Karteikarten
TALENT DEVELOPMENT
Karten in diesem Stapel (29)
- 1Understand and EXPLAIN the 3 traditional views of talentDivine intervention: notion that talent is 'gift from the gods'
'gods only bestow one gift on a person'
Natural causes: genius must be taught and cannot be learned
Genetic traits: certain attributes could contribute- muscular physique, acute vision, sensitivity to peripheral info and reaction time - 2describe some flaws in the traditional views of talentbigger is not necessarily better- e.g. in gymnastics
peak performance is not always related to physical maturation- experts tend to peak mid to late 20s
Not all talented athletes excel in a variety of sports - 3Giftedness definitionpossesion and use of high levels of natural abilities in at least 1 of the 4 ability domains to a level placing them within the top 10% of same age peers.
APTITUDE - 4TALENT definitionsuperior mastery of systematically developed abilities in any field of human abilities that places them in the top 10% of those active in that field.
COMPETENCE - 5DESCRIBE THE INTERPERSONAL CATALYSTS OF GIFT DEVELOPMENTphysical and mental attributes: handicaps, appearance, wellbeing, temperament
SOCIAL(awareness of self and others)- emotions, strengths and weaknesses
SOCIAL (motivation and volition)- motives, resource allocation, values, needs - 6DESCRIBE THE ENVIRONMENTAL CATALYSTS OF GIFT DEVELOPMENTMilieu: physical social cultural and familial
Persona: coach teacher peers parents
Provisions: programmes and activities
Events: encounters awards and accidents - 7what is talent ID?recognizing current participants with the potential to excel in a sport
TALENT IS MULTIDIMENSIONAL, EMERGES OVER TIME AND IS DYNAMIC - 8what is TALENT DEVELOPMENT?additional programmes of support available to youngsters who, based on selection can develop their potential to become high level performers in adult sport
- 9what are traditional methods of TID?important characteristics of successful adult performers extrapolated to identify talented youngsters BUT age doesn't always indicate success
- 10problems with traditional methods of talent ID (x3)physical maturity: some traits may not be retained with maturation and they can appear at different rates
previous experience: practice histories and access to coaching
Psychological characteristics: ability to cope under pressure when TID occurs/observation - 11williams and reilley TID in football (TABS SUPS TIPS)TABS: technique, attitude, balance, speed
SUPS: speed, understanding, personality, skill
TIPS: talent, intelligence, personality and speed
THUS...
we may exclude talented children like late bloomers
we may mis-invest our resources - 12williams and reilly (2000) potent predictors of talent in football (P.P.P.S)PSYCH: perceptual- attention, tactics, decisions. personal-concentration, confidence, anxiety,moitvation
PHYSICAL: muscle girth, body fat, body size, height weight
PHYS: anaerobic and aerobic capacity, power
ENVIRONMENTAL: parental support, coach relationship, socio economics, hours of practice - 13reccomendations for TID Programmes1. focus on long term development- individualised and stage specific
2. focus on progression not performance ( longitudinal not XS)
3. focus on biological maturation NOT age - 14Vaeyens (2012) KEY STAGES OF TID &TDE (Did It Come Saturday Daytime?)DETECTION
IDENTIFICATION
CONFIRMATION
SELECTION
DEVELOPMENT - 15uk sport TID exampleDETECTION (7000 athletes selected-previously unknown to uk world class system)
IDENTIFICATION (selection of 100)
DEVELOPMENT: given facilities, coaching, funding
SUCCESS: 123 international medals won and less than 4 years from identification to olympics examples like Helen glover - 16talent ID- the case of skeletonpsychological mindset and drive + coaching + technology + facilities + funding +raw athletic ability = OLYMPIC SUCCESS
- 17ABBOTT AND COLLINS (2004)- TID programmes modelperformance dispotisiotns + individual capacity to develop = talent ID
- 18applications of abbott and collins (2004) model (x3)needs to be focus on the determinanats of potential- psychological skills and transferable skills
must have continuous monitioring
implement MST in early stages - 19STAGE 1: SAMPLING YEARS (5-12)-focus on enjoyment
-introduction to organised sport
-range of different sports
-fundamental skill development
-identify a special gift - 20STAGE 2: SPECIALIZING (13-15)-PARTICIPATING IN FEWER ACTIVITIES
-SIBLINGS AS ROLE MODELS
-FUN IS STILL IMPORTANT
-EMOTIONAL AND FINANCIAL SUPPORT
-PARTICIPATE IN FEWER SPORTS
-SPORT SPECIFIC SKILLS DEVELOPED - 21INVESTMENT YEARS (16+)-DEVOTE TO SINGLE SPORT
-UNEVEN DISTRIBUTION OF FAMILY RESOURCES
-PRIMARY FOCUS OF TRAINING AND COMPETING
-DEVELOPING SPECIFIC SKILLS AND STRATEGIES FOR COMPETING
-INCREASED NEED FOR SUPPORT - 22MAINTENANCE YEARS (16+)-HIGHEST LEVEL ACHIEVED
-QUALITY NOT QUANTITY
-INNOVATION
-PRESSURE FROM OUTSIDE SOURCES - 23THE RECREATIONAL YEARSalternative for those children who don't pursue elite sport- due to lack of investment of resources or not focusing on just 1 sport
- 24player attributes as career progressesInitiation: excited, joyful, playful
development: hooked and commited
perfection: obsessed and responsible - 25coach changes with career progressionInitiation: caring, cheerful
development: demanding strong and skillful
perfection: bonded, feared and respected - 26parental changes with career progressioninitiation: supportive and positive
development: begin to make sacrifices
perfection: no longer contributors, just support - 27role of coachessupport, social and physical
specialist/helper - 28parental rolesleadership and support- go from direct to indirect
- 29peer rolesencourage play
provide encouragement, influence involvement
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- Karteikarten am TALENT DEVELOPMENT, erstellt von rachii24-7 am 19/05/2014.
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