& Development Esther Chia Lawrence Ho Sophia Sim Building - - PowerPoint PPT Presentation

Talent Identification & Development

Esther Chia Lawrence Ho Sophia Sim

Building strong movement foundations

What is Physical Literacy?

Physical Literacy is the ability to move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person

(Mandigo, Francis, Lodewyk, & Lopez, 2009)

Other literacy models

Literacy

• ABC
• Words
• Sentences

Music

• Do-re-mi
• Scale
• Score

Numeracy

• 123
• Fractions
• Equations

Physical Literacy

• Fundamental

movement skills

• Sequences
• Tasks

Why is it important?

1) Provides the foundation to a lifetime of healthful physical activity. 2) Promotes overall development, especially cognitive and social development. 3) Can be used as an intervention for optimizing development.

Process of building physical literacy

• Basic to Fundamental Motor

Skills.

• Establishes life-long

participation in physical activity by building competence and confidence.

• Fun!

Developmental Stages – Gross Motor

• 0 to 6 months – belly / head

control and upper body control

• 6 to 12 months – crawling to

standing to walking

• 13 to 17 months – walking and

improving balance

• 18 months to 3 years – running

whilst improving balance

• 3 to 6 years – progression from

basic to more fundamental movement skills

Developmental Stages – Gross Motor

Singapore Sports Council (2010). Fun Start, Move Smart!: Fundamental Movement Skills for Growing Active Learners.

Fundamental Movement Skills

Singapore Sports Council (2010). Fun Start, Move Smart!: Fundamental Movement Skills for Growing Active Learners.

Fundamental Movement Skills and Physical Activity

Retrieved from http://www.phecanada.ca/programs/physical-literacy/what-physical-literacy/fundamental-movement-skills

Lloyd RS and Oliver JL. The youth physical development model: A new approach to long-term athletic development. Strength Cond J 34: 61–72, 2012

Why focus on physical literacy?

• The proportion of overweight and severely
• verweight children in our mainstream

schools has increased from 11% in 2011 to 12% in 2015.

(https://www.moh.gov.sg/content/moh_web/home/pressRoom/Parliamentary_QA/2016/physical-activity-and-dietary-habits-of-children-and- youth.html)

• Primary 1 & 3 students failed to exhibit age-

appropriate FMS proficiency

Swarup, M., Lye, CT., & Leong, HF. (2017). Fundamental movement skill proficiency of 6- to 9-year-old Singaporean children. Perceptual and Motor Skills, 0(0), 1-17. doi: 10.1177/0031512517703005

Healthy development = healthy active living, but it is also about brain development, physical well-being, social development and academic achievement.

Physical literacy = Brain development

• Participating in exercise requires executive

effort, and executing complex motor activity in turn enhances the neural circuitry relevant to executive function

Chang, Y.K., Tsai, Y.J., Chen, T.T., & Hung, T.M. (2013). The impacts of coordinative exercise on executive function in kindergarten children: An ERP study. Experimental Brain Research, 225, 187-196. http://www.dailymail.co.uk/video/news/video-1218224/Very-smart-baby-uses-pillows-bed.html

How do we develop physical literacy?

• Provide more time for physical activity

(minimum time for PA daily increased to 1 hour)

• Increase unstructured play time during recess
• r after school, with the provision of

equipment for loan

• Plan physical education programs that are fun,

develop knowledge and skills that are developmentally appropriate

Talent Identification

Practice and play in the development

• f sport expertise

Definition

• Nonlinear Pedagogy is a methodology for games teaching,

capturing how phenomena such as movement agility, self-organization, emergent decision making, and symmetry-breaking occur as a consequence of interactions

• Fundamental Movement Skills are the foundational

movements, or precursor patterns, to the more specialized and complex skills used in play, games and specific sports

7 Principles of Non Linear Pedagogy

1. Humans are complex systems whose movements and actions emerge under constraints

– Learning & performance is continuously shaped by interacting task, environmental & individual (player) constraints – The ability of the coach to identify and expertly manipulate constraints is a key in effective learning design & pedagogy

7 Principles of Non Linear Pedagogy

2. Variety is the spice of life!

– No need to impose “textbook” techniques – Players must learn to adapt their movements to the various situations encountered – “Repetition without repetition”

• 3. Skill Learning = Forming of information-movement couplings

– During a match there exists a constant stream of “information” that is available to be perceived by the player (in the form of the ball, teammates, opponents, goals, pitch markings, surfaces, etc.) – Limited transfer and gains from training to matches – Another kind of “information” that influences perceptions and actions during match are strategies, set plays, positions, formations, etc.

• How does this information interact with the information available to be perceived

in “real-time” ?

• How to best incorporate into learning design?

7 Principles of Non Linear Pedagogy

4. Simplification

– Simplify information to cater to learners current abilities (Eg. Reduce the speed, distance & variety of trajectories the ball may travel, decrease the number of opponents or player density, and/or enlarge the goals and playing area) – Varying informational constraints over different timescales (“Perceptual attunement” = Continuously controlled)

• 5. Prescribe a task (“Problem”), not the movement (“Solution”)

– Instructions given to the learner should create an external focus of attention or use analogies to describe desirable movement patterns – Instructions that create an internal focus of attention could be detrimental, i.e. concentrating on a specific part of the body

• Exploits the capacity for self-organization of actions

7 Principles of Non Linear Pedagogy

• 6. Your actions speak so loudly I cannot hear what you say

– Player learning is largely demonstrated in the “doing” rather than the “knowing” – Analysis during post-match video analysis (monitoring and evaluation)

• 7. Rome wasn’t built in a day

– Some quick, some slow – Results don’t show up immediately – Identifying the “rate limiter” is key

Functional Movement Skills (Assessment Tools)

Functional Movement Skills (Assessment Tools)

Activity (10 Minutes)

• Get into groups of 4
• Create an activity which you can incorporate the

concept of nonlinear pedagogy

• Eg. Throw, Kick, Run, etc…

Take Away

• Student-centered
• Exploratory Learning
• Individualized movement literacy
• Facilitative role for the teacher
• Variability in practice

Identifying Potential Champions of the Future

Retrieved from: http://www.channelnewsasia.com/news/sport/the-coming-of-joseph/3039544.html

Local Identification

• Primary 4s in Singapore
• 6 components
• 1. Anthropometry
• 2. Power
• 3. Agility
• 4. Speed
• 5. Balance and Flexibility
• 6. Motor Coordination

The Körperkoordinations Test für Kinder

• 4 subtests
• 1. Jumping sideways with 2 feet in 15 seconds
• 2. Hopping for height
• 3. Moving sideways on platforms in 20 seconds
• 4. Walking backwards 3 times with decreasing width of

balance beam each time

• Used it as a part of TiD for triathletes in Belgium
• Possibly valuable in the early identification of gymnasts

:The value of a non-sport-specific motor test battery in predicting performance in young female gymnasts

Barbara Vandorpe, Joric B. Vandendriessche, Roel Vaeyens, Johan Pion, Johan Lefevre, Renaat M. Philippaerts & Matthieu Lenoir

Perform these KTK Movement Tasks (it is not as easy as it seems)

https://www.youtube.com/watch?v=sV2HDz6BAUc

E.g. Badminton

• 1. Physical Assessment (Objective)
• Yo-Yo Intermittent Recovery 1 Test, Court Agility and Vertical Jump
• 2. Technical Assessment (Subjective)
• Footwork, Quality of Stroke, Timing, Skill Ability and Potential
• 3. Psychological Assessment (Subjective)
• Grit and Achievement Motivation

Current Identification

Grit and Achievement Motivation

• Grittier individuals have been found to spend more time on deliberate practice on

their craft (Duckworth et al., 2011). Higher grit scores (1 lowest, 5 highest) indicate greater motivation and perseverance. Ideal score: High MAp and PAp, and low MAv and PAv. Lowest score is 3, highest is 21.

Approach Avoidance Mastery

• task approach-oriented
• focused on gaining mastery
• f tasks (MAp)
• task avoidance-oriented
• seeks to avoid failure in

task mastery (MAv)

Performance

• ego-approach oriented
• focused on demonstrating

superior competence overs

• thers (PAp)
• ego-avoidance oriented
• avoids displaying

normative incompetence (PAv)

(Adie et al., 2010)

Purpose of Identification Tools

• Holistic CCA trials
• Progress of student / athlete

Identification Campaigns

• RBC Training Ground (Canada)
• UK Sport

• Multi-phased talent recruitment and

confirmation programmes

• Phase 1

– Range of generic physical and skill-based tests at various testing centres around the UK. – Tests may include: sprints, jumps, aerobic fitness, and upper and lower body-strength tests. – Also includes an in depth analysis of each athlete’s training and competition history.

UK Sport

• Phase 2 – 3

– further assess an athlete’s suitability for a sport – better equip athletes – athlete’s pathway outlined – E.g. functional movement screening, medical screening, performance lifestyle workshops and psychology and behavioural assessments.

• Confirmation Phase

– 6 – 12 month – rates of progression are tracked to further assess their suitability – Unsuccessful athletes are provided with opportunities to continue the sport through the club system.

TALL & TALENTED

https://www.youtube.com/watch?v=BC2_7dPttgs

• SPORTING GIANTS (2007)

– basic criteria of being tall (minimum 190cm for men and 180cm for women), young (between 16 and 25), and with some sort of athletic background.

• GIRLS4GOLD (2008)

– highly competitive sportswomen who can potentially be Olympic champions – targeted Olympic sports; skeleton, canoeing, modern pentathlon, rowing and sailing.

UK Sport

Successful Transfer Athlete

• Helen Glover –

Sporting Giants

• Sport: Rowing

(women’s pair)

• Former

Sport: Athletics, Hockey

• London 2012 & Rio

2016 gold medalist in Women's coxless pairs

Retrieved from: http://www.independent.co.uk/sport/olympics/rio-2016-rowing- helen-glover-left-to-pay-back-family-and-friends-with-gold-medal-for-olympic- a7167116.html

RBC Training Ground (Canada)

https://www.youtube.com/watch?v=XG7V3R3JR7w&t=102s

Talent Optimisation

• Who & When?

– Burn out, reached his/her peak, injury

• What & How?

– Around 14-16 – Transfer into sports with similar skill sets

• Why?

– Senior top athletes emerge as a result of repeated selection, de-selection, and replacements across all age ranges. – Allow athletes to extend their sporting careers

Implication for Practitioners

• Early specialisation ↔ Varied experiences
• Early selection ↔ Later selection
• Standardised pathway ↔ Individualised

pathway

• Focus on the selected few ↔ Enlarge the

‘talent pool’

Thank you for coming!