Dave Collins

Eliminating the dichotomy between theory and practice in talent identification and development: considering the role of psychology

It is acknowledged that appropriate support and training are essential if talented individuals are to fulfil their potential. The early identification of talented athletes is an increasingly important consideration for researchers and practitioners alike. Once talented individuals have been detected, crucial but limited support resources can be optimally deployed to ensure that their needs are met and that their gifts are developed. However, there is considerable disagreement among experts on what talent is, and which factors can reliably be used within talent identification processes. This paper explores prerequisites to success in sport, and the comparative efficacy of employing these prerequisites within talent identification schemes. It is proposed that talent needs to be reconceptualized so that talent identification and talent development processes are perceived to be dynamic and interrelated. Additionally, the need to place greater emphasis on the capacity of a child to develop in sport and the psychological factors that underpin this process is highlighted. To this end, it is advocated that talent identification and development schemes, while emphasizing the multidimensional nature of talent, need to recognize the essential role of psychology in the ability of individuals to fulfil their sporting potential.

The coaching schematic: Validation through expert coach consensus

Abstract Current research in coaching development infers that coaching is predominantly a decision-making process. The same and other research is not, however, informing the coaching development process due to a lack of a big picture approach. Consequently, there is a need for a model of coaching. In this paper, we offer such a model in the form of a schematic that reflects the coaching process from both a content and information-processing stance. To assess the validity of the schematic, 16 expert coaches were interviewed to elicit a complete description of their coaching process. The coaches were then shown a copy of the schematic and asked to comment on its design and content with respect to its accuracy in reflecting their coaching process. Following analysis of the interview, six general categories emerged: Roles, Goals, Typical Actions, Required Knowledge, Support for the Schematic, and Factors Influencing Development. The first four categories clearly displayed an implicit support for the schematic. Furthermore, all coaches offered explicit support for the schematic. Such strong support confirmed that the schematic was valid and could form the basis of focused interventions in coaching development.

Talent Development: A Guide for Practice and Research Within Sport

The transformation of talented youngsters into senior world-beaters is a topic of interest for practitioners and researchers alike. Unfortunately there is a dearth of research to guide the optimization of this process. Accordingly, this paper offers an overview of key themes apparent in the literature that have relevance to the effective development of talent. The five key generic features that emerge consistently include long-term aims and methods; wide ranging coherent messages and support; emphasis on appropriate development rather than early selection; individualized and ongoing development; and finally, integrated, holistic, and systematic development. In addition to the review, exemplars of current worldwide practice are used to further highlight both the need and direction for further research and more broad education of an effective talent development model.

A Theoretical and Empirical Analysis of a 'State of the Art' Talent Identification Model

Sport Interactive is a talent identification (TI) program that matches young people to sports based on proficiency on 11 simple physical and performance tasks. An evaluation of the program with Scottish girls ( n = 1217, mean age = 12.68 years) and boys ( n = 1239, mean age = 12.54 years) identified a number of problems. Firstly, although talent is conceptualized as static, children are evaluated on unstable variables. Additionally, the proposed correlation between proficiency on the Sport Interactive tasks and specific sport aptitude lacks theoretical justification. Finally, problems accrued from the use of Australian norms to interpret the performances of Scottish children. It is concluded that models that are based on a static and uni-dimensional concept of talent are likely to lead to the premature de-selection of many talented children. An alternative TID process that is based on a dynamic and multi-dimensional concept of talent is discussed.

Effective Talent Development: The Elite Coach Perspective in UK Sport

Research to effectively inform the design and conduct of talent development environments (TDEs) is sparse, especially relating to the goals and systems involved. Accordingly, this paper provides a detailed picture of effective goals and systems within TDEs in a UK context. A thorough examination of the goals, nature, and systems of 16 coaches with significant expertise in talent development was carried out across 13 different sports. Inductive and deductive analysis revealed support for five main generic characteristics of effective TDEs: 1) Long-term aims and methods; 2) Wide-ranging coherent messages and support; 3) Emphasis on appropriate development, not early success; 4) Individualized and ongoing development; and 5) Integrated, holistic and systematic development. Implications for applied practitioners, policy makers, and researchers are explored.

Expertise and talent development in rugby refereeing: An ethnographic enquiry

Abstract We explore how expertise is obtained in the domain of rugby refereeing. The research data are qualitative and are drawn from an 18 month period working in collaboration with the Rugby Football Union Elite Referee Unit. Adopting an ethnographic mode of enquiry, the study combined long-term participant observation with in-depth interviewing, indirect observations and the collection of artefacts including existing protocol, coach feedback forms and strategic reports. The diversity of methodologies allowed us to examine how expertise is developed across various domains of analysis, including the intrapersonal, interpersonal, group and social perspectives. Building on expertise studies in “deliberate practice”, further prerequisites for expertise, at least in this domain and with these participants, incorporated “deliberate experience” and “transfer of skills”. Additionally, a key issue in the findings concerns a shift from “descriptive” towards a “non-linear processes”-oriented model of development. We conclude by identifying opportunities and limitations associated with the adoption of ethnography as a method for studying expertise.

Parameterising expertise in coaching: past, present and future.

Abstract Research into expertise is increasing across a number of domains pertinent to sport. Whilst this increase is particularly apparent in coaching, a key question is how to identify an expert coach? Accordingly, this paper draws upon existing studies into expert coaches to address this issue; in particular, the criteria used to select expert coaches for research purposes and the methods used in expert coach research. Based on these data, we contend that the elements of expertise are not fully reflected within currently accepted criteria which, in turn, results in expert coaching research not necessarily identifying the appropriate individuals to study. The paper concludes with recommendations for more rigorous criteria for selecting expert coaches and highlights the associated implications for the future training and development of expert coaches.

Individual temporal differences in precompetition anxiety and hormonal concentration

This investigation explored individual differences in hormonal concentration and directional perception of anxiety 24hrs, 2hrs and 1 hr before an important competition. Those who perceived their anxiety level as positive to performance (i.e. facilitators) showed an increase in testosterone concentration as time-to-event approached that contrasted markedly with those who perceived their anxiety intensity as negative to performance (i.e. debilitators). The facilitatory group also exhibited a lower cortisol response 2 hrs and 1 hr, relative to 24 hrs before the event, whilst the response of the debilitatory group was elevated as time-to-event approached. Finally, the facilitatory group evidenced a trend towards rapid elevations in all of the catecholamines, whilst the concentration amongst the debilitatory group remained stable as the event approached. The findings add further substance to the veracity of the directional construct in acting as the important distinguishing variable which accounts for significant individual differences. Additionally it addresses the mechanism by which the relationship between anxiety direction and performance may be brought about. Such underpinning biochemical mechanisms offer one possible yet long awaited explanation to aid our understanding of the pre-event anxiety direction response of competitive individuals.

Primary Physical Education in Scotland: the Future in the Making

Two themes pervade much of the contemporary PE literature: the need for change and the need to prepare pupils for lifelong physical activity (LLPA) participation. On both counts, progress has been slow. This paper proposes that PE, with some urgency, must seekto work with related professions to design, implement and evaluate programmes that help primary age children acquire the basic movement and behavioural competencies that underpin LLPA. As such, the PE experiences of primary age children must become pivotal to the development of an LLPA foundation. Recent initiatives in Scotland, The Basics Moves Programme and Developing Potential forYoung People in Sport (DPYPS), are presented as examples of programmes that are employing such an approach. The paper concludes by emphasising the need for the development of more programmes of this nature to enable the PE profession to clearly identify its way forward in the future.

Influences on the talent development process of non-classical musicians: psychological, social and environmental influences

Twelve professional, non-classical musicians were interviewed about the impact of internal and external factors on their development as musicians. The data were qualitatively analyzed, and observations concerning psychological characteristics of developing excellence (PCDEs), social and environmental influences are reported. The insights of the musicians help to provide a rich source of descriptive information about the specific characteristics present during the process of their musical development. Three major findings emerged from this study. First, the results suggest that PCDEs are associated with non-classical musical ability which develops outside a structured developmental process. Second, in terms of social influences, the findings indicate that, for non-classical musicians, teachers and parents play a smaller role, and peers play a larger role than identified in previous research. Finally, the results suggest that various sources of media play an influential role in non-classical music talent development. The reasons for these findings and related implications are discussed.