Option B.5+ B.6 Talent ID,Self determination+ Self regulated learning

talent

multidimensional concept identified by characteristics that are only partially genetically determined

involves psychological, physiological, environmental, social, economic and environmental characteristics

talent id (TI)

• subjective assessments eg.looks quite good (perception)

• objective testing that may be physiological (such as aerobic capacity, speed and strength), anthropometric (such as height, weight, body composition) and performance-based (such as skill and agility).

multidimensional talent id (TID)

recognizes that talent also evolves as a result of an athlete actively interacting with the environment and having the resilience to cope with the challenges and setbacks they encounter.

eg. realistic goal setting

how can the evolution of multidimensional talent be facillitated by pyschological behaviours

hadling failure: promote resilience/ task persistance

mental imagery: build confidence

realistic goal setting: maintain focus

self evaluation

performance arousal and control

how does TID differ from TI

• Monitoring an individual’s progress and behaviour during a development programme  over time . The ability to adapt is a key feature of true elite athletes and is unlikely to be identified by snapshot observations.

• Balancing weaknesses and strengths (for example, height and speed as well as dedication and commitment when faced with adversity in basketball).

• Providing athletes with opportunities to develop  psychological behaviours  along with  sport-specific skills  over long periods of time that facilitate progress from one stage of development to another.

4 stages of development an elite athlete is likely to progress through

initiation stage(fundalmental skills develop, pos family support, parent/coach led)

development stage(technical coaching, recognition of talent)

mastery stage(high quality training, financial support)

maintenance stage (consistent levels of practise

• encounter opportunities eg. work w/specialist coaches, obstacles eg. injury, and progressions, progressions eg. to next phase

what will vary at each stage

pyschological behaviours(eg. coach led motivation via self determination motivation)

sports participation goals (enjoyment, skill development, performance mastery)

aspects of performance may become unstable

talent transfer

a reduction or cessation of participation in one sport in order to pursue another sport that involves similar skills or physiological requirements.

• It may be initiated by the athlete or co-ordinated by a sporting organization.

• eg. sprinting to bobsleigh

reasons for transfers in sport

• prompted by injury

• a plateau in performance

• loss of motivation

• retirement.

• It commonly prolongs an athlete’s sporting career and can lead to greater success than that in the first sport.

how is progress usually in a sport after transfer

rapid due to

• similar skills

• capacity to use psychological behaviours to respond to challenges

• can exploit existing physiological traits

• improved motivation.

self determination theory

How level and amount of energy athlete devotes to learning activities is a dynamic continuum.

characterised by a balance between autonomy, competence and relatedness

self determination theory: autonomy

making one’s own decisions about what we do and being in control of ourselves and our behaviours (eg. training because you want to, not because someone says you should)

self determination theory: competence

feeling able to accomplish a task (for example, completing a cross-country run without having to stop for a rest)

self determination theory: relatedness

the feeling of a shared experience with others, of belonging to and being accepted by a group (for example, being part of a basketball team).

self regulated learning

the processes that assist learners in managing their own thoughts, behaviours and emotionsin order to control their learning experiences

how does self regulated learning take place

exert. control by plannning and regulating their own actions towards their learning goals

benefits of self regulated learning

encourages athletes to become more independent in their learning and so enhances learning outcomes.

4 phases in self regulated learning

1. Forethought phase (goal-setting and planning)

2. Monitoring phase (tracking progress and awareness of current performance in relation to goals)

3. Control phase (adapting learning strategies to better complete the task)

4. Reflection phase (evaluating performance with respect to goals and the effectiveness of the chosen strategy)prompts cycle to begin again

forethought phase+ motivation

goal setting+planning

• Athletes who do not see value in tasks are less likely to spend much time setting goals and planning strategies.

• Higher self-efficacy beliefs increase the use of self-regulation strategies.

monitoring. phase + motivation

tracking progress and awareness of current performance in reletion to goals

• Intrinsic motivation affects level of effort in completing tasks and use of self-regulation strategies.

control phase

adapting learning strategies to better complete the task

reflection phase + motivation

evaluating performance with respect to goals and the effectiveness of the chosen strategy. influence athletes future goals+ prompts beginning of cycle again

• use more internal attributions so reflect better

higher motivated athletes and the self regulated learning theory

enjoy taking control of own learning

more likely to invest time+ energy to learn and apply SRL skills

eg. set more personal goals in planning

use more internal attributions and reflect better