Talent development - youth sport development - 11.2 Flashcards
PE
Always the first thing to be dropped
Do we need to encourage fun sport P rather than structured PE
sampling and deliberate play
Cote’s DMSP suggests that children (U12) should:
o Sample lots of sport
o Engage in deliberate play (designed to maximise inherent enjoyment)
Back yard cricket
…and there is no need to focus on
o Deliberate practice activities (designed to achieve future goals), or
o Structured competition until the investment years (>13)
Research has shown positive benefits for these ideas:
- Increased participation and,
• Later performance
DMSP - no competition
Is this realistic?
o Less ‘playground’ games
o Parents have less time to supervise
o Has to be some benefit to P – usually this is competition
o Most sport is played in organised settings
If there is to be competition – how can it be as appropriate as possible
Better solution – make it more fun – equal chance 6
Collins et al. (2014)
Matching triads:
o What are the differences?
Super Champs:
o Experienced challenge and were helped to overcome (or failed … and came back)
Not snowflakes!
Did make it – continually learned from experiences and setbacks – came back stronger
3 phases
differences were not in ‘how much’ trauma but in reaction to it
SCs proactively tried to find meaning (not reacting) - “learn from it”
Development profiles
o E.g. dip – sent to another club
Trauma
o Developmental stressors – e.g. family issues
o Embodied states – e.g. injury
o Psychological states – e.g. depression, body dysmorphia
Early indicators of resilience etc.
Collins et al.
Teach psychological skills first and THEN challenge
Use constructed challenges rather than being left to chance – use the psychological skills developed
Teach psychological skills, challenge, then refine
Confidence in how to apply psychological skills should be focus for practitioners
Major ethical issues
Should be the focus of practitioners
MacNamara and Collins (2013)
what are these important skills?
6 factors:
• Factor 1 – right people around them
• Factor 2 – some people unable to do imagery
• Factor 3 – how well do they perform in terms of overcoming setback s- can they get their focus back and cope
• Factor 4 – how do you learn from each scenario
• Factor 5 – not worried about neg evaluations
• Factor 6 – supportive and actually help them complete the activity
MacNamara et al.
interviews with elite world champions
vision - less structured but more inspired - instead of goals
RFU - ‘shaping the game’
Introducing children to rugby: Shaping the game, retaining players and developing talent
RFU data collection
Behavioural Analyses (6 Counties)
o 3 Pilot: Durham, Hampshire, Warwickshire.
o 3 Continuum: Cheshire, Devon, Gloucestershire.
Methods
- Observations: Match Analysis U7 and U9 festivals (pilot and continuum matches.
- Online U7 & U9 coaches’ questionnaire.
- Elite Coaches Interviews
RFU method
Semi-structured interviews with 9 elite rugby coaches
o What should rugby union games focus on in the early years?
Thematic data analysis conducted using a six-stage procedure (Braun and Clarke, 2006).
Thematic analysis identified five themes:
- ‘Deliberate play’ via mini rugby
- Late specialisation skills
- Fun and Enjoyment
- Multi-Sport Participation
- (appropriate) Adult involvement and competition ‘can be’ beneficial
RFU - the ‘issue’
More gentle ease from U7 to adult game
Lots of controversy as to whether children should be taught tackling skills – concussion
Thomas and Wilson (2015)
U9 match analysis comparing traditional and pilot rules.
Surveyed the U9 players
Beneficial to the game
see notes
results behaviours
see notes
more of all likely rugby behaviours
results: player opinions - most important behaviours
see notes
results: player opinions - most important expectancies
see notes
