& Train to Compete
Fundamental skills open the door to
lifelong sport and activity.
There are fundamental movement
skills that children should master that will find make it
easier to learn essential beginning sport skills which provides
opportunities to new sports and physical activities.
Without some skills,
struggle to participate in some types of activities. Activeforlife.ca provides
a dynamic tool where you can see the skills that your child needs to
participate with confidence in sport and physical activity.
are linked to child development
Training to Compete
At the Train to Compete stage
of Long Term Athlete Development (LTAD), this is where competition
becomes “serious.” Athletes enter this stage after they have chosen to
specialize in one sport and their long term goal is to commit their
efforts to achieve their highest potential level of competition.
Athletes need to commit to
a high-volume and high-intensity training program
throughout the year. Instruction in physical skills is taught as part
of comprehensive instructional program that also includes topics such
as nutrition, sport
psychology, recovery and regeneration, injury prevention, and injury
Formal competition becomes more
prominent in annual per iodized
training, competition and recovery plans, and includes major national
and international events.
The average community sport
program participant is not a candidate for the Train to Compete
program. They are committed athletes, with recognized talent, who
have chosen an elite pathway that few others pursue.
The Train to Compete stage of
Long Term Athlete Development (LTAD) should be considered as a dress
rehearsal for the Train
to Win stage. Train to Compete maximizes all of the physical, mental,
cognitive, and emotional capacities of the athlete. It also teaches the
athlete how to handle the distractions of elite sport, such as travel,
weather, different competition venues, media, spectators, and difficult
Winning becomes a major focus
for participants of the Train to Compete program. Coaches should help
their athletes to select specific competitions that
support strategic athlete development. The learning and development
that occurs during these competitive events will prepare athletes for
the next stage in their sporting progress, Train to Win.
General considerations during Train to Compete
- Provide year-round, high intensity, individual event and
- Have athletes perform their skills under a variety of
competitive conditions during training.
- Place special emphasis on optimum preparation by modeling
high-level competition in training.
- Continue to tailor and refine individual fitness programs,
recovery programs, psychological preparation, and technical development.
- Emphasize individual preparation that addresses each
athlete’s individual strengths and weaknesses.
- Athletes must strive to deliver consistent high
performance results in both training and competition.
- Coaches should consistently use periodization plans as the
framework of preparation according on the periodization recommendations
of their sport’s Long Term Athlete Development (LTAD) plan.
- Coaches and athletes must plan for tapering and peaking
for competition, to accommodate the large increase in training volume.
Tapering means reducing both
intensity and volume in training
as athletes approach the date of major competition events. Tapering
allows athletes to peak for major competitions, ensuring that they will
perform at their best.
Students at the University of
Saskatchewan students created this video
30 Aug. 2012 by
Judith Lavoie, Times Colonist
Correct warm-up routines at an
early age encourage a lifelong
healthy, active lifestyle, says Richard Way, Canadian Sport for Life
project manager. But, too
injuries lead young people down the path of obesity and an aversion to
sports, he said. Read more
There is a difference between
to skate and training to compete!
There is a difference in learning how to
from a coach and
performing the tasks individually compared to developing the skills to
do multiple skills in a continuous performance.
The addition of performing a
choreographed program of the same skills to a musical section with
transitions that tie the athletic skills with the necessary performance
skills increases the difficulty.
Some individuals can achieve the
necessary performance, but when they attempt to duplicate their efforts
in front of and audience of judges and spectators, they develop a form
of "performance anxiety" that can be severely debilitating in extreme
Athletes can start competing by
participating in a recreational skating programs such as the ISI and
USFS Basic Skills "Learn to Skate" programs.
A comprehensive training program can be
designed by a skating coach. Such a program should be patterned after
training used to
skaters who can become a consistent performer with the stamina to
complete at a senior level in free style, pair, dance, or synchronized
skating events. Competing is not a sprint, but requires consistently
improving throughout a competitive season without the loss of energy
technical proficiency as the each performance ends. Remember that it is
the final performance at the season's last competition that crowns the
winner for that year.
It is extremely important to avoid
acquiring basic technical errors at the beginning stage because the
skater, parent, and/or coach rushes to have the athlete starting to
learn jumps and spins without acquiring the essential body control to
perform essential edges and turns at a wide range of effortless flow
over the ice.
- Learning Theories
The database contains brief summaries of 50 major
theories of learning and instruction.
- Social learning theory focuses on the learning that occurs within a social
context. It considers that people learn from one another.
- Learning Theories
One of the key issues to look at when examining any Learning Theory is
Transfer of Learning.
The following internet
links have been
gleaned from personal communications
public institutions and athletic
have a web presence with information concerning team
materials are copy protected.
The limited use of the
materials for education purposes is allowed providing
credit is given
for the source of the materials.