Run by School of Sport, Health and Exercise Sciences
10 Credits or 5 ECTS Credits
Organiser: Dr Gavin Lawrence
Overall aims and purpose
Success in sport depends upon an athlete’s ability to develop and perfect a specific, and often unique, set of perceptual and motor skills. The so-called 10, 000 hr rule suggests it takes 10 years or 10,000 hours to attain these skills and reach an expert level. In this course, we will apply the critical role of demographics, psychosocial, and practice and instruction so we can understand how Talent develops. Throughout the course, we will address the implications of current talent development research on coaching. When doing this we will make connections between core science and the practical experience of the course leaders work with Elite Sport (e.g., UK Sport), to map out which aspects of an athletes developmental journey lead towards excellent sporting performance; this approach will enable us to better understand what constitutes 'talent' and how we might develop it.
The course is delivered by two Talent Development scientists that work with leading sports organisations (e.g., UK Sport, The England and Wales Cricket Board, Welsh Basketball). In addition, one of the course lecturers is a qualified Level 3 (UKCC) Coach (and currently working towards level 4). Broadly speaking, the course is divided into three parts, namely, ‘demographics', ‘psychosocial’, and ‘training and practice’. In the opening section, we will address issues related to talent development surrounding the athletes background and upbringing. In the second section, the psychological 'make-up' of athletes will be discussed in order to better understand 'talented' mind-sets. In the final section, we will look at optimising practice environments in order to develop talent within the skills and practice arena. Considerations regarding the level impact on the effective development of talent will be a central theme to all three sections.
50%> students should be able to demonstrate an adequate or basic understanding of the underlying theories of any 2 of the following; demographics of experts and talented individuals, psychosocial attributes of experts and talented individuals, the practice and training histories and activities of experts and talented individuals. They will be able to demonstrate to an adequate level how at least one of the above factors can can inform good practice within talent development programmes, in addition showing an understanding of how some of the issues/topics discussed are inter-related. There may also be occasional inaccuracies and irrelevant content.
70%> students should be able to present an outstanding in-depth critical discussion of the underlying theories and current research related to any 2 of the following; demographics of experts and talented individuals, psychosocial attributes of experts and talented individuals, the practice and training histories and activities of experts and talented individuals. They will be able to use their deep understanding to demonstrate how theories surrounding any 2 of these topics can inform good practice within talent development programmes, in addition to clearly explaining how the issues/topics discussed are inter-related.
60%> students should be able to present an in-depth very good discussion of the underlying theories and current research related to any 2 of the following; demographics of experts and talented individuals, psychosocial attributes of experts and talented individuals, the practice and training histories and activities of experts and talented individuals. They will be able to use their understanding to demonstrate how any 2 of these factors can inform good practice within talent development programmes, in addition to clearly explaining how the issues/topics discussed are inter-related
Demonstrate critical, in depth, discussion surrounding the psychosocial attributes of expert performers together with the theoretical underpinnings of these attributes.
Critically apply, empirically informed demographics and psychosocial attributes, together with practice and training activities, into the performance environment in order to contribute to successful talent development.
Demonstrate critical, in depth, discussion of the demographics, together with associated theoretical proposals, that contribute to the developmental journeys of experts.
Demonstrate critical, in depth, discussion surrounding empirically informed practice and training environments, together with associated theoretical proposals, that can be best used to develop talent.
|COURSEWORK||Executive report on the demographics and psycho social factors that contribute to effective Talent development||
The assessment asks students to produce a 'coach friendly' executive report (i.e., text summaries and useful informative info-graphics) surrounding the current literature within talent development. Specifically, this executive report will accurately, engagingly, and informatively, summarise both the demographic and psycho social factors that contribute to effective talent development
|COURSEWORK||Executive report on structuring practice for effective Talent development||
The assessment asks students to produce a 'coach friendly' executive report (i.e., text summaries and useful informative info-graphics) surrounding the current literature within talent development. Specifically, this executive report will accurately, engagingly, and informatively, summarise the practice and training activities that should be adopted to maximise talent development.
Teaching and Learning Strategy
Including lecture preparation and lecture resource engagement together with additional reading and assignment preparation
The module will deliver 16 x 1 hr lectures in an online format
The module will make available 4 x 1 hr live seminar time slots for group work and individual feedback sessions.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
Subject specific skills
- research and assess paradigms, theories, principles, concepts and factual information, and apply such skills in explaining and solving problems
- critically assess and evaluate data and evidence in the context of research methodologies and data sources
- describe, synthesise, interpret, analyse and evaluate information and data relevant to a professional or vocational context
- plan, design, execute and communicate a sustained piece of independent intellectual work, which provides evidence of critical engagement with, and interpretation of, appropriate data
- apply knowledge to the solution of familiar and unfamiliar problems
- develop a sustained reasoned argument, perhaps challenging previously held assumptions
- demonstrate effective written and/or oral communication and presentation skills
- work effectively independently and with others
- communicate succinctly at a level appropriate to different audiences.
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