SE334-6-AU-KS:
Talent Identification and Recruitment in Sport
2024/25
Sport, Rehabilitation and Exercise Sciences (School of)
Kaplan Singapore
Autumn
Undergraduate: Level 6
Current
Thursday 03 October 2024
Friday 13 December 2024
15
25 July 2024
Requisites for this module
(none)
(none)
(none)
(none)
(none)
BSC C607JS Sports Performance and Coaching,
BSC C607NS Sports Performance and Coaching
The module aims to examine the process of identifying and developing talent in sport, as well as contemporary approaches to recruitment.
Adopting a hybrid approach, students will be offered a series of seminars and practicals examining key theories and topical issues in talent identification and development, such as bio-banding, perceptual errors, and the relative age effect.
In the second half of the module, students will utilise this underpinning knowledge in a more applied context. Employing contemporary recruitment techniques and software, students have the opportunity to develop their ability to collect, analyse, and visualise data to produce technical and physical reports on performance. In addition, students will be expected to demonstrate self-directed learning by analysing individual and team performance (live and recorded) across multiple time points over the module.
The aim of this module is:
- To provide an understanding of methods, strategies and issues relevant to the process of talent identification and recruitment in sport.
By the end of this module, students will be expected to be able to:
- Critically evaluate talent identification and development systems within sport, and the concepts underlying their success and failures.
- Demonstrate an applied understanding of the contemporary issues surrounding talent identification and development processes.
- Apply industry-relevant methods to collect, analyse, and present physical and technical data from sporting performance.
- Define and evaluate the tactical systems of team performance, as well as the technical competence of individual players.
- Demonstrate a conceptual and applied understanding of technical report writing of player and team performance.
- Coherently present ideas in written and oral format.
No additional information available.
This module will be delivered via:
- 16hrs lectures (8x2hrs)
- 4 hrs practical (2x2hrs)
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Baker, J.
et al. (2017)
Routledge Handbook of Talent Identification and Development in Sport. Abingdon, UK: Routledge. Available at:
https://doi-org.uniessexlib.idm.oclc.org/10.4324/9781315668017.
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Baker, J., Cobley, S. and Schorer, J. (eds) (2020)
Talent identification and development in sport: international perspectives. Second edition. London: Routledge. Available at:
https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/614207.
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Cassidy, T.G., Jones, R.L. and Potrac, P. (2015) ‘Talent Identification and Development’, in
Understanding Sports Coaching?: The Pedagogical, Social and Cultural Foundations of Coaching Practice. 3rd edn. Abingdon, UK: Routledge, pp. 135–146. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1081413&site=ehost-live&authtype=sso&custid=s9814295&ebv=EB&ppid=pp_135.
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Hambrick, D.Z., Campitelli, G. and Macnamara, B.N. (eds) (2018)
The science of expertise: behavioral, neural, and genetic approaches to complex skill. New York, NY: Routledge. Available at:
https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/241401.
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Vaeyens, R.
et al. (2008) ‘Talent Identification and Development Programmes in Sport’,
Sports Medicine, 38(9), pp. 703–714. Available at:
https://doi.org/10.2165/00007256-200838090-00001.
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Joseph Baker, Jörg Schorer, and Nick Wattie (no date) ‘Compromising Talent: Issues in Identifying and Selecting Talent in Sport.’,
Quest (00336297), 70(1), pp. 48–63. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=128252383&site=eds-live&authtype=sso&custid=s9814295.
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Bjørndal, C.T., Ronglan, L.T. and Andersen, S.S. (2017) ‘Talent development as an ecology of games: a case study of Norwegian handball’,
Sport, Education and Society, 22(7), pp. 864–877. Available at:
https://doi.org/10.1080/13573322.2015.1087398.
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Ericsson, K.A., Krampe, R.T. and Tesch-Römer, C. (1993) ‘The role of deliberate practice in the acquisition of expert performance.’,
Psychological Review, 100(3), pp. 363–406. Available at:
https://search-ebscohost-com.uniessexlib.idm.oclc.org/login.aspx?direct=true&db=pdh&AN=1993-40718-001&site=ehost-live&authtype=sso&custid=s9814295.
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Joseph Baker and Jean Cote (2006) ‘Shifting training requirements during athlete development: Deliberate practice, deliberate play and other sport involvement in the acquisition of sport expertise’, in Essential processes for attaining peak performance. Meyer and Meyer Sport, pp. 92–109.
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Helsen, W.F., Starkes, J.L. and Hodges, N.J. (1998) ‘Team Sports and the Theory of Deliberate Practice’,
Journal of Sport and Exercise Psychology, 20(1), pp. 12–34. Available at:
https://doi.org/10.1123/jsep.20.1.12.
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Macnamara, B.N., Moreau, D. and Hambrick, D.Z. (no date) ‘The Relationship Between Deliberate Practice and Performance in Sports’,
Perspectives on Psychological Science, 11(3), pp. 333–350. Available at:
https://doi.org/10.1177/1745691616635591.
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Ericsson, K.A. (2016) ‘Summing Up Hours of Any Type of Practice Versus Identifying Optimal Practice Activities’,
Perspectives on Psychological Science, 11(3), pp. 351–354. Available at:
https://www.jstor.org/stable/26358624.
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Güllich, A. (2014a) ‘Many roads lead to Rome – Developmental paths to Olympic gold in men’s field hockey’,
European Journal of Sport Science, 14(8), pp. 763–771. Available at:
https://doi.org/10.1080/17461391.2014.905983.
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Macnamara, B.N. and Maitra, M. (2019) ‘The role of deliberate practice in expert performance: revisiting Ericsson, Krampe & Tesch-Römer (1993)’,
Royal Society Open Science, 6(8). Available at:
https://doi.org/10.1098/rsos.190327.
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Bullock, N.
et al. (2009) ‘Talent identification and deliberate programming in skeleton: Ice novice to Winter Olympian in 14 months’,
Journal of Sports Sciences, 27(4), pp. 397–404. Available at:
https://doi.org/10.1080/02640410802549751.
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Macnamara, B.N., Hambrick, D.Z. and Moreau, D. (2016) ‘How Important Is Deliberate Practice? Reply to Ericsson (2016)’,
Perspectives on Psychological Science, 11(3), pp. 355–358. Available at:
https://doi.org/10.1177/1745691616635614.
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Hambrick, D.Z.
et al. (2014) ‘Facing facts about deliberate practice’,
Frontiers in Psychology, 5. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-39374-001&site=ehost-live.
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Macnamara, B.N., Hambrick, D.Z. and Oswald, F.L. (2014a) ‘Deliberate Practice and Performance in Music, Games, Sports, Education, and Professions: A Meta-Analysis’,
Psychological Science, 25(8), pp. 1608–1618. Available at:
https://www-jstor-org.uniessexlib.idm.oclc.org/stable/24543592?sid=primo.
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Ericsson, K. Anders and Harwell, Kyle W. (2019) ‘Deliberate practice and proposed limits on the effects of practice on the acquisition of expert performance: Why the original definition matters and recommendations for future research.’,
Frontiers in Psychology [Preprint]. Available at:
https://www.frontiersin.org/articles/10.3389/fpsyg.2019.02396/full.
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Baker, J. and Young, B. (2014) ‘20 years later: deliberate practice and the development of expertise in sport’,
International Review of Sport and Exercise Psychology, 7(1), pp. 135–157. Available at:
https://doi.org/10.1080/1750984X.2014.896024.
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Ford, P.R.
et al. (2009) ‘The role of deliberate practice and play in career progression in sport: the early engagement hypothesis’,
High Ability Studies, 20(1), pp. 65–75. Available at:
https://doi.org/10.1080/13598130902860721.
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Côté, J., Baker, J. and Abernethy, B. (2007) ‘Practice and Play in the Development of Sport Expertise’, in G. Tenenbaum and R.C. Eklund (eds)
Handbook of Sport Psychology. Wiley, pp. 184–202. Available at:
https://doi.org/10.1002/9781118270011.ch8.
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Côté, J. and Lidor, R. (eds) (2013) Conditions of children’s talent development in sport. Morgantown: Fitness Information Technology.
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Roca, A., Williams, A.M. and Ford, P.R. (2012) ‘Developmental activities and the acquisition of superior anticipation and decision making in soccer players’,
Journal of Sports Sciences, 30(15), pp. 1643–1652. Available at:
https://doi.org/10.1080/02640414.2012.701761.
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Baker, J., Cote, J. and Abernethy, B. (2003) ‘Sport-Specific Practice and the Development of Expert Decision-Making in Team Ball Sports’,
Journal of Applied Sport Psychology, 15(1), pp. 12–25. Available at:
https://doi.org/10.1080/10413200305400.
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Berry, J., Abernethy, B. and Côté, J. (2008) ‘The Contribution of Structured Activity and Deliberate Play to the Development of Expert Perceptual and Decision-Making Skill’,
Journal of Sport and Exercise Psychology, 30(6), pp. 685–708. Available at:
https://doi.org/10.1123/jsep.30.6.685.
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Soberlak, P. and Cote, J. (2003a) ‘The Developmental Activities of Elite Ice Hockey Players’,
Journal of Applied Sport Psychology, 15(1), pp. 41–49. Available at:
https://doi.org/10.1080/10413200305401.
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Jarvis, P. (2007) ‘Dangerous activities within an invisible playground: a study of emergent male football play and teachers’ perspectives of outdoor free play in the early years of primary school’,
International Journal of Early Years Education, 15(3), pp. 245–259. Available at:
https://doi.org/10.1080/09669760701516918.
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Bruner, M.W., Eys, M. and Turnnidge, J. (2013) ‘Peer and group influences in youth sport’, in J. Cote and R. Lidor (eds)
Conditions of Children’s Talent Development in Sport, pp. 157–178. Available at:
https://g4yd.nipissingu.ca/wp-content/uploads/sites/72/2014/05/Bruner-et-al.2013.Peers-Groups.pdf.
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Memmert, D., Baker, J. and Bertsch, C. (2010) ‘Play and practice in the development of sport-specific creativity in team ball sports’,
High Ability Studies, 21(1), pp. 3–18. Available at:
https://doi.org/10.1080/13598139.2010.488083.
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Matthew Vierimaa, Erickson, K. and Côté, J. (2016) ‘The Elements Of Talent Development In Youth Sport’, in
Routledge handbook of youth sport. Routledge, pp. 464–475. Available at:
https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/170727.
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Côté, J. and Erickson, K. (2015) ‘Diversification and Deliberate Play during the Sampling Years’, in
Routledge handbook of sport expertise. London: Routledge, pp. 305–316. Available at:
https://doi-org.uniessexlib.idm.oclc.org/10.4324/9781315776675.
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Soberlak, P. and Cote, J. (2003b) ‘The Developmental Activities of Elite Ice Hockey Players’,
Journal of Applied Sport Psychology, 15(1), pp. 41–49. Available at:
https://doi.org/10.1080/10413200305401.
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Baker, J., Cobley, S. and Fraser-Thomas, J. (2009) ‘What do we know about early sport specialization? Not much!’,
High Ability Studies, 20(1), pp. 77–89. Available at:
https://doi.org/10.1080/13598130902860507.
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Law, M.P., Côté, J. and Ericsson, K.A. (2007) ‘Characteristics of expert development in rhythmic gymnastics: A retrospective study’,
International Journal of Sport and Exercise Psychology, 5(1), pp. 82–103. Available at:
https://doi.org/10.1080/1612197X.2008.9671814.
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Côté, J. and Vierimaa, M. (2014) ‘The developmental model of sport participation: 15 years after its first conceptualization’,
Science & Sports, 29, pp. S63–S69. Available at:
https://doi.org/10.1016/j.scispo.2014.08.133.
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Ford et al., P.R. (2012) ‘The developmental activities of elite soccer players aged under-16 years from Brazil, England, France, Ghana, Mexico, Portugal and Sweden’,
Journal of Sports Sciences, 30(15), pp. 1653–1663. Available at:
https://www.tandfonline.com/doi/abs/10.1080/02640414.2012.701762.
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Bridge, MatthewW.1m.bridge@bham.ac.ukToms, MartinR.1 (2013) ‘The specialising or sampling debate: a retrospective analysis of adolescent sports participation in the UK.’,
The specialising or sampling debate: a retrospective analysis of adolescent sports participation in the UK., 31(2013). Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=85197029&site=eds-live.
The above list is indicative of the essential reading for the course.
The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students.
Further reading can be obtained from this module's
reading list.
Assessment items, weightings and deadlines
Coursework / exam |
Description |
Deadline |
Coursework weighting |
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Overall assessment
Reassessment
Module supervisor and teaching staff
Dr Edward Hope, email: e.hope@essex.ac.uk.
Dr Ed Hope, Dr Tom Leeder, Dr John Mills, Chris Spice & external speakers
e.hope@essex.ac.uk
No
No
No
No external examiner information available for this module.
Available via Moodle
No lecture recording information available for this module.
* Please note: due to differing publication schedules, items marked with an asterisk (*) base their information upon the previous academic year.
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