Positive Youth Development & Sport-in-Development

The International Platform on Sport and Development recently conducted an e-debate about Sport-in-Development, with the sub-topic of health providing the context for the discussion.  The debate was conducted through three rounds with each round focused on two key questions.  The main theme of the debate centred on the balance between the sport and educational (life-skills) components of sport-in-development programmes.

Despite growing acceptance that sports based programmes provide a means of addressing wider development objectives (Sport for Development and Peace International Working Group, 2008) there still remains amongst some donors an uncertainty, or even cynicism, as to the effectiveness of such programmes in addressing development goals.  According to Coalter (2007), traditional outcome-based approaches to measuring effectiveness face methodological and environmental difficulties when applied in the sport for development context. These difficulties do not help make the case for donor support of sport-in-development programmes.

As it is difficult to make direct links between participation in sport and the development of positive behaviour amongst young people it is understandable that programmes aimed at addressing social issues such as HIV/Aids, substance abuse, or youth crime, should focus on the educational or life-skills training.  This in turn leads us to the debate on how much sport and how much educational (life skills) training?

In the e-debate, the Norwegian Sport for Development Consultant, Pelle Kvalsund, whom I recently had the pleasure of working with in Johannesburg, makes the case for sport.

 “Sport is what attracts the children and it’s therefore ‘the glue’. If we reduce sport too much, the glue becomes less effective, and the effects of sport start to reduce. Although it’s important to use sport to spread important health messages, we must make sure we don’t ‘kill sport’ in the process.”

Kylie Bates, Senior Sport for Development Consultant for the Pacific Region with the Australian Sports Commission, in contributing to the e-debate, suggests that the issue may be wider than the balance between sport and educational components of sport-in-development programmes and may be more about how the context of such programmes develops positive behaviour.

“It’s well documented in research on topics from tobacco use to safe sex that being informed about health issues is only the first and possibly the least significant step in adopting a healthy behaviour. The crucial next steps involve being convinced the behaviour is worthwhile, taking action, re-confirming the idea is a good one and maintaining the behaviour.

While sport’s convening power provides an opportunity for education (and even that should be applied cautiously “We come to play netball, not learn about aids” said one young participant in a program in Zambia), the real value lies in the influence a quality sport program has on other components of behaviour change process.

For sport to impact on the adoption of healthy behaviours, it needs to do two things well.

Firstly, the sport experience needs to be “sticky” to be valued by its participants. That is, it needs to be inclusive, well organised, challenging and fun. Secondly, the sports activities need to be designed in a way that promotes the factors that contribute to people choosing healthy behaviours.

If a sports program can increase individuals’ ability to lead, network, communicate, cooperate, self determine, become more active, inform each other and develop a sense of responsibility and respect, then there is a strong argument for its contribution to the later parts of the behaviour change cycle.”

This suggests taking a wider view of how youth programmes develop young people to be able to make healthy decisions in life.  Zarret et al (2009) suggest that where sport is combined with life skills training and other factors, such as sustained and positive adult role models and opportunities to develop leadership skills, it can contribute to the development of positive behaviours in young people. 

The study and theory of how different settings develop enhanced positive behaviours and decreased risk behaviours in young people is known as Positive Youth Development (PYD). The PYD movement believe that all young people possess strengths and their families, schools and communities possess development assets. Aligning the strengths that young people have with ecological assets promotes positive youth development.

Lerner (2004) suggests that three important features of effective youth development programmes are:

1. positive, sustained adult-youth relationships;
2. skill-building activities for youth;
3. youth participation and leadership in every facet of the program.

The requirement for positive, sustained adult-youth relationships emphasises the importance of deploying skilled leaders and coaches in sport-in-development programmes and ensuring that their capabilities include being able to work with young people in a positive and sustained manner.

The need for skill-building activities supports the idea of programmes delivering quality sport and educational (life-skills) training.  This means delivering regular quality sport that meets the sporting needs of the young people, along with wider educational (life skills) components that assist personal development.

The practice of involving young people in decision making and developing them as peer leaders is a component of many a sport for development programmes. 

The National Research Council and Institute of Medicine (NRCIM, 2002) suggests that the following eight development assets need to be present in PYD programmes:

1. Physical and Psychological Safety
2. Appropriate Structure
3. Supportive Relationships
4. Opportunities to Belong
5. Positive Social Norms
6. Support for Efficacy and Mattering
7. Opportunity for Skill Building
8. Integration of family, school and community efforts

Lerner (2000) in describing the Positive Youth Development approach suggests that the contexts that bring together young people’s strengths and align these with developmental assets develop five characteristics in young people.  These are:

1. Competence
2. Confidence
3. Character
4. Connection
5. Caring

The development of these personal and social characteristics lead young people to a) make positive contributions to self, family, community and the institutions of a civil society and b) enhanced positive behaviour and reduced risk behaviour.  It is the development of the 5 C’s that lead to young people making healthy decisions.

If the sports and educational (life skills) content are but two of the “development assets” that sport for development programmes need to comprise, perhaps the debate started on the International Platform on Sport and Development needs to be extended so that we can better understand all the components needed to create effective initiatives that lead to positive and healthy decision making in young people.  Do we need to understand better how we create the right context through sport to develop positive youth and reduced risk behaviour in young people and by doing so to be more effective at addressing the wider development goals?

References

Coalter, F. (2007). Sport: A Wider Social Role?: Who’s Keeping the Score?, Routledge, Oxon, UK.

Lerner, R. M., Fisher, C. B. & Weinberg, R. A. (2000). Toward a science for and of the people: promoting civil society through the application of developmental science, Child Development, 71, 11–20

Lerner, R.M. (2004). Liberty: Thriving and civic engagement among America’s youth.

National Research Council and Institute of Medicine (2002) Community programs to promote youth development (Washington, National Academy Press).

Sport for Development and Peace International Working Group (2008), Harnessing the Power of Sport for Development and Peace: Recommendations to Governments, Right to Play, Canada

Zarrett, N., Fay, K., Li, Y., Carrano, J., Phelps, E., Lerner, R. M. (2009) More than Child’s Play: Variable- and Pattern-centered Approaches for Examining Effects of Sports Participation on Youth Development, Developmental Psychology. Vol 45(2), 368-382

FUNdamentals in Disadvantaged Communities?

Dr Istvan Balyi is acknowledged worldwide as the expert in long term athlete development and the periodization of training plans.  He has led some excellent development work in this area in Ireland, Canada and the UK.  Most recently he has been engaged by the South African Sports Commission and Olympic Committee (SASCOC) to develop long term athlete development (LTAD) plans with South African sports federations.

Dr Istvan Balyi presents on LTAD in South Africa

The LTAD model developed by Balyi and his associates places great importance on the development of physical literacy for both healthy life long enjoyment and for sporting success.  The ages 6-9 in boys and 6-8 in girls is an important phase in the development of physical literacy. Children during these ages need to participate in structured activities that develop basic skills where an emphasis is placed on FUN.

The development of physical literacy at this age is best achieved through unstructured play in a safe and challenging environment; and quality instruction from knowledgeable sports practitioners in schools, community and sports organisations. 

One  of the principles that Dr Balyi recently presented to a group of school teachers and sports coaches in Stellenbosch was that of system alignment.  In the context of developing physical literacy through the FUNdamentals stage this implies that school, community and sports club programmes would be alligned in developing basic movement skills in settings that place an emphasis on FUN.

Alignment may present a challenge in the context of previously disadvantaged communities in South Africa.  Schools lack facilities, equipment and teachers with specialist knowledge in the development of physical literacy.  Physical education and sport had been withdrawn from the school curriculum.  (This problem that has been recognised by President Zuma’s government which has indicated that PE and sport is to be returned to the curriculum).

If children in previously disadvantaged communities are not accessing sport or PE through schools, they are reliant on sports clubs or sport for development initiatives to develop the basic  movement skills needed as a foundation for future participation and excellence in sport.

Coaches in sports clubs in disadvantaged communities may have difficulties in accessing coach education and may have a limited understanding of the need to develop physical literacy at years 6-9 years.  Sports coaches who have not developed and awareness of LTAD principles are likely to be focused on developing specialised sports skills and promoting competition.  For many sports clubs there will be no provision for children as young as 6-9 years leaving them to develop their own skills in unstructured play settings.

Sport for Development initiatives oftenpresent the only opportunity for children to access sport and physical activity.  Such programmes are well organised and provide safe and empowering environments for children to play and develop their life skills.  These initiatives use sport as a development tool and often are more focused on developing the personal and social capabilities of children and young adults. They may be less focused on developing physical literacy and quality sport skills. 

If South Africa is to deliver long term athletes development there will be a need to address the role of schools in delivering quality physical education and the role of practioners in sport for development initiatives in promoting physical literacy.  The principle of alignment will need to be contextualised for Southern Africa and be widened to include the Sport for Development organisations that provide much of the community sports in disadvantaged communities.

Cape Town Sport and Green Point Stadium

Cape Town is already one of the world’s leading sporting cities according to this recent article and completion of the new Cape Town Stadium in Green Point will make it an even more attractive destiantion for sports fans.

Cape Town's Green Point stadium is illuminated as construction officials test the lighting as part of preparations for the 2010 FIFA World Cup, October 27 2009.

According to the article published on the Sports City website, Cape Town was one of the hottest sporting destiations of 2009 as a result of hosting a series of major international events, the weak currency and its perennially sunny perch on the tip of South Africa.

Cape Town Stadium's grass pitch starts to establish.

Cape Town hosted the opening match of this year’s Indian Premier League cricket tournament which was relocated to South Africa because of security concerns. The IPL was followed by the Lions Tour( rugby) and the FIFA Confederations Cup (soccer).

Cape Town is also a popular stop off for major sailing races such as the Volvo Ocean race and hosts major participation events such as the Cape Argus Cycle and Two Oceans Marathon.

Next year it will be the FIFA World Cup and the Cape Town stadium in Greenpoint is fast approaching completition. This week the stadium was illuminated highlighting what an iconic venue it will be for the 2010 World Cup and for other future sporting events.  Sitting near the V&A Waterfront the stadium is also impressive when viewed against the backdrop of Table Mountain.

Towards 2016 (Sporting Talent 6)

Norman Brook recently presented a paper on the practice of identifying, confirming and developing sporting talent at a seminar in Fortaleza, Brazil, organised through the International Inspiration programme and hosted by the state government of Ceara.  Brazil will host the Summer Olympic Games in 2016 and identifying and developing talent in Olympic sports will be high on the nations agenda.  The final extract from the paper is featured below.

TOWARDS 2016

With Rio de Janeiro hosting the 2016 Olympic Goals there is now only 6-7 years for Olympic sports in Brazil to identify and develop potential medal winners.  Most of these future Olympians are already participating in their sport, but some will be participating in other sports and others have still to enter sport.

What age will potential medallists be in 2016?  If a similar age to Brazil’s Olympic Champions at the Beijing Olympics in 2008 their ages will range from 21-38 years of age.  The average age would be around 27 years.  If we used this average age then our future Olympic champions will be 20 years of age today.  If we use the lower age of 21 years then they be 14 years of age now.

Figure 4: 6-7 Years left to identify and develop talent for the 2016 Olympic Games.

In track and field athletics, coaches used to suggest it took an individual athlete 12 years of participation in the sport to achieve their top performance.  Ericsson (1993) put forward a theory that it takes ten years or 10,000 hours of deliberate practice to achieve international levels of sporting expertise.

If this is the case then our potential Olympic 2016 champions need to be in sports specific programmes now.

Latest research by Cote et al (in press) has discounted Ericsson’s 10,000 hour rule which is driving thinking in some sports programmes.

Expert performance in sport where peak performance generally occurs after the age of 20 has been achieved with only 3000-4000 hours of sport specific training.  This is borne out by some recent World Champions.  Tom Daley at 15 years won the 2009 World Championships in diving. Having developed a gymnastics background before transferring to diving, it could be argued that this is because he is in an early specialisation sport.  Consider though two other new World Champions in the sports of marathon running and triathlon, both late specialisation sports.  These are sports where top level performances can be achieved at ages of 30-40 years.  Bai Xue is just 20 years and is the 2009 World Marathon Champion. Alistair Brownlee if 21 years and is the 2009 World Triathlon Champion.

References

Baker, J. & Côté J. (2006). Shifting training requirements during athlete development: The relationship among deliberate practice, deliberate play and other sport involvement in the acquisition of sport expertise.

Balyi I.  (2005). The Role of Long Term Athlete Development in Elite Sport. Paper presented at the  IV International Forum on Elite Sport, Montreal.

Côté, J, Baker, J., & Abernethy, B. (in press). Practice and Play in the Development of Sport Expertise.

Delaney, B. J., Donnelly, P., News, J. & Haughey, T. J. (2008). Improving Physical Literacy.

Ericsson, K. A., Krampe, R. Th., & Tesch-Roemer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363-406.

Fraser-Thomas J., Cote J. (2007) Youth Sport: Implementing Findings and Moving Forward with Research.

Gagne, F. (2002). A Differentiated Model of Giftedness and Talent (DMGT), available: www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/gifted_2002_article.doc

Maslow A.H. (1943), A Theory of Human Motivation, Psychological Review 50(4) (1943):370-96.

Aligning Systems (Sporting Talent 5)

Norman Brook recently presented a paper on the practice of identifying, confirming and developing sporting talent at a seminar in Fortaleza, Brazil, organised through the International Inspiration programme and hosted by the state government of Ceara.  Brazil will host the Summer Olympic Games in 2016 and identifying and developing talent in Olympic sports will be high on the nations agenda.  The fifth extract from the paper is featured below and final extract will be published here shortly.

ALIGNING SYSTEMS

National talent programmes need to be aligned to a long term athlete development model or framework which provides for the development of physical literacy in young people and offers them the opportunity of pursuing performance sport and excellence.  All stakeholders including schools, sport and development NGOs and National Sports Federations should consider how their programmes match to the long term athlete development.

Developing talented athletes is the function and key responsibility of the National Sport Federations.  Federations should have in place bespoke (sports specific) ‘real world’ solutions that ensure the systematic identification, confirmation and development of precocious sporting talent.

Talent identification is but one small part of the journey an athlete makes from demonstrating an aptitude for sport to achieving excellence or demonstrating real genius.

Figure 3: A talent development pathway adopted by the British Triathlon Federation requiring athletes to demonstrate progress to move up to the next level.

Foundations for Talent (Sporting Talent 4)

Norman Brook recently presented a paper on the practice of identifying, confirming and developing sporting talent at a seminar in Fortaleza, Brazil, organised through the International Inspiration programme and hosted by the state government of Ceara.  Brazil will host the Summer Olympic Games in 2016 and identifying and developing talent in Olympic sports will be high on the nations agenda.  The fourth extract from the paper is featured below and two more will be published here over the next  week.

FOUNDATIONS FOR TALENT

“There is little evidence that talent identification is the “key” to talent development. Play and sampling during childhood, and deliberate practice, commitment, desire, willingness to work hard, and good coaching during adolescence are more pervasive predictors of expertise. These traits are built throughout a young athletes’ career, not identified in childhood.”

Fraser-Thomas and Cote (2007) here suggest that the two important factors in developing talent are the individuals experience in childhood and adolescence. In childhood the foundations of long term participation an excellence are established through play and the sampling of sport.  In adolescence, individual motivation and a quality sports experience allowing talent to develop.

The foundations for participation and excellence in sport are established in young people during their early years in play, sport and physical education.  Balyi (2005) has described three development stages in childhood:

• Active Start (0-6 years);
• FUNdamentals (6-8/9 years);
• Learn to Play and Practice (8/9-11/13 years).

It is during childhood that young person develops physical literacy, a prerequisite for both life-long participation and excellence in sport.

Physical Literacy is defined by Delaney et al (2008) as “the ability to use body management, locomotor and object control skills in a competent manner, with the capacity to apply them with confidence in settings which may lead to sustained involvement in sport and physical recreation.”

Balyi (2005) suggests that there are two phases where those with an aptitude for a sport build the physical and mental capabilities required to achieve excellence in sport:

• Training to Train (11/13-15/16 years);
• Training to Compete (15/16–21/23 years);

The “training to train” and “training to compete” phases are built on the foundations of physical literacy and are where talent is identified, confirmed and developed.

Talent Confirmation (Sporting Talent 3)

Norman Brook recently presented a paper on the practice of identifying, confirming and developing sporting talent at a seminar in Fortaleza, Brazil, organised through the International Inspiration programme and hosted by the state government of Ceara.  Brazil will host the Summer Olympic Games in 2016 and identifying and developing talent in Olympic sports will be high on the nations agenda.  The third extract from the paper is featured below and others will be publshed here over the next few weeks.

Talent identification systems will identify individuals with attributes that suggest an aptitude for a sport.  Although potential may exist, real talent can only be confirmed by engaging with the individual in a specific sports training environment.  In this setting talent can be confirmed by assessing additional qualities including:

• the individual’s level of maturation;
• their desire, belief and persistence to be the best;
• whether they are receptive to coaching and support;
• their commitment to programme goals;
• their ability to learn;
• their physiological response to training;
• their games/tactical intelligence;
• their results in a competitive environment.

The assessment of these and other key qualities is summative and should take place through a coach lead talent confirmation programme.

Norman Brook contributes to the Expert Panel on Sporting Talent

Those athletes deemed through talent confirmation programmes to have exceptional talent can then be supported to develop through to becoming an elite performer.  Such programmes will provide confirmed talent with:

 

• Superior Coaching;
• Training Camps, Training & Competition Guidance;
• Technical analysis and discipline/role specific input;
• Sports science and medicine support;
• Access to appropriate training facilities and equipment;
• Lifestyle Support – Financial/Education

The fourth of our blogs on talent identification and development will be published shortly and will examine the foundations of talent.

Finding Talent (Sporting Talent 2)

Norman Brook recently presented a paper on the practice of identifying, confirming and developing sporting talent at a seminar in Fortaleza, Brazil, organised through the International Inspiration programme and hosted by the state government of Ceara.  Brazil will host the Summer Olympic Games in 2016 and identifying and developing talent in Olympic sports will be high on the nations agenda.  The second extract from the paper is featured below and others will be publshed here over the next few weeks.

There are a number of different approaches taken to finding talent in sport including:

• Talent Selection;
• Generic Talent ID;
• Bespoke (Sports Specific) Talent ID;
• Talent Transfer;
• Online Talent ID.

Talent Selection

Selecting individuals on the basis of their performance in a particular sport is a common method of talent identification but the pool of available talent is limited to those already participating in the sport.  This method is effective in sports that attract high levels of participation.

Where the sport involves objective measures of performance, selection is largely based on age related performance standards.  Coaches may also take other factors, such as the athlete’s physique or age, into consideration.

In team sport, or sports where performance is subjective rather than objective, selection is often based on the observations of a talent scout.  Professional sports teams often to send out scouts to search for the next generation talent amongst the better youth teams.

Talent selection may be less effective when used as a strategy in those sports that do not enjoy high levels of participation as it limits pool of potential talent in that sport.

Generic Talent Identification

Talent identification involves the identification of individuals not yet participating in a particular sport.  It is not that they are not participating in sport, but rather that they are not yet participating in that sport, or are specialising in another sport.

General talent identification strategies were a feature of sport in Eastern Europe during the “Cold War” period.  In East Germany, a furtherance-system existed for young people aged 6 to 10 years (or older). Sport-teachers at school were encouraged to look for certain talents (aptitudes) in all pupils. For older pupils it was then possible for those demonstrating an aptitude to attend a secondary-school with a focus on sports.

In recent years national generic talent identification systems have been developed in countries such as Australia, Brazil and Northern Ireland.  The challenge of such initiatives is that they need to be accompanied by talent confirmation and development systems to be successful.  The aptitudes these programmes measure are not sports specific and the individuals identified as having desirable characteristics for sport need to be further assessed in a specific sports environment before the existance of talent can be confirmed.  This requires a talent confirmation and development process to be in place for each sport that is accessible to the young people undertaking generic talent testing.

The resources required to deliver generic talent identification are far less than that required to deliver talent confirmation and development programmes. There is therefore a danger that generic testing will not be effective in identifying talent where insufficient resources are assigned to talent confirmation and development.

A question that needs to be asked of generic talent identification programmes is, are they more or less successful at identifying talent than the delivery of youth sport programmes aimed at learning to play and practice sport? Teaching young people fundamental movement and sports skills during the skill hungry years of 8 to 11/13, adopting a sports specific approach to talent selection  an approach thats combines the assessment of skill, physical performance and attitude, may be prove more effective.

There is also a question as to the age at which young people are assessed.  In Brazil testing takes place from 10-17 years and in Australia from 12-22 years.  Consideration needs to be given to whether assessment should be based on age or stage of development.  Does testing fit with long term participant/athlete development reflecting those periods of a young person’s life where skill and certain physical qualities can be optimally developed?

 

 

The “Descoberta do Talento Esportivo” programme in Brazil applies the following physical and physiological tests:

 

 

• Height
• Body Mass
• Measurement Scale
• Flexibility (sit and reach)
• Strength-endurance (abdominal)
• Explosive strength (horizontal jump)
• Medicine-ball throw
• Speed (square test)
• peed (race 20 meters)
• Endurance Test (nine minutes)

 In Australia, General Talent Identification testing comprises the following tests:

• Standing Height
• Body Mass
• Arm Span
• Push-Ups
• Vertical Jump
• 40m Sprint
• Option A: 20m Shuttle Run Test
• Option B: 1.6Km

 Bespoke (Sports Specific) Talent Identification

A number of different sports have bespoke talent identification programmes that measure those aptitudes felt to be most important if success is to be achieved in the sport.  Bespoke TID initiatives focus on selected physical, performance and skill characteristics specific to success in that sport.  In rowing for example, height, body mass and arm length are important factors. These are assessed along with endurance and power measred by means of rowing ergometer testing.

A sport like soccer will focus on assessment of a person’s skills on the soccer field as well as their speed, agility and quickness.

The following examples show the bespoke talent assessment measures adopted by two of the World’s leading triathlon nations.  Note that swimming and running performance are the key talent identification factors and that cycling is not assessed.   

Triathlon Australia	British Triathlon
Standing Height Body Mass 100m Swim Time Trial 1000m Swim Time Trial 400m Run Time Trial 5000m Run Time Trial	200m or 400m swim time 16 years and under 200m, 17 years and older 400m 1000m, 1500m or 3000m run time 12 years and under 1000m, 16 years and under 1500m, 17 years and older 3000m Times combined and points awarded.

Talent Transfer

Talent transfer follows a similar approach to bespoke (sports specific) talent identification with the exception that the individuals being targeted have already demonstrated talent in another sport.  They may have achieved all they can in that sport or failed to reach the “excellence” level and have decided to try out for an alternative sport.

Examples of talent transfer programmes reported in the United Kingdom include:

• Gymnasts transferring to Olympic Diving;
• All Sports (1.90+ Men/1.80m+ Women) to Rowing, Basketball, Handball (Sporting Giants)
• Swimmer/Runners transferring to Triathlon (TriGold)
• Soccer/Rugby Players transferring to Bob Skeleton, Hockey, Athletics (Pitch2Podium)
• All Sports (Women) to cycling, bob skeleton, canoeing, modern pentathlon, rowing, and sailing, (Girls4Gold).
• Swimmers, rowers and surf-lifesavers transferring to Sprint Kayaking.

Successful talent transfers contributed to Team GB’s Olympic medal tally in 2006 and 2008 in the sports of Cycling, Bob Skeleton, and Rowing.

Online Talent Identification

Young people are increasingly using the internet as a means of communicating.  Online talent identification programmes allow young people to “self assess” their aptitude for a sport and to register their performances and personal details with a sport.  Two good examples of these are the online systems operated by the Australian Sports Commission and the British Triathlon Federation.

The third of our blogs on talent identification and development will be published shortly and will examine the issue of talent confirmation.

Aptitude to Self Actualisation (Sporting Talent 1)

Norman Brook recently presented a paper on the practice of identifying, confirming and developing sporting talent at a seminar in Fortaleza, Brazil, organised through the International Inspiration programme and hosted by the state government of Ceara.  Extracts from the paper will be featured in our blog over the next few weeks.

APTITUDE TO SELF ACTUALISATION

There are many young people in our communities that have an aptitude (gift or abilities) towards sport.  Testing or the “eye” of a coach or talent scout will often identify these young people, who have the potential to perform at a higher level than their age peers.   Whilst most with aptitude will possess good levels of sports skill and performance, in reality only a few, perhaps 5% will demonstrate that they have real talent.

According to Gagne’s (2002) giftedness (aptitude) is the potential to perform at a level significantly beyond what might be expected from one’s age-peers in any area of human ability. Talent is an achievement at a level significantly beyond what might be expected from age-peers in fields such as arts, technology, academic pursuits, athletics, sports and social action.

So whilst we can observe young people with an aptitude for a sport it is only when they have demonstrated achievement that we can confirm that they have talent.  This has led to greater importance in sport the being placed on the process that seeks to confirm talent rather than the initial process of identifying talent.

Once talent has been confirmed the real challenge is how it can be supported and nurtured so that it is given every chance of achieving international sporting success.

Success in terms of any national initiative aimed at identifying and developing talent has to be medal winning performances on the World stage.  These are the achievements that nations celebrate and want to invest in.

Ultimately we want all athletes with talent to realise their maximum potential and possibilities. The motivation to achieve potential and possibilities being described by Maslow (1943) as self-actualisation.  Those athletes with the talent and the right motivation will rise beyond levels of normal sporting achievement to achieve greatness and genius.

Figure 1: Aptitude to Self Actualisation

 

 

 

 

 

 

 

 

There a number of terms commonly used terms associated with the process of identifying, confirming and developing talent.

Talent Identification is the term used for the process of identifying individuals with an aptitude for a sport who are not currently participating in the sport

Talent Selection describes the process of selecting gifted individuals who are already taking part in the sport often through results or by talent scouts observing the athlete performing in trainin g or competition;

Talent Confirmation is the process through which an individual is confirmed as having the talent required to achieve excellence and will probably include evidence of performing in a competitive arena;

Talent Development is the process of providing an individual with the coaching and support required to enable them to realise their potential.

Talent Blending is the bringing together of a group of talented individuals and moulding them into a high performing team.

Talent Transfer is the process of identifying talent from one sport to another.

The development of a programme of ongoing talent identification, confirmation, and development that guarantees a flow over time of talent into the sport would be an organisation’s Talent System.

Imizamo Yethu Sports Field Project Now Online

Schoolboy Practices Soccer in School Yard

 

The Imizamo Yethu Sports Field Project has created an online presence to support the promotion of the project and facilitate the raising of funds.  The project has established a website, blog, Facebook group and a page on the charity fund raising site JustGiving.

 The project aims to raise £300,000 through the charity International Development through Sport (Charity Registration No 1001564) to provide a 3G synthetic sports field and supporting youth sport and development programme in the informal settlement of Imizamo Yethu.

Imizamo Yethu is situated in Hout Bay, Cape Town, South Africa and has limited and poor facilities for sports participation especially for young people.  This project aims to improve the lives of young people from Imizamo Yethu by giving them the opportunity to take part in sports activity linked to life skills training.

The project will use email and social media to recruit and support 100,000 individuals in the UK who will each be asked to commit to raising £300 each.  Funds raised will be collected through JustGiving the online charity fundraising website.

If you would like to support this charitable effort, please contact us.