Building a Foundation for Long-Term Athletic Development

David F. Stodden University of South Carolina

LTAD = Long Term = Initiate EarlyA Developmental Perspective

Models for Physical Development

What do All Models Have in Common? • Develop “Deep Grammar” Movement Principles (Clark, 2005)

– Weight Shift– Dynamic Balance– Dynamic Stability– Rotational Capability– Linear Translation of COM– Symmetrical Movement Coordination– Perturbation Response Mechanisms – Concentric/eccentric Muscle Action– Relative Timing of Sequential Movements

• In essence – Functional Movement Capability– The ability to coordinate & control your COM and extremities in a gravity-

based environment to effectively accomplish a goal.

How can Early Development of Coordination “Skill” Impact LTAD in Childhood?

Direct vs. Indirect Mechanisms• Place a high demand on the neuromuscular system (Direct)• Demonstrate high muscle activity/loading levels and resultant

force/power outputs (Direct)• Repeated high force/power outputs associated with practice and

performance promote muscular endurance (Direct)• Persistence in games and sports (i.e., running, dance, softball,

swimming, soccer, basketball, tennis) promote cardiorespiratory endurance and PA (indirect)

• Increased persistence in activities inherently demanding skill development of muscular strength/endurance and cardiorespiratory endurance and influence body composition (indirect & direct)

• Improved skill development impacts perceived competence/self efficacy across time (direct)

Early Development – Force/Strength

Strength is a multidimensional construct Physiologic

muscle fiber characertistics Muscle mass

Neural Intra-muscular coordination/control Inter-muscular coorindation/control

What are we developing in children? Neural – coordination & control Motor unit recruitment Motor Unit synchronization Rate of firing Decreased co-activation of agonists & antagonists

How does Development of Coordinated Movement Patterns in Early Childhood Relate to Athletic Development?

• “Deep Grammar” Principles

• Principles take years to Develop– If not developed early, will participation continue into middle/late

childhood? Lack of early success leads to decreased participation-• perceived competence • self-efficacy • motivation

Motor Coordination and Fitness Trajectories - 6-10 yrsRodrigues, Stodden & Lopes, submitted

Motor Coordination & PA - 6-9 yrsLopes VP, Rodrigues LP, Maia JA, Malina RM. 2010. Motor coordination as predictor of physical

activity in childhood. Scand J Med Sci Sports; 21:663-9

Motor Coordination – BMID’hondt, E.D., Deforche, B. Vaeyens, R. et al., 2011. Gross motor coordination in relation to weight status and

age in 5- to 12-year-old boys and girls: A cross-sectional study. International Journal of Pediatric Obesity, 6 (2), 1-9

Faigenbaum et al., 2011 Pediatric Exercise Science, 2011, 23, 573-584

• INT (N = 40) 7-8 yrs.– 12 min – 2/wk for 8 weeks (presses, jumps, gross coordination activities)

• Progressed in complexity of BW exercises across 8 weeks.

Long-Term effects? Proficiency Barrier?Stodden, et al. (2013). Associations among selected motor skills and health-related

fitness: Indirect evidence for Seefeldt’s proficiency barrier? RQES, 84, 397-40.

When do we need to start LTAD?What is missing? A Foundation!

• Early Childhood – 3 to 6 yrs– Develop “Deep Grammar”– “FUN”damental motor skills - functional movement capabilities

• Coordination & Control – Neuromotor Development

– Perceived competence is always high – so keep it high• If FMS is low in middle childhood (7-9 yrs), perceived competence,

self efficacy, motivation to participate will follow

• What if 7-9 year-old is lacking “Deep Grammar”? – Are they still participating? It may already be too late…– Consequences for LTAD, but also for lifespan health trajectories– Future injury risk?