Paul Ford

The Long-Term Athlete Development model: Physiological evidence and application

Abstract Within the UK, the “Long Term Athlete Development” (LTAD) model has been proposed by a variety of national governing bodies to offer a first step to considering the approach to talent development. The model, which is primarily a physiological perspective, presents an advancement of understanding of developing athletic potential alongside biological growth. It focuses on training to optimize performance longitudinally, and considers sensitive developmental periods known as “windows of opportunity”. However, it appears that there are a number of problems with this theoretical model that are not necessarily transparent to coaches. Principally, the model is only one-dimensional, there is a lack of empirical evidence upon which the model is based, and interpretations of the model are restricted because the data on which it is based rely on questionable assumptions and erroneous methodologies. Fundamentally, this is a generic model rather than an individualized plan for athletes. It is crucial that the LTAD model is seen as a “work in progress” and the challenge, particularly for paediatric exercise scientists, is to question, test, and revise the model. It is unlikely that this can be accomplished using classical experimental research methodology but this should not deter practitioners from acquiring valid and reliable evidence.

Three Worlds: new directions in participant development in sport and physical activity

The twin challenges of inactivity and the 2012 Olympics have tightened the focus in UK sport promotion. However, the twin track approach which treats these challenges as distinct concerns may limit the efficacy of interventions in either area. We propose that a continuum between participation, performance sport and elite achievement represents the most efficacious and logical focus for practitioners and researchers alike. We explore the genesis of this, and other problematic features through critical consideration of key theories. Finally, we propose a multidimensional approach to lifelong sport and activity participation as a theoretically justified basis for research and intervention design.

Promoting lifelong physical activity and high level performance: realising an achievable aim for physical education

Background: Even though all school-aged children in most countries experience some form of curricular physical education many do not maintain a lifelong involvement in sport or physical activity. From a theoretical perspective, the development models that dominate sport are limited by their staged and linear approaches to development (e.g. Côtés Developmental Model of Sport Participation) and their focus on a ‘distinct’ pathway to elite sport. R.P. Bailey and colleagues in 2010 advocated a new approach to understanding development in sport that enables a lifelong flow between different, but interrelated, motives for participation in sport (e.g. Participation, Personal Excellence, Elite Excellence). It is suggested that a common set of skills facilitate participation for these related but distinct motives across the lifespan. However, we argue that many curricular models in PE do not equip individuals with the skills necessary to maintain their involvement in sport and progress back and forth between different types of activities. Purpose: The purpose of this paper is to explore the psycho-motor and psycho-behavioural factors that underpin prolonged engagement in sport and physical activity, against a consideration of the extent to which these factors are promoted within PE. Key findings: Offering an operationalisation of this purpose, the Developing the Potential of Young People in Sport (DPYPS) model was used as an illustration of a developmental and educationally-oriented framework that recognised the interrelated importance of developing key developmental skills, namely psychomotor and psycho-behavioural skills, in a PE context. Essentially the skills offered within the DPYPS program are those psychological and psychomotor fundamentals that underpin learning, development, and performance and act as the foundation of lifelong engagement in sport and physical activity.

Participant development in sport and physical activity: The impact of biological maturation

Abstract Recent literature sees participation in sport and physical activity as a lifelong continuum. As a consequence, youth sport must be seen as more than just about young athletes achieving elite performance. Accordingly, there is a need to improve our understanding of development in order to help grow and maintain involvement in sport and physical activity since the spectrum of participation is linked on a bio-psycho-social perspective throughout life. Reflecting this need, the paper reviews the evidence underpinning various ‘accepted constructs’ of development such as non-linear biological growth, specialised physical development periods, and the associated acute and chronic training prescription implications. Based on such, the paper identifies a need for academics and practitioners to work more closely to establish an evidence-base related to accelerated and decelerated periods of athletic development during maturation using controlled longitudinal investigations in order to help nurture athletic development and participation pathways from a lifelong perspective to a greater extent.

Effects of a 15-week accumulated brisk walking programme on the body composition of primary school children.

Abstract The purpose of this study was to establish whether an accumulated brisk walking programme, performed during the school day, is effective in changing body composition in primary school children aged 5–11 years. Altogether, 152 participants (79 boys and 73 girls) took part in this repeated-measures intervention study, divided into groups of walkers and controls. The walkers took part in the intervention during school time, which involved brisk walking around the school grounds for 15 min in the morning and afternoon, at least three times a week for 15 weeks. This represented an additional 90 min of moderate physical activity per week. The controls undertook their usual school day activities. Pre- and post-intervention anthropometric and body composition measures were taken. Body fat (−1.95 ± 2.6%) and fat mass (−0.49 ± 1.0 kg) were significantly reduced in the walkers after the intervention, whereas the controls showed no significant changes in these measures. Our results show that regular accumulated bouts of brisk walking during the school day can positively affect body composition in primary school children.

Continuous versus accumulated brisk walking in children aged 8–11 years

Abstract In the present study, we compared the total energy expenditure of brisk walking 1500 m in one continuous bout versus two accumulated bouts using a portable gas analyser in children aged 8–11 years. There were no significant differences in oxygen uptake, energy expenditure or effort rating between the continuous and accumulated brisk walks (P > 0.05). There was a difference in substrate metabolism between the continuous and accumulated brisk walks. Greater carbohydrate metabolism during the continuous brisk walk and greater fat metabolism during the accumulated brisk walks was observed. These differences in substrate metabolism were only evident in boys. The findings support the use of accumulated brisk walking bouts within the school environment, alongside traditional continuous methods aimed at increasing energy expenditure and fat metabolism, in young children.