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Symposium „Dimensions of performance“ September 2 nd , 2006 Berlin, Germany. TALENT IDENTIFICATION DEVELOPMENT: multidisciplinary approach SPORTS CAREER MOTIVATION DEVELOMPENT phases of transition Hana VÁLKOVÁ Palacký University OLOMOUC, Czech Republic MOTTO of the presentation:

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Symposium dimensions of performance september 2 nd 2006 berlin germany l.jpg
Symposium„Dimensions of performance“September 2nd, 2006Berlin, Germany

TALENT IDENTIFICATION DEVELOPMENT:

multidisciplinary approach

SPORTS CAREER MOTIVATION DEVELOMPENT

phases of transition

Hana VÁLKOVÁ

Palacký University OLOMOUC, Czech Republic

MOTTO of the presentation:

do not forget OLD ideas valid in last – recent – future time


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ICSSPE + ISTAFSeptember 2nd, 2006Berlin, Germany

  • Talent definition ???

    - „potential“- discovered by means of certain measures

    “There is no consensus of opinion, nationally or internationally, regarding the theory and practice of talent identification, selection and development in sport, although research identifying the required characteristics for elite performance continuous. (pp.265). (Franks et al., 2002)

  • talent dimensions:

    1. intellectual/verbal – 2. intellectual/mathematics – 3. arts – 4.music

    – 5. manual/crafts – 6. social – 7. motor/mobility

  • Talent detection - various theories

  • Sports talent detection models (Régnier,G., Salmella,J. & Russell, S.J., 1993)


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ICSSPE + ISTAFSeptember 2nd, 2006Berlin, Germany

  • GENERAL APPROACH

    (exact, measurable data)

  • Anthropometric data

  • Physiological data

  • Skills

  • Motor competencies

  • Psychological variables (e.g. motivation, self-confidence) are – theoretically - considered as important


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ICSSPE + ISTAFSeptember 2nd, 2006Berlin, Germany

MOTIVATION

Intrinsic Extrinsic

Self-satisfaction from activity satisfaction from consequencies of activity

Advancers – responsibility workers – tool of others

self-, others, team tasks reliability

independency dependency

activity re-actibility, waiting for tasks

task achievement, goal setting passivity, avoidance

Vallerand (in Cox, 2002) - motivational continuum


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ICSSPE + ISTAFSeptember 2nd, 2006Berlin, Germany

Developmental, Life-span approach

  • Stratton et al. (2004).Attention to childhood.

  • Necessity to know child developmental stages.

  • Basic principles – related to Piaget´s theory of cognitive development and Ericsson´s theory of psychosocial development.

  • 1. trust stage: birth up 2 years

    learns about physical environment, routine operations

  • 2. autonomy stage: 2-4 years

    recognizes the existence of free will and choice

  • 3. experience the imitation stage: 4-6 years

    imitation roles, models, world around them.

  • 4. competence stage: 6-12 years

    they are able to demonstrate competence in front of their peers.

  • 5. identity phase: 12-18 years

    critical time of development between childhood and adulthood.


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ICSSPE + ISTAFSeptember 2nd, 2006Berlin, Germany

Bloom (1985), Ericsson (1993), Côté, et al. (2003).

  • What amount of practice (years, hours) is necessary for elite performance ???

    _ deliberate play

    _ deliberate practice

  • Terminology of stages:

  • sampling years - deliberate play (intrinsic motivation)

  • specializing years – deliberate practice

  • investment years


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ICSSPE + ISTAFSeptember 2nd, 2006Berlin, Germany

  • Parents role is important during all stages of sports career development, parents play important role, particularly in the early years of professionalism.

    (E.g. Gibson, 2002.)

    Terminology of stages:

  • Early stage

  • Transition st. to seniors

  • Retirement


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Characteristics of talented performers (and their mentor and parents) at various stages of their careers (Bloom, 1985).


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Wylleman, 2005: and parents) at various stages of their careers (Bloom, 1985).A developmental perspective on transitions(scheme)

Age

I. II. III. IV.

initiation development mastery discontinuation

  • Athletic level

  • Psychological

    level

  • Psycho-social

    level

  • Academic/vocation

    level

    (Transition – Ericsson terminology)


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ICSSPE + ISTAF and parents) at various stages of their careers (Bloom, 1985).September 2nd, 2006Berlin, Germany

Information from 90ies up to these days

BUT

let us have a look

BACK


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ICSSPE + ISTAF and parents) at various stages of their careers (Bloom, 1985).September 2nd, 2006Berlin, Germany

Hošek, V. & Vaněk, M. (1975 an further FEPSAC conferences)

stressed developmental approach and formulated model

  • „ Development of the structure of motivation

    – life span sports career“ based on three sources:

  • - Madson theory (1969),

  • - theory of “ustanovka” (Puni, 1961, Uznadze

    1966) as the potential of activity, regulation,

  • - Atkinson theory of “need for achievement”

    (1966).


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ICSSPE + ISTAF and parents) at various stages of their careers (Bloom, 1985).September 2nd, 2006Berlin, Germany

  • Development of the structure of motivation – life span sports career

    III.

    stabilization

    II. IV.

    selective involution

    I. self-inclusion

    primary expansion


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Development of the structure of motivation and parents) at various stages of their careers (Bloom, 1985). – life span sports career

I. primary expansion

Age cca up to10

Activities spectrum all-round

performance low

motivation primary

Function of educator early sport

socialization


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Development of the structure of motivation and parents) at various stages of their careers (Bloom, 1985). – life span sports career

II. Selective self-inclusion

Age youth/adolescent

Activities spectrum specialization-diference

Performance middle (1st selection)

Motivation mixed

Function of educator „Lucky with coach“


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Development of the structure of motivation and parents) at various stages of their careers (Bloom, 1985). – life span sports career

III. stabilization

Age adults

Activities spectrum specialization

performance high/super

Motivation secondary

Function of educator maintain, team bulding


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Development of the structure of motivation and parents) at various stages of their careers (Bloom, 1985). – life span sports career

IV. involution

Age higher adulthood

Activities spectrum specialization

Performance mature

Motivation primary

Function of educator team harmonization,

behavior as pattern


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Summary of approaches towards sports career development and parents) at various stages of their careers (Bloom, 1985).


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CONCLUSION and parents) at various stages of their careers (Bloom, 1985).

1. Different (not totally) terminology with similar content has been used

2. “Fresch” terminology is usually based on old experience and previous findings

3. Theory of stages and transition (development of motivation) through sport career is accepted by a lot of authors (from late 60ies up to recent time):

  • 4 developmental stages and 3 domains of transition

  • attention to importance of psychic (motivation, intrinsic

    motivation) variables for talent cultivation (motor competencies approach)

  • acceptance of social environment for talent development (parents, teacher/coach, peers)

  • importance of deliberate play


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