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Are the Governing Bodies in Northern Ireland implementing the Long Term Athlete
Development Model?

Abstract

The athletic performance development model, known as the Long Term Athlete
Development model was, and continues to be, developed by Istvan Balyi from 1990 to
the present day
...
This review examines the impact of Doctor Istvan Balyi’s Long Term Athlete
Development model on sporting governing bodies in Northern Ireland and the quality
athlete development in each of Rugby, Hockey, Cycling, Basketball and Sailing
...

Development plans put in place by each governing bodies show a will to adapt the
LTAD model to their sports
...

Research also showed an immense interest in the LTAD model, with two out of the
five sports publishing a sports specific LTAD model
...
All sports wish to change competition structures and try to adapt the
model to suit them specifically
...

Implementation of the LTAD model is still in planning for most of the sports
...
Others say that it is a term that describes practises, processes
and policies whilst providing opportunities in sport (Bramham et al, 2001)
...
It was named
the Long Term Athlete Development (LTAD) model
...
Balyi’s first work in the UK was an
article published by ‘FHS’ in September 1998 on long-term planning (Balyi, 2001)
...


The Sports Council Northern Ireland (SCNI) and Irish Sports Council (ISC) both
show a commitment to the development of sport
...
The ISC have produced the pathways
document alongside the National Coaching and Training Centre (NCTC) and the
Technical Advisory Group (TAG)
...


This study is a review shows how a sample of governing bodies in Northern Ireland
are coping with implementing these new strategies provided by Balyi
...
This research aims to conclude how the sports governing bodies, in

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Northern Ireland, are implementing the LTAD model and how it will change their
coaching and competition structure and affect the ongoing development of their
respective sports
...
“Sports
can be generally classified as early specialisation or late specialisation sports”, (Balyi
& Hamilton, 2004)
...
Late
specialisation sports such as racquet sports, all team sports, track and field all need a
more general approach to training
...
The late specialisation sport model has two additional phases at the
beginning, the FUNdamental stage and Learning to Train stage
...
He suggests
that early specialisation sports should develop their own sport-specific model and may
try to add, combine or amalgamate the two extra stages from the late specialisation
model, (Balyi & Hamilton, 2004)
...
The objectives for this stage are to, “learn all
fundamental movement skills (build overall motor skills)”, (Balyi & Hamilton, 2004,
Pg 2)
...
The
FMS can be classified as locomotive, manipulative or stability
...
At this stage, “the ABCs of athleticism – Agility, Balance,
Coordination and Speed,” are essential
...
The FUNdamental phase, like all phases, has
a ‘window of trainability’
...

Another term used is a ‘window of accelerated adaptation’
...
Linear, lateral and
multi-dimensional speed must be developed with the durations of the repetitions under
five seconds, (Balyi & Hamilton, 2004)
...
A vital
part of the FUNdamental stage it that it all happens through a fun and positive,
structured environment in many different sporting activities
...
” Gordon believes to develop basic
movement literacy successfully many sporting activities should be encouraged
(Gordon, 2005)
...
This is targeted at males 9-12 and females 811 yrs old
...
2)
...
Like the FUNdamental stage
there is a window of trainability for motor coordination at 9-12 yrs old
...
Strength
and endurance should be developed further using the same recommendations as the
fundamental stage
...

Flexibility exercises must be introduced here
...
The 30% builds on the children’s motor skills
and gives them a chance to perform them in a different environment
...
The emphasis is placed on learning not the end result
...
If an early specialisation sport e
...
swimming added this phase
into their model they may use double periodisation, (Balyi & Hamilton, 2004)
...
Without the two previous stages the
objectives for the next three could not be achieved
...
3)
...
g
...

There is a window of aerobic trainability for girls and boys with the onset of Peak
Height Velocity (PHV) or during maturation a major growth spurt
...
Boys have one window at 12-18 months after PHV,
(Balyi & Hamilton, 2004)
...
As a

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coach it may be difficult to train everyone individually or by the same age group, it
may be easier to divide them into chronological groups e
...
early, average, and late
maturity levels
...
so extra time must be spent on flexibility
...
Balyi believes, “too many
competitions waste valuable training time and conversely, not enough competition
inhibits the practice of technical skills and learning how to cope with the physical and
mental challenges presented during competition”, (2001, Pgs 7-8)
...
g
...

This type of training allows the athlete to cope with decision-making under pressure,
encourage adaptability to different environments, spectators or other
factors/conditions a training session may not
...
The average duration of the Training to Train phase is
between three and five years, (Balyi, 1998)
...
The training to competition ratio
becomes 50:50
...
Balyi discusses four crucial aims for the athlete at this
stage
...
“All
training, competition, sport science & medicine programmes to be highly
individualised and integrated with high intensity and specificity of training all year

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round,” (Balyi, 1998)
...

The two cycles may differ in duration according to whether the chosen sport falls
during the summer or winter season
...
g
...
The intensity, volume and specific training may
increase or decrease during the cycles
...
g
...
The athletes will be required to spend
three to five more years before entering the training to win stage, (Balyi, 1998)
...
4)
...
This
phase uses multiple periods with high intensity and volume of training all year round,
(Balyi & Hamilton, 1999)
...
e
...
Balyi & Hamilton trust that athletes can compete all
year round using multiple periodisation to strategically select competitions to meet the
individual’s needs, (1999)
...
Each
individual athlete has a limit they can reach in sport, the further away the more
improvements they can make Balyi & Hamilton refer to this as the ‘ceiling limit,’
(1999)
...

The athlete is retired permanently from all competition, (Balyi & Hamilton, 2004)
...
, (Balyi, 2002)
...


Istvan Balyi

Produced this model based on the research of many others
...
” The model has insufficient detail on early specialisation sports as
they can cause early burnout and dropout, (Balyi, 1999)
...
(2001)
...


SCNI & ISC

The SCNI and ISC both show a commitment to the development of sport
...
The ISC has
produced the pathways document alongside the National Coaching and Training
Centre (NCTC) and the Technical Advisory Group (TAG)
...
The majority of these problems were answered in Balyi’s LTAD
model i
...
physical literacy, competition and participation, coaching, pathways and

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long-term player/athlete development, inclusion, sports science and medical support,
(ISC et al, 2003)
...
nctc
...
ie/press/pubs/NCTC_Pathways
...
pdf)

They used Balyi’s model but adapted it to meet their needs
...
The document outlines that the governing bodies willingness to
adopt the model is dependant on their effectiveness on implementing it
...

Since the Pathways document in 2003 the NCTC responded to feedback that their
LTAD model was based too much on elitism so the replacement model was designed
...
nctc
...
ie/files/The%20LIPSA%20Model
...
This “model is a
systematic approach that will assist in creating an environment that enables
participants to achieve their optimum potential
...
” The support of the governing bodies is vital and many of them have
developed LTAD models and been involved with the National Coaching
Development Plan (NCDP), (ISC & NCTC, 2005)
...

The SCNI devised a corporate plan for 2005-08 for the key issues in sports
development in Northern Ireland
...
The plan highlights three
key aims for the strategy for sport
...
Staying involved – enable as many people
as possible to be an active participant in sport
...
SCNI hopes to
achieve an increased number of young physically literate people, increased number of
athletes with improved sporting performance, (SCNI, 2004)
...
This
involves the governing bodies designing a development plan setting out how they are
going to achieve the objectives of the corporate plan to be assessed by the SCNI in the
hope of receive funding
...
Within the sports
development network meeting the LTAD model has been discussed in the Northern
Ireland context
...
There
are low participation rates amongst many groups e
...
women, older people
...
Donnelly entitles the
LTAD model as ‘The Untold Story,’ (2004, Pg
...


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Physical Education (PE)

If the governing bodies were to apply these developments in sport they would have to
work in conjunction with the schools
...
The Professional Development Plan
recognises that high quality PE and school sport reaps many benefits from the pupil’s
life at school to forming positive attitudes towards lifelong participation in sport,
(Wild, 2004)
...
Balyi’s model doesn’t specifically discuss the education system
...
PE is concerned with physical literacy, “the motivation,
confidence, physical competence, understanding and knowledge to maintain physical
activity at an individually appropriate level, throughout life”, (Whitehead, 2007), that
is a focus of Balyi’s model therefore to be successful, specialist training should be
provided to primary school educators to deliver the FUNdamental stage and
continuous training throughout the rest of the stages
...
If the SCNI and
governing bodies are in partnership with schools where everyone must as part of their
statutory requirement take part in PE could further sports development
...
The
problem with education and sport in Northern Ireland is many school sports are based

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on competition from a young age
...
If the governing bodies were to implement the LTAD
model then changes in the school competition structure would have to change
...
PE has the role
of encouraging everyone to participate in physical activity and the LIPSA model has a
pathway for lifelong recreation but the resultant from Balyi’s model can lead to
competition at National/International level
...
Within PE, teachers have found that there are not clear
procedures on dealing with talent identification procedures, (Bailey et al, 2004)
...
Specialist sports colleges have began to raise the standards in PE
developing the potential performers, working with the Youth Sports Trust, (Whelan,
1998)
...


There are a number of negative issues that could have an effect on the governing
bodies implementing the LTAD model
...
” They suggest that a successful Youth Sport
programme should be set up regardless of socio-economic status, race, culture,
ethnicity or gender
...
e
...
They produced a model that
focuses on providing positive youth development suggesting that if it is unsuccessful
changes will be made accordingly
...
e
...
Balyi (1999) said that, “change is inevitable – progress is
optional!” The responsibility lies with the SCNI to deliver in order for progress to be
made in sports development
...

Counties like Canada, Australia, England & Ireland have all produced a Long Term
Athlete Development model specifically for their country, (Robertson & Way, 2005),
yet Northern Ireland have not designed one within their Corporate plan up to 2008
...
Northern
Ireland as part of the UK should be progressing parallel to them
...
They have already reached and continuing
to supply resource materials for coaches relating to Long Term Athlete Development,
(2005)
...
Balyi’s model is highly recognised in

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sport in Northern Ireland but would need a substantial sum of money to
commercialise the model in other countries
...


A review of literature in this field would lead you to believe that at present governing
bodies in Northern Ireland are spending a large amount of time trying to enhance
sports development
...
The Value of Sport booklet
refers to the funding from the National Lottery, (SCNI, 2001) which could be used to
do more in-depth research on long term athlete development
...
In New Zealand perceptual motor programmes are being introduced
into primary schools concentrating on the child taking part in sequenced activities like
running, hopping, skipping, jumping that are all found in the FUNdamental stage of
Balyi’s model, (Craig, 2001)
...

The LTAD model on its own cannot be implemented by the governing bodies unless
it has the support of parents, coaches, trainers etc
...
PE will be a major concern if the
governing bodies implement the LTAD model
...
Extra

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training has to be provided for the teachers especially at primary where there are few
PE specialists
...
Sagar et al (2004) describes how the fear of failure causes
dropouts in young elite athletes and this needs to be stopped
...
Further studies are needed on young
athletes looking at how to keep them motivated, (Morgan et al, 2005)
...
Their
results discussed contextual factors, personal characteristics, training and competition
factors that all were part of Balyi’s LTAD model, (2002)
...


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Chapter Two – Methodology

Design

The methodology adopted for this piece of research will support the collection of
specific data in relation to how the use of the Long Term athlete Development model
is being implemented by governing bodies in Northern Ireland

Participants

The study shows how samples of governing bodies in Northern Ireland are coping
with the strategies provided by Balyi in the LTAD model
...
A governing body “manages
relationships with the general public, players, clubs, leagues, regional associations,
national and international sports organizations and government
...
”
(http://www
...
co
...
htm)
This research aims to conclude how the governing bodies, in Northern Ireland, are
implementing the LTAD model and how it will change their coaching and
competition structure and affect the ongoing development of the respective sports
...


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Sample selection

A questionnaire was chosen as my method of research
...
Written questionnaires become even more cost
effective as the number of research questions increases, and with a large number of
questions I felt this would be the best method to use
...
Nearly everyone has had some experience completing questionnaires
and they generally do not make people hesitant
...
There
is uniform question presentation and no middle-man bias
...
This then also
makes them quite easy to analyse
...
When a respondent receives a questionnaire via
email, they are free to complete the questionnaire in their own time
...
This number was chosen as it means that if there is a
low response rate enough data will still be obtained from five to ten responses
...
The sample of thirty three
were chosen at random, but then having looked at some of the governing bodies
involvement in LTAD some sports were chosen over others to be part of the sample of
thirty three, due to contribution and information they could offer about LTAD
...
The questionnaires were designed
to flow so that they could be easily understood by the respondent in order to promote
a high completion rate
...
Although these do
tend to be more complicated to answer, they give the respondent a chance to write
down a lot more information and allow them to show their own approach in the
response
...
15%
...
However, the five responses were very detailed
and gave a lot of relevant information
...
The reasons for this were for the ease of completion for the respondent
...
The boxes for the answers were set up to grow as the

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respondent filled in the answer so there was no word limit to the answer they could
give for each question, it could be as long or as short as they deemed necessary
...
Once they had it filled it they simply had to email it back to me and I
was then able to print it out on my home computer
...


Questionnaire Response Rate
15%

85%
Response

No Response

After the poor initial response I waited two weeks before sending out the emails
again, this time naming who had replied to me in the hope of achieving some more
responses
...

This was mainly due to the lack of time I had remaining so I felt it better to continue
with the results process
...
This will allow the results to be compared to the
writings in the review of literature in order to provide sound conclusions and
recommendations
...


The first set of questions which were asked in the questionnaire where in relation to
Istvan Balyi’s LTAD model itself and how it is being utilised by the governing
bodies
...
Whilst all five governing bodies find the stages of the model to be relevant, all
expressed that they want to adapt it to suit their specific sporting needs, or have
already done so
...
”
When asked if the sporting governing body had any publications on the LTAD model,
it was found that three out of the five had publications
...
However Basketball NI has no
publications in place and don’t seem to have any current plans to implement the
LTAD model
...
I believe we start kids on high performance too early
...
All accept it as being right for their
sport but find it difficult to carry it out
...
The messages are clear,
but the HOW is not
...
”

The next question is about the resources which the governing bodies are devoting to
the long term development of their athletes
...
However, the results
show that these booklets are limited and for the most part the coaching structures tend
to be confusing and are not being organised with LTAD in mind
...
That is organized by us
and part-funded by Sport NI
...
All five governing bodies indicated how
their coaching structure was set up and all five claimed that it reflected LTAD
...
This relationship showed much better correlation in some than in
others
...
”
However, the representative for Cycling Ireland feels that their structure is weak and
needs further development, saying,
“Currently we have a foundation and level 1 performance coaching courses
...
We are also developing a leader/instructor qualification
for mountain biking
...
e
...
”
When asked then about the competition structure Ulster hockey, Cycling Ireland,
IRFU and RYA NI all couldn’t show evidence that their competition structure directly

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related to LTAD but claimed changes are currently being made
...
”

The final set of questions related to changes that the representatives for each sport
thought could be made to fully implement LTAD
...
The main trend that came out, as the main means of implementing LTAD, was
better resources
...
All the governing bodies clearly see the need for Physical Education
specialists in Primary Schools to emphasise the FUNdamental stage and in turn
getting LTAD up and running early in life
...
This in turn requires better
training for the coaches so the know how to fully implement LTAD in their sport
...

Finally, all five sets of results showed that everyone is willing to adopt the model but
they also want to adapt it for the specific needs of their respective sports
...


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Chapter Four – Analysis and Discussion

Discussion

From the research conducted, trends were found throughout the sports, which would
indicate an overall standing of sport’s governing bodies in Northern Ireland
...


•

The questionnaires indicated a great interest from all five sports in the Long
Term Athlete Development model with the IRFU, RYA NI and Cycling
Ireland having already published literature on the topic, with the others in the
process of drawing up a publication for future development
...


•

All the sports researched, wished to change their competition structure so that
it better reflects LTAD
...


FUNdamentals in Primary schools

The main focus of the interviews conducted was how the children of primary school
ages were being coached
...
The revised curriculum in the schooling system in Northern Ireland
has paved the way for the LTAD in primary schools
...

The Fundament Movement Skill (FMS) programme was developed in western
Australia and has been adopted by the education and library boards in Northern
Ireland primary schools
...
The FMS programme is believed to impact on
all primary schools in Northern Ireland and therefore giving the children involved a
chance to develop skills and sustain them in an active lifestyle
...
Currently the
GAA and IFA have been given the funding from Sports Council Northern Ireland to
place full time, qualified coaches into primary schools to coach their respective sports
of Gaelic games and association football
...
Only time will
show weather these strategies will be successful in implementing LTAD but if they
prove to be a success then it is up to the individual governing bodies to find the
funding and backing to be able to carry out these strategies
...


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Future Development

All five governing bodies want to improve the performance of their athletes so they
can reach high levels of competition
...
One way of doing
this is through publishing literature on the topic
...
If the governing bodies can
receive investment from the SCNI development plan, a portion should be spent on the
training of specialist fundamental coaches to enable this model to be applied
...
We still don’t see the benefit of
physical activity to the all round development of individuals
...
This was recognised by RYA NI representative who
said, “If the culture and attitude of parents change through education, the rest should
follow
...
If the governing bodies push the
LTAD model they have allowed the athlete to achieve their full potential and if they
are not identified in schools there may be other chances for them
...
”
For the governing bodies to provide more opportunities for potential athletes, a closer
partnership with the schools and sports councils is needed
...
All five sports expressed an interest in changing
their respective competition structures
...


Basketball NI have a very complex coaching structure, and seem to have trouble with
the sheer amount of competitions throughout the year
...
There
is male and female leagues at each of those levels
...
leagues, there
are also 2 National Leagues for both men and women and National Cups for U18,
U20, and Sr
...
”
From the senior players, down to any athlete in the Training to Win stages, the
basketball season can run all year round
...
Basketball NI also showed their views on the competition structure
when asked if it reflected LTAD, their representative said “Yes, fairly well
...

Another issue that the LTAD model tries to eradicate is the burnout of athletes, and
with Basketball NI’s current structure as it is, burnout would have to be a big issue
with some of its athletes
...
” This again would not lend itself to the
implementation of LTAD and would evidently lead to burnout
...
However its
different for the more elite athlete who may begin to be exposed to too much training
and competition with Under 16, 18 and 21 levels all having inter-pro competitions and
training, as well as their school and club training and competitions
...

It seems the issue of over emphasizing winning, which contradicts the LTAD theory,
is a factor in school hockey
...
I believe that for the LTAD model to work you
have to change coaches and parents attitudes towards the whole ethos of long term
athlete development
...
From the results, they feel that the competition structure
is, “Very varied with different competitions for clubs, schools, age groups etc
...
In order to do this they must bridge the gap between mass

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participation and the better players
...
However for elite athletes a new pathway has to be designed as
the current pathway has a huge number of dropouts
...

Both Cycling NI and RYA NI openly admitted, from the results, that they have poor
competition structures
...


Coaching structure

The main reason for the problems, which the governing bodies are finding with their
coaching structure, is that they don’t reflect LTAD
...
The LTAD model requires a number of changes in the system
i
...
schools, clubs, coaching, training etc
...
e
...
This includes coaching, so by implementing LTAD they should
find improvements
...
From this we can see
that by improving the coaching structure it can lead to more long term improvements
such as higher ranking at major competitions
...
This is because its programme reflected Long Term Athlete
Development
...


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Chapter Five – Conclusions and Recommendations

Conclusions

This final section will outline the key conclusions that I have found from my
investigation, which considered if governing bodies in Northern Ireland are
implementing the Long Term Athlete Development model
...
All at some point claimed that they were
implementing long term athlete development, however all of them felt more could be
done
...

Unless coaching and competition structure reflects long term athlete development
then it can actually delay and even stop player development
...
Competition should only be introduced during the later stages and only
at the Training to Win stage should competition out weight training
...
These can be
done through leaflets but these then in turn much be distributed out in schools so that
teachers and parents can clearly see the best way forward for their child’s
development
...
This
development should emphasise the FUNdamentals stage of the Long Term Athlete
Development model so that the children’s focus is on fun, rather than competition, in
an attempt to eradicate drop out levels
...
If these recommendations are made then the future
development of the players partaking in their sport should improve
...
At this stage competitiveness shouldn’t be a key factor so that
there isn’t a high dropout rate
...
These efforts should be universal for all potential coaches and
each stage on the coaching ladder should reflect the stages of the Long Term Athlete
Development model
...

A school development officer could be the means in which do to this
...

All the governing bodies in my investigation showed interest and support for the
LTAD model, yet not all of them were fully implementing it
...


- 37 -

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...
E
...
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...
Physical Education and Sport Pedagogy, 9, Pgs 133-148
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Bayli, I
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Perlejewski, A
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The British
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Appendices

Figure 1
...
All information will be kept
confidential, used for research purposes only and will not be published
...

1
...
That may mean facility
development, club development, high performance development, etc
...
Have you been introduced to Istvan Balyi’s long term athlete development model?
Yes
...
Do you feel that this model is the right model for your sport? Why? / Why not?
Yes, for the most part
...

4
...
Do you feel there are parts of the model already being applied in your sport?
Yes, but inconsistently
...

6
...

7
...
What information has been published and who has it been given to?

- 41 -

9
...
Have you experienced any difficulties in implementing the model or putting a draft
together?

11
...
of specialized
coaching and then compete in the Youth Games in the Spring
...
There are then U16, U18, and Sr
...

12a
...

b
...
In practice, there are highly qualified coaches coaching young children
...

13a
...
There is male and female leagues at each of
those levels
...
leagues, there are also 2 National Leagues for both
men and women and National Cups for U18, U20, and Sr
...

b
...

14
...

15
...


- 42 -

16
...
Basketball is a highly skilled sport, and it generally takes a long
time to develop that skill
...

17
...
Has your sport received any help form Sport NI in relation to long term athlete
development?
Yes, they part-fund our Regional Development Squads, and we are in the process of
pursuing a new facility through the Elite Facility Programme
...
How do you think your sport compares to other sports in relation to long term athlete
development?
I think we do a pretty good job
...

20
...
I would then have Regional Development Squads at age 16 that have oneweek training camp and compete against each other once a year, and U18, U20, and Sr
...
S
...

21
...
S
...


- 43 -

Figure 1
...
All information will be kept
confidential, used for research purposes only and will not be published
...

1
...
Have you been introduced to Istvan Balyi’s long term athlete development model?
Yes in 2003/4
If answer is yes go to question 3, if answer is no go to question 11
3
...
Obvious answer! It is good in terms of the stages however at present our
competition structure works on chronological age not biological
4
...

5
...
Has there been an LTAD model designed specifically for your sport?
Yes
7
...
What information has been published and who has it been given to?
A model has been made and given to all of our coaches however the story really stops
there
...

9
...
Have you experienced any difficulties in implementing the model or putting a draft
together?
Yes
...
What resources does your sport devote to the long term development of athletes?

Little, although we do tie in with sportni to direct are talented athletes in SINI programmes
...
Please would you describe your coaching structure?
b
...
Currently we have a foundation and level 1 performance coaching courses
...
We are also developing a leader/instructor qualification
for mountain biking
...
e
...
What is your competition structure like at present?
b
...
as above
14
...
Who do you feel is responsible for looking after the long term development of athletes?

NGB, Clubs, schools and obviously coaches
16
...
Do you feel Sport NI is doing enough at present for long term athlete development?

Yes
...
Has your sport received any help form Sport NI in relation to long term athlete
development?

- 45 -

More from Coaching Ireland
19
...
If there were no constraints in place what would you recommend for the future
development of athletes?
Fuller implantation of LTAD or similar theory
21
...


- 46 -

Figure 1
...
All information will be kept
confidential, used for research purposes only and will not be published
...

1
...

2
...
Do you feel that this model is the right model for your sport? Why? / Why not?
We have adapted the model to produce the IRFU Long Term Player Development model
which was launched in 2006
...
Would you have any criticisms of Istvan Balyi’s LTAD model?
The only issue I have with the model is how you practically implement the theory – some
areas are easy, some are not
...
Do you feel there are parts of the model already being applied in your sport?
Our coaching programme has been remodelled to align with the 5 stages of the model in
terms of player participation –
FUNdamentals – mini rugby qualification
Learn to train – foundation Qualification
Train to train – level 1 Qualification
Train to compete – level 2 Qualification
Train to win – level 3 Qualification
Also our palyer development programme at under 16 and under 17 level is based on the
capacities of what we expect players at the age group to have
...
Has there been an LTAD model designed specifically for your sport?
Yes – a copy can be downloaded from www
...
ie

- 47 -

7
...
What information has been published and who has it been given to?
LTPD guidelines have been published and have been distributed to all clubs and school
who are affiliated to the IRFU
...
How will you measure the success of the model you designed?
LTPD has not been fully implemented yet across the whole of Irish Rugby
...

10
...
What resources does your sport devote to the long term development of athletes?
Currently there is no dedicated resources for LTDP other than printed material
...
Please would you describe your coaching structure?
See number 5 above – 5 stage process which mirrors LTPD stages
b
...
What is your competition structure like at present?
Very varied – different competitions for clubs, schools, age groups etc
...
Does your competition structure reflect LTAD, and if not what changes do you plan to
make?
This is currently being reviewed at all levels

- 48 -

14
...

15
...
Having said that it needs to be driven by a central figure
...
For long term athlete development to be a success in your sport do you need to be
involved at school level or even younger?
Yes it starts with kids at an early age learning the fundamental movement skills that are
required for all sports – physical literacy is a big area that if not addressed at an early age
has an impact on the athlete/player at a later date
...
Do you feel Sport NI is doing enough at present for long term athlete development?
They are doing some but more is required – appointment of Talent ID staff has helped to a
certain degree but we need someone specifically driving LTPD at SNI level
...
Has your sport received any help form Sport NI in relation to long term athlete
development?
Limited, LTPD has been driven by the IRFU nationally within our sport
19
...
If there were no constraints in place what would you recommend for the future
development of athletes?
Better co-ordination between sports – at the minute we are very protective over the
athletes that each of us have – we would produce better athletes at all levels if they had
exposure to more and varied sports
...
We still don’t see the benefit of physical
activity to the all round development of individuals
...
Do you know of any other models of sports development which you would like to
follow?
Lifelong involvement in sport and physical activity

- 50 -

Figure 1
...
All information will be kept
confidential, used for research purposes only and will not be published
...

1
...
Have you been introduced to Istvan Balyi’s long term athlete development model?
Yes
If answer is yes go to question 3, if answer is no go to question 11
3
...

4
...

5
...

6
...

7
...

If answer is yes go to question 8, if answer is no go to question 11
8
...
How will you measure the success of the model you designed?

10
...
What resources does your sport devote to the long term development of athletes?
Development Officer UBIHA and High Performance Manager of SINI
...
Please would you describe your coaching structure?
b
...
UBIHA
plans are dependent on financial resources from Sport NI – a new development plan was
recently submitted for all Ulster Hockey aspects
...
The above question is difficult to quantify
...
What is your competition structure like at present?
b
...

Poor representation at Veteran level- currently no male veteran competition structure
...
Do you see any future changes within the competition structure?
Retention aspects through competition as discussed previously about veterans
...

15
...

16
...

17
...

18
...


- 52 -

19
...

20
...

School / club links
...

Improved communication and sharing of communication
Participation and Talent ID
...

High performance programmes
...
Do you know of any other models of sports development which you would like to
follow?
There are a number of models that could be adopted, this model is generally accepted by
those that provide funding etc
...
5 - Royal Yachting Association, Northern Ireland

Long Term Athlete Development Questionnaire
Hello, my name is Raymond Miller from Stranmillis University College,
Belfast and for my dissertation I am researching Long Term Athlete
Development in a number of sports
...

It would be of great help if you could fill out these questions in as much
detail as possible
Please note that as you answer the questions in the boxes provided
below, they will expand to allow room for your answer
...
What is the main focus of your work?
I am the Performance Manager for sailing in NI
...
I also coach and manage 9 Elite Sailors
...
Have you been introduced to Istvan Balyi’s long term athlete development model?
Yes
If answer is yes go to question 3, if answer is no go to question 11
3
...
The average medallist age in sailing is around 30 with previous Olympic experience
a must
...
We can often get sailors dropping out
at a young age as they have been pushed too hard and burnout
...

4
...
It can be hard to relay the 10 Key Factors across to
parents
...
Also,
people should know that you do not need to be too clinical about it all
...

The messages are clear, but the HOW is not
...
Do you feel there are parts of the model already being applied in your sport?
Yes – in particular coaches at U15 level and relaying the messages from the model
...
Has there been an LTAD model designed specifically for your sport?

- 54 -

Yes
7
...

If answer is yes go to question 8, if answer is no go to question 11
8
...
This has been sent to all clubs who run junior training, junior
coaches and we ran a day for Junior Squad parents where LTSD was a primary focus on
the agenda
...
How will you measure the success of the model you designed?
Difficult to measure objectively
...
Success would be fitter, more mentally adept individuals by senior stage, but this is
fighting against some innate cultural areas and will take a long time to change
...

10
...
We are relying on the
message drip feeding to parents/ sailors etc
...
What resources does your sport devote to the long term development of athletes?

Squad coaches
Booklets etc
Programmes with LTAD principles in mind
12a
...
Does your coaching structure reflect LTAD, and if not what changes do you plan to
make?
a
...

b
...
We aim to educate club coaches on it as part of their
programme
...

13a
...
Does your competition structure reflect LTAD, and if not what changes do you plan to
make?

- 55 -

We do not have a complete hold of competition structures as these are run by class
organisations
...

14
...
Who do you feel is responsible for looking after the long term development of athletes?

Coaches, parents, managers
...

16
...

17
...
Work with
Kevin Giles appears to be the next step
...

18
...
SportNI also funded Istavan Balyi
to come across on a number of occasions for consultancy
...
How do you think your sport compares to other sports in relation to long term athlete
development?
I believe we are on the right track
...

Our Youth Teams are now working better physically through new programmes set up to
ensure they have appropriate physical development from 15+
...

20
...
Trying to put these ideas across
can appear to be “this is how to bring up your children”
...

21

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