L1: talent
Talent has 2 opposing views, one is fixed and the other is developing:
1. The qualities identified at an earlier time that predicts exceptionality in the
future
a. Talent is fixed
b. Talent identification: predicting skill in the future
2. The mastery of systematically developed abilities
a. Talent can be developed
b. Talent development: related to assessing at present time
Consequences of fixed view
Undermines importance of athlete development leads to neglecting the idea
that effort, practice, and learning can contribute to an athlete's success
Governing Bodies/coaches focus their resources on a small sub-section of
athletes
Seek earlier identification of talent focus only on ones with talent and
neglecting potential ‘late’ bloomers
Talent identification
Identifying those who are talented or have potential to be good
They are selected into programmes to ensure most effective use of resources
Why?
To win
Make money by trading with revenue
To save money (developing is cheaper than buying)
Stop opponents from accessing talent
Talent development = talent development refers to the process of enhancing skills
and abilities in an effort to acquire expertise
,Creating adaptive athletes: the athletic skills model for enhancing physical
literacy as a foundation for expertise (2019)
Physical literacy = one who pursues a lifetime of healthful physical activity and meets
5 standards:
1. Is physically fit
2. Participates regularly in PA
3. Values PA to a healthful lifestyle
The athletic skills model (ASM) is for optimizing talent development through
movement education
Wellbeing, health and talent development of children to adulthood
Balance between performance, fitness and health
Traditional motor learning follows a linear path that requires a qualified supervisor to
prescribe and give feedback about ideal movement patterns.
Alternatively, implicit learning is realised by creating challenging environments in
which a child can discover, explore and with that improve motor skills. ( = concentric
approach to practice)
The ASM
Use of more variation in the exercises and play multiple sports to acquire basic
movement skills (not forced on child)
Strive for fitter, adaptable, more rounded individuals who will establish a
longer professional career as an athlete
Chances of getting injured or drop-out decreases
Beneficial for health, performance and social reasons
Majority of athletes follow a non-linear trajectory to success must be taken
into account
Concentric developmental approach to basic movement skills
Is designed for the development of human abilities or skills instead of simply for the
execution of a specific exercise (linear). The approach provides a variation in
exercises that stimulate the creativity and adaptability of a child:
You learn a higher diversity of actions (and can quickly realize what to do in a
given situation) higher adaptability creative solutions during game play
, Higher transfer-ability for movement skills
Constraints-led model
A movement pattern is the result of the interaction between the task, the environment
in which this task has to be performed, and the movement possibilities of the
organism
Task, individual and environmental constraints
By manipulating one of these 3 constraints, one can encourage certain
movement patterns to emerge and narrow or broaden the possible
coordination patterns to be produced promote search for most useful
movement solution for problem at hand (without instruction)
By creating or setting limits you can expand your performance limit
Lowering net height, increasing field size, increasing number of players etc. to
promote specific playing behaviors (lowering net height leads to more aggressive
gameplay).
Benefits:
1. Become more adaptive during gameplay
2. Increase opportunity to discover and learn the technique most suitable to the
individual athlete (not follow prescribed movement pattern)
3. Repetition with variation to increase movement stability and enjoyability
Roads to physical literacy from ASM POV
2 points to keep in mind
1. Promote both linear and non-linear developmental pathways
2. Create learning environments that foster adaptability
Exploiting transfer-ability
Skills garden
Explores all 10 basic movement skills such as balancing, climbing and jumping
Focuses on health, fitness and sports
Promotes adaptability
, The concept of transfer of learning holds that previous practice or experience in one
task or domain will enable (positive transfer) or inhibit (negative transfer) successful
performance in another related task or domain
Multi-sports = playing many different sports that differ from your target sport
Reduced risk of injury and drop-out
Greater chance of discovering true sport to achieve excellence
Donorsports = sports that contribute to the performance of the target sport (same
basic movement skills)
Can experience a wider network of movement possibilities and acquire more
perceptual-motor skills to increase adaptability and creativity
An integrated framework for the optimisation of sport and athlete development:
A practitioner approach (2013) FTEM Framework
Biggest criticism on most models is
that they look at parts and do not
take a holistic view. Also, if there
are e.g. only 3 stages, these stages
are very broad. Some models are
also bounded by chronological age
ranges.
4 macro stages divided into 10
micro stages.
Holistic integration of 3 potential
outcomes of sport participation:
active lifestyle, sports participation
and sporting excellence.
Does not use fixed age
boundaries
o They have limited
applicability to the late
developing or talent
transfer athlete
Incorporates those with potential to be elite (pre-elite)
Representative of non-linear movements featuring variable entry and exit
points
o Jumping from left to right and up and down
Individuals can simultaneously participate in multiple sports
Talent has 2 opposing views, one is fixed and the other is developing:
1. The qualities identified at an earlier time that predicts exceptionality in the
future
a. Talent is fixed
b. Talent identification: predicting skill in the future
2. The mastery of systematically developed abilities
a. Talent can be developed
b. Talent development: related to assessing at present time
Consequences of fixed view
Undermines importance of athlete development leads to neglecting the idea
that effort, practice, and learning can contribute to an athlete's success
Governing Bodies/coaches focus their resources on a small sub-section of
athletes
Seek earlier identification of talent focus only on ones with talent and
neglecting potential ‘late’ bloomers
Talent identification
Identifying those who are talented or have potential to be good
They are selected into programmes to ensure most effective use of resources
Why?
To win
Make money by trading with revenue
To save money (developing is cheaper than buying)
Stop opponents from accessing talent
Talent development = talent development refers to the process of enhancing skills
and abilities in an effort to acquire expertise
,Creating adaptive athletes: the athletic skills model for enhancing physical
literacy as a foundation for expertise (2019)
Physical literacy = one who pursues a lifetime of healthful physical activity and meets
5 standards:
1. Is physically fit
2. Participates regularly in PA
3. Values PA to a healthful lifestyle
The athletic skills model (ASM) is for optimizing talent development through
movement education
Wellbeing, health and talent development of children to adulthood
Balance between performance, fitness and health
Traditional motor learning follows a linear path that requires a qualified supervisor to
prescribe and give feedback about ideal movement patterns.
Alternatively, implicit learning is realised by creating challenging environments in
which a child can discover, explore and with that improve motor skills. ( = concentric
approach to practice)
The ASM
Use of more variation in the exercises and play multiple sports to acquire basic
movement skills (not forced on child)
Strive for fitter, adaptable, more rounded individuals who will establish a
longer professional career as an athlete
Chances of getting injured or drop-out decreases
Beneficial for health, performance and social reasons
Majority of athletes follow a non-linear trajectory to success must be taken
into account
Concentric developmental approach to basic movement skills
Is designed for the development of human abilities or skills instead of simply for the
execution of a specific exercise (linear). The approach provides a variation in
exercises that stimulate the creativity and adaptability of a child:
You learn a higher diversity of actions (and can quickly realize what to do in a
given situation) higher adaptability creative solutions during game play
, Higher transfer-ability for movement skills
Constraints-led model
A movement pattern is the result of the interaction between the task, the environment
in which this task has to be performed, and the movement possibilities of the
organism
Task, individual and environmental constraints
By manipulating one of these 3 constraints, one can encourage certain
movement patterns to emerge and narrow or broaden the possible
coordination patterns to be produced promote search for most useful
movement solution for problem at hand (without instruction)
By creating or setting limits you can expand your performance limit
Lowering net height, increasing field size, increasing number of players etc. to
promote specific playing behaviors (lowering net height leads to more aggressive
gameplay).
Benefits:
1. Become more adaptive during gameplay
2. Increase opportunity to discover and learn the technique most suitable to the
individual athlete (not follow prescribed movement pattern)
3. Repetition with variation to increase movement stability and enjoyability
Roads to physical literacy from ASM POV
2 points to keep in mind
1. Promote both linear and non-linear developmental pathways
2. Create learning environments that foster adaptability
Exploiting transfer-ability
Skills garden
Explores all 10 basic movement skills such as balancing, climbing and jumping
Focuses on health, fitness and sports
Promotes adaptability
, The concept of transfer of learning holds that previous practice or experience in one
task or domain will enable (positive transfer) or inhibit (negative transfer) successful
performance in another related task or domain
Multi-sports = playing many different sports that differ from your target sport
Reduced risk of injury and drop-out
Greater chance of discovering true sport to achieve excellence
Donorsports = sports that contribute to the performance of the target sport (same
basic movement skills)
Can experience a wider network of movement possibilities and acquire more
perceptual-motor skills to increase adaptability and creativity
An integrated framework for the optimisation of sport and athlete development:
A practitioner approach (2013) FTEM Framework
Biggest criticism on most models is
that they look at parts and do not
take a holistic view. Also, if there
are e.g. only 3 stages, these stages
are very broad. Some models are
also bounded by chronological age
ranges.
4 macro stages divided into 10
micro stages.
Holistic integration of 3 potential
outcomes of sport participation:
active lifestyle, sports participation
and sporting excellence.
Does not use fixed age
boundaries
o They have limited
applicability to the late
developing or talent
transfer athlete
Incorporates those with potential to be elite (pre-elite)
Representative of non-linear movements featuring variable entry and exit
points
o Jumping from left to right and up and down
Individuals can simultaneously participate in multiple sports
