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Talent ID - Talent ID Programmes
Transcript of Talent ID - Talent ID Programmes
Girls For Gold
Pitch to Podium
Talent Transfer Sporting Giants
Scouting Programmes British Cycling Decision 1 Decision 3 Decision 2 Aims and Purpose Structure and Format Resources Required Bayli's Model - Long Term Athlete Development Leading expert on planning and periodisation and on short and long term
training and performance programming
Currently working with LTA, FA, RFU, AENA – help develop LTAD plans
Based on Key Principles:
Long-term approach (8-12 years to reach elite level)
Athlete centred (individual)
Early or late specialisation
Motor development in childhood (9-12 yrs) Dr Istvan Bayli Bayli's Long-term Athlete Development Name as many talent identification programmes as you can. Focus - sport, body type
What was the aim?
End result - which competition? FUNdamental Training to Train Training to Compete Training to Win 4 Stages.... Put these 4 stages in order..... FUNdamental Training to Win Training to Train Training to Compete Key Points
Performers need to sample wide range of fun and creative activities
No sport-specific specialisation
Emphasis on development of basic motor skills, not competition
Parents/Carers involved and supportive
Tasks/Groups set by biological rather than chronological age Age: 4 - 10 years Its vital that coaches are aware of the so-called critical periods ‘accelerated adaptation’ so that these windows of opportunity are exploited to their full potential Key Points
Performers begin to apply basic skills and fitness to preferred activities
Performers begin to reduce number of sports/activities
Emphasis on training and practice, but element of competition introduced (e.g. 25% of training programme)
Emphasis on learning how to train NOT on outcome Age: Boys 10-14 yrs, Girls 10-13 yrs Age: Boys 14-18 yrs, Girls 13-17 yrs Key Points
Emphasis on development of sport-specific skills, techniques, tactics and game strategies
Performers generally have individualised conditioning programmes and specific performance goals
Over-training and over-competition must be avoided Key Points
Most performers train and compete on full-time basis
Performer’s physical, technical, tactical and mental capacities fully developed
Emphasis on specific training to achieve and maintain optimum performance at key competitions Age: Boys 18+, Girls 17+ Negatives of Bayli's Model Positives of Bayli's Model Task 1 P3: Describe one current talent identification programme for a selected sport M1: Evaluate one current talent identification programme for a selected sport Task 2 P4: using a standard structure, design a talent identification programme for a selected sport M2: Explain the chosen activities for a talent identification programme for a selected sport M2: Justify the chocie of activities for a talent identification programme for a selected sport Current Talent I.D programmes... What is 'Tall and Talented'? Olympic talent search
Who is it run by? UK Sport Talent Team
Which sports does it look at? Basketball and Rowing
What is the age range? 15 - 22
What backgroud should applicants have? Athletic / Physical
What is the rationale for the programme approach? Success in other countries
What is the end focus? Rio Olympics 2016 http://www.uksport.gov.uk/pages/talent-2012-fighting-chance/ For the other current talent programmes produce a similar summary to the one you have done for 'Tall and Talented' In your group evaluate the talent Identification programme you have been given Evaluation Whats good? What can be improved? Recruitment strategy
Legal & Ethical Requirements
Location Talent Identification Checklists Talent Identification Checklists What would be the main differences between this checklist and a sport specific checklist? Create your own checklist for a sport of your choice What do you need to take into consideration when designing your own Talent Identification programme for your sport? Write down 10 things..... What are the main differences between the two checklists? Aims and Purpose What is the aim of a talent identification programmes?
Give one example of an aim of a talent identification programme.
(not the ones in the hand outs)
What might happen without a clear aim? Structure and Format Complete the flow diagram of structure and format of a talent identification programme giving a brief overview of each stage Phase 1 Phase 2 Phase 3 Design your own Talent Identification Programme Remember: You will have to explain your programme, and justify why you have designed it that way Resources Required What are the 3 main types of resources required for a talent identification programmes? Describe each....