VOLLEYBALL
CONTENT
Foreword , President of VSA
2
Acknowledgements
2
Glossary of Terms
3
Introduction
6
Current Status
7
• Where are we now?
• Where do we want to be?
• How are we going to get there?
7
8
8
What is LTPD
9
10 key factors
10’s of Training and Performance
10
19
Stages in development
24
Player Pathway (Beach vs Indoor)
Active Start
FUNdamentals
Learning to Train
Training to Train
Training to Compete
Training to Win
Active for Life
25
26
28
30
32
34
36
38
Competition Planning
39
Implementation Plan
40
Appendixes
Coaching Alignment
Talent Id
41
References
43
G
VOLLEYBALL SOUTH AFRICA LTPD MODEL
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FOREWARD BY THE PRESIDENT , MR TUBBY REDDY
VOLLEYBALL SOUTH AFRICA LTPD MODEL
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ACKNOWLEDGEMENTS
The Volleyball SA Long-Term ParticipantDevelopment (LTPD) draft document is the work
of the task team:
S.VARDHAN

L. GROENWALD

C. AFRIKA

H. COOPSAMY

T. MABEKA

A. STRYDOM

G. RORICH
The group wishes to acknowledge

Volleyball South Africa for appointing them and for embarking on this new journey
of changing the status of Volleyball in South Africa.

Istvan Balyi for sharing his knowledge and wisdom and for allowing us the use of
his publications.

SASCOC's High Performance - Coaches Development Department.
A
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GLOSSARY OF TERMS
Adaptation refers to a response to a stimulus or a series of stimuli that induces functional
and/or morphological changes in the organism. Naturally, the level or degree of
adaptations dependent upon the genetic endowment of an individual.However, the
general trends or patterns of adaptation are identified by physiological research, and
guidelines are clearly delineated of the various adaptation processes, such as adaptation
to muscular endurance or maximum strength.
Adolescence is a difficult period to define in terms of the time of its onset termination.
During this period, most bodily systems become adult both structurally and functionally.
Structurally, adolescence begins with acceleration in the rate of growth in stature, which
marks the onset of the adolescent growth spurt. The rate of statural growth reaches a
peak, begins a slower or decelerative phase, and finally terminates with the attainment of
adult stature. Functionally, adolescence is usually viewed in terms of sexual maturation,
which begins with changes in the neuroendocrine system prior to overt physical changes
and terminates with the attainment of mature reproductive function.
Ancillary Capacities refer to the knowledge and experience base of a player and
includes warm up and cool-down procedures, stretching, nutrition, hydration, rest,
recovery, restoration, regeneration, mental preparation, and taper and peak. The more
knowledgeable players are about these training and performance factors, the more they
can enhance their training and performance levels. When athletes reach their genetic
potential and physiologically cannot improve anymore, performance can be improved by
using the ancillary capacities to full advantage.
Childhood ordinarily spans the end of infancy – the first birthday – to the start of
adolescence and is characterized by relatively steady progress in growth and maturation
and rapid progress in neuromuscular or motor development. It is often divided into early
childhood, which includes preschool children aged 1 to 5 years, and late childhood, which
includeselementary school-age children, aged 6 through to the onset of adolescence.
Chronological age refers to “the number of years and days elapsed since birth.” Growth,
development, and maturation operate in a time framework; that is, the child’s
chronological age. Children of the same chronological age can differ by several years in
their level of biological maturation. The integrated nature of growth and maturation is
achieved by the interaction of genes, hormones, nutrients, and the physical and
psychosocial environments in which the individual lives. This complex interaction
regulates the child’s growth, neuromuscular maturation, sexual maturation, and general
physical metamorphosis during the first 2 decades of life.
Development refers to the interrelationship between growth and maturation in relation to
the passage of time. The concept of child development also includes the social,
emotional, intellectual, and motor aspects.
Growth refers to observable, step-by-step, measurable changes in body size such as
height, weight, and percentage
of body fat.
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Maturation refers to qualitative system changes, both structural and functional, in the
child’s progress toward
maturity. One example would be the change of cartilage to bone in the skeleton.
Peak height velocity (PHV) is the maximum rate of growth in stature during the
adolescent growth spurt. The age of maximum increase in growth is called the age at
PHV.
Physical literacy. Physical literacy is defined as the mastery of fundamental movement
skills and fundamental sport skills. “A physically literate person moves with poise,
economy and confidence in a wide variety of physically challenging situations, is
perceptive in reading all aspects of the physical environment. He/ she anticipate the
movement needs or possibilities, and responds appropriately with intelligence and
imagination." (Whitehead, 2001)
Puberty refers to the point at which an individual is sexually mature and able to
reproduce.
Readiness refers to the child’s level of growth, maturity, and development that enables
him/her to perform tasks and meet demands through training and competition. Readiness
and sensitive periods of trainability during growth and development of young athletes are
also referred to as the correct time for the programming of certain stimuli to achieve
optimum adaptation with regard to motor skills, muscular and/or aerobic power.
Sensitive period of accelerated adaptation to training refers to a point in the
development of a specific capacity (e.g.,stamina, strength, speed, skill, suppleness) when
experience or training has a marked effect on its development.
Skeletal age refers to the maturity of the skeleton determined by the degree of
ossification of the bone structure. It is a measure of age that takes into consideration how
far given bones have progressed toward maturity, not in size, but with respect to shape
and position to one another.
Trainability refers to the genetic endowment of athletes as they respond individually to
specific stimuli and adapt to it accordingly. Malina and Bouchard (1991) defined
trainability as “the responsiveness of developing individuals at different stages.
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INTRODUCTION
History
South Africa was isolated from the international sporting arena because of it’s apartheid
policies. During this period, there were two governing bodies for volleyball in South
Africa:1. South African Volleyball Union (SAVU) which catered for the white community
only.
2. Amateur Volleyball Association Of South Africa which catered for the “non white“
community.
With increasing pressure and isolation from the international arena, the government of the
day had to change. In 1992, the first merger talks were held to form one National
Governing Body in South Africa for volleyball.
These talks led to the formation of Volleyball South Africa.
Volleyball is very popular in primary and secondary schools. There is a huge following on
the recreational front as well as on the beach.
Since South Africa’s readmission into the international arena, we have had 4 Olympic
Games and had 4 qualifying opportunities. However we have managed to qualify for only
two. Volleyball South Africa was represented at the beach event in Greece and Beijing.
Like many other team sports in South Africa, volleyball is unable to achieve international
success. To this end , the President of Volleyball South Africa, Mr. Tubby Reddy, invited
administrators and coaches to a workshop in Johannesburg in 2009, to discuss the state
of volleyball in South Africa and to charter a new way forward.
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WHERE ARE WE NOW?
SHORTCOMINGS
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Our training and competitions are based on chronological age rather than
development age.
Training and competition in the developmental stages place too much emphasis on
winning rather than on process (training and development).
Younger athletes tend to under train and over compete.
Adult training and competition programmes are imposed on younger athletes.
Male training methods are imposed on females.
Fundamental movement and sport specific skills are not taught properly.
The most experienced coaches work with older high performance athletes, and
those that work with young athletes are inexperienced and lack skills that are
necessary for training.
Physical Education, recreational programmes and high performance programmes
are not properly integrated.
Lack of qualified coaches.
Lack of support for players and coaches.
CONSEQUENCES
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Younger athletes not having fun because they are forced into adult programmes
and the focus is on winning.
Younger athletes develop poor skills and movement abilities
Athletes are pulled in different directions by school/club/province and national
demands
Injuries, burn out and frustration
Participants are frustrated by lack of consistent and integrated support that is
required for them to perform well.
Lack of systematic development for the next generation of elite athletes.
WHERE DO WE WANT TO BE?
It was unanimously agreed that the way forward, would be for Volleyball South Africa, to
develop a long term participant development and long term coaches development
programme to:
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Create a vision that should be broad enough to encompass recreation and
competitive streams which are vital to our success.
The health and development of our junior athletes must be considered as they will
inherit the structure that we create.
Looking to the future, the Volleyball South Africa LTPD Task Group considers the
following objectives essential to our vision.
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•
•
•
•
•
•
•
•
•
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Aim for podium performance internationally
Align provincial, national and international competitions
Establish a national competition calendar aligning all
levels of volleyball within South Africa.
Embrace change as an opportunity to develop our sport
Ensure a balance of resources and energies for all
aspects of the sport, from recreational to elite
Improve international performances by offering better
developmental programmes
Monitor the growth and development of young paryticipants and use
this information to individualize training, competition and
recovery schedules
Ensure that calendar planning is in the best interest of the
athletes.
Improve awareness and understanding of how to create
more inclusive programs
Increase public awareness of the sport
This document describes the intended stage Development of Volleyball South Africa. It is
intended when completed to be the Volleyball South Africa model of Long-Term
Participant Development.
The stage development is designed with the following intention:
1. It is based on the age group classification of the FIVB
2. Mini volleyball will be played in primary schools so that the athletes can master the
skills of volleyball.
3. Athletes in the under 13 group will not play competitive 6 man volleyball.
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WHAT IS LTPD
LTPD is a training, competition, and recovery program based on developmental age —
the maturation level of an individual — rather than chronological age. It is athlete
centered, coach driven, and administration, sport science, and sponsor supported.
Athletes who progress through LTPD experience training and competition in programmes
that consider their biological and training ages in creating periodized plans specific to their
development needs.
Long term participant development:1. is based on the physical, mental, emotional, and cognitive development of children
and adolescents. Each stage reflects a different point in athlete development.
2. ensures physical literacy upon which excellence can be built and
•
•
builds physical literacy in all children, from early childhood to late
adolescence by promoting quality daily physical activity in the schools
and a common approach to developing physical abilities through
community recreation and elite sport programs.
recognizes the need to involve all South Africans in LTPD, including
athletes with a disability.
3.
ensures that optimal training, competition and recovery programmes are provided
throughout an athlete’s career.
4.
provides an optimal competition structure for the various stages of participant’s
development.
5.
has an impact on the entire sport continuum, including participants, parents,
coaches, schools, clubs, community recreation programs, provincial sport
organizations, national sport organizations , sport science specialists,
municipalities, and several government ministries and departments (particularly
but not exclusively in the portfolios of health and education) at the
provincial and national level
6.
integrates elite sport, community sport and recreation, scholastic sport, and
physical education in schools.
8.
supports our national policy of "getting the nation to play", and active and winning
nation
9.
promotes a healthy, physically literate nation whose citizens participate in lifelong
physical activity.
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10 KEY FACTORS INFLUENCING LTPD
1. THE FUNdamental
FUNdamental movements and skills should be introduced through fun and games.
FUNdamental sports skills should follow and include basic overall sports skills.
• . Physical literacy is defined as the mastery of fundamental movement skills and
fundamental sport skills. “A physically literate person moves with poise, economy and
confidence in a wide variety of physically challenging situations, is perceptive in reading
all aspects of the physical environment. He/ she anticipate the movement needs or
possibilities, and responds appropriately with intelligence and imagination." (Whitehead,
2001)
•
2.
Physical literacy should be developed before the onset of the adolescent
growth spurt.
SPECIALISATION
Sports can be classified as either early or late specialization sports. Early specialization
sports include artistic and acrobatic sports such as gymnastics, diving, and figure skating.
These differ from late specialization sports in that very complex skills are learned before
maturation since they cannot be fully mastered if taught after maturation.
Volleyball is an early introduction / late specialization sport meaning that peak
performance is achieved during athletes mid 20’s but that there must have been
significant sport exposure well before puberty.
Early specialization contributes to
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One-sided, sport-specific preparation
Lack of ABC’s (Agility, Balance, Coordination and speed), the basic movement and
sport skills
Creating stereo type athletes
Athletes being specialized in wrong positions
Overuse injuries
Early burnout
Early retirement from training and competition
Early involvement in the FUNdamentals stage is essential in late specialization sports.
Many sports resort to remedial programs to try to correct shortcomings.
33.
DEVELOPMENTAL AGE
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The terms “growth” and “maturation” are often used together and sometimes
synonymously. However, each refers to specific biological activities.
Growth refers to observable changes in quantity and measurable changes in body size
such as height, weight, and fat percentage. Maturation refers to qualitative system
changes, both structural and functional, in the body’s progress toward maturity such as
the change of cartilage to bone in the skeleton.
Development refers to “the interrelationship between growth and maturation in relation to
the passage of time. The concept of development also includes the social, emotional,
intellectual, and motor realms of the child.”
Chronological age refers to the number of years and days elapsed since birth. Children of
the same chronological age can differ by several years in their level of biological
maturation.
Developmental age refers to the degree of physical, mental, cognitive, and emotional
maturity.
Maturation in Girls and Boys (Adapted from G rowing U p
by J.M. T anner, Scientific American, 1973)
4.
TRAINABILITY
The terms “adaptation” and “trainability” are often used interchangeably in coaching.
However, the difference between them is significant.
Adaptation refers to changes in the body as a result of a stimulus that induces functional
and/or morphological changes in the organism. The degree of adaptation is dependent on
the genetic endowment of an individual. However, the general trends or patterns of
adaptation are identified by physiological research, and guidelines are clearly delineated
by the various adaptation processes, such as adaptation to muscular endurance or
maximum strength.
Trainability refers to faster adaptation to stimuli and the genetic endowment of athletes as
they respond individually to specific stimuli and adapt to it accordingly. Trainability has
been defined as the responsiveness of developing individuals to the training stimulus at
different stages of growth and maturation.
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The LTPD model will also take into consideration the point in the development of a
specific capacity when training has an optimal effect. This period is referred to as a
sensitive period of accelerated adaptation to training. Other factors that influence an
athlete’s development include readiness and critical periods of trainability during growth
and development of young athletes, where the stimulus must be timed to achieve
optimum adaptation with regard to motor skills, muscular, and/or aerobic power.
THE 5 BASIC Ss OF TRAINING AND PERFORMANCE ARE STAMINA
(ENDURANCE), STRENGTH, SPEED, SKILL, AND SUPPLENESS (FLEXIBILITY).
Stamina
The sensitive period of trainability occurs at the onset of Peak Height Velocity (PHV).
Aerobic capacity training is recommended before athletes reach PHV. Aerobic power
should be introduced progressively after growth rate decelerates.
Strength
The sensitive period of trainability for girls is immediately after PHV or at the onset of the
menarche, while for boys it is 12 to 18 months after PHV.
Speed
For boys, the first sensitive period for speed training occurs between the ages of 7 and 9
years and the second period occur between the ages of 13 and 16. For girls, the first
sensitive period for speed training occurs between the ages of 6 and 8 years and the
second window occur between the ages of 11 and 13 years.
Skill
The period for optimal skill training for boys takes place between the ages of 9and 12 and
between the ages of 8 and11 for girls, or more precisely before the onset of the growth
spurt.
Suppleness (Flexibility)
The window of optimal trainability for suppleness for both genders occurs between the
ages of 6 and10. Due to sudden growth special attention should be paid to flexibility
during PHV.
5.
HOLISTIC DEVELOPMENT
Training, competitive and recovery programmes should consider the physical, mental,
cognitive, and emotional development of each athlete.
Beyond the physical, technical, and tactical development – including decision-making
skills – the mental, cognitive, and emotional development should be enhanced.
A major objective of LTPD is a holistic approach to athlete development. This includes
emphasis on ethics, fair-play, and character building throughout the various stages, an
objective that reflects South African values.
Programming should be designed considering athletes’ cognitive ability to address these
concepts
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6.
PERIODIZATION
Simply put, periodization is time management. As a planning technique, it provides the
framework for arranging the complex array of training processes into a logical and
Scientifically based schedule to bring about optimal improvements in performance
Periodization sequences the training components into weeks, days, and sessions.
Periodization is situation specific, depending upon priorities and the time available
to bring about the required training and competition improvement. In the LTPD context,
periodization connects the stage the athlete is in to the requirements of that
stage.
Periodization organizes and manipulates the aspects of modality, volume, intensity, and
frequency of training through long-term (multi-year) and short-term (annual)
training, competition, and recovery programmes to achieve peak performances when
required.
Periodization, far from being a single fixed processor methodology, is a highly flexible
tool. When used appropriately, in conjunction with sound methodology and ongoing
monitoring and evaluation, it is an essential component in optimal sports programming
and athlete development at all levels.
LTPD addresses this requirement by developing periodization models for all stages,
taking into consideration the growth, maturation, and trainability principles that are unique
to the primary development stages — the first 2 decades of life — yet seamlessly
integrating with the subsequent stages of athletic performance and life.
LTPD is typically a 10 to 12 year process that optimizes physical, technical, tactical —
including decision-making— and mental preparation, as well as the supporting ancillary
capacities. Within LTPD is quadrennial planning, which refers to the 4-year Olympic and
Paralympics cycle for elite athletes, and the annual plan, which is based upon identified
periods of athletic preparation, competition, and the transition into the next calendar
plan.
Current examples of periodization models identified in the sport performance literature are
designed for the sub-elite and elite senior/mature performers. There is very little
information on periodization for children or adolescents or for athletes with a disability.
Single, double, triple, and multiple periodization formats follow the same principles with
frequently introduced prophylactic breaks; that is, programmed and prioritized
recovery and regeneration elements.
The terminology that describes the smaller subsets of time organized into blocks of
training or competition is macro, meso, and micro cycles. Macro cycles are the
largest blocks within a phase of training and are usually 8 to 16 or up to 52 weeks (annual
programme) in length. Mesocycles are smaller blocks of time, usually about a month. The
smallest training block is often organized as a microcycle and by convention is usually 7
days. The introduction of a recovery micro cycle determines the length of a mesocycle. T
7.
CALENDAR PLANNING FOR COMPETITION
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Optimal competition calendar planning at all stages is critical to athlete development. At
certain stages, developing physical capacities take precedence over competition. At later
stages, the ability to compete well becomes the focus.
Table # outlines general recommendations for the ratio of training to competition and
competition specific training. Consider how the quantity and quality of the training
competition program changes as long-term plans progress.
Table 1: Training to Competition Ratios
STAGES
RECOMMENDED RATIO
Active Start
All activity fun based
FUNdamentals
All activity fun based
Learn to Train
80% volleyball training, 20% competition and
competitionspecific training
Train to Train
70% volleyball training, 30% competition and competition
specific training
Train to Compete
50% volleyball training, 50% competition and competition
specific training
Train to Win
30% volleyball training, 70% competition and competition
specific training
Active for Life
Based on individual’s desire
Optimal competition to training ratios should be utilized for all stages of LTPD and the
following points should be considered when planning competitions.

The level and length of the competitive season should be aligned with the
changing needs of the developmental athlete progressing through LTPD.
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The appropriate level of competition is critical to the technical, tactical, and mental
development at all stages.
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The current system of competition is based on tradition. It should instead be
planned to enhance optimal training and performance of the athlete depending
upon the LTPD stage.
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Volleyball competitions in South Africa must be created and scheduled considering
strategic planning and with due regard for the optimal performance of the athlete
and his or her peaking requirements.
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A systematic competition review needs to be undertaken. This is a significant
challenge for LTPD design and implementation. An initial competition review is
presented later in this document but further development will be needed to build a
system of competition that best suits the needs of our athletes.
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8.
SYSTEM ALIGNMENT AND INTEGRATION
This is a generic model that illustrates the various performance priorities that LTPD
addresses and the system development it affects. It was created with input from all levels
of sport administration across the country and represents a “one country, one system
“approach to sport. The seven generic stages of the LTPD model are represented in the
following illustration.
System Alignment and Integration ( Balyi et. al 2005 ).
Training to Win
Training to
Compete
Active
Training to
Train
Learning to
Train
for
Life
Other
Sports
FUNdamentals
Active Start
Performance Priorities
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Athlete Performance and Support
Coach Education and Support
Competition
Equipment
Facility Access
Sport Medicine
Sport Science
Talent Identification – Scouting
Teams
National,
Provincial
Club
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Training
Research
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System Development
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Clubs
Community Initiatives
Communications
Facility Plans
Financial Sustainability
Governance
Games
International
National
Provincial
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Event Hosting
Human Resource
Marketing
Organizational
School Sport Academies and other Initiatives
Risk Management
Sport Sector
Technology
Volunteers
For Volleyball South Africa to fully embrace the concept of “ one country, one system “ the
following concepts should be integrated into our model:
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LTPD is the core business of national, provincial and local sport organizations.
LTPD is a tool for change towards full system alignment and integration.
A seamless, sport-specific LTPD model should be based on national and
international normative data, both Volleyball specific and sport science.9
 After the LTPD design is completed, a Volleyball-specific system of competition
should be established that matches the competitive needs of developmental
athletes during Learning to Train,Training to Train,Training to compete,Training to
win and Active for life.
 The content of training, competition, and recovery during the FUNdamentals,
Learning to Train, and Training to Train stages are defined, taking into
consideration the developmental levels of the athletes as these relate to the
physical, technical, tactical — including decision making— and mental
requirements of the sport, rather than being based on chronological age.
 LTPD is an athlete-centered approach designed around the needs of athletes and
institutionalized by rationalization of the system by sport governing bodies.

The process of designing and implementing LTPD programs is
participantcentered, coach driven, administration, sport science, and sponsor
supported.
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
LTPD has a strong impact on the coaching education curriculum. Developmental
readiness will replace ad hoc decision-making about programming preparation.
The tablebelow illustrates the relationship between National and Local agencies and
programs. LTPD must be supported and promoted by all level of Government.
Why sport is
supported
Where athlete development happens
Stages of LTPD
Improved quality of
life
Coaching
Volunteering
Officiating
Administrating
Sport Institutes
South African Sport Centres
National Training Centres
Universities
Colleges
Forces
Provincial Rep. Teams
Provincial Training Centres
Provincial Games
Sport Schools
Sport Academies
High Performance Clubs
Regional Training Centres
Age Group Rep. Teams
Clubs and Schools
Schools
Community Centres
Clubs and Homes
Active for Life
Clubs
Community Centres
Daycare
Home
Active Start
Economic
development
Community safety
Environmental
sustainability
Improved population
health
Higher educational
standards
Training to Win
Training to
Compete
Training to Train
Learning to Train
FUNdamentals
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LTPD plans for participants with a disability need to be developed on a sport-bysport basis taking into account the specific needs of individuals with a congenital
or acquired disability.
 The content of training, competition, and recovery during the FUNdamentals,
Learning to Train, and Training to Train stages are defined, taking into
consideration the developmental levels of the athletes as these relate to the
physical, technical, tactical — including decision making
— and mental requirements of the sport, rather than being based on chronological
age.
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LTPD is an athlete-centered approach designed around the needs of athletes and
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institutionalized by rationalization of the system by sport governing bodies.
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The process of designing and implementing LTPD programs are athlete centered,
coach driven, administration, sport science, and sponsor supported.
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LTPD has a strong impact on the coaching education curriculum. Developmental
readiness will replace ad hoc decision-making about programming preparation.
Activities of schools, communities, clubs, PSOs, and NSOs should be fully
integrated through LTPD
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9.
THE 10-YEAR RULE (COMPETITION/PODIUM STREAM)
Scientific research has concluded that it takes a minimum of 10 years and 10,000 hours
of training for a talented athlete to reach elite levels. For athlete and coach, this translates
into slightly more than 3 hours of training or competition daily for 10 years.
This factor is supported by The Path to Excellence,(Gibbson, ed., 2002), which provides a
comprehensive view of the development of U.S. Olympians who competed between 1984
and 1998. The results reveal that
•
U.S. Olympians begin their sport participation at the
average age of 12.0 for males and 11.5 for females.
•
most Olympians reported a 12- to 13-year period of talent
development from their sport introduction to making an Olympic team.
 Olympic medalists were younger — 1.3 to 3.6 years— during the first 5 stages
of development than non medalists, suggesting that medalists were receiving
motor skill development and training at an earlier age.
However, caution must be taken not to fall into the trap of early specialization in late
specialization sports as is the case with volleyball.
10.
CONTINUOUS IMPROVEMENT
The concept of continuous improvement, which permeates LTPD, is drawn from the
respected Japanese industrial philosophy known as Kaizen.
Continuous improvement ensures that:
•
LTPD responds and reacts to new scientific and sport
specific innovations and observations and is subject to
continuous research in all its aspects.
•
LTPD, as a continuously evolving vehicle for change,
reflects all emerging facets of physical education, sport,
and recreation to ensure systematic and logical delivery
of programs to all ages.
•
LTPD promotes ongoing education and sensitization of
federal, provincial, and municipal governments,
the mass media, sport and recreation administrators,
coaches, sport scientists, parents, and educators about
the interlocking relationship between physical education,
school sport, community recreation, life-long physical
activity, and high performance sport.
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A commitment must be made by all parties to invoke the spirit of continuous improvement
at all times. Regular reviews of the Volleyball sport system must be undertaken and
relevant upgrades integrated at the earliest opportunity.
THE TEN Ss OF TRAINING, COMPETITION AND RECOVERY PROGRAMS AND
PROPER LIFESTYLES.
To develop a holistic training, competition and recovery programme and a proper lifestyle
there are Ten S’s of training which need to be integrated when developing annual
training, competition and recovery plans. Each of these capacities is trainable throughout
an athlete’s lifetime, but there are clear periods (or sensitive periods) in the development
of each capacity during which training produces the greatest benefit to each athlete’s
improvements. The windows of trainability refer to periods of accelerated adaptation to
training during the sensitive periods of pre-puberty, puberty and early post-puberty.
The windows are fully open during the sensitive periods of accelerated adaptation
to training and partially open outside of the sensitive periods.
These sensitive periods vary between individuals as each athlete is unique in his or her
genetic makeup. While the sensitive periods follow general stages of human growth and
maturation, scientific evidence shows that humans vary considerably in the magnitude
and rate of their response to different training stimuli at all stages. Some players may
show potential for excellence by age 11, whereas others may not indicate their promise
until age 15 or 16. Consequently, a long-term approach to athlete development is needed
to ensure that players who respond slowly to training stimuli are not “shortchanged”
in their development.
“Developing children for and through sport must make the most efficient use of the
most Important development phases, which are pre puberty, puberty and early
post-puberty”
- Dr. Ekkart Arbeit
10 S’S
Stamina (Endurance)
The sensitive period for training stamina occurs at the onset of the growth spurt or Peak
Height Velocity (PHV), commonly known as the adolescent growth spurt.
Athletes need increased focus on aerobic capacity training (continuous or aerobic interval
workloads) as they enter PHV, and they should be progressively introduced to aerobic
power training (anaerobic interval workloads)as their growth rate decelerates. However,
sport-specific needs will determine “how much endurance is enough” In a particular sport,
thus minor or major emphasis of training the aerobic system will be defined by sport
specific and individual specific needs. You need to change the generic description to
volleyball specific information – how much endurance you need in volleyball???
A reminder: The windows are fully open during the sensitive periods of accelerated
adaptation to training and partially open outside of the sensitive periods.
Strength
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There are two windows of optimal trainability for strength in girls: immediately after PHV
and after the onset of menarche. Boys have one strength window, and it begins
12 to 18 months after PHV. Again, sport-specific needs will determine “how much
strength is enough” in a particular sport, thus minor or major emphasis of training strength
will be defined by sport-specific and individual specific needs. You need to change the
generic description to volleyball specific information – how much strength you need in
volleyball???
A reminder: The windows are fully open during the sensitive periods of accelerated
adaptation to training and partially open outside of the sensitive periods.
Speed
There are two windows of optimal trainability for speed. For girls, the first speed window
occurs between the ages of six and eight years, and the second window occurs between
11 and 13 years. For boys, the first speed window occurs between the ages of seven and
nine years, and the second window occurs between 13 and 16 years.
During the first speed window, training should focus on developing agility and quickness
(duration of the intervals is less than five seconds); during the second speed window,
training should focus on developing the anaerobic and lactic power capacity energy
systems(duration of the intervals is 10-20 seconds).
It is highly recommended that speed should be trained on a regular and frequent basis,
for example, at every training session as part of the warm-up. Towards the end of the
warm up or immediately after the warm-up there is no central nervous system or
metabolic fatigue present in the organism, and therefore this is an optimal time to train
speed.
The volume of training should be low and allow full recovery between exercises and sets.
Short acceleration with proper posture and elbow and knee drive, take-off
speed and segmental speed should be trained regularly outside of the window of optimal
trainability for speed.
In addition, proper blocks of training should be allocated to speed training during the
periodized annual training, competition and recovery program according to seasonal
and the sport-specific requirements.
A reminder: The windows are fully open during the sensitive periods of accelerated
adaptation to training and partially open outside of the sensitive periods.
Skill
Girls and boys both have one window for optimal skill training. For girls, the window is
between the ages of 8 and 11 years, while in boys it is between 9 and 12 years, or more
precisely before the onset of the growth spurt. During this window, young athletes should
be developing physical literacy. Physical literacy is the development of fundamental
movement skills and fundamental sports skills that permit a child to move confidently and
with control, in a wide range of physical activity and sport situations. It also includes the
VOLLEYBALL SOUTH AFRICA LTPD MODEL
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ability to “read” what is going on around them in an activity setting and react appropriately
to those events. Physical literacy is the foundation of life-long involvement in physical
activity and also for high performance participation.
A reminder: The windows are fully open during the sensitive periods of accelerated
adaptation to training and partially open outside of the sensitive periods.
Suppleness
The window of optimal trainability for suppleness occurs between the ages of 6 and 10
years in both girls and boys. However, because of the rapid growth, special attention
should also be paid to flexibility during the growth spurt.
A reminder: The windows are fully open during the sensitive periods of accelerated
adaptation to training and partially open outside of the sensitive periods.
Structure / Stature
This component addresses the seven stages of growth in the human body linking them to
the windows of optimal trainability. (Phase 1: very rapid growth; Phase 2: very rapid
deceleration; Phase 3: steady growth; Phase 4: rapid growth; Phase 5: rapid deceleration;
Phase 6: slow deceleration; Phase 7: cessation of growth) It recognizes stature (the
height of a human) before during and after maturation guiding a coach or parent to the
measurements needed to track growth.
Figure x
Phases of Measurement of Growth
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The tracking of stature as a guide to developmental age allows planning to address the
critical or sensitive periods of physical (endurance, strength, speed and flexibility) and skill
development. Diagnostics to identify individually relevant critical periods of accelerated
adaptation to training is essential to design and implement optimal training, competition
and recovery programs.
(p)Sychology
Sport is a physical and mental challenge. The ability to maintain high levels of
concentration, remain relaxed with the confidence to succeed are skills that transcend
sport to everyday life. To develop the mental toughness for success at high levels
requires training programmes which are designed specific to the gender and LTPD stage
of the athlete. The training programmes should include key mental components identified
by sport psychologists: concentration, confidence, motivation and handling pressure. As
an athlete progresses through LTPD stages
The mental training aspect will evolve from:


having fun and respecting opponents;
to visualization and self awareness; to goal-setting, relaxation and positive self talk
To master the mental challenge of sport those basic skills are then tested in increasingly
difficult competitive environments. Ultimately the planning, implementing and refining of
mental strategies for high level competition will determine podium performances.
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The mental training program is critical at any LTPD stage as dealing with success and
failure will determine continuation in sport and physical activity, therefore dramatically
affecting an individual’s lifestyle.
10 S’S
27
Sustenance
Sustenance recognizes a broad range of components with the central theme of
replenishing the body. This is to prepare the athlete for the volume and intensity
required to optimize training or living life to the fullest.
Areas addressed are: nutrition, hydration, rest, sleep and regeneration, all of which need
to be applied differently to training (life) plans depending on the stage within the
LTPD. Underlining sustenance is the need for optimal recovery management moving the
athlete to the 24/7 model which places a high degree of importance on the individual’s
activities away from the field of play. For proper sustenance and recovery management
there is a need to monitor recovery through the identification of fatigue.
Fatigue can come in many forms including:



metabolic; neurological; psychological; environmental and travel.
While overtraining or over-competition can lead to burn-out
improperly addressing sustenance can lead to the same result.
Schooling
In training programme design, the demands of school must be considered. This is not
only limited to the demands placed by school sports or physical education classes but
also includes integrating school academic loads, duties, school related stresses, and
timing of exams.
When possible, training camps and competition tours should compliment, not conflict, with
the timing of schools major academic events.
Overstress should be monitored carefully. Overstress refers to the everyday stresses of
life, like school exams, peer groups, family, boyfriend or girlfriend relationships as well as
increased training volume and intensities.
Interference from other school sports should be minimized; communication between
coaches who are responsible to deliver the training and competition programs are
essential.
A good balance should be established between all factors and the coach and the parents
should be working on this together.
Socio-Cultural
The socio-cultural aspects of sport are significant and must be managed through proper
planning. Socialization via sport will ensure that general societal values and norms will be
internalized via sport participation.
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This occurs at the community level and as an athlete progresses through the LTPD
stages can lead to international exposure. This socialization can be broadening of
perspective including ethnicity awareness and national diversity. Within the travel
schedule, recovery can include education of the competition location including; history,
geography, architecture, cuisine, literature, music and visual arts. Proper annual planning
can allow sport to offer much more than simply commuting between hotel room and field
of play.
Sport socialization must also address sport sub-culture. The sub-culture of beach
volleyball is different from indoor volleyball and the volleyball sub-culture is significantly
different from rugby or gymnastics. Ethics training should be integrated into training and
competition plans at all stages of LTPD.
Overall socio-cultural activity is not a negative distraction or interference with training and
competition activities. It is a positive contribution to the development of the person and
the athlete.
Children often choose to play a sport after the windows optimal of trainability for
endurance; strength, speed, skill, and suppleness have passed. These children are
therefore dependent on schools, recreation programs, and other sports to provide timely
training in these capacities.
LTPD advocates that sports build relationships with these organizations to promote and
support appropriate training. If athletes miss these training periods entirely, coaches will
need to design individualized programs to remedy any shortcomings.
STAGES IN PLAYER DEVELOPMENT
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AGE
AGE
MALES
FEMALES
STAGES
RECOMMENDED RATIO
30% volleyball training,
70% competition and
competition specific
training
18+
17-18
50% volleyball training,
50% competition and
competition specific
training
15-18
14-17
70% volleyball training,
30% competition and
competition specific
training
9-14
8-13
80% volleyball training,
20% competition and
competition specific
training- MINI
VOLLEYBALL ONLY.
FUNdamentals
6-9
6-9
All activity fun based
Active start
0-6
0-6
All activity fun based
Train to Win
Train to
Compete
Train to Train
Learn to Train
INTERMEDIATE
19+
BEGINNER
18+
ADVANCED
Based on individual’s
desire
AGE
ANY
Active for Life
PLAYER PATHWAY FOR BEACH AND INDOOR
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TRAIN TO WIN
INDOOR
TRAIN TO COMPETE
BEACH
ACTIVE FOR LIFE
TRAIN TO TRAIN
LEARN TO TRAIN
FUNDAMENTALS
ACTIVE START
ACTIVE START
Ages Birth - 6 males and females
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Key Objectives
Fun and participation with emphasis on the development of fundamental movement skills
and the ABCs (Agility , Balance , Coordination and speed)
Where does development happen?
Home. , crèches, day-care, pre-school
Who is involved?
Parents, care-givers and teachers and family members
Total hours of activity
Provide 30-60 minutes a day of organized physical activity.
Provide at least 60 minutes a day of unstructured physical activity or active play.
Children at this age should not be sedentary for more than 60 minutes a day (unless
sleeping).
Activity
•
There is no specific training to competition ratio forthis stage, as there is no formal
competition, only fun play. Instead, children should be engaged in play for a length
of time suitable to their age.
Periodization
•
No formal periodization.
Technical
•
Focus on developing the fundamental movement skills(e.g., running, jumping,
hitting).
•
Emphasis on fundamental movement skills linked together into active play.
•
Players should participate in a variety of additional physical activities.
•
Fun football, cricket as well as fun gymnastics programmes are recommended to
enhance the full range of basic movement skills and physical development and
growth .
Physiological/Physical
•
•
•
•
The Active Start stage is marked by the child’s initial high growth rate, as well as
rapid nervous system and brain development.
General locomotion skills are being established (walking and running), and there is
obvious improvement in hand-eye coordination and overall movement sequence
as children near the end of this stage.
Physical activity will enhance bone and muscle growth, promote a healthy weight,
improve posture and maintain an overall fitness level.
Parents and care givers should provide opportunities for children to engage in a
wide range of movement and physical play involving movement.
VOLLEYBALL SOUTH AFRICA LTPD MODEL
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•
•
Gymnastics is an ideal Active Start activity.
Agility, balance, coordination and “quickness” are cornerstones of physical
development at this stage.
Psychological
•
•
Introduce basic mental skills with fun, simple activities such as focusing (e.g., focus
on objects and try to remember things about them) and relaxation (e.g., try to tense
and relax specific parts of the body).
Also introduce modeling with games like follow the leader (e.g., swing mechanics
and movement).
Competition
•
There is no formal competition at this stage.
•
Simple play is structured through fun programmes. Focus is on involvement of all
players and mass participation (MPP)
•
Emphasis is to learn through fun activities.
Equipment
•
•
Hoops , bean bags, cones , fun balls , bats / paddles ,
Equipment at this level is used mainly for fun activities
FUNDAMENTALS
Ages 6-8 girls; 6-9 boys
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Objectives
Fun and participation with emphasis on the development of fundamental movement skills
and fundamental sports skills
Where
Home, Clubs, schools and community recreation centres.
Who
Parents and family members, Club coaches/professionals, teachers and community
centre instructors.
Total Hours of Fun activity & training
Participate in daily unstructured physical activity. Participate once or twice a week in
preferred sport (if one exists) but also participate in many other sports 3 to 4 times a
week.
Training Activity
•
Children should participate in a number of sports to help develop all
fundamental movement skills, and they should also have daily unstructured
physical activity.
Periodization
• No formal periodization. Activities should be planned around the school year.
Technical
•
Develop the fundamental movement skills through a variety of activities.
•
Emphasize fun and the ABCs (Agility, Balance, Coordination, and speed).
•
Develop striking skills with bat and ball.
•
Introduce sport numeracy through a scoring system (e.g., points for hitting
targets).Use actual scoring system. Use shorter scoring games. e.g. up to 5 points
instead of 11 in a game.
•
Focus on developing physical development by emphasizing fundamental
movement skills and fundamental sport skills.
Tactical
•
Introduce the main tactics in table tennis e.g. “keep ball on the table” “ensure the
serve is good”
Physiological/Physical
•
•
Physical growth is relatively constant, but noticeably slower than the Active S tart
stage.
Coordination improves steadily and the nervous system continues to develop
rapidly (slowing towards the end of this stage).
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•
•
•
•
•
•
•
Although aerobic metabolism is primary, low endurance is prevalent in the early
part of this stage (but improves noticeably).
Anaerobic capacity is very limited, and heart rates are significantly higher than
adults at all levels, including rest.
Thermoregulatory control is poorly developed and children are not equipped to
deal with hot or cold environments well.
Skeletal system continues to be fragile with poor loading tolerance.
Measurable ‘reaction time’ performance is below that of adults, although
coordinated movement speed improves.
Strength and strength endurance capability rise largely due to nervous system
development and coordination improvements.
There is little potential for hypertrophy (muscle mass increase), so there is no need
for formal resistance training programs.
Psychological
•
•
•
•
•
Present young players with the idea of the mind/body connection.
Introduce the concept of mental skills and their importance in sport.
Utilize simple, fun activities that focus on controlling anxiety, increasing relaxation,
and energizing oneself.
Use questioning strategies that encourage athletes to use imagery to develop an
answer (e.g. what is likely to happen when you hit specific shots from specific
parts of the table).
Parents and coaches should act as role models to support the learning and use of
mental skills.
Ancillary / Additional skills
•
•
•
Parents and caregivers should concentrate on providing sound nutritious foods and
adequate water intake.
Age-appropriate (practical and fun) nutrition education should be encouraged.
Players should be introduced to warm-up and cool down, as well as the need for
recovery (sleep).
Fun Games/ Competition
•
•
Children play modified game formats that are fun and relevant to their stage of
physical development.
Skill awards can be used to reward player performance.
Stage 3: Learn to Train
Age: males 9-12; females 8-11 (mini volleyball)
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males 13-14; females 12-13 (competition)
Volleyball Literacy
Chronological and Developmental Age
Objective
Develop further fundamental movement skills and learns overall sports skills.
One of the most important periods of motor development for children is between the ages
of 9 and 12, or more precisely before the onset of the growth spurt This is a window of
accelerated adaptation to motor co-ordination.
Early specialization in late specialization sport can be detrimental to later stages of skill
development and to refinement of the fundamental sport skills.
At this stage, children are developmentally ready to acquire the general sports skills that
are the cornerstones of all athletic development.
Learn to Train To-Do List
 Further develop all fundamental movement skills and teach general, overall sports
skills. Otherwise, a significant window of opportunity is lost, compromising the ability of
the young player/athlete to reach full potential in later stages of LTPD.
 Develop strength using exercises that incorporate the child’s own body weight as well
as Medicine balls and Swiss balls.
 Introduce hopping and bounding exercises or routines, or wheeling up gradients for
athletes with a disability, to aid in strength development.
 Further develop endurance through games and relays.
 Further develop flexibility through exercise.
 Further develop speed by using specific activities that focus on agility, quickness, and
change of direction during the warm-up.
 Structure competition to address differences in training age and abilities.
 Identify sports the child enjoys and is predisposed towards access. Narrow the focus
to 3 sports.
 Introduce single periodization
 Apply a ratio of 80% training to 20% competition. The 20% ratio includes competition
and competition-specific training. These percentages vary according to sport you have
to be valleyball specific and individual specific needs. Athletes undertaking this type of
preparation are better prepared for competition in both the short- and long-term than
those who focus solely on competition and winning.
 Encourage unstructured play.
 Protocols relating to the ancillary capacities of warm-up, cool-down, stretching,
nutrition and mental training should be introduced.
 Multi-sport activities are still encouraged. These should be a part of the total training
load of the 10 – 14 hours of activity per week. This load should also include 5 to 7
hours of volleyball specific activities, broken into 30 to 90 minute sessions, and be
supported by 2 hours of physical education at school per week.
 Participants should follow single periodization within a well structured programme that
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includes a taper and peak. There is no taper and peak in the L2 stage! Talent
identification becomes more and more volleyball technique specific as this stage
progresses but should not be the sole criteria.
Stage 4: Train to Train
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Age: males 15-18; females 14-17 (age ranges are PHV dependent)
Developing Volleyball Skills
Developmental Age Based on PHV
Objectives
Build an aerobic base, develop speed and strength towards the end of the stage, and
further develop and consolidate sport specific skills.
During train to train, young athletes consolidate their basic sport-specific skills and tactics.
There are window of accelerated adaptation to aerobic, speed, and strength training
during this stage.
Optimal aerobic trainability begins with the onset of PHV, the major growth spurt during
maturation.
During competitions, athletes play to win and to do their best, but the major focus of
training is on learning the basics as opposed to competing.
Train to Train To-Do List
 Make aerobic training a priority after the onset of PHV while maintaining or further
developing levels of skill, speed, strength, and flexibility.
 Emphasize flexibility training given the rapid growth of bones, tendons, ligaments, and
muscles.
 Consider the 2 windows of accelerated adaptation to strength training for females: the
first occurs immediately after PHV and the second begins with the onset of menarche.
For males, there is 1 window and it begins 12 – 18 months after PHV.
Note that both aerobic and strength trainability are dependent on the maturation levels of
the athlete. For this reason, the timing of training emphasis differs depending on whether
athletes are early, average, or late matures.
 Learn to cope with the physical and mental challenges of competition.
 Optimize training and competition ratios and follow a 70:30 percent training to
competition ratio. The 30 percent competition ratio includes competition specific
training and actual competition too much competition wastes valuable training time and
conversely, not enough inhibits the practice of technical/tactical and decision-making
skills.
 Use talent identification to help athletes focus on 2 sports.
 Utilize single and double periodization as the optimal framework of preparation.
 Train athletes in daily competitive situations in the form of practice matches or
competitive games and drills.
 Volleyball athletes desiring elite success should be training 11 to 16 hours weekly by
the end of this stage. The total weekly training load should consist of 5 to 6 hours
training general volleyball skills and 2 to 4 hours training.
 Specific competitive skills. Each training session should be 2 hours long. Participation
in one other sport and school PE for a total of 4 to 6 hours/week make up the
remainder of the weekly training load.
 Double periodization can now be implemented including a taper and peak at two major
VOLLEYBALL SOUTH AFRICA LTPD MODEL
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competition seasons. Volleyball athletes can participate in four to eight competitions
per year during the Train to Train stage, but the emphasis is still on the mastery and
refinement of skills, not on winning competitions.
 Talent identification could now be undertaken via provincial and national results along
with other identified methods.
Stage 5: Train to Compete
Age: males 19-23 +/-; females 18-21 +/Developing Performance
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Developmental and Chronological Age
Objectives
Optimize the engine and learn to compete under any kind of circumstances.
Optimize fitness preparation and sport-, individual-, and position-specific skills as well as
performance.
All the objectives of Train to Train must be achieved before the objectives of Train to
Compete can begin.
Train to Compete To-Do List
 Provide year-round, high intensity, individual event, and position-specific training.
 Teach athletes, who are now proficient at performing basic and sport specific skills, to
perform those skills under a variety of competitive conditions during training.
 Place special emphasis on optimum preparation by ‘modeling’ competitions in training.
 Individually tailor to a greater degree fitness programmes, recovery programmes,
psychological preparation, and technical development.
 Emphasize individual preparation that addresses each athlete’s individual strengths
and weaknesses.
 Select 1 sport, specialize in volleyball.
 Utilize single, double, or triple periodization as the optimal framework of preparation.
 Change the training-to-competition and actual competition and competition-specific
training ratio to 50:50. Devote 50% of available time to the development of technical
and tactical skills and improving fitness and 50% will be devoted to competition and
competition-specific training.
 Training components introduced during this stage include:
 Self-analysis
 Opponent management
 Destructive blocks in the long distance
 A weekly training load of 15 to 23 hours is appropriate at this stage, compromised of 4
to 7hours of style-specific practice, 6 to 10 hours of specific competition training and 5
to 6 hours of specific fitness training.
 Non-elite Volleyball practitioners can spend 50% of this total weekly-training time on
general training, 20% on competition-specific issues and 30% on physical.
 Double and triple periodization can be applied at this stage with refinement in the
concepts and practice of tapering to peak. Eight to twelve competitions annually is
appropriate.
 Talent can be identified by tournament observation, fitness test standards and national
ranking. Anthropometric screening and fitness test results should be used to develop
training guidelines.
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Competition or Competition Simulation vs. Training
Training 50%
Competition or
Competition
Simulation 50%
Question – is there a differece between competition specific training and competition
simulation?
Stage 6: Train to Win
Age: males 19 +/-; females 18 +/Maximizing Performance
Objective
Aim for podium performances.
Maximize fitness preparation and volleyball-, individual-, and position-specific skills as
VOLLEYBALL SOUTH AFRICA LTPD MODEL
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well as performance.
Training to win is the final stage of athletic preparation.
All the athlete’s physical, technical, tactical (including decision-making skills), mental, and
personal and lifestyle capacities are fully established and the focus of training has shifted
to the maximization of performance.
World class able-bodied and disability sport performances require world-class equipment
that is fine-tuned to the demands of the event and the requirements of the athlete.
Train to Win To-Do List
 Train athletes to peak for major competitions. We can use athletes here, this is the
T2W stage…
 Ensure that training is characterized by high intensity and relatively high volume.
 Allow frequent preventative breaks to prevent physical and mental burnouts.
 Utilize single, double, triple, and multiple periodization as the optimal framework of
preparation.
 Change the training to competition ration 30:70 with the competition percentage
including competition-specific training activities.
 Elite athletes’ weekly training schedule should include 14 to 16 hours, focusing on
competition-specific components and 5 to 7 hours of competitive fitness for a total of
19 to 23 hours per week. Non-elite athletes should be training 70% of the time on
Volleyball-specific items an 30% on fitness.
 Major and minor peaks will be based on the timing of major international competitions
to ensure adequate prophylactic breaks are scheduled.
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Stage 7: Active for Life
Age: This may occur at any age
The age of transition from competitive sport to lifelong physical activity
Retire, Retain and Retrain
Objective
A smooth transition from an athlete’s competitive career to lifelong physical activity and
participation in sport or physical activity .
South African sport system should encourage athletes to:
 move from one sport to another.
 move from one aspect of sport to another. For example, the middle distance runner
becomes a guide runner for blind athletes or the cyclist rides tandem at the Paralympic
Games.
 move from competitive sport to recreational activities such as hiking and cycling.
 move from highly competitive sport to lifelong competitive sport through age group
competition such as Master’s Games.
 Upon retiring form competitive sport, move to sport-related careers such as couching,
officiating, sport administration, small business enterprises, or media.
 move from competitive sport to volunteering as coaches, officials, or administrators.
A positive experience in sport is the key to retaining athletes after they leave the
competition stream.
Sport must make a paradigm shift from cutting athletes to re-directing them to sports
where they are pre-disposed to train and perform well
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Dates
Are you going to do an annual plan – as an example? It would be good! A generic one for
the Train to Compete stage? I will be in Joburg later in July, if you need to discuss this
with me I will be available.
VOLLEYBALL ANNUAL PLAN
1
MONTHS
Mondays
Holidays
PHASE
Periods
Competitions
Training Camps
Prophylactic Break
2
3
4
18
25
June
04
11
5
July
6
7
8
9
10
11
12
13
14
August
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15
16
17
18
Testing (Md,Ft,Psy,Sk)
Physical
Preparation
(%)
Stamina
Strength
Speed
Skill
Suppleness
MICROCYCLE
Volume %
Intensity %
1
2
3
4
5
6
7
8
9
10
11
12
13
14
70
80
90
70
80
90
##
70
80
##
70
90
##
70
70
70
70
70
75
75
80
##
90
70
80
90
##
##
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
15
16
17
18
100
90
80
70
60
50
40
30
20
10
0
Volume
& Intensity
Mental Training
Recovery and
Regeneration
Professional
support
network
MICROCYCLE
IMPLEMENTATION
Implementing the Volleyball South Africa LTPD model will require the dedication and
cooperation of all those involved from the grassroots upwards. This will be a multi-year
project designed to:
• Ensure full sport system integration at the club, zone/district, provincial and national
levels
• Provide various delivery methods for LTPD information and concepts viz: Website-Link
 Poster
 Volleyball LTPD document
 Volleyball LTPD -resource tool kit- standardized delivery of the
programme for all levels.
VOLLEYBALL SOUTH AFRICA LTPD MODEL
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
Seminars and workshops
• Improve communication between all levels of volleyball in South Africa.
 Make information accessible to all.
• Educate coaches, officials and sport administrators in the LTPD concepts.
• Make full use of sport science and sport medicine support.
• Solicit expertise, including international experts at the elite level.
• Develop an integrated national coaching system.
COACHING ALIGNMENT
PERFORMANCE
PARTICIPATION
STREAM
STREAM
VOLLEYBALL SOUTH AFRICA LTPD MODEL
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ACTIVE FOR LIFE
MASTER COACH
SENIOR COACH
TYPE
TRAIN TO WIN
TALENT ID
MASTER COACH
TRAINING TO COMPETE
COACH
TRAIN TO TRAIN
COACH
LEARNING TO TRAIN
COACH
FUNDAMENTALS
APPRENTICE COACH
ACTIVE START
APPRENTICE COACH
QUALIFICATION
APPRENTICE COACH
VSA LEVEL ONE
COACH
FIVB LEVEL ONE
SENIOR COACH
FIVB LEVEL TWO
MASTER COACH
FIVB LEVEL TWO AND THREE
ACKNOWLEDGEMENT: ADAPTED FROM SASCOC ‘S SA COACHING FRAMEWORK
VOLLEYBALL SOUTH AFRICA LTPD MODEL
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TALENT IDENTIFICATION PLAN
ASSESS
TALENT POOL
NEEDS
SPOT
TALENT
DEVELOP
TALENT
RETAIN TALENT
TALENT IDENTIFICATION 2011 AND BEYOND
IDENTIFY INDIVIDUALS WITH
POTENTIAL
RANDOM
SPECIAL PROGRAMMES
•
TARGETED
COMPETITIONS
•SCHOOLS
•TERTIARY
MALLS
•SPECIAL EVENTS
•SCHOOL VISITS
DEVELOPMENT
PROGRAMMES
•NORTH WEST
•NORTHERN PROVINCE
•MPUMULANGA
•LIMPOPO
•EASTERN CAPE
TALENT IDENTIFICATION 2011 AND BEYOND
ESTABLISH PROGRAMME PLANS
LONG TERM ATHLETE DEVELOPMENT
LONG TERM COACHES DEVELOPMENT
BEGINNER
SCHOOL
INTERMEDIATE
COMMUNITY
ELITE
MASTER
TALENT IDENTIFICATION 2011 AND BEYOND
long term athlete should be changed participant above – PLEASE change it to LTPD – note July 11, 2011
VOLLEYBALL SOUTH AFRICA LTPD MODEL
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ESTABLISH RECOGNITION PATHWAYS
•
schools of excellence/academies
•
participation in regional
competitions/provincial/
national and international
competitions.
•
cross pollination with other
codes .
ESTABLISH REWARD PATHWAYS
•
•
•
certification
scholarships/bursaries
career opportunities
TALENT IDENTIFICATION 2011 AND BEYOND
VOLLEYBALL SOUTH AFRICA LTPD MODEL
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REFERENCES
Baker, J. et al.; 2003
Nurturing Sport Expertise: Factors influencing
the elite athlete, Journal of Sports Science and
Medicine, 2, 1-9
Balyi, I. & Hamilton, A.;
Long-Term Athlete Development: Trainability in
childhood and adolescence. USOC, Colorado Springs,
May 2003.
Balyi, I., "Long-term Planning of Athlete Development, Multiple Periodisation, Modeling and
Normative Data" in FHS, The UK's Quarterly Coaching Magazine, Issue Four, pp. 7 - 9. May,
1999.
Burgess, D.J. & Naughton G.A.
Talent Development in adolescent Sports: A review.
International Journal of Sports Physiology and
Performance, Mar 5 , 103- 116.
Cote’, J.; 1999
The influence of the family in the development of talent
in sport: A developmental perspective.The
Sport
Psychologist 13, 395-417.
Kluka, D.; 1999
Motor Behaviour: From Learning to performance, CO,
Morton Publishers.
Ericson, K.; 1996
The road to excellence : The acquisition of expert
performance in the arts and sciences, sports and
games. Human Kinetics
Sheppard,JM Gabbett, T &
Borgeaud, R.; 2008
Training repeated effort ability in National team male
volleyball players. International Journal of sports
medicine.
Simon, H.A. & Chase, W.G.
1973
Skill in Chess. American Scientist 61, 394-403
Young, B. & Salmela, J.H.;2002 Perceptions of training and deliberate practice of middle
distance runners. International Journal of Sport
Psychology, 33, 167-181
World Wide Web Sites :
A story of Athletic Talent Development at http://learntocoachbasketball.com/a-story.
Talent Identification around the world at http://itfcoaching.
VOLLEYBALL SOUTH AFRICA LTPD MODEL
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Talent Identification & Development at http://athletesacceleration.
Physical Education & Sport Pedagogy at http://informaworld.com/smpp.
Other Publications:
Volleyball Canada: Volleyball for Life - Long Term Athlete Development for Volleyball in
Canada. 2006, Ottawa.
Balyi, I et.al, 2005 Canadian Sports for Life – Long-term Athlete Development, Canadian
Sport Centers, Vancouver.
UK Sport Coaching Framework
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