Peer Group is still influential<br />
and important<br />
Other issues will be important –<br />
e.g. managing studying for exams<br />
alongside training<br />
The ability to be independent has<br />
been ‘grown’<br />
They expect to work within<br />
boundaries and in a culture of<br />
high expectation<br />
Life affecting decisions are made<br />
at this stage in terms of training,<br />
study, career, and relationships.<br />
The diver is capable of taking<br />
more responsibility for decision<br />
making and governing their own<br />
organisation.<br />
A group setting should be seen as<br />
supportive rather than<br />
threatening<br />
They need to know you are<br />
interested in their life outside<br />
diving!<br />
They can take responsibility for<br />
their diving and their lives with<br />
guidance from others<br />
You can use the need and<br />
expectation of structure to<br />
promote high standards within<br />
your sport.<br />
It can be a confusing time, and<br />
the perception may be that the<br />
diver has to try and ‘juggle’<br />
everything alone<br />
Implications for Coach<br />
Don’t be afraid to provide them with the ‘why’ they are<br />
doing particular things within a movement e.g.<br />
understanding the importance of speed in rotation.<br />
You can only expect a diver to become independent if you<br />
have gradually given them opportunities in which to learn<br />
the skill. Ensure that you have built on from asking for<br />
their input to handing over some responsibility (gradually)<br />
so they can develop.<br />
Use older/younger pairings for role model benefit and<br />
increased ability to coach and understand diving. There is<br />
of course the need to compete against each other.<br />
However, within this context, aim to develop a ‘team’<br />
mentality via team-work exercises, games and<br />
experiences.<br />
Try to develop an education programme that supports<br />
their journey in diving – wherever that may be leading.<br />
Reflect on where you are both at, and when the diver<br />
needs to make change, try to guide them to finding their<br />
own answers, give your expertise when its needed, and<br />
let them enjoy the confidence that feeling competent<br />
brings!<br />
Have a diver representative be part of the team that puts<br />
together your code of conduct. Where appropriate, this<br />
should mirror what is expected of them at international<br />
status.<br />
Offer guidance and support, using professional agencies<br />
where you need to. You can offer an experienced and<br />
informed point of view, and it will be important to<br />
consider other opinions also.
Long Term Athlete Development – British <strong>Diving</strong><br />
Sensitive Periods of Trainability<br />
A number of scientists have reported that there are critical periods in the life of a<br />
young person in which the effects of training can be maximized. This has led to the<br />
notion that young people should be exposed to specific types of training during<br />
periods of rapid growth and that types of training should change with the patterns<br />
of growth. Vorontsov (2000) states that the most intense period of growth for girls<br />
occurs between 11 –14 years; whilst for boys it is between 13 –16 years. In addition<br />
Vorontsov notes that the development of the internal organs (important for aerobic<br />
and anaerobic metabolism) follows the same pattern of growth as that of height.<br />
Changes in strength follow the growth pattern for body weight. Finally, it has been<br />
found that biological age is one of the major criteria to determine a body’s<br />
readiness for different types of endurance and strength training.<br />
During puberty there can be significant differences between chronological age (age<br />
in time: years, months, days) compared to biological age (level of biological<br />
maturity of the body). Biological age can range from 9 –16 years in a group of 13 –<br />
14 year olds. The onset of Peak Height Velocity (PHV) is the most rapid change in<br />
anatomical height during a growth spurt. This is often used as a marker of<br />
maturation level or biological age.<br />
PHV can be determined by monitoring the rate of change in height. To do this it is<br />
important to take measurements regularly, accurately and consistently. Gore<br />
(2000) reports that repeated measures of height should be taken at the same time<br />
of day as the very first measurement. Due to the effects of gravity the body tends<br />
to be taller in the morning that at the end of the day (diurnal variation) In<br />
addition, the body tends to grow faster in the summer and slower in the winter<br />
(seasonal variation). At the onset of PHV it is recommended that height be<br />
measured weekly and measures of standing and sitting height should be obtained.<br />
Ideally measurements should be made the morning after a rest/recovery day. It is<br />
important to measure height accurately, but more importantly monitor trends in<br />
the change in height. The change in the rate of height gain; increase, decrease or<br />
plateau, will help determine the onset of growth spurts and PHV.
This is important when considering the sensitive periods of trainability, Balyi and<br />
Hamilton (1999) reported the following in the figures below: See glossary of terms<br />
for definitions.<br />
<strong>Diving</strong> is characterised as an early specialization sport, requiring young divers to<br />
perfect basic movement patterns before the onset of PHV during a period of<br />
optimal Peak Motor Coordination Velocity (PMVC) typically 8 – 11 years female and<br />
9 –12 years male. Balance and fine motor coordination are key in the execution of<br />
dives, therefore maintenance of core movement patterns and skill performance is<br />
one of the major considerations during PHV. Often during this accelerated period<br />
of growth divers will struggle with the consistent performance of both basic and
complex diving skills. In the past it has been common practice for divers to over<br />
train on platform during this phase of growth as fine motor control is not affected<br />
to the same extent compared to springboard diving. This however can lead to<br />
growth injury problems in the wrists, shoulders and knees caused by the forces<br />
experienced on entry into the water and from plyometric exercises including takeoffs<br />
from the diving boards, which affect the growth plate (Epiphyseal plate).<br />
This growth period is also often aligned with changes in competitive age group<br />
conditions that require the performance of more complex twisting and<br />
somersaulting skills. It is key that the diver has a sound foundation of dives<br />
including rotation of 1 ½ somersaults in all directions and twisting up to 1 ½ twists<br />
before the onset of PHV. In the past young successful age group divers have<br />
struggled to progress to become a senior competitor due to a lack of skill depth.<br />
Over reliance of skills which rotate in a common direction or twist in a common<br />
direction mean they are having to learn both simple and complex motor skills<br />
during or after PHV. With the increases in strength, weight, speed and power that<br />
the diver possesses, the skill learning process becomes frustrating and at times<br />
painful due to excessively over and under rotated dives from a lack basic skills.<br />
For this reason successful divers tend to be those with high levels of physical motor<br />
coordination coupled with specific speed and strength.<br />
LTAD FRAMEWORK<br />
Five stages of LTAD<br />
Istvan Balyi has proposed that diving adopt a five phase model of LTAD that relates<br />
closely with the sensitive periods of trainability:<br />
� FUNdamentals<br />
� Learning to Train (<strong>Diving</strong> Skills)<br />
� Training to Train<br />
� Training to Compete<br />
� Training to Win
Stage 1 – FUNdamental: basic movement literacy (Flip’n’Fun)<br />
Age: Female 5 – 7 years; Male 6 – 8 years.<br />
The FUNdamental stage should be structured and fun! The emphasis is on<br />
developing basic movement literacy and fundamental movement skills. The skills to<br />
be developed are the ABCs (Agility, Balance, Coordination & Speed) RJT (Running,<br />
Jumping & Throwing), KGBs (Kinesthetics, Gliding, Buoyancy, Striking with the<br />
body) and CKs (Catching, Kicking, Striking with an implement).<br />
In order to develop basic movement literacy successfully, participation in as many<br />
sports as possible should be encouraged.<br />
Speed, Power and endurance should be developed using FUN and games. In<br />
addition children should be introduced to the simple rules and ethics of sports. No<br />
Periodisation should take place, but there should be well-structured programmes<br />
with proper progressions that are monitored regularly. The skill base to be<br />
achieved by the end of this stage is outlined in Appendix 1 Training & Skill<br />
Competencies to be achieved by the end of FUNdamentals.<br />
Stage 2 – Learning to Train (<strong>Diving</strong> Skills): building technique<br />
Age: Female 7 – 9 years; Male 8 – 10 years.<br />
During this stage, young divers should learn how to train and develop specific skills.<br />
There may be participation in complementary sports, which use similar energy<br />
systems and movement patterns. They should also learn the basic technical /<br />
tactical skills and ancillary capacities including;<br />
� Warm up and cool down;<br />
� Stretching<br />
� Hydration & Nutrition;<br />
� Recovery;<br />
� Relaxation and Focusing.<br />
This stage combines with peak motor coordination velocity (PMCV), and hence skill<br />
development is key. Training should include ‘own body weight’ exercises such as<br />
gymnastic skills, conditioning using Swiss ball and elastic bands. Complementary<br />
activities such as Ballet and Trampolining are key in developing good posture,<br />
flexibility and spatial awareness.
Key movement patterns or more importantly sequences are possibly the most<br />
important factor in this stage of development. Body alignment and come-out drills<br />
to develop the ‘rip entry’ are acquired in this phase and will be carried forward<br />
throughout the divers athletic career. Correct techniques should be constantly<br />
reinforced, as each incorrect repetition will become engrained.<br />
In the overhead rig, trampoline, dry-land springboard and floor somersaults the<br />
diver will begin to develop a consistent take-off, even on skills which the diver is<br />
not yet ready to progress into the diving pool. Visual (spatial) awareness or<br />
‘spotting’ should be developed and nurtured as early as possible. In time spotting<br />
will become second nature and transfer to complex multiple somersaulting and<br />
twisting skills as and when the diver is physically prepared to do so.<br />
Above all as the diver develops a skill base ‘QUALITY’ must rule over ‘QUANTITY’.<br />
Volume in training must not detract from the execution. Only when a skill becomes<br />
stable should volume be increased, in the mean time volume in progressions and<br />
drills under the constant supervision of the coach can take place.<br />
Benjamin D. Rubin M.D. in the U.S. <strong>Diving</strong> Safety and Training Manual (1999) states<br />
the following: “Skill Progression & Body Alignment – Developmental Divers should<br />
be encouraged to master the core skills first and progress gradually to more<br />
difficult dives”. Emphasis on development in the younger diver should be placed<br />
on body control, strength, power and flexibility. When the body is properly<br />
aligned at take-off, energy transfer from the board to the diver can be more fully<br />
maximized in a biomechanically efficient manner to increase the height of the<br />
dive, while at the same time risk of injury can be minimized. The assessment of<br />
proper body alignment for each individual is integral to safety in every skill<br />
progression.”<br />
An increase in the number of sessions per week and their duration should lead to<br />
an increase in training workload. Normal physical growth and development during<br />
childhood will ensure that performances improve from one season to the next. The<br />
training competencies to be achieved by the end of <strong>Diving</strong> Skills phase are outlined<br />
in Appendix 2.
Stage 3 - Training to Train<br />
Training to Train phase is entered by divers who are competent at performing the<br />
four basic groups of dives; forward, back, reverse and inward from the 1m<br />
springboard and are performing skills such as forward and back entry practices<br />
from the 3m and 5m boards. In the Training to Train phase the demands of training<br />
take center stage.<br />
An appropriate training environment for this LTAD phase is an accredited Dive21<br />
Competitive Development Club.<br />
It’s important to maximize an individual’s potential during the rapid increase of<br />
physical capacities during maturation. Girls tend to mature earlier than boys,<br />
therefore there can be as much as a +/- 2-year age difference between genders in<br />
this phase. This period begins prior to adolescent growth spurt, approximately 10-<br />
11 years in girls and 12 - 13 years in boys and extends to 13 –14 years for girls and<br />
14 - 15 for boys. The start and end points are variable due to individual differences<br />
in the timing and rate of maturation.<br />
During this period the objective is to progressively extend the volume of training.<br />
Training volume becomes a critical factor influencing long-term improvement. The<br />
quality of training is expressed in terms of maintaining efficient and effective<br />
technique over progressively greater seasonal loads. Due to the nature of diving<br />
however, skills are continually being learnt. Depending upon the nature of the<br />
skills either simple or complex (or part or whole) the seasonal plan should be<br />
adhered to (This can be seen on the Appendix 3a Periodisation Chart). Goals should<br />
be set and appropriate volumes of skills performed before new dives are<br />
attempted. In the pool this will be the ‘List Preparation Phase’. During this phase<br />
there should be either a double or triple Periodisation with two minor and one<br />
major peak.
Stage 4 - Training to Compete<br />
The training to Compete phase occurs when a diver has mastered successfully the<br />
Training to Train phase, this is characterised by the skill performances outlined in<br />
Appendix 3 - Training & Skill Competencies to be achieved by the end of Training<br />
to Train.<br />
This phase typically represents the Junior Olympic Programme and the transition<br />
into open competition. Although the programme covers an age range typically from<br />
12 years to 18 years chronologically the main emphasis will be for divers aged 14 –<br />
16 years females and 15 –18 years males. During this phase there will be maximum<br />
strength gains. Divers will also focus upon competition routines, associated mental<br />
preparation and toughness to excel in competition.<br />
Uniquely in diving due to the nature of the major competitions, divers will<br />
experience different pressures during training. Alongside their piers and in the heat<br />
of competition divers have to control levels of anxiety to match their training<br />
performance in a short period of time. This can often result in long periods of<br />
waiting between dives; 20 – 30 minutes is common in International Competition.<br />
Competition routines become as important in training as training volume. At the<br />
Athens 2004 Olympic Games the Olympic Silver Medal winning divers Peter<br />
Waterfield and Leon Taylor had rehearsed their competition with exact timings to<br />
every last detail in the days leading up to their Olympic Final including where they<br />
would be in the event before, what they would do between dives, how long they<br />
would train between dives and what level of coaching and feedback they would<br />
receive. Nothing was left to chance and the result achieved was the best in British<br />
<strong>Diving</strong> history.<br />
As a guide the performance standards required by this phase are outlined in<br />
Appendix 4 - Training & Skill Competencies to be achieved by the end of Training<br />
to Compete. At the end of this period however divers should be aspiring to achieve<br />
the entry level standards for the next phase which is listed in Appendix 5.<br />
Qualification Criteria for Training to Win.<br />
During this phase there should be a number of competitions, many of which are<br />
trained through. There will however be a double or triple Periodisation, which are<br />
two major and one minor.
Training to Win<br />
‘Training to Win’ is the final LTAD phase. It occurs when the diver has mastered<br />
the Training to Compete phase successfully, as characterised by the competition<br />
scores that should have been achieved by the end of the Training to Compete<br />
phase. An appropriate training environment for this LTAD phase is an accredited<br />
Dive21 Performance Club or Centre.<br />
This phase typically represents senior or open competition and the focus is not just<br />
about qualification to international tournaments but competing with honors and<br />
winning medals in that arena. Training should focus on developing the ‘senior’ list<br />
of dives and learning to perform that list of dives consistently. Successful divers<br />
will be those who train and prepare well enough that 5% below their best is still<br />
good enough to win medals. This period lasts from 16 years for females and 18<br />
years for males until they retire from elite competition. Training will be very much<br />
on an individual basis with both physical and technical training customized for the<br />
individuals needs. There should me multiple Periodisation with often one or two<br />
major events which should be targeted in any given season.<br />
Competition<br />
A competition is defined as an event that requires alteration or modification to a<br />
divers training programme. Competition should be regarded as a integral part of a<br />
divers training and development programme i.e. they are a means to an end (long<br />
term development of the athlete) rather than an end in themselves (‘Peak’ by<br />
Friday)<br />
The competition structure for British <strong>Diving</strong> as part of the LTAD framework has<br />
undergone a review and as part of the restructuring of ASA Districts to Regions<br />
recommendations have been made for trial in 2005 and inclusion in 2006. The ethos<br />
is that a diver should be continually challenged to take the next step on the<br />
ladder. From <strong>Diving</strong> Skills at Regional events through to Training to Win at World<br />
level events divers will continually be asked to reach qualifying standards.<br />
<strong>Diving</strong> is very much a mental sport and competition should be encouraged on a<br />
regular basis as part of training sessions and training camps. These competitions<br />
are not the type of competitions, which require modification to the training
programme, they may well take place when the diver is in a moderate state of<br />
fatigue. As divers develop new skills competitions should be earmarked to test out<br />
those ‘New Dives’.<br />
On the next page is the ‘Diver Pathway’, which has been developed using the<br />
principles of LTAD.<br />
Appendices 11a, 11b and 12 show the competitive structure for the sport of diving.<br />
Appendices 7a, 7b and 7c show how the Windows of Optimal Trainability and<br />
Periodisation relate to the LTAD model for diving.
Long Term Athlete Development –<br />
British <strong>Diving</strong><br />
LTAD<br />
Training to Win<br />
<strong>Diving</strong> Classification<br />
High Performance<br />
Centres<br />
LTAD<br />
Training to<br />
Compete<br />
<strong>Diving</strong> Classification<br />
World Class <strong>Diving</strong><br />
Centres<br />
LTAD<br />
Training to<br />
Train<br />
<strong>Diving</strong> Classification<br />
World Class <strong>Diving</strong><br />
Centres<br />
LTAD<br />
Learning to Train<br />
(Skill Development)<br />
<strong>Diving</strong> Classification<br />
<strong>Diving</strong> Skill<br />
Development<br />
Centres<br />
LTAD<br />
FUNdamentals<br />
<strong>Diving</strong> Classification<br />
LTD & TID Centres<br />
(learn to dive & talent<br />
identification)<br />
The Diver Pathway<br />
World Class Start – Junior Talent Programme<br />
(Zone & National Squads - Talent Selected)<br />
National Age Groups / Designated WC Start Events / Multi<br />
Regional Championships (NQ Meet)<br />
JTP (Talent Selected) Training Camps<br />
ASA National Award<br />
Scheme<br />
Club / Local Authority<br />
Learn to Dive<br />
/ Mutli Sport Camps<br />
Major Events<br />
Olympic Games / World Championships / World Cup /<br />
European Championships / Commonwealth Games<br />
World Class Performance WCP<br />
FINA <strong>Diving</strong> Grand Prix’s / LEN European <strong>Diving</strong> Cup<br />
British & English Championships & Trials<br />
High Class Performance Centre<br />
World Class Potential – Junior Olympic Programme<br />
FINA World Junior Championships / LEN European Junior<br />
Championships<br />
National Age Group Championships<br />
World Class Centres – JOP Training Camps<br />
TASS – Scholarship Programme<br />
World Class <strong>Diving</strong> Centres<br />
National Novices & Designated WC Start Events<br />
Regional <strong>Diving</strong> Events (Novice & Age Group)<br />
Regional Development Squads & Skills Camps<br />
Skill Development <strong>Diving</strong> Centres<br />
Associated Learning<br />
World Class Start TID<br />
Schools Selection & Club<br />
TID Training Programme<br />
Return to Skill<br />
Development<br />
Return to<br />
Performance<br />
Centres<br />
Return to<br />
WC<br />
Centres<br />
Smart<br />
Track<br />
Return to<br />
Learn to<br />
Dive
Long Term Athlete Development – British <strong>Diving</strong><br />
LTAD Implementation<br />
It is hoped that organisations (both implementers and facilitators) that are<br />
currently delivering services in <strong>Diving</strong> will use the LTAD plan to review their<br />
existing activities and programmes, with a view to meeting the outlined LTAD<br />
principles. In time, the LTAD framework should help all diving implementers and<br />
facilitators to re-engineer their activities to meet the framework. For those<br />
organisations new to diving, the LTAD framework should be used as a useful guide<br />
to developing new programmes and activities. If greater programme alignment can<br />
be achieved, it will help to ensure that all organisations contribute collectively<br />
towards achieving the goals and targets outlined in the ‘Where we would like to<br />
be’ section of this plan, i.e. to provide the best diving experience possible, based<br />
on the needs of the diver, irrespective of ability and motivation.<br />
Appendix 11 lists the implementers and facilitators at each stage of the LTAD<br />
model. Although there may be a number of implementers in each local authority<br />
area, it is important to emphasise that there should be strong, cooperative<br />
relationships between them and that an athlete centred approach be adopted. This<br />
is likely to raise a number of challenges, both locally and nationally: for example<br />
there should be:<br />
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A common learn to dive syllabus adopted nationally. This should be linked locally<br />
into learn to swim programmes to create common pathways through to diving<br />
programmes.<br />
No gaps, between the implementers of the 5 LTAD stages, particularly between the<br />
FUNdamentals and <strong>Diving</strong> Skills stages.<br />
A recognition and acceptance that not all diving clubs and Local Authority<br />
programmes will be able to deliver effectively at all levels.<br />
A need to create a number of ‘Performance’ centres to service the needs of clubs<br />
and Local Authority schemes in order to service the LTAD framework.<br />
Clearly define the roles and responsibilities for each implementer and facilitator, to<br />
avoid unnecessary duplication and gaps.
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Clear rules of engagement between clubs and coaches, managers and coaches /<br />
clubs to ensure that divers progress to the appropriate training environment for<br />
their needs rather than being held back. This will require guidance from the ASA,<br />
British <strong>Diving</strong> and the British <strong>Diving</strong> Coaches Association (BDCA).<br />
Resources targeted where they will make the most difference.<br />
An LTAD approach is as much about health, fitness, wellbeing and enjoyment as it<br />
is about identifying and developing talented divers. In reality a two pronged<br />
approach with talent development and club based development running parallel,<br />
which will allow transition from one stream to another throughout the LTAD<br />
Framework. For example a diver identified with talent who makes the decision not<br />
to continue in a programme which requires 16 hours + training per week but wishes<br />
to remain in the sport and compete at a lower level maybe 6 –10 hours per week<br />
training. Equally talent must be given the opportunity to flourish and reach their<br />
full potential. Scientists have argued convincingly that it takes a minimum of 10<br />
years or 10,000 hours of training to excel at anything. However this is dependent<br />
upon the optimal environment for the diver being in place at each stage of the<br />
development pathway.<br />
There are three key ways in which LTAD principles will be implemented:<br />
Teacher, Coach & Club Education<br />
Club Development<br />
Restructuring of the National and Regional Competition Programme.<br />
<strong>Diving</strong> has a current accreditation system, which deals only with the World Class<br />
Programmes. These are established clubs / centres providing diving at World Class<br />
Start, Potential or Performance on an ongoing basis. These centres / clubs provide<br />
diving from FUNdamentals through to Training to Train, Training to Compete or<br />
Training to Win stages. However this is a small section of the sport accounting for<br />
16% of clubs although this takes into account 30% of diving participants.
<strong>Diving</strong> needs to implement a ‘club accreditation’ programme which will encourage<br />
clubs to:<br />
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Audit their existing activities and identify current strengths and weaknesses.<br />
Identify their future direction and aspirations<br />
Produce an action plan that will help meet their future direction and aspirations<br />
and bridge any gap(s) that may exist between their current position and the criteria<br />
for S21 <strong>Diving</strong>.<br />
To achieve S21 <strong>Diving</strong> accreditation at one or more of the 4 levels (Appendix 6b<br />
shows how the S21 <strong>Diving</strong> levels relate to the LTAD framework);<br />
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Teaching - FUNdamnetals<br />
Skill Development – Learning to Train ( <strong>Diving</strong> Skills)<br />
Competitive Development – Training to Train & Training to Compete<br />
Performance – Training to Win<br />
Note: S21 <strong>Diving</strong> is based upon the ASA’s Swim 21 model and system<br />
The current ASA diving coach education, certification and development programme<br />
is subject to review in line with recent recommendations from the Government’s<br />
Coaching Task Force (Department of Culture, Media and Sport 2002). In addition, it<br />
is intended that the LTAD principles permeate throughout the ASA’s revised coach<br />
education and development programme. Appendix 10a&b provides a summary of<br />
what the revised coach education framework might look like.<br />
Central to the implementation of the LTAD principles for diving is the need for<br />
accessible and affordable water time. <strong>Diving</strong>, more than many sports including<br />
swimming are totally reliant upon the provision of facilities by local authorities.<br />
Local Authorities are often faced with conflicting demands on the hire of water<br />
time. Recent changes in the design of diving pools to include movable floors means<br />
diving activities are constantly in competition with alternative activities, which use<br />
the pool in a shallow water setting such as aqua aerobics, learn to swim and<br />
swimming training.<br />
Traditionally activities which provide high user figures such as learn to swim take<br />
precedence, while diving activities are left to function in unsociable times 8.00 pm
onwards or mornings. An LTAD athlete centred approach advocates that the<br />
requirements of the diver come first, with general activities (public sessions)<br />
access the remaining time. In short a complete reversal of the current situation.<br />
Current facilities where this approach is adopted inadvertently have training<br />
programmes, which follow the LTAD approach. For the remaining Local Authorities<br />
it will require a complete change in the programming of facilities.<br />
Local Authorities, who operate successful diving schemes, do so as a result of<br />
reinvesting income from ‘Learn to Dive’ into the <strong>Diving</strong> Development Programme.<br />
As a result local depth of numbers to support an athlete centred programme is<br />
created. Authorities however, who run a token ‘Learn to Dive’ programme, do so as<br />
a source of income without consideration of ‘diver opportunities’. Often there are<br />
no route-ways and the programme serves no end. In addition there are clubs<br />
existing alongside learn-to-dive schemes with no formal links. Natural Progression<br />
is restricted and in some cases the learn-to-dive teachers have no link with the<br />
club coaching staff.<br />
To create a system that supports an athlete centred approach Local Authorities and<br />
pool operator’s needs to implement the following:<br />
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Reinvest income from Learn to Dive into development and competitive<br />
programmes.<br />
Review pool usage to allow diving activities to take place at appropriate times for<br />
the users. Learn to Dive and development groups late afternoon and competitive<br />
groups similarly late afternoon early evening as well as access in the mornings –<br />
preschool / work.<br />
Access to support facilities such as gymnasium, trampoline and weight training<br />
rooms.<br />
The regular maintenance of diving equipment and the flexibility to develop specific<br />
training equipment such as warm up areas, dry boards, and trampolines in areas<br />
accessible to the athletes.<br />
School / Club Links<br />
It is essential that diving create links between clubs and schools at every stage of<br />
the LTAD Model. In the FUNdamental stage clubs and Learn to Dive programmes
need to link with Learn to Swim programmes to provide ‘diving basics’ as well as<br />
establishing entry routes into the sport. Also at this level clubs and schemes<br />
equipped with trained TID coaches need to implement schools based testing<br />
programmes to source children with the physical attributes to progress to the Learn<br />
to Train, Compete and Win phases. This process, which sources children in the 98 th<br />
percentile, also serves to provide entry routes into the sport and enhance school -<br />
club links. As athletes advance the school will be more inclined to support the<br />
development process having been integral in facilitating the Talent Identification<br />
process.<br />
As a diver progresses from <strong>Diving</strong> Skills to Training to Train, Compete and<br />
eventually Training to Win the demands both physically, emotionally and socially<br />
need to be addressed by an understanding and supportive education establishment.<br />
A balance between the increased demands from training volume and load and<br />
academic results should be sought. This will only occur with close links between<br />
clubs and school staff such as Gifted and Talented Coordinators. This may take the<br />
shape of a flexible academic programme for the athlete such as access to quiet<br />
areas and libraries during breaks and lunch hours to complete homework as well as<br />
the understanding not to pressure athletes into school teams or participate in P.E<br />
classes at the detriment of the athletes health and well being. Taking a well-tuned<br />
high performance car, the ¼ mile to the local shops serves no purpose other than<br />
inflating the ego of the driver. In the same way giving an athlete rest will allow<br />
them to perform at their best in the competitive arena, on the racetrack.<br />
The diver will need to attend training camps and competitions throughout the<br />
season. Generally they will fall on weekends, however this will result in the same<br />
academic subjects being missed due to travel arrangements. A supportive school<br />
can balance the work missed, by advanced planning and task setting, liasing with<br />
club, diver, and national staff to achieve academic goals. In the same way camp<br />
staff need to provide ‘down time’ sessions in which the diver can complete<br />
academic assignments.