Talent development: so you've found it, what do you do with it? - the importance of psychology - 11.1 Flashcards
talent development
Converting natural abilities into specific choreographed skills
– Cf British Rowing WCS
Not enough to simply select the best ‘talent’ and then do nothing
Vaeyens et al. (2008)
no uniformly accepted theoretical framework for TD
validity debated
traditional models exclude late developers
models should be dynamic and multidimensional
Talent development models
Ericsson TDP
Cote DMSP
Gagne
– Differentiated Model of Giftedness and Talent (DMGT)
Abbot & Collins
– Psychological Characteristics of Development Excellence (PCDE)
Gagne DMGT model
Developed for education
– Characterizes development of top 10%
The development process is described as the “transformation of gifts into talent” (i.e. the outstanding skills developed in a particular sport), through a process of maturation, learning, training and practice (developmental process)
Influenced by three catalysts
- intrapersonal,
- environmental and
- chance
Contribution and interaction of:
– Intrapersonal / Developmental / Environmental / Chance factor
components of DMGT model
- Gifts (1,4)
- Catalysts (2,3,5)
- Skills (6)
see notes
giftedness v talent
Differentiates Giftedness (constituent elements) and Talent (an end product)
Tucker and Collins (2012)
see notes
Collins et al.
The importance of psychological characteristics in transforming giftedness to talent
mindsets (Dweck)
fixed
growth
Abbott and Collins (2004)
talent development programmes need to be multidimensional and highlight the role of psychology
growth mindset
Ability can be developed.
Challenges are embraced as it
is believed that you can
improve at a task.
Effort therefore is seen as
worthwhile- a path to
mastery.
Getting things wrong and
receiving feedback is positive- it guides further improvement
fixed v growth mindset
FIXED Mindset
– ‘Risk’ with early success
Success... – When I don’t make mistakes – When I am perfect – When something is easy – When I look good in comparison with others
Constant validation (constantly judged) – Good days / bad days (inconsistent confidence)
Failure is transformed from an action (I failed) to an identity (I am a failure)
why is this a problem?
Believing that your qualities are carved in stone—the fixed mindset—creates an urgency to prove yourself over and over.
Every situation calls for confirmation
Every situation is evaluated:
– Will I succeed or fail? Will I look smart or dumb? Will I be
accepted or rejected? Will I feel like a winner or a loser?
Fixed mindset voice
“Are you sure you can do it? Maybe you don’t have the talent.” “What if you fail—you’ll be a failure” “People will laugh at you for thinking you had talent.” “If you don’t try, you can protect yourself and keep your dignity.”
As you hit a setback, the voice might say, “This would have been a snap if you really had talent.” “You see, I told you it was a risk. Now you’ve gone and shown the world how limited you are.” “ It’s not too late to back out, make excuses, and try to regain your dignity.”
As you face criticism, you might hear yourself say, “It’s not my fault. It was something or someone else’s fault.” You might feel yourself getting angry at the person who is giving you feedback. “Who do they think they are? I’ll put them in their place.” The other person might be giving you specific, constructive feedback, but you might be hearing them say “I’m really disappointed in you. I thought you were capable but now I see you’re not.”
Mindsets are just beliefs (can be changed)
resilience
Ability to withstand pressure
Collins and MacNamara (2012)
Development of mental toughness and resilience
