ATHLETE DEVELOPMENT MODELS & FRAMEWORKS - JASON GULBIN PHD RESEARCH ASSOCIATE, SECTION FOR ELITE SPORT

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ATHLETE DEVELOPMENT MODELS & FRAMEWORKS - JASON GULBIN PHD RESEARCH ASSOCIATE, SECTION FOR ELITE SPORT
Athlete Development Models & Frameworks

                Jason Gulbin PhD
         Research Associate, Section for Elite Sport
              Swiss Federal Institute of Sport

              AISTS – MSA, EPFL Lausanne, August 2015
ATHLETE DEVELOPMENT MODELS & FRAMEWORKS - JASON GULBIN PHD RESEARCH ASSOCIATE, SECTION FOR ELITE SPORT
Mein Hintergrund

      Fundamente                                   Talent                           Elite

•   Primary & Secondary                •   13 years at the Australian   •   Exercise Physiologist (SASI)
    School Physical Education              Institute of Sport (AIS) -
    Teacher                                National Head of TID &       •   HP Manager (2004-2010)
                                           Development                      (AUS Women‘s Skeleton Team)
•   Coach
                                       •   Roles related to Systems,    •   Sliding Services Coordinator
                                           Programs, Research,              (2010 AUS Olympic Team)
•   Parent!
                                           Innovation, Management &
                                           Medals...

         Bundesamt für Sport BASPO                                                                         2
         EHSM Ressort Leistungssport
ATHLETE DEVELOPMENT MODELS & FRAMEWORKS - JASON GULBIN PHD RESEARCH ASSOCIATE, SECTION FOR ELITE SPORT
My Own "Pathway"

•   Physical Education Teaching (Primary & Secondary)
                                                                "PATHWAYS"

•   University Research & Teaching

•   Applied Sports Science & TID (State Institute of Sport)

•   National Program Coordination (Australian Institute of Sport)

•   Applied Research

•   High Performance Management

•   National & International System Development

     Bundesamt für Sport BASPO                                               3
     EHSM Ressort Leistungssport
ATHLETE DEVELOPMENT MODELS & FRAMEWORKS - JASON GULBIN PHD RESEARCH ASSOCIATE, SECTION FOR ELITE SPORT
FTEM Schweiz

• Schweizer Rahmenkonzept für die Sportarten- und Athletenentwicklung
• Offiziell handelt es sich um ein Projekt der Stufe B
  (Strategisch – BASPO bereichs- und abteilungsübergreifend; hohe Aussenwirkung; mittleres Risiko oder sehr kostenintensiv)

Initialisierung                   Konzept                    Realisierung                   Einführung                        Umsetzung

                 August                       November                   September                        Dezember               Ab
                  2014                          2014                       2015                             2015              1.1.2016

                                  Projekt                                                                   Verbandssupport
       Bundesamt für Sport BASPO                                                                                                          4
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ATHLETE DEVELOPMENT MODELS & FRAMEWORKS - JASON GULBIN PHD RESEARCH ASSOCIATE, SECTION FOR ELITE SPORT
Aim of the Presentation

1. Gain an accelerated (reinforced?) update on the area of athlete
   development

2. Appreciate different perspectives and approaches used to explain the
   development of expertise

3. Understand how a sport framework approach can be used to quality
   manage and coordinate participant and athlete development in sport

       Bundesamt für Sport BASPO                                          5
       EHSM Ressort Leistungssport
ATHLETE DEVELOPMENT MODELS & FRAMEWORKS - JASON GULBIN PHD RESEARCH ASSOCIATE, SECTION FOR ELITE SPORT
IOC Consensus Statement 2015

                     INTENT                                       RECOMMENDATION
   "…the IOC critically evaluated the current      "Adopt viable, evidence-informed and inclusive
state of science and practice of youth athlete       frameworks of athlete development that are
          development and presented                      flexible (using 'best practice' for each
  recommendations for developing healthy,               developmental level), while embracing
  resilient and capable youth athletes, while              individual athlete progression and
 providing opportunities for all levels of sport       appropriately responding to the athlete's
       participation and success." (p843)                   perspective and needs ". (p850)

                                                        (Bergeron et al., 2015; 49: 843-856. Br J Sports Med)

       Bundesamt für Sport BASPO                                                                                6
       EHSM Ressort Leistungssport
ATHLETE DEVELOPMENT MODELS & FRAMEWORKS - JASON GULBIN PHD RESEARCH ASSOCIATE, SECTION FOR ELITE SPORT
Which Framework Should You Adopt?

  B. Bloom, 1985                   KA. Ericsson, 1993           J. Côté, 1999           F. Gagné, 2003           I. Balyi, 2004         K. Henriksen, 2010
                                                                                      Educational Psychologist    Sport Practitioner     Sports Psychologist
Educational Psychologist         Developmental Psychologist     Sports Psychologist
                                                                                                                                            Practitioner

  Music, Art, Sport,                  Violinists,             Rowing & Tennis           All Domains of             Long Term            Sailing, Aths.,
  Maths, Science                   Pianists, Chess,           Families (n=15)             Excellence              Athlete Dev.           Canoeing
                                        Sport                                                                       (LTAD)
        3 Phases                                               Dev. Model of            Diff. Model of                                 Ath. Talent Dev.
                                       Deliberate               Sports Ppn.             Giftedness &             FUNdamentals           Model (ATDE)
       Initiation                       Practice                                            Talent               Learn. To Train
     Development                                                 Sampling                                        Train. To Train        Micro/Macro
      Perfection                      10 years or               Specializing               Chance,               Train. to Comp.       Ath./Non. Ath.
                                     10,000 hours               Investment              Intrapersonal,            Train. to Win          Env. & Sp.
                                                                                        Environmental                                  Specific ESF

       Broad,                        Non-holistic,            Narrow sample,          Pre-Elite & Elite          Chronological,          Complex,
   Generic pathway,                One-dimensional,            Chronological            focus only,                 Content            individualised
   Sport intensive?                 Controversial              develop. ages          Sport intensive?            prescriptive            models

                           Bundesamt für Sport BASPO                                                                                                    7
                           EHSM Ressort Leistungssport
ATHLETE DEVELOPMENT MODELS & FRAMEWORKS - JASON GULBIN PHD RESEARCH ASSOCIATE, SECTION FOR ELITE SPORT
Deliberate Practice

•   Focussed, goal oriented, effortful training
                                                        Ericsson et al, 1993
•   Not inherently enjoyable

•   Success requires 10,000 hrs or 10 years ()

•   More practice = more success

•   Innate talent does not exist…

       Bundesamt für Sport BASPO                                        8
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ATHLETE DEVELOPMENT MODELS & FRAMEWORKS - JASON GULBIN PHD RESEARCH ASSOCIATE, SECTION FOR ELITE SPORT
Just Deliberate Practice?

                                (Hambrick et al., 2013)   (Tucker & Collins, BJSM, 2012)

  Bundesamt für Sport BASPO                                                          9
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ATHLETE DEVELOPMENT MODELS & FRAMEWORKS - JASON GULBIN PHD RESEARCH ASSOCIATE, SECTION FOR ELITE SPORT
“Deliberate Programming” not Practice

“Deliberate programming encompasses other
planned factors in addition to skill practice by
providing high-quality strategic planning, access
to quality coaching, equipment, the best possible
competitions, and technical, financial, and sport

science and medicine support to ensure athletes
reach their full potential”     Bullock et al., J Sp Sci, 2009

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Which Framework Should You Adopt?

  B. Bloom, 1985                   KA. Ericsson, 1993           J. Côté, 1999           F. Gagné, 2003           I. Balyi, 2004         K. Henriksen, 2010
                                                                                      Educational Psychologist    Sport Practitioner     Sports Psychologist
Educational Psychologist         Developmental Psychologist     Sports Psychologist
                                                                                                                                            Practitioner

  Music, Art, Sport,                  Violinists,             Rowing & Tennis           All Domains of             Long Term            Sailing, Aths.,
  Maths, Science                   Pianists, Chess,           Families (n=15)             Excellence              Athlete Dev.           Canoeing
                                        Sport                                                                       (LTAD)
        3 Phases                                               Dev. Model of            Diff. Model of                                 Ath. Talent Dev.
                                       Deliberate               Sports Ppn.             Giftedness &             FUNdamentals           Model (ATDE)
       Initiation                       Practice                                            Talent               Learn. To Train
     Development                                                 Sampling                                        Train. To Train        Micro/Macro
      Perfection                      10 years or               Specializing               Chance,               Train. to Comp.       Ath./Non. Ath.
                                     10,000 hours               Investment              Intrapersonal,            Train. to Win          Env. & Sp.
                                                                                        Environmental                                  Specific ESF

       Broad,                        Non-holistic,            Narrow sample,          Pre-Elite & Elite          Chronological,          Complex,
   Generic pathway,                One-dimensional,            Chronological            focus only,                 Content            individualised
   Sport intensive?                 Controversial              develop. ages          Sport intensive?            prescriptive            models

                           Bundesamt für Sport BASPO                                                                                                   11
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Developmental Model of Sport Participation (DMSP)

1. Sampling phase (6–12 years):
• need to sample a wide range of activities
• emphasis on fun and excitement
• dominated by ‘deliberate play’ (voluntary, informal, flexible)

2. Specializing phase (13–15 years):
• focus on one or two sports
• sport-specific skill development.

3. Investment phase (16+ years):
• committed to achieving elite status in one sport
• large amount of ‘deliberate practice’ time
• family activities revolve around the athlete’s sporting timetable.

                                   Côté, 1999; Côté, Baker & Abernethy, 2007; Côté & Fraser-Thomas, 2007

     Bundesamt für Sport BASPO                                                                             12
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DMSP Summary

                               Côté, 1999; Côté, Baker & Abernethy, 2007; Côté & Fraser-Thomas, 2007

 Bundesamt für Sport BASPO                                                                             13
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Which Framework Should You Adopt?

  B. Bloom, 1985                   KA. Ericsson, 1993           J. Côté, 1999           F. Gagné, 2003           I. Balyi, 2004         K. Henriksen, 2010
                                                                                      Educational Psychologist    Sport Practitioner     Sports Psychologist
Educational Psychologist         Developmental Psychologist     Sports Psychologist
                                                                                                                                            Practitioner

  Music, Art, Sport,                  Violinists,             Rowing & Tennis           All Domains of             Long Term            Sailing, Aths.,
  Maths, Science                   Pianists, Chess,           Families (n=15)             Excellence              Athlete Dev.           Canoeing
                                        Sport                                                                       (LTAD)
        3 Phases                                               Dev. Model of            Diff. Model of                                 Ath. Talent Dev.
                                       Deliberate               Sports Ppn.             Giftedness &             FUNdamentals           Model (ATDE)
       Initiation                       Practice                                            Talent               Learn. To Train
     Development                                                 Sampling                                        Train. To Train        Micro/Macro
      Perfection                      10 years or               Specializing               Chance,               Train. to Comp.       Ath./Non. Ath.
                                     10,000 hours               Investment              Intrapersonal,            Train. to Win          Env. & Sp.
                                                                                        Environmental                                  Specific ESF

       Broad,                        Non-holistic,            Narrow sample,          Pre-Elite & Elite          Chronological,          Complex,
   Generic pathway,                One-dimensional,            Chronological            focus only,                 Content            individualised
   Sport intensive?                 Controversial              develop. ages          Sport intensive?            prescriptive            models

                           Bundesamt für Sport BASPO                                                                                                   14
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Long Term Athlete Development (LTAD)
                                                                                (Balyi & Hamilton, 2004)

                6-8 girls       8-11 g   11-15 g   15-21 g   18+ g   All ages
    0-6 yrs
                6-9 boys        9-12 b   12-16 b   16-23 b   19+ b

•   Very well supported and resourced in Canada (www.canadiansportforlife.ca)
•   Age prescriptive
•   Primarily a physiological model (speed, strength, endurance)
•   Promotes “windows of opportunity” for training

         Bundesamt für Sport BASPO                                                                   15
         EHSM Ressort Leistungssport
Windows of Opportunity (W of O)

  Bundesamt für Sport BASPO       16
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W of O - not supported by scientific evidence

•    Lack of empirical evidence for LTAD model
•    No evidence for “windows of opportunity” for training
                                                        (Ford et al., 2011)

                                                        (Barker et al., 2014)

    1. Planning intensive training around periods of accelerated adaptation,
             particularly puberty, should cease;

    2. Children and adolescents should engage in a variety of age appropriate training
              methods and not be constrained by supposed ‘W of O’;

    3. No definitive answer is available as to whether pre-pubertal children who
              undergo training will demonstrate superior physiological responses after
              puberty than would occur if training was only experienced mid- or post-
              puberty.
         Bundesamt für Sport BASPO                                                       17
         EHSM Ressort Leistungssport
Which Way Should You Go?

 Off the Shelf?

                                Adaptation or New?

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FTEM - Schweiz

                                • Evidenz-basiert
                                • basiert auf praktischen Erfahrungen
                                •   berücksichtigt alle facetten des
                                    Breitensports sowie den Leistungssport
                                •   Teilnehmer können sich “bewegen”
                                •   teilweise linear
                                • Grundlagen sind der Schlüssel
                                • Rahmenplan ist mehrdimensional*
                                • keine Rezepte (Alter, Inhalt)
                                • Sensitiv auf Wechsel (Transition)
                                • definierte Rollen im System
                                • ermöglicht Messungen & Forschungen

  Bundesamt für Sport BASPO                                             20
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Developing a ‘New’ Framework

                                        DEDUCTIVE                 INDUCTIVE
                                        REASONING                 REASONING

                                          (Smith, 2010; Tranckle & Cushion, 2006)

   More stages of development are needed                         Multi-disciplinary research team
    (Hristovski, 2007; Vaeyens et al., 2008)
                                                                  Authors professionally accountable for TID & D
                                                                   outcomes (sport & system levels)
   Less chronologically and content
    prescriptive
    (Ford et al., 2011)                                           Immersion within the AIS/ASC environments

                                                                  Qualitative discussions with the sport sector,
    More multidisciplinary models and less
                                                                   field reports, case studies, reviews, interviews
    sub-set models
    (Johnson et al., 2011)
                                                                  Broad stakeholder interaction (parents,
                                                                   teachers, coaches, officials, volunteers,
   Inclusive of more sport elements                               administrators, institutes of sport)
    (Bailey et al., 2010)

          Bundesamt für Sport BASPO                                                                                   21
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Evidence-based

                                (Gulbin & Weissensteiner 2013)

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Entdecken, Erwerben und festigen
                               der Bewegungsgrundformen
ERLERNEN

                                           SCHLÜSSEL- ELEMENTE

                                        • Start der Bewegungsgrundlagen
                             • Lernen, Ausführen, Aneignen der
                      Bewegungsgrundlagen (z.B. Eigenbewegungen und
                            Bewegung/Kontrolle von Objekten)

                    • Beinhaltet werfen, fangen, springen, rennen, klettern,
                         schlagen, kicken, schwimmen (floating), etc.

                                               WICHTIGE AKTEURE

                   • Eltern, Geschwister, Familie, Freunde, Spielpartner
                Butcher & Eaton, 1989; Ericsson, 2011; Lubans et al., 2010; Gallahue & Ozmun, 2006; Goodway et al., 2003; Hardy
                et al., 2010a,b; Kirk & Rhodes, 2011; Lubans et al., 2010; Riethmuller et al., 2009; Robinson, 2011; Telama et al.,
                                                            2005; Whitehead, 2001.

  Bundesamt für Sport BASPO                                                                                                           23
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Anwenden und variieren
                               der Bewegungsgrundformen

VERFEINERN

                                            SCHLÜSSEL- ELEMENTE

                      • Erweitern der Bewegungsgrundlagen für ein gutes
                                     Bewegungsrepertoire.

                         • Erweitern und verfeinern F1 Grundlagen durch
                        variiertes formales und in- Spielen, Trainieren und
                               Spielen, auf sportliche und un- Arten.

                                                WICHTIGE AKTEURE

                         • Vereine, Eltern, Lehrer, Coaches und Freunde

                       Baker, 2003; Bloom, 1985; Clarke & Metcalfe, 2002; Côté et al., 2007; Deli et al., 2006; Ericsson, 2011;
                              Gallahue & Donnelly, 2003; Stodden et al., 2008; Telford et al., 2012; Wuerth et al., 2004

    Bundesamt für Sport BASPO                                                                                                     24
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Sportartspezifisches
                               Engagement und/oder Wettkampf
ENGAGEMENT

                                              SCHLÜSSEL- ELEMENTE

                      • Sportspezifisches anwenden der B-G-L (F1 and F2), in
                            alters- und sportangebrachten Regeln und
                                          Gewohnheiten

                          • typischerweise assoziiert mit Kommitment zum
                         Training, Fertigkeitsentwicklung, und/oder formelles
                         Engagement in Wettkämpfen. Kann im Verein, der
                                  Schule oder sonstwo vorkommen.

                            • Kann U-9 Fussballer oder Ü-65 Marathonläufer
                                  betreffen, der nach einer PB strebt.

                                                  WICHTIGE AKTEURE
                                • Coaches, Lehrer, private Anbieter, selbst
                     Bailey et al., 2010; Davids et al., 2003; Ericsson et al., 1993; Gallahue & Ozmun, 2006; Lubans et al, 2010;
                                                     Scanlan et al., 1993; Van Tassel-Baska, 2001

     Bundesamt für Sport BASPO                                                                                                      25
     EHSM Ressort Leistungssport
Potential
                             zeigen

ERKENNEN

                                         SCHLÜSSEL- ELEMENTE

                                   • Fähigkeit/Talent vorzuzeigen: physische
                       physiologische oder Bewegungs-Kapazitäten welche
                      auf ein zukünftiges Potential im Leistungs-/Spitzensport
                                            hindeuten

                             • Kommt in formalen oder informalen Talent
                       Identifikations Prozessen vor, inkl. Selbst-Identifikation

                                              WICHTIGE AKTEURE

                          • TID Scouts, Nat.Verbände, Clubs, Schulen, Selbst

                           Gagné, 2003; Bailey et al., 2010; Baker & Horton, 2004; Dweck, 2006; Howe et al., 1998; Moesch et
                           al., 2011; Simonton, 2001; Toering et al., 2009; Vaeyens et al., 2008; Gulbin, 2008, 2010; Williams &
                                                                        Reilly, 2000

   Bundesamt für Sport BASPO                                                                                                       26
   EHSM Ressort Leistungssport
Potential
                              bestätigen

ÜBERPRÜFUNG

                                           SCHLÜSSEL- ELEMENTE

                             • Die Athleten sollen in einer Periode (3-6
                             Mte) unter Beobachtung sportspezifische
                               Fertigkeiten, Kommitment, Motivation,
                                 “Coachability” und andere positive
                              psychologische, selbst-organisierte und
                               weitere relevante Merkmale vorzeigen

                                     • Verification of talent by a known
                                                  benchmark

                                               WICHTIGE AKTEURE

                           • Coaches, TID Scouts, Nat.Verbände, Clubs,
                                            Schulen
                           Vaeyens et al., 2008; Abbott & Collins, 2004; MacNamara & Collins, 2011; Morris, 2000 ;
                           Christensen, 2009; Williams & Ericsson, 2005; Bullock et al., 2009; Gulbin, 2001; Hoare &
                                                                  Warr, 2000.

    Bundesamt für Sport BASPO                                                                                          27
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Trainieren und
                                 Ziele erreichen

ZIELERREICHUNG

                                                 SCHLÜSSEL- ELEMENTE

                              • Verstärktes Training und Investition in grosse
                             Trainings-Volumen können zur Erreichung einer
                                   wichtigen Leistungsfähigkeit führen.

                                                     WICHTIGE AKTEURE

                           • Nationale Verbände, Kantone, Vereine, Athleten,

                                                                    Coaches

                         Ericsson et al., 1993; Boehlke, 2007; Bullock et al., 2009; Côté et al., 2006; Gulbin 2011; Henriksen,
                                                       2010 a,b; 2011; De Bosscher et al., 2009

      Bundesamt für Sport BASPO                                                                                                   28
      EHSM Ressort Leistungssport
Durchbruch und
                               belohnt werden
DURCHBRUCH

                                              SCHLÜSSEL- ELEMENTE

                            • Athlet erreicht ein wichtiges Resultat oder eine
                           bahnbrechende Leistung (z.B. Altersgruppe, offen,
                                oder Scholarship / Selektions-Kriterien).

                           • Das Erreichen dieser Meilensteine kann zu einer
                         signifikanten Verbesserung in der Unterstützung zum
                                Spitzensport durch Institute, Akademien,
                            Universitäten, Verbände oder Vereine führen (für
                               diejenigen die wahrscheinlch E1 und weiter
                                               erreichen).

                                                  WICHTIGE AKTEURE

                               • Athlete, HP Agencies, NF’s, Clubs, Coaches

                           Gagné, 2010; Toering et al., 2009; Henriksen et al., 2010a,b; 2011 ; Bruner et al., 2008; Hollings
                                           & Hume, 2010; Schumacher et al., 2009; Stambulova, 2000.

     Bundesamt für Sport BASPO                                                                                                  29
     EHSM Ressort Leistungssport
Die Schweiz (Int.)
                                repräsentieren *
LEISTUNG

                                             SCHLÜSSEL- ELEMENTE

                             • Erreichen des Elite-Athlet Status durch
                               Selektion und Representation an den
                          höchsten Elite Niveaus an internationalen oder
                               professionllen Sportveranstaltungen

                                                 WICHTIGE AKTEURE

                        • Athleten, Coaches, Verbände, Spi-spo-Agenturen

                       Durand-Bush & Salmela, 2002; Elferink-Gemser et al., 2011; Gould et al., 2002; Gulbin, 2008;
                        Hemery, 1991; Hopsicker, 2011; Jonker et al., 2009, 2010; Kreiner-Phillips & Orlick, 1993;
                                         Lacerda & Mumford, 2010; Orlick & Partington, 1988;

     Bundesamt für Sport BASPO                                                                                        30
     EHSM Ressort Leistungssport
International
                             Erfolg haben *
ERFOLG

                                          SCHLÜSSEL- ELEMENTE

                     • Erreichen von Medaillengewinnenden Leistungen an
                    Top Wettkämpfen wie Weltmeisterschaften, Olympische
                     Spiele, Weltcups, oder Auszeichnungen in relevanten
                        Professionelle Ligen (z.B. Erste, Beste & Fairste)

                                              WICHTIGE AKTEURE

                        • Athleten, Coaches, Verbände, Spi-Spo Agenturen

                        Durand-Bush & Salmela, 2002; Elferink-Gemser et al., 2011; Gould et al., 2002; Gulbin, 2008; Hemery,
                        1991; Hopsicker, 2011; Jonker et al., 2009, 2010; Kreiner-Phillips & Orlick, 1993; Lacerda & Mumford,
                                                          2010; Orlick & Partington, 1988;

   Bundesamt für Sport BASPO                                                                                                    31
   EHSM Ressort Leistungssport
International
                                                   Erfolg haben *
         DOMINANZ

                                                                SCHLÜSSEL- ELEMENTE

    • Athleten erreichen anhaltenden Erfolg auf E2, durch das Gewinnen von Medaillen oder
       Liga-Auszeichnungen über mehrere Spitzensport-Zyklen (1 Zyklus = 4 Jahre) ; oder
          Spieler, die die Liga durch ihren signifikanten, positiven Einfluss auf das Spiel
                                             dominieren

                                                                    WICHTIGE AKTEURE

                                          • Athleten, Coaches, Verbände, Spi-Spo Agenturen

Durand-Bush & Salmela, 2002; Elferink-Gemser et al., 2011; Gould et al., 2002; Gulbin, 2008; Hemery, 1991; Hopsicker, 2011; Jonker et al., 2009, 2010; Kreiner-Phillips & Orlick, 1993;
                                                               Lacerda & Mumford, 2010; Orlick & Partington, 1988;

                  Bundesamt für Sport BASPO                                                                                                                                      32
                  EHSM Ressort Leistungssport
Integrated FTEM Planning

                                 Sport Participation                                             High Performance Sport

                          F1        F2                  F3                T1          T2         T3         T4          E1          E2         M

           Planning                                                    Talent Identification,
           Stages        Early Movement         Sport Commitment           Recruitment,         Talent Investors &
                                                                                                                              Elite Athletes
                          Foundations           and/or Competition         Selection &              Achievers
Themes                                                                     Confirmation

      1. Goals                                                       Goals Setting & Strategic Planning

  2. Key Individual
    Development                  a. Physical; b. Psychological; c. Technical; d. Tactical; e. Sport Knowledge; f. Education/Life Skills
      Elements

3. Implementation of
    Development                           a. Key programs; b. Training Focus; c. Camps & Competitions; d. Transition Specificity
      Elements

 4. Key Stakeholder
                                             a. Federation; b. Coach; c. Parents; d. Club; e. School; f. Officials; g. Volunteers
      Elements

5. Value-Add Support      a. Support Services (e.g. Sports Science & Medicine; Athlete & Career Education); b. Monitoring & Measuring; c.
      Elements                                                       Research & Development

            Bundesamt für Sport BASPO                                                                                                              33
            EHSM Ressort Leistungssport
Pathway Healthcheck Report

                                                               Thematic Summary

       Element Score      Indicator*   Overall                            0
                                                                    100
          M      85%
                                                                0    80       0
          E2     76%                    77%
          E1     70%

                                                                                       NSO Lead
                                                                     60
                                                                     40
                                                           0                      0
         T4       80%
                                                                     20
         T3       67%
                                        65%                           0
         T2       25%

                                                 Support
                                                 NSO
         T1       90%
                                                           0                      0

         F3       55%
         F2       78%                   67%
                                                                0             0
         F1       69%
                                                                          0

       General    61%                   61%

2015    TOTAL     69%

         Bundesamt für Sport BASPO                                                    34
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Self-Assessment & Dialogue
                                       TRP - FTEM Overall
                                                                              F1     F2    F3    T1    T2    T3    T4    E1    E2    M
                                                                   Judges                  1     2     1     2     2     3     3     3

                                                                 Coaches       2     2     2     1     1     1     1     2     2     1

                                                                  Athletes     3     2     2     2     2     2     2     2     1     1

                                                      Program Management       2     2     2     2     2     2     2     2     3     1

                                                                Programs       3     3     3     2     1     1     1     1     1     1

                                                             Infrastructure    3     2     2     1     1     1     1     2     2     1

                                       WAG - FTEM Overall
                                                                              F1     F2    F3    T1    T2    T3    T4    E1    E2    M
                                                                   Judges            2     2     0.5   1.5   2     2.5   3     3     3

                                                                 Coaches      1.25   2     2     1.5   2     2     2     2     2     2

                                                                  Athletes     2     2     2     2     2     2     2     1.5   1.5   1

                                                      Program Management       1     2     2     1     2     3     3     3     3     3

                                                                Programs       1     2     2     1     3     3     3     3     3     3

                                                             Infrastructure    1     2     2     1     1     2     2     2     2     2

                                       MAG - FTEM Overall
                                                                              F1     F2    F3    T1    T2    T3    T4    E1    E2    M

    Core HP Drivers                                                Judges            2     1     1     1     1     3     3     3     3

                                                                 Coaches       2     1     1     1     1     2     3     3     3     3

                                                                  Athletes     1     1     1     1     1     2     2     1     2     1

                                                      Program Management      0.5    1     2     1     2     2     3     3     3     3

•   Judging                                                     Programs       2     2     2     2     2     2     3     3     3     3

                                                             Infrastructure    3     2     1     2     2     2     2     2     2     2

•   Coaching                           RG - FTEM Overall
                                                                              F1     F2    F3    T1    T2    T3    T4    E1    E2    M
                                                                   Judges            1     2     1     3     3     1     1     1     0.5

                                                                 Coaches      0.5    1     1     1     1     1     1     1     1     0.5

•   Athletes                                                      Athletes    0.5    3     3     1     2     3     3     1     1     1

                                                      Program Management      0.5    3     2     1     1     2     2     2     1     0.5

•   Competitions/Events                                         Programs

                                                             Infrastructure
                                                                               1

                                                                              0.5
                                                                                     3

                                                                                     2
                                                                                           3

                                                                                           2
                                                                                                 1

                                                                                                 1
                                                                                                       2

                                                                                                       1
                                                                                                             3

                                                                                                             1
                                                                                                                   2

                                                                                                                   1
                                                                                                                         2

                                                                                                                         1
                                                                                                                               1

                                                                                                                               1
                                                                                                                                     0.5

                                                                                                                                     0.5

                                       ACRO - FTEM Overall

•   Programs                                                       Judges
                                                                              F1     F2
                                                                                     0.5
                                                                                           F3
                                                                                           2
                                                                                                 T1
                                                                                                 1
                                                                                                       T2
                                                                                                       1
                                                                                                             T3
                                                                                                             1
                                                                                                                   T4
                                                                                                                   1
                                                                                                                         E1
                                                                                                                         1
                                                                                                                               E2
                                                                                                                               1
                                                                                                                                     M
                                                                                                                                     1

                                                                 Coaches      0.5    3     2     2     1     1     1     1     1     1

•   Infrastructure                                                Athletes

                                                      Program Management
                                                                              0.5

                                                                               1
                                                                                     0.5

                                                                                     2
                                                                                           0.5

                                                                                           2
                                                                                                 0.5

                                                                                                 1
                                                                                                       0.5

                                                                                                       1
                                                                                                             0.5

                                                                                                             1
                                                                                                                   0.5

                                                                                                                   1
                                                                                                                         0.5

                                                                                                                         1
                                                                                                                               0.5

                                                                                                                               1
                                                                                                                                     0.5

                                                                                                                                     1

                                                                Programs       1     3     2     2     2     1     1     3     3     3

                                                             Infrastructure    3     2     2     2     2     2     1     1     1     1

         Bundesamt für Sport BASPO                                                                                                         35
         EHSM Ressort Leistungssport
Implementation Challenges for Sports

•    Time to think, discuss, debate and to prepare

•    More “urgent” work is prioritised

•    Organisational change

•    Appointing a dedicated leader

•    “Fear” of exposure and accountability

•    Not always “system-oriented”

•    Communication

•    Tendency for fast-burn over slow burn

      Bundesamt für Sport BASPO                      36
      EHSM Ressort Leistungssport
Questions?

                                jason.gulbin@baspo.admin.ch

  Bundesamt für Sport BASPO                                   37
  EHSM Ressort Leistungssport
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