Foreword

Contents BADMINTON England is delighted to present its Long Term Athlete

Development Model. The Model focuses on developmental rather
than chronological age and provides a framework which, if followed,
1 Foreword can help all badminton players achieve their potential according to
2 Introduction their own ability and ambition. The framework is particularly useful to
younger players, their parents and coaches and will help to ensure
3 Why do we need a LTAD Model?
that the quantity and quality of training, competition and recovery
3 The LTAD framework that young badminton players undertake is appropriate for their
3 LTAD Pathway developmental age.

4 Stages of Long Term The Model is based on the work of Dr Istvan Balyi and has been
Athlete Development embraced by Sport England as providing a sound, underlying
4 FUNdamentals framework for athlete/player development. The LTAD concept
contains little that will be surprising; much of it is common sense.
4 Generic Movement Literacy
However, any objective observer of sport will know that common
5 Movement with a badminton twist sense can be forgotten, particularly when talented young players are
6 Learning to Play concerned. The LTAD Model structures good practice into a
8 Training to Train progressive series of stages which are underpinned by science and
observation.
10 Training to Compete
11 Training to Win Badminton’s LTAD Model is provided as a support for coaches,
12 Peak Performance parents, teachers, officials and players. It is offered as advice and as a
guide. Its principles will be used to underpin all BADMINTON England
13 Applying the LTAD theory programmes, so that our coaching systems, competition structures,
to practice developmental activities and talent development frameworks will
13 What do ‘Windows incorporate its principles.
of Trainability’ mean?
Our Model will have been effective and useful if it helps more players
14 What is Peak Height Velocity? to have an enjoyable experience within our sport. However, it is
particularly relevant to that small number of players with the talent
17 Glossary of terms and aspiration to progress to an elite level to help guide such
individuals to fulfil their potential. The generic LTAD Model postulates
20 References that, to reach a world class level in any sport requires a minimum of
10 years and 10,000 hours of practice, training and competition. This
21 Appendices rule certainly applies to badminton and, if anything, considering the
complex technical nature of our sport, coupled with its immense
31 Acknowledgments
physical demands, is an underestimation of the commitment required
to become truly world class. This observation is offered, not as a
deterrent, but to engender realism and encourage a long-term
approach to player development.
Using this document
BADMINTON England wishes badminton players to reach the level
LTAD Model for badminton has been which their talent and drive allows. For those few who have the
designed as a guide to inform but not to talent to reach the very top, it is important that players, coaches
dictate. Anyone using this document must and parents understand that the journey is long and demanding and
remember that all individuals have differing normally full of barriers, difficult choices and disappointments. The
physical, mental, emotional and social needs struggle is what makes achieving world-class success so inspirational.
and programmes should be developed to This document will help more young players negotiate that
cater for those. demanding journey.

Please note that wherever references are made Stephen Baddeley

to specialist advice, for example nutrition or Director of Sport, Sport England
weight training, advice should be developed BADMINTON England Chief Executive (1998 - 2004)
and delivered by appropriately qualified, 1986 Commonwealth Games Gold medallist
recognised and accredited specialists.

*References to ‘his’, ‘him’ or ‘he’ shall

denote both male and female players
Introduction
The LTAD framework aims to define optimal training,
competition and recovery programmes throughout an
athlete’s career to enable him* to reach his* potential
performances in sport. Tailoring a child’s sports
development programme to suit basic principles
of growth and maturation, especially during the ‘critical’
early years of his* development, enables him* to;
• Reach full potential
• Increase lifelong participation in badminton and other
physical activities
The LTAD Model offers much more than a talent
development framework for our most gifted players.
Establishing a core set of motor skills will allow all children
to gain a sense of achievement, giving those athletes that
may not reach elite levels a direction for their involvement
in sport. The acquisition of transferable skills will allow
children to become proficient in a number of different
sports and therefore increase the chances of lifelong
participation in physical activity, thus increasing
longevity and quality of life.
In addition to offering a route for each player to develop
within our sport, the LTAD Model does have some
important messages for developing talent. The Model is
based on the premise that if a long-term approach to an
athlete’s planning is not adopted (if a broad base of motor
skills is not laid down through careful programme
planning), then development is likely to plateau when
growth and development declines and although the
athlete may continue to improve, he* will not reach full
potential. This is not a situation that we would like any
player to experience but it will be critical to a player
aspiring to achieve the highest levels of success.
The Model also encourages realism as to the level
of effort required to reach truly World Class success.
Research has shown that it takes between 8 and 12 years
of training for a talented athlete to reach elite levels. This
has been summarised by the ‘10 year or 10,000 hour rule.’
Of course the LTAD Model defines a progressive approach
to development that moves from an emphasis on variety
and fun at the start to intensive work on detail when a
player reaches his* pinnacle. The thread that runs through
this continuum is one of planning and a basis in our
knowledge of human growth and development.
The application of human growth and development in
short and long term programme planning has developed
significantly through the work of Dr Istvan Balyi and other
specialists. Periods of ‘accelerated development’ have been
identified in the growth of a child. During these periods
the body is more responsive to certain types of training.
These periods of accelerated development do not last
indefinitely and if the player does not undertake the
correct training during a period they may never reach their
genetic potential. For example, from 6 - 9 years old, each
child experiences a period in which he* can learn the
fundamental movements that form the basis from most
sports. For one person, failure to learn skills in the period
when the body is most ready could be the difference
between a Gold medal and a last 16 finish. For another,
it could be the difference between having the skills
to participate in sport in later life and maintain good
health or not having the confidence to take part
and suffering for it.

The Model defines that in order to achieve the best

basis in sport, both from the point of view of enjoyment
and of developing skills, a player should not specialise in
one sport too early. Each child’s long-term development
will be enhanced by gaining differing and complementary
physical literacy skills through participating in a range of
sports. This will also give the child variety and reduce
the risk of ‘burn-out’ that can occur when a child
under the 10-12 age bracket specialises too early.

2
 Why do we need a LTAD Model?
LTAD Pathway There are many common problems with current sports
1 FUNdamentals development plans that arise from not having child and
adolescent considerations as the focus of junior programmes.
These are;
• Under-training and over-competing.
• Imposing adult training programmes on children.
2 Learning to Play • Imposing adult competition structures on children that
are based on historical traditions and not a child’s needs.
• Imposing male programmes on females.
• Early training focuses on outcomes (winning)
and not processes (training).
• Physical, technical, tactical and mental skills are not being
introduced in a systematic and timely manner.
• Coaching tends to be centred on chronological age and
3 Training to Train not physical, emotional and cognitive maturation.
• The ‘critical periods’ of accelerated adaptation are not utilised.
• Most knowledgeable and experienced coaches tend
to work at elite levels.
• Coach education skims over biological maturation
and development.
• No clear guidelines for parents as to the nature, level
and number of sports a child should take part in.

The LTAD framework

4 Training to Compete Long Term Athlete Development (LTAD) is a sports development
framework that is athlete centred and is built on the basis of
human growth and development. All young people follow the
same pattern of growth from infancy through adolescence
although there may be significant individual differences in both the
timing and magnitude/tempo of the changes that take place. The
LTAD Model stresses the need for an individualised approach to
developing young people- this is determined by biological
maturation and not chronological age. The Model allows coaches
to maximise an athlete’s ‘critical periods’ of adaptation.

The LTAD Model has defined a number of stages in which

5 Training to Win
young people should be exposed to certain stimuli to produce
a maximal outcome. A six-stage theory has been used to produce
talent development models for a number of other sports such
as tennis, swimming, netball, rugby and cricket. BADMINTON
England has redefined the final stage to account for those
that aim for World Class success.

Each stage aims to lead an athlete from simple to more complex

skills and from general to badminton specific skills. Important
skills learned in a previous stage will be built upon during the
next stage, providing a more complex skill base.

The badminton LTAD Model will give all young players a

performance pathway from entry level to be the best players
they possibly can be. A step-by-step guide will allow all those
involved in the sport of badminton access to the underlying
theory behind this Model as well as a practical solution
for its implementation (see overview document).

6 Peak Performance

3
Stages of Long Term Athlete Development
FUNdamentals - Movement Literacy
Teaching FUNdamental movement patterns to a child aged 3 - 8 years old and above will allow each
player to learn how to successfully move their body.

The pathway a young child follows to be able to play complex sports, such as badminton, is long and often
not fully understood. The ‘backstage’ unplanned activities a child takes part in through play often help to
establish FUNdamental movement skills before they are developed through formalised sport.

The pathway begins with short generic movements such as squat, lunge, bend, push, pull, rotate/twist and gait (run/walk)
As a child begins to perform such skills with competence and confidence, they can move onto building these together
forming longer and more complex generic skills such as changing direction, kicking and striking/hitting objects.

Within the context of this resource, the FUNdamentals have been split into 2 phases denoting the very basic activities
for the younger age range and slightly more developed activities for the older age range.

Phase 1: Generic Movement Literacy - the Seven Primary Patterns

MALES AND FEMALES 3-6

Aims
• To provide unique approach based upon a child’s
natural sequence of movement development.
• Embedding a foundation for movement that underpins
all future physical education and development.
• To support the contemporary ‘functional’
theory on development acquisition.

The starting point for activity during the formative years is

based around recognised ‘Primary Movement Patterns’. The
most crucial component of a child’s motor development at
this early stage is the acquisition and practice of functional
motor skills. These very basic movements (e.g. a squat)
provide the fundamental foundation of all physical activity
and are refined, recalled and chained together as the child
takes on more complex movement challenges during further
development. If a child does not display complete (and
successful) ability in Primary Patterns then their progression
into more complex movement patterns and sporting actions
will be hindered. This stage provides the optimum window of
opportunity for a talented athlete to develop - by learning Even the most complex, superior athletic movement
the basic principles of functional movement true talent can can be traced back to its primary pattern components.
be nurtured and identified youngsters given early recognition. Logically, therefore, if a young player fails to develop
the basic seven patterns, their future ability to perform
The core primary movement patterns consist of: complex gross motor skills will be reduced.
Gait, Squat, Lunge, Bend (Flexion), Push, Pull, Rotate/Twist
A child learns to move via physical experimentation,
All complex movements can be broken down into with much of this discovery being at this very early stage,
these seven basic contributing components, and if revolving around challenging their abilities at the primary
the components are sequenced together correctly activity level. Perceptual skills can be introduced to further
then the ‘gross’ movement will be successful. support the ‘Primary Movement Patterns’ - the relative
timing of movements, sensory feedback, effects of centre
For example: of gravity and combining movements through more than
• A jump is based on the primary movement squat. one plane of movement will allow greater proficiency in
• Throwing a frisbee is created from squat, future athletic development. This stage should always be
push and rotation. fun, allow for discovery and guided learning, and is likely
to be taught through primary school physical education
• A low backhand in badminton combines lessons, playtime activities and through parental play.
a lunge with rotation.

4
 Phase 2: Movement with a badminton twist
MALES 6-9 FEMALES 6-8
Aims
• Develop generic movement skills in a structured
and fun way.
• Physical skills introduced with a fun approach
to keep children interested and to engender an
enjoyment for sport and physical activity.
• Develop hand-eye-foot co-ordination skills.
Skills to be taught can be defined as the ABC’S of
athleticism (including Agility, Balance, Co-ordination and
Speed) which underpin many sports. Once generic Agility,
Balance, Co-ordination and Speed skills are laid down,
children can begin to develop their fundamental sports
skills. These skills include running, jumping, throwing,
catching, striking, hopping, changing direction, kicking, core
stability and suppleness. Children are encouraged to
participate in a number of other activities and sports to
develop these skills. Fundamental movement skills learnt in
during this time should be continued throughout a player’s
career so that they are fully embedded.
5
The first windows of accelerated adaptation are
speed and agility, which occur throughout the stage.
These can be applied through linear (forwards and
backwards), lateral (side-to-side), multi-directional
and random movements. These can be best developed
using repetitions of less than 5 seconds.
Physical sessions should occur with a fun approach
to the learning of core motor skills, often presented
through multi-skilled games activities that incorporate
whole-body exercising. Strength development can include
exercises that use part or all of the child’s own body
weight, Swiss balls, medicine balls and therabands. During
core stability and strength exercises, children should be
taught good techniques and posture.
Power and cardiovascular fitness can be trained
through the participation in a combination of jumping
and speed movements integrated into fun games activities.
The participation in other sporting/physical activities
will help to reinforce the skills taught in badminton
FUNdamentals sessions.
Appropriate badminton related skills such as throwing,
striking, catching and running should be introduced during
this stage. The skills of underarm, overarm, forehand and
backhand throwing should be introduced to juniors to
establish good rotational movements. If a child is capable
of producing high quality throwing actions, he* may
find it easier to move onto basic hitting actions.
Young children may struggle to hit objects that are
far away from the centre of the body. It takes time and
practice to develop hand-eye co-ordination to the level
that allows juniors to hit objects that are far away from
the centre-line of the body. Young players may find it
easier to start with shortened rackets but it is advisable
to progress to a full size racket as soon as they can.
Children should also be introduced to simple rules
and ethics of sport, as well as tactical issues such as
general space awareness (creating and using space)
and the base position within badminton.

Appropriate mental skills for this group are:
• Learning to enjoy competition.
• Respecting your opponent.
• Rules of the game - keeping it simple by introducing
a few rules to reinforce that rules exist so that everyone
knows what they can and cannot do.
• Code of conduct - Appropriate and acceptable
standards of behaviour for badminton environments.
• Self awareness - An individual player’s understandings
of their feelings during training.
During this stage, parents should be educated about the
benefits that regular participation in badminton and other
physical activities can offer their child (such as health
and social interaction).
A player should look to participate in approximately 10
hours of physical activity per week by the end of the stage.
This could include 3-4 hours of fundamental movement
skills in a badminton environment, of which sessions
should last between 30-60 minutes. Other sports and
activities should be promoted to offer the child more
access to practice fundamental movement patterns. We
recommend juniors to accumulate 6-7 hours of other
physical activity (See ‘Glossary’ section). This can include
the two hours of physical activity children should acquire
through school physical education.
No periodisation should occur but programmes should be
structured and monitored. Activities should evolve around
the school year with multi-sport/multi-skill camps
recommended during the school holidays. Periodisation is
explained in the ‘Practical application for the coach’
section.
Regular participation in formal competitions (such
as tournaments) should not be stressed as festivals
and skill based games offer the ideal form of
competitions for this group.
Screening for talented performers may begin but all
parties should be careful to base their assessment on
a range of athletic skills rather than simply badminton
ability and winning.
A summary of training guidelines for each stage are
provided in Appendix III - Overview of the LTAD Model
for badminton.
Learning to Play – Building Technique
MAL ES 9-12 FEMALES 8-11
Aims
• Continue the development of generic movement
skills activities and hand-eye-foot co-ordination learnt
in the FUNdamentals stages.
• Introduce a range of basic sports skills including
basic badminton skills and movements. A window for
accelerated adaptation for motor co-ordination/skills
occurs, allowing fundamental movement skills for all
sports to be further developed.
• Continue participation in at least 3 other sports.
A child has a window for motor skill learning throughout
this stage, thus it is important to include exercises to give
the player a better basis of skills on which to build his/her
future badminton career. Due to this, and changes to body
size, anatomical structure, physiological functioning and
social and cultural factors, sex differences become more
apparent during this period. This may result in gender
differences in physiological tests such as strength,
flexibility and fine motor control.
Swiss ball, medicine ball, theraband and exercises using
the child’s own body weight should be continued whilst
introducing hopping/bounding (plyometric) exercises.
Endurance and flexibility exercises should also be
introduced to complement the speed and agility activities
taught in the FUNdamentals stages. These components
of fitness can be stressed through fun motor skill games
activities, introductory badminton skills and also through
a thorough ‘preparation to play’ phase (warm-up).
Power and cardiovascular fitness can be trained through
the participation in jumping and speed movements during
fun games activities as well as participating in other
organised sporting activities.
6
 Speed work should look to gradually increase the length
of time a child works to approximately 5 - 10 seconds of
work to 30 seconds rest. The focus for all speed work
should be on quality of movement and the absence of
fatigue and can begin to introduce on-court speed work
using linear (forwards and backwards), lateral (side-to-side)
and multiple directions (with a planned change
of direction).
The badminton-specific content to this section should
include a good understanding of the basic shots performed
with basic hitting patterns. Children should begin to
develop a greater range of shot and direction (straight and
cross court) as well as develop the ability to use effective
grip awareness and adjustments.
A repertoire of how to train effectively should be built up,
including a basic understanding of ancillary capacities such
as the use of the warm-up and cool-down, stretching, basic
nutrition and mental skills. Juniors should be encouraged
to get into the routine of dynamic stretching during the
‘Preparation to Play’ phase (warm-up) and static stretching
during the cool-down.
Simple tactics/decision making should also be introduced,
including base position, singles and level doubles
formations, ‘taking the shuttle early’ and creating
and using space.
Appropriate mental skills for this stage include;
• Learning to imagine - Junior players should be able to re-
create images in their minds when instructed.
• Learning to thought stop - Players should be able to
stop thinking about inappropriate thoughts and replace
them with more appropriate thoughts. For example, if a
young player misses the shuttle, they should not
continue to worry about the mistake and move onto
thinking about the next skills they may be practicing.
• Learning to set goals (SMARTER) - Junior players should
begin to understand the need for goals and begin to
understand the basics of setting them. SMARTER
principles are the ideal way to introduce such skills.
• Learning to breathe to control nerves - When people get
nervous, their breathing often becomes very fast and
shallow which increases heart rate and can cause
increased feelings of anxiety. When a player begins to
feel this, they should switch to a relaxed pattern to
breathing to reduce any possible anxiety.
• Basic progressive muscular relaxation (PMR) - The aim of
PMR is to enable players to gain control over the tension
within their bodies. A series of tensing and relaxing
muscles in the body should be practiced to teach
players to understand how they can affect their own
levels of tension and relaxation.
7
Coaches should look to educate how to balance weekly
and yearly schedules, how their behaviour can affect their
player, how to proactively monitor physical development
(such as the growth spurt) as well as good nutrition and
hydration practice.
Young players should still be encouraged to play a number
of other sports to refine their movement skills and give
them variety and enjoyment. Children are not
recommended to specialise in a sport or an event below
the age of 10 as research has shown that this may lead to a
heightened drop out rate (through injury, burn-out and
early retirement). Players should look to accumulate
approximately 10 hours of physical activity (5-7 hours of
badminton related activity) through sessions of 30-90
minutes by the end of the stage. Badminton related
sessions should include a range of generic and sport
specific activities to continue to build the individuals
movement literacy. These parameters are supported by 2
hours of high quality PE and school sport.
The amount of time spent on other sports may begin to
slowly decrease at the end of the stage and beginning of
the Training to Train stage although advisable to
participate in at least two sports.
Single periodisation should occur through well structured
programmes and training through appropriately designed
competitions (using the development of skills under
pressure as the key focus for competitions).
Recommended amount of competition lie between 6-9
competitive weekends for each quarter (3 months) during
the competitive season and 0-2 weekends during the off
season/summer. BADMINTON England sanctions/runs a
number of events for all levels of competence.
Talent identification occurs through schools, clubs, County
Associations, World Futures Regional Development Days
and National Training Days.
Juniors involved in the World Futures programme will be
introduced to fitness testing.
Training to Train – Fitness Preparation and Skill Development
MAL ES 1 2-1 6 FEMALES 11 -1 5

Aims
• Fitness development - build the aerobic base, improve
speed and build strength towards the end of the stage.
• Further development of badminton specific movements.
An accelerated window for aerobic conditioning and speed
occurs throughout this stage as well as a window for
strength development during the latter part of the stage
(females). The volume of training should be increased.
Optimal aerobic trainability begins at the onset of Peak
Height Velocity (PHV) which refers to the maximum rate of
growth in stature during the growth spurt. This tends to
last between 21⁄2 and 3 years in most adolescents. Skill,
speed and strength should be maintained and further
developed throughout the stage.
Body weight circuit training (with an emphasis on correct
technique) should be introduced during this stage to build
strength. Circuits should look to include a focus on
abdominals, rotator cuff, external rotation (including
overhead rotation exercises), gluteals, hamstrings and
calves. This training may be developed to include the
gradual introduction of light free weights near the end of
the stage. Light free weights should only be introduced
after correct lifting techniques have been clearly shown
and under the guidance of a recognised strength and
conditioning specialist.

PHV generally occurs between the ages of 111⁄2 -15 years

for males and 111⁄2 -14 years for females. The difference in
age indicates the differences that may occur between early,
average and late maturers. During this period an athlete
may observe a temporary loss of co-ordination, which is
likely to be re-established at a later point.

Osgood-schlatter disease (or more commonly known as

‘growing pains’) is commonly found in growing young players
that take part in deep lunging activities. Although this injury
is labelled as a ‘disease’ it is generally ‘grown out’ of by the
time a player finishes their growth spurt. Those that are
identified (by a specialist) with this injury should take part in
a proactive rehabilitation routine that includes Rest, Ice,
Compress and Elevate (or RICE) their injured knee after each
training session and possibly look to reduce impact work.
The injury generally subsides as the individual stops growing.

A special emphasis should be placed on flexibility throughout
this stage due to the sudden growth of bones, tendons,
ligaments and muscles. Coaches should be aware of potential
injury issues and the benefits that musculoskeletal screening
may bring in helping developing players avoid injury.
Cardiovascular fitness can be developed through a
variety of on-court and off-court work using different
energy systems. This should include a combination of
steady state exercise (run, cycle or swim), long interval
training or short interval training.

For females there are two windows for strength development,
the first occurs immediately after PHV and the second begins
with the onset of first menstruation (usually within an 11-12
month period after PHV). Males have one window for
development which begins 12-18 months after PHV.
The introduction to individualised fitness and technical
programmes occurs during this stage. Juniors should be able
to perform quick changes of direction using ‘fast feet,’ jump,
land and quick recovery. General and badminton speed
training (5 - 10 seconds of activity with 30 - 60 seconds
rest) should be performed through activities using sprint,
multi-feed, shadowing, jumps and dynamic footwork.
Random directional movements (movements with an
unplanned change of direction) should be integrated into
existing on-court speed training programmes. Females have
a time of accelerated adaptation for speed from 11 - 13
years old. For males this is 13 - 16 years old.
Flexibility programmes should target areas that are specific
to badminton as well as areas that may be affected by the
growth spurt. Players should look to:
• Develop or maintain flexibility.
• Avoid overemphasis on strength without ensuring
a balance in flexibility.
• Exercises to minimise muscle imbalance in flexibility.
• Minimise the tendency to lose flexibility into internal
rotation relative to external rotation of the shoulder.
• Minimise the tendency to lose flexibility into internal
rotation relative to external rotation of the hip.
• Pre-habilitation should occur to avoid injuries.
Further badminton specific skills should be developed with
correct flow of movements, increasing the range of shots,
use of deception and shortening of the hitting actions.

8
 Tactical preparation should be enhanced, including
the anticipation of rallies, playing to personal strengths,
exposing opponent weaknesses, tactical planning (singles
and doubles), develop an understanding of decision
making in play, singles and doubles (level and mixed)
formations as well as matching movement skills to
a tactical context in training.
Mental skills for this stage include;
• Psychological Profiling - A discussion of performance
strengths and weaknesses between player, coach and
possible a sports psychologist.
• Goal setting (types of goals) - Progressing the work
undertaken in the Learning to Play stage by defining
short, medium and long-term goals as well as process,
performance and outcome goals.
• Self talk - The thoughts a player concentrates on before,
during and after playing badminton.
• Imagery for training, competition and recovery - Imagery
can be used to learn new skills, practise old ones,
evaluate past performances, recall outstanding
performances and achieve relaxation. At this stage,
imagery training should build in complexity and variety
of uses from the training undergone in the Learning to
Play stage.
• Thought stopping - At this stage, this includes stopping
negative and disruptive thoughts and changing them into
positive ones.
• Concentration skills - Improving a player’s ability
to concentrate on their own game or training
• Game focus plans/pre-performance routines -
Identifying and developing a plan or routine for an
individual player to undertake in preparation for
tournaments and individual matches. These plans should
be devised with input by the player, coach and any other
individual who influences that specific junior.
• Match preparation - Similar to the above section but
this includes preparation before the player reaches the
event venue. This should include adequate amounts of
sleep the night before, adequate nutrition and hydration
before a tournament and what equipment to take
on the day and any spares.
9
Ancillary capacities that players now need include tapering
and peaking, effective time management (including weekly
schedules, training, competition, rest, education and social
lives), the introduction to evaluations of training and the
training diary, as well as dealing with competitions.
Tapering and peaking should begin to occur near
the end of this stage.
Parents, teachers and coaches should be aware of issues
relating to puberty (including physical, cognitive and
social/emotional issues), understand how they can help to
prevent injuries from occurring, rehabilitate injuries and
balance competitive sport with education and social lives.
Towards the end of this stage, a player aiming for
elite success should be taking part in approximately
15 hours of physical activity per week, reflecting an
increase in badminton training (5-7 hours) and match
play (2-3 hours). Players should continue to be encouraged
to take part in other sporting activities, although the
percentage of time spent on other sports may continue
to decrease. The duration of badminton sessions may
lengthen to 90 - 120 minutes.
By the end of the stage, the competitive season should be
arranged to account for a double periodisation, introducing
the concept of tapering in preparation for major
competitions.
The recommended amounts of competition for this stage
equates to 7-10 competitive weekends per competitive
quarter and 0-3 competitions during the off
season/summer.
Talent identification occurs through a combination of
schools, county talent identification procedures, World
Futures Regional Development Days, World Futures
National training days, trial training sessions, fitness test
standards and tournament performance/results.
Players involved in the World Futures programme will be
involved in fitness testing and musculoskeletal screening
to determine an individual physical training programme.
All players have the opportunity to continue their
involvement through junior club and county badminton,
the SLUK Level 1 Award in Sports Leadership (replacing
JSLA), Young Volunteers, officiating qualifications and
through physical education routes such as GCSE PE or
sports studies.
Training to Compete – Developing Performance
MAL ES 1 6-1 8(+-) FEMALES 1 5-17 (+-)

Aims
• Optimise individual fitness preparation.
• Further develop badminton skills. Physical,
technical, tactical, decision making and psychological
preparations should all be individualised to meet
the needs of the athlete.
• Develop specialist singles or doubles skills.

Players should increase their range and accuracy of shots,

refine deception, shorten hitting actions further and
develop event specific skills (singles and doubles). Event
specific technical and playing skills should be tested under
competitive conditions. Juniors should look to develop
their skills of self-analysis and correction.

Event specific physical conditioning and individualised

training programmes should become the focus for this
stage. Agility, Balance and Co-ordination refinement should
occur through speed and power training, developed
through plyometric exercises and on-court and off-court
speed sessions that incorporate linear, lateral, multi-
directional and random movements.
Specific core stability exercises should be incorporated
into the training programme, focusing on a player’s
strengths and weaknesses. Resistance training should look
to develop both muscular hypertrophy and maximal
strength (provided that correct lifting techniques have
been established before weight is added). Specialists in
strength and conditioning should always be consulted
when devising a resistance programme for juniors.
The focus on abdominals, rotator cuff external rotation,
gluteals, hamstrings and calves should continue. Players
should look to minimise internal rotation for shoulder over
development of quadriceps relative to hamstrings
(especially in males) and the overemphasis on strengthen
without the balance of flexibility. Unilateral exercises
should also be incorporated into the programme to avoid
compensation by the stronger side.
Cardiovascular fitness can be developed through a
variety of on-court and off-court work using different
energy systems. This should include a combination of
steady state exercise (run, cycle or swim), long interval
training or short interval training but there should be
a small increase in total duration of sessions in
comparison to the previous stage.
A well structured flexibility programme should also
be incorporated into the training programme, including
exercises to counteract muscle imbalances/one-sidedness
for badminton players. Catch-up programmes should
be used where necessary.
New tactical concepts that should be introduced
are the development of;
• Event specific tactical concepts and improve ability
to implement specific strategies.
• Awareness of own and opponents strengths
(technical, tactical, physical and mental).
• Individual tactical concepts according to own
strengths and weaknesses.
• Ability to self-analyse positive and negative
aspects of performance.
• Tactical planning.
• Ability to analyse opponent’s game.
Appropriate mental skills for this stage include;
• Performance tracking and match preparation - During
this stage, player should be working to devise an
individualised plan to help them achieve their ideal
performance state. This should build on work from
the previous stage on match preparation.
• Evaluation of performance - By the end of this stage, a
player should understand the value of using a training
diary to log their training, competition and recovery.
• Progression of PMR - Basic PMR exercises taught
in the Learning to Play stage should be developed
to aid a player’s ability to relax when needed.
• Consistency.
Ancillary capacities that should be developed include:
• Development of tapering and peaking concepts.
• Further development of knowledge about nutrition
and hydration.
• Development of the understanding of training
diaries and evaluation.
• Rest and recovery.
• Anti-doping control.

10
 Parents should look to revisit the concepts of optimal
nutrition, hydration and rest as well as promoting a player’s
self-reliance.
A high volume of training should be maintained with an
increase in intensity. Elite players should look to take part in
approximately 20hrs of physical activity per week, divided
between on-court work, off-court work (12-16hrs combined),
match play (4-6hrs) and personal player development/one-
on-one time with coach (2hrs). Other players should look to
divide their available time with the following ratio - 45%
badminton skills, 20% match play and 35% physical training.
This should lead athletes to need to specialise solely on
badminton but involved in some cross training.
The competitive season should be divided to include double
or triple periodisations which refine the concept of tapering.
Training to Win – Refining Performance
MALES 18-2 3(+-) FEMAL ES 17 -22 (+-)
Aims
• Maximise event specific preparations.
• Set precise goals.
• Maximise fitness.
• Gain knowledge about international senior competitions in
order to bridge the gap between junior & senior demands.
• Compete with players ranked in the Top 30 in the world.
Players should look to develop consistent shot production
at high pace and further development and application
of technical skills, maintain and/or improve physical
capacities, and continue tactical development including
the ability to recognise key patterns of play.
Physical preparations should become more event specific
and tailored to an individual’s strengths and weaknesses.
Low and high level core stability and flexibility exercises
should be incorporated into a programme to counter
any possible muscle imbalances from badminton specific
training. Cardiovascular training should continue to use
all energy systems, increasing frequency, intensity or
time/duration of sessions. Movement training should
have a focus on refining specific technical elements of
movement skills, refining the skill of anticipating the
use of movements and optimising jumping skills.
World Futures players should be able to access annual
screenings for flexibility, muscle recruitment, functional
stability and dynamic hop tests, which, combined with
frequent fitness test results, will help to refine a player’s
individual physical programmes.
Tactical developments include the ability to recognise key
patterns of play and implement a tactical response.
11
The recommended number of competitions during this
stage falls to 6-9 competitive weekends per quarter and
0-3 during the off season/summer.
Talent identification occurs through a combination of
tournament observations, World Futures trial training
sessions, World Futures Observation Programme, fitness
test standards and national rankings.
Players on the World Futures programme will take part in
annual musculoskeletal screening and regular fitness testing-
both will be used to implement programmes to overcome
imbalances in a World Futures player’s fitness profiles.
All players can gain an avenue for their involvement through
club and county badminton, the SLUK Level 1 Award in
Community Sports Leadership (replacing CSLA), Young
Volunteers, Young Leaders, BADMINTON England Level One
Assistant Coach Award, Step into Sport, officiating awards
and Further and Higher Education sports studies routes.
Mental skills for this stage include:
• Identify performance restricting mental weaknesses.
• Building and implementing mental strategies to
overcome weaknesses.
Parents should become aware of appropriate ways of
supporting their child’s self-reliance and should understand
the pressures of being a high performance athlete.
Aspiring elite badminton players should look to participate
in approximately 21 hours of training per week, 14 hours
on-court, 5 hours off-court and 2 hours of personal player
development (off-court one-on-one time with a coach to
talk through progress). They should look to gain experience
in all areas of the international game in order to prepare
themselves for Peak Performance. Other players should
look to divide their available time as follows- 70% on-
court work and 30% off-court work.
Yearly structures should incorporate double or triple
periodisations, including major peaking for specific
competitions.
The recommended number of competitions reduces
further to approximately 5-8 competitive weekends
per quarter for the competitive season and 0-2
during the off season/summer.
Players not aiming for elite success can continue
their involvement through club and county badminton,
BADMINTON England coaching awards, officiating
awards, volunteering at clubs and Further and Higher
Education Sports Studies.
Peak Performance – Maximising Performance
MAL ES 2 1(+-) FEMALES 20 (+-)
Aims
• Refining mental and tactical capabilities.
• Maintain and improve physical foundation
and fine tune specific physical capacities.
• Maximising performance through quality
training and preparation.
• Winning medals at international championships.
The final stage of an athlete’s development is aimed
to maximise performance by fine-tuning the capacities
(physical, technical, tactical, decision making, mental
and ancillary) that were laid down in previous stages.
Advances in technical skills include maximising the
accuracy and consistency of shots and maximising
the use of deception.
Fine-tuning specific physical capacities through individual
training programmes that include planned recovery breaks
and focus on the quality of work produced will give a
player the necessary physique to become a World Class
badminton player. Annual musculoskeletal screenings
and fitness testing will help to identify strengths and
weaknesses in an individual’s fitness profile to support
the content of their individual training programme.
Movement training should incorporate the ability to
move under pressure as well as maximising an individual’s
movement effectiveness. A player should look to improve
their ability to anticipate the use of movements as well as
cope with deception. Speed around the court should
improve, increasing the ability to ‘take the shuttle early.’
Tactical improvements include the understanding of
advanced tactical concepts, refining the ability to analyse
skills and effectively implement tactical strategies.
Mental strategies should also be implemented to
overcome weaknesses.
Players should undertake training to advance their
performance evaluation skills, training strategy and
periodisation. Active recovery should be incorporated
into weekly and yearly schedules to ensure that a player
undertakes the most appropriate performance lifestyle
as possible.
Elite players should look to take part in approximately
14-16 hours of on-court work, 5-7 hours of off-court work
and 3 hours of personal player development (one-on-one
evaluations of progress with their coach). Other players
should look to divide their available time by performing
70% on-court work and 30% off-court work.
The yearly calendar should include major and
micro peaks for specific competitions influenced
by the international tournament calendar, players
and the World Class coaches.
12
 Applying the LTAD theory to practice
What do windows of ‘trainability’ mean?
In the context of this booklet, the term trainability refers to periods in which children
are most capable of learning or improving specific skills.

For the coach, this requires the understanding of how a child grows and develops to help plan a
player’s training, competition and recovery. The table below shows a summary of each ‘window’ and
a guide to develop each skill. This has been taken from research and good coaching practice.

STAGE FOCUS IMPLICATIONS FOR E ACH COACH

FUNdamentals FUNdamental movement • Practices for this stage should be a • Movements should be practiced
Phase Two skills combination of generic movements, through fun games
Male 6-9 E.g. ABC’S including linear, lateral, multi- • Children are encouraged to participate in
Female 6-8 directional and random movements, a number of different sports and activities
for repetitions of up to 5 seconds
• Ensure correct movement techniques
• Practices should involve whole are established at an early age
body movements
• Establish range of movement

Learning to Play FUNdamental sports skills • Continue the development of • Use a combination of whole body
Male 9-12 E.g. Badminton Specific fundamental movement skills and part body exercises
Female 8-11 Skills learnt in the FUNdamentals stage • Begin to stress accuracy, form and skill
• Introduce more specific • Develop flexibility
basic badminton skills
• Encourage children to participate
in at least 3 sports

Training to Train Fitness • General and specific badminton speed training should be introduced
Male 12-16 preparation and skill into the training programme
Female 11-15 development • Activities could include a combination of sprints, multi-feed, shadowing,
Speed jumps and dynamic footwork
(Females: 11-13 years • Incorporate linear, lateral, multidirectional and random movements
Males: 13 - 16 years) into both on-court and off-court speed work
Strength • Strength training should begin with the use of own body weight, Swiss balls
(Females: immediately after PHV • Gradually introduce the topic of free weight training by first establishing
or at the point of menarche correct lifting techniques and then progressing the use of free weights
Males: 12 - 18 months after PHV) • A weight training programme should aim to replicate movements related to
the sport of badminton, introducing both linear and rotational movements

Aerobic capacity • Increase the volume of training

(Onset of PHV) • Incorporate specific aerobic sessions into the player’s training programme
• Emphasise flexibility at the growth spurt

13
What is Peak Height Velocity (PHV)?
PHV is the maximum rate of growth, or the ‘growth spurt,’
that occurs during puberty. This spurt is characterised by a
rapid increase in height- on average between 5 and 9 cm
per year, and can be used as a reference point for the
trainability of muscular strength and aerobic capacity.
During growth spurts, bones grow faster than the muscles,
tendons and ligaments around them. This period requires a
focus on flexibility training to maintain range of movement
and also decrease the risk of injury due to tissue pulls and
strains.
Acceleration in the speed of growth generally starts at
approximately 12 years for males and 10 years for females,
but may occur as early as 9 or as late as 15 for males and 7
or 12 for females. This reflects the need for a coach to
actively monitor the growth (height) of a child to
understand when the strength window may occur.
What impact may the growth spurt
have on my player’s performance?
A loss of co-ordination and general performance may be
observed during the growth spurt due to the individual’s
dramatic change in size. Many players require time to re-
adjust and learn how to move their new bodies before
performance re-establishes to previous levels.
Can I alter my coaching to be sensitive
to my player’s changes?
When a coach establishes that his* player is entering
a vulnerable time, both physically and emotionally,
he* should look to make minor alterations to his*
coaching sessions.
Small adaptations may reduce the chance of injury
and reassure a child that although he/she may be going
through a number of changes, this is normal for a person
of his* age. The following notes of advice may allow
you to create a beneficial environment for your
growing player:-
• Reduce workload.
• Split practices by reducing the number of repetitions,
the amount of time on specific movements, or by adding
more variety to the exercises you use to train a specific
movement.
• Change the emphasis of training to focus on technical
and shot development.
• Be aware of the type of court surface you are training
on. If this is a hard surface, reduce workloads accordingly
to reduce the risk of stress injuries.
• Be aware that the risk of overuse and repetitive strain
injuries increases during the growth spurt. Coaches
should look to engage the use of parents to assist
in the monitoring of distress.
• Flexibility during the growth spurt can reduce
dramatically due to bones growing faster than muscles
and tendons. To maintain and increase range of
movement, time should be spent on flexibility exercises.
How can I measure PHV?
Measurement of growth can occur through directly
measuring height with the following procedure. It is
advised to measure height once every three months
until a point in which increased growth is observed and
then increase measurements to once every month.
Measurements should continue until full maturation.
It should also be noted that children tend to have a
period of accelerated growth during summer months
and periods of limited growth during the winter. PHV
should be measured over a period of 12 months to
differentiate between the seasonal spurts and the
onset of the growth spurt.
It is advised to follow these protocols;
• Take measurements at the same time of day- first
thing in the morning is best.
• Aim to measure height the day after a rest day for
reliable results.
There are four general techniques to measuring height;
freestanding stature, stature against a wall, recumbent
length and stretch stature.
The stretch technique is the standard method used and is
normally measured using a stadiometer, although the use
of such a device is not essential. A stadiometer features
ball-bearing counterweighted headboards and digital
readouts but can be reconstructed by using two wooden
planes at right angles.
The key to measuring height requires precise positioning of
the subjects head and the understanding of the location of
the vertex (v). The vertex is described as the highest point
on the skull when the head is held in the Frankfort plane
(See diagram). This measurement usually requires two
people to measure height accurately.
ORBITAL: Lower margin
of eye socket
TRAGION: Notch above tragus
of ear or at upper margin of
zygomatic bone at that point
FRANKFORT PLANE: Orbital
tragion line horizontal
VERTEX: Highest point on V
skull when head is held in
Frankfort Plane
X
O T
Ref: Taken from MacDougal, Wenger and Green, 1991
14
 Instructions
Role of the parents
1 The barefoot subject should stand erect with the heels The value of parents within the sports development model
together (weight evenly distributed between feet) and is often understated. It should be remembered that they
arms hanging naturally by the sides. are often the key decision makers in terms of;
2 The heels, buttocks, upper part of the back and the back • The sports that their child participates in
of the head in contact with the vertical wall and check (i.e. whether this is badminton or other sports).
that the heels are not elevated. • How much time their young child dedicates to sport.
3 Ensure the head is in the correct position (so that the • The competitions their child enters.
ears and eyes are level- see diagram opposite) by placing
• Their child’s diet.
one hand on the subject’s head.
• Recovery, regeneration and sleep.
4 Instruct the subject to ‘look straight ahead, take a deep
breath, stand tall and relax.’ Place your stadiometer (or How parents influence their children
home made device) on the subjects head and make a
Most coaches will have experienced a time in which a
pencil-line for reference.
parent has significantly affected their child’s behaviour,
5 Allow the subject to move away from the wall and whether it be watching a competition and encouraging
measure the distance from the floor to the pencil-mark. them through lost points or distracting others by shouting
from the sidelines. Parents can significantly influence their
(Taken from Lohman, Roche and Martorell, 1998, MacDougal,
child’s perception of self-worth by applying stress and
Wenger and Green, 1991 and Cameron, 1984)
anxiety or by giving encouragement. When a child begins
An example of data taken over a 12 month period. to compete at badminton, coaches should look to educate
This data was taken from a girl aged 10 years at the start parents about how to they may affect their child’s
of measurement and reflects possible changes in height performance.
that may be observed. Weekly measurements may not
Parental Role
be necessary and measurements should be taken as
described above. Parents are a vital resource for coaches to utilise, providing
invaluable information about their children. Parents are one
Pacific Sport Optimal Windows of Trainability (Balyi and Way 2005) of the key decision makers in terms of a player’s lifestyle
Females and for this reason they should be involved and educated
PHV
about best practice.
SPEED
D1 S
SKILLS SPEED
EE 2
Nutrition and hydration
STAMINA Parents should understand good nutritional practice
during the early stages of their children’s sporting lives
SUPPLENESS STRENGTH
NG and also revisit it again when the player reaches higher
Rate of Growth standards. Early advice should focus on healthy lifestyle
Developmental Age messages and good practice, such as not eating directly
Chronological Age before training and remembering to bring a drink, and
5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20+
PHV
as a child progresses to higher competitions, more
Males advanced sports nutrition should be included.

SUPPLENESS Monitoring growth and injuries

STAMINA
Parents can also be involved in monitoring issues such as
SKILLS
the growth spurt and injuries. Coaches could ask parents
STRENGTH
SPEED 2
to proactively monitor changes in their child’s stature by
SPEED 1
contributing to directly measuring height. Also, a quick
Rate of Growth
lesson in injury prevention and rehabilitation may ensure
Physical, Mental - Cognitive, Emotional Development
that young players take these issues seriously.

Educating parents about competitions

Who should be measuring PHV?
There is no simple answer to this question -
communications between the coach and parents will
be beneficial to understand who is best suited for this
job. Most parents will naturally have an understanding
of whether their child is having a growth spurt. If you are
to ask parents to measure PHV, clear instructions should
be given about how to accurately measure height.
With parents playing such a key role in deciding a player’s
competition calendar, some direction and advice should
be given as to what would best suit their standard and
training programme. The periodisation of a child’s training
programme should dictate the timing of involvement in
competitions and this should be shared with the parents
to help plan the player’s season.

15
Strength training through the lifecycle
Ligaments, tendons and muscles become stronger during
the FUNdamentals and Learning to Play stages but are not
able to withstand heavy external loading. A limited amount
of weight-lifting exercises should occur, using own body
weight, Swiss balls, medicine balls and therabands to
develop strength. At this stage, posture and correct
techniques should be stressed through heavily monitored
activities to reduce the risk of injury.
Excess pressure or traction on a growing bone,
especially on the growth plate, may cause bone growth
deformation. Coaches should avoid repetitive heavy
loading on the child before the maturation of the growth
plates (FUNdamentals, Learning to Play and the initial
section of the Training to Train stage).
Larger muscle groups develop at a quicker rate than smaller
muscle groups. This means that gross motor skills should
be taught first, progressing to fine motor skills when the
player matures enough to do so.
During the early years of a child’s training, activities should
be more general and varied, whilst in the latter stages,
training should become specific and focused on specific
areas of the body.
During the Training to Train stage, when players are
beginning to mature to a stage that free-weight training may
be suitable, it is vital that correct lifting techniques are
firmly established before any weight is added. Once these
movements have been learnt, weight can be gradually
increased under the guidance of a strength and conditioning
specialist that will continually monitor technique.
What happens to late entrants to the sport
of badminton and players that have not
been coached through this model?
Remedial programmes are required to evaluate the
strengths and weaknesses of players and address areas
in which players may need additional work.
How to periodise and taper
Periodisation
Periodisation should occur to allow the optimal balance
between workload and recovery to be achieved, allowing
the highest possible volume and intensity without the
symptoms of overtraining or overreaching. The periods are
designed to maximise gains in the different components of
performance and are normally split into macro cycles (a
few months to several years), meso cycles (subdivisions of
macro cycles and usually about 2-6 weeks) and micro
cycles (usually around 7 days duration).
Periodisation can occur in a number of different time
frames and serves the purpose of;
• ensuring that athletes do not over train or burn out.
• reducing the risk of injury.
• encouraging optimum individualised training programmes.
• encourage optimum physical training.
• helping to ensure athletes ‘peak’ for competition.
Single periodisation is usually characterised by one
competitive season and one major training period.
Double periodisation is characterised by two major
competitive seasons with two training periods.
Multiple periodisations is a preparation framework for elite
athletes that already have sufficient base of physical,
technical, tactical and psychological skills and do not need
to take part in general conditioning and fitness preparation.
Tapering
Tapering is the reduction in training volume to eliminate
cumulative and residual fatigue before competition. It
usually occurs for 7-28 days and is characterised by a
reduction in the volume but not the intensity or frequency
of training.
Where to go from here?
BADMINTON England has produced a number of other
LTAD awareness documents for specific target groups
within the badminton community to increase the
knowledge of LTAD principles. The following resources are
available:
• LTAD Model - a concise version.
• Mental Skills Guide for Badminton Coaches.
To supplement the resources offered by BADMINTON
England, Sports Coach UK and the Youth Sport Trust have
developed a number of resources to increase the
awareness of LTAD principles.
Sports Coach UK resources;
• ‘An introduction to LTAD’: A theoretical workshop
offering an insight into the theory behind LTAD whilst
giving the practical implications of applying LTAD theory
to junior sport. Badminton specific workshops are
available upon request.
• ‘The FUNdamentals of Movement’: A practical
workshop to raise the awareness for the need for
correct movement techniques during the early years.
• ‘Managing coaching within LTAD’: A workshop
for coach managers to increase knowledge,
understanding and application of the Model.
• ‘Multi Skill Clubs in practice’: A practical workshop
designed in partnership with the Youth Sport Trust
to support the induction of multi-skill club deliverers.
Such training would be ideal for those delivering
to the FUNdamentals and Learning to Play stages.
• Web based audit of FUNdamentals resources:
Available in September 2005 at www.sportscoachuk.org
For more information about these courses
please contact either your County Badminton
Development Officer, County sportscoach UK Coach
Development Officer or County Sports Partnership
(Please see ‘Appendix I - Useful Contacts’).
16
 Glossary of terms
Abstract thinking: Thinking about concepts that are
abstract or not immediately obvious
Acquisition: The first stage of perfecting technical or
tactical preparation, which is characterised by mastering
and integrating the individual parts of the technique or
tactic. In the context of the yearly training plan, this is
usually accomplished during the preparatory phase
Activity: A succession of actions performed with a
particular purpose within a session
Advanced imagery: Making imagery more sport specific
and complex e.g. imaging an entire match. Using imagery to
enhance psychological skills e.g. confidence, concentration
and cognitive relaxation
Aerobic base: General training term that refers to the
amount of aerobic work required or performed at the
beginning of an athlete’s training programme. The rationale
for developing a good ‘aerobic base’ is usually for the
athlete to reach a level of fitness that will help him or her
sustain higher intensities at later stages
Aerobic capacity: The total amount of energy that can be
produced aerobically by an individual
Aerobic training: Training that is aimed at increasing the
rate or the amount of energy that can be produced by the
aerobic system
Agility: The ability to change direction rapidly
Anaerobic training: Training that is aimed at increasing the
rate or the amount of energy that can be produced by the
ATP-PC and the lactic acid systems
Athleticism: An individual’s physical capacity
Balance: The ability to get to or maintain a state where
forces acting on the body are distributed evenly
Basic imagery: Imagery is a skill that must be learned and
developed. Begin with the basics i.e. evaluation of imagery
ability, introduction to the concept of imagery, simple
exercises to develop control of images, vividness of images
(polysensory) and self-awareness. Use a relaxation
technique prior to attempting imagery. Look at imaging
simple skills e.g. the serve etc.
Biological maturity: The physiological development of the
organs and systems in the body. Also referred to as
developmental age
Body alignment: Relative positioning of joints
Body resistance exercises: Exercises for strength gain, using
own body weight as resistance
Cardiovascular fitness: The capacity/ability to sustain
aerobic work. Also known as cardio-respiratory endurance
Central nervous system: The cells of the brain & spinal cord
17
Chronological age: Defining a persons age by their
date of birth
Cognitive Restructuring: An addition to thought stopping.
Identify the negative thought and then turn it in to a
positive thought e.g. ‘My opponent is much fitter than me’
becomes ‘I’ve been working on my fitness and it has really
improved’ etc.
Cool-down: Procedure involving a variety of dynamic and
static exercises which is aimed at progressively reducing
the metabolic rate in order to create an appropriate
transition from work to rest for the various systems and
tissues previously involved in exercise.
Co-ordination: The ability to move body parts in an
effective manner
Core stability: Ability of trunk to support the effort and
forces from the legs and arms, so that muscles and joints
can perform in their safest and most effective positions
Countering: Addition to thought stopping and cognitive
restructuring. Once a negative thought has been
restructured into a positive thought, one needs to find
evidence to support the positive thought e.g. records of
training sessions, scores on bleep test etc.
Depth perception: Allows us to see in three dimensions
Developmental age: The physiological development of the
organs and systems in the body. Also referred to as
biological maturation
Dynamic stretching: Active stretching using power and
strength
Dynamic visual acuity: The ability to distinguish detail in
moving objects
Endurance Ability to sustain a given power output over
time. This term can apply to variables such as force
production (strength endurance), anaerobic energy
production (anaerobic capacity or anaerobic endurance) or
aerobic energy production (aerobic endurance).
Figure ground perception: The ability to separate objects
from the surroundings
Fitness: The capacity to perform a variety of physical tasks
Flexibility: The range of movement around a joint or the
amount of resistance to a movement
Free weights: Free Weights are lifting stations of weights
not connected to pulley or levers
Fun games: Generic activities that involve the ABC’S of
athleticism
Fundamental motor skills: Skills learned at a young
age, usually through play, and if learned thoroughly,
a child can move onto more sophisticated actions
that are required in sport
Growth: The measurable changes in body size
Individuality of training: Training principle which states
that training loads should be customised to each individual
based on their current level of fitness, technical
development, training age, performance objectives and
ability to recover
Interval training: A system of training in which intervals of
hard exercise are alternated with easier recovery intervals
Linear movements: In the context of this booklet linear
movement refer to forwards and backwards movements in
a straight direction
Lateral movement: Sideways movements in a
straight direction
Macrocycle: A succession of periods within the yearly
training plan, e.g. preparation, competition and transition.
A macrocycle usually lasts several months, and may be
divided into smaller units called phases
Match preparation routines: Using psychological profiling
to track behaviour and performance and create
individualised preparation routines.
Maturation: The development of organs and systems
Maximal strength: Maximum force produced
by a single contraction
Menarche: Onset of first menstruation
Meso cycle: A portion of a program comprised of a
predetermined number of micro cycles, and aimed at
achieving a particular objective in accordance with the
priorities of the phase/period of the yearly training plan.
Usually, a meso cycle features a training dominant or
priority, and is comprised of 2-4 micro cycles whose
respective training loads may vary according to an
ascending or alternating pattern. At the end of a meso
cycle, test or competitions are usually scheduled to assess
the extent to which training objectives have been
achieved.
Micro cycle: A series of training sessions and recovery
periods that span over a few days, usually a week. The
sequencing of training sessions within a given time frame
based on their physiological, technical and psychological
demands and their associated fatigue, in order to optimise
the amount of stress imposed on the athlete’s organism. A
succession of 2-6 micro cycles usually constitutes a meso
cycle
Motor skill: An action or task that has a goal and which
requires voluntary movements
Multi-directional movements: Movements that involve
one or more planned changes of direction
Multiple periodisations: The process of developing a
yearly training plan that features more than two main
performance objectives
Muscle endurance: The ability of certain muscles or
muscle groups to withstand fatigue
Muscle hypertrophy: Increase in muscle size and or mass
of cells and tissues
Muscle imbalance: Recruitment and development of
opposing muscles (e.g. hamstrings and quads)
disproportionately relative to one another
Musculoskeletal screening: Assessment of an individual’s
alignment, flexibility, stability and balance, results of which
are used to determine specific injury prevention exercises
Overreaching: Short term overtraining
Overtraining: Excessive training characterised by long
lasting fatigue and worsening of competitive performance
Peak height velocity: The maximum rate of growth in
height which tends to last between 2.5 and 3 years in most
adolescents and at the ages to 12.5 -15 years for males and
12.5-14 years for females. Also known as the ‘growth spurt.’
Peak performance: The highest expression of ability, skill,
physical conditioning, will and decision-making capacity
that can be achieved by an athlete or a team in
competition
Periodisation: The structuring of short and long term
cycles to provide optimum performances at the required
time or time periods. This will lead to a balance of
intensity and volume of stress placed on an athlete
with a sufficient amount of recovery.
PHV: Please see Peak height velocity
Physical Activity: Activity that requires the production of
movements of moderate intensity, including playing in the
school playground, bike rides or organised sport
Physical Literacy: The movement skills and attributes
required for high performance in team or ball sports
Plyometrics: The ability to increase muscular forces using
the stretch-shortening cycle
Posture: The ability of certain core muscles to maintain
an efficient body alignment
Power: The ability to generate large amounts of force
in short periods of time
PMR: Progressive Muscular Relaxation. Alternating states
of tension and relaxation to help improve kinaesthetic
awareness and induce a state of relaxation through
a rebound effect
18
 Progressing PMR: Moving through the different types e.g.
active PMR to differential PMR, differential relaxation,
abbreviated active PMR, passive PMR, 5 breath technique,
body scan, momentary relaxation.
Psychological profiling: A range of questionnaires, tools,
interviews, observations to provide a comprehensive and
individualised profile of an athlete’s psychological
strengths and weaknesses.
Random movements: Movements that involve one or more
changes of direction dictated by external stimuli
Readiness: A match between a child’s level of growth,
maturity and development on one hand, and the
tasks/demands presented by competitive sport on the
other
Recovery sessions: Activities such as hydrotherapy, cold
baths, sauna and massage that may help to promote
quicker recovery from training sessions
Resistance: A force that opposes movement
Schema: A rule or concept of relationship, which can relate
to movement, and which is formed on past experience
Session length: Recommended session lengths are to
include an appropriate warm-up and cool-down as well as
training content
Simple goal-setting: Introduce the notion of goals/targets.
Introduce the different types of goals i.e. long and short-
term, performance, process, outcome, and the notion of an
action plan
Simple thought stopping: Identify the negative or
irrelevant thought, interrupt the thought using a trigger
and replace the thought with a positive or relevant one.
Teaching appropriately at the younger age group means
keeping it at this simple level and using simple language to
explain the concepts
Skill acquisition: The learning or acquiring of new skills
SMARTER goals: Specific, Measurable, Agreed, Realistic,
Time constrained, Enjoyable, Recorded
Speed: The ability to move the whole body or limbs
quickly
Static stretching: Occurs when a body position is held,
stabilising the joint in a position that places the muscle at
the greatest possible length
Steady state exercises: An exercise intensity in which lactic
acid does not accumulate. Normally, under a given set of
aerobic exercise conditions, a steady state is achieved after
2-4 minutes
19
Strength: The capacity to exert maximal forces
Swiss ball: Also known as a fit ball
Tactical training: The form of training which aims at
developing the athlete’s ability to select the appropriate
skills and techniques in a specific competitive situation and
execute them correctly
Tapering: Reducing training to eliminate cumulative and
residual fatigue before competition. It usually occurs for 7-
28 days and is characterised by a reduction in the volume
of training but not the intensity or frequency.
Theraband: Rubber resistance bands available in a range of
graded resistances, often represented in different colours
(although this is not standardised)
Trainability: In the context of this booklet, the term
trainability refers to the ‘critical’ or ‘sensitive’ periods of
accelerated adaptation to specific stimuli
Training diary: A record by an athlete or a coach of
subjective and objective factors that influence training,
such as training activities, training loads, observations and
perceptions, results of tests and competitions, etc...
Visual acuity: The clarity of our vision- whether the picture
we see is sharp and clear
Volume of training: The amount or quantity of training
performed. Volume is one component of training load.
Variables that can be used to quantify the volume of
training include the time or duration of training, the
distance covered, the amount of weight lifted and the
number of repetitions of a given exercise performed
Warm-up: A Procedure involving a variety of dynamic or
static exercises, and aimed pat preparing various systems
and tissues for the stress of exercise. This is also referred
to as the ‘Preparing to Play’ phase
Whole body endurance: The ability of the body to sustain
low level aerobic work for a long period of time, closely
related to the cardiovascular and respiratory systems
Window of opportunity: A period during a young person’s
physical maturation when there is a greater opportunity to
acquire certain skills essential to success in badminton.
Also see trainability.
Yearly training plan: A tool developed by expert coaches
and characterised by the systematic integration and
sequencing of all training, competition and recovery
activities, as well as sport science and medical information
within a year, in order for athletes to achieve peak
performance at selected times
References
American Academy of Paediatrics (2000) Intensive training
and sports specialization in young athletes (RE9906),
Paediatrics, Vol 106, No 01, pp. 154
American Academy of Paediatrics (2001) Strength training by
child and adolescents (RE0048), Paediatrics, Vol 107, No 6,
pp. 1470-1472
Armstrong and Welsman (1997) Young people and physical
activity, Oxford University Press, Oxford
Balyi, I. and Hamilton (2003) Long-term athlete
development update- trainability in childhood and
adolescence, FHS, no 7, pp.6-8
Bar-Or, O (1996) The Child and Adolescent Athlete,
Blackwell Scientific Publications, London
Beunen, G. and Malina, R.M. (1988) Growth and physical
performance relative to the timing of the adolescent spurt,
Exercise Sport Science Review, 16, 503-539
Bernstein, D.A., and T.D. Borkovec (1973) Progressive
Relaxation Training: A Manual for the Helping Professions.
Champaign, IL: Research Press
Bloom, B. (1985) Developing talent in young people, New
York, Ballantines
Borms, J., Duquet, W., Hebbelinck, M., Day, J.A.P. and
Henderix, A. (1993) Physical performance decline or
increase of girls at the time of Peak Height Velocity and
later maximal performance, Kinanthropometry IV,
International Congress on Youth, Leisure and Physical
Activity and Kinanthropometry, London
Cameron, N (1984) The measurements of human growth,
Croom Helm, London
Coleman, J.C. and Henry, L.B. (1999) The nature of
adolescence, Routledge, London
Ericsson, K.A, Krampe, RTh. and Tesch-Romer (1993) The
role of deliberate practice in the acquisition of expert
performance, Psychology review, Vol. 100, pp. 363406
Federation Internationale de Gymnastique (Undated) Age
group development programme, Federation Internationale
de Gymnastique
Gallahue, D.L. and Ozmun, J.C. (1989) Childhood perception
and perceptual- motor development, Madison, Wisconsin,
W.C. Brown
Gallahue, D.L. and Ozmun, J.C. (1995) Understanding motor
development: infants, children, adolescence and adults,
Madison, Wisconsin, W.C. Brown
Gordon, R. (2003) The search for excellence, Swimming, No
6, pp.20-21
Irish Sports Council and Sports Council for Northern
Ireland (1999) The code of ethics and good practice for
children’s sport in Ireland
Lohman, G, Roche, A, Martorell, R (1998) Anthropometric
standards reference manual, Human Kinetics, London
MacDougall, Wenger and Green (1991) Physiological
testing of high performance athletes, Champaign, Illinois,
Human Kinetics
Malina, R.M. (1993) Youth sports- readiness, selection and
trainability, Monterey, California, Coaches Choice
Malina, R.M. and Bouchard, C. (1991) Growth, Maturation
and Physical Activity, Champaign, Illinois, Human Kinetics
McKardle, W.C. Katch, F. I. and Katch, V.L. (2001) Exercise
Physiology, Lippincott Williams and Wilkins, Philadelphia
Naughton, G., Farquor-Lamber, N.J., Carlson, J., Bradney, M,
and Van Praagh, E (2000) Physiological issues surrounding
the performance of adolescent athletes, Sports Medicine,
Vol. 30, No. 5, pp 309-325
Ross, W.D. and Marfell-Jones, M.J. (1976) Monitoring growth
in skaters, Canadian Journal of Applied Sport Sciences, Vol
1, No 165, in Macdougal, D.J., Wenger H.A., and Green, H.J.
(1991) 269 - 270
Salmela, J.H. Young, B.W. and Kallio, J. (1998) Within-career
transitions of the athlete-coach-parent triad, Morgantown,
Virginia, FIT Publications
Sarafino, E.P. and Armstrong, J.W. (1986) Child and adolescent
development, St Paul, West Publishing Company
Szczesny, S. and Coudert, J. (1993) Changes in running speed
and endurance among girls during puberty, Kinanthropometry
IV, International Congress on Youth, Leisure and Physical
Activity and Kinanthropometry, London
Seifert, K.L. and Hoffnung, R.J. (2000) Child and adolescent
development- 5th Edition, Boston, Houghton Mifflin
Stafford, I. (2005) Coaching for Long Term Athlete
Development - To improve participation and performance
in sport, Leeds, The National Coaching Foundation.
Sweetenham, W.F. (2001) Break point volume, British
Swimming, Loughborough
Viru, A. Loko, J. Volver, A. Laaneots, L. Karelson, K and Viru, M.
(1998) Age periods of accelerated improvement of muscle
strength, power, speed and endurance in the age interval 6-18
years, Biology of sport, Vol. 15, No. 4, pp 211-227
Weiss, M. R. (2004) Developmental sport and exercise
psychology: a lifespan perspective, Fitness Information
Technology, Morgantown
Zaichowsky, Zaichowsky, L.B. and Martinek, T.J. (1980) Growth
and development, St Louis, The C.V. Mosby Company
20
 APPENDIX I

Useful Contacts
For further resources on LTAD please contact:-

LTAD Co-ordinator
BADMINTON England
National Badminton Centre
Milton Keynes
MK8 9LA
Tel: 01908 268400
development@badmintonengland.co.uk

Sport England
3rd Floor Victoria House
Bloomsbury Square
London
WC1B 4SE
Tel: 08458 508 508
Fax: 020 7383 5740
Email: info@sportengland.org
www.sportengland.org

County Sports Partnerships

Contact details can be found via Sport England

sports coach UK
114 Cardigan Road
Headingley
Leeds
LS6 3BJ
Tel: 0113 2744802
Fax: 0113 2755019
www.sportscoachuk.org

LTAD Workshops
sports coach UK Business
Support Centre
Sports Development Centre
Loughborough University
Loughborough
LE11 3TU
Tel: 01509 226130
Fax: 01509 226134
Email: bsc@sportscoachuk.org

DfES
Gifted & Talented programme
www.dfes.gov.uk

Youth Sport Trust

www.youthsporttrust.org
www.talentladder.org.uk
see Gifted & Talented programme
www.talentmatter.org
see Gifted & Talented programme

21
APPENDIX II
The maturation of a child & adolescent
GENERAL DESCRIPTION
FUNdamentals (Males 6 - 8, Females 6 - 9)
Motor maturation
Sprinting should begin at 7-8 years of ages, before the complete
maturation of the nervous system
Sharp increase in speed of action from 7-10 years of age
Physical maturation
Large muscles are more developed than smaller ones
Ligaments, tendons and muscles are becoming stronger, but are
susceptible to injury from heavy external loading
Pressure on the growth plates will stimulate bone growth but,
excess strain or traction on a growing bone, especially the growth
plate, may cause deformation.
Perceptual maturation
Visual sensation is continuing to improve
Reaction time is quite slow. This causes difficulty with
eye-hand-foot co-ordination.
Cognitive maturation
Attention span is short
Children are only able to attend one aspect of a problem at a
time. They cannot breakdown problems or link different aspects
of problems together.
Children struggle to direct their attention away from the global
picture and focus on specific cues. Inappropriate cues often
distract children from their task performance
Social/psychological maturation
Failing often results in feelings of inferiority and success is critical
for building self esteem. Self esteem is largely based on ability and
encouragement
Children often compare their abilities with others
Children rely on objective outcomes to get information about
their abilities in sport
Children generally attribute effort as the cause of achievement
Children are often more egocentric
IMPLICATIONS FOR THE COACH
Incorporate fast movements into a child’s training programme
during this stage
Gross motor activities should be taught first, progressing to fine
motor activities as and when the player is able to.
Own body weight should be used to develop strength
Correct techniques and posture should be stressed during the
acquisition of new skills
Practices should be designed to lessen the impact of forces on the
immature frame
Coaches, parents and players should be encouraged to monitor
any indications of discomfort or injury
Repetitive heavy loading should be avoided for youngsters
Good demonstration skills are desirable
Incorporate activities that promote the development of co-ordination
but be aware that some children may struggle with some games.
A variety of fun games is crucial
Aim to limit the amount of information a child needs to process
Give positive feedback for effort and continued practice,
not just mastery.
Provide opportunities for players to demonstrate successfully
learned skills to build self esteem
Provide cooperative games and activities that will enable
children to discover themselves in relation to others, and
appreciate their personal capacities
Give general constructive feedback
This can often lead to children overestimating
what they can achieve.
Children become more involved with other children
as they progress through this stage and are able to take
on different roles
22
 GENERAL DESCRIPTION IMPLICATIONS FOR THE COACH

Learning to Play (Males 9 - 12, Females 8 - 11)

Motor maturation
The nervous system is nearly fully developed
Smaller muscles are developing reflected in an increase in fine Fine motor control activities should be practised to aid the
motor control development of such control
Physical maturation
There is a sharp increase in the child’s speed of action Increases in limb action and footwork speed may be seen
Ligaments, tendons, muscles and bones continue to develop Own body weight should continue to be used to develop strength
Swiss balls, medicine balls and therabands should also be
incorporated into programmes
Significant body composition changes occur in relation to bone, The body begins to lengthen out first creating a distorted stature
muscle and fat tissue and body parts may not grow at the same rate
Children have a low ability to work under sustained high intensity Numerous repetitions of intense activity should be avoided
submaximal exercise
Perceptual maturation
After 8 years old, a child’s figure and ground perception Coaches can start to introduce more external stimuli into training
(ability to locate and focus on an object embedded in a
distracting background) reaches near adult levels
By age 8, most children are able to differentiate oblique
(angles) and diagonals but may still be confused by left and
right- this does not usually occur until the age of 10
By age 9, most children can integrate parts and the whole Whole-part-whole teaching methods may be used
into the total picture
By the age of 10, visual acuity reaches adult levels
12 year old boys can judge depth as accurately as 16-20 year olds
The ability to perceive a moving object and move in response to it
is well established by 12 years old
Cognitive maturation
Abstract thinking becomes more evident during this stage
Social/psychological maturation
Children begin to distinguish between the roles of ability and
effort in terms of achievement
A fully mature ‘third party’ perspective in which the child can Players are capable to work in a group and form
distinguish various points of view in a reasonably objective manner successful doubles partnerships

Training to train (Males 12 - 16, Females 11 - 18)

Motor maturation
The schema of the body reaches maturation at 11-12 years of age. Emphasis on physical, aesthetic, kinaesthetic
This means that both gross and fine motor control are practically and technical preparation
fully established
Physical maturation
The growth spurt begins at approximately 111⁄2 years for males For instructions on how to accurately measure height and PHV
and females, but may occur as early as 9 or as late as 15 for males please refer to the ‘Practical implications for the coach’ section.
and 7 or 12 for females. On average the growth spurt lasts for
approximately 2-3 years
Body parts are growing at different rate, often giving the A child may see a drop in their performance of simple skills as
adolescent a disproportional appearance and a feeling of they re-establish control over the movement of their ‘new’ bodies.
awkwardness when performing certain skills. Problems may occur
with agility, balance and co-ordination
During the growth spurts, bones grow faster than the muscles, Flexibility exercises should be prescribed to all growing athletes
tendons and ligaments around them leading to a reduction in the
player’s range of movement
Menarche occurs within approximately 11-12 months of PHV This reflects the second window for accelerated strength
development in females

23
GENERAL DESCRIPTION
Physical maturation (continued)
Peak strength development occurs at different times
for males and females
Early physical maturation can enhance athletic ability in boys,
which often leads to increase status among peers, members
of the opposite sex and adults
Early maturers gain mass before strength and thus are weak
relative to their weight
Late physical maturation in boys may lead to a fear that they may
never develop further or grow taller. Children who grow at a
slower rate actually grow over a longer period of time, therefore
usually end up to be taller than early maturing children
Late maturers have an open growth plate for a longer time and
thus are at a risk of injury for a longer period of time
Without training, muscle mass increases with a corresponding
increase in strength. Girls may see a 45% increase in strength
whilst boys may see a 65% rise
Individuals of this group are slightly more vulnerable to soft tissue
and growth plate damage/injuries
An increase in fat mass can be observed in females
Circulation and respiratory systems reach adult levels
Between the ages of 11 and 13, the anaerobic lactic
system improves
Adolescent spurt in VO2 max occurs after the onset of PHV
Perceptual maturation
Children are perfecting an increasing number of perceptual skills
The brain is capable of processing visual and auditory information
quickly and accurately
Cognitive maturation
Attention span is increasing
At age 11, children can selectively attend to task appropriate
cues and ignore irrelevant information
Adolescents are analytical
Complex and abstract thinking abilities continue to improve
By 15 years, adolescents have highly functional mental capabilities
in terms of convergent thinking and evaluation
Social/psychological maturation
By age 12-13, children have clear achievement goals that are
consistent with mastery and/or competitive goal perspectives
Strong social relations are established with their peers
and are easily influenced
Decision making and leadership skills are becoming more
developed
IMPLICATIONS FOR THE COACH
Windows of trainability occur immediately after PHV and
also at the point of menarche for females and 12-18 months
after PHV for males
Consequences of late maturation can lead to a individual
developing a negative self image that may persist even after
physical maturation has been reached.
Reassurance should be given to later maturers that their slow
growth is not indicative of their final stature.
With respect to self image, a late developer should be encouraged
to focus on precision skill development and be distracted away
from outcome orientation
Training loads should reflect the players stage of development
and not chronological age
Be cautious of repetitive heavy loading of musculoskeletal system
Although improvements have occurred, players are far from the
capacities of adults, and training situations that provoke high
levels of lactic acid should not be performed
Specific and non-specific training programmes will allow a player
to sensibly increase his/her capacities
Reinforce training of body, spatial, directional and
temporal awareness
Good verbal instruction should complement good
demonstration skills
Duration of individual exercises can increase to match
their increased attention spans
More information can be added to the training environment
for the player to process
Criticism should be accurate and constructive
Introduce more complex problems and encourage individuals
to solve them
Encourage learning from errors, setbacks and losses and make
references to standard self assessments
Monitor individual and group goal setting
Emphasis should be placed on learning and not winning
competitions
Promote the concept of teams
Provision of choices should be given where possible
24
 GENERAL DESCRIPTION IMPLICATIONS FOR THE COACH

Training to Compete onwards

Physical maturation
PHV will have been achieved A players physique will be able progressively increase training
loads to full capacity
By the age of approximately 17 years old, females will generally
have reached adult proportions
Significant gains can be made in aerobic capacity and strength
until the third decade of life
Anaerobic lactic system continues to increase to its peak between An athlete’s anaerobic lactic endurance capacity can be
20-30 years of age systematically training without restrictions
Flexibility can decline dramatically in the absence of a A individualised flexibility programme should be followed to
maintenance programme maintain range of movement
Cognitive maturation
Athletes are capable of self-analysis and correcting skills Use progressions, experience and rational thinking
to overcome difficulties
The mind is fully capable of problem-solving and abstract thinking Continue challenging the athletes with complex strategies
and problems
Well-developed information processing skills improve the ability All forms of mental skills should be practices and refined
to visualise verbal instructions
The young adult assumes responsibility and accepts the Athletes should be self sufficient and responsible
consequences of decisions
Social/psychological
Athletes understand that maximal effort is needed to realise team Establish, in conjunction with players, clear and focused goals
and personal goals
Establish, in conjunction with players, clear and focused goals

Adapted from Federation Internationale de Gymnastique (Undated) Age group development programme, Federation Internationale de Gymnastique

25
 APPENDIX III

Overview of BADMINTON England

Long-Term Athlete Development model
LTAD DEVELOPMENT STAGES & CHRONOLOGICAL AGES
FUNDAMENTAL LEARNING TO PLAY TRAINING TO TRAIN TRAINING TO COMPETE TRAINING TO WIN PEAK PERFORMANCE
Males: 6 - 9 Males: 9-12 Males: 12-16 Males: 16-18+ - Males: 18 - 23 + - Males: 21 + -
Females: 6-8 Females: 8-11 Females: 11-15 Females: 15-17 + - Females: 17 - 22 + - Females: 20 + -
1st Window for speed Window for motor 2nd window for speed Focus on strength, Focus on strength, Focus on strength,
co-ordination speed, power and speed, power and speed, power and
WINDOWS OF TRAINABILITY

Window for agility Focus on aerobic aerobic development aerobic development aerobic development
development
Windows for strength
PHYSICAL

development;
M: 12-18 months
after PHV
F: 2 windows,
Immediately after
PHV and after the
first menstruation
• FUN and participation • Continue development • Build the aerobic base • Optimise badminton • Maximise events • Refining mental and
of fundamental specific skills specific skills tactical capabilities
• Learn all fundamental movement skills and eye- • Build strength towards
movement skills (build hand-foot co-ordination the end of the phase • Develop specialist • Setting goals • Maintain physical
overall motor skills) singles or doubles skills foundation and fine
• Development of • Further develop • Maximise fitness tune specific physical
• Develop eye-hand-foot badminton specific skills • Optimise performance
MAIN AIM

fundamental sports • Develop knowledge capabilities

co-ordination skills skills, including
badminton skills
• Throwing (underarm, • Fundamental/basic
overarm, ‘backhand’ shots performed with
& ‘forehand’) good basic shot patterns
(co-ordination)
TECHNICAL PREPARATION
(fitness, skills and
competitiveness)
• Shots performed • Event specific technical
with correct flow preparation
of movements
• Event specific technical
about and experience • Maximising
with international performance through
level play quality training and
• Compete with preparation
European level players • Winning medals at
international
championships
• Further development • Maximise accuracy and
of and application of consistent shot
technical skills production at high pace

• Basic hitting patterns • Develop range of shots and playing skills under • Develop consistent • Maximising use of
forming • Introduce greater range competitive conditions shot production at deceptions
of shot and control of • Develop deception high pace
• Relaxed basic grips direction (straight & cross) • Self analysis and
(BH, FH and thumb grip) • Shorten hitting actions correction • Develop winning shots
• Develop ability to use
• General racket - effective grip awareness • Further increase in range
shuttle control and adjustments of shots
• Consolidate and refine
deception
• Emphasis on quality and
accuracy of shots
• Training in context • Parts of training in • Major fitness • Event specific physical • Maintenance or • Fine-tune specific
of fun games context of fun games development phase conditioning improvement of physical capabilities
and integrated into (aerobic and strength, physical capacities
• Whole body exercising badminton specific skills the onset of PHV and (power, CV, flexibility
• Participation in other PHV are reference points) and balance)
• Summer sports -
sports which
Agility, Balance &Co-ordination

complementary
complement badminton movement skills
PHYSICAL PREPARATION

to encourage overall
athleticism and physical E.g. Dance, gymnastics,
development athletics, basketball,
netball and swimming
E.g. Dance, gymnastics,
athletics, basketball,
netball and swimming
• ABC’S of Athletics • Continued development • Quick change of • Agility, Balance and Co- • Agility, Balance and • Agility, Balance and
Run, Jump, Throw, Hop, of fundamental Agility, direction, ‘fast feet’, ordination developed Co-ordination Co-ordination
Strike, Catch and Balance and Co- jump, land and quick through speed and developed through developed through
Change of direction ordination recovery power work speed and power work speed and power work
implemented through
fun games activities • Integrate fundamental • Increase the amount • Continued increase
movement skills (ABC’S) of badminton specific in the amount of
into badminton specific exercises performed badminton specific
movements exercises performed

26

FUNDAMENTAL
Males: 6 - 9
Females: 6-8
• Incorporate generic fast
movements (of up to 5
sec) into fun games.
Travelling Speed
• Planned off-
court/generic training
involving linear, lateral,
multidirectional and
random movements
• Body resistance exercises
to develop core stability
and body alignment that
maximises efficiency of
movement
• Awareness of posture
Strength
PHYSICAL PREPARATION
• Jumping and speed
Power
movements created
in fun games
• Developed through fun
games and participating
in other organised
sporting activities
CV Fitness
• Optimal range of
flexibility established
Flexibility
27
LTAD DEVELOPMENT STAGES & CHRONOLOGICAL AGES
LEARNING TO PLAY TRAINING TO TRAIN
Males: 9-12 Males: 12-16
Females: 8-11 Females: 11-15
• Speed work through fun • General and badminton
games (5-10 sec work to speed training (5-10 sec
30 sec rest, focus on work to 30-60 sec rest).
quality movement and Activities to include
absence of fatigue) sprint, multi-feed,
shadowing, jumps and
• Introduction of on- dynamic footwork
court speed work using
linear, lateral and • Incorporate random
multidirectional directional movements
movements into on-court speed work
• Medicine ball, Swiss ball, • Body weight circuit
therabands, own body training (emphasis on
resistance exercises to correct technique,
develop core stability including rotational
elements)
• Skill acquisition of
correct strength training
techniques
• Gradual introduction to
free weights (1-2 times
per week) - only when
correct lifting technique
has been established
Focus on abs, rotator cuff
external rotation
(including overhead
rotational work), gluts,
hamstring, and calves,
Minimise over
development of quads
relative to hamstrings
• Jumping and speed • Develop jumping skills
movements created and speed training
through fun games and
badminton skills
• Developed through fun • Variety of on-court and
games and participating off-court work using
in other organised different energy systems
sporting activities E.g. variety of;
Steady state
run/cycle/swim
Or
Long burst interval training
Or
Short burst interval
training
• Encourage to get into • Structured flexibility
routine of dynamic programmes (especially
stretching during a during the growth spurt)
thorough ‘Preparation to that targets areas
play’ phase (warm-up) specific to the sport of
and static stretching badminton and areas
during cool-down that may be affected by
the growth spurt
• Maintain or develop
flexibility accordingly
• Avoid overemphasis on
strength without the
balance of flexibility
• Exercises to minimise
muscle imbalance in
flexibility
• Minimise the tendency
to lose flexibility into
internal rotation relative
to external rotation of
shoulder
• Minimise the tendency
to lose flexibility into
internal rotation relative
to external rotation of hip
TRAINING TO COMPETE
Males: 16-18+ -
Females: 15-17 + -
• On-court and off-court
speed training
• Continuation of 4
directional movements
in on-court training
programmes
• Specific core stability
exercises incorporated
into resistance
programmes
• Resistance training for
both muscle hypertrophy
and maximal strength-
provided correct
technique has been
established
Continue focus on abs,
rotator cuff external
rotation, gluts, hamstring,
and calves, including
overhead rotational work
Minimise internal rotation
for shoulder over
development of quads
relative to hamstrings-
especially in males,
overemphasis on
strengthen without the
balance of flexibility
Include unilateral exercises
to avoid compensation by
stronger side
• Plyometric training
programmes
• Variety of on-court and
off-court work using
different energy systems
E.g. variety of;
Steady state
run/cycle/swim
Or
Long burst interval training
Or
Short burst interval
training
Increase time, intensity
or frequency
• Introduce a structured
flexibility programme,
incorporating activities
to counteract muscle
imbalances/one-
sidedness for badminton
players
TRAINING TO WIN
Males: 18 - 23 + -
Females: 17 - 22 + -
• Specific speed sessions
• Low and high level core
stability exercises to
counter muscle
imbalances from specific
training
• Individual resistance
training sessions
according to specific
needs
• Further development
of plyometric training
programmes
• Variety of on-court and
off-court work using
different energy systems
E.g. variety of;
Steady state
run/cycle/swim
Or
Long burst interval training
Or
Short burst interval
training
Increase time, intensity
or frequency
• Develop a structured
flexibility programme,
incorporating activities
to counteract muscle
imbalances/one-
sidedness for badminton
players
PEAK PERFORMANCE
Males: 21 + -
Females: 20 + -
• Specific speed sessions
• Maintain core stability
exercises to counter
muscle imbalances
• Individual resistance
training sessions
according to specific
needs
• Increased emphasis
on power throughout
training programme
• Variety of on-court and
off-court work using
different energy
systems. E.g. variety of,
Steady state
run/cycle/swim
Or
Long burst interval training
Or
Short burst interval
training
Increase time, intensity
or frequency
• Refine a structured
flexibility programme,
incorporating activities
to counteract muscle
imbalances/one-
sidedness for
badminton players

FUNDAMENTAL
Males: 6 - 9
Females: 6-8
Other
WORLD FUTURES
PROGRAMMES
• ABC’S of Athleticism
Agility, Balance, Co-
ordination, Speed
MOVEMENT SKILLS
• Basic movements skills
supporting the sport of
badminton
• Planned training activity
Linear
Lateral
Multi-directional
Random
• Creating and using
space
What, When,
Where and Why?
• Define tactics
TACTICAL PREPARATION
• Base position awareness
through fun games
• Enjoying competition
• Respecting your
opponent
MENTAL SKILLS PREPARATION
• Rules of the game
• Code of conduct
• Self awareness
• Introduction to imagery
LTAD DEVELOPMENT STAGES & CHRONOLOGICAL AGES
LEARNING TO PLAY TRAINING TO TRAIN
Males: 9-12 Males: 12-16
Females: 8-11 Females: 11-15
• Initial musculoskeletal • Regular musculoskeletal
screening of initial screening for individuals
functional stability tests with significant
(lunge tests) to screen deficiencies or injury
basic biomechanical history
deficiencies
• Fitness testing 3 x per
year
• Introduce individualised
physical programmes
set according to test
results and screenings
• Refinement of basic • Application of
movement skills movement patterns in a
match situation
• Movement skills in a
badminton context • Develop explosive and
flowing movement
• Development of
movement patterns • Develop jumping skills
• Development of • Matching movement to
movement flow tactical context in
training
• Basic tactical framework • Basic anticipation
for singles- including of replies
base position
• Playing to strengths
• Introduce ‘taking the
shuttle early’ as a • Exposing opponent
concept weaknesses
• Basic tactical planning
• Basic tactical framework
for level doubles, in singles and doubles
including base positions • Develop an
understanding of
decision making in play
• Introduction to mixed
doubles concept
• Learning to Imagine • Psychological Profiling
• Learning to Thought • Goal setting- (types of
stop goals)
• Learning to set goals • Self-talk
(SMARTER)
• Imagery for training and
• Learning to breathe to competition
control nerves
• Thought stopping
• Progressives muscular (cognitive restructuring
relaxation (PMR) and countering)
• Concentration skills
• Game focus plans/pre-
performance routines
• Match preparation
TRAINING TO COMPETE TRAINING TO WIN PEAK PERFORMANCE
Males: 16-18+ - Males: 18 - 23 + - Males: 21 + -
Females: 15-17 + - Females: 17 - 22 + - Females: 20 + -
• Planned recovery breaks
• Highly individualised
physical programmes
with focus on quality
rather than quantity
• Annual musculoskeletal • Annual screenings for • Screening according to
screening elite covering flexibility, individual needs at elite
muscle recruitment, level, as a minimum-
• Fitness testing 3 x per functional stability and annually covering
year dynamic hop tests flexibility, muscle
• Develop individualised recruitment, functional
• Fitness testing 3 x per stability and dynamic
physical programmes year
according to test results hop tests
and screenings • Refine individualised • Fitness testing 3 x per
physical programmes year
according to test results
and screenings • Maximise individualised
physical programmes
according to test results
and screenings
• Optimise speed in • Maintaining movement • Maximise ability to
badminton movements foundation move under pressure
(cope with deception)
• Combining skills and • Refining specific
power development technical elements of • Maximise movement
movement skills effectiveness (speed
• Refining the skill to and anticipation) to
adapt the movements to • Refining the skill to take the shuttle early
tactical situations in anticipate use of
match movements
• Optimise jumping skills
• Development of events • Continued development • Maximising advanced
specific tactical of individual tactical tactical concepts
concepts and improve concepts according to
ability to implement own strength and • Refining application of
specific strategies weaknesses skills
• Develop awareness of own • The ability to recognise • Refining analysing skills
and opponents strengths key patterns of play and • Maximising
(technical, tactical, implement a tactical
implementation of
physical and mental) response tactical strategies
• Develop individual
tactical concepts
according to own
strengths and weaknesses
• Develop ability to self-
analyse positive and
negative aspects of
performance
• Tactical planning
• Analysing opponents game
• Performance tracking • Identify performance • Refine and implement
and match preparation restricting mental mental strategies to
weaknesses overcome weaknesses
• Evaluation of
performance (training • Build and implement • Tournament preparation
diaries) mental strategies to and planning
overcome weaknesses
• Progression of PMR skills • Dealing with the
pressure of success or
• Consistency
failure
• Training to win lifestyle
management
28
 LTAD DEVELOPMENT STAGES & CHRONOLOGICAL AGES
FUNDAMENTAL LEARNING TO PLAY
Males: 6 - 9 Males: 9-12
Females: 6-8 Females: 8-11
• Understanding of a
‘Preparation to Play’
phase (warm-up), cool-
PERFORMANCE LIFESTYLE
down and stretching
• Introduction to nutrition
MANAGEMENT
and hydration
• What is badminton? • How to be a good
badminton parent in both
• What does badminton training and competition
EDUCATION FOR PARENTS
offer for your child? environments
• Supporting your child in • Appreciation of well
sport balanced weekly and
• Healthy lifestyles yearly schedules
• How do parents affect
their children’s behaviour?
• Proactive monitoring of
physical development
• Nutrition and hydration
NO periodisation Single Periodisation
ISATION
PERIOD-
Well structured Well structured
programmes programmes
COMPETITION (COMPETITIVE
WEEKENDS PER QUARTER)
Sept - Nov: 0-3 Sept - Nov: 6-9
Dec - Feb :0-3 Dec - Feb :6-9
Mar - May :0-3 Mar - May :6-9
Jun - Aug: 0 Jun - Aug :0-2
3 - 4 hours FUNdamentals 5 - 7 hours activity in a
in badminton badminton environment
environment (Session: 60- 90 min)
(Session: 45- 60 min) & &
& 5 - 6 hours of other
6 - 7 hours of other physical activity
COMPOSITION OF WEEKLY HOURS
physical activity (Session: 30- 60 min)
(Session: 30- 60 min)
Local Authorities Local Authorities
Summer schemes Summer schemes
ENVIRONMENT
Schools Schools
TRAINING
Junior clubs Junior clubs
Private coaching Junior County
Private coaching
Local Authority
Development squads
World Futures cells
29
TRAINING TO TRAIN
Males: 12-16
Females: 11-15
• Introduction to tapering
and peaking
• Management of time
for effective sports
performance (weekly
schedules, training,
competition, rest,
education and social
lives)
• Introduction to
evaluation of training
and training diary
• Dealing with
competitions
• Awareness of issues
relating to puberty-
including physical (the
growth spurt), cognitive
and emotional/social
• Prevention and
rehabilitation of injuries
• Knowledge about
balancing competitive
sport and education
• Knowledge about other
areas explained in
lifestyle management
Double Periodisation
- Introduce taper
Sept - Nov: 7-10
Dec - Feb: 7-10
Mar - May: 7-10
Jun - Aug: 0-3
5 - 7 hours badminton
training
(Session: 90- 120 min)
2 - 3 hours match play
(Session: 90- 120 min)
& 6 - 7 hours physical
5 - 6 hours of other
physical activity
(Session: 30- 60 min)
Schools
Junior clubs
Junior County
Private coaching
Senior clubs
Local Authority
Development squads
World Futures cells
TRAINING TO COMPETE
Males: 16-18+ -
Females: 15-17 + -
• Development of
tapering and peaking
routines
• Further development of
knowledge about
nutrition and hydration
• Development of
understanding of training
diary and evaluation
• Rest and recovery
• Anti-doping control
• Revisit the concepts of
optimal nutrition,
hydration and rest
• Promoting your child’s
self-reliance
Double or Triple
Periodisation
- Refining taper
Sept - Nov: 6-9
Dec - Feb :6-9
Mar - May :6-9
Jun - Aug :0-3
7 - 9 hours badminton
(Session: 90- 120 min)
& &
3 - 4 hours match play
(Session: 90- 120 min)
& &
training
(Session: 45- 60 min)
& development
1 hour
Personal player
development
(evaluation, goal setting,
planning, video analysis,
psychology)
45% badminton
(Session: 90- 120 min)
& &
20% match play
(Session: 90- 120 min)
&
35% physical training
(Session: 45- 60 min)
Junior County
Private coaching
Senior Clubs
Senior County
World Futures cells
High Performance Centres
TRAINING TO WIN PEAK PERFORMANCE
Males: 18 - 23 + - Males: 21 + -
Females: 17 - 22 + - Females: 20 + -
• Introduce advanced • Advanced performance
taper and peaking evaluation
• Adopt appropriate life • Advanced training
for a performance strategy and
athlete periodisation
• Active recovery sessions
• Effective performance
lifestyle
• Support your child’s
self-reliance
• Understanding the
pressures of high
performance athletes
and how to support
players
Double or Triple Double or Triple major
major peaks peaks and micro peaks
Sept - Nov: 5-8 Individual tournament
plan created in
Dec - Feb :5-8 cooperation between
Mar - May :5-8 players and coaches
based on international
Jun - Aug :0-2 tournament calendars
12 - 14 hours on-court 14 - 16 hours on-court
(Session: 90- 120 min) (Session: 90- 135 min)
&
4 - 6 hours off-court 5 - 7 hours off-court
(Session: 45- 75 min) (Session: 45- 75 min)
&
2 hours 3 hours
Personal player Personal player
development
(evaluation, goal setting, (evaluation, goal setting,
planning, video analysis, planning, video analysis,
psychology, nutrition, psychology, sports science,
Performance lifestyle) Performance lifestyle)
70% on-court 70% on-court
(Session: 90- 120 min) (Session: 90- 135 min)
&
30% off-court 30% off-court
(Session: 45- 75 min) (Session: 45- 75 min)
High Performance Centres High Performance Centres
Elite national squads Elite national squads
Supplementary personal Supplementary personal
coaching coaching
 LTAD DEVELOPMENT STAGES & CHRONOLOGICAL AGES
FUNDAMENTAL LEARNING TO PLAY TRAINING TO TRAIN TRAINING TO COMPETE TRAINING TO WIN PEAK PERFORMANCE
Males: 6 - 9 Males: 9-12 Males: 12-16 Males: 16-18+ - Males: 18 - 23 + - Males: 21 + -
Females: 6-8 Females: 8-11 Females: 11-15 Females: 15-17 + - Females: 17 - 22 + - Females: 20 + -
Level 2+* Level 2+* Level 3+* Level 3+* Level 4 Elite+* Level 4 Elite+*
COACHES

‘Gifted and Talented’ ‘Gifted and Talented’ ‘Gifted and Talented’ Tournament Observation Tournament Observation Tournament Observation
programme in schools programme in schools programme in schools
TALENT IDENTIFICATION PROCEDURES

by Age Group coaches, by Age Group coaches, by Head Coaches and

General guidance to County TID County TID
badminton environments
World Futures Regional World Futures Regional
Development Days Development Days
World Futures National World Futures National
Training Days Training Days
Trial training based on
domestic tournament
performances
World Futures
Observation programme
Fitness test standards
Rankings
• Bisi • Bisi • Bisi
• BIG resources for • BIG resources for • BIG resources for
BADMINTON ENGLAND SCHEMES & INITIATIVES
Head Coaches and
National Coaches
Trial training, Observation
programme
Fitness test standards
Rankings
• Junior clubs, Junior
County
Head Coaches and National Coaches
National Coaches
Trial training
Trial training
Fitness test standards
Fitness test standards
Rankings
Rankings
• Domestic senior • Domestic senior
tournaments tournaments
(Challenger, Elite) (Challenger, Elite)

young people young people young people • Age group tournaments

(local, regional and • Elite National Squads • Elite National Squads
• Junior clubs • Junior clubs, Junior • Junior clubs, Junior national)
County County • World Futures weekly • Funded EBU events
• Talent Identification • National Championships training and training
Concept (development • Domestic age group • Domestic age group U17, U19 camps • Hosting major
and guidance) tournaments (local and tournaments (local, international
regional) regional and national) • World Futures weekly • Funded EBU events competitions
training and training
• Talent Identification • National Championships camps • Hosting major • Yonex All England
Concept (development U15 international Open Championships
and guidance) • Funded international competitions
• World Futures weekly U17 and U19 • U22 4 nations
• National U13 training and camps tournaments • All England tournament tournament
Championships
• Funded U15 • Hosting major • U22 4 nations
• World Futures weekly international international tournament
training and training tournaments competitions
camps
• Hosting major
• Funded U13 international
international competitions
tournaments

* In 2007, BADMINTON England Coach Levels 1-4 are planned to be introduced as part of
UKCC. The above is a guideline as to the desired coaching level to fit in with UKCC.

30
 Acknowledgments
BADMINTON England LTAD Steering Group
Stephen Baddeley Chief Executive (1998 - 2004)
Finn Traerup-Hansen Performance Director
Sue Sutton National Development Director
George Wood Coaching Manager
Tammy Sansome LTAD Coordinator
Sue Shelswell National Schools and Junior
Clubs Manager

BADMINTON England LTAD Technical Advisory Panel

Jens Grill World Futures Coach
Justine Willmott World Futures Head Coach
Mike Woodward Coaching Consultant
Jenny Hotchkiss Assistant Events Manager
Tambu Masaya BADMINTON England
Physiotherapist

BADMINTON England LTAD Consultation Group

Steve Butler, Eric Brown, Malcolm Smith, Josie Smith,
Anthony Bristow, Grace Bristow, Harry Jarvis, Barbara Jones,
Brian Hooper, Trevor Garner, Paul McManus, John Edwards,
Matthew Shuker, Carole Spencer, Andy Norris, Steve Bish,
Ray Learney, Tom Causer, Karen Peatfield, David Foster,
Wendy Taylor, Pete Bush, Tanya Woodward, Lorraine Cole,
Martin Wells, James Vincent, Clive Ellames, Sheila Collins,
Mike Hughes (Exercise Physiologist, UWIC), Elizabeth
Partington (Sports Psychologist, Northumbria University), For more information,
Sarah Partington (Sports Psychologist, Northumbria please contact:
University), Greg Bopf (Strength & Conditioning, EIS) and
Robert Wood (Physiotherapist, Physical Solutions). BADMINTON England
National Badminton Centre
BADMINTON England would also like to thank Milton Keynes
Dr Istvan Balyi of Advanced Training and Performance MK8 9LA
Ltd and Graham Ross of Sport England for all their
help in making it possible to produce LTAD guidelines Tel: 01908 268400
for badminton. Email: development@badmintonengland.co.uk

© Copyright BADMINTON England 2005

Photos by Alan Spink - actionphotography.co.uk

31