Talent ID & Development lesson 1 24th Sept by Pav Singh

3 Journals

pav_singh — 2014-09-24 08:36:21 UTC

Gagne (2004) - Transforming gifts into talents

Martindale et al (2007) Effective Talent Development Coaching: Elite Coach Perspective

Henrikson et al (2010) - Successful Talent Development in track & field

THE YOUTH PHYSICALDEVELOPMENT MODEL

pav_singh — 2014-09-24 08:48:03 UTC

Talent Development Models

pav_singh — 2014-09-24 08:59:26 UTC

Gagné’s - Differentiated Model of Giftedness and Talent (2004)

Henrikson's - The athletic talent development environment working model (2010)

Martindale - The effective talent development environments (2010)

Long Term Athlete Development

pav_singh — 2014-09-24 09:00:09 UTC

In pairs discuss journals

pav_singh — 2014-09-24 09:00:35 UTC

share thoughts and ideas

Transfer key messages on the wall

Gareth Jones, Henrikson et al

2014-09-24 09:15:34 UTC

1. Sporting prospects in the Swedish clubs environment are seen as less important than long term development.

2. Coaches work together and as well as with other coaches from different sports.

3. Coaches move athletes into a more elite groups every now and again so there is less or no cultural shock when and a more permanent move occurs

4. Not specialising until developed further, general running sessions then later "sprints" etc

5. schools allow training throughout the day, and can be taken as a class.

2014-09-24 09:17:20 UTC

pav_singh — 2014-09-24 09:26:08 UTC

2014-09-24 09:27:29 UTC

1.In martin dale's article he explores the fact there is different influential reasons on why players can get developed quicker and more efficiently.

2. studies show that there is a need for an early stage where fun, passion and fundamental skills (physical and skill) are introduced to youngsters for future development for world class players.

3. studies are showing that younger players are relied on more than what a U17 player would do, but are more likely to lose the passion and love for the game.

Transforming gifts into talents

2014-09-24 09:28:16 UTC

1.Development processes can take 4 different forms. Maturation, informal learning, formal non-institutional learning and formal institutional learning.

2.there is no direct relationship between gift domains and talent fields.

3.the DMGT proposes 4 talents- intellectual, creative, social-affective and sensorimotor.

4.the talent development process involves transforming specific natural abilities into the skills that define the expertise in a given occupational field.

5.many individuals, young and old, decide to develop their ability in a particular occupational field, most of the time as a leisure activity

1.) there are more factors involved in development of talent than just coaching itself. Eg: parents; they know you therefore they are able to point you in the right direction.

2014-09-24 09:28:47 UTC

2.) Even though it is proven & clear from literature that talent is developed via the right experience' many organisations still insist on providing large funding and development for limited youth performers.

usman

2014-09-24 09:30:44 UTC

talent ID
this study suggests that the athletes should have the fundamental skills such as physical and mental skills in order to be successfull in the future and also develop effective skills. dttg4
the age range of talent ID ranges from 4 to 18 yrs

Jess n crew

2014-09-24 09:32:00 UTC

1. The difference between gifted and talented;

Gifted: spontaneous natural ability.

Talent : a systematically developed abilty.

2. Natural abilities can be observed through the various tasks that confront children in the course of their development

3. Talent development is a construct after being a youngster and you have begin to learn it becomes possible to learn more (growth).

4. Many people decide what to develop usualy from a leisurely activity, in theory self learning.

5. The environment that someone learns in is key with people around them eg friends , family , coaches , mentors.

R J. J. Martindale et al

2014-09-24 09:32:02 UTC

1. developing athletes need to take and/or be able take increasingly more responsibility for their development.

2. (continued from 1) increased responsibility thought to lead to to increased levels of commitment, hard work, learning.

3. thought that in younger athletes, positive and negative affects caused by peer-group pressure is at a heightened level. Management of negative issues are key. positives include age group mixtures, moving on to role models