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Unit 219 talent identification in sport

This document outlines the guidance for a unit on talent identification in sport. It includes: 1. Guidance for tutors on delivering lessons, linking theory and practice, and utilizing various resources. 2. Guidance for students on activities like reviewing unit standards, participating in discussions, taking notes, and understanding assessment requirements. 3. An introduction to the unit which explores talent identification and development systems in sport and the opportunities for research.

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Unit 219 Talent 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. Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Unit 219 Talent identification in sport 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. Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Unit 219 Talent identification in sport Unit aim This unit introduces learners to the importance and relevance of talent identification and development systems in sport and competition pathways. In addition, learners will have the opportunity to consider the predictors of talent for individuals as well as to undertake independent research 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 success of talent identification and development systems/programmes. Centres are encouraged, where possible, to make use of available trips, visits and guest speakers to enliven discussions and bring reality to research and assessment tasks. basis. Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Unit 219 Talent identification in sport 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 sport 219.2: Understand how sporting talent is developed and maintained 219.3: Understand reasons for developing talent identification systems Guided learning hours It is recommended that 25 hours should be allocated for this unit. This may be on a full or part-time basis. Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
The greatest discovery of my generation is that a human being can alter his life by altering his attitudes Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Outcome 1 Know the predictors used to identify potential and talent in sport Assessment Criteria The 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. Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Outcome 1 Know the predictors used to identify potential and talent in sport Range Predictors Social, physical, physiological, psychological, technical/skill Participation pathways Unisport/team sport, multisport, unidimensional, multidimensional Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
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 Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Outcome 2 - Understand how sporting talent is developed and maintained Assessment Criteria The learner can: 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. Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Outcome 2 - Understand how sporting talent is developed and maintained Range Key personnel Mentors, parents, coaches, teachers, leaders, role models, peers Factors Ambition, socio-economic status, support, facilities, access, awareness Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Celebrate success INSERT VISUAL Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Outcome 3 Understand reasons for developing talent identification systems Assessment Criteria The learner can: 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. Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Outcome 3 Understand reasons for developing talent identification systems Range Individuals Athletes/performers Organisations National Governing Bodies, education (primary & secondary schools, colleges), teams/clubs Threats Funding, facilities, poor use of talent predictors, coaching, political agendas Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
You won’t always ‘get on' You don’t have to have been a horse to become a good jockey Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
What may determine the stage players are at, or get to ? Beginner Based on – gentile 2002 Age Ability Experience Opportunity Advanced Motivation & Drive Economics Socio / cultural Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26) Expert Intermediate Luck Others ?
Group Discussion 1 How do you make sure goalkeepers get the same benefit from practices as outfield players? 2 Show how the adolescent growth spurt may affect the player & what coaches may need to consider. 3 What is a ‘Birth bias’ and how does this affect player development in this country. ? 4 What could be some of the traits of talented players & how can coaches deal help these children? 5 How can a coach make sure they manage difference in the group.? Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Timing & speed of a growth spurt; May be early or late, smooth or erratic impact? impact? impact? impact? Females Males cm / year 11 10 9 8 7 6 5 4 3 2 1 EXAMPLE 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Age Ref Craig simmons
Different Adolescent Growth rates Player B Age : 13 . 5 Ht: 155 cm Wt: 52 kg Player A Age : 13 . 5 Ht: 188 cm Wt: 81 kg Early ? Later? Age – Yrs
Assess ? – Now or the Future ? Technical Gifted Effective Are your observations based on effectiveness in the game ‘today’ Good at position Good technique Skilful Psych Strong /Weak Confident Motivated Resilient Reflective Good decision maker Will these sort of observations change as the player matures ? Physical Fast / slow Strong / Weak Tall/short Social Leader Are you prepared to wait ? Team player Popular Can you spot the potential ?
DIFFERENCE Psychological age. Physical age. Social age. Technical age. Chronological age. Technical Chronological age Physical Ages 12 13 14 15 16 Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26) Social Psych Physical Social Technical Psych Ref Craig simmons
Summer Birthdays Sept – Dec Jan - Apr May – Aug
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26) Ref Craig simmons
8,857 BOYS BIRTHS IN ENGLISH PROFESSIONAL FOOTBALL CLUBS 5047 2659 Birth preference? 1st September or 31st August. What is the effect on players being born just 1 day apart? QUESTION: ARE THE MAJORITY OF THE BEST PLAYERS BORN SEPTEMBER TO DECEMBER? 1151 6000 5000 4000 3000 2000 1000 0 School and club start 8857 club 9 to 16 year old players Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26) 13 % 57 % 30 % Sep-Dec Jan-Apr May-Aug Ref Craig simmons
Are self-directed & highly motivated Masters information Quickly Can Jump stages in learning Talented ? Can Detect & Self correct errors in practice & games Prepared to experiment Can Reason ‘things out’ for themselves & risk being wrong Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Talent belongs to Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26) someone else (pressure) Doubt about ability Best not good enough Impatient – Reckless Stop experiment & risk being wrong (Assess repercussions of taking risks)
José V. Portolés Montañés Role of the coach ? To build an environment where individual talent can flourish Recognise , celebrate and then try to manage difference 26 Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
‘Wheel’ of fortune Opportunity & more Opportunity Experience & More experience Opportunity & More Opportunity Experience & More experience Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Assessing ‘talent’ José V. Portolés Montañés 28 Performance Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26) Potential ‘The educator must above all understand how to wait; to reckon all effects in the light of the future, not of the present’. Ellen Key, 1911