The document discusses talent identification and development systems for elite athletes in several countries. It describes: 1) The former East Germany's highly organized state-run system for identifying and developing athletic talent from a young age through sports schools and institutes, which led to significant Olympic success but also widespread doping. 2) Australia's creation of the Australian Institute of Sport in 1981 in response to poor Olympic results, which established a centralized high performance system across many sports. 3) The United States' reliance on a school-based system with athletic scholarships providing opportunities to develop athletes' skills through high school and college competition.

1. A2 Physical Education
Managing Elite Performance
The Former East Germany,
Australia and USA

2. The Former East Germany
Post World War II
1949 – 1990
Two Separate States
The German Democratic Republic
A large political push for sporting
excellence
A state with a population similar to London
finished second overall in the medal
standings at the 1976 Olympics

3. A talent identification programme was put
in place
Rigorous testing of primary children
Coaches, sport specialists and medical
staff monitored attainment
Potential talent attended child and youth
sport schools
Mainly Olympic disciplines
Shop Window!

4. The East German Sports Model
East German National Squad
National Sports Institute
State-run sports club
Annual Spartakiad
Sports boarding school
Primary School Talent ID

5.  State Plan 1425  The Jenapharm Case
 Strive for Olympic  Athletes launched legal
success action against the
 Systematic doping of pharmaceutical giants
young athletes
 Each athlete had their  Athletes claimed they
own doctor knowingly gave drugs
 Forced to take  Jenapharm blaimed
performance enhancing the communist system
steroids

6. TASK:
 You are lawyers working the case.
 Research the case
 Decide which party you will represent
 Produce a written argument to win the
case.
 You will then argue your case in class

7. Each of the sports schools were linked to
state run sports clubs
This allowed athletes to train full time
without risking their amateur status for
Olympic competition.
Associated with particular trades
Locomotive (Railway)/Dynamo (Police)/Spartak
(Electricians)/CSKA (Army)

8. National Institutes of sport
State of the art facilities
Treadmills
Swimming flumes
Hypoxic Chambers
Final preparation for the Olympics
German College of Physical Culture in
Leipzig
Home to most of the ‘supportive medicine’

9. Modern Day Germany
Germany still have
a talent ID scheme
sport institute model
many Olympic training centres
No doping scandal!

10. Australia
Australian Institute of sport
Born out of failure at the 1976 Olympics in
Montreal
One silver
Four bronze
A world best practice model for elite
athlete development
UK setting up similar programmes

11. Public displeasure led to large government
funding
Public money was spent on creating an
elite sports system to ensure future succes

12. AIS 1981
Initial intake of 150 athletes across 8
sports
AIS now offers scholarships to 600
athletes each year in 35 separate
programmes covering 25 different sports
It employs 75 full-time coached
Main focus on the Olympics

13.  High performance coaching
 State of the art technology
 World-class sports medicine and sports science
facility
 Accommodation
 Sport Search
 Need for focussed, successful talent ID
 Pop: 20.7million compared to 60.5million in UK

14. http://www.ausport.gov.au/ais

15. Task:
Using rowing as an example, explain how
the AIS used sports search to identify
potential talent in the build up to the 2000
Sydney Olympics.

16. Athlete Career and Education (ACE)
Programme
Australian scholarship holders
Enhance personal development and
performance through career and education
services
Advisors help athletes plan for life after
sport

17. AIS also provides administrative, sports
science and coaching services
Funding for state and territory institutes,
academies and national sporting
organisations.

18. Some AIS developments
The Ice Jacket
http://www.sportsci.org/news/news9811/AISj
ackets.html
The Super Roo Bike & wind tunnel testing
http://www.powerhousemuseum.com/hsc/bik
e/article.htm
The Altitude House
http://www.abc.net.au/news/olympics/feature
s/altitude.htm

19.  Since 1998 AIS has branched out from central
model of Canberra to state run facilities
 Falls in line with federal/state political
administration of Australia
 Reflection of their dedication to improvement
and development
 Commonly athletes preferred to stay in their
locality
 Non residential

20. United States of America
Task: 20 mins
Describe how the USA structure their
sport and talent I.D. and how their
scholarship programmes are structured.
Give evidence of the following:
Nurturing Talent
High School Sport
College and University Sport

21. USA
 Sporting talent is nurtured through high
school and college system
 Not club based
 Mirror of professional sport structure
 Top class facilities for performers and
spectators
 Colleges receive huge support from local
areas both financial and as spectators

22. Scholarships
 Provides talented amateur
sportsmen and women with an
exclusive opportunity to pursue
both an academic and athletic
career simultaneously.
 Can cover many, sometimes
all, of the costs associated with
earning a university degree.
 In return, the student-athlete
will represent the university in
their respective sport and
maintain a good level of
academic performance.
 There are currently over
500,000 student-athletes
competing for approximately
2000 collegiate sports
programs.

23. http://www.youtube.com/watch?v=pvuW_s
WtETA

24. The Annual Draft
Professional Sports Contract
Draft
4 Years Higher Ed Squad
Sports Scholarship
High School Squad

25. Brought in in 1936 the draft is a
mechanism for equalising the league and
avoiding imbalance of power
Professional clubs cream off the best
college players
Closely followed by media and public

26.  Every college game is recorded and analysed by
a national office
 Players are then ranked
 The top ranked go through to the draft
 Draft works in reverse order – weakest
performing teams get first pick of the best
college athletes
 Trading and competition between teams
 Start in feeder teams of professional clubs
 Only 5 % make it to first team

27. www.ncaa.org
www.nfl.com/draft

28. Stretch and Challenge
Copy out the text and answer the question
Pg 159

29. The UK
 What structures are in place and what
developments have there been in the UK
to enhance elite sport?

30. Have you made reference to these?
UK Sport – sports councils
World Class Performance Pathway
UKSI
National Network Centres
NGB’s
Elite Coach Education Programme
ACE UK
Athlete Funding

31. www.uksport.gov.uk/pages/athlete_zone

32. How does the funding of elite athletes
differ around the world?