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The Canadian LTAD Model*
- Is based on the physical, mental, emotional, social, and cognitive development of children and adolescents. Each stage reflects a different point in athlete development.
- Ensures physical literacy1 upon which excellence can be built, and builds that physical literacy in all children, from early childhood to late adolescence, by promoting quality daily physical activity in the schools and a common approach to developing physical abilities through community recreation and elite sport programs. It also recognizes the need to involve all Canadians in LTAD, including AWADs.
- Ensures that optimal training, competition, and recovery programs are provided throughout an athlete's career.
- Provides an optimal competition structure for the various stages of an athlete's development.
- Has an impact on the entire sport continuum, including participants, parents, coaches, schools, clubs, community recreation programs, provincial sport organizations, NSOs, multi-sport service organizations (MSOs), sport science specialists, municipalities, and several government ministries and departments (particularly but not exclusively in the portfolios of health and education) at the federal and provincial/territorial levels.
- Integrates elite sport, community sport and recreation, scholastic sport, and physical education in schools.
- Is 'Made in Canada', recognizing international best practices, research, and normative data.
- Supports the four goals of the Canadian Sport Policy - Enhanced Participation, Enhanced Excellence, Enhanced Capacity, and Enhanced Interaction - and reflects a commitment to contribute to the achievement of these goals.
- Promotes a healthy, physically literate nation whose citizens participate in lifelong physical activity.
*From "Canadian Sport for Life"
1Physical literacy refers to competency in FUNdamental motor skills and FUNdamental sport skills * From “Canadian Sport for Life”
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