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 219Talent 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 aim

This 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.



Learning outcomes

There 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-time or parttimebasis.


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



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

Outcome 2 - Understand how sporting talent is developed andmaintained


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

They will need a role model


TECHNIQUE

How to do something The ‘Mechanics’ of an action From the Greek word ‘Techne’ or ‘ART’

SKILL

Executing techniques with interference and/or opposition

Using the right techniques at the right time, & in the right place’

How do players develop skill ?


Is he fast ?Is he big?

Is he right or left footed ?Where are his mates ?

What’s in his head ?Which technique is best ?

How fast shall I go ?Which direction ?When do I act ?

What do my teammates expect ?

Tactics


Searching RecognisingPlanningAssessing AdaptingPredicting

Learning how to use techniques

Learning effective movement

Logging these experiences into memory

Improving Awareness

Decision makingProblem solvingLearning how to

‘think in the future’

Developing Skill

Working out -Time, Space, PlayersOpportunities, Risks. On & Off the ball (96%)

Recognising Cues, Triggers & Patterns

What works and what doesn’t

Learning how the game ‘works’


Relevant Experience(s) enable players to build a ‘Football Memory’

……. A collection of ‘mental pictures’ based on experience(s) Which players ‘recall’ to help them make decisions & solve problems


Ref Paul Ford

An Expert


ABC’s

Agility Changing direction at speed

Balance Dynamic – balance on the move Static – kicking a ball, protecting a ball

Co-ordination Using different parts of the body in harmony (GK using arms and legs together )

Speed Accelerating Decelerating Stop start

Flexibility, strength, power, endurance, others ?


Balance

Agility SpeedCo – ordination

Flexibility

Strength ?Energy ?

To get into position. to adapt , execute, move on

Confident & Motivated ?Touch & Feel for the ball ?

Focussed?Outmuscled ?

Outran ?Practiced ?Nervous ?

Scared?Tired?Cold?

Valued ?

Skill Execution(Both Players)


Repetition - Effects on the body

Repeated movements are stored as nerve impulses.

Repetition will normally lead to ‘Automatic’ movements as the brain stores them and super fast movement of nerve impulses

A Myelin Sheath forms to insulate & speed up the impulse

Nerve impulses ‘tell’ the muscles & joints

to move in the way they have been repeated.

Repetition thickens this myelin sheath


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20+

Ages

CNS(Neural Pathways) are 95% established by age of 10

You lose movement skills if you do not maintain them

The ‘Window’ to learn & Develop never shuts , but it gets harder & slower to make changes & developments.

Myelination can go on into early 20’s.

Development

Maintenance


‘Muscle Memory’

Repetition, trains the neural system to learn actions to a point where it does not need to ‘think’ about them.


Physical returns from a Match

Most of the fundamentals +

• Turning/Twisting• Lateral movements• Forwards, Backwards• Sprints• Jumping & Landing• Accelerating & Decelerating• ‘Dynamic’ movements

Are players repeating these movements in

practice ?.

How often ?How long ?

How intense ?


Year 12

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Year 12

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Fundamental stage 5 – 8 Enjoying Practice 8 – 11

Developing Practice 11 – 14 Understanding Competition 14 – 16


Early & later Specialization in football or a position ?

DEVELOPMENT

BEGINNER EXPERTLevel

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PERFORMANCE

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BEGINNER EXPERTLevel

Unit 219 talent identification in sport

Sports

Transcript of Unit 219 talent identification in sport