The Social Construction of the Long-Term Athlete Development Framework

This article examines the social construction of the Long-Term Athlete Development (LTAD) framework (Balyi et al., 2005; 2014) and the Canadian Sport for Life Leadership Team (now Sport for Life), the group responsible for the creation, development and promotion of LTAD. In particular, the study draws upon Schneider and Ingram’s theory of social construction and policy design and empirical data collected from the leadership team and senior civil servants to trace the socio-political developments that have led to the emergence and development of the LTAD framework and the leadership team within Canadian sport. The analysis focuses on the role of government (via Sport Canada) and how the LTAD framework and the leadership team emerged from and attempted to influence the Canadian sport policy process. The findings reveal how the adoption of the LTAD framework can, in part, be explained by the socio-political developments or ‘politicking’ that occurred within and around the creation, development and dissemination of the framework itself. More broadly, the study explains how the LTAD framework has become an increasingly orthodox conception of the athlete development process despite the absence of scientific research to support many of its claims

A Four-Week Fundamental Motor Skill Intervention Improves Motor Skills in Eight to 10-Year-old Irish Primary School Children

Aim: To determine if a four-week fundamental motor skills intervention improves fundamental motor skills in Irish school children. Methods: 100 Primary School boys (n = 58) and girls (n = 42) participated in this study (Age 9 ± 1 years, equally divided into a control and intervention group. Proficiency was assessed qualitatively using the Fundamental Motor Skills Quotient (FMSQ) pre and post intervention, and between gender. Results: There was no change in the control group over time (p = 0.54; Mean change = 0.06 [−0.14 to 0.26]; Cohen’s d = 0.01 [Trivial]). In the intervention group, both the male (p ≤ 0.001; Mean diff = 0.893 [7.79 to 10.08]; Cohen’s d = 2.24 [V. Large]), and female group (p ≤ 0.001; Mean diff = 11.85 [10.45 to 13.25]; Cohen’s d = 3.54 [V. Large]) significantly improved fundamental motor skills scores. A four-week intervention is effective at improving FMSQ

Developmental contexts and features of elite academy football players: Coach and player perspectives

Player profiling can reap many benefits; through reflective coach-athlete dialogue that produces a profile the athlete has a raised awareness of their own development, while the coach has an opportunity to understand the athlete's viewpoint. In this study, we explored how coaches and players perceived the development features of an elite academy footballer and the contexts in which these features are revealed, in order to develop a player profile to be used for mentoring players. Using a Delphi polling technique, coaches and players experienced a number of 'rounds' of expressing their opinions regarding player development contexts and features, ultimately reduced into a consensus. Players and coaches had differing priorities on the key contexts of player development. These contexts, when they reflect the consensus between players and coaches were heavily dominated by ability within the game and training. Personal, social, school, and lifestyle contexts featured less prominently. Although 'discipline' was frequently mentioned as an important player development feature, coaches and players disagreed on the importance of 'training'

Back to the Future – In support of a renewed emphasis on generic agility training within sports-specific developmental pathways

Perhaps as a consequence of increased specialism in training and support, the focus on engendering and maintaining agility as a generic quality has diminished within many contemporary sports performance programmes. Reflecting this, we outline a rationale suggesting that such a decreased focus represents an oversight which may be detrimental to maximising the potential of performers. We present an evidence-based argument that both generic and specific elements of agility performance should be consistently emphasised within long-term performance-training programmes. We contend that prematurely early specialisation in athlete development models can diminish focus on generic movement skill development with a subsequent detriment in adult performance. Especially when this is coupled with poor primary physical education and limited movement experiences. More speculatively, we propose that generic agility can play a role in operationalising movement development through facilitating skill transfer: thereby enabling the learning of new skills, reduce incidence of injury and facilitating re-learning of old skills during rehabilitation and Return-to-Play processes

Definitions, Foundations and Associations of Physical Literacy: A Systematic Review

Background: The concept of physical literacy has stimulated increased research attention in recent years—being deployed in physical education, sport participation, and the promotion of physical activity. Independent research groups currently operationalize the construct differently. Objective The purpose of this systematic review was to conduct a systematic review of the physical literacy construct,as reflected in contemporary research literature. Methods: Five databases were searched using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines for systematic reviews. Inclusion criteria were English language, peer reviewed, published by March 2016, and seeking to conceptualize physical literacy. Articles that met these criteria were analysed in relation to three core areas: properties/attributes, philosophicalfoundations and theoretical associations with other constructs. A total of 50 published articles met the inclusion criteria and were analysed qualitatively using inductive thematic analysis.Results: The thematic analysis addressed the three core areas. Under definitions, core attributes that define physical literacy were identified, as well as areas of conflict between different approaches currently being adopted. One relatively clear philosophical approach was prominent in approximately half of the papers, based on a monist/holistic ontology and phenomenological epistemology. Finally, theanalysis identified a number of theoretical associations, including health, physical activity and academic performance.Conclusions: Current literature contains different representations of the physical literacy construct. The costs and benefits of adopting an exclusive approach versus pluralism are considered. Recommendations for both researchers and practitioners focus on identifying and clearly articulating the definitions, philosophical assumptions and expected outcomes prior to evaluating the effectiveness of this emerging concept