A Guide to the Long-Term Athletic Development Model

The Long-Term Athletic Development (LTAD) model is a framework designed to optimise the development of athletes over time. It is a comprehensive approach that addresses the physical, mental, and emotional needs of athletes at different stages of their growth and development. This model is rooted in scientific principles and aims to ensure that athletes reach their full potential while minimising the risk of injury and burnout. In this article, we will explore the model and break down each phase in detail.

The Need for the LTAD Model

In the past, many sports programs focused on short-term success, often leading to early specialisation and intense training at a young age. While this approach might yield quick results, it can also lead to burnout, overuse injuries, and a lack of long-term development. The LTAD model was developed to counter these issues by providing a structured approach that prioritises the long-term well-being and development of athletes.

The LTAD model emphasises the importance of developing fundamental movement skills, physical literacy, and mental toughness from a young age. It also highlights the need for a balanced approach that includes rest, recovery, and a focus on overall health.

The Seven Stages of LTAD

The LTAD model is structured into seven distinct stages, each tailored to meet the evolving needs of athletes as they progress through different phases of growth and development. These stages are designed to align with the natural development of children and adolescents, ensuring that their physical, mental, and emotional needs are addressed at each step.

Stage 1 – Active Start

• Age: 0-6

The Active Start stage, which encompasses birth to 6 years of age, is the foundational phase of the LTAD model. At this early stage, the focus is on engaging children in physical activity through fun and playful methods. The goal is to develop basic motor skills such as running, jumping, throwing, catching, and kicking in a non-competitive environment. Activities should be varied and creative, allowing children to explore their physical abilities and enjoy being active. This period is crucial for building physical literacy, which lays the groundwork for future athletic development. From a scientific perspective, this stage is significant for overall growth, as physical activity during early childhood supports brain development and social skills.

Stage 2 – FUNdamentals

• Age: 6-9 years for girls, 6-12 years for boys

The FUNdamentals stage is designed for girls aged 6-9 and boys aged 6-12. During this stage, children continue to develop their fundamental movement skills while also beginning to learn basic sport-specific skills. The emphasis remains on fun and enjoyment, with activities that challenge agility, balance, and coordination. Children should be encouraged to participate in a variety of sports and physical activities to explore different interests without the pressure of early specialisation. This approach helps to refine essential motor skills and builds a broad base of physical literacy, which is critical for success in any sport. Scientifically, this stage corresponds with a period of rapid growth in motor skills, making it an ideal time to develop coordination and movement patterns.

Stage 3 – Learn to Train (8-11 years for girls, 9-12 years for boys)

• Age: 8-11 years for girls, 9-12 years for boys

The Learn to Train stage targets girls aged 8-11 and boys aged 9-12. This is the stage where training becomes more focused and structured. Children start to develop sport-specific skills while continuing to build on the physical literacy acquired in earlier stages. The focus is on refining technical skills and introducing basic training concepts like warm-up, cool-down, and stretching. It is important to avoid early specialisation during this stage to allow for well-rounded development and to prevent overuse injuries. This stage aligns with a period of relatively stable growth before puberty, making it an ideal time for skill acquisition. The body’s ability to learn new motor patterns is heightened, setting the stage for more advanced training in the future.

Stage 4 – Train to Train

• Age: 11-15 years for girls, 12-16 years for boys

The Train to Train stage is for girls aged 11-15 and boys aged 12-16. This stage marks the beginning of more serious and structured training, with a focus on building the physical and mental attributes necessary for success in a chosen sport. Athletes start to increase the intensity and volume of their training, with an emphasis on developing endurance, strength, and speed. Specialisation in a specific sport typically begins during this stage, although maintaining some variety in training is still important for overall athleticism. Mental preparation, including the development of focus, resilience, and goal-setting, also becomes a key component. Scientifically, this stage often coincides with puberty, a time of significant physical and hormonal changes. Training must be carefully managed to account for these changes and to optimise athletic development.

Stage 5 – Train to Compete

• Age: 15-18 years for girls, 16-18 years for boys

The Train to Compete stage is designed for girls aged 15-18 and boys aged 16-18. At this stage, athletes are fully committed to their chosen sport, and training becomes more specialised and competition-focused. The goal is to develop high-level performance skills and prepare athletes for the demands of elite competition. Training intensity increases significantly, with a focus on refining technical and tactical skills specific to the sport. Athletes also learn how to peak for important competitions and manage the pressures of competition. This stage corresponds with the period of physical maturity, allowing for more intense and specialised training. Periodisation, or the systematic planning of training, becomes essential to ensure that athletes achieve peak performance at the right times.

Stage 6 – Train to Win

• Age: 18+ years

The Train to Win stage is for athletes aged 18 and older who are competing at the highest level. This stage represents the culmination of the LTAD model, where training is focused on achieving peak performance. Athletes receive highly specialised and individualised training programs designed to fine-tune every aspect of their performance. Comprehensive support in areas such as nutrition, psychology, and recovery is provided to ensure that athletes are in peak condition for key competitions. The risks of overtraining and injury are higher at this stage, so careful management is essential. Athletes have reached full physical and mental maturity, allowing them to perform at their highest potential.

Stage 7 – Active for Life

• Age: Any age

The final stage of the LTAD model, Active for Life, emphasises the importance of maintaining an active lifestyle at any age. This stage is inclusive of all ages and abilities and encourages lifelong participation in physical activity. Whether through continued involvement in competitive sports, recreational activities, or regular exercise for health, the goal is to promote long-term health and well-being. Regular physical activity during this stage is associated with numerous health benefits, including a reduced risk of chronic diseases and improved mental health. The Active for Life stage is critical for ensuring that individuals remain physically active and healthy throughout their lives, contributing to an enhanced quality of life.

The Science Behind LTAD

The LTAD model is grounded in scientific principles related to growth and development. Understanding these principles is key to appreciating the rationale behind the model.

Physical Literacy

Physical literacy is the foundation of the LTAD model. It refers to the ability to perform a wide range of movements with competence and confidence. Developing physical literacy at a young age is crucial because it sets the stage for future athletic development. Research has shown that children who develop physical literacy are more likely to be active throughout their lives, which is essential for overall health and well-being .

Windows of Trainability

The concept of “windows of trainability” refers to periods during which the body is particularly responsive to certain types of training. These windows are linked to the natural growth and development of the body and are critical for optimising athletic development.

For example, there is a window of opportunity for developing speed between the ages of 7-9 in girls and 8-10 in boys. During this period, the nervous system is particularly responsive to speed training, making it an ideal time to focus on activities that enhance speed. Similarly, there are windows for developing strength, endurance, and flexibility .

Periodisation

Periodisation is a key concept in the LTAD model. It refers to the systematic planning of training and competition to achieve peak performance at the right time. Periodisation involves dividing the training year into specific phases, each with its own goals and objectives. This approach helps to prevent overtraining and burnout while ensuring that athletes are at their best during important competitions .

Recovery

Recovery and regeneration are essential components of the LTAD model. The body needs time to recover from the stress of training, and this is particularly important for young athletes who are still growing and developing. Adequate sleep, nutrition, and rest are critical for allowing the body to repair and rebuild, which is essential for long-term development .

Practical Applications of the LTAD Model

While the LTAD model is grounded in science, its practical application is equally important. Coaches, parents, and athletes can all benefit from understanding how to implement the principles of LTAD in real-world settings.

Avoiding Early Specialisation

One of the key takeaways from the LTAD model is the importance of avoiding early specialisation. While it may be tempting for young athletes to focus exclusively on one sport, this can lead to overuse injuries and burnout. Instead, the LTAD model encourages participation in multiple sports and activities, particularly in the early stages. This approach not only reduces the risk of injury but also helps to develop a broader range of skills that can benefit athletes in the long run .

Incorporating Fun and Play

For younger athletes, the emphasis should be on fun and play. The Active Start and FUNdamentals stages are designed to be enjoyable, with activities that are engaging and non-competitive. This helps to foster a love of physical activity, which is essential for long-term participation. Coaches and parents should focus on creating a positive and supportive environment that encourages children to be active and try new things .

Structured Training in the Later Stages

As athletes progress through the LTAD model, training becomes more structured and focused. During the Train to Train and Train to Compete stages, athletes begin to specialise in their chosen sport and the intensity of training increases. Coaches play a crucial role in guiding athletes through these stages, ensuring that they are developing the necessary skills and attributes to succeed at a higher level .

Supporting Lifelong Activity

The final stage of the LTAD model, Active for Life, emphasises the importance of maintaining an active lifestyle throughout life. Whether through continued participation in competitive sports, recreational activities, or simply staying active for health, the goal is to encourage lifelong physical activity. This stage is critical for overall health and well-being, as regular physical activity is associated with numerous health benefits, including reduced risk of chronic diseases and improved mental health.

Conclusion

The Long-Term Athletic Development model provides a scientifically grounded and holistic approach to athletic development that addresses the physical, mental, and emotional needs of athletes at every stage of their growth. By emphasising the importance of physical literacy, windows of trainability, and balanced training that includes adequate recovery, the LTAD model ensures that athletes can achieve their full potential while minimising the risks of injury and burnout. Whether an athlete is just beginning their journey in the Active Start phase or competing at an elite level in the Train to Win stage, the LTAD model offers a structured framework that promotes both short-term success and long-term health. Additionally, the model’s focus on lifelong physical activity through the Active for Life stage underscores the importance of maintaining an active lifestyle for overall well-being. Ultimately, the LTAD model is not just about developing successful athletes but also about fostering a lifelong love of physical activity that benefits individuals of all ages and abilities.

REFERENCES

1. Balyi, I., Way, R., & Higgs, C. (2013). Long-Term Athlete Development. Human Kinetics.
2. Lloyd, R. S., & Oliver, J. L. (2012). The Youth Physical Development Model: A New Approach to Long-Term Athletic Development. Strength and Conditioning Journal, 34(3), 61-72.
3. Ford, P. R., De Ste Croix, M., Lloyd, R. S., Meyers, R. W., Moosavi, M., Oliver, J. L., … & Williams, C. A. (2011). The Long-Term Athlete Development Model: Physiological Evidence and Application. Journal of Sports Sciences, 29(4), 389-402.
4. Côté, J., Baker, J., & Abernethy, B. (2007). Practice and Play in the Development of Sport Expertise. Handbook of Sport Psychology, 3, 184-202.
5. Malina, R. M. (2010). Early Sport Specialization: Roots, Effectiveness, Risks. Current Sports Medicine Reports, 9(6), 364-371.
6. Maffulli, N., Baxter-Jones, A. D., & Grieve, F. G. (2005). Longitudinal Study of Growth and Development of Young Athletes: The Trainability of Young Athletes. International Journal of Sports Medicine, 26(1), 42-46.

• Bio

Ellyn Johnson

Ellyn is an Exercise Scientist specialising in youth Strength and Conditioning. She holds her Bachelor's degrees in Science and Exercise and Sports Science. She has previously worked as a Strength and Conditioning Coach for Academy level athletes at the Brisbane Lions Football Club. She has a background in Personal Training, coaching a range of clientele with diverse goals, including weight loss, body recomposition as well as recreational endurance athletes. In addition to her Strength and Conditioning experience, Ellyn currently works as a Learning Designer at the Australian Institute of Fitness. Here she works as a subject matter expert in the design and implementation of a range of health- and fitness-related courses and learning materials.