Youth Athlete Development Models: A Narrative Review

Abstract

Context: Physical activity has shown to be beneficial for the overall physical and mental health of youth. There has been an increasing focus on youth sports moving from a recreational activity to becoming a launching pad for participation at elite levels. Several models of athlete development have emerged to guide specialized and nonspecialized athletes at an age-appropriate level, taking into consideration their physical and mental development. The purpose of this review is to summarize the current evidence and theoretical models regarding youth athlete development and discuss broader initiatives for sports participation and future directions for the field. Evidence Acquisition: An electronic databases search, including PubMed, Google Scholar, ScienceDirect, National Institutes of Health, UpToDate, and Springer was conducted. Articles from 1993 to 2021 were included. The search terms long term athlete development, LTAD model, youth physical development, youth athlete development, sports specialization, and pediatric athlete, among others, were used. Study Design: Narrative review. Level of Evidence: Levels 4 and 5. Results: Several models of youth athlete development are discussed in this article. More recent models have built on previous models to incorporate more age- and development-specific recommendations; however, no singular model could be identified as the gold standard for youth athlete development, especially given the lack of empirical data to support these models. Conclusion: Youth athlete development currently consists of several theoretical models, each with their own strengths and weaknesses, that can guide the training of young athletes to maximize their performance. Those involved in this process—physicians, athletic trainers, coaches, physical educators, and parents—should understand these various models and trial their various features to see what works best for their individual athlete with consideration given to factors such as their stage of development. Ultimately, more empirical data are required to definitively state which is the optimal approach.

Exercise Burpee and His Attention on Switching the Attention of Children

“…We should not forget about the natural increase in indicators at this age, this was proved by children from grade 9a, who were engaged in the usual physical education program at school [10]. Data on the sensitive period of endurance development at 15-16 years are confirmed by some other studies [3,4].…”

“…Taking into account the sensitive periods of development of such physical qualities as strength, speedstrength abilities, and endurance, the age of 15-16 years was determined for the study, this is the 9th grade in a regular school. At this age, there is a rather intensive development of the muscle mass of schoolchildren, a favorable development of most physical qualities, especially endurance [3,4].…”

Cricket coaching and batting in the 21st century through a 4IR lens: a narrative review

“… 22 23 The PHV is also used as an estimate of biological maturation, since the chronological age for this achievement varies among children. 23 …”

“…22 23 The PHV is also used as an estimate of biological maturation, since the chronological age for this achievement varies among children. 23 The LTAD model that has seven stages, 24 provides a variety of pathways for participation, training, and competition throughout childhood and the adolescence period. Bearing the LTAD model in mind, a similar model was adapted in the context of batting development for a young cricketer.…”

The Effect of Three-Year Swim Training on Cardio-Respiratory Fitness and Selected Somatic Features of Prepubertal Boys

“…Following the long-term athlete development (LTAD) model, a widely used training strategy stressing the need to develop athletes’ fundamental motor abilities at the optimal physical development stage, the focus of swimming training for children and adolescents is on aerobic capacity [ 9 ]. This leads to an interesting question about whether, and in what respects, the CRF of children and adolescents who practice swimming differs from that of their untrained peers.…”