LONG TERM PLAYER DEVELOPMENT MODEL Introduction and

IRISH HOCKEY ASSOCIATION LONG TERM PLAYER DEVELOPMENT MODEL Introduction and Overview www.hockey.ie/hookedforlife
FORWARD by Michael McGeehin CEO Coaching Ireland: The Long Term Player Development (LTPD) Model for Irish Hockey, "Hooked for Life", provides an integrated framework to facilitate the development of Hockey players at all levels of participation and experience. The model is the player centred, coach driven and supported by administrators, officials and financial partners. "Hooked for Life" will ensure that the experience of training and playing the game is always appropriate for the developmental stage of the player involved and will assist players, parents, coaches, officials and administrators to make informed decisions about player development so that every child and adult can reach their potential and enjoy Hockey throughout their lifetime. On behalf of Coaching Ireland I wish to congratulate and thank Dave Passmore, Irish Hockey High Performance Director, for spearheading this work and everyone who contributed to the development of the Irish Hockey LTPD Model "Hooked for Life". Michael McGeehin CEO Coaching Ireland
2 Contents: 1. Introduction to LTPD Hooked for Life – Irish Hockey’s LTPD Model 4 6 2. Irish Hockey Player Pathway 9 3. Hooked for Life Coaching Coaching our players effectively 10 4. Overview of other key areas of the scheme: i. Introduction of Fun Phase (Phase 1) ii. Hockey For Life iii. Physical, Mental and Health 16 17 19
3 1. Introduction to Long Term Player Development Long Term Athlete (or Player) Development (LTPD) is a widely utilised approach to systematic sporting development created by Istvan Balyi. LTPD takes a systematic long term approach to maximize an individual’s potential in sport and focuses on best practice in the development of players at every level. LTPD builds on a well planned regime of § Practice § Training § Competition and recovery LTPD aims to increase: § Potential to fully develop (performance) § Participation levels (grassroots) § Remain involved in the sport (retention) Effective LTPD provides a framework for full sport system alignment and integration and is: § Athlete centred § Coach driven § Supported by administration and sports science The basis of LTPD models are developed around six stages of development or ‘window’s of opportunity’ where specific areas of development should occur based on a player’s maturation and gender. These are as follows: Irish Hockey is committed to the development and inclusion of all ages, genders and abilities. The IHA has had a LTPD model since 2003 which provided a very comprehensive plan for technical, tactical, physical and mental development. The new model builds on these aspects and is updated in line with new rule changes and the evolution of new techniques. IHA Review and Development Process: A detailed process has taken place in reviewing Irish Hockey’s LTPD model with a view to address: § § Areas highlighted from across hockey to provide a more integrated and joined up system Key areas highlighted by Coaching Ireland’s TAG (Technical Advisory Group). The most relevant of these were: i. Basic components of athletic preparation are not being implemented in a systematic manner (ABCs) ii. Importance of deliberate practice is not widely understood (10,000 hrs) iii. Overemphasis on competition has been to the detriment of development
4 iv. Competition among major team sports has lead to early specialisation v. Competition and calendar planning is based on tradition, not technical knowledge. Competition to training ratio poor vi. Adult competition often superimposed on young athletes vii. Lack of understanding by coaches of physiological, mental, cognitive and physical development viii. Children not exposed to ‘optimal trainability’ ix. Coach education not planned closely enough with LTPD stages in mind x. Lack of clear pathways and ‘joined up thinking’ which clearly maps development xi. Lack of effective sports science principles at early ages and integration generally The process undertaken for the development of the new model was as follows: 1. Provincial Branch based consultation meetings where areas were raised to be addressed by the new LTPD Model 2. Development of a LTPD Working Group consisting of 13 members including specialists from key disciplines and areas of the sport 3. Development of a Proposed Model 4. Review Process § This include 5 provincially based meetings with an open invite sent out through the Branches § An online review which was widely publicised through Irish Hockey and the Provincial Branches 5. Approval by the IHA Board of Management
5 HOOKED FOR LIFE ­ Irish Hockey’s new LTPD Model The goal of Hooked for Life is to recruit, capture, develop and retain players through: 1. A clear holistic pathway: Which is easy to understand and covers all strands (both performance and grassroot areas) 2. Being ‘Player’ centred Focusing on the participation element of being in a team (rather than individual) sport 3. Fun and enjoyable Developing a love of the game for life (considering both wants and needs of players) 4. Quality and fun coaching 5. Understood by all So that it is easy to locate a player and understood by non hockey players/parents The basis for Hockey for Life: Hooked for Life has been developed principally around the 3 main fundamental areas: 1. The PLAYER 2. The GAME 3. THE COACH With the PLAYER at the heart of the model the needs, requirements and motivation are placed at the forefront. GAMES have been developed at Phases 1‐3 which are designed to ensure that players develop in a fun and stimulating environment which systematically introduces the physical, technical and tactical components. The approach of the COACH is essential in delivering the GAME to the needs of the PLAYER and as such are paramount to Hockey for Life model. The link between these is shown in the Hexagon below.
6 The Player: The needs of the player in all contexts are considered within Hockey for Life with a view to maximising development by meeting their needs (physical, technical, tactical, mental, health. The model also aims to ensure players enjoy and have fun each time they pick up a stick. In doing this Hooked for Life intends that hockey becomes a sport that captures and retains players for life. Through the creation of a fun and stimulating environment, with maximal touches on a ball development will be facilitated more quickly. Each phase clearly defines the emphasis for each player as they progress as highlighted in the Hexagon. The Game: The game that players play and how players are developed to play this game is critical in development. The games engaged in at each phase will also determine the enjoyment that each player experiences in the sport. Carefully structured game play, especially in the early phases, is fundamental to the long term development of the player. This has been identified in research undertaken into the motivational needs of players in each phase. Aspects such as number of touches on the ball, time spent on the ball, number of goal scoring opportunities and fun innovative new rules have all been identified in both the development needs of the player as well as what they themselves have identified as aspects they enjoy. Three games have been trialed and analysed statistically as part of the development of Hockey for Life. These are: 1. Fun 4s (Fun Phase) 2. Super 6s (Understanding Phase) 3. Extreme 8s (Developing Phase) Each game includes new rules and developments to improve specific technical areas such as 1 v 1 elimination, transferring the ball to space, overload situations etc. Game Sheets have been developed to facilitate easy introduction of these games and to ensure guidelines are provided for players, less experienced coaches and parents to understand what elements should be considered at each phase. These are available to download at www.hockey.ie/hockeyforlife. The Coach: The Coach is fundamental to player development and ensuring their progression is in line with the identified objectives and criteria at each phase. As such coaches must have an understanding of the player’s needs at each phase and the approach that is required to develop the player’s needs to maximize development throughout. The Game Sheets provide an overview of the development considerations and components to be covered and the approach a coach should take to meet the player’s need. These are: 1. Fun Phase: Encourages Play 2. Understanding Phase: Explores Play 3. Developing Phase: Empowers 4. Excelling Phase: Facilitates 5. Performance Phase: Challenges 6. Elite Phase : Demands The coach is exceptionally important in developing the right environment for learning and a positive learning environment will maximise player development. Irish Hockey will, over a period of time, develop all its coaching qualifications, courses and resources in line with this approach. Two new Stepping Stone courses have been developed for the specific coaching requirements of Phases 1 and 2 and a new downloadable resource (Hooked on Fun) has been developed for the Fun Phase. To reflect the importance of game play in the development of the player a Play‐Practice‐Play resource called Hooked on Games provides 15 session plans in keeping with the technical and tactical development needs of players as they progress. Phases of Development: The Hooked for Life scheme has six phases after which all players should have Hooked for Life (retention). Each phase has been named to reflect the emphasis at that stage of a player’s development. The phases in LTPD are based on biological development and it is understood that a player may join the continuum at any stage. Hooked for Life also has an ongoing theme which is evident at all phases to ensure we retain our players within the sport. Hockey 4 Life aims to ensure a love of hockey is engendered as soon as a player picks up a stick, recognising that the majority of hockey payers in Ireland are recreational. The emphasis on this evolves through the scheme with several specific programs to be developed to ensure there is a focus on Fun – Friends – Fitness ‐ For All throughout. The scheme also recognises the value of coaches, umpires, parents, administrators and highlights pathways for the development of these aspects to ensure as many players as possible are retained within the sport once they stop playing or retire.
7 Each phase of the scheme covers the following aspects: 1. The Player ‐ The Coach ‐ The Game 2. Hockey 4 Life 3. Where the game can be accessed and competitions available 4. Coaching courses and resources available 5. Training ratios – what percentage of time should be given to each developmental area 6. Technical, tactical and set plays to be covered at each stage (including Goalkeepers) 7. The physical, mental and health (and lifestyle) components to be covered The objective for each phase is: § Fun Phase: Introduce FUNdamental movement skills with/without ball using fun games and activities § Understanding Phase: Introduction and further development of hockey specific skills along with further emphasis of the FUNdamental movement skills. Emphasis remains on Fun. § Developing Phase: Technical areas developed with increasing pressure and decision making with a focus on improving speed and vision. § Excelling Phase: Players start to specialize in this phase whilst further developing game decision making. Greater emphasis is placed upon the training environment to prepare for competition. § Performance Phase: Performance focuses on developing the ability to compete. Training is planned to ensure players peak for key events in the competitive program. § Elite Phase: Elite athletes identified and nurtured with the potential to play on the world stage § Hockey 4 Life Retention Focus – coaching, umpiring, administration A Detailed Phase Overview is provided highlighting each of the specific areas of development within each phase. Irish Hockey is developing a Phase by Phase Booklet which documents each aspect of each phase in detail to supplement the Detailed Phase Document. It is intended that this resource will be released in January 2012.
8 3. IRISH HOCKEY’S PLAYER PATHWAY The pathway below highlights within the overall Hooked for Life structure the pathway of elite players within the model. The representative teams are represented in the phases they are placed. The model also reflects the primary process for recruitment and assessment into national programs. The primary source for assessing players will be through the Interprovincial tournaments at all levels, and almost solely for U16 and U18 age groups (exceptions may be made for eligible players who are currently living abroad). The International U21 teams have been re‐introduced to replace the Ireland A system to ensure that this key period in Phase 5 is maximized in terms of player development. At senior level the Interprovincial tournament will be used in conjunction with the primary domestic competitions, especially the Irish Hockey League and Irish Senior Cup.
9 4. Coaching The Coach essential in the development of each player through creating a positive learning environment which embraces the objectives of the phase in which they are working. In doing so coaches need to understand the player’s needs, the technical areas to be covered and how these relates to the game being played. The Hooked for Life Scheme encourages the use of play and games (through the play‐practice‐play approach) as fundamental to the development of hockey players. This allows players to recognise match situations before working on the techniques/skills and to develop their ability to perform and make the correct decisions in match like situations. To support Irish coaches the following represents the qualifications, development courses and resources which are available to coaches at each stage.
10 Effective Coaching with Hooked for Life: Good and effective coaching requires the following: § Understanding the player’s needs § Understanding the individual so you can continually improve all players § Ensure training sessions are √ FUN ‐ enjoyable √ ACTIVE – no queues or standing around √ PURPOSEFUL – develop through game play and relevant technical exercises √ SAFE Hooked for Life is a development model and aims to place an emphasis on player development with the longer term in mind. Without wanting to take player’s natural competitive streak their development, especially in Phases 1‐3, should be prioritised over winning so that they develop in the longer term. “The win at all costs attitude (perpetuated by adults) can significantly affect the way children perceive success. It reinforces their perception that if they do not win they are not successful and many children drop out of sport due to stress and their perception that they cannot be accepted” (Lynn Kidman) As such coaches, especially of younger players should create an environment which also ensures: √ Players play and train at intensity (speed) √ Players are encouraged to think and make decisions √ Commitment to doing the right thing (technically/tactically) is developed by praising effort (not only success) Coaching our Players effectively In order to understand the correct coaching approach that should be undertaken at each phase it is essential we have an understanding of the player’s needs. Naturally the coaching approach should reflect the needs of the players. The following highlights these aspects for each phase of Hooked for Life.
11 1. FUN PHASE Players Characteristics and Needs § Need to be kept physically active with frequent breaks and regular changes in activity § Often have wide range of physically abilities § Co‐ordination will often be under or not yet fully developed so players need lots of movement tasks focusing on the ABCs (1) Agility (2) Balance (3) Co‐ordination (4) Speed § Need things to be consistent and fair § Are sensitive to criticism § Learn best when physically active and repeat things on a regular basis § Are easily distracted and lose concentration quickly Coaching Emphasis A good coach at this phase will ensure the following: § Players have fun and enjoy their hockey experience – it helps to smile and be enthusiastic § A safe environment for all – arrive early & be prepared § There is enough equipment for everyone (one stick and a ball each) § Children are active most of the time with regular short breaks and changes in activity § All players are involved the whole time § There are plenty of fundamental movement activities with and without a stick § Have lots of time with a ball for as much of the session as possible § Each player experiences success and gets lots of positive feedback § Every player has enjoyed their training experience 2 2. UNDERSTANDING PHASE Players Characteristics and Needs § Has improved co‐ordination (including hand to eye) so is at an ideal age for learning skills § Steady increasing motor skills and ABCs (Agility, Balance, Co‐ordination and speed) § Has more control over movement § Still has shortened attention span so training sessions need to move quite quickly § Willing to learn and achieve – especially within a small team context § Likes consistency in standards and fairness § Is often highly competitive and thus needs careful control § Will learn from role models § Will start to prefer single gender sessions towards end of phase Coaching Emphasis A good coach at this phase will ensure the following: § Plenty of practice time to master skills but still using lots of game play § They vary tasks to keep players active and enthused § Focuses more on skill improvement both in training exercises and game play § Is tolerant and enthusiastic and ensures each play has FUN § Is supportive providing good role modeling § Encourages team work and fair play § Increases difficulty of exercises progressively § Listens to the players § Encourages effort and motivates to continue § There should be no queues (people waiting for their turn to practice). 3. DEVELOPING P 3. DEVELOPING PHASE Players Characteristics and Needs § Has improved and developed co‐ordination (including hand to eye) so is at an ideal age for learning and practicing skills § Has more control over movement § Physical appearance does not always match mental maturity § Will compare themselves with others so important coaches need to ensure they can still experience success § Will be motivated to be involved and Is often highly competitive and thus needs careful control and consistency of § Becomes more independent developing their own individual individuality § Will start to growth spurts (especially girls) which may result in clumsiness Coaching Emphasis A good coach at this phase will ensure the following: § Embrace the individuality of the player – not all players are as mature as they look! § Listen to players § Allow plenty of practice time to master skills relating technical development to game play using the Play‐Practice‐Play approach § Will vary tasks to keep players active and enthused yet challenged providing extension activities to challenge the more abled § Encourage players to think of solutions to problems § Encourage teamwork § Introduce basic tactical concepts allowing all players to understand responsibilities of all positions § Ensure technical work includes decision making leading to basic tactical understanding 4. EXCELING
12 4. EXCELING PHASE Players Characteristics and Needs § Reaching physical maturity § Physical balance and co‐ordination is recovered after growth spurts § Should now be able to achieve more advanced levels of complex skills § More able to undertake endurance § More mental balance after early teenage years § Increased tactical insight § Motivation will vary significantly depending on playing motives (social/competitive) and level (ie. recreational/elite) § Still quite individually motivated (more than team) § Expect to be treated like adults § Feel the pressures of other responsibilities but may not be able to articulate (especially study etc) Coaching Emphasis A good coach at this phase will ensure the following: § Facilitates a stimulating, challenging and more specialist environment § Continues to utilize the play‐practice‐play structure but spends more time on individual technical and skills work providing regular individual feedback § Players practice technical components under pressure (defenders/speed/area size) – use video where possible § Facilitates players specialize in terms of positional play and the technical work undertaken § Provide a positive yet challenging environment where players are encouraged more to take individual responsibility § Treats all players as individuals demonstrating clear expectations whilst allowing them to be intuitive § Includes more position specific training § Involved players in set play and tactical development § Is understanding of additional life pressures (especially academic work) ensuring players remain in the sport § Encourage and spread leadership roles § Start to include experts if possible/necessary (ie physiotherapists/specialist coaches) 5. PERFORMANCE PHASE Players Characteristics and Needs § Reached physical maturity so often seeks to develop more from a strength and conditioning and able to undertake a fully periodised plan § Can now achieve advanced levels of complex skills both in game play and technical training (under pressure) § Increased tactical insight and ready to be involved in the development and implementation of team tactics § Motivation should be high to progress and achieve competition success at this time and reach the Elite Phase § Both individually and team motivated – can see the importance of both. More team focused than in the Exceling phase § Like to be included in decision making components and goal setting § Enjoys team building exercises Coaching Emphasis A good coach at this phase will ensure the following: § Creates a challenging environment where high standards are set and adhered to § Challenges the players as individuals, units and as a team by providing clear expectations § Regularly utilises individual and team feedback which incorporates the players § Develop long term plans for technical and tactical development of team § Able to analyse the opposition and deliver easy to understand game plans that can be implemented in pressure situations § Includes players within goal setting § Include team building § Uses specialists to design (and deliver if necessary) physical components of program 6. ELITE PHASE Players Characteristics and Needs § Are highly driven and self motivated in striving for excellence in all areas of their development and performing under pressure § Single minded and disciplined so can appear selfish about their own development § Set and maintain their own high standards – ability to train alone § Able to take on board complex game plans and tactical analysis and deliver under pressure § Is able to effective analyse and evaluate their own and team performance provide situations to problems § Able to communicate openly with coaches and other athletes § Able to balance work and sporting commitments Coaching Emphasis A good coach at this phase will ensure the following: § That a demanding ‘elite’ environment and culture is created that encourages the athletes to take responsibility for this culture § Maximises the capability of every player by continually demanding in all areas § Provides a clear philosophy for the team that is driven by them as coach towards achieving success § Provide leadership to players and staff giving open and honest feedback which includes praise and constructive criticism § Continually evaluates self performance inviting and accepting feedback § Develop collectively clear objectives and share clear team planning and periodisation § Facilitates team feedback and evaluation that inputs into planning and goal setting § Set high standards in every aspect of their role as coach
13 4. Overview of other key areas of Hooked for Life 4i. Introduction of Fun Phase (Phase 1) The Fun Phase is often the first time children experience hockey. The priority of the phase is to introduce hockey in a FUN and game orientated way with the primary focus to develop physical literacy and FUNdamental movement skills. Hockey involves many of the fundamental movement skills so it is key that these are developed at this phase to allow for development there after. Failure to gain physical literacy can inhibit player development in the longer term. This should be done through fun games and movement activities completed with and without a stick and ball. Irish Hockey have written 15 session plans (for sessions between 45‐60mins) for coaches, teachers and parent delivering to players in this phase, with many of the games appropriate for subsequent phases. The sessions are structured as follows: 1) Warm up movement activities ‐ using fun warm up games (with a Fundamental movement skill component) 2) Focused Activities – fun movement activities without stick and ball 3) Hockey Specific Activity – completing the movement activities with stick and ball 4) Fun Game – game designed specifically to highlight and further develop the movement skill and hockey technique developed through the session The following outlines how these resources can be fully utilised and maximised: 4ii. Hockey 4 Life Overview Hockey 4 Life recognises that there are many ways in which people are involved in our sport; players, parents of players, club administrators, teachers, coaches, umpires, administrators, volunteers and supporters to name a few. Without these many roles, our sport cannot function and we would not have a Long Term Player Development Model. Hockey 4 Life also reflects the high numbers of recreational players
14 within our sport – those players that are involved because of the many benefits our sport provides and not because they aspire to perform at an elite level. In many cases, these recreational players are the backbone of hockey as volunteers. In summary, Hockey 4 Life can be summed up in 4 phrases: FUN: An enjoyment of hockey underpins the reason that a person has an involvement in our sport whether as a player or in another capacity FRIENDS: Sociability through an involvement in a team sport, on or off the field FITNESS: Experiencing the health benefits associated with playing sport FOR ALL: Opportunities to take part in hockey regardless of gender, age, sexuality, religion, ethnicity or ability Objectives · To develop a love for our sport from the first moment a hockey stick is picked up which will last a lifetime · To recognise the high numbers of recreational players that play hockey on a regular basis · To retain people in our sport by providing opportunities to remain involved in a manner that suits their lifestyle · To demonstrate that LTPD is not simply a performance pathway Achieving Hockey 4 Life Hockey 4 Life is already an integral part of our sport – it has simply never been recognised! The following lists a number of areas where Hockey 4 Life is already very successfully in existence: ‐ Adult club hockey particularly at the medium to lower ends of the provincial structures ‐ Club Youth Sections and school based hockey that provide a means for children to play at a non‐ elite level ‐ Social hockey (leagues, indoor or standalone events) ‐ Masters Hockey, provincial and Irish ‐ Volunteers (previous players that remain involved in the sport as coaches, umpires, administrators or otherwise) ‐ Parents that have become involved in the sport as a result of their children’s participation in hockey Responsibility Everyone involved in hockey has a role to play in Hockey 4 Life whether it’s creating an opportunity to become involved or recognising as a player that there are lots of ways to remain within the sport outside of the traditional playing opportunities. 4iii Physical, Mental and Health Long Term Player Development integrates other aspects of player development into periods when specific aspects can be best developed ‘windows of opportunity’. These aspects are integral to the development of hockey players. The following outlines the rationale for each area breaking them down into physical, mental (including lifestyle) and health. It also highlights how each should be incorporated into player development Physical: Physical Literacy and Aerobic Endurance Physical literacy What is it? The development and competence in fundamental movement skills (e.g. running, throwing) and fundamental sports skills (e.g. catching) that allow a person to move confidently in a wide range of physical activity, rhythmic and sport situations. Aerobic endurance Aerobic endurance is the ability of the heart, lungs and vascular system to supply oxygen during sustained physical activity, and to perform numerous repetitions of an activity requiring considerable use of the circulatory and respiratory systems (Gallahue and Donnelly, 2003a). This capacity has been shown to be vital in maintaining power performance during activities similar to hockey (Balsom et al., 1994).
15 What evidence is there to support why this should be included in Hooked on Fun? Hooked on Fun recommendations for incorporation into hockey training Basic fundamental movement competency is the foundation of sport skill performance and future athletic success, with poor physical literacy associated with decreased physical activity and fitness. The brain appears to develop rapidly between ages 6 and 8, and 10 and 12 (Rabinowicz, 1986). Intervention effectiveness is uncertain due to lack of studies investigating long‐term effects on movement skills (Barnett et al., 2009), but progression to specific skills is dependent on establishment of solid fundamental skills (Gallahue and Ozmun, 1998; Gallahue and Donnelly, 2003b). Possession of a full set of fundamental movement skills is also considered important for life‐long participation in physical activity. Development of the correct basic fundamental movement skills (agility, balance, coordination, running, bounding, jumping, etc.) are all to be coached in the youngest age groups (younger than 10) on most days of the week, and must be the precursor to development of sport‐specific skills. Reilly and Borrie (1992) described hockey as an aerobically demanding sport with frequent, brief anaerobic demands superimposed, due to the long duration of games. Increased number of sprints leads to increased reliance on aerobic metabolism (Spriet et al., 1989). Aerobic training improves cardiovascular and mitochondrial function and carbohydrate and fat metabolism, reduces respiratory work demands at a given intensity and also aids in dealing with heat stress. Aerobic capacity seems to increase linearly with body size (Armstrong and Welsman, 1994) with some authors suggesting altered sensitivity immediately before, after the onset and during the growth spurt (Weber et al., 1976; Rowland, 1985; Naughton et al., 2000), but the suitability of methodologies used is questionable. Longitudinal studies suggest increased sensitivity to training between 12 and 16 years (Viru et al., 1999). It appears the body is sensitive to aerobic training in the early teenage years from 12‐16 years (i.e. immediately after the growth spurt), but development of aerobic capacity from a young age in the form of fun games and play is advised. For athletes from stage 3 upwards, aerobic endurance is to be developed using Fartlek type runs, which involve running for a set period of time, but alternating the distance and time ran within that time at different speeds. Speed and Strength: What is it? What evidence is there to support why this should be included in Hooked on Fun? Hooked on Fun recommendations for incorporation into hockey training Speed Strength Running speed is the product of step length and step frequency, and refers to how fast one can get from A to B (Hunter et al., 2004). Speed varies between the acceleration and maximal velocity phases. What exactly determines how fast one can run is unknown, but horizontal speed is the product of step length (affected by flexibility and limb length) and step frequency (affected by coordination and leg stiffness), suggesting anything affects any of these factors also affect speed. Coordination is thought to improve between 5 and 9 (Viru et al., 1999), with muscle‐tendon unit stiffness known to increase up to puberty with increased physical activity. A second period of adaptation proposed to occur at 12 for girls and between 12 and 15 for boys (Borms, 1986). The growth spurt signifies a rapid change in limb length, altered flexibility and also decreased coordination. Acceleration is important for goalkeepers as well as outfield players, as the distances players sprint over is typically quite short. Speed development is multi‐dimensional, and its trainability in childhood is unclear(Ford et al., 2011). It does appear that a window may exist between 5 and 9, and it recommended that linear, lateral and multi‐directional speed is developed in short bursts (less than 5 s duration) game‐ situations. The second window is less clear, but it is seems the second window occurs after the growth spurt, when coordination and flexibility are re‐established. Coaching of correct acceleration, maximal velocity and deceleration technique is required with emphasis on the movement pattern itself and also leg stiffness modulation, both with and without a stick. Running with one and both hands on the stick is also to be encouraged. It is advised that correct running technique is established without the stick before reintroducing the stick. Speed work should also be performed at the start of the session, when players are fresh and not fatigued. Muscular strength is the ability of the body to exert a maximum force against an object external to the body and in its simplest form is the ability to exert one maximum effort (Gallahue and Donnelly, 2003a). Strength training reduces injury risk, improves co‐ ordination, enhances bone mineral density, improves body composition and improves self‐ esteem. It is a complex performance‐related fitness component underpinned by muscular, neural and mechanical factors (De Ste Croix, 2008) so very little is known about strength gains during childhood, optimal training times and individualisation of strength at different joints. It appears to increase in both boys and girls until ~14 years after which girls plateau and boys undergo a spurt. The age when rates change is muscle group and action specific, with upper and lower body strength changing at different ages (Gilliam et al., 1979; Round et al., 1999). Phase 1 and 2: emphasis should be on correct technique of simple movements such as squatting, lunging and overhead movements under strict supervision. By Phase 3, basic strength programmes should be used with guidance from semi‐experts or experienced coaches. With younger athletes, adult programmes must not be imposed with additional weight added in ~10% increments only once technique is established. AAP (2008) recommends adequate nutrition and hydration of youth athletes, taking care of injuries as they occur, use of proper technique and avoidance of drug use. Maximal and power lifting is not recommended until physical maturity is reached, and training should be about 2‐3 times per week of 2 to 3 sets of 8 to 15 repetitions. A minimum of 8 weeks duration is recommended to see strength gains with detraining occurring rapidly (~6 weeks to a baseline level). For recreational athletes, similar training is recommended for the health benefits. As players move along the elite pathway (Phase 4‐5), specialist coaches should supervise athletes 2‐4 days per week in the gym using heavier weights and individualised programmes. Power and Flexibility: What is it? Power Flexibility Power is the cross between strength and speed, and can be thought of as the rapid application of strength. Flexibility refers to the range of motion of a joint, i.e. how much movement can occur at it. Stretching is the application of tensile force to a muscle or tendon to increase its length, and has both acute
16 What evidence is there to support why this should be included in Hooked on Fun? Hooked on Fun recommendations for incorporation into hockey training Power is a vital aspect of hockey performance, related to acceleration abilities. Power develops rapidly in children 5‐10 years old, most likely due to improved co‐ordination (Branta et al., 1984). It is the product of force and velocity, which are subsequently affected by body mass, size, coordination, muscle‐tendon unit stiffness and stretch‐shortening cycle function. Plyometrics form the basis of any power training programme, and due to the jumping‐landing nature of the tasks, require establishment of correct jumping and landing technique first. Simple plyos such as bounds, hops and jumping in place can be performed when this is established. Higher intensity plyos however such as depth jumps place incredibly high loadings on bones, joints and connective tissue, therefore athletes must also have good lower body and core strength prior to commencement of these exercises. Plyos should never be performed on a surface which has no give in it such as concrete or tarmac, or with athletes with history of lower limb injury without prior medical clearance. Plyos should be performed at the start of a training session, as maximum effort is required for maximum effectiveness. No more than two sessions per week are recommended at the start of plyometric training. and chronic effects. Typically completed during the warm‐up, stretching is performed because coaches believe it can improve performance, reduces injury risk and can reduce aches and pains. The review by Stone et al. (2006) found acute stretching decreased explosive jump performance (in particular, rate of force development) but in the long‐term was found to improve performance by small yet significant amounts. The literature relating increased flexibility to decreased injury risk is also unclear, but again in the long‐term may reduce the risk of injury. In a sport like hockey, where a low crouched body position for the majority of a game is essential, the benefits of increased flexibility are clear as it enables the player to actually get themselves in that position. Further to this, it is acknowledged that in order to perform any movement pattern correctly, a full range of motion at the joints is required. Dynamic stretching (i.e. where stretching is performed whilst the person is moving) is recommended as part of the warm‐up, with stretches held for 5‐6 seconds. During the cool down, static stretching is recommended with stretches held for 8‐10 seconds to restore resting muscle length. Developmental stretching is recommended between training sessions with three static stretches held at each joint for up to 30 seconds each, and is particularly recommended for the duration of the growth spurt. Developmental stretching is not normally completed during in‐ season for adult players, with stretching just used to maintain range of motion, but is encouraged during the off and pre‐season to increase range of motion. Mental: Sporting success requires 4 C’s: commitment, concentration, control and confidence, with games played with the body and won in the mind. Sports psychology is an effective tool in developing and refining these four attributes and has become increasingly important in preparing athletes for competition. When athletes are physically, technically and tactically equal, the winner is the one who has the greater mental skill set to cope with the situation. These skills cannot be learnt overnight but are taught, practiced and perfected over weeks, months and years. Skills such as goal setting, imagery, time and stress management, teamwork and leadership are of use not only on the hockey pitch but also in everyday life. Sports psychology is included in our Hooked for Life model so we not only develop athletes who play fair, enjoy their sport and can play to win, but also equips them for life outside hockey. STAGE 1. FUN PSYCHOLOGICAL THEMES Having fun Character building Fair play and ethics Basic self‐awareness Character building Responsibility Patience The difference between right and wrong PSYCHOLOGICAL SKILLS LIFESTYLE SKILLS 1. Introduction to goal setting 2. Task orientation 3. Teamwork and cohesion Positive communication 3. DEVELOPING Dealing with success and failure Concentration Handling competitions Decision making 1. Developing effective pre‐ performance routines 2. Building confidence 3. Imagery 4. Leadership skills As stage 2 plus Personal responsibility Basic time management 4. EXCELING Dealing with success and failure Confidence building Handling competition and increased pressure Self‐motivation Avoiding burnout Developing awareness about concentration and attention patterns and what to do when they diminish during performances 1. Advanced goal setting 2. Attentional control 3. Mental practice 4. Planning and decision‐making 5. Emotional control and self‐talk As stage 3 plus Coping with transition Dealing with social pressure Time management 5. PERFORMANCE High intensity training culture Self‐motivation and will to win Critical evaluation of performance Dealing with setbacks (contingency planning) Developing practice patterns to target key psychological and physical skills Regulating skill processes with skilled performance As stage 4 plus Self‐monitoring goals Use of ‘what if?’ strategies Deliberate practice and the development of expertise Self‐regulation of learning and performance Lifestyle choices
2. UNDERSTANDING 17 6. ELITE Individualised mental strategies Competition state and mind‐set The role of thinking in developing elite and supra‐ elite performers Career transitions ‐ie after playing As stage 5 plus Stress management Meta‐cognitive skills Psychology of injury Coping with retirement Media skills 5.iii Health: The Health components included within Hooked for Life highlight at each stage the following: § What amount of hockey should be played in relation to other sports. In the early phases Hooked for Life recommends that young children participate in several sports as this helps develop their overall physical literacy and will support their development as a hockey player in the longer term. § Nutrition and hydration aspects – what aspects should be covered at each phase of the program. Detailed documentation has been produced to support the delivery (by parents, teachers and coaches) of these aspects in the early phases before § Rest and Recovery – as players develop and undertake more complex and demanding routines rest and recovery become an important part of the development of hockey players. This is also highlighted as appropriate, especially in the later phases. § Overtraining and Burnout – Hooked for Life demonstrates clear guidelines and principles for monitoring training and ensuring that work to rest ratios are clear for each phase (especially the latter stages). This not only ensures that players do not risk burn out and over training but will enhance the player’s development through physical and mental regeneration. 6. HOOKED FOR LIFE GAME SHEETS In order to summarise the key components of each of the early phases building on The Game that has been developed to best develop The Player a series of three Game Sheets have been designed to summarise all aspects required for The Coach to deliver effective sessions around the design and implementation of the game. In addition guidelines for the rules, umpiring tips and training modifications. These sheets are available for download from the Irish Hockey website at www.hockey.ie/hookedforlife. WEB SUPPORT In order to access the many documents mentioned above, make sure you check out the Hooked for Life web page. Additional web pages which may be of assistance or interest are also listed below. IHA homepage www.hockey.ie Hooked for Life www.hockey.ie/hookedforlife IHA Coaching www.hockey.ie/development/coaching IHA Core Skills DVD www.hockey.ie/development/coaching/core_skills.htm If there is any other information that you are looking for, you can contact the IHA as follows: Address Irish Hockey Association Newstead UCD Belfield Dublin 4 Tel +353 (0) 1 716 3261 Email coaching@hockey.ie
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