The LTPD Model in sport Essay

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Arsenal Evaluation

The function of the athletics manager is make a good status to larning equal and transport the cognition to actuate the jocks. Many jocks are motivated by nature and need maintain this motive in high degree of enthusiasm. This is one of the functions of the manager with a batch of duty which besides has the function of learning and educating, therefore is necessary the addition of larning and experience ( Beashel, 1996 ) .

When I planned this session was considered utilizing the LTPD model four corner theoretical account. The LTPD Model influences the potency of jocks and factors that need to be resolved. The manager understands that every facet of a corner non progressed by itself and they needs to the other three theoretical accounts to work in the jock ( Porter, 1987 ) .

The mark of four corner could be identified as Technical ; development technique, physiological ; addition technique, physical ; better motion, societal ; basking football.

Technical corner: Repeat and revisit, ball control, head up, passing, assailing, supporting ; Physical corner: Generic motions accomplishments, Agility balance and coordination, having and running with the ball, trickling, turning, kicking the ball ; Philological corner: Prating, expectancy acquisition, positive attitude, experiment, determination devising, larning manners, motive and enthusiasm ; Social corner: Are the participants, merriment in the game, challenge, supported if necessary ( visually, orally, and practically ) , duty and squad work, given varied of experience ( Simmons, 2005 ) .

As the session program was designed for a miss football squad, the purpose was to use the coaching abilities related to trickling, running with the ball, command the ball, passes it in the last session that was a football game on a infinite decreased, they could better and experience confident for the following school title game.

I arrive 20 proceedingss before start the session to fix the equipment and do a dual cheque if the pitch surface are safe. The P.E Teacher from the School helps if the location of the equipment and informed if there was anyone with particular demands. The equipment necessary to the session has been cod as bibs, cones and balls was checked and some balls inflated. The misss arrived in the pitch from the lavatories, it’s was non necessary retrieve them the location in this instance. I started the session stating my name and presentation about my manager to the misss, in sequence checked the girl’s presence list. Ensure misss to allow equipment ( places, shin tablet, short, T-shirt ) , guarantee the first assistance on site, some inquiry about wellness issue, if some participants are hurt, and ocular cheque about jewelry and spectacless. It was informed the misss where the H2O drinker was situated and about the safety processs ( Fire Exit ) ( Beebe, 1994 ) .

We have a speedy confab with the misss about the session that would be imposed skill technique as the controls of the ball and placement in a existent game.

Get down the session with the warm up with 5-10 proceedingss with specific stretching to the musculuss that will utilize in the session, running with the ball to warm the organic structure and bosom temperature. From this minute was applied my manager manners was mixture verbal, gestural, and ocular communicating. As the English it ‘s non my first linguistic communication I speak really easy and mistreat the presentations, organic structure linguistic communication and gestures acquiring good consequences after look intoing if the misss understanding by inquiring unfastened inquiry. ( Crookes, 1991 ) . The session was divided in 3 drills and was much organised, the infinite of the pitch was good attached, when stoping a session drill to come on the other was already organised, therefore there were no breaks between the session drills, merely for speedy drink ( Schmidt, 1975 ) .

Aiming at the following game, during the Sessionss was stopped the pattern of the misss to rectify and give the positive feedbacks, was applied easy until the participant correct the controls with the ball after the miss understood give the misss another piece of information ( Bunker et al.,1982 ) .

Associate the Football lucifer, the misss have assimilated all the accomplishments with ball in pattern session, and a really good degree was shown between the misss. Culturally in the universe of football help the male childs to remain near of football, it has more facets to be more close to the football it ‘s a good start when the male parent is a football merriment ( Schmidt, 1975 ) .

However frequently boys do non hold much attending and the repetition accomplishments could be a dual occupation for the manager in this instance folded. The misss when are interested are more obedient, listen, understand and put to death the drill faster, but there are failings physically in compared to the male childs ( Lave et al. , 1991 ) .

In the Schools we are coach in two managers we acquiring applied success with the pattern of encouragement to the misss. The misss larning to take more duty without fright, this duty must be coupled with the merriment so that development actuate the misss to desire to larn more and go more occupied with the pattern of football ( Gretiaigne et al. , 2005 ) .

We have succeeded in promoting misss to take more duty without fright. Been used theoretical techniques to pattern, many psychological things larning in the schoolroom was applied in the session. Try to keep the enthusiasm and concentration in high degree in the session to non acquire deadening, so in all Sessionss was applied some ends as an person or and group competition therefore the managers keep the changeless motion around the session that was cardinal to this success. The distinction of Sessionss began easy and increased velocity harmonizing to the development of misss, promote control of the ball with all parts of the pes, lacings, indoors, offside, bit by bit allow the misss experiencing free and playing more creativeness, with some managers advice to conceive of in a lucifer state of affairss ( Weinberg et al. , 2011 ) .

The public presentation for the misss to betterment they skills was perfectly good. They understood what we wanted with the ball control, vision, communicating, squad work, because the following twenty-four hours they won the school title game, it was a great satisfaction to the manager, non merely the consequence but misss say they have applied all larning skill developing the old twenty-four hours ( Schmidt, 1975 ) .

This was my last session in this school, the relationships with the girl’s pupils was really positive ( Butler, 1996 ) . The regard it’s was acquired by both parties girls pupils are really committed to the athletics, and much of that success coming from the PE Teacher were really friendly with us. Another positive facet was that some misss started to Football session on Sabbatums at Arsenal, by another manus we are happy to some misss tell us actuate them ( Beebe, 1994 ) .


In this rating we can see a difference between using the Sessionss for misss and theoretical issues learned in the schoolroom, although being applied in the manager and acquire good consequences, it is difficulty theories for cognition to perforate in session patterns. ( Gretiaigne et al. , 2005 ) . I recognize that is some of the necessary points for betterment one of my manager.

However, was respected the degree of development in the misss football as a ability, physical status and age group. During the session some activities was at a degree that was ain for novices, therefore non was possible to increase the football preparation, this reflected to a great extent in the cognition of the development of managers ( Vieira, et al 2009 )


Simmons, C. ( 2005 ) . ‘The FA’s Long-Term Player Development ( LTPD ) Model’ . [ Online ] Available at: hypertext transfer protocol: / ( Accessed12/4/2014 ) .

Beashel, P. and Taylor, J. ( 1996 ) Advanced Studies in Physical Education and Sport. United kingdom: Thomas Nelson & A ; Sons Ltd.

Beebe, S. A. and Masterson, J. T. ( 1994 ) . Communicating in little groups: Principles and patterns. ( 4th Ed. ) .New York: Harper Collins.

Bunker, D. , andThorpe, R. ( 1982 ) Amodelfortheteachingofgamesinsecondaryschools.BulletinofPhysicalEducation,18 ( 1 ) ,5­8.

Crookes ( 1991 ) Complan Column.Athletics Coach, 25 ( 3 ) , p. 13. [ Online ] . Available at: hypertext transfer protocol: // ( Accessed12/4/2014 ) .

Gretiaigne, J. , Richard, J. , andGriffin, L. ( 2005 ) .Teachingandlearningteamsports

Andgames.NewYork: RoutledgeFalmer.

Lave, Jean ; and Wenger, Etienne. ( 1991 ) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. ISBN 0-521-42374-0. ; foremost published in 1990 as Institute for Research on Learning study 90-0013.

Porter, M.E. ( 1987 ) ‘From Competitive Advantage to Corporate Strategy’ , Harvard Business Review, May/June 1987, pp 43–59.

Vieira, L. F. ; Teixeira, C. A. ; Silveira, J. M. ; Teixeira, C. L. ; Filho, A. O. ; Rorato, W. R. ( 2009 ) ‘Criancas e desempenho motor: um estudo associativo’.Revista Motriz.Rio Claro, v.15, n.4, p.804-809, out./dez. 2009.

Schmidt, R. A. ( 1975 ) . ‘A schema theory of distinct motor accomplishment learning’ . Psychological reappraisal, 82 ( 4 ) , pp, 225.

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