T&D Self-regulation
Lecture 1 / Jonker
self-regulation = taking responsibility for your own achievements
- long-term personal development: high levels of self-regulation are associated with resilience
talent/elite youth athlete = someone who performs better than his or her peers during training and
competition, and who has the potential to reach the elite level
sport performance model/track about:
1. improve skills
2. what takes time
3. in a certain environment
4. (+ chance/luck)
self-regulatory skills [meta-cognitive]
1. effort and self-efficacy: I am willing to reach my goal and do believe that I have the capacities
to reach the goal
2. planning: I determine how to achieve a problem before I begin
3. self-monitoring: during execution, I keep track of my progress
4. evaluation: after execution, I check my learning process and the result achieved
reflection = based on my experiences and strengths and weaknesses I set attainment goals to
improve
EYA and education – the relation
regular pool: pre university > pre vocational
EYA pre university = pre vocational (self regulation in the same way)
→ EYA ‘outcompete’ regular pool students
- EYA athletes may have more structured schedules, disciplined routines, and access to
specialized coaching → reinforce self-regulatory practices
development self-regulation
inborn + developed over time
related to IQ, pre university better regulated
natural development (depending on the environment): goal setting & feedback
→ athletes who develop strong reflective thinking skills are generally more resilient and capable of
adjusting their goals based on performance feedback
how does self-regulation develop
the more hours you spend in sport, the effort stays high
the older you get the more reflection about achievable goals → new distribution of what is
achievable/important for you
,environment [different types of sports]
athletes playing individual sport outperform peers playing team sport on ‘planning’ and ‘effort’ [=
self-regulation] (regardless of competitive level)
- team sports distribute responsibilities and may foster stronger relational skills (collaboration
and communication)
- dynamic sports may require athletes to develop faster, self-regulation skills compared to
sports with a more static or predictable format
performance level → athletes competing internationally outscore peers competing nationally on
‘reflection’ (regardless of type of sports)
career pathway has its ups and downs
dropped athletes relatively lower on reflective thinking compared to athletes reaching the internal
level
performance improvement and enjoyment:
willingness to commit to new challenges → self-regulatory skills → performance → satisfaction with
performance and rewards → fun → repeat
role of a coach/teacher to EYA
1. education and experience
2. adapt to phases of development
3. goal-setting
4. motivational climate
5. autonomy supportive behavior (most important one — self-regulation)
6. significant others
there is a correlation of success rate: years of being a coach of future professional athletes / years of
being a coach of all athletes x 100
important aspects in learning environments
three basic needs of psychology: autonomy — competence — relatedness
1. autonomy
- autonomous motivation: volition and choice (1), endorsement (2), interesting (3) &
deeply valued (4)
2. competence: visible progress in skills and performances → capable and motivated
3. relatedness: positive social interactions → trust, clarity and feedback helps
also: reflection — goal setting — feedback
, T&D How to study talent?
Lecture 2 / Benjaminse
parents are a big influence: nature and nurture, what type of sport you are exposed to and which
sports you are good at to play (genetics)
- parents contribute both genetically and environmentaly, impacting an ahtlete’s physical
potential and the types of sports they are exposed to
- early exposure and encouragement → aligns with the Newell’s constraint model, where
environmental constraints interact with individual traits to shape development
“I dont have a special talent, I'm just curious” – Albert Einstein
→ curious about your own development in sport; asking the coach questions
“Most important in the development of talent to world class level is passion” – Pieter van den
Hoogenband
→ when having setbacks helps you get passed those and still achieve your goal
talent = a talented athlete is a youth athlete who performs better than peers during training and
competition and has the potential to become an elite athlete in the future
Schwann: focuses on the development of talent through a combination of innate potential and
nurture (external influences such as training, environment, and personal effort)
– the model is based on the premise that talent is not just a matter of natural ability but also shaped
by how that potential is developed over time
1. innate abilities (genetics)
2. external influences (nurture)
3. effort and practice
4. passion and motivation
5. dynamic and non-linear
model Vaeyens – Talent Identification and Development programmes in sport
- detection, identification, development, confirmation, selections
- emphasis not just spotting talent early but nurturing and confirming it through
structured development programs
model Ericsson/Janelle – expert performance approach
= intrinsic desire to learn and adapt
- talent in sport is developed through/emphasis elite development: expert performance,
deliberate practice and feedback & mentorship
- innate talent plays a smaller role, while practice and training are key to become an elite
athlete
Lecture 1 / Jonker
self-regulation = taking responsibility for your own achievements
- long-term personal development: high levels of self-regulation are associated with resilience
talent/elite youth athlete = someone who performs better than his or her peers during training and
competition, and who has the potential to reach the elite level
sport performance model/track about:
1. improve skills
2. what takes time
3. in a certain environment
4. (+ chance/luck)
self-regulatory skills [meta-cognitive]
1. effort and self-efficacy: I am willing to reach my goal and do believe that I have the capacities
to reach the goal
2. planning: I determine how to achieve a problem before I begin
3. self-monitoring: during execution, I keep track of my progress
4. evaluation: after execution, I check my learning process and the result achieved
reflection = based on my experiences and strengths and weaknesses I set attainment goals to
improve
EYA and education – the relation
regular pool: pre university > pre vocational
EYA pre university = pre vocational (self regulation in the same way)
→ EYA ‘outcompete’ regular pool students
- EYA athletes may have more structured schedules, disciplined routines, and access to
specialized coaching → reinforce self-regulatory practices
development self-regulation
inborn + developed over time
related to IQ, pre university better regulated
natural development (depending on the environment): goal setting & feedback
→ athletes who develop strong reflective thinking skills are generally more resilient and capable of
adjusting their goals based on performance feedback
how does self-regulation develop
the more hours you spend in sport, the effort stays high
the older you get the more reflection about achievable goals → new distribution of what is
achievable/important for you
,environment [different types of sports]
athletes playing individual sport outperform peers playing team sport on ‘planning’ and ‘effort’ [=
self-regulation] (regardless of competitive level)
- team sports distribute responsibilities and may foster stronger relational skills (collaboration
and communication)
- dynamic sports may require athletes to develop faster, self-regulation skills compared to
sports with a more static or predictable format
performance level → athletes competing internationally outscore peers competing nationally on
‘reflection’ (regardless of type of sports)
career pathway has its ups and downs
dropped athletes relatively lower on reflective thinking compared to athletes reaching the internal
level
performance improvement and enjoyment:
willingness to commit to new challenges → self-regulatory skills → performance → satisfaction with
performance and rewards → fun → repeat
role of a coach/teacher to EYA
1. education and experience
2. adapt to phases of development
3. goal-setting
4. motivational climate
5. autonomy supportive behavior (most important one — self-regulation)
6. significant others
there is a correlation of success rate: years of being a coach of future professional athletes / years of
being a coach of all athletes x 100
important aspects in learning environments
three basic needs of psychology: autonomy — competence — relatedness
1. autonomy
- autonomous motivation: volition and choice (1), endorsement (2), interesting (3) &
deeply valued (4)
2. competence: visible progress in skills and performances → capable and motivated
3. relatedness: positive social interactions → trust, clarity and feedback helps
also: reflection — goal setting — feedback
, T&D How to study talent?
Lecture 2 / Benjaminse
parents are a big influence: nature and nurture, what type of sport you are exposed to and which
sports you are good at to play (genetics)
- parents contribute both genetically and environmentaly, impacting an ahtlete’s physical
potential and the types of sports they are exposed to
- early exposure and encouragement → aligns with the Newell’s constraint model, where
environmental constraints interact with individual traits to shape development
“I dont have a special talent, I'm just curious” – Albert Einstein
→ curious about your own development in sport; asking the coach questions
“Most important in the development of talent to world class level is passion” – Pieter van den
Hoogenband
→ when having setbacks helps you get passed those and still achieve your goal
talent = a talented athlete is a youth athlete who performs better than peers during training and
competition and has the potential to become an elite athlete in the future
Schwann: focuses on the development of talent through a combination of innate potential and
nurture (external influences such as training, environment, and personal effort)
– the model is based on the premise that talent is not just a matter of natural ability but also shaped
by how that potential is developed over time
1. innate abilities (genetics)
2. external influences (nurture)
3. effort and practice
4. passion and motivation
5. dynamic and non-linear
model Vaeyens – Talent Identification and Development programmes in sport
- detection, identification, development, confirmation, selections
- emphasis not just spotting talent early but nurturing and confirming it through
structured development programs
model Ericsson/Janelle – expert performance approach
= intrinsic desire to learn and adapt
- talent in sport is developed through/emphasis elite development: expert performance,
deliberate practice and feedback & mentorship
- innate talent plays a smaller role, while practice and training are key to become an elite
athlete
