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Talent Identification and DevelopmentInhoud
Talent Identification and Development .................................................................................................. 1
Lecture 1 – Introduction ...................................................................................................................... 3
Lecture Notes .................................................................................................................................. 3
Article Vaeyens R., Lenoir M., Williams A.M., Philippaerts R.M., (2008) – Talent Identification and
Development Programmes in Sport .............................................................................................. 10
Article Philips E., Davids K., Renshaw I., Portus M., (2010) – Expert Performance in Sport and the
Dynamics of Talent Development ................................................................................................. 13
Article Wormhoudt, R, Savelsbergh, G.J.P., Teunissen, JW., & Davids, K. (2018). Athletic skills
model for optimal talent development through movement education ....................................... 16
Lecture 2 – The better mover: the role of general motor coordination in talent identification and
development in sport ........................................................................................................................ 24
Lecture Notes ................................................................................................................................ 24
Article Pion, J., Fransen, J., Deprez, D., Vaeyens, R., Philippaerts, R., Segers, V., & Lenoir, M.
(2015) – Stature and jumping height are required in female volleyball, but motor coordination is
a key factor for future elite success .............................................................................................. 40
Article Pion, J., Lenoir, M., Vandorpe, B., Segers, V. (2015) – Talent in female gymnastics a
survival analysis based upon performance characteristics ........................................................... 41
Article Mostaert, M., Deconinck, F., Pion, J., & Lenoir, M. (2016) – Anthropometry, physical
fitness, and coordination of young figure skaters of different levels ........................................... 43
Article Robertson, K., Mostaert, M., Pion, J., & Lenoir, M. (2020) – Mind, body, and shuttle
multidimensional benchmarks for talent identification................................................................ 44
Lecture 3 – Pacing and self-regulation in youth athletes: How to coach youth endurance athletes
towards excellence ............................................................................................................................ 46
Lecture Notes ................................................................................................................................ 46
Article Menting, S., Huijgen, B., Konings, M., Hettinga, F., Elferink-Gemser M., (2019) – Pacing
Behavior Development of Youth Short-Track Speed Skaters: A Longitudinal Study..................... 55
Article Wiersma, R., Stoter, I., Visscher, C., Hettinga, F., Elferink-Gemser, M (2017) –
Development of 1500-m pacing behavior in junior speed skater: a longitudinal study ............... 57
Article Elferink-Gemser M. T., Hettinga F. J., (2017) – Pacing and self-regulation Important skills
for talent development in endurance sports ................................................................................ 59
Lecture 4 – The role of visual information ........................................................................................ 60
Lecture Notes – The better perceiver; visual information, gaze behavior and expertise in sport 60
Article Goodale, M.A. & A.D. Milner (1992). – Separate visual pathways for perception and
action ............................................................................................................................................. 72
Article Savelsbergh, G.J.P., Van der Kamp, J., Williams, A.M., & Ward, P. (2005) – Anticipation
and visual search behaviour in expert soccer goalkeepers ........................................................... 74
, Article Savelsbergh, G.J.P., Haans, S.H.A., Kooijman, M.K., van Kampen, P.M. (2010) – A method
to identify talent visual search- and locomotion behavior in young football players .................. 75
Article Maarseveen, M.J.J., van Oudejans, R.D.D., Savelsbergh, G.J.P. (2015) – Pattern recall skills
of talented soccer players: Two new methods applied ................................................................ 77
Article Maarseveen, M.J.J. van Oudejans, R.D.D., Mann, L.M, & Savelsbergh, G.J.P. (2018) –
Perceptual-cognitive skill and the in-situ performance of soccer players .................................... 80
Lecture 5: the cognitive factor .......................................................................................................... 83
Lecture Notes ................................................................................................................................ 83
Article Ehrlinger, J., Mitchum ,A., & Dweck, C. (2016) – Understanding overconfidence Theories
of intelligence, preferential attention and disorted self-assessment ........................................... 86
Article Haimovitz, K., & Dweck, C. (2017) – The origins of children’s growth and fixed mindsets
New research and a new proposal ................................................................................................ 89
Article Matthes, B., & Stoeger, H. (2018) – Influence of parents’ implicit theories about ability on
parent's learning related behaviors, children's implicit theories, and children’s academic
achievement .................................................................................................................................. 91
Article Mueller, C.M., & Dweck, C. (1998) – Praise for intelligence can undermine children’s
motivation and performance ........................................................................................................ 94
Article Paunesku, D., et al. (2015) – Mind-set interventions are a scalable treatment for
academic underachievement ...................................................................................................... 101
Lecture 6: From science to application I ......................................................................................... 103
Lecture Notes .............................................................................................................................. 103
Article Den Hartigh, R., Hill, Y., & Van Geert, P. (2018) – The development of talent in sports a
dynamic network approach......................................................................................................... 113
Article Den Hartigh, R. Niessen, A. Frencken, W., & Meijer, R. (2018) – Selection procedures in
sports improving predictions of athletes' future performance .................................................. 115
Article Bergkamp, T. L. G., Niessen, A. S. M., Den Hartigh, R. J. R., Frencken, W. G. P., & Meijer, R.
R. (2019) – Methodological issues in soccer talent identification research................................ 117
Article Bergkamp TLG, den Hartigh RJR, Frencken WGP, Niessen ASM, Meijer RR (2020) – The
validity of small-sided games in predicting 11-vs-11 soccer game performance ....................... 120
Lecture 7 – From science to application II....................................................................................... 123
Lecture Notes .............................................................................................................................. 123
Article Savelsbergh, G.J.P., & Wormhoudt, R (2018) – Creating adaptive athletes the athletic
skills model for enhancing physical literacy as a foundation for expertise................................. 131
Lecture 8 – Questions ...................................................................................................................... 133
,Lecture 1 – Introduction
Lecture Notes
Geert Savelsbergh 4-1-2021
Long term prediction
- In ten years time, the sports change a lot and you cannot predict if someone is still a top
performer or not
Short term prediction
- There was a prediction of football players that could win the 2012 English team, only 1 player
was actually in the squat (not on the field) from the prediction of 2007.
So, both the long and short term predictions are quite hard. Sport can change quit quickly.
Aims
Students are able to summarize and examine the implications of adopting a multi-disciplinary research
perspective for the comprehensive study of talent development and identification, and identify and
elaborate upon the limitations of existing research on talent identification and development (expert
performance).
Students are able to make recommendations for future research on understanding talent
development and for implementing talent developmental programs.
What is a talent?
- “My father did not have much talent. His talent was his perseverance.”
- “A good hockey player plays where the puck is. Great hockey players is where the puck is
going to be.” → talent about game inside (what will happen in the next half a second)
o From body preparation where the puck will end and can anticipate on that
- Multidimensional concept
- Many scientific disciplines explain what talent is, each within their own paradigm
- Definitions originate from specific paradigms
Degree of individual potential
Successful athletes seem to improve more within the same or even less time when compared to their
less successful counterparts
- The level of how quickly you can learn something
Traditional model
Detection: finding a general or sport specific giftedness in a heterogeneous population
↓
Identification: Finding the most talented individuals in a homogeneous population i.e. in a specific
sport
↓
Development: Guidance and training towards high level competition
↓
Selection: Selecting from the best athletes those individuals that are most likely to guarantee the
best result on a very short-term scale
, This does not necessarily imply that the best athletes are selected (injuries, team composition, long
term goals, …)
this circle happens over and over again
The idea is that is it a linear path, but in real that is not the case
Athletes who had a medal in the Olympics or worlds, they tracked down which path they took
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