S A Cue Sport LTPD Document

Transcription

Contents
1. Message from LTPD Project Leader: ............................................................................................... 3
2. Message from President: ................................................................................................................ 5
3. What is LTPD?.................................................................................................................................. 6
4. South African Sport for Life: ............................................................................................................ 7
5. The Ten Key Factors Influencing LTPD: ........................................................................................... 9
1.
Continuous Improvement (kaizen) ......................................................................................... 9
2.
The FUNdamentals - Developing Physical Literacy ................................................................. 9
3.
Chronological Age versus. Developmental Age .................................................................... 10
4.
Mental, Cognitive and Emotional Development................................................................... 12
5.
Specialization ........................................................................................................................ 12
6.
Trainability ............................................................................................................................ 13
7.
Periodisation (Annual training, competition & recovery plan) ............................................. 14
8.
The Ten Year Rule ................................................................................................................. 15
9.
Calendar Planning for Competition ...................................................................................... 15
10.
System Alignment and Integration ................................................................................... 16
6. The 10 S’s of Training and Performance: ...................................................................................... 17
1.
Stamina (Endurance) ............................................................................................................. 18
2.
Strength................................................................................................................................. 19
3.
Speed .................................................................................................................................... 19
4.
Skill ........................................................................................................................................ 19
5.
Suppleness ............................................................................................................................ 20
6.
Structure / Stature ................................................................................................................ 20
7.
(p)Sychology .......................................................................................................................... 21
8.
Sustenance ............................................................................................................................ 21
9.
Schooling ............................................................................................................................... 22
10.
Socio-Cultural .................................................................................................................... 22
7. The Eight Stages LTPD: .................................................................................................................. 23
STAGE ONE:
ACTIVE START ...................................................................................................... 24
STAGE TWO:
FUNDAMENTALS................................................................................................. 25
STAGE THREE:
LEARN TO TRAIN................................................................................................ 26
STAGE FOUR:
TRAIN TO TRAIN................................................................................................. 27
STAGE FIVE:
LEARN TO COMPETE ............................................................................................ 28
“He who is not courageous enough to take risks will accomplish nothing in life” – Muhammed Ali
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STAGE SIX:
TRAIN TO COMPETE ............................................................................................. 29
STAGE SEVEN:
TRAIN TO WIN .................................................................................................. 30
STAGE EIGHT:
ACTIVE FOR LIFE ............................................................................................... 31
8. Assessment of Cue Sport in South Africa ...................................................................................... 32
1.
Where are we now? .............................................................................................................. 32
2.
Strengths and Weaknesses Analysis ..................................................................................... 32
3.
Where do we want to be? .................................................................................................... 35
4.
How to get there? ................................................................................................................. 37
9. Summary: ...................................................................................................................................... 38
10. Appendix ..................................................................................................................................... 39
1.
Appendix 1 - Brief guide on how to improve overall game ................................................. 39
2.
Appendix 2 – Drills ................................................................................................................ 42
3.
Appendix 3 – Snooker Practice Routines .............................................................................. 48
4.
Appendix 4 - 9Ball / Blackball-pool Practice Exercises .......................................................... 50
11.Bibliography ................................................................................................................................ 55
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1. Message from LTPD Project Leader:
The LTPD project is the culmination of months of effort and hard work put in by individuals
to help grow cue sport in South Africa. It will require a co-ordinated effort by the entire
South African Cue Sport community to create an integrated, leading edge development
system that will enable Cue Sport in South Africa to achieve its vision statement:
“To ensure that all South African Cue Sport enthusiasts, united under the banner of the South
African Confederation of Cue Sport, are able to compete in the international cue sport arena.
Our vision further extends to encompass an organization that genuinely has the best
interests of all its members at the core of its decision making process and where
transparency, progressive thinking and delivery are paramount.”
For this vision to be realised, it is important that all primary stakeholders acknowledge their
roles as well as responsibilities and be aware of those other key groups involved in the
developmental process. The requirements for each group include:
Parents
•
Being able to assist in the growth of the child in the sport, providing support and
guidance along with making their child’s time spent playing the various disciplines of
cue sport enjoyable.
•
Knowing the details of structure and progression through the ranks to achieve
professionalism.
•
Understanding that long hours are sometimes necessary to achieve the levels
required of the sport.
Participants
•
Enjoying the sport.
•
Developing competent physical literacy.
•
Developing competent cue sport ability skills.
•
Becoming self-reliant and demonstrating independent initiative in learning and
developing skills.
Coaches
•
Being educated.
•
Having a thorough understanding of the LTPD principles for Cue Sport.
•
Adhering to the SACCS Code of Ethics.
•
Understanding where and how they fit into the “system”.
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•
Committing to supporting participants in achieving their goals.
Clubs
•
Providing proper training and competition facilities.
•
Providing a support structure (coaching, resources, etc).
•
Conducting the necessary development programs and workshops.
•
Allow access to all levels of players without prejudice.
The Provincial Bodies
•
Ensuring appropriate programming is in place for use by clubs, coaches, officials, etc.
•
Being a source of information, expertise and support; providing necessary
information and communications in the development of athletes.
•
Ensuring the proper competition structures are in place and followed by all.
Cue Sport is prejudiced in that it is a relatively small sport compared to the larger and more
recognised sports played in our country. This does disadvantage us, but with the guidance
and implementation of the LTPD program we can grow our sport to the level we want to see
it at, and make it the sport of choice for all in our country.
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2. Message from President (Saths Reddy):
The South African Confederation of Cue Sport (SACCS) is the controlling body for the cue
sport disciplines of pool, carom and snooker in South Africa. The SACCS is a non-sexist, nonracist sporting body based on human rights, democratic principles and ethical and
accountable social values of universal fraternity and solidarity and acts in the best interest
of all its members irrespective of race, religion, gender or politics. While retaining and
respecting the complete autonomy of the governing bodies for pool, snooker and carom,
the role of SACCS is to administer, develop, advance and promote all cues sport disciplines.
The promotion of proper education of instructors and coaches through recognised
academies in order to enhance the levels of play is a concept that has been recently
adopted by the federation. The SACCS also hosts, manages, organises and stages
tournaments and multi-disciplined cue sport events on a National basis. Finally, SACCS
maintains a close liaison with SASCOC to obtain optimal recognition for the disciplines of cue
sport and to seek inclusion of cue sports in the South African Games and the All Africa
Games.
Mission Statement:
To achieve sporting excellence and worldwide recognition for all cue sport members
through pro-active management and transparent, fair and focused administration that is
always forward thinking and outcomes based.
Vision:
To ensure that all South African cue sport enthusiasts, united under the banner of the South
African Confederation of Cue Sport, are able to compete in the international cue sport
arena. Our vision further extends to encompass an organization that genuinely has the best
interests of all its members at the core of its decision making process and where
transparency, progressive thinking and delivery are paramount.
Members Credo:
I promise, as a member of the South African Confederation of Cue Sport, to compete in the
pool and snooker disciplines of cue sport to the best of my ability and abide by the rules that
govern the sport. I am committed to a competitive spirit, free of doping, and to uphold the
true spirit of sportsmanship for the honour of all competitors and for the glory of the sport.
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3. What is LTPD?
Long Term Participant Development (LTPD) is a systematic approach being developed and
adopted by the South African Confederation of Cue Sport to maximize athlete potential and
participant involvement. The model is based on the idea that there are a number of
different physiological, mental/ cognitive, and emotional development stages through
which a participant progresses and that each stage requires a different set of training,
competition and recovery programs for optimal performance.
The model is therefore based on the developmental age rather than the chronological age
of the participant. Coaches who engage in the model and its practices are more likely to
produce participants who reach their full athletic potential. However, the LTPD model is
inclusive, meaning that the principles which underpin it are equally applicable to people of
all ages and abilities whether they are participating in elite sport or recreational physical
activity.
This model represents a paradigm shift, a philosophically different approach to sport and
physical activity. It draws on the experiences of various athlete development projects that
have been implemented by different sport organisations in Canada & elsewhere. In order to
be successful LTPD requires full sport system alignment and integration. As such the model
is participant centred, coach driven and administration, sport science and sponsor
supported.
Underpinning life-long participation in physical activity and excellence in performance sport
is the concept of Physical Literacy (see Figure 1). 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
anticipates the movement needs or possibilities, and responds appropriately with
intelligence and imagination. (Whitehead, 2001)
It is athlete centred, coach driven and administration, sport science and sponsor supported.
By tailoring an athlete’s/participant’s instruction, coaching and training to the development
of fundamental physical literacy skills and sport technical skills we are best positioning the
participant to:
•
Reach full potential
•
Increase lifelong participation in Cue Sport and other physical activities
•
Improving health and well-being
This framework will set out recommended training sequences and skills developments for
the participant from the ‘Social Player’ to the ‘Elite Player’ and back to the ‘Active for Life
Player’. It addresses the physical, mental, emotional and technical needs of the athlete as
they pass through each stage of development.
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Cue Sport is a late specialisation sport. Characteristic of late specialisation sports is that
specialisation prior to age 10 is not recommended since it contributes to early burn-out,
drop-out, and retirement from training and competition.
4. South African Sport for Life:
This document - the LTPD Guide for Cue Sport - utilises a number of stages that are
seamlessly linked in with the generic LTPD concept, but with Cue Sport specific focus. The
latter focus reflects the requirements of the sport at the highest level, yet retains, at its
core, the concept of age and ability appropriate programming and evaluation.
Figure 1: Physical Literacy is the foundation of
life long participation in physical activity and/or
sport excellence.
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Within the seven stage LTPD model for Cue Sport, the first three stages focus on fun and
physical literacy. Children grow and improve within the sport through programs designed to
introduce the basic technical skills in a fun environment, which assists in the development of
overall motor and sport skills. Following the first three stages, there is a transition to either
further development or excellence in Cue Sport or life-long participation in Cue Sport at the
recreational or less competitive level. For participants who wish to pursue excellence,
increasing specialisation in the various disciplines of cue sport and an expanding focus on
competition permit them to mature athletically and aspire to national and international
podiums. Regardless of the level of excellence or sport-mastery achieved however,
participation in sport can enhance the health, fitness and mental wellness of South Africans
of all ages.
The first 3 stages encourage Physical Literacy and sport for all:
1. Active Start
2. FUNdamentals
3. Learn to Train
The next 4 stages focus on excellence:
4. Train to Train
5. Learn to Compete
6. Train to Compete
7. Train to Win
The final stage encourages life-long physical activity:
8. Active for Life
Individuals can transition from the first 3 LTPD stages to either excellence, life-long
participation in the same sport, or remain active for life in another activity.
To better understand the LTPD model, and its role in helping participants to achieve these
goals, it is useful to discuss ten key factors which influence the model and set it apart from
other long-term development models.
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5. The Ten Key Factors Influencing LTPD:
Research has identified 10 important factors that influence participant development. Cue
Sport programmes built around these factors will ensure that participants can experience
optimal development in their chosen sport as well as lifelong involvement in physical
activity.
1. Continuous Improvement (Kaizen)
The concept of continuous improvement is drawn from the respected Japanese industrial
philosophy known as Kaizen.
This concept extends to all aspects of the South African Cue Sport Federations and its
partner organisations (provincial affiliates and clubs) in our efforts to continually improve
and evolve into a vibrant and progressive sports community. Given that we are embarking
on a major effort to grow participation and develop the sport of Pool and Snooker in South
Africa, means that there will be a regular need to review our progress and update our
strategy. In addition to these internal updates, periodic updates of the SACCS LTPD guide
will be undertaken at regular intervals in the future based on recommendations from
leaders in the South African and International cue sport community.
LTPD is a dynamic framework that utilises continuous adjustments based on key principles.
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 sensitisation of all partners about the
interlocking relationship between physical education, school sport, community
recreation, life-long physical activity and high performance sport.
•
LTPD promotes integration between sport, physical education, recreation, health
and education.
2. The FUNdamentals - Developing Physical Literacy
Fundamental movement skills (running, throwing, catching, hopping, bounding, etc.) and
fundamental sport skills equals Physical Literacy and reading the environment. The
literature on participant growth and development, indicates that children should master the
fundamental movement skills and fundamental sport skills before learning more
complicated sport-specific skills and strategies. These fundamental skills should be acquired
prior to the onset of the growth spurt which occurs in adolescence.
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The physical and movement qualities which are developed as physical literacy are essential
for participation and enjoyment of sports. Athletics, gymnastics and swimming are three
sports which are particularly useful for developing fundamental movement skills and sport
skills.
Athletics:
Develops many of the fundamental movement skills which are components
of all other sports, including running, jumping, throwing and for wheelchair participants,
wheeling.
Gymnastics: Encourages the development of agility, balance, coordination, and speed,
along with the fundamental movement patterns of landing, statics, locomotion, rotation,
swings, springs and object manipulation.
Swimming:
is the foundation for all water sports. It is also important for water safety
reasons, and teaches balance in a buoyant environment as well as coordination.
3. Chronological Age versus. Developmental Age
A cornerstone of LTPD is the recognition that chronological age differs from developmental
age. Chronological age refers to the number of years and days elapsed since birth.
Developmental age refers to the degree of physical, mental, cognitive and emotional
maturity along a continuum that begins at birth and culminates in full physical maturity.
Developmental age is highly individual and is a blend of a child or adolescent’s physical
development (assessed by skeletal maturity or bone age), together with their mental,
cognitive and emotional maturity. Participants of the same chronological age between 10
and 16 can differ by as much as four or five years in their developmental age. The beginning
of the growth spurt and the peak of the growth spurt are very significant considerations in
the application of LTPD to training and competition program design.
A participant's developmental age determines when Peak Height Velocity (PHV) is
various aspects of sport and physical activity should be commonly referred to as the
introduced or emphasised. The LTPD model uses the adolescent Growth Spurt. It a key
categories "early", "average" (on-time), or "late" indicator of Developmental Age, and
is used to identify sensitive periods
maturer to identify a participant's developmental age.
of accelerated adaption to training.
These designations help coaches and instructors to
design instructional, training and competition programs that are appropriate for the
participant's level of development. Identifying an participant's stage of maturation is not
difficult. For the most part the indicators of the general developmental process that can be
used to observe and monitor growth are relatively easy to gather. For specific information
on
"how
to",
see
the
“Monitoring
Growth
in
LTAD”
document
(www.canadiansportforlife.ca)
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As individuals mature, there are several time sensitive periods when there is accelerated
adaptation to training. The LTPD model identifies these periods and makes maximum use of
them to introduce skill and fitness development. Figure 2 shows the rate of change in
height in boys and girls through the key growth period.
Figure 2: Rate of Change in Height & Peak Height Velocity (PHV), for Girls and Boys;
highlighting key physical development indicators (adapted from CS4L (2005))
PHV in girls occurs at about 12 years of age. Usually the first physical sign of adolescence is
breast budding, which occurs slightly after the onset of the growth spurt. Shortly thereafter,
pubic hair begins to grow. Menarche, or the onset of menstruation, comes rather late in the
growth spurt, occurring after PHV is achieved. The sequence of developmental events may
normally occur 2 or even more years earlier or later than average.
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PHV in boys is more intense than in girls and on average occurs about 2 years later. Growth
of the testes, pubic hair, and penis are related to the maturation process. Peak Strength
Velocity (PSV) comes a year or so after PHV. Thus, there is pronounced late gain in strength
characteristics of the male participant. As with girls, the developmental sequence for male
participants may occur 2 or more years earlier or later than average. Early maturing boys
may have as much as a 4-year physiological advantage over their late-maturing peers.
Eventually, the late maturer will catch up when they experience their growth spurt.
4. Mental, Cognitive and Emotional Development
Instructors and coaches should recognise that individuals mature at different rates and that
the timetable for physical, mental, motor and emotional development varies from
participant to participant. Instructors and coaches are encouraged to take a holistic
approach to teaching and training participants. This means taking into account a wide
variety of psycho-social and emotional factors that influence the participant day-to-day - see
Appendix 2.
Cognitive, mental and emotional (affective) elements have a significant effect on
participants' performance, and must be prioritised in long-term participant development.
Beyond these elements, instructors and coaches should also consider equipment and
environmental factors that impact participation, performance and safety. Ethics, including
fair play, respect of self and others, and perseverance should be developed within all stages
of long term participant development.
5. Specialization
Typically, sports can be classified along a continuum from early to late specialisation types.
Early specialisation sports include artistic and acrobatic sports such as gymnastics, diving
and figure skating. These differ from late specialisation sports in that very complex skills are
learned before maturation since it is more difficult for them to be taught afterwards. In
addition, this differentiation is relevant to the eventual point at which the highest level of
performance or competitive excellence is attained or consistently achieved. Cue Sports
clearly falls into the late specialisation category. However it is important to note that
involvement during the early stages of childhood and participant development (i.e. the
Active Start and FUNdamentals stages) is extremely important. In particular, Snooker/Pool
requirements should be introduced during the FUNdamentals stage and firmly established
and refined before the end of the Learning to Train stage via appropriately designed
activities, events and programs.
Many of the world’s most successful athletes participated as children in a wide variety of
sports and physical activities. The movement and sport skills they developed as a result
have helped them to attain a high level of athletic achievement.
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There is much to be gained from a child’s early participation in a variety of sports. Early
exposure to a wide variety of sport and physical activities will develop some of the physical
and movement attributes that are crucial to later success in participation including: agility,
balance, conditioning, speed, core body strength, stamina, suppleness, and eye-hand-foot
coordination.
Early specialisation in a late specialisation sport can contribute to:
• Overemphasis on sport specific preparation/ one-sided preparation
• Lack of development of basic movement and sport skills
• Overuse injuries
• Early burnout
• Premature retirement from training and competition.
6. Trainability
Trainability can be considered in terms of the 5 S’s, namely Stamina, Strength, Speed, Skill
and Suppleness.
These are well documented in the literature (Brohms, 1985; Viru et al, 1998 and 1999;
Rushall, 2000). Biological markers (Balyi, 2002), such as the on-set of PHV (adolescent
growth spurt), PHV and the on-set of menarche can identify the “sensitive periods of
accelerated adaptation to training” for Stamina, Strength and Skills. The trainability of Speed
and Suppleness is based on chronological age, because all research is based on
chronological age. Thus, the biological markers will identify the “windows of optimal
trainability for accelerated `adaptation to training. (See further details on trainability in the
10S’s of training and performance section).
• Stamina (Endurance)
The window of optimal trainability occurs at the onset of the growth spurt. Aerobic
capacity training is recommended before children reach PHV. Aerobic power should
be introduced progressively after the growth rate decelerates.
• Strength
The window for trainability for girls is immediately after PHV or at the onset of the
menarche (first menstruation) while for boys it is 12 to 18 months after PHV.
• Speed
For boys, the first speed training window occurs between seven and nine years of age
and the second window occurs between 13 and 16 years of age. For girls, the first
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speed training window occurs between six and eight years of age and the second
window occurs between 11 and 13 years of age.
• Skill
In Cue Sport, there are 2 types of skills to consider, namely physical skill and mental
skill.
The window of optimal mental skill training (e.g. critical thinking and abstract thought)
for boys occurs between the ages of 12 and 19, and for girls it is open between the
ages of 11 and 17.
• Suppleness (Flexibility)
The window of optimal trainability for suppleness in both boys and girls occurs
between six and 10 years of age. Special attention should be paid to flexibility during
PHV.
7. Periodisation (Annual training, competition & recovery plan)
Periodisation provides the framework for organising training, competition and recovery into
a logical and scientifically based schedule to achieve optimum performance at the required
time. A periodised annual plan, in which training and competition components are
sequenced into months, weeks, days and sessions, should be developed for all stages of
LTPD taking into account growth, maturation and trainability.
Simply put, designing a periodised yearly plan is time management. This involves planning
the right activities with the correct level of difficulty, in the correct sequence to reach the
desired training and competition objectives. The plan should be situation specific depending
upon priorities and the time available to bring about the required training and competition
improvement.
Longer term planning involving the training and competition calendar over a number of
years is required in order to truly formulate a logical and sequenced approach to achieve
the desired performance objectives.
The plan can be broken down into workable units. The proper sequencing of these units is
critical for success. To reach optimum performance in a competitive environment, the
training units should be sequenced in the following manner:
• Develop the performance capacity of the participant including physical literacy and
sport specific skills, tactics/strategies, physical components, mental skills;
• Integrate the performance factors in a complex and harmonious blend;
• Prepare the participant to perform at important competitions.
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In order to design an annual plan, the coach needs to know:
• How the sport specific athletic form is developed;
• The requirements (demands) of the sport during competition;
• The demands of the sport during the preparation phase;
• The competition calendar and the relative importance or purpose of each
competition;
• The actual training state of the participant at the start of the yearly plan;
• The contextual reality that the coach and participant have to cope with;
• The principles of long term participant development.
Creating a blueprint for success involves accurate and effective planning of training,
competition and recovery.
8. The Ten Year Rule
Scientific research in sport has concluded that a minimum of ten years, or 10,000 hours of
deliberate training is needed for a talented participant to reach elite levels. There are no
shortcuts; participant development is a long-term process. Short-term performance goals
must never be allowed to undermine long-term participant development (Viru, 1995)
The philosophy behind Long Term Participant Development is that it takes 8-12 years of
training and practice for an athlete to reach elite levels (Bloom , 1985; Ericsson et al., 1993;
Ericsson and Charness 1994, Gibbons, 2002), and that success comes from training,
practicing and competing well over the long term rather than focusing on winning in the
short term. There is no short cut to success in athlete preparation! A number of recent
books have sought to popularise this idea (Gladwell 2008, Coyle 2009, Syed 2010)
9. Calendar Planning for Competition
The domestic competitive and event calendar must support and be aligned with LTPD
stages. Different stages of development and different levels of participation have different
requirements for the type, frequency and level of competition. During the first 4 stages of
LTPD (i.e. all stages up to Training to Train), training and development take precedence over
competitions and short-term success. During the later stages participants need to
experience a variety of competitive situations and perform well at international and other
high level events.
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National and International competition and event calendars must be co-ordinated, and
competitions selected according to the priorities of the specific stage of development of the
participants. See Competition document.
10. System Alignment and Integration
South Africa’s LTPD concept is a framework for full sport system alignment in South Africa,
integrating health and education with sport and physical activity. It is also a tool for
motivating change towards more effective organisation, alignment and integration within
each national sport organisation, such as SACCS.
LTPD recognises that physical education, school sports, recreational activities and
competitive sport are interdependent. Enjoying a lifetime of physical activity and achieving
athletic excellence are both built on a foundation of physical literacy and fitness.
Stakeholders in LTPD include participants, instructors, coaches, parents, administrators,
spectators, sponsors and supporting national, provincial and multi-sport organisations.
With so many partners included, system integration and alignment is a major challenge.
It is important that all members of the South African Cue Sport community work together to
implement the right programs and ensure a sport system that will produce optimal
conditions for participation, skill development, training and competition.
This is an important start, but only a beginning. The LTPD concept is very important to the
growth of the various disciplines of Cue Sport in South Africa, but only with the assistance
and involvement of all role players to follow and encourage the LTPD programme to all
affiliate associations and organisations.
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6. The 10 S’s of Training and Performance:
The original Five Basic S’s of training and performance were introduced in the Canadian
Sport for Life: Long-term Participant Development document. Building on the physical
development, an additional Five S’s create a complete, holistic, training, competition and
recovery program and a proper lifestyle.
Thus, there are 10 S’s of training which need to be integrated when developing annual
training, competition and recovery plans. Each of these capacities is trainable throughout a
participant’s lifetime, but there are clearly critical periods (or sensitive periods) in the
development of each capacity during which training produces the greatest benefit to each
participant’s improvements.
The CS4L document also describes the various stages of LTPD and identifies the windows of
optimal trainability related to the critical or sensitive periods of the maturation process.
In all former LTPD documents the windows of trainability have been referred to as the
“critical periods” of accelerated training; however, scientists now believes that critical
periods should be referred to as sensitive periods. Thus, 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 participant is unique in his/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 participants 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 participant development is needed to
ensure that participants who respond slowly to training stimuli are not “short-changed” in
their development.
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Figure 3: Windows of Accelerated Adaptation to Training (adapted from Balyi and Way,
2005)
1. 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. Participants 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. Cue Sports requires a
combination of stamina and strength and endurance. Research has indicated that elite
players who have the ability to play long sessions and long hours have a tendency to perform
better. This knowledge informs that type of stamina training required to be successful at the
highest level.
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2. Strength
There are two sensitive periods of trainability for strength in girls: immediately after PHV or
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 sportspecific and individual specific needs.
3. Speed
Whilst explosive speed might not be crucial in Cue Sports, there are two sensitive periods of
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 alactic power
energy system (duration of the intervals is 10-15 seconds). This may not be very necessary
for Cue Sports specific discipline.
4. Skill
There are two types of skill training for Cue Sports. The first is physical skill training and the
second is mental skill training. Girls and boys both have one window for optimal physical skill
training. For girls, the window is between the ages of eight and 11 years, while in boys it is
between nine and 12 years or more precisely before the onset of the growth spurt. During
this window, young participants 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 situation. It also includes the 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.
In the case of the mental skills required for Cue Sports the window for optimal training is
between the ages of 13 and 17 for girls and between the ages of 14 and 18 (Salmi, 2010).
This reflects the periods when girls and boys are developing their abstract thinking and
critical thinking skills, both of which are very important in Cue Sports.
These technical skills are difficult for participants who enter the sport after this mental skills
window. In other words, participants who start cue sports early are able to develop high
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specific skills, whilst those who miss this window will struggle unless they developed the
critical 3D thinking and quick analytical skills through some other route (Salmi 2010). This, no
doubt, explains why participants who enter the sport later in life are generally technically
orientated.
5. Suppleness
The sensitive period of trainability for suppleness occurs between the ages of six 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. The reason is that during this growth
phase is characterised by rapid bone growth, which results in the ligaments being stressed
and the muscles effectively shortening.
6. Structure / Stature
This component addresses the six stages of growth as illustrated in Figure 4.
Phase 1: very rapid growth and very rapid deceleration;
Phase 2: steady growth;
Phase 3: rapid growth;
Phase 4: rapid deceleration;
Phase 5: slow deceleration;
Phase 6: cessation of growth
These stages of growth in the human body provide the link to the windows of optimal
trainability.
Figure 4: Schematic illustrating the six phases of growth.
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The tracking of stature as a guide to developmental age allows planning to address the
sensitive periods of physical (endurance, strength, speed and flexibility) and skill
development. Diagnostics to identify individually relevant sensitive periods of accelerated
adaptation to training is essential to design and implement optimal training, competition
and recovery programs. See the “Monitoring Growth in LTAD” document
7. (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 programs
which are designed specific to the gender and LTPD stage of the participant. The training
programs should include key mental components identified by sport psychologists;
concentration, confidence, motivation and handling pressure. As an participant 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 selftalk. 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. 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 lifestyle.
8. Sustenance
Sustenance recognises a broad range of components with the central theme of replenishing
the body. This is to prepare the participant for the volume and intensity required to optimise
training or living life to the fullest. Areas addressed are: nutrition, hydration, rest, sleep and
regeneration, all of which need to be applied different 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 by the coach or parent
through the identification of fatigue. Fatigue can come in many forms including: metabolic;
neurological; psychological; environmental and travel. While overtraining or overcompetition can lead to burn-out, improperly addressing sustenance can lead to the same
result. See the “Recovery and Regeneration for Long-Term Athlete Development” document
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9. Schooling
In training program design the demands of school must be considered. This is only limited to
the demands placed by school sports or physical education classes. This includes integrating
school academic loads, duties, school related stresses, and timing of exams. When possible,
training camps and competition tours should complement, not conflict, with the timing of
major schools academic events.
Overstress should be monitored carefully. Overstress refers to the everyday stresses of life,
like schooling, exams, peer groups, family, boyfriend or girlfriend relationships as well as
increased training volume and intensities.
Interference from other school sports should be minimised, 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.
10. Socio-Cultural
The socio-cultural aspects of sport are significant and must be managed through proper
planning. Socialisation via sport will ensure that general societal values and norms will be
internalised via sport participation. This occurs at the community and club level.
In South Africa there exists a strong socio-cultural legacy that must be overcome. This
presents an important challenge that must be address by active effort, i.e. Development in
the South African context. South Africa is blessed with a population with a wide variation in
ethnicity cultural diversity. A successful sport system must be sensitive to these factors, but
at the same time embrace the opportunity that they present.
As a participant progresses through the LTPD stages can lead to International exposure. This
socialisation can be broadening of perspective including; ethnicity awareness and national
diversity. This can be a valuable learning experience which demonstrates that these are
important factors globally that mirror those experienced locally within South Africa.
Within a national and international travel schedule, recovery can include education of
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 socialisation also must address sport sub-culture. In addition, coaches and parents
must guard against group dynamics which foster a culture of abuse or bullying. Ethics
training should be integrated into training and competition plans at all stages of LTPD.
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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
participant.
Children often choose to play a sport after the windows of optimal trainability for
endurance, strength, speed, skill, and suppleness have past. 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 organisations to
promote and support appropriate training. If participants miss these training periods
entirely, coaches will need to design individualised programs to remedy any shortcomings.
7. The Eight Stages LTPD:
Cue Sport is a late specialisation sport. The Cue Sport Long-term Participant Development
model distinguishes eight stages of participant development. This is a modification of the
seven stage Canadian Sport for Life model.
1. Active Start
0 - 6 years of age
2. FUNdamentals
Females 6 - 8 / Males 6 - 9
3. Learn to Train
Females 8 – 11 / Males 9 – 12
4. Train to Train
Females 11 – 15 / Males 12 – 16
5. Learn to Compete
Females 15-17 / Males 16-19
6. Train to Compete
Females 17-22+/- / Males 19-23+/-
7. Train to Win
Females 22+/- / Males 23+/-
8. Active for Life
Enter any time
During the first three of these stages, children should be exposed to a wide variety of
activities to ensure proper development of overall motor skills and sports skills. After the
first three stages, there is focus on specialisation. During the subsequent phases the
participant can further develop and strive for excellence in the various disciplines of Cue
Sport or transition to life-long participation in Cue Sport and/ or other sports at a
recreational or less competitive level.
The following sections detail the objectives of each stage within the context of
developmental age.
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STAGE ONE:
ACTIVE START
Ages: 0 to Six years of age
Objectives:
During the Active Start stage, Cue Sport encourages participation in activities that promote
physical activity and the development of physical literacy.
The objective of the stage is to learn fundamental movements and link them together into
play. Physical activity should be fun and a natural part of a child’s daily life. Active, free play
is the way young children are physically active.
Activities include using shortened cues, chairs, support structures to spend time on the
table. Rolling the balls across the table helps infant, small children to develop hand eye coordination which will be useful to decide whether the individual will be suitable to the game
towards the latter part of the stage.
It is spending time enjoying what you are doing with the focus on developing the individual’s
ability to understand the core basics of the game, using 1 ball to sink another.
This stage is mainly managed by the parents who introduce the child to the table. Spending
quality time and having fun together. Teaching the child the basic rules of the game while
still having fun will ensure future participation in the game.
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STAGE TWO:
FUNDAMENTALS
Ages: Females: 6-8 years of age
Males: 6-9 years of age
At the Fundamentals stage of LTPD the children continue their journey by being taught to
play the Cue Sport discipline of pool independently. The parents form the main at this stage,
with some encouragement from local clubs.
During this phase, which lasts approximately 3-4 years, children can try out the sport and get
a basic understanding of the levels of ability and competitions. Those who are identified as
having either a more genetic disposition to the sport or show keenness will in future be
encouraged to join an accredited local club which will provide the opportunity for more
focused development. This will include joining an age categorised league to play against
players of similar ability
The emphasis during the Fundamentals phase will be on fun and participation. It will aim to
develop crucial physical capacities such as cue action, stance etc. The children will be
encouraged to participate in as many sports as possible.
Coaches must encourage a positive perception of the activities and of the children
themselves. They must create a non-judgmental and unthreatening atmosphere where
equal praise is given for all forms of effort. It is important that the children have a positive
early experience of pool if they are to develop a future love for the sport. Basic Blackballpool related skills such as understanding the game and playing according to the rules are
starting to be internalised during this phase.
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STAGE THREE:
LEARN TO TRAIN
Males:
9-12 years of age
As the children grow and develop they enter the Learn to Train stage. Towards the end of
this phase children will likely be playing and training on their own. As such they will also
have been introduced to basic cue sport skills such as shot selection, cue ball control etc.
Note that normal club events themselves can be used as training sessions for this and all
other stages of LTPD.
Whilst participants are learning to become more technically skilled, all programs should be
fun and activity based.
Participants are introduced to general physical conditioning and an awareness programme
to highlight the importance of physical development for future success in the disciplines of
Cue Sport.
Coaches need to be positive role models by helping shape the correct values and beliefs.
Coaches should encourage positive attitudes when faced with challenges and help form
coping strategies for winning and losing.
It is important that both participants and coaches place a positive emphasis on the link
between physical conditioning and success in Cue Sport participation. Cue Sport requires a
combination of ability as well as high levels of consistency. Not only is playing ability in the
disciplines of cue sport important, but so too is high levels of endurance as tournaments last
long hours and require strength and endurance to last the week long tournaments.
This phase is likely to pattern a youngster’s future attitude toward training and how being fit
helps both to achieve high performance and leads to a healthier lifestyle.
Both parents and coaches should note that early maturing participants are undoubtedly
better participants during childhood. However, research strongly suggests that late
maturing children may have greater potential to reach elite levels in the long term. They are
likely to benefit from spending longer in the important early stages that pattern future
physical literacy.
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STAGE FOUR:
TRAIN TO TRAIN
Males:
12-16 years of age
This is a critical stage of LTPD. The range of maturation is likely to be wide during this phase.
Many of a child’s important physical attributes will be shaped over the next 4 or 5 years. The
sensitive periods to train stamina, speed, and strength exists during the Train to Train phase.
The window for the training of technical cueing skills also opens during this stage. The
children develop the capability for abstract thought during this period, and so it should
become apparent which children have an aptitude for the sport. In addition to maintaining
the ABC’s and introducing more advanced playing skills, this stage is about “Building the
Physical and Mental Engine”.
Whilst it remains important that participants continue to play other sports, for variety and
cross-training, the balance during this phase is now firmly towards playing the various
disciplines of Cue Sport.
Careful monitoring of the growth of the participant is critical during this phase using simple
height and weight measurements and visual assessment, to ensure that the most
appropriate training is introduced at the most appropriate time (see Monitoring Growth in
LTPD). Again it is emphasised that although early maturing participants are undoubtedly
better athletes during childhood, research strongly suggests that late maturing children may
have greater potential to reach elite levels in the long term. They are likely to benefit from
spending longer in the important early stages that develop future physical literacy.
•
•
•
•
Maintain physical conditioning during the Growth spurt
Competition is secondary
Regular monitoring, e.g. biokinetics
Monitor the Growth spurt: non-impact, aerobic & non weight-bearing exercises
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STAGE FIVE:
LEARN TO COMPETE
Ages: Females: 15-17+/- years of age
Males:
16-19+/- years of age
By the age of 16 for boys and 15 for girls, the participants will enter the “Learn to Compete”
stage. During this stage the window for critical mental and cognitive skills is fully open and
they will further develop their playing ability skills. There should be a focus on technical and
tactical work in competitive situations. Coaches will need to encourage participants to
become more independent and will also need to create an environment conducive for the
mastery of technique and development of mental toughness to perform.
Individually tailored physical and mental development programs are an integral part of
improving performance in most sports.
Cue Sport players will be competing in school, club and/or provincial age group categories.
Prioritisation of competition and suitable compete: train: rest ratios will need to be
considered. It is important to establish a Provincial and National Junior squad to provide
adequate competition at the elite level. This will offer more retention of promising
participants at this level.
The most talented players are likely to be selected for more advanced coaching
interventions at a regional level. Towards the end of the phase they will likely start closing
the gap on some of the adult players.
During this phase important transition points take place. It will be important for coaches to
consider appropriate training regimes to ensure that participants retain a balanced lifestyle
during this important time.
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STAGE SIX:
TRAIN TO COMPETE
Ages: Females: 17-22 +/- years of age
Males:
19-23+/- years of age
During this stage participants will strive to master their playing ability skills, including
technical and tactical work in high-intensity competitive situations. Coaches will need to
continue to emphasise autonomy and independence as well as create the right environment
for the participant to achieve mastery of technique and mental toughness to perform.
This stage will see full individualisation of all physical, recovery and mental development
programs. This will include further development of self-awareness and the ability to identify
and correct weaknesses.
Participants should make the transition from national Junior to national Senior squad and be
given increased international exposure. Opportunities to optimise decision making in highintensity situations must be maximised.
Physical and medical monitoring systems are increasingly sophisticated, with strong
adherence to sport science best practice.
Performance at the highest level is only possible with strong mental preparation. The
participant needs to improve their ability to adjust emotions and focus to gain control over
confidence and performance outcome.
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STAGE SEVEN:
Ages:
TRAIN TO WIN
Females: 22+ years of age
Males:
23+ years of age
The “Train to Win” stage should see the participants have most of the capacities in place to
perform at the highest level. There should be a focus on improving all three components:
Physical Conditioning, Mental Toughness and Cue Action Technique. For top provincial
players the training year will be divided into a double periodisation while the international
calendar may result in multiple periodisations for the national team players. In addition this
stage may involve:
•
Striving to master decision making skills
•
Regular use of Sport science
•
Full individualisation of all training aspects
•
Regular sophisticated physical and medical monitoring
•
Fine-tuning of mental preparation
•
Fine-tuning physical preparation (develop further fitness)
•
Continued critical analysis and correction of deficiencies.
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STAGE EIGHT:
ACTIVE FOR LIFE
Enter at any age
This is the stage when an individual makes the transition from competitive sport to life-long
physical activity, and it may occur at any age.
They will continue to be physically active in Cue Sports or in any other sport. This stage is
also characterised by people who continue to be involved in the Cue Sport community in
different capacities.
The sport system should encourage participants to move from one sport to another with
ease and from one aspect of sport to another.
Active for life may also involve moving from competitive sport to:
• Recreational activities such as running, swimming, hiking, cycling, etc.;
• Lifelong competitive sport through age group competition such as Master’s Games;
• Sport-related careers, such as coaching, officiating, sport administration, small
business enterprises, or media;
• Volunteer positions, as coaches, officials, or administrators.
Training, racing and recovery programs should fit the needs of the participants for whom
they are intended. Masters participants need programs that take into account how aging
affects strength, flexibility and endurance.
A positive experience in sport is the key to retaining participants after they leave the
competitive stream.
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8. Assessment of Cue Sport in South Africa
Before we can begin to develop a strategy for Cue Sport in South Africa, we need to have a
clear understanding of the current state of the sport in South Africa, and also a clear vision
of where we are going. This assessment was carried out in December 2011.
1. Where are we now?
Cue Sport has been ongoing in South Africa over the past 25 years. Historically the there has
never been any funding for the sport which has led to the decline in membership and lack of
development/growth nationally. However, more recently we have been able to secure small
sums of money from Government and Private Sponsors which have helped dramatically to
keep Cue Sport afloat and make significant enhancements on the International Stage.
Under the Cue Sport banner, there are 2 main disciplines; namely Pool and Snooker. Pool is
further broken down into two sub-disciplines, which include Blackball (7 foot table) and 9Ball
(9 foot table).
Cue Sport in South Africa is assessed under the five headings of: Participants, Coaches,
Officials/Referees, Funding and Facilities. In each case a brief description is presented
followed by a table which summarises the strengths and weaknesses.
In summary, the weakness of Cue Sport in South Africa relates to the small number of active
participants in the sport as well as the lack of pool/snooker halls that are able to cater for
the sport. In addition, due to the small size of the active membership, which does not reflect
South Africa’s demographics, this means that we are not exposing possible future champions
to the sport.
It is S.A. Cue Sport’s belief that in order to grow the sport in South Africa, we need to skill-up
more people for coaching of participants and the organising of events i.e. leagues and
regular tournaments/competitions. Coupled to these problems is the challenge of funding.
All initiatives to achieve S.A. Cue Sport’s vision are constrained by the fact that its
implementation relies on the efforts of a small number of volunteers.
2. Strengths and Weaknesses Analysis
a. Participants
Our participants can best be described as amateur. Whilst many of the younger participants
have the potential to become more competitive in the sport, the sport in South Africa is too
small to foster the dedication required for participants to become competitive on the elite
international stage. This can be attributed to the lack of funding, qualified coaches, facilities,
the small competitor base and the limited frequency of competitive Cue Sport across the
regions in South Africa.
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Strengths
• Enjoyment
• Passionate
• Competitive
• Potential
• Social spirit
• Well-rounded
people
Weaknesses
• Funding
• Lack of Facilities
• Low numbers
• Poor demographics
• Age Group distribution gaps (juniors)
• Lack of competition
• Poor coaching
• Not focused (24/7) at the elite level
• Serious lack of technical training
b. Coaches
South African Cue Sport currently has no coach education pathway and no formally qualified
cue sport coaches. In recent times efforts have been made to encourage local participants
to provide such coaching.
Historically the various clubs have offered informal training in Cue Sport technique to their
members. In many cases coaching is conducted by volunteers with extensive international
or local Cue Sport experience. However, the type and level of coaching was determined by
the coaches themselves, in whatever manner they saw fit. Whilst these coaches may be
reasonably proficient at providing instruction in Cue Sport technique at various levels, they
are invariably not well skilled in the other aspects of participant coaching.
S.A. Cue Sport has recognised the need to implement a formal cue sport-specific coach
education system
Strengths
Weaknesses
• Volunteerism
• Too few coaches
• Keen & Skilled untapped • Lack of qualified coaches
pool
• Lack of coach education &
• Structures
being
qualification
developed
• Lack of coaching skills/ inexperience
• Giving back
• Lack of knowledge of growth and
maturation
• Lack of knowledge of periodisation
• Lack of knowledge of Sport Science
and Sport Medicine
• Keen but overwhelmed
• Lack of International Coaching
knowledge
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c. Officials/Referees
Once again the problem with Cue Sport officials in South Africa is that there are too few.
The relatively small number of experienced officials invariably means that individuals are
required to perform too many functions across all levels of the sport. The root causes
probably include the small number of active officials/referees, as well as poor education and
mentoring programs at all levels (club, province, national).
Strengths
Weaknesses
• Passionate
and
Devoted
• Knowledgeable
• Professionalism
• Transparency
• Growing volunteerism
•
•
•
•
•
Overburdened
Too few
Too many hats
Lack of formal mentoring
No local/regional/provincial
structures
• Lack of remuneration
(professionalism)
• Lack of diversity (demographic)
d. Funding
Funding has proved to be the underlying factor to the growth and success of the sport in
South Africa. In the past, S.A. Cue Sport was able to send participants to International
events; however the participants were burdened with the bulk of the costs until more
recently, Cue Sport has managed to secure external funding to help with this challenge.
In order to attract more players and to grow numbers, more funding is required to promote
the sport at all levels from schools, universities and pool halls around the country. Cue Sport
has the capability, with the correct financial backing and structures, to become one of the
premier sport in the country.
Strengths
• Dedicated committee
• Guaranteed
inclusion
international arena
• Untapped talent pool
Weaknesses
• Resources to reach untapped talent
on • Volunteers
• International exposure
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e. Facilities
Whilst facilities are very limited, this is the biggest and most significant challenge. Cue sport
does not occur in a simple playing ground, like other sports. Pool/Snooker hall owners have
to be brought on board to include the correct playing equipment in their venues to cater for
the sport. This presents a challenge to the venue owner as the equipment is expensive. Over
a above the challenge of having expensive equipment, it becomes a financial constraint to
the individuals concerned as this now becomes expensive for them as well.
Strengths
Weaknesses
• Existing venues that are
• Lack of geographic spread in SA
actively involved and support
• Lack of Venues that have
Cue Sport
Pool/Snooker tables
• Handful of venue owners that • Non Subsidised costs incurred by
do much more to help develop
venue owners and players
and grow the sport.
3. Where do we want to be?
a. Participants
We would like to see the Cue Sport clubs, schools and universities strive to introduce many
new people to the sportport. We would like to see improved levels of retention of these
participants within Cue Sport.
Talented participants that are identified at local and regional level will be exposed to
national and international level coaching and competition experiences. The players will be
coached by world-class, accredited, South African coaches.
We would like to see talented participants dedicate themselves to Cue Sport as their first
sport. We would like to see S.A. Cue Sport players routinely qualify for World Pool/Snooker
Championships, and eventually attain podium finishes on the world stage.
•
•
•
•
•
•
•
First choice sport for talented participants.
Retain talented participants.
Retain greater numbers of regular participants
Coaching of individual participants
Recognition at various levels (via publicity/ Media)
Raise the profile of Cue Sport
International exposure at home
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b. Coaches
We would like to have a permanent coaching commission as part of S.A. Cue Sport. We
would like to have a 3-4 level coach qualification system with training courses and an
accreditation process at each level. We would like to see all clubs offering regular coaching.
We recognise that coaching at the introductory level is crucial if newcomers are to have a
positive experience, and hence continue with the sport.
We would also like to see appropriate coaching of talented individuals at provincial and
national level. We would like to see coaches qualified in Cue Sport-specific training as well
as in all physical, mental and emotional aspects of participant development.
• A recognised coach education pathway with competence-based accreditation (we aim
to align this with SASCOC efforts, i.e. SA Coaching Framework)
• Ensure knowledge of ancillary capacities
• A strong and active coach’s forum for knowledge sharing.
• A coordinated mentoring programme.
• An appointed high performance director (responsible for a bottom to top programme)
• Appointed National Coaches for youth, junior and national squads.
c. Officials/Referees
We would like to have sufficient active members such that there are more than enough
motivated people who are keen to take up official positions at all levels, i.e. club, provincial
and national. In order to achieve this we need to provide a clear structure within which to
operate as well as clear job descriptions and well defined responsibilities. We recognise that
volunteerism is under threat and that we need to take measures to ensure that volunteers
enjoy a rewarding experience. Coupled to this is a recognition that we need to become
more professional in our approach. This includes employing people in key positions. We
need to put a suitable mentoring programme in place so that we can ensure smooth
succession in various official positions.
At the event level we need to develop an education pathway with an associated
accreditation system. This would be for Event Advising, which includes various components
of event organising, mapping, planning and controlling.
• National organogram (i.e. organisation structure chart) cascading down to provincial
level (* including roles and responsibilities)
• Proper job descriptions (for bite-size functions/ jobs)
• National secretariat
• Develop a mentoring programme
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d. Facilities
In order to develop and grow Cue Sport in South Africa, we need to develop event standards
that are appropriate for all event levels. This is especially true at the introductory level. At
the same time we need to ensure that high event standards are maintained at regional and
national level. To this end we need to develop a training and accreditation system for
mapping and event advising.
In our aims to grow the sport we will focus specifically on schools/universities. To this end
we also aim to undertake an extensive school mapping programme.
We need to ensure accessibility to Cue Sport halls. In cities this may involve negotiation
with, for example, Pool & Snooker Hall/ Pub Owners.
•
•
•
•
•
Develop event standards
Maintain high event standards at regional and national events.
Extensive school mapping programme
Accessibility to Pool Halls
Training and accreditation system for event advising and mapping
4. How to get there?
The LTPD Model provides a framework that we can use to develop our sport. Since late
2011, S.A. 9-ball has been in the process of developing a new strategy to take Cue Sport
forward in South Africa. Our adopted vision statement of Development Growth Excellence
encapsulates the intent of our strategy. The current embodiment of our strategy is in the
form of our Development Plan, Expansion Plan, and Technical Plan. These plans will be
constantly reviewed and refined in light of our LTPD assessment of Cue Sport in South Africa
discussed above.
We are currently very far from the ideals stated above.
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9. Summary:
In summary, the LTPD approach to athletic development:
• is an initiative of SASCOC to further sport excellence and the wellness of South
Africans;
• provides an opportunity for change and improvement;
• identifies the shortcomings of the broader South African sport system as well as the
sport system for Cue Sports, and provides guidelines for addressing them;
• provides a framework for reviewing current practices, developing new initiatives and
standardising programs;
• provides key partners with a coordinated structure;
• is participant-centred, from a child’s first involvement in Cue Sports to the transition
to lifelong physical activity or other sport-related activities;
• establishes a clear pathway from early exploration to podium and/or being active for
life;
• helps all children to be physically literate (competent in fundamental movement skills
for sport and physical activity);
• provides guidelines for planning for optimal performance for all stages of participant
development;
• establishes clearly that during the early stages of development it is imperative that
sport development programs should be designed around critical periods of
accelerated adaptation to training;
• recognises that children play sport to have FUN;
• provides an aligned and integrated model for delivering systems including:
• long-term participant development – technical, physical, tactical and behavioural;
• physical activity programming, and
• long-term coaching development.
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10. Appendix
1. Appendix 1 - Brief guide on how to improve overall game
A brief guide on how to improve your Shot Approach, Bridge Hand, Stance, Grip, Cue Action,
Using the Rest and the controlling the Cue Ball.
Shot Approach:
•
•
•
•
•
It is recommended to get behind the line on every shot .
Try and visualize the completed shot that you want to play.
Come in on line and get part of your leading leg on the line.
Always drop the cue on line by placing the tip of your cue up on the cue ball where
you intend to strike it.
Placing part of your leading foot on the line of the shot helps to get your body, chest,
bridge and cue on line.
Bridge Hand:
It is recommended to form a strong bridge to support the cue on the line of aim.
•
•
•
Bring your thumb tight against the first finger to form a groove or channel for the
cue.
Attempt to get this groove to run along the line of aim
Always drop and raise your bridge hand for Screw, Stun and Top Spin shots.
The Stance:
It is recommended to place part of your leading leg on the line of aim of the shot.
• Finding the line you have to imagine a line through the shot and through the table
and along the floor.
039 | P a g e
•
•
It is recommended to have the width of your stance equal to the width of your
shoulders.
The main aspect of your stance is to be comfortable and solid when down on the
shot.
The Grip:
It is recommended to grip the cue with a natural grip with no tension in the fingers or the
cue arm.
• This is achieved by wrapping the thumb and first finger around the butt of the cue
forming a ring.
• The ring is 80% of your complete grip the other fingers just support the cue during
the opening and closing of your grip.
• The strength of your grip should only be firm enough to stop the cue from sliding
through your hands.
Cue Action:
•
•
•
•
It is recommended to develop a natural smooth consistent stroke in your cue action
with no body movement.
The number of feathers and the kind of pause( Front or Back ) varies from player to
player.
The front pause helps the player to focus their eyes on the spot on the object ball
BEFORE their final backswing.
Players that only using a back pause must get their eyes up the object ball DURING
the back pause.
040 | P a g e
The Rest:
It is recommended to place the shaft of the rest and the cue on the same line of aim
whenever possible.
•
•
•
The head of the rest should be placed the same distance from cue ball as when your
playing from your bridge hand.
Aiming the shot is done by get your eyes behind the cue .
Grip the cue until you have full control and your elbow should work like a piston with
no other body movement
Cue Ball:
It is recommended to address the cue ball by aiming ‘ centre ball striking ’ whenever
possible.
•
•
Always aim the tip of your cue at the cue ball where you want to strike it.
The closer your tip is to the cue ball the more consistent your cueing will be.
10 Fundamentals:
•
•
•
•
•
•
•
•
•
•
Good approach coming in on line with the tip up on the ball.
Place part of the leading leg on line.
Start cueing naturally .
After cueing make a front pause at cue ball to re-check aim.
Focus on spot on the object ball.
Smooth back swing on the final takeaway.
Make a natural back pause to help you time the shot.
Smoothly accelerate the cue through the cue ball.
Allow the elbow to drop on the follow through.
Stay down & parallel on completion of the shot.
041 | P a g e
2. Appendix 2 – Drills
Position:
Most practice routines concentrate on potting but you should also take time to study the positional
side of the game. Try the exercises below from the position shown and then experiment with easy
pots over the other five pockets.
Set the table similar to the way it is shown, so the reds can be
potted but are not too easy.
The object of the routine is to pot the easy black and play to get
close to one of the reds. If you pot the red it stays in the pocket,
and the cue-ball and the black are returned to their original
positions.
With the object-ball so close to the cushion you will find side and
screw useful for taking the cue-ball right down the table. It can
be played fairly slowly and the spin will 'grip' the cushion to flick
the cue-ball away quite quickly.
Learning how to get close to an awkwardly placed ball gives you
a far greater chance of playing a good positional stroke for the
next shot. This can help to keep your break going, and sometimes
you'll get a colour back into play.
Some of these reds are easier to get on than with others, the most difficult will improve your game the most.
Here's another variation of the same idea.
The normal snooker rules apply of course, any red followed by a
colour, and so on; and then the colours in order.
Place the cue-ball wherever you like for the first shot. Here it's
shown halfway between the black and the pink but you can start
from any position.
More experienced players should increase the difficulty by
placing the reds closer to, or touching the cushions.
Make this routine competitive by finding a willing opponent.
Have five attempts each and the winner will be the one who
makes the highest aggregate score.
042 | P a g e
Like any other practice routine there are no set rules so you may adapt these in any way
you choose. But there is one golden rule that you should always obey. This is simply that
when you miss a pot you reset the table and start again.
The Clock:
The diagram to the right shows how the table should be set
when practiced by the less experienced player.
The purpose of this routine is to pot the reds while keeping the
cue-ball within the circle.
The reds may be taken in any order, but the cue-ball should
always be screwed back towards the centre of the table to make
the next pot and positional stroke possible.
It will be found that these longish pots and short screw-backs
are not so easy when using the rest.
As with most practice routines the only rule is that when a pot is
missed you must replace the balls and start again.
This second diagram now takes the routine a little further and is
designed for more experienced players.
Essentially it is the same as before, but now six of the reds have
been replaced by colours.
It should be played as though it were a frame of snooker,
following each red with a colour, and then taking the colours in
sequence.
This is much harder than the previous example as less balls are
now 'on' for the next stroke.
Large breaks are rare, and most players should be very pleased
with any breaks over 30.
043 | P a g e
The Line Up:
Line-up has been a favourite of snooker players for generations, and being a practice routine there are
obviously no set rules. Players may adapt it in any way they choose but to make it effective there is one golden
rule that you should always obey.
This is simply that when you miss a pot you reset the table and start again.
The diagram to the left shows how the table should be set.
The reds can be placed as you wish, but don't place them too
close together or too far apart. For the first stroke you may place
the cue-ball where you please, after that - then as in snooker it is
played from where it comes to rest.
The objective of course is to clear the table, 15 reds, 15 colours,
and yellow through to black.
Although less skilful players are unlikely to clear the table they
should still practice this routine seriously. Breaks in the 30's, 40's
and 50's will be found much easier to make than in a normal
frame because the balls are all out in the open.
Regular practice will improve your break building and this extra
confidence will carry over to your competitive play.
More experienced players can make this routine more challenging by considering it a foul (and so having to
start again) when the cue-ball contacts a cushion.To really test your cue-ball control, try to pot the reds in
sequence.
Another version of this routine is played with only five reds and
is quicker to set up.
The less skilful player has more opportunities to clear the table
and will more frequently have to play the shot that leaves
position on the yellow - often one of the most useful strokes in
the game.
More experienced players can add to the value of this routine by
trying to pot the reds in sequence - each with a black.
If then successfully continuing to pot yellow through to pink, the
table should be reset before the black is played so the break can
continue.
044 | P a g e
Former World Professional Billiards Champion Rex Williams
recommended this form of the routine in his "Snooker - How to
Become a Champion" (pub. 1975.)
Though far harder than those shown above it is well worth your
time and study.
The reds must be taken in sequence as potting one makes the
next available, so position on the black must be thought about
and played for carefully.
Practicing this difficult routine will be of enormous benefit to
your break building in this very important area of the table
Safety:
Unless you have an easy chance of a snooker you quite often have to leave your opponent the
chance of a pot. So study the table and make that pot as difficult as you can. The more pressure
you put on your opponent increases the chance that he will make a mistake.
When you do leave your opponent a very difficult pot, and he makes the shot of his life and pots it
- don't let it get you down. You did your best and a good shot deserves respect. Remember that no
one can keep potting difficult balls. So if you consistently leave your opponents playing from
awkward positions you will become a very difficult player to beat.
You constantly see professionals trying to get the cue-ball close
to one of the two baulk pockets.
Leaving the cue-ball close to a corner pocket makes cueing very
difficult for many players. If the remaining reds are in a cluster
behind the pink they will need to be struck thick and hard, so
scattering the reds; or thin with side to get the cue-ball back to
baulk.
Although a triangular area is marked in the diagram consider
leaving the cue-ball nearer the side cushion. Cueing diagonally
across the side cushion is far more difficult than striking the cueball when it's close to the baulk cushion.
Experiment with these, try under hitting them if you're
concerned about going in-off into the corner pocket. And spend
some time practicing from these areas - you need to be
confident if your opponent leaves you there.
045 | P a g e
This is a variation of the same strategy that is little known and
rarely played, but which quite often creates an opening.
The temptation of course is to send the cue-ball into baulk,
hopefully behind one of the baulk colours. But even if you
succeed in getting the snooker a reasonable player should
manage to escape without doing too much damage. If you on't
get a snooker you leave an easy safety shot for your opponent,
one he will have played thousands of times before.
But leave the cue-ball just beyond the middle pocket and tight
on the cushion, and you'll give your opponent no easy reply and
a great problem.
You'll be surprised how gently this delicate shot needs to be
played, so it really is worth a little practice. Leaving the cue-ball
tight on the cushion is critical so strength is the key to the
success of this shot.
So what do you do if you're left in this position?
Any thickish contact to take the cue-ball back to baulk will
scatter the reds towards the corner pocket. A thin contact
played slowly is too dangerous - you may miss and hit the black.
Rolling slowly into the pack is negative and unnecessary.
The secret is to play with top right-hand side, but cueing is
difficult and very few can play with confidence from such a
position. This really is one to practice, and it's also one of the
very few shots where it might help to keep your eyes on the
cue-ball when you strike it - especially at first!
You'll need to aim for a very thin contact with enough strength
to take the cue-ball back to baulk. This isn't easy when playing
with the cue-ball tight on the cushion, so this is another reason
to practice this shot.
And if you don't fancy practicing this - imagine how your
opponent would feel if you left him there during a match!
046 | P a g e
Snookers:
Many players imagine a mirror image of the table, and aim
at where the object-ball would be on that table. The
advantage here is that the two balls don't need to be the
same distance from the cushion. You simply imagine the
"mirror" ball and aim towards it.
Another advantage is that you always imagine this mirror
image from the playing position, making it much easier to
find your line of aim to the cushion.
With practice it becomes fairly straightforward and you
should quickly become quite accurate.
Obviously success depends on how carefully you play the
shot. Stay down on the shot and keep your eyes fixed on
your point of aim until the cue-ball has hit the cushion.
Only then should you look away to see if you've hit the
object-ball.
On many occasions there will be more than one way to escape from
a snooker, so it's important to choose the one that gives you the
greatest chance of success.
Four obvious escape routes are shown for this snooker.
1 - This is the easiest angle to judge as both balls are within your
line of sight. There's a reasonable chance of pushing the red
safe and you might even get a snooker in return.
2 - This is second best. You're less likely to hit the blue than you
are from the other side of the table, but there is a chance of
pushing the red towards the corner pocket.
3 - Even if you miss the blue a thin contact may push the red
towards the middle pocket and it also gives a natural angle for
an in-off in the corner. If you strike the red full ball you may
double it towards the opposite corner.
4 - The most dangerous. There is a great danger of hitting yellow or blue and even if you hit the
red you may send it towards one of the two top pockets.
047 | P a g e
3. Appendix 3 – Snooker Practice Routines
• Routine 1:
• Yellow, green & brown on their spots; pot yellow, green and brown five times, playing the
white from where it lies after the previous shot.
• Brown and blue on their spots; pot brown to blue, blue to brown, five times.
• Black on its spot; pot 20 consecutive blacks from the spot.
• Pink and black on their spots; pot pink to black, black to pink, five times - but pink must be
potted only in the middle pockets.
• Brown and pink on their spots; pot brown to pink, pink to brown, five times.
• Blue on its spot; pot four consecutive blue, two in the top left-hand pocket and two in the top
right-hand pocket.
• All colours on their spots; clear the colours, and when you get to black get position on the
yellow to make a second clearance - repeat five times
• Blue on its spot; pot blue in the top left-hand pocket, positioning white to pot blue in the top
right, then the right middle and so on clockwise round the pockets.
• All colours on their spots; clear colours, but after each pot cue ball must touch two cushions.
• Yellow, green, brown and black on their spots; pot yellow to black, black to green, green to
black, black to brown.
• Routine 2:
i)
- Place the cue ball in position where the cue ball is or with slight adjustment, so that by
playing various stun and screw shots it is possible to pot black and cannon all five reds
consecutively.
048 | P a g e
ii) - Pot six red-pinks
Routine 3:
These routines will help you make stronger around black spot alongwith gaining expertise in cue ball
control and long potting
i) - Place the cue ball where it is or slightly adjust it to pot black with varying degrees of screw, stun
and side to bring the cue ball off one cushion and make five consecutive cannons on the reds
ii) - Pot four red-blacks, but reds must be potted only in pockets A (Yellow Pocket) or B (Green
Pocket)
049 | P a g e
4. Appendix 4 - 9Ball / Blackball-pool Practice Exercises
Exercise 1
Set the numbered balls up as shown, with the cue ball in position 1,
just off straight from the 9 ball.
Begin by potting the 9 ball in the corner and stunning the cue ball
down the table into position 2, making sure you leave a small angle
similar to the first.
Pot the 8 ball in the corner and stun down for position 3, again,
remember to leave an angle.
Repeat this process for all 9 balls.
Targets
Beginner - 6 balls
Medium - 1 set of 9 balls
Advanced - 2 sets of 9 balls, one from each side of the table
Hint
If you run out of natural position, try using the rail to recover. Do not
use English (side-spin).
Exercise 2
Set the numbered balls up as shown, with the cue ball in position 1,
just off straight from the 9 ball.
Begin by potting the 9 ball in the corner and stunning the cue ball up
the table into position 2, making sure you
leave a small angle similar to the first.
Pot the 8 ball in the opposite corner and stun up for position 3,
again, remember to leave an angle.
Repeat this process for all 9 balls.
Targets
Beginner - 6 balls
Advanced - 2 sets of 9 balls
Hint
If you run out of natural position, try using the cushion to recover.
Do not use English (side-spin).
050 | P a g e
Exercise 3
Set two object balls on the foot spot and the head spot.
From position 1, pot the object ball in the corner pocket, whilst
stunning the cue ball over to position 2, without using the rail.
(Replace the ball).
You should aim to play exactly the same shot from position 2,
with the other ball, which is then replaced.
If you do not get perfect position, play 1 or more recovery shots
using rails if necessary to stay within the ideal pattern.
Targets
Beginner - Run of 10
Medium - Run of 30
Advanced - Run of 80+
Hint
Try not to use English to recover the shot if there is a plain ball
shot available, even if cue-ball has to travel a little further.
Exercise 4
Set two object balls about a ball width and a half away from each
other on the bottom rail.
Start with the cue ball on the top rail in position 1. Hit the cue ball
through the gap between the two balls, off the rail and back up to
the top rail.
Repeat from all positions and always try to end up touching the top
rail.
Targets
Beginner - 2 sets. Gap = 2 balls
Medium - 2 sets. Gap = 1� balls
Advanced - 2 sets. Gap = 1� balls
Hint
Use the rest when you cannot comfortably reach the cue-ball.
051 | P a g e
Exercise 5
Place an object ball at position A, and two object balls 2 balls'
width from each other on the bottom rail.
Bridging over the object ball from position 1, hit the cue-ball
through the gap, off the rail, and into the object ball which should
come to rest at position B.
Repeat for positions 2 - 4, gradually decreasing the gap between
the balls on the bottom rail.
Targets
Beginner - 3 out of 8
Medium - 8 out of 16
Advanced - 12 out of 20
Hint
Walk into the shot slowly, to make sure your body is lined up
correctly.
Exercise 6
Set up a ring of 15 object balls, 3 diamonds in diameter, in the
middle of the table. Place the cue ball in the middle.
You may pot the balls in any order, but the cue ball must always
remain inside the circle, you are not allowed to use the rails.
Targets
Beginner - 9 balls
Medium - 1 set
Advanced - 2 sets
Hint
To increase the complexity of the exercise, decrease the size of the
ring as you get better at it.
052 | P a g e
Exercise 7
Place 9 object balls along the middle of the table, about half a
diamond away from each other.
Place the cue ball in position 1, so that the pot is dead straight.
Pot the ball using a stop-shot.
If you are successful, move onto position 2, again, dead straight. If
you missed, repeat until correct.
Targets
Beginner - 3 balls
Hint
Try moving the line of balls up or down the table by one diamond
and see how you score.
Exercise 8
Using the grid pattern shown, try and pot the balls in any order,
without touching a rail, or touching another object ball.
Start the cue ball wherever you want.
Targets
Beginner - 9 balls
Hint
Try removing the inside balls as quickly as you can, this allows you
more room to manoeuvre the cue-ball around.
053 | P a g e
Exercise 9
Set up the balls as for exercise 1. This time begin with the ball
nearest the rail.
Using one rail for position on the next ball, always make sure to
leave yourself topside of the next ball, with a natural angle to play
the
next shot.
Targets
Beginner - 6 balls
Advanced - 2 sets of 9 balls, 1 from each side of the table
Hint
Instead of using side to recover, use two rails for position.
054 | P a g e
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056 | P a g e

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