Unit 219 talent identification in sport

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Unit 219 Talent identification in sport

Tutor Guidance

1. Explain the unit outcomes and check understanding.2. Present students with unit assessments and processes for submission.3. Utilise the PowerPoint to support lesson delivery, and student understanding.4. Allow for students to record lesson information to support them in their assessment.5. Consolidate after each lesson.6. Link theory lesson outcomes with practical delivery.7. Consolidate and link the practical and theory aspects with the unit outcomes and assessment.8. Utilise any and all resources to support and deliver the unit outcomes for example – quizzes,

risk assessments, health and safety checklist, injuries in football, video clips.



Student Guidance

1. Review the unit standards, on Blackboard.2. Access unit assessment from Blackboard.3. Save assessment in your documents.4. Take part within group discussions.5. Record notes/ findings from both practical and theory lessons.6. Ask questions, to establish understanding.7. Take active role within practical lessons.8. Clear submission date and procedure.9. Clearly read the assessment requirements for example, prepare a presentation, write a report,

produce a leaflet.



Unit aimThis unit introduces learners to the importance and relevance of talent identification anddevelopment systems in sport and competition pathways. In addition, learners will have theopportunity to consider the predictors of talent for individuals as well as to undertake independentresearch activity into the types and quality of past, current and/or future programmes.

Learners will have the opportunity to explore and discuss the influences and benefits of and successof talent identification and development systems/programmes.

Centres are encouraged, where possible, to make use of available trips, visits and guest speakers toenliven discussions and bring reality to research and assessment tasks.basis.



Learning outcomesThere are three learning outcomes to this unit. The learner will be able to:

219.1: Know the predictors used to identify potential and talent in sport219.2: Understand how sporting talent is developed and maintained219.3: Understand reasons for developing talent identification systems

Guided learning hoursIt is recommended that 25 hours should be allocated for this unit. This may be on a full or part-timebasis.


The greatest discovery of my generation is that a human being can alter his life by altering his attitudes


Outcome 1 Know the predictors used to identify potential andtalent in sport

Assessment CriteriaThe learner can:

1. define talent identification

2. identify potential predictors of talent in sport

3. describe how predictors are used to identify potential participation pathways.


Outcome 1 Know the predictors used to identify potential andtalent in sport

Range

PredictorsSocial, physical, physiological, psychological, technical/skill

Participation pathwaysUnisport/team sport, multisport, unidimensional, multidimensional


A good manager can, at best, make a team 10% better. But a bad manager can make a

team up to 50% worse

Giovanni Trapattoni


Outcome 2 - Understand how sporting talent is developed andmaintained


1. outline the aim of the sports development continuum

2. identify key personnel who contribute to the success of talent development

3. identify factors which impact on talent development

4. describe methods used to engage individuals with talent.


Outcome 2 - Understand how sporting talent is developed andmaintained

Range

Key personnelMentors, parents, coaches, teachers, leaders, role models, peers

FactorsAmbition, socio-economic status, support, facilities, access, awareness


INSERT VISUAL

Celebrate success


Outcome 3 Understand reasons for developing talentidentification systems


1. explain the importance of investing in talent identification systems

2. describe benefits of talent identification systems to individuals

3. describe benefits of talent identification systems to organisations

4. identify threats to the success of talent identification systems.


Outcome 3 Understand reasons for developing talentidentification systems

Range

IndividualsAthletes/performers

OrganisationsNational Governing Bodies, education (primary & secondary schools, colleges), teams/clubs

ThreatsFunding, facilities, poor use of talent predictors, coaching, political agendas


You don’t have to have been a horse to become a good jockey

You won’t always ‘get on'


What may determine the stage

players are at, or get to ?

Beginner

Based on – gentile 2002

Advanced

Expert

Intermediate

AgeAbility

ExperienceOpportunity

Motivation & DriveEconomics

Socio / cultural Luck

Others ?


1 How do you make sure goalkeepers get the same benefit from practices as outfield players?

2 Show how the adolescent growth spurt may affect the player & what coaches may need to consider.

3 What is a ‘Birth bias’ and how does this affect player development in this country. ?

4 What could be some of the traits of talented players & how can coaches deal help these children?

5 How can a coach make sure they manage difference in the group.?

Group Discussion

Timing & speed of a growth spurt;

May be early or late, smooth or erratic

impact?

impact?

impact?

impact?

Females Males

cm / year

1110

987654321

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Age

EXAMPLE

Ref Craig simmons

Different Adolescent Growth rates

Player B

Age : 13 . 5

Ht: 155 cm

Wt: 52 kg

Player A

Age : 13 . 5

Ht: 188 cm

Wt: 81 kg

Early ?

Later?

Age – Yrs

Assess ? – Now or the Future ?

Technical

GiftedEffective

Good at positionGood technique

Skilful

Psych

Strong /Weak Confident MotivatedResilient

ReflectiveGood decision maker

Physical

Fast / slow Strong / Weak

Tall/short

Social

Leader Team player

Popular

Are your observations based on effectiveness in the game ‘today’

Will these sort of observations change as the player matures ?

Are you prepared to wait ?

Can you spot the potential ?


Ages 12 13 14 15 16

DIFFERENCE

Psychological age.

Social age.

Chronological age.

Technical age.

Physical age.

Chronologicalage

Technical

Social

Physical

Psych

Physical

Social

Technical

Psych

Ref Craig simmons

Summer Birthdays

Sept – Dec

Jan - Apr

May – Aug

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)Ref Craig simmons


5047

2659

1151

0

1000

2000

3000

4000

5000

6000

8857 club 9 to 16 year old players

13 %

57 %

30 %

May-AugSep-Dec Jan-Apr

School and club start

QUESTION: ARE THE MAJORITY OF THE BEST PLAYERS BORN

SEPTEMBER TO DECEMBER?

Birth preference?1st September or 31st August.What is the effect on players being born just 1 day apart?

8,857 BOYS BIRTHS IN ENGLISH PROFESSIONAL FOOTBALL CLUBS

Ref Craig simmons


Are self-directed & highly motivated

Masters information Quickly

Can Jump stages in learning

Can Reason ‘thingsout’ for themselves

Can Detect & Self correct errors in practice & games Prepared to experiment

& risk being wrong

Talented ?


Talent belongs to someone else

(pressure)

Doubt about ability

Best not good enough

Impatient – Reckless

Stop experiment& risk being wrong

(Assess repercussions of taking risks)


Role of the coach ?

To build an environment where individual talent can flourish

Recognise , celebrate and then try to manage difference

26

José V. Portolés Montañés


‘Wheel’ of fortune

Opportunity& more

Opportunity

Experience & More

experience

Opportunity & More

Opportunity

Experience & More

experience


Assessing ‘talent’ José V. Portolés Montañés

28

Performance

Potential‘The educator must above all understand how to wait; to reckon all effects in the light of the future, not of the present’.

Ellen Key, 1911

Unit 219 talent identification in sport

Sports

Transcript of Unit 219 talent identification in sport