Long-Term Athlete

Development
The Fundamental Stage
Aims
 Aims
• To discuss the aims of the fundamental stage
 Aims
• To discuss the aims of the fundamental stage
• To define the terms agility, balance, co-ordination
and speed (ABCs)
 Aims
• To discuss the aims of the fundamental stage
• To define the terms agility, balance, co-ordination
and speed (ABCs)
• To discuss the fundamentals of athletics
 Aims
• To discuss the aims of the fundamental stage
• To define the terms agility, balance, co-ordination
and speed (ABCs)
• To discuss the fundamentals of athletics
• To discuss KGBs & CPKs
 Aims
• To discuss the aims of the fundamental stage
• To define the terms agility, balance, co-ordination
and speed (ABCs)
• To discuss the fundamentals of athletics
• To discuss KGBs & CPKs
• Discuss strength training for children
The Fundamentals stage
 The Fundamentals stage
• Ages: 6-8 (girls) & 6-9 (boys)
 The Fundamentals stage
• Ages: 6-8 (girls) & 6-9 (boys)
• Children need to sample a wide range of movement
activities, in fun, playful environments
 The Fundamentals stage
• Ages: 6-8 (girls) & 6-9 (boys)
• Children need to sample a wide range of movement
activities, in fun, playful environments
• No sports-specific specialisation
 The Fundamentals stage
• Ages: 6-8 (girls) & 6-9 (boys)
• Children need to sample a wide range of movement
activities, in fun, playful environments
• No sports-specific specialisation
• Emphasis on development of basic movement skills,
not formal competition
 The Fundamentals stage
• Ages: 6-8 (girls) & 6-9 (boys)
• Children need to sample a wide range of movement
activities, in fun, playful environments
• No sports-specific specialisation
• Emphasis on development of basic movement skills,
not formal competition
• Parental involvement
 The Fundamentals stage
• Ages: 6-8 (girls) & 6-9 (boys)
• Children need to sample a wide range of movement
activities, in fun, playful environments
• No sports-specific specialisation
• Emphasis on development of basic movement skills,
not formal competition
• Parental involvement
• Speed power and endurance developed using fun
games and challenges
 The Fundamentals stage
• Ages: 6-8 (girls) & 6-9 (boys)
• Children need to sample a wide range of movement
activities, in fun, playful environments
• No sports-specific specialisation
• Emphasis on development of basic movement skills,
not formal competition
• Parental involvement
• Speed power and endurance developed using fun
games and challenges
• Opportunity for optimal development of speed
 Windows of trainability
Chronological age

General tra
Training age

Chronological age

FMS, CPKs, KGBs, FSS

Agility
 Agility
• “The ability to change speed and direction
rapidly” (Bloomfield, Elliot and Ackland, 1994)
 Agility
• “The ability to change speed and direction
rapidly” (Bloomfield, Elliot and Ackland, 1994)

• Or “whole-body changes in direction as well as rapid

movement and direction changes in limbs” (Baechle, 2000).
 Agility
• “The ability to change speed and direction
rapidly” (Bloomfield, Elliot and Ackland, 1994)

• Or “whole-body changes in direction as well as rapid

movement and direction changes in limbs” (Baechle, 2000).

• When described by Chelladauri (1976) agility was broken

down into simple, temporal, spatial and universal dependent
upon the amount of uncertainty or extraneous variables in the
skill.
 Agility
• “The ability to change speed and direction
rapidly” (Bloomfield, Elliot and Ackland, 1994)

• Or “whole-body changes in direction as well as rapid

movement and direction changes in limbs” (Baechle, 2000).

• When described by Chelladauri (1976) agility was broken

down into simple, temporal, spatial and universal dependent
upon the amount of uncertainty or extraneous variables in the
skill.

• In 2006 Sheppard and Young defined agility as “movement not

only involving changes in speed and direction, but must also be
an open skill, wherein a reaction to a stimulus is involved and
the movement is not specifically rehearsed.”
Agility Vs Quickness
 Agility Vs Quickness

• Sheppard and Young (2006), “rapid changes in

direction” an important element of this definition is
that it requires no external stimuli.
 Agility Vs Quickness

• Sheppard and Young (2006), “rapid changes in

direction” an important element of this definition is
that it requires no external stimuli.
• Moreno (1995) who suggests quickness is a “multi-
planar or multi-directional skill that requires
change of direction as well as rapid movement and
directional changes of limbs.”
Balance
 Balance

• “minimising the displacements of the centre of

gravity while maintaining and upright stance,
proper orientation, adapted locomotion and
adequate gestures, figures or techniques” (Perrin
et al, 2002).
Co-ordination
 Co-ordination

• According to Schmidt & Wrisberg (2000)

co-ordination is “the ability to perform a
number of complex movements
simultaneously.”
Speed
 Speed
• Speed is defined as “displacement over unit of
time” (Baechle & Earle, 2000).
 Speed
• Speed is defined as “displacement over unit of
time” (Baechle & Earle, 2000).
• In fundamental movement skills, speed relates to
linear and lateral speed.
The fundamentals
of athletics
The fundamentals
of athletics
• Running
The fundamentals
of athletics
• Running
• Throwing
The fundamentals
of athletics
• Running
• Throwing
• Jumping
Throwing: O’Keeffe et al, 2007
 Throwing: O’Keeffe et al, 2007
• Investigated the concepts of transfer and specificityinapractical physical
education setting.
 Throwing: O’Keeffe et al, 2007
• Investigated the concepts of transfer and specificityinapractical physical
education setting.

• Three practice groups: the fundamental group, the badminton group, the
control group.
 Throwing: O’Keeffe et al, 2007
• Investigated the concepts of transfer and specificityinapractical physical
education setting.

• Three practice groups: the fundamental group, the badminton group, the
control group.

• Results indicated that there was transfer from the fundamental overarm
throw to the badminton overhead clear and the javelin throw but that
there was no transfer from the badminton overhead clear to the javelin
throw.
 Throwing: O’Keeffe et al, 2007
• Investigated the concepts of transfer and specificityinapractical physical
education setting.

• Three practice groups: the fundamental group, the badminton group, the
control group.

• Results indicated that there was transfer from the fundamental overarm
throw to the badminton overhead clear and the javelin throw but that
there was no transfer from the badminton overhead clear to the javelin
throw.

• The results indicate that participants in the fundamental throw teaching

programme showed significant learning effects not only in the fundamental
overarm throw but also in the specific sport skills of the badminton
overhead clear and the javelin throw.
 Throwing: O’Keeffe et al, 2007
• Investigated the concepts of transfer and specificityinapractical physical
education setting.

• Three practice groups: the fundamental group, the badminton group, the
control group.

• Results indicated that there was transfer from the fundamental overarm
throw to the badminton overhead clear and the javelin throw but that
there was no transfer from the badminton overhead clear to the javelin
throw.

• The results indicate that participants in the fundamental throw teaching

programme showed significant learning effects not only in the fundamental
overarm throw but also in the specific sport skills of the badminton
overhead clear and the javelin throw.

• They concluded that results support the notion of transfer between

fundamental motor skills and sport specific skills. This has practical
implications for the teaching of physical education.
KGBs
 KGBs

• Kinaesthetic sense
 KGBs

• Kinaesthetic sense
• Gliding
 KGBs

• Kinaesthetic sense
• Gliding
• Buoyancy
 KGBs

• Kinaesthetic sense
• Gliding
• Buoyancy
• Striking with an implement
CPKs
 CPKs
• Catching
 CPKs
• Catching
• Passing
 CPKs
• Catching
• Passing
• Kicking
 CPKs
• Catching
• Passing
• Kicking
• Striking with body
part
Strength
 Strength

• Children should be encouraged to gain

strength through supporting and lifting
their own body weight.
Flexibility
Flexibility
Flexibility
Flexibility
Flexibility
Flexibility
In summary
 In summary
• Physical literacy can be defined as the
mastery of fundamental movement skills
(FMS) and fundamental sports specific skills
(FSS).
 In summary
• Physical literacy can be defined as the
mastery of fundamental movement skills
(FMS) and fundamental sports specific skills
(FSS).
• Thus FMS + FSS= physical literacy.
 In summary
• Physical literacy can be defined as the
mastery of fundamental movement skills
(FMS) and fundamental sports specific skills
(FSS).
• Thus FMS + FSS= physical literacy.
• Strength & Flexibility
Fair play
Fair play
Fair play
Ideas
 Ideas
• Chasing games
 Ideas
• Chasing games
• Team relays
 Ideas
• Chasing games
• Team relays
• Running pathways round differently
coloured cones
 Ideas
• Chasing games
• Team relays
• Running pathways round differently
coloured cones
• Activities involving picking up and putting
down beanbags responding to instructions
 Ideas
• Chasing games
• Team relays
• Running pathways round differently
coloured cones
• Activities involving picking up and putting
down beanbags responding to instructions
• Ball exercises with different types of balls
 Why is Fundamentals
important?

Can’t catch
won’t play
The consequences of
missing fundamentals
Any Questions?