Professional Documents
Culture Documents
Acknowledgements
Cycling Canada thanks the following for their contribution to this document:
Phil Abbott
Mathieu Boucher
Rob Good
Paul Jurbala
Sebastien Travers
ISBN# 978-0-9809082-8-2
This document is a guide to success in track cycling, based on principles of Our goal is not simply to help Canadian cyclists onto international podiums,
Long-Term Athlete Development. LTAD is based on sport science research but to ensure that every athlete can enjoy participation in cycling for a life-
combined with the practical experience of working with thousands of athletes time. Despite all the benefits and fun to be had from track riding and racing,
and coaches to develop a comprehensive set of principles for effective athlete more cyclists, coaches and officials are needed. Track, with its long history,
development. LTAD is more than a model - it is a system and philosophy of great traditions, and development possibilities, will be a vital part of Canada’s
sport development. Since athlete and participant development is at the core cycling future.
of Cycling Canada’s mission, LTAD is key to everything we do, whatever our
role or level within the cycling system. Our obligation is to help every Canadian
cyclist fulfill their aspirations and be the best they can be.
the stages of development for cyclists including Track. You can also find other LEARN TO WIN
resources at www.canadiansportforlife.ca age 17-21 B / 19-23+ M,R,T
It is also very important to take advantage of sensitive periods of adaptation under 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20+
as the child grows and develops. The mind and body are most able to develop
in specific ways at specific times. Skills, for example, are learned quickly from PHV
about age 8 to 12. Physical strength, power and endurance can be developed Males
after the growth spurt, also called “Peak Height Velocity” (PHV). See the glos-
sary for definitions.
Suppleness
Stamina
Skills
Strength
Speed 1 Speed 2
Rate of Growth
What is the best way to develop those winning skills? Here are the lessons
learned by top coaches and sport scientists:
n Skills learning can only occur if the learner is interested and engaged.
Since young children have short attention spans, the best learning is
through fun games specifically designed to build skills.
n Even in older children and adults, skills are learned best when learners
use an experimental approach, trying out variations of the skill to see
what works best. The coach provides feedback only when performance n Riders playing all kinds of coach-led games, on and off the bike, to
falls outside pre-determined limits, and questions the athlete afterward, develop a wide range of skills.
effectively asking the athlete to discover determine what works for him/ n Riders given challenges to work out by themselves, with coaches
herself. intervening and explaining only when necessary; in other words, “try, then
n Randomized practice, “difficult-first” instruction, and use of questioning talk” not “talk, then try”.
and video to enhance feedback are all part of top skill development n A good mix of relaxed fun and intense concentration during activities.
programs. n Coaches who know how to mix up activities and try different approaches
n When learners are highly motivated, they engage in “deliberate practice”. to help riders “get” a skill- not just by telling, but by demonstrating, trying
This is a highly focused, individual approach of trying a skill hundreds of different movements, and watching different situations and advanced
times to perfect it. Nobody can make an athlete use deliberate practice- riders.
the urge comes from within. When a coach sees an athlete engaging in n Intentional use of events such as sprint, pursuit, points race and madison
deliberate practice, he or she should support and guide it. to learn different skills (positioning, pacing, pack riding and contact and
team tactics).
What does this look like in cycling? Here are some examples for Track for
Development stages: n Advanced riders helping newer riders out, and being role models for them.
n Deliberate use of participation in other sports to develop well-rounded The following Track Skills Grid shows a repertoire of Track skills and suggests
athleticism on land, in water, and on ice and snow, developing balance, when they can be developed. Note that “Training Age (Sport Years)” should be
agility, object-control (e.g. ball- or puck-handling) and eye-hand and eye- interpreted as years of participation in organized cycling, not as years of track
foot coordination. riding.
Participant • From age 0 to 6 years old, a • From age 6 to 9 years old, • Moving into formalized sport • Well-adapted and becoming • Confident about sport
child is a “learning machine” a child learns to participate and competition. more confident about sport. participation.
Profile full of curiosity and always on in group activities. He/she • Windows of trainability are • Becoming serious about • Enjoys cycling.
the move. Brain connections expects to be directed by the important: unloaded speed Track- “loving the sport”.
are being made and the body coach and loves to follow. • Participant may be any
(e.g. leg speed) and skills are • Participant may be any age after adolescence
is growing rapidly. Due to short attention span, trainable in this stage.
can quickly become frustrated age, but if under age 12-15 (basic physical literacy is
• The child has a short attention • Participant typically most windows of trainability are developed).
span and needs lots of variety or lose interest.
interested in being with critical. • Sport participation is
and frequent breaks. • The child likes to show off friends and experiencing the
skills and be the center of • Participant wants to compete, important to physical and
• Social play with other children fun of competition. and positive race experiences emotional well-being and is a
develops gradually, but the attention. Participation in
sport can be a source of pride • Participant lacks long-term are important. part of social life.
child loves to imitate and play goal focus and may not be
with parents. as long as success is praised
and reinforced. interested in “serious training”.
• Limited ability to grasp Focus on fun.
concepts like sport rules- let
them create their own games.
Track- • For children age 6 or younger, • Provide a “mini-track” such as • Use the regular track but • Continue to refine basic skills • Access to equipment and
explain that the track, racing, a grass or flat track for new continue to refine basic skills using “off-track” sessions. facilities
specific etc are for riders who have riders. using “off-track” sessions. • All the key technical skills are • Access to coach if desired
Objectives & learned sound basic cycling • Begin to use “the big track” • All the key technical skills, consolidated in this stage.
Support skills. • Access to appropriate sport
(regular track) but do not and some basic tactical More advanced tactical skills programs
• Provide a “mini-track” with introduce advanced cycling (positioning) skills, are are added. The main focus is
suitable terrain for new riders- skills until the basics are learned in this stage. skill and tactical development.
the equivalent of the “bunny mastered. The main focus is skill • Continue to develop higher
hill” in downhill skiing. • Introduce basic track riding, development not competition. pedal rates e.g. 140+ rpm.
• For more advanced riders, skills and etiquette. • De-emphasize competition • Continue to emphasize
introduce basic track riding, • Develop higher pedal rates results based on place or “controllable” race results
skills and etiquette. Do e.g. 100-120 revolutions per standings in competitions. such as times, good
not use placings, times, or minute (rpm) Emphasize more positioning, good use of skills
standings if fun competitions “controllable” aspects such as and tactics.
are permitted. Instead, praise • Minimize use of placings, times, good positioning, good
riders for good skill execution times, or standings in use of skills.
and trying hard. competitions.
• Continue to develop higher
• Use a system of identifying pedal rates e.g. 120-140 rpm.
and rewarding good skill
execution.
Technical • Explore risks and limits in a • Explore risks and limits in a • Continue to develop new skills • Continue to develop new skills • Develop and maintain good
secure environment. secure environment in progressively challenging in progressively challenging cycling position and pedaling
Development situations. situations. technique, cycling skills
• Learn to ride a bike. • Develop good cycling position
• Develop basic cycling and pedaling technique • Consolidate basic Track • Refine basic skills and • Focus on motivating and FUN
skills: turn, climb, descend, • Begin developing basic Track cycling skills: start, enter/exit develop advanced skills. activities
accelerate, brake. cycling skills: start, enter/exit the track, ride the banking, Spin pyramid 100-130
the track, ride the banking, accelerate, modulate speed. rpm. Introduce start gate.
accelerate, modulate speed. Later, starts from the rail, Balancing. Hops. Track stand
develop out-of-saddle on all • Madison to develop contact
• Focus on motivating and FUN parts of track.
activities skills and team tactics.
• Learn use of rollers. • Independent use of rollers.
• Continue to explore risks and • Continue to explore risks and
limits in safe environment. limits in safe environment.
Motor & • Motor learning integrated into • Motor learning integrated into • Motor learning integrated into • Motor learning integrated into • Mental skill development
practices through games practices through games practices through games. practices through games. appropriate to level of racing
Mental Skill (if desired)
Development • Focus on motivating and FUN • Focus on motivating and FUN • Develop leg speed (120+ rpm)
activities activities and reaction time.
• Develop leg speed (140+ rpm)
and reaction time.
• Emphasize effort, doing one’s • Developing: warm up • Refining: warm up and
best, being a “good sport” and cool down; focus and cool down; focus and
attention; race control and attention; race control and
aggressiveness. aggressiveness.
• Develop appropriate attitude • Develop appropriate attitude
to competition: doing one’s to competition: doing one’s
best, respect for other racers, best, respect for other racers,
coaches and officials. coaches and officials.
Competition • No organized competition in • Limited introduction to • Recommended gear • Provincial-level racing; • Competition if desired and
this stage. competition if desired and restriction 88” or less. introduce National-level near appropriate to athlete
Framework appropriate to athlete. end of stage including National
• Training and competition
• Late in stage, enter club, with others is useful for Championships
regional, provincial races. development in this stage. • Provincial Games
• Recommended gear This may include club • Provincial Training Camps for
restriction 81” or less. programs, training groups, Team selection.
camps, etc.
• Compete in both speed and
• Introduction to regular endurance events on Track
competition if desired and and continue competition on
appropriate to athlete: Road.
Club, regional, provincial
races leading to Provincial • Accumulate Track racing
Championships and Games. experience wherever possible.
• Compete in both speed and
endurance events on Track.
Coaching • Parents, family, and teachers • Let’s Ride! Community • Coach certified in Ready • Coach certified in Ready • Coach if appropriate and
are the main “coaches” at this Cycling Initiation – trained, or to Race! Introduction to to Race! Introduction to desired
stage. • Coach working toward Competition Competition
• Track coach should be Let’s certification in Ready to Race!
Ride! Community Cycling Introduction to Competition
Initiation – trained (NCCP)
Testing & • None in this stage. • None in this stage. • Introduce performance • Introduce performance • None in this stage.
measurement (by coach) measurement (by coach)
Talent ID based on performance of based on performance of
Track skills and overall Track skills.
physical abilities. • Functional movement screen
Since athletes and coaches want to win, competition formats and schedules
often determine the shape of athlete training programs. Winning is an obvious
indicators of success, so it becomes easy to neglect harder-to-measure
factors such as skill development and satisfaction. The highly competitive
athlete- or coach, or parent- becomes focused on getting to and succeeding
at a series of competitions, above all else. Unless sport leaders pay careful
attention to matching the format of competition to the developmental needs
of athletes, the quest for success may distort development, for example, by
leading an athlete to lift weights to improve his/her start, when he/she has
not yet developed all the necessary skills to ride the track. Competition has
become the master.
PHOTO: FQSC
banking!”
– Use non-Olympic/Paralympic events such as madison, miss-and-out,
handicap races, etc. to learn different skills (positioning, pacing, pack
riding, contact, and team tactics).
– Avoid comparing results to other riders. Compare to previous
performances- look for improvement and consistency.
– Avoid excessive, expensive travel to national competitions until the
rider is ready (i.e. until the second half of the Train to Train stage).
n In the “Track for Performance” stages:
– Select competitions based on specific criteria: development of skills
and tactics, trying a higher level of competition for learning, or trying
a different event for the first time.
– At first (Learn to Compete) select only a few races per season
where performance and ranking matter. Increase the emphasis on
performance progressively.
– Later (Train to Compete, Learn to Win) the emphasis is on refining
race preparation and tactical skills, developed through participation
in many national and some international events. This athlete may
compete even more than a Train to Win athlete.
– Constant monitoring to ensure there is enough time for recovery and
training between competitions in the plan.
How to know when the rider is ready to move to the next stage of
development and tougher competitions? Just because the rider is winning
races, that does not put him or her in the “Train to Win” stage. Some stages
have growth and development markers- for example, puberty marks the
beginning of the time when the athlete can build strength and power, so
the “Track for Performance” stages (Learn to Compete to Train to Win)
cannot begin until then. An experienced, trained coach usually has the best
perspective on when to take the next step.
Defining the • “Optimizing the engine” • “Optimizing the engine” • “Maximizing the engine” Major • “Performance on demand” • “Maintain activity, give back”
focus is developing speed and – ability to perform at top level
Stage • Major focus on implementing • Major focus on implementing
power. despite setbacks
• Enjoy and appreciate the
skills learned earlier in skills learned earlier in sport of cycling
competition; learning through competition; and refining • Learning to perform “on • Perfecting all physical abilities • Emphasis on maintaining
competition. competition tactics and demand” in high-pressure and recovery/regeneration. fitness through year-round
• Continuing to refine and abilities in a wide range of competition situations. • Able to perform “on demand” activity.
perfect technical skills. events. • Refining and perfecting skills in high-pressure situations. • Participation in multiple sports
• Developing mental skills for • Continuing to refine and and tactical skills. • Refining and perfecting skills including cycling.
competition. perfect technical skills. • Refining mental skills for and tactical skills. • Look for leadership
• Developing mental skills for competition; learning to • Refining mental skills for opportunities e.g. coaching,
competition. maintain performance while competition; maintain officiating
balancing life skills in high performance while balancing
performance competition. life skills in high performance
competition.
Participant • Is interested in pursuing • Is serious about sport and • Fully committed to Track and • At the top – a role model. • Confident about sport
excellence. pursuing excellence. pursuing excellence. participation.
Profile • Fully committed to Track and
• Is prepared to train hard and • Is prepared to train hard and • Training hard and focus on excellence. Working to stay • Enjoys cycling.
focus on competitive success. focus on competitive success. competitive success is a “full on top of the Track world. • Participant may be any
• Self-image becomes defined, • Is likely experiencing life time job”. • Training hard and focus on age after adolescence
includes sport as a major challenges in balancing • Learning to cope with life competitive success is a “full (basic physical literacy is
element in identity. school, family, personal challenges in balancing time job”. developed).
• Growth spurt and onset relationships and work, which school, family, personal • Copes with life challenges • Sport participation is
of puberty in this stage- may detract from commitment relationships and work, which in balancing school, family, important to physical and
implications for growth, level to sport. may detract from commitment personal relationships and emotional well-being and is a
of fatigue, coordination, • Self-image includes sport as a to sport. work. part of social life.
• Needs support network major element in identity. • Self-image includes sport as a • Self-image includes sport as a
including family, coach to • Looking ahead to next steps major element in identity. major element in identity.
maintain focus on sport in sport success e.g. college, • Completely focused on next • Completely focused on
career. National Team but may be steps in sport success e.g. next steps in sport success
frustrated by injury or other National Team, Worlds, e.g. National Team, Worlds,
priorities. Olympics. Olympics.
• Needs a support network • Building a support network • Has built a support network
including family, coach, sport including family, coach, sport including family, coach, sport
science and health care to science and health care to science and health care to
sustain sport career. sustain sport career. sustain sport career.
Track • More advanced tactical skills • More advanced tactical skills • Advanced tactical skills • Advanced tactical skills • Access to equipment and
as well as mental/decision as well as mental/decision as well as mental/decision as well as mental/decision facilities
specific making skills are added. making skills are refined making skills are refined making skills are refined • Access to coach if desired
Objectives & The main focus is tactical through competition. through competition. through competition. • Access to appropriate sport
Support development. • Increasing emphasis on race • Working toward “performance • Working toward “performance programs
• Increasing emphasis on race results (placings) and working on demand”- emphasis on on demand”- emphasis on
results (placings) and working toward consistent results. consistent race results. consistent race results.
toward consistent results. • Continue to use elements • Use elements such as section • Use elements such as section
• Continue to use elements such as times, race times, race positioning, video times, race positioning, video
such as times, race positioning, good use of skills to help analyze race results. to help analyze race results.
positioning, good use of skills and tactics to help analyze • Maintain high pedal rates e.g. • Maintain high pedal rates e.g.
and tactics to help analyze race results. 140+ rpm. 140+ rpm.
race results. • Continue to develop higher
PHOTO: FQSC
• Continue to develop higher pedal rates e.g. 140+ rpm.
pedal rates e.g. 140+ rpm.
Physical • Advanced sport specific drills • Advanced sport specific drills • Major power development • Primary focus is on adequate • Speed, power and endurance
window. recovery/regeneration through FUN and games
Development • Speed, power: specific sprint • Speed, power: specific sprint
from intensive training and
training. training. • Speed, power: specific sprint • Strength: Build core strength
• Strength: Athlete specific core • Strength: Athlete specific core training. competition. and stability- use own body
strength and stability, ankle strength and stability, ankle • Strength: Athlete specific core • Major power development weight or weights as desired
and knee stability, free weights. and knee stability, free weights. strength and stability, ankle focus. • Aerobic power: Mix of
Sport specific strength in Sport specific strength in and knee stability, free weights. • Strength: Maintain athlete development through fun
specific preparation phase specific preparation phase Sport specific strength in specific core strength and and games, and specific
• Warm up/cool down- integral, • Warm up/cool down- integral, specific prep phase stability, ankle and knee development.
specific to training and specific to training and • Warm up/cool down- integral, stability, free weights. Sport • Participation in multiple sports
competition competition specific to training and specific strength in specific and activities
• Anaerobic power: specific • Anaerobic power: specific competition preparation phase
prep and competition phases, prep and competition phases, • Anaerobic power: specific • Anaerobic power: specific
targeted development targeted development prep and competition phases, prep and competition phases,
• Aerobic power: Specific • Aerobic power: Specific targeted development targeted development
training and complementary training and complementary • Aerobic power: Specific • Aerobic power: Specific
sports. sports. training and complementary training and complementary
sports. sports.
Technical • Perfecting all Track skills. • Perfecting all Track skills. • Perfecting all Track skills. • Perfecting all Track skills. • Develop and maintain good
cycling position and pedaling
Development • Refine skills in team races • Refine skills in team races • Innovating skills and tactics. • Innovating skills and tactics.
technique, cycling skills
(team sprint, team pursuit) (team sprint, team pursuit) • Continue developing leg • Continue developing leg
including starting, efficient including starting, efficient speed up to 170 rpm. speed up to 170 rpm. • Focus on motivating and FUN
exchanges, drafting. exchanges, drafting. activities
• Master start skills (first 10 • Master start skills (first 10
pedal strokes). pedal strokes).
• Leg speed 140-150. • Leg speed 140-150.
• Maintains own equipment. • Maintains own equipment.
Tactical • Advanced tactics, execution • Advanced tactics, perfecting • Advanced tactics, execution • Advanced tactics, execution • Tactics appropriate to level of
of a race plan. race plan. of a race plan & multi-round of a race plan & multi-round racing (if desired)
Development strategy. strategy.
• Proficient in drafting, pacing, • Proficient in drafting, pacing,
sprinting in racing. Execute sprinting in racing. Execute • Advanced knowledge of • Advanced knowledge of
race strategies. Appropriate race strategies. Appropriate competitors competitors
positioning on track in all race positioning on track in all race • Innovating tactics
situations. Appropriate gear situations. Appropriate gear
selections for track, event. selections for track, event.
Mental Skill • Focus on decision-making • Race focus, decision-making • Race focus, decision-making • Race focus, decision-making • Mental skill development
in races and understanding appropriate to level of racing
Development consequences
• Refining competition routines • Perfect competition routines • Perfect competition routines
(if desired)
pre-race, post-race pre-race, post-race pre-race, post-race
• Development of competition • Life skills, team relations, • Life skills, team relations, • Life skills, team relations,
routines pre-race, post-race managing distraction managing distraction, coping with adversity, time
coping with adversity, time management
management
Training • 300-600 hours per year (all • 400-750 hours per year (all • 500-1000 hours per year (all • 600-1000 hours per year (all • Daily physical activity
cycling- not track specific). cycling- not track specific). cycling- not track specific). cycling- not track specific).
Program • Training appropriate to level of
• 4 to 6 sessions per week; • 5 to 8 sessions per week; • 6 to 10 sessions per week; • 6 to 10 sessions per week; competition desired, if any
7 to 10 hrs/week. 9 to 16 hrs/week. 10 to 20 hrs/week. 10 to 20 hrs/week. • Participation in multiple sport
• Sessions to 90 min- 3:00 hrs • Sessions up to 2.00- 3:00 hrs • Sessions up to 2.00- 3:00 hrs • Sessions up to 2.00- 3:00 hrs activities
• Should participate in up to 1-2 • May participate in up to • May participate in up to 1 other • May participate in up to 1 other
other sports and cycling sports 1-2 other sports, and is now sport but is now specialized in sport but is now specialized in
(e.g. road) beginning specializing in Track Track Track
• Double periodization- periods • Double periodization- periods • Longer, consolidated periods • Longer, consolidated periods
of Track focus and 1 main track of Track focus and 1 main track of Track focus alternating with of Track focus alternating with
competition alternating with competition alternating with periods of road focus. periods of road focus.
periods of road focus. periods of road focus. • Multiple periodization- multiple • Multiple periodization- multiple
peaks. peaks.
Competition • Train and compete in • National and initial • International races and initial • International races: World • Competition if desired and
provincial program and International races World Cup races Cup, World Championships, appropriate to athlete
Framework provincial/national selection • National Championships • National Championships Major Games
camps. • National Development Camps • National races • National Championships
• Major focus is National • Provincial Team • National Team Camps • National races
Championships. • National Team Camps
• First exposure to international
competition.
Parents help • These are the “support” years. • These are the “support” years. • These are the “investment” • These are the “investment” • Supporting all kinds of
The athlete is beginning to The athlete is beginning to years. The athlete is mature, years. The athlete is mature, sport activity and interests,
by… specialize by reducing the specialize by reducing the capable of making their own capable of making their own including learning to coach or
number of other sports- 1 or 2 number of other sports- 1 or 2 decisions and has specialized decisions and has specialized officiate.
at most. at most. in Track Cycling. Parents in Track Cycling. Parents • Supporting non-competitive
• Parents help by assisting • Parents help by assisting help by providing financial help by providing financial sport interests.
the athlete to get to practice the athlete to get to practice assistance and being there to assistance and being there to
and competitions, ensuring and competitions, ensuring offer extra support as needed. offer extra support as needed.
equipment is appropriate equipment is appropriate
quality, and supporting the quality, and supporting the
coaches’ decisions. coaches’ decisions.
• Don’t add pressure by • Don’t add pressure by
emphasizing winning and emphasizing winning and
performance; instead, remove performance; instead, remove
pressure by letting him/her pressure by letting him/her
make their own decisions and make their own decisions and
supporting them by ensuring supporting them by ensuring
they have looked at all options they have looked at all options
and opportunities. and opportunities.
Coaching • Track coach certified in NCCP • Track coach certified in NCCP • Track coach certified in NCCP • Track coach certified in NCCP • Coach if appropriate and
Competition Development Competition Development High Performance High Performance desired Community Cycling
• Personal coach and may be • Personal coach and may be • Personal coach and may be • Personal coach and may be Ongoing – trained
working with Provincial Team working with Provincial and working with Provincial and working with National Team
Coaches National Team Coaches National Team Coaches Coaches
Performance • By end of stage, testing by • Regular testing by coach • Regular testing by coach • Regular testing by coach • None in this stage.
recommended (quarterly) (monthly-quarterly) (monthly-quarterly)
Testing • Video skill analysis • Power-Wingate test • Power-Wingate test • Power-Wingate test
• Power-Wingate test (at end • Video skill analysis • Aerobic power • Aerobic power
of stage) • Functional movement screen • Video skill analysis • Video skill analysis
• Functional movement screen • Functional movement screen • Functional movement screen
JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC
– The Train to Train athlete has a focus on developing technical and tactical Integrating track cycling in the earlier stages is essential for skill development,
skills, while training to “build the engine”. As in the previous Learn to Train and whether or not the athlete continues in track racing, the skills developed
stage, it is desirable to participate in multiple sports (e.g. cycling, cross- are useful in all forms of cycling. For the track-focused athlete, a progressive
country skiing, soccer) and multiple cycling disciplines (e.g. MTB, road specialization in the Train to Compete period brings an increase in track train-
and track). Success in competition is a secondary goal, with the most im- ing and competition. Finally in the Train to Win stage the rider is fully special-
portant competitions at provincial-level events. This athlete has a general ized and is perfecting track competition techniques. In all stages, road training
preparation phase in the winter months which provides an opportunity for and competition is a key part of the program.
other sports, and several brief periods of track training and development
in the summer totaling about 15% of the program. A Track for Life athlete
might have a similar pattern.
– The Train to Win athlete is highly specialized, spending about 55% of the
year with a track focus. The periods of track and road focus are consoli-
dated, reflecting the specialization in this stage. Success in international
competition is the main goal, and this athlete is participating in World Cup
and World Championship-level track competition, primarily in the winter
and spring. Regular cycles of travel, competition, and recovery alternate
with training cycles, making the profile even more “spiky”. This athlete
is training and competing nearly year-round, with recovery taking place
within cycles. There is a very short transition phase between annual plans.
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Late-entry or Track for Life represents a new opportunity for many cyclists.
They may feel they have progressed as far as they can in other forms of
cycling, or they may simply want to try something new and exciting. There are
many examples of Canadian cyclists who transferred over to track after suc-
cessful careers in other forms of cycling: Tanya Dubnicoff was a BMX cham-
pion before starting track at age 18; she represented Canada at 3 Olympics
and won the World Championship in Sprint in 1993. In general these “cross-
over” racers bring fitness and an understanding of training and racing, but re-
quire accelerated development in track skills and race tactics. Initial, intensive
participation in track skill development “clinics” and coaching for skills prior to
entry in track competition is recommended.
The approach to competition for Track for Life racers depends on the athlete
and on the event. Endurance events, especially individual events such as
Pursuit, are relatively “safe” for a relative novice while Sprint events, especially
multi-rider tactical events (e.g. Individual and Team Sprint) require greater
skills. The athlete’s initial skill level and attitude are important considerations
in deciding when to begin competition. Simulated competitions in training
situations, and watching and analyzing races, are an important bridge to
competition.
Choice of events depends on the athlete’s interest and background, but for
skill development purposes the athlete should be encouraged to try all types
of track events, at least as simulations in training. Crossover athletes may
have a strong aptitude and inclination for either sprint or endurance racing
based on their background – see the example of Tanya Dubnicoff above – or
they may simply be interested in “sampling” different kinds of events.
Work to support the building and development of more CC, P/TSOs, Clubs
quality tracks and clubs
n For optimal development, sport and physical activity programs must be n Sport practices, scientific knowledge and societal expectations are ever
designed for the capability and gender of the participant. changing and, therefore, LTAD needs to continually adapt and improve.
n Physical literacy is the basis of life-long participation and excellence in We encourage you to support every athlete by following these principles,
sport and engagement in health enhancing physical activity. whether their time in track leads them to the podium, to other cycling disci-
plines, to other sports, or to contributing to sport in other ways.
n Every child has the potential to be an athlete; therefore, is genetically
predisposed to be active if the environment encourages participation.
’s go!
n Life-long participation and excellence in sport are best achieved by
participating in a variety of sports at a young age to develop athleticism,
then specializing in a particular sport later. Let
www.cyclingcanada.ca