Unit 219 talent identification in sport

1. 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)

2. 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)

3. 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)

4. 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)

5. 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)

6. 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)

7. 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)

8. 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)

9. 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)

10. 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)

11. Celebrate success
INSERT VISUAL
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

12. 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)

13. 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)

14. 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)

15. 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 ?

16. 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)

17. 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

18. 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

19. 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 ?

20. 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

21. Summer Birthdays
Sept – Dec
Jan - Apr
May – Aug

22. Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26) Ref Craig simmons

23. 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

24. 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)

25. 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)

26. 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)

27. ‘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)

28. 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