CHAD IN COMPETITION FORM AT THE 2008 BEIJING OLYMPICS
ANDY TYSZ COACHING EDUCATION DIRECTOR
It is an honor and a privilege to come on board USA Weightlifting
as the Coaching Education Director. I am looking forward to the challenges ahead and working with the generous membership and administration to move our country toward higher levels of international success. The immediate concerns will be to codify coaching course site and instructor selection procedures, expand course content and availability, and update coaching advance- ment levels for those who have gone beyond their current status. In accordance with the three pronged approach outlined by our
High Performance Director Peter Roselli, we will focus a lot of at- tention on the expansion of course content.
EDUCATION DIRECTIVES WILL BE: ❱ To enhance the philosophy and understanding of competi- tion planning and post evaluation of performances.
❱ Develop the process of long-term development strategies for younger athletes.
❱ An increased awareness and attention to the technical capabilities of our athletes and coaches.
This will be achieved by an outline of the general philosophy
of how to develop an athlete from the onset of training to the culmination of a career with the distinct and discrete steps of the development described in the education process. By building the coaches’ knowledge base through the dissemination and practice of critical aspects (physical, emotional and cognitive) of training, the athlete pool and their abilities will be deeper and more expe- rienced for the competitive arena. The foundation of this general philosophy can be found in
model, credited to Istvan Balyi, of Long Term Athletic Develop- ment (LTAD) and the definition of Physical Literacy outlined by Margaret Whitehead. I would encourage all of our coaches to pe- ruse these documents, begin to ask questions and implement the concepts into the training plans.
Links to these documents are the following;
The first document provides a very thorough guide for the application of LTAD and the second offers the “working defini- tion” of Physical Literacy toward the end of the document. They are cohesive notions that work effectively with each other when applied consistently along the athlete’s career.
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