Symposium „Dimensions of performance“ September 2 nd , 2006 Berlin, Germany

1. 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

2. 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)

3. 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

4. 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

5. 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.

6. 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

7. 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

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

9. Wylleman, 2005: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)

10. ICSSPE + ISTAFSeptember 2nd, 2006Berlin, Germany Information from 90ies up to these days BUT let us have a look BACK

11. ICSSPE + ISTAFSeptember 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).

12. ICSSPE + ISTAFSeptember 2nd, 2006Berlin, Germany • Development of the structure of motivation – life span sports career III. stabilization II. IV. selective involution I. self-inclusion primary expansion

13. Development of the structure of motivation – 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

14. Development of the structure of motivation – 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“

15. Development of the structure of motivation – life span sports career III. stabilization Age adults Activities spectrum specialization performance high/super Motivation secondary Function of educator maintain, team bulding

16. Development of the structure of motivation – life span sports career IV. involution Age higher adulthood Activities spectrum specialization Performance mature Motivation primary Function of educator team harmonization, behavior as pattern

17. Summary of approaches towards sports career development

18. CONCLUSION 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