The Long Term Player Development Stage - Assignment Example

Practice plan for a youth in the Long Term Player Development stage As cited by Lashley (p.12), the thinking of children does not usually develop smoothly. However, there are particular points that it ‘takes off’ and then moves into completely new capabilities and areas. Before the age of 10 years, children are usually unable to comprehending things in certain ways. As a result, this has been used as the basis for scheduling the school’s curriculum. Children who are aged 10 years old and above are categorised as being in the formal operational stage of cognitive development. This implies that think logically about abstract propositions, as well as testing hypotheses in a systematic manner. Following this further, they are also concerned with the hypothetical, future along with ideological problems. Children who are between the ages 11-14 years old for boys and 10-13 years for girls have the following characteristics and skills including being rebellious in nature., the children find the sense of whom they are, development of a sense of self identity. From age 8 to14 years, the child becomes healthier, stronger and becomes more intellectual alert and derives imagination from what makes sense not what seems not make sense (Lillard, 24). At this stage, the child becomes more industrious and more aware of more than just the environment around him/her at this point he understands and differentiates sex groups male or female. At this stage the child attaches learning to an intellectual capacity, learning from people and books far from observation. At this stage of growth supervision becomes more prioritized, and rules should be set for proper moulding. This period is termed as the most crucial phase for the development of physical and psychological traits (Montessori, 32). Research has indicated that it is during childhood that most people are best at learning the physical skills. Long Term Player Development is defined by as (Lashley 23) as a systematic approach of developing and maximizing a participant’s potential and involvement in sport. The LTPD framework is aimed at defining optimal training and competition, as well as recovery throughout the athlete’s career. This enables them to attain their full potential and also increasing lifelong participation in physical activities such as golf, especially during their critical early years of their development (11-14 years old for boys and 10-13 years for girls). At this age of life, the child becomes healthier, stronger and becomes more intellectual alert and derives imagination from what makes sense not what seems not make sense (Lillard, 18-21). Furthermore, at this stage the child becomes more industrious and more aware of more than just the environment around him/her at this point he understands and differentiates sex groups male or female. Adding to this, at this stage the child attaches learning to an intellectual capacity, learning from people and books far from observation. At this stage of growth supervision becomes more prioritized, and rules should be set for proper moulding. This period is termed as the most crucial phase for the development of physical and psychological traits (Montessori, 1996). At this stage, failure leads to feelings of inferiority. The LTPD is usually spilt into stages whereby a player moves from simple to complex skills. For instance, in golf, the beginner commences by learning the basic swing actions. Once they have mastered these, they advance to the more complex skills Stage 1: Active start Commence with a dynamic warm up aimed at to getting moving and keeping active. The children are introduced to the sport in an active way by providing the environment for learning proper fundamental movement skills in the sport such as posture and making a swing. This will create fun and passion for play. This means that after teaching a skill, the skill needs to be followed up with a fun game or drill to work on the skill. This assists in breaking up the monotony of practice (Trenberth and Hassan 78). Stage 2: Fundamentals Develop the ABC of movement including agility, balance and coordination, as well as other movements such as grip, grip tension, swing centre, and ball position. Small children are egocentric and playing with the ball is their most crucial objective. At this stage, they need to a basic awareness of the environment to build decision making and game intelligence (Lloyd and Oliver, 2006-8). Stage 3: Learning to play At this stage, the effect of a role model is very crucial. Children commence to identify with the famous players thus wanting to learn imaginative skills. Skills demonstrations are very crucial in this stage since the children learn best by doing. It is also a significant time to teach basic skills of play and establish a training discipline and ethic. Technical excellence is developed through repetitions. Developing a challenging and fun environment for the children is essential for stimulating learning (Trenberth and Hassan, 308-912). A competition ratio of 70% and 30% needs to be applied. In golf, the skills to be acquired include effective grip, how to keep each other’s scores, and angle of the club’s at impact. Stage 4: Training to play This is a stage of development of major fitness. The children can engage in competitions such as under-13 for girls and under-14 for boys. Most of these children are on the onset of the adolescence stage. They develop a sense of personal and self identity (Montessori, 79-80). At this stage, awareness of tactics within the game becomes a very crucial facet of the process of learning. The core objective of this phase is developing the athlete’s physical capabilities for boys aged 12-14 and girls aged 11-13 years old. For those who are capable, they are introduced to the advanced techniques. With regard to their physicality, they need to be agile, flexible, proper diet, and importance of rest. Flexibility training is required because sudden growth of tendons, bones, muscles and ligaments. Mentally, they need to be introduced to in the manner in which to cope with winning and losing, and goal setting (Stafford 112-115). Work Cited Lashley, Felissa R. Clinical Genetics in Nursing Practice. New York: Sage Oublications, 2005. Lillard, Angeline (2005). Montessori: The Science behind the Genius. New York: Oxford University Press. Lloyd, Rhodri S. and Jon L. Oliver. Strength and Conditioning for Young Athletes: Science and application. New York: Routledge, 2013. Montessori, Maria (1996) English edition: The Secret of Childhood: New York: Longmans, Green. Stafford, Ian. Coaching for Long-term Athlete Development: To Improve Participation . New Jersey: Greenwood Publishing, 2012. Trenberth, Linda and David Hassan. Managing Sport Business. New York: Routledge, 2013. Read More