6-9 Yaş Çocuklar için FUNdamental Judo Eğitim Programında LTAD Modelinin FUNdamental Aşamaya Uyarlanması (Ukemi, Tachiwaza ve Newaza FUNdamental Drilleri)

Öz

Literatürde, Uzun Süreli Sporcu Gelişimi (LTAD) modelinin temel aşamasının kritik önemi, ilkokul çağındaki çocukların büyüme ve kazanılmış temel hareket becerilerini geliştirmek ve yapılandırılmış ve yapılandırılmamış fiziksel aktiviteler ve çoklu spor eğitimi yoluyla spora özgü becerileri geliştirmektir. Bu çalışma, LTAD modelinin temel aşamasının çocukların, özellikle de judo antrenörlerinin gelişimine katkısını vurgulamaktadır. Temel judo eğitiminin nasıl yapılandırılabileceği ve değerlendirilebileceğinin yanı sıra bu aşamanın doğasında bulunan ABC (Çeviklik, Denge, Koordinasyon) ve biyomotor yeteneklerin gelişimini destekleyen yapılandırılmış bir eğitim programına ilişkin içgörüler sunmaktadır. Biçimlendirici Araştırma modeli kullanılarak, ‘6-9 Yaş Çocuklarda Judo Temel Eğitim Programı için LTAD Modeli (Ukemi, Tachiwaza & Newaza Temel Drilleri)’ uyarlaması incelenmiştir. Ölçümler için PLAYcoach Fiziksel Okuryazarlık Puan Formu (Fiziksel Okuryazarlık Takip Formu) ve değerlendirme için Fiziksel Okuryazarlık Görsel Analog Ölçeği (VAS) kullanılmıştır. Sporcuların gelişimi PlayFun Fiziksel Okuryazarlık Gözlem Formu (Fiziksel Okuryazarlık Puan Formu) kullanılarak izlenecektir. Standart sapma ve aritmetik ortalama dahil olmak üzere tanımlayıcı istatistikler, PLAYcoach fiziksel okuryazarlık puanlarıyla birlikte yaş, cinsiyet, bilişsel alan, çevre ve motor yeterlilik (genel motor yeterlilik, denge, nesne kontrolü ve lokomotor) için sunulacaktır. Kriterleri karşılayan ve karşılamayan olarak kategorize edilen katılımcılar için ortalama ve standart sapmalar, tanımlayıcı istatistikler ve fiziksel okuryazarlık VAS (PL VAS) alan puanları temel alınarak hesaplanabilir. Bu çalışmanın judo antrenörleri ve antrenör eğitim programları için değerli bir kaynak olması beklenmektedir.

Anahtar Kelimeler

• Ortaokul
• Oyun
• Eğlence
• Ukemi
• Tachiwaza & Newaza Alıştırmaları

Adaptation of the LTAD Model to the FUNdamental Stage in the FUNdamental Judo Training Program for Children Aged 6-9 (Ukemi, Tachiwaza & Newaza FUNdamental Drills)

Abstract

In the literature, the critical importance of the foundational phase of the Long Term Athlete Development (LTAD) model is to enhance the growth and acquired fundamental movement skills of primary school-aged children and to develop sport-specific skills through structured and unstructured physical activities and multi-sport training. This study highlights the contribution of the basic phase of the LTAD model to the development of children, especially judo coaches. It offers insights into how basic judo training can be structured and evaluated, as well as a structured training programme that supports the development of ABC (Agility, Balance, Coordination) and biomotor abilities inherent in this phase. Using the Formative Research model, the adaptation of the “LTAD Model (Ukemi, Tachiwaza & Newaza Basic Drills) for Judo Basic Training Programme for 6-9 Year Old Children” was examined. PLAYcoach Physical Literacy Score Form (Physical Literacy Follow-up Form) was used for measurements and Physical Literacy Visual Analogue Scale (VAS) was used for evaluation. The progress of the athletes will be monitored using the PlayFun Physical Literacy Observation Form (Physical Literacy Score Form). Descriptive statistics including standard deviation and arithmetic mean will be presented for, gender, age, environment, cognitive domain and motor competence (general motor competence, object control and locomotor, balance) along with PLAYcoach physical literacy scores. Means and standard deviations for participants categorised as meeting and not meeting the criteria can be calculated based on descriptive statistics and physical literacy VAS (PL VAS) domain scores. This study is expected to be a valuable resource for judo coaches and coach education programmes.

Keywords

• Secondary School
• Play
• Fun
• Ukemi
• Tachiwaza & Newaza Drills

References

1. Açıkada, C., & Hazır, T. (2016). Uzun süreli sporcu gelişim programları: Hangi bilimsel temellere oturuyor? Spor Bilimleri Dergisi, 27(2), 84-99.
2. Arslan, M., & Bayraktar, I. (2020). An examination of tennis according to long-term athlete development model. The Online Journal of Recreation and Sports, 9(4), 19-28.
3. Balyi, I. (1990). Quadrennial and double quadrennial planning of athletic training (1st Edition). Canadian Coaches Association.
4. Balyi, I. (2001). Sport system building and long-term athlete development in British Columbia. Coaches Report, 8(1), 22-28.
5. Balyi, I., & Hamilton, A. (1995). The concept of long-term athlete development. Strength and Conditioning Coach, 3(2), 5-6.
6. Balyi, I., & Hamilton, A. (2004). Long-term athlete development: Trainability in children and adolescents. Windows of opportunity. Optimal trainability. National Coaching Institute British Columbia & Advanced Training and Performance Ltd. United States Olympic Committee.
7. Balyi, I., Way, R., & Higgs, C. (2013). Long-term athlete development (1st Edition). Human Kinetics.
8. Belanger, K., Barnes, J. D., Longmuir, P. E., Anderson, K. D., Bruner, B., Copeland, J. L., Tremblay, M. S. (2018). The relationship between physical literacy scores and adherence to Canadian physical activity and sedentary behavior guidelines. BMC Public Health, 18, 1-9. https://doi.org/10.1186/s12889-018-6102-9

9. Bloom, B. S. (1985). Talent development in young people (1st Edition). Ballantine Books.
10. Bompa, T. O. (2007). Training theory and method development (1st Edition). Sports Publishing.
11. Bompa, T. O., & Haff, G. G. (2009). Periodization: Theory and methodology of training (5th Edition). Human Kinetics.
12. Brosse, M., & Matsumoto, D. (1999). Judo: A sport and a way of life (1st Edition). International Judo Federation.
13. Caldwell, H. A., Di Cristofaro, N. A., Cairney, J., Bray, S. R., & Timmons, B. W. (2021). Measurement properties of the Physical Literacy Assessment for Youth (PLAY) tools. Applied Physiology, Nutrition, and Metabolism, 46(6), 571-578. https://doi.org/10.1139/apnm-2020-0643
14. Canadian Sport for Life. (2005). Long-term athlete development resource paper. Canadian Sport Centres. Côté, J. (1999). The influence of the family in the development of talent in sport. The Sport Psychologist, 13(4), 395-417.
15. Côté, J., Baker, J., & Abernethy, B. (2007). Practice and play in the development of sport expertise. In G. Tenenbaum & R. C. Eklund (Eds.), Handbook of sport psychology (3rd ed., pp. 184-202). Wiley.
16. Côté, J., Lidor, R., & Hackfort, D. (2009). ISSP position stand: To sample or to specialize? Seven postulates about youth sport activities that lead to continued participation and elite performance. International Journal of Sport and Exercise Psychology, 7(1), 7-17. https://doi.org/10.1080/1612197X.2009.9671889
17. Demiral, S. (2011). The study of the effects of educational judo practices on motor abilities of 7-12 years aged judo performing children. Asian Social Science, 7(9), 212-219. https://doi.org/10.5539/ass.v7n9p212
18. Demiral, S. (2018). LTAD model active beginning stage adaptation in judo basic education program (Ukemi, Tachiwaza & Newaza basic drills) for 4-6 aged kids. Journal of Education and Training Studies, 6(1), 1-6. https://doi.org/10.11114/jets.v6i1.2725
19. Demiral, Ş., Aksu, A., Nazıroğlu, M., & Uzun, E. A. (2022). 7-10 yaş grubu çocuklarda yapılandırılmış rekreatif etkinlikler: Uzun vadeli sporcu gelişim modeli (antrenmanı öğrenme evresi). In N. Özbar (Eds.), Rekreatif etkinlikler ve uygulama alanları (pp. 1-18). Efe Akademik Yayıncılık.
20. Djordjevi´c, I., Valková, H., Nurki´c, F., Djordjevi´c, S., Dolga, M. (2021). Motor proficiency of preschool boys related to organized physical activity July. J. Phys. Educ. Sport. 21, 2258–2265.
21. Ericsson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49(8), 725-747. https://doi.org/10.1037/0003-066X.49.8.725
22. Ericsson, K. A., Krampe, R. T. & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406. https://doi.org/10.1037/0033-295X.100.3.363
23. Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406. https://doi.org/10.1037/0033-295X.100.3.363
24. Ford, P., De Ste Croix, M., Lloyd, R., Meyers, R., Moosavi, M., Oliver, J., & Williams, C. A. (2011). The long-term athlete development model: Physiological evidence and application. Journal of Sports Sciences, 29(4), 389-402. https://doi.org/10.1080/02640414.2010.536849
25. Gallahue, D. L., Ozmun, J. C., & Goodway, J. D. (2012). Understanding motor development: Infants, children, adolescents, adults (7th edition). McGraw-Hill Education.
26. Gulbin, J. P., Croser, M. J., Morley, E. J., & Weissensteiner, J. R. (2013). An integrated framework for the optimisation of sport and athlete development: A practitioner approach. Journal of Sports Sciences, 31(12), 1319-1331. https://doi.org/10.1080/02640414.2013.781661
27. Hayes, M. H., & Patterson, D. G. (1921). Experimental development of the graphic rating method. Psychological Bulletin, 18(1), 98-99. https://doi.org/10.1037/h0074073
28. Higgs, C., Balyi, I., Way, R., Cardinal, C., Norris, S., & Bluechardt, M. (2008). Developing physical literacy: A guide for parents of children ages 0 to 12. Canadian Sport for Life. https://sportforlife.ca/portfolio-view/developing-physical-literacy-a-guide-for-parents-of-children-ages-0-to-12/
29. International Judo Federation. (2023, July 6). Toolkit. https://schools.ijf.org/toolkit
30. International Judo Federation. (2023, September 5). Judo in schools. https://schools.ijf.org/method
31. Kano, J. (2013). Mind over muscle (N. Murata, Ed.; Y. Kano, Foreword). Kodansha USA.
32. Kano, Y., & Murata, N. (2005). Mind over muscle: Writings from the founder of judo. Kodansha USA.
33. Kodokan Judo Institute. (2023, July 6). Kodokan. https://kdkjudo.org/
34. Krstulovi´c, S., Maleš, B., Žuvela, F., Erceg, M., Mileti´c, D. (20109. Judo, soccer and track-and-field differential effects on some anthropological characteristics in seven-year-old boys. Kinesiology. 42, 56–64.
35. Kuzu, A., Çankaya, S., & Mısırlı, Z. A. (2011). Tasarım tabanlı araştırma ve öğrenme ortamlarının tasarımı ve geliştirilmesinde kullanımı. Anadolu Journal of Educational Sciences International, 1(1), 19-35. https://doi.org/10.18039/ajesi.84792
36. Lavallee, D. (2000). Theoretical perspectives on career transitions in sport. In D. Lavallee & P. Wylleman (Eds.), Career transitions in sport: International perspectives (pp. 1-27). Fitness Information Technology.
37. Liu, Y., & Chen, S. (2021). Physical literacy in children and adolescents: Definitions, assessments, and interventions. European Physical Education Review, 27(1), 96-112. https://doi.org/10.1177/1356336X20970951
38. Lloyd, R. S., & Oliver, J. L. (2012). The youth physical development model: A new approach to long-term athletic development. Strength & Conditioning Journal, 34(3), 61-72. https://doi.org/10.1519/SSC.0b013e31825760ea
39. Lloyd, R. S., Oliver, J. L., Faigenbaum, A. D., Howard, R., De Ste Croix, M. B. A., Williams, C. A., ... & Myer, G. D. (2015). Long-term athletic development-part 1: A pathway for all youth. The Journal of Strength & Conditioning Research, 29(5), 1439-1450. https://doi.org/10.1519/JSC.0000000000000756
40. Malina, R. M., Bouchard, C., & Bar-Or, O. (2004). Growth, maturation, and physical activity (2nd ed.). Human Kinetics.
41. Martindale, R. J. J. (2009). The development of talent in sport. In J. L. Van Raalte & B. W. Brewer (Eds.), Exploring sport and exercise psychology (2nd ed., pp. 211-235). American Psychological Association. https://doi.org/10.1037/11876-009
42. Matsumoto, D. (2004). The psychological and behavioral effects: The USJF Development Committee of Judo. USA: Judo Federation.
43. McIver, L., Balyi, I., Ross, V. G., McIver, C., Beecher, M., Brewer, C., & Bowes, N. (2013). Long term player development. British Judo Association in conjunction with Sport England and Sport Scotland. http://www.britishjudo.org.uk
44. McKeown, I., & Ball, N. (2013). Current practices of long-term athlete development of junior athletes in high performance sport environments. Journal of Australian Strength and Conditioning, 21(1), 4–12.
45. Mengütay, S. (2005). Çocuklarda hareket gelişimi ve spor (1. Basım). İstanbul: Morpa Yayıncılık.
46. Menzer, K. (1985). Judo as a part of the general physical education program. Sportunterricht, 34(8), 303–307.
47. Özbar, N. (2017). Çocuklarda psikomotor gelişim (1. Basım). Erol Ergün Basın Yayın Evi.
48. Pastor-Cisneros, R., Carlos-Vivas, J., Muñoz-Bermejo, L., Adsuar-Sala, J. C., Merellano-Navarro, E., & Mendoza- Muñoz, M. (2021). Association between physical literacy and self-perceived fitness level in children and adolescents. Biology, 10(12), 1358. https://doi.org/10.3390/biology10121358
49. Physical Literacy Assessment for Youth (PLAY). (2023, July 6). Physical literacy assessment for youth. https://play.physicalliteracy.ca
50. Physical Literacy Observation for Youth. (2022). PLAYfun workbook. https://physicalliteracy.ca/wp-content/uploads/2023/09/PLAYfun_workbook_2022_EN-WEB.pdf
51. Pichardo, A. W., Oliver, J. L., Harrison, C. B., Maulder, P. S., & Lloyd, R. S. (2018). Integrating models of long-term athletic development to maximize the physical development of youth. International Journal of Sports Science & Coaching, 13(6), 1189–1199. https://doi.org/10.1177/1747954118794302
52. Play Tools. (2023, July 6). Physical Literacy. https://physicalliteracy.ca/play-tools/
53. Reigeluth, C. M., & Frick, T. W. (1999). Formative research: A methodology for creating and improving design theories. In C. M. Reigeluth (Ed.), Instructional-design theories and models (Vol. 2, pp. 633–651). Mahwah, NJ: Lawrence Erlbaum.
54. Ropret, R., & Jevtić, B. (2019). Long-term athlete development: From theoretical and practical model to cognitive problem. Fizička Kultura, 73(2), 190–205. https://doi.org/10.5114/fk.2019.88302
55. Shuba, L. & Shuba , V. (2021). Physical Training For 7-9 Year Old Judoists. Scientific Journal of the Dragomanov Ukrainian State University. Series 15, 11(143), 11-14. https://doi.org/10.31392/NPU-nc.series15.2021.11(143).02
56. Simenko, J. (2022). Youth Judokas Competing in Higher Age Groups Leads to a Short-Term Success. Children, 9(11), 1737. https://doi.org/10.3390/children9111737
57. Sport Frameworks. (2023, September 5). Long-term athlete development for Judo Canada: Taking it to the mat. https://sportforlife.ca/sport-frameworks/#toggle-id-27
58. Stambulova, N. B. (1994). Developmental sports career investigations in Russia: A post-perestroika analysis. The Sport Psychologist, 8(3), 221–237. https://doi.org/10.1123/tsp.8.3.221
59. Sterkowicz-Przybycień, K., Kłys, A., & Almansba, R. J. (2014). Educational judo benefits on the preschool children's behaviour. Combat Sports and Martial Arts – 2014. https://www.academia.edu
60. Tegner, B. (1974). Complete book of judo. London: Pelham Books.
61. Temürçi, İ., Bayraktar, I., & Nalbant, Ö. (2020). The early specialization requiring sport of gymnastics and long-term athlete development programs. The Online Journal of Recreation and Sports, 9(4), 8–18.
62. Van Kooten, G. C. (2016). Re-considering long-term athlete development on coach education: An illustration from judo. International Sport Coaching Journal, 3(1), 83–89. https://doi.org/10.1123/iscj.2015-0040
63. Whitehead, M. (2001). The concept of physical literacy. European Journal of Physical Education, 6(2), 127–138. https://doi.org/10.1080/1740898010060205