欢迎来到留学生英语论文网

客服信息

我们支持 澳洲论文代写 Assignment代写、加拿大论文代写 Assignment代写、新西兰论文代写 Assignment代写、美国论文代写 Assignment代写、英国论文代写 Assignment代写、及其他国家的英语文书润色修改代写方案.论文写作指导服务

唯一联系方式Q微:7878393

当前位置:首页 > 论文范文 > Sports

What are coaches’ preconceptions of a footballer and it’s affects on youth development?

发布时间:2017-03-14
该论文是我们的学员投稿,并非我们专家级的写作水平!如果你有论文作业写作指导需求请联系我们的客服人员

What are coaches’ preconceptions of a footballer and it’s affects on youth development?

The Influence and Importance of the Sports Coach 7

Conclusion 9

Bibliography 11

Introduction

In delving into the subject of the preconceptions of coaches regarding football players, and the connection to youth development, the foundational facet of this subject is the identification of talent early on, and the nurturing such discoveries as is the case in the arts, as represented by music, and dance. The significance and results that emanate from the identification of talent in youths has been soundly demonstrated by the former Soviet Union in the past that consistently turned out athletes, pianists, chess players, as well as women participants at a rate unmatched by Western countries, which has since become a strength of the People’s republic of China. The U.S.S.R.’s systematic approach, while many may disagree with the manner in which such was conducted, one cannot argue with the results. It, the Soviet system and not the Chinese system, generated world-class participants on a consistent basis as evidenced by international competitions, most noteably, the Olympics. The Soviet influence on sport science development as the successes of their systematic approach in early talent identification, training and follow through proved its worth on the world stage[1].

The preceding brief discussion of the successes of the Soviet system has been engaged in as it spurred more directed and organised talent identification, training and follow up programs in the United States as well as Europe. In equating talent, Feldman and Goldsmith[2] tell us that talent is a product of an area that the culture in which that person resides deems as being valuable. Thus, if an area of endeavour is prized by country, then those exhibiting and or having skill in that area deemed as talented. The preceding brings us to the core of this examination, talent. Callahan[3] helps us in this regard by advising that talent represents an aptitude for doing something that exceeds the capabilities of others on average, and or is an ability to do what others, by and large, cannot do. In equating the purpose of this examination, it must be remembered that talent, as cautioned by McClelland et al[4], is ambiguous as ”Sometimes it refers to an aptitude or ability in the person, and sometimes it refers to talented performance by the person i.e., behavior which goes beyond the ordinary in meeting some criterion of desirability”. To broaden our understanding of the areas to be discussed herein, this brief stop at understanding what talent is, represents a necessary foundation, and or starting point from which to proceed.

Aristides[5] tells us that talent is a word that is not well served by dictionaries, explaining that the origin of the word emanates from an “…ancient unit in which precious metals were measured”. Other references utilised in the description of talent include ‘special aptitudes’, and the word ‘gift or gifted’[6]. The Merriam-Webster[7] dictionary states that talent, which includes the references as described by Aristides[8], represents “… a special often athletic, creative, or artistic aptitude: ability”, with the synonym for the word talent being ‘gift’. The foregoing understanding is important in that the review of literature on this subject that represents the foundation for this study, utilised these words in differing contexts, thus the root of their meanings represents an important facet.

In investigating the perceptions of coaches of youths, and how that impacts development, which is an integral part of this examination, this study shall also seek to determine, investigate, and or uncover the structures in place in other areas, such as the arts, that are used to identify talented youngsters as well as these types of structures and or mechanisms in the sports world. As the area context entails England, and more specifically the sport of soccer, the preceding will thus represent an important part of this examination, honing in on what makes for the successful soccer player, which includes not just athletic abilities, but the physiological and psychological aspects as well.

The identification of talent in children for a particular field in the fine arts is stated by Winner[9] with reference to art as “The core ability of the visually artistic child is a visual-spatial-motor precocity that makes it possible to capture the contour of three-dimensional objects on a two-dimensional surface”. This harkens back to what Aristides[10] and McClelland et al[11] respectively referred to as talent, as “…an aptitude or ability in the person … which goes beyond the ordinary in meeting some criterion of desirability”. The preceding correlation is important in that it reveals a continuity of the foundational facets that are important in permitting a focused approach to this subject. In further elaborating on talent, and special abilities, Winner[12] adds that in the instance of music “The core ability of the musically gifted child involves a sensitivity to the structure of music – tonality, harmony, and rhythm.” A factor in the preceding, meaning the development of children that show an aptitude for the arts and or music, is the understanding that they will exhibit their own drive with respect to the expression of their interest, through continuous displays that are supported by parents, teachers and associated individuals in the child’s life[13].

In consort with the preceding, parents represent the first line of identification of talent skewed in their offspring, according to Robinson and Robinson[14]. They make the preceding statement, adding that teachers are rarely trained in the identification of gifted children as well as not having training in responding to them[15]. The identification of the gifted, or potentially gifted child is usually evidenced by emotional development that is in advance of their peers, along with social as well as emotional maturity, and play interests that imitate those of older children[16]. In Scotland as well as Wales, students are classified as being “More able and talented”, and “Able”[17]. In the United Kingdom, the Department for Education and Skills defines gifted as those students that are in the top 5% to 10% of their schools as measured in subjects, whereas talente is measured by the top 5% to 10% in each school, using art, music and or Physical Education as the basis for scoring[18].

The understanding the international provisions for gifted and talented children outside of the educational system, Freeman[19] advises that in her study she found that while the achievements of bright children in the countries of Japan and Scandinavia do not have any specialised programmes for these types of children, yet in general their achievements generally surpass those of other countries that do have such provisions. China has a broad based selective enrichment programme that is called Children’s Palaces[20] that calls for the identification of talented and gifted children in scholastic endeavours as well as the arts, music and athletics. Israel’s Art and Science Academy represents a specialised programme in the educational arena[21], which in conjunction with the country’s Department of Gifted Children that takes notice of those gifted in the arts and music[22]. The International Russian Rotary Children Music Competition[23] was formed in 2002 and has become the country’s leading means to funnel artistic and musical talent through the recommendations of parents, and teachers. In Europe, the European Union of Music Competitions for Youth coordinates with all its member country organisations, that include school systems as well as independent organisations for the identification of children with music abilities that heighten the intra country awareness, follow up and programmes in this area[24]. America’s understanding of the importance of identifying gifted and talented children, as made aware to them by the former Soviet Union’s successes in the Olympics and other endeavours, has spurred an outgrowth of programmes to locate and guide gifted children in education, music, the arts as well as sports[25]. These include the global Mensa programs for children as well as adults, city and regional school programs that hold programmes in everything from science, to chess, music, and spelling bees, that proceed to the national level with year end competitions[26].

The global movement in understanding that children as well as people in general, are our greatest resource, has gathered considerable impetus, to the point where it is starting to match the zeal of the long standing athletic program systems in the Soviet Union, and the United States.

Talent Identification in Sports

In looking at the world of sports, the evidence of a highly organised system of talent identification is found in most countries at the high school and university levels, with the former Soviet Union, and particularly the present day United States serving as examples of this. The elementary, high school and university sports system in the United States is the most organised in the world. Jay[27], in her book “More Than Just a Game: Sports in American Life since 1945” tells us of the passion that American’s have for professional sports heroes in baseball, basketball, American football, hockey, motor racing and other athletic entertainment. That passion is fueled by television, sports stadiums, and celebrity status that permeates every facet of American life, prompting children to want to be the next Michael Jordan, Tom Brady, and or Derek Jeter. Almost every high school in the United States has an organised sports league for football, baseball and basketball that identifies and nurtures sporting talent, with the promise of university scholarships and possibly professional sports as the prize.

The same fervor exists in the United Kingdom, where soccer is king. The identification of soccer talent in the UK takes place on playing fields, in the view of parents, teachers and coaches who are able to see the respective abilities of youths showcased against others, and thus see the brightest and the best. The English Institute of Sport[28] sees the development of talent as both an art as well as a science that entails identifying talent via programmes that consist of rigorous assessment and competitions whereby gifted athletes are uncovered, nurtured and coached. The system extends to the pre university level and includes parents, teachers, coaches and local authorities that are engaged in identifying talented footballers through teams, leagues and competitions[29]. Sports have long been recognised as providing a positive environment for positive youth development, with research starting to substantiate this view based on studies as conducted by Larson[30] as well as Eccles and Barber[31]. Larson[32] tells us that the participation in sports on an organised level energizes and emotionally charges children as well as teenagers in a matter that is not evident in other parts of their lives, thus contributing to heightened feelings of self awareness, self worth, and understanding of values.

The Influence and Importance of the Sports Coach

As is the case in all fields of development when children are involved, the views, techniques, interaction and manner in which their mentors approach and deal with them on a one on one basis has a tremendous influence and impact on their psychological as well as athletic development. The role of a coach in soccer, or for that matter in any sport, must be centered upon the understanding that each child under their guidance represents a fragile psychological system, regardless of the innate amount of talent and ability they posses[33]. United Kingdom sport psychologist Ian Mitchell advises that the mental facets of coaching and playing soccer are just as important as the physical side[34]. On the physical side, soccer players that are exceptional possess three major areas of characteristics and attributes[35]. The first of these comprises athletic ability, which consists of speed, individual movement and agility, power, strength, fitness, and size[36]. The second set of characteristics represents the player’s technical skills, as represented by their passing abilities, running and control of the ball, sense of where they are on the field in relationship to other players, ball control, and kicking accuracy[37]. The third and last of the three skill set is their mental qualities[38]. This facet, mental qualities, consists of their confidence, commitment, composure and concentration[39].

The foregoing areas represent the key criteria for the identification of the talented youth athlete that is manifested in sporting competitions whereby the coach can see these skill sets in action. As their mentor and major influence in their development, a coach cannot afford to bring mental preconceptions of an athlete into his mental equations of developing, coaching and mentoring talented youth players, or any player for that matter, except where they are equating the aforementioned three skill set framework[40]. The uncovering of talented footballers can be subverted by improperly based coaching that does not understand the need for individual attention that young minds require, in order to inoculate confidence, trust and further development in a healthy framework[41]. To this end, the preconceptions of a coach of a player need to be limited to the understanding that they are bringing certain talents that the coach needs to carefully develop, uncover, improve upon, and nurture as an ongoing process, in a speed and manner that is individualized, as opposed to one approach fits all[42]. To this end in the UK, the Sport and Recreation Industry Training Organisation (SPRITO), has devised national qualifications that call for training course development, as well as coach assessment in the issuance of certifications, however this framework is far from uniform and complete[43].

Conclusion

Mentoring on any level, in any endeavour that involves young minds is a delicate, blend of psychology, parenting and recognition of the individual skill and maturity levels of the players[44]. Physical talent, exceptional as it may be, is not enough to enable the superior youth athlete to continued to develop, build upon their innate talent, and develop into the athlete that their ability has shown at an early age. These facets take guidance, development, mentoring and coaching to nurture the necessary mental and psychological foundations that develop maturity, in combination with a well rounded education, home life, friends, family and other areas as a balance[45].

The preceding foundational elements go hand in hand with uncovering talent, as demonstrated by the success of Bela Karolyi, the famous gymnastics coach from Romania who developed such stars as Nadia Comaneci, Mary Lou Retton and countless others[46]. In the materials reviewed, as well as researched, the psychological, balanced and well-rounded facets of the profession of coaching only received scant mention. While there was a wealth of materials on identifying the talented child athlete as well as the attributes they would need to posses, the psychological facets, along with training and educational standards for coaches was missing in terms of information volume. This posses a conundrum as in order to get the best from the systems in place that allow for the identification of superior and gifted youth soccer players that are there, the same attention to uncovering, developing and training their coaches in the finer nuances of building these child protégés into young adult and adult world class athletes is lacking. In order to derive the most from the system of finding talented child players, the adult system of molding them needs the same attention to detail, with all the psychological, educational and balanced developmental facets in place as well.

Bibliography

Aristides (1997) What’s in it for the Talent? Vol. 68. American Scholar

Callahan, C.(1997) The Construct of Talent. Vol. 72. Peabody Journal of Education

Department for Culture, Media and Sport (202) The Coaching Task Force – Final Report. Department for Culture, Media and Sport. Sport and Recreation Division. London, United Kingdom

Edelman, R. (2007) The Russian Influence on American Sport. Retrieved on 9 November 2008 from http://www.wilsoncenter.org/index.cfm?topic_id=1424&fuseaction=topics.publications&doc_id=19997&group_id=7718

European Union of Music Competitions for Youth (2008) Details. Retrieved on 10 November 2008 from http://www.emcy.org/laureate/?a=det&id=479

family.jrank.org. (2007) Identification of Gifted Children. Retrieved on 9 November 2008 from http://family.jrank.org/pages/711/Gifted-Talented-Children-Identification-Gifted-Children.html

Freeman, M. (1994). Finding the Muse: A social psychological inquiry into the conditions of artistic creativity. Cambridge University Press. Cambridge, United Kingdom. Pp. 34-37

Freeman, J. (2001) Out of school educational provision for the gifted and talented around the world: A Report for the DfES. Retrieved on 9 November 2008 from http://www.joanfreeman.com/content/Text part one.doc

Freeman, J. (2002) Provision for the Gifted and Talented around the World. Department of Education and Skills, London, United Kingdom

Feldman, D., Goldsmith (1986) Nature’s Gambit. Basic Books, New York, New York, United States. Pp. 34-35

Grass Roots Coaching. (2007) Football and Soccer Psychology. Retrieved on 11 November 2008 from http://grassrootscoaching.com/footballpsychology/soccerpsychology.htm

Haaretz (2008) TA’s gifted program. Retrieved on 10 November 2008 from http://www.haaretz.com/hasen/spages/815613.html

Hopper, T., Bell, R. (2000). A tactical framework for teaching games: Teaching strategic understanding and tactical awareness. Vol. 66, No. 4. Physical and Health Education Journal. Pp. 14-19.

Jay, K. (2004) More Than Just a Game: Sports in American Life since 1945. Columbia University Press. New York, New York, United States. P. 25

Jewish Virtual Library. (2007) Learning Together Programs for the Gifted, Talented and Very Able. Retrieved on 10 November 2008 from http://www.jewishvirtuallibrary.org/jsource/Education/three.html

McClelland, D., Baldwin, A., Bronfenbrenner, U., Strodtbeck, F. (1958) Talent and Society: New Perspectives in the Identification of Talent. Van Nostrand Publishers, Princeton, N.J., United States. Pp. 1-2

Merriam-Webster (2008) talent. Retrieved on 9 November 2008 from http://www.merriam-webster.com/dictionary/talent

Pride Soccer Club (2007) UK Sports Psychologist Ian Mitchell comes to Colorado Springs to host Psychology Seminars for Pride Soccer Club. Retrieved on 11 November 2008 from http://www.pridesoccer.com/docs/ian.pdf

RCMC Moscow (2008) International Russian Rotary Children Music Competition. Retreived on 10 November 2008 from http://rcmcmoscow.wordpress.com/

UNICEF (2006) Country report on China’s Implementation of the UN Millennium Development Goals: 2001-2005. UNICEF

University of South Florida (2007) Gifted Children Program Center. Retrieved on 10 November 2008 from http://fcit.usf.edu/coedu/gifted_children.html

Winner, E. (1996) Gifted Children: Myths and Realities. Basic Books, New York, New York, United States. P. 92

1


[1] Edelman, R. (2007) The Russian Influence on American Sport. Retrieved on 9 November 2008 from http://www.wilsoncenter.org/index.cfm?topic_id=1424&fuseaction=topics.publications&doc_id=19997&group_id=7718

[2] Feldman, D., Goldsmith (1986) Nature’s Gambit. Basic Books, New York, New York, United States. Pp. 34-35

[3] Callahan, C.(1997) The Construct of Talent. Vol. 72. Peabody Journal of Education

[4] McClelland, D., Baldwin, A., Bronfenbrenner, U., Strodtbeck, F. (1958) Talent and Society: New Perspectives in the Identification of Talent. Van Nostrand Publishers, Princeton, N.J., United States. Pp. 1-2

[5] Aristides (1997) What’s in it for the Talent? Vol. 68. American Scholar

[6] Ibid

[7] Merriam-Webster (2008) talent. Retrieved on 9 November 2008 from http://www.merriam-webster.com/dictionary/talent

[8] Aristides (1997) What’s in it for the Talent? Vol. 68. American Scholar

[9] Winner, E. (1996) Gifted Children: Myths and Realities. Basic Books, New York, New York, United States. P. 74

[10] Aristides (1997) What’s in it for the Talent? Vol. 68. American Scholar

[11] McClelland, D., Baldwin, A., Bronfenbrenner, U., Strodtbeck, F. (1958) Talent and Society: New Perspectives in the Identification of Talent. Van Nostrand Publishers, Princeton, N.J., United States. Pp. 1-2

[12] Winner, E. (1996) Gifted Children: Myths and Realities. Basic Books, New York, New York, United States. P. 92

[13] Freeman, M. (1994). Finding the Muse: A social psychological inquiry into the conditions of artistic creativity. Cambridge University Press. Cambridge, United Kingdom. Pp. 34-37

[14] family.jrank.org. (2007) Identification of Gifted Children. Retrieved on 9 November 2008 from http://family.jrank.org/pages/711/Gifted-Talented-Children-Identification-Gifted-Children.html

[15] Ibid

[16] family.jrank.org. (2007) Identification of Gifted Children. Retrieved on 9 November 2008 from http://family.jrank.org/pages/711/Gifted-Talented-Children-Identification-Gifted-Children.html

[17] Freeman, J. (2001) Out of school educational provision for the gifted and talented around the world: A Report for the DfES. Retrieved on 9 November 2008 from http://www.joanfreeman.com/content/Text part one.doc

[18] Freeman, J. (2002) Provision for the Gifted and Talented around the World. Department of Education and Skills, London, United Kingdom

[19] Ibid

[20] UNICEF (2006) Country report on China’s Implementation of the UN Millennium Development Goals: 2001-2005. UNICEF

[21] Jewish Virtual Library. (2007) Learning Together Programs for the Gifted, Talented and Very Able. Retrieved on 10 November 2008 from http://www.jewishvirtuallibrary.org/jsource/Education/three.html

[22] Haaretz (2008) TA’s gifted program. Retrieved on 10 November 2008 from http://www.haaretz.com/hasen/spages/815613.html

[23] RCMC Moscow (2008) International Russian Rotary Children Music Competition. Retreived on 10 November 2008 from http://rcmcmoscow.wordpress.com/

[24] European Union of Music Competitions for Youth (2008) Details. Retrieved on 10 November 2008 from http://www.emcy.org/laureate/?a=det&id=479

[25] Freeman, J. (2002) Provision for the Gifted and Talented around the World. Department of Education and Skills, London, United Kingdom

[26] University of South Florida (2007) Gifted Children Program Center. Retrieved on 10 November 2008 from http://fcit.usf.edu/coedu/gifted_children.html

[27] Jay, K. (2004) More Than Just a Game: Sports in American Life since 1945. Columbia University Press. New York, New York, United States. P. 25

[28] Sunday Mirror (2005) London’s Olympics: Seven Year Itch, We can be top nation in 2012 says Steve Cram Chairman, English Institute of Sport. 10 July 2005. Sunday Mirror. London, United Kingdom

[29] Ibid

[30] Larson, R. (2000) Towards a psychology of positive youth development. American Psychology. Vol. 55. PP. 170-183.

[31] Eccles, J., Barber, B. (1999) Student council, volunteering, basketball, or marching band: What kind of extracurricular matters? Journal of Adolescence. Vol. 14. pp. 10-43.

[32] Larson, R. (2000) Towards a psychology of positive youth development. American Psychology. Vol. 55. PP. 170-183.

[33] Hopper, T., Bell, R. (2000). A tactical framework for teaching games: Teaching strategic understanding and tactical awareness. Vol. 66, No. 4. Physical and Health Education Journal. Pp. 14-19.

[34] Pride Soccer Club (2007) UK Sports Psychologist Ian Mitchell comes to Colorado Springs to host Psychology Seminars for Pride Soccer Club. Retrieved on 11 November 2008 from http://www.pridesoccer.com/docs/ian.pdf

[35] Grass Roots Coaching. (2007) Football and Soccer Psychology. Retrieved on 11 November 2008 from http://grassrootscoaching.com/footballpsychology/soccerpsychology.htm

[36] Ibid

[37] Ibid

[38] Ibid

[39] Ibid

[40] Department for Culture, Media and Sport (202) The Coaching Task Force – Final Report. Department for Culture, Media and Sport. Sport and Recreation Division. London, United Kingdom

[41] Ibid

[42] Department for Culture, Media and Sport (202) The Coaching Task Force – Final Report. Department for Culture, Media and Sport. Sport and Recreation Division. London, United Kingdom

[43] Ibid

[44] Hubball, H. (2002). Problem-based learning in a soccer academy program for young players. Paper presented at the International Conference on Physical and Health Education, Banff, Alberta, Canada.

[45] Hubball, H. (2001). Learning styles and sport pedagogy: An holistic approach to coaching advanced young soccer players in a team and player development program. Paper presented at the International Learning Styles Conference, Cardiff, UK

[46] International Gymnastics Hall of Fame (2008) Bela Korolyi. Retrieved on 11 November 2008 from http://www.ighof.com/honorees/honorees_karolyi.html

上一篇:返回列表 下一篇:A Report On A Coffee Shop Sport Essay