LTPAD
Resources
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Racing on Skates is the final report of Speed Skating Canada's LTPAD Competition and Events System Review. It details the guiding principles and developmental foundation on which speed skating competitions and events in Canada should be based in order to ensure developmentally appropriate programming for participants in every stage of development. Speed Skating Canada's standing committees will be using the recommendations of this report to bring forward changes to Speed Skating Canada’s Competition and Events System for 2010-2011 season. Please note, the French version of this report will be available in August 2009. |
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The Find Your Edge overview document provides a general overview of Speed Skating Canada’s Long Term Participant and Athlete Development model. It identifies the key stages of development as well the ten (10) key factors influencing athlete development. It is general in nature and outlines general training and competition objectives based on the developmental age of participants as well as explaining the basics of how to determine an individual’s developmental age. |
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A Parent’s Guide to Speed Skating is targeted towards parents who are relatively new to the sport of speed skating. It provides general information about the sport of speed skating including competitions, safety equipment required and the type of training that young participants should be doing. |
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Canadian Sport for Life Resources - consult www.canadiansportforlife.ca for more information - PDF downloads, these files will open in a new window and may take some time to load
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The Canadian Sport for Life Resource Paper identifies seven (7) stages basic stages of athlete development as they apply to all sports. Each sport has since been tasked with adapting these stages to their specific context as Speed Skating Canada has done in the On The Edge overview document. The resource paper also identifies some of the key short comings and consequences of the current Canadian Sport System which need to be addressed in part or in full by all sports. It is intended to provoke though as to how sport makes decisions and delivers programs today and provide suggestions as to how it could be improved. In addition to the resource paper excellent reference material can be found in the appendices. Appendix 1 – Physical, Mental, Cognitive and Emotional Developmental Characteristics. An excellent literary identifying the key characteristics of childhood and adolescent development. A must read for all coaches and parents. Appendix 2 – Sport specific long term athlete development model summary diagrams including speed skating. Poster - A multi-sport poster providing a general overview of the stages of development and quotes from several athletes who have known success by training following LTAD principles. |
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Physical literacy resource paper for parents and clubs The learning and practice of fundamental movement skills is the basic building block for the development of physical literacy. Much like learning the alphabet and phonics are the fundamental skills needed to eventually read Shakespeare, or, identifying numbers and learning to add and subtract are the fundamental skills needed to eventually balance a cheque-book, the development of fundamental movement skills, and fundamental sport skills, is critical if children are to feel confident when they engage in physical activity for fun and for health, or for competition and the pursuit of excellence.Physical literacy gives children the tools they need to take part in physical activity and sport, both for healthy life-long enjoyment and for sporting success; and is a key component of ’s Long-Term Athlete Development (LTAD) program. This resource paper developed by the Canadian Sport for Life Expert Group explores how physical literacy can be developed with children between the ages of 0 and 12, as well as providing practical tools to evaluate the effectiveness of sport programs as a parent or club administrator.
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No Accidental Champions is a supplement produced for the Canadian Sport for Life Resource Paper which explains how the Long Term Athlete Development Model can be applied to athlete with a disability, including additional factors which need to be considered for athletes with a disability. |
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Canadian Sport for Life, A Sport Parent’s Guide examines the Canadian Sport for Life Resource Paper from a parent’s perspective explaining how a parent can effectively go about providing their child with an ideal pathway for athletic development. This document is complementary to Speed Skating ’s A Parent’s Guide to Speed Skating and an excellent resource for parents and coaches alike to better understand the athlete development process. |
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The Recovery and Regeneration Resource Paper addresses the critical area of recovery and regeneration as it applies to the stages of the Long Term Athlete Development Model, including specific suggestions for appropriately monitoring athlete fatigues based on their stages of development. This resource paper provides many simple strategies that can be implemented at a very young age that will allow coaches and parents better monitor fatigue accumulated during sport and maintain a positive learning environment. |
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Competition is a Good Servant but a Poor Master. This resource paper produced by the Canadian Sport for Life group takes a look at the critical area of athlete development, competitions. It challenges sports to take a more strategic approach to the planning of competitions given the critical role that they play in athlete development. This is a good read for everyone, but particularly relevant for sport administrators and coaches who make decisions as they pertain to competitions. |
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The Female Athlete Perspective Guidelines for athlete development (training, competition and recovery) with special reference to growth, maturation and development for females involved in late-specialization sports. |
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Maximizing the Sport Experience for our Children What are the questions parents shoul dbe asking coaches, clubs and themselves at each LTAD stage to ensure their child is not only being taught age appropriate technical skills, but also learning and gaining positive values in the process? |
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