Building a Foundation for Long-Term
Athletic Development
David F. Stodden
University of South Carolina
LTAD = Long Term = Initiate Early
A Developmental Perspective
Models for Physical Development
What do All Models Have in Common?
• Develop “Deep Grammar” Movement Principles (Clark, 2005)
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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 gravitybased 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
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Strength is a multidimensional construct
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Physiologic
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muscle fiber characertistics
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Muscle mass
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Neural
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Intra-muscular coordination/control
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Inter-muscular coorindation/control
What are we developing in children?
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Neural – coordination & control
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Motor unit recruitment
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Motor Unit synchronization
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Rate of firing
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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 yrs
Rodrigues, Stodden & Lopes, submitted
Motor Coordination & PA - 6-9 yrs
Lopes 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 – BMI
D’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?