W4 - LTAD

Question 1

Define talent development

Answer 1

Providing the most appropriate learning environment to realise ones potential

Question 2

Define talent identification

Answer 2

Process where current performers are recognised as having the potential to become future elite athletes.

Question 3

What is the LTAD (Long term athlete development)

Answer 3

A framework for full sport system alignment + integration

Question 4

What does the LTAD do

Answer 4

ID the current gaps in the sport system + provides guidelines for problem solving.

Plans for optimal perf for all stages of athlete development

Question 5

What is the LTAD designed on the basis of

Answer 5

Practical coaching experiences

Scientific principles

Question 6

What are the 7 stages of LTAD

Answer 6

Active start

Fundamental

Learning to train

Training to train

Training to compete

Training to win

Active for life

Question 7

What is NOT an indispensable precondition for later senior sporting success?

Answer 7

Early age

Question 8

Gagne’s 2000 differentiated model of giftedness + talent

What 4 domains of natural abilities does it set out?

Answer 8

Intellectual

Creative

Socioaffective

Sensorimotor

Question 9

According to Gagne, what are you if you are the top 10% in the natural abilities (intellectual, creative, socioaffective, sensorimotor)

Answer 9

Giftedness

Question 10

What catalysts come under Gagne’s 2000 model for the developmental process the conversion from natural abilities to systematically developed skills?

Answer 10

Intrapersonal

Environmental

Chance

(Other models don’t account for these)

Question 11

According to Gagne, what are you if you are the top 10% in the systematically developed skills

Answer 11

Talent

Question 12

What theory does the Gagnes 2000 differentiated model of giftedness and talent link to?

Answer 12

10yrs/10,000 hrs theory

Highlights learning + practise as a key factor

Question 13

Development Model of Sports Participation (Cote)

What are the 3 highlighted phases?

Answer 13

Sampling phase

Specialising phase

Investment phase

Question 14

Development Model of Sports Participation (Cote)

Sampling phase

Answer 14

6-12 yrs

Range of activities

Having fun

Stage is dominated by ‘deliberate play’

Question 15

Development Model of Sports Participation (Cote)

Specialising phase

Answer 15

13-15yrs

Focus on 1 or 2 sports

Sport-specific skill development.

Question 16

Development Model of Sports Participation (Cote)

Investment phase

Answer 16

16yrs +

Committed to achieving elite status in 1 sport.

Lots of ‘deliberate practise’

Family activités tend to revolve around young persons sporting timetable.

Question 17

Talent Development in P.E

Bailey + Morley, 2006

Answer 17

Physical, social, personal, cognitive + creative abilities must all be recognised when identifying talent.

Model encourages teachers to consider a range of factors affecting learning

Question 18

Talent Development in P.E

Bailey + Morley, 2006

What are the factors affecting learning that teachers are encouraged to consider?

Answer 18

Awareness of the multidimensionality of the ability

Differentiating between potential + performance

Acknowledgement of factors which can influence upon development of abilities

Focus on P.E rather than sport

Question 19

Biopsychosocial model

Answer 19

Inclusion of 3rd dimension allows for different pathways of development through time with the addition of the z-axis.

Suggests that athletic development is determined by biological, psychological + social factors + their interactions.

Question 20

Biopsychosocial model

Base of sphere

Answer 20

Early age

Few activities/options available to ind

Question 21

Biopsychosocial model

Middle of sphere

Answer 21

Participant is becoming older + developing

Large number of options, relating to the characteristics of the participant & their environment, together with the objective of the process (i.e elite referenced excellence, personal reference excellent & participation for personal well-being).

Question 22

Biopsychosocial model

Top of sphere

Answer 22

Participant is ageing

No. of permutations decreased towards + almost exclusively participation for personal well-being.

Question 23

Proposed Model of Development for Adolescent Sports Players (Burgess & Naughton, 1010)

Answer 23

Centres on an interactive approach, with the players immediate & LT welfare central to all programs & actions.

Responsible talent development in team sports for adolescents doesn’t lie with any single individual within the sports industry & is best accepted as a collective & complex but worthwhile challenge.

Question 24

Relative Age Effects (RAE)

Answer 24

Influence of selection + progression through fixed annual birthdate distribution

Question 25

Where are relative age effects found

Answer 25

W/in various youth sports in F + M.

Across talent development pathways in racket sports

Question 26

RAE and Faber et al, 2019

Answer 26

No RAE have been discovered in the same racket sports at senior competitive levels

Question 27

Bio-banding

Answer 27

Grouping athletes based on biological age/maturity rather than chronological age

Question 28

Why may bio-banding be advantageous

Answer 28

Reducing inequality in competition occurring due to age + growth differences between athletes in the same chronological age group (Malina et al, 2015).

Question 29

Who could the bio-banding be moderately bias towards and why

Answer 29

May provide early maturing players a greater challenge from a physical + technical perspective

Question 30

What does playing-up involve

Answer 30

Grouping athletes based on skill

Question 31

What are the ways in which athletes may be grouped in sport?

Answer 31

Chronological age (RAE)

Bio-banding (Age + maturity)

Question 32

What are the ways in which skilled students may be grouped based on?

Answer 32

Ability Grouping (Class skipping)

Acceleration (Grade skipping)