Run by School of Human and Behavioural Sciences

10.000 Credits or 5.000 ECTS Credits

Semester 2

Organiser: Dr Gavin Lawrence

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.

threshold

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.

excellent

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.

good

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

1. Demonstrate critical, in depth, discussion surrounding the demographic and psychosocial attributes of expert performers together with the theoretical underpinnings of these attributes.

2. Critically apply, empirically informed demographics and psychosocial attributes into the performance environment in order to contribute to successful talent development.

3. Demonstrate critical, in depth, discussion and application surrounding empirically informed practice and training environments, together with associated theoretical proposals, that can be best used to develop talent.

Type	Name	Description	Weight
	Executive report on the demographics and psycho social factors that contribute to effective Talent development		60.00
	Executive report on structuring practice for effective Talent development		40.00

		Hours
Private study	Including lecture preparation and lecture resource engagement together with additional reading (~ 45 hours) and assignment preparation (~25 hours)	70
Lecture	The module will deliver a series of pre recorded panopto lectures	20
Seminar	The module will make available 5 x 2 hr live seminar time slots for group work and individual feedback sessions.	10

• 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

• 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.

Reading list

Baron-Thiene, A., & Alfermann, D. (2015). Personal characteristics as predictors for dual career dropout versus continuation - A prospective study of adolescent athletes from German elite sport schools. Psychology of Sport and Exercise, 21, 42–49. https://doi.org/10.1016/j.psychsport.2015.04.006 Forsman, H., Gråstén, A., Blomqvist, M., Davids, K., Liukkonen, J., & Konttinen, N. (2016). Development of perceived competence, tactical skills, motivation, technical skills, and speed and agility in young soccer players. Journal of Sports Sciences, 34(14), 1311–1318. https://doi.org/10.1080/02640414.2015.1127401 Leyhr, D., Kelava, A., Raabe, J., & Höner, O. (2018). Longitudinal motor performance development in early adolescence and its relationship to adult success: An 8-year prospective study of highly talented soccer players. PLoS ONE, 13(5). https://doi.org/10.1371/journal.pone.0196324 Müller, L., Hildebrandt, C., Müller, E., Fink, C., & Raschner, C. (2017). Long-Term athletic development in youth alpine ski racing: The effect of physical fitness, ski racing technique, anthropometrics and biological maturity status on injuries. Frontiers in Physiology, 8(AUG), 1–13. https://doi.org/10.3389/fphys.2017.00656 Cobley, S., Abbott, S., Eisenhuth, J., Salter, J., McGregor, D., & Romann, M. (2019). Removing relative age effects from youth swimming: The development and testing of corrective adjustment procedures. Journal of Science and Medicine in Sport, 22(6), 735–740. https://doi.org/10.1016/j.jsams.2018.12.013 Li, P., De Bosscher, V., & Weissensteiner, J. R. (2018). The journey to elite success: a thirty-year longitudinal study of the career trajectories of top professional tennis players. International Journal of Performance Analysis in Sport, 18(6), 961–972. https://doi.org/10.1080/24748668.2018.1534197 Bricout, V. A., Charrier, I., & Favre-Juvin, A. (2008). A fatigue questionnaire (QFES) for child athletes: A four-years follow-up study in young skiers. Annales de Readaptation et de Medecine Physique, 51(3), 193–200. https://doi.org/10.1016/j.annrmp.2008.01.006 De Koning, J. J., Bakker, F. C., De Groot, G., & Van Ingen Schenau, G. J. (1994). Longitudinal development of young talented speed skaters: Physiological and anthropometric aspects. Journal of Applied Physiology, 77(5), 2311–2317. https://doi.org/10.1152/jappl.1994.77.5.2311 Fornasiero, A., Savoldelli, A., Modena, R., Boccia, G., Pellegrini, B., & Schena, F. (2018). Physiological and anthropometric characteristics of top-level youth cross-country cyclists. Journal of Sports Sciences, 36(8), 901–906. https://doi.org/10.1080/02640414.2017.1346271 le Gall, F., Carling, C., Williams, M., & Reilly, T. (2010). Anthropometric and fitness characteristics of international, professional and amateur male graduate soccer players from an elite youth academy. Journal of Science and Medicine in Sport, 13(1), 90–95. https://doi.org/10.1016/j.jsams.2008.07.004 Till, K., Cobley, S., O’Hara, J., Chapman, C., & Cooke, C. (2013). A longitudinal evaluation of anthropometric and fitness characteristics in junior rugby league players considering playing position and selection level. Journal of Science and Medicine in Sport, 16(5), 438–443. https://doi.org/10.1016/j.jsams.2012.09.002 Till, K., Morley, D., O’Hara, J., Jones, B. L., Chapman, C., Beggs, C. B., … Cobley, S. (2017). A retrospective longitudinal analysis of anthropometric and physical qualities that associate with adult career attainment in junior rugby league players. Journal of Science and Medicine in Sport, 20(11), 1029–1033. https://doi.org/10.1016/j.jsams.2017.03.018 Faber, I. R., Elferink-Gemser, M. T., Faber, N. R., Oosterveld, F. G. J., & Nijhuis-Van Der Sanden, M. W. G. (2016). Can perceptuo-motor skills assessment outcomes in young table tennis players (7-11 years) predict future competition participation and performance? An observational prospective study. PLoS ONE, 11(2), 1–14. https://doi.org/10.1371/journal.pone.0149037 Faber, I. R., Elferink-Gemser, M. T., Oosterveld, F. G. J., Twisk, J. W. R., & Nijhuis-Van der Sanden, M. W. G. (2017). Can an early perceptuo-motor skills assessment predict future performance in youth table tennis players? An observational study (1998–2013). Journal of Sports Sciences, 35(6), 593–601. https://doi.org/10.1080/02640414.2016.1180421 Hendry, D. T., Williams, A. M., & Hodges, N. J. (2018). Coach ratings of skills and their relations to practice, play and successful transitions from youth-elite to adult-professional status in soccer. Journal of Sports Sciences, 36(17), 2009–2017. https://doi.org/10.1080/02640414.2018.1432236 Vandorpe, B., Vandendriessche, J., Vaeyens, R., Pion, J., Matthys, S., Lefevre, J., … Lenoir, M. (2012). Relationship between sports participation and the level of motor coordination in childhood: A longitudinal approach. Journal of Science and Medicine in Sport, 15(3), 220–225. https://doi.org/10.1016/j.jsams.2011.09.006 Aunola, K., Sorkkila, M., Viljaranta, J., Tolvanen, A., & Ryba, T. V. (2018). The role of parental affection and psychological control in adolescent athletes’ symptoms of school and sport burnout during the transition to upper secondary school. Journal of Adolescence, 69(February), 140–149. https://doi.org/10.1016/j.adolescence.2018.10.001 Bakker, F. C. (1991). Development of personality in dancers: A longitudinal study. Personality and Individual Differences, 12(7), 671–681. https://doi.org/10.1016/0191-8869(91)90222-W Höner, O., & Feichtinger, P. (2016). Psychological talent predictors in early adolescence and their empirical relationship with current and future performance in soccer. Psychology of Sport and Exercise, 25, 17–26. https://doi.org/10.1016/j.psychsport.2016.03.004 Martinent, G., Cece, V., Elferink-Gemser, M. T., Faber, I. R., & Decret, J. C. (2018). The prognostic relevance of psychological factors with regard to participation and success in table-tennis. Journal of Sports Sciences, 36(23), 2724–2731. https://doi.org/10.1080/02640414.2018.1476730 Poulton, R., & Milne, B. J. (2002). Low fear in childhood is associated with sporting prowess in adolescence and young adulthood. Behaviour Research and Therapy, 40(10), 1191–1197. https://doi.org/10.1016/S0005-7967(01)00129-2

Compulsory in courses:

• C6AT: MSc Performance Psychology year 2 (MSC/PP)
• C6AU: MSc Performance Psychology (DL - 2 year) year 2 (MSC/PRP)

Optional in courses:

• X3AZ: MSc Applied Innovation Design year 1 (MSC/AID)