A Sport Science Summit for young swimmers was held in December 1998. The primary objective of the Summit was to bring together a group of sport scientists and coaches to try to better understand athlete development from a multidisciplinary perspective. That is, we wanted to identify critical elements of athlete development in a variety of sport science sub‑disciplines (i.e., physiology, psychology, growth and development, sociology) so we could help "arm" coaches with new knowledge that can assist in the training and development of athletes. Additionally, we wanted to answer critical questions regarding training of and interacting with young athletes to enhance swim coaches effectiveness when coaching young, developing athletes.

First, let us present two basic assumptions that served as an underlying rationale for holding the Summit:

1. No two people are completely alike; 
2. People, especially young people, change in relatively predictable ways as they get older.

When reading through the key developmental issues presented for each discipline, keep in mind the above assumptions as they permeate and impact each discipline. Specifically, while no two young swimmers are alike, their physical, psychological, social, and physiological development follows a similar course. We can use this knowledge of the predictable aspects of the developmental process to aid in our understanding and training of these young swimmers and to place their behaviors, needs, thoughts, and capabilities in context.

Acknowledging that complete textbooks are written on development in each area, we asked each expert who participated in the Summit to identify and explain a few critical elements of athlete development that they deemed to be crucial information for coaches. While it was quite a challenge to condense expansive amounts of information, our experts were able to do so. On the following pages are the discipline specific summaries of athlete development. In the body of the paper, recommendations are provided which are based on sound, scientific principles from each discipline. You are encouraged to think how you might apply these recommendations within your program.

A weekend in December 1998 proved to be one of the most enlightening learning experiences of my coaching career. Clinics, seminars, and workshops tend to deliver information in one of two ways: 1) coaches explaining how they do things; or, 2) academians explaining how things ought to be done. Rarely do the theoretical and the practical meet across the same table.

The USA Swimming Sport Science Summit brought together fifteen individuals well‑known for their individual expertise. Some of the names were familiar to me from research materials and books. To leave having a face to go with each name was gratifying.

What struck me most through the weekend was the rapid and thoughtful exchange of ideas. After each presentation every member of the group added new perspective from their area of expertise. New questions were posed and new solutions suggested by people familiar but not immersed in the sport. Translating this to the practical, the pool deck, was a wonderfully engaging effort.

Recognizing that children are not miniature adults is easy. Reconciling that fact with a social emphasis on competition and winning is the most difficult task in coaching. "TMTS" too much, too soon‑is what we strive to avoid. In the face of the overwhelming evidence presented in a wide range of developmental disciplines it is difficult to avoid making programmatic changes. The need for some of the changes we are making in our program at Lake Forest were reinforced by the group. Based largely on discussions with the group we are making additional changes, some of which will take months and years to implement fully.

1. Unused space in a "stretch" pool has been converted to 13m lanes which we use for skill instruction for novice and younger swimmers. These lanes have also proven useful as a sprint course for older swimmers.
2. Additional opportunities for social interaction are being offered at practices/competitions and as extra‑curricular activities.
3. Our philosophy of gradual introduction to competition offers more skill‑oriented "rodeos" or meets and progresses to more intramural opportunities.
4. A traditional strength-training program is being reviewed with particular consideration of the tong-term psychological effects of years in the weight room.
5. Gender differences and developmental issues are being actively discussed and strategies developed for addressing issues. This has been an ongoing effort for the past three years. From 1996‑1999 we have seen a 17% increase in the number of boys participating on the team.

We expect to continue to establish strategies that foster the long‑term development of our athletes. The information presented has been invaluable in bolstering these changes. USA Swimming is wise to continue these discussions and publish summaries for it's membership. Both clubs and LSCs will find the information helpful in creating a better sport experience for young people.

Coaches:
·   Pat Hogan, Mecklenburg Aquatic Club
·   Kerry Ellett, Age Group Planning Committee Chair
·   Mike Lawrence, Lake Forest Swim Club
Growth and Development:
·   Crystal Branta, Michigan State University
Physiology:
·   Jaci Van Heest, Univ. of Connecticut
·   Tim Gibbons USOC Endurance Coordinator
Pediatrician:
·   Paul Stricker, Vanderbilt University
Motor Learning/Control:
·   Steve Langendorfer, Bowling Green State University
Sociology:
·   Jay Coakley, University of Colorado - Colorado Springs
Psychology:
·   Dan Gould, University of North Carolina at Greensboro
·   Suzie Tuffey, USA Swimming Sport Psychology
Add’l:
·   Karin BuchhoLz, USOC Athlete Development Director
Swimming Staff:
·   Scott Allen
·   Will Colebank
·   Rose Snyder