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.
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-time or
parttime
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. 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. They will need a role model
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. TECHNIQUE
How to do something
The ‘Mechanics’ of an action
From the Greek
word ‘Techne’ or ‘ART’
How do players develop skill ?
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
SKILL
Executing techniques with interference
and/or opposition
Using the right techniques at the right
time, & in the right place’

16. Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Is he fast ?
Is he big?
Is he right or left footed ?
Where are his mates ?
Tactics
What’s in his head ?
Which technique is best ?
How fast shall I go ?
Which direction ?
When do I act ?
What do my teammates expect ?

17. Searching
Recognising
Planning
Assessing
Adapting
Predicting
Improving Awareness
Decision making
Problem solving
Learning how to
‘think in the future’
Developing Skill
Learning how to use techniques
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Learning effective movement
Logging these experiences into memory
Working out -Time,
Space, Players
Opportunities, Risks.
On & Off the ball (96%)
Recognising Cues, Triggers & Patterns
What works and what doesn’t
Learning how the game ‘works’

18. Relevant Experience(s) enable players to build a
‘Football Memory’
……. A collection of ‘mental pictures’ based on experience(s) Which players ‘recall’ to
help them make decisions & solve problems
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

19. An
Expert
Ref Paul Ford
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

20. ABC’s
Agility Changing direction at speed
Balance Dynamic – balance on the move
Static – kicking a ball, protecting a ball
Co-ordination Using different parts of the body in harmony
(GK using arms and legs together )
Speed Accelerating
Decelerating
Stop start
Flexibility, strength, power, endurance, others ?
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

21. Confident & Motivated ?
Touch & Feel for the ball ?
Balance
Agility
Speed
Co – ordination
Flexibility
Strength ?
Energy ?
To get into position. to adapt , execute, move on
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Focussed?
Outmuscled ?
Outran ?
Practiced ?
Nervous ?
Scared?
Tired?
Cold?
Valued ?
Skill Execution
(Both Players)

22. Repeated movements are
stored as nerve impulses.
Repetition - Effects on the body
Nerve impulses ‘tell’ the muscles & joints
to move in the way they have been repeated.
A Myelin Sheath forms to
insulate & speed up the impulse
Repetition thickens this myelin sheath
Repetition will normally lead to ‘Automatic’ movements
as the brain stores them and super fast movement of nerve impulses
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

23. CNS(Neural Pathways) are 95% established by age of 10
You lose movement skills if you do not maintain them
The ‘Window’ to learn & Develop never shuts , but it gets harder & slower to make
changes & developments.
Myelination can go on into early 20’s.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
+
Ages
Development
Maintenance

24. ‘Muscle Memory’
Repetition, trains the neural system to learn actions to a point where it does not
need to ‘think’ about them.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

25. Physical returns from a Match
Most of the fundamentals +
• Turning/Twisting
• Lateral movements
• Forwards, Backwards
• Sprints
• Jumping & Landing
• Accelerating & Decelerating
• ‘Dynamic’ movements
Are players repeating
these movements in
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
practice ?.
How often ?
How long ?
How intense ?

26. 100
80
60
40
20
0
Year 1
2
3
80% General
Specific
100
80
40
20
Year 1
2
100
80
40
20
100
80
40
20
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
3
0
60
60% General
Specific
Year 1
2
3
0
60
40% General
Specific
Year 1
2
3
0
60
20% General
Specific
Fundamental stage 5 – 8 Enjoying Practice 8 – 11
Developing Practice 11 – 14 Understanding Competition 14 – 16

27. Early & later Specialization in football or a position ?
BEGINNER EXPERT
DEVELOPMENT
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Level
Specialization
Ref José V. Portolés Montañés 27
PERFORMANCE
Wide Experiences
Specialization
Narrow
Experiences
BEGINNER EXPERT
Level