Expertise has been extensively studied in several sports over recent years. The specificities of how excellence is achieved in Association Football, a sport practiced worldwide, are being repeatedly ...investigated by many researchers through a variety of approaches and scientific disciplines.
The aim of this review was to identify and synthesise the most significant literature addressing talent identification and development in football. We identified the most frequently researched topics and characterised their methodologies.
A systematic review of Web of Science™ Core Collection and Scopus databases was performed according to PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analyses) guidelines. The following keywords were used: "football" and "soccer". Each word was associated with the terms "talent", "expert*", "elite", "elite athlete", "identification", "career transition" or "career progression". The selection was for the original articles in English containing relevant data about talent development/identification on male footballers.
The search returned 2944 records. After screening against set criteria, a total of 70 manuscripts were fully reviewed. The quality of the evidence reviewed was generally excellent. The most common topics of analysis were (1) task constraints: (a) specificity and volume of practice; (2) performers' constraints: (a) psychological factors; (b) technical and tactical skills; (c) anthropometric and physiological factors; (3) environmental constraints: (a) relative age effect; (b) socio-cultural influences; and (4) multidimensional analysis. Results indicate that the most successful players present technical, tactical, anthropometric, physiological and psychological advantages that change non-linearly with age, maturational status and playing positions. These findings should be carefully considered by those involved in the identification and development of football players.
This review highlights the need for coaches and scouts to consider the players' technical and tactical skills combined with their anthropometric and physiological characteristics scaled to age. Moreover, research addressing the psychological and environmental aspects that influence talent identification and development in football is currently lacking. The limitations detected in the reviewed studies suggest that future research should include the best performers and adopt a longitudinal and multidimensional perspective.
Background
For schools to include quality STEM education, it is important to understand teachers’ beliefs and perceptions related to STEM talent development. Teachers, as important persons within a ...student’s talent development, hold prior views and experiences that will influence their STEM instruction. This study attempts to understand what is known about teachers’ perceptions of STEM education by examining existing literature.
Results
Study inclusion criteria consisted of empirical articles, which aligned with research questions, published in a scholarly journal between 2000 and 2016 in English. Participants included in primary studies were preK-12 teachers. After quality assessment, 25 articles were included in the analysis. Thematic analysis was used to find themes within the data. Findings indicate that while teachers value STEM education, they reported barriers such as pedagogical challenges, curriculum challenges, structural challenges, concerns about students, concerns about assessments, and lack of teacher support. Teachers felt supports that would improve their effort to implement STEM education included collaboration with peers, quality curriculum, district support, prior experiences, and effective professional development.
Conclusions
Recommendations for practice include quality in-service instruction over STEM pedagogy best practices and district support of collaboration time with peer teachers. Recommendations for future research are given.
A workplace that emphasizes personal learning and task mastery fosters employee development and performance. However, it is yet unclear which specific factors support such a learning goal-oriented ...workplace. Based on research in the educational domain, we investigated the reciprocal effects of dispositional learning goal orientation, supervisor’s appraisal behavior, and a learning goal-oriented workplace. In a study with a repeated measurement design ( N = 144 employees), we did not find support for an effect of supervisor’s appraisal behavior (operationalized by the perceived use of self-reference norms and constructive handling of errors by employees) on workplace learning goal orientation over time. However, we found that a dispositional learning goal orientation of employees supports a learning goal-oriented work environment. Furthermore, workplace learning goal orientation had a cross-lagged effect on dispositional learning goal orientation and supervisor’s appraisal behavior. By comparing our results from work to findings from the educational context, our results convey important theoretical implications about the construct of workplace goal orientation and suggest practical applications to foster a learning goal-oriented workplace in terms of personnel development and performance management.
Soccer players are required to anticipate and react continuously in a changing, relatively unpredictable situation in the field. Cognitive functions might be important to be successful in soccer. The ...current study investigated the relationship between cognitive functions and performance level in elite and sub-elite youth soccer players aged 13-17 years. A total of 47 elite youth soccer players (mean age 15.5 years, SD = 0.9) and 41 sub-elite youth soccer players (mean age 15.2 years, SD = 1.2) performed tasks for "higher-level" cognitive functions measuring working memory (i.e., Visual Memory Span), inhibitory control (i.e., Stop-Signal Task), cognitive flexibility (i.e., Trail Making Test), and metacognition (i.e., Delis-Kaplan Executive Function System Design Fluency Test). "Lower-level" cognitive processes, i.e., reaction time and visuo-perceptual abilities, were also measured with the previous tasks. ANOVA's showed that elite players outscored sub-elite players at the "higher-level" cognitive tasks only, especially on metacognition (p < .05). Using stepwise discriminant analysis, 62.5% of subjects was correctly assigned to one of the groups based on their metacognition, inhibitory control and cognitive flexibility performance. Controlling for training hours and academic level, MANCOVA's showed differences in favor of the elite youth soccer players on inhibitory control (p = .001), and cognitive flexibility (p = .042), but not on metacognition (p = .27). No differences were found concerning working memory nor the "lower-level" cognitive processes (p > .05). In conclusion, elite youth soccer players have better inhibitory control, cognitive flexibility, and especially metacognition than their sub-elite counterparts. However, when training hours are taken into account, differences between elite and sub-elite youth soccer players remain apparent on inhibitory control and cognitive flexibility in contrast to metacognition. This highlights the need for longitudinal studies to further investigate the importance of "higher-level" cognitive functions for talent identification, talent development and performance in soccer.
This research focused on making applications to determine the dominant multiple intelligences. Everyone has eight different intelligences that reflect different ways of interacting with the world. ...The dominant multiple intelligence needs to be known so that the child's growth and development is in accordance with his or her talents and interests. Therefore, it is necessary to make an application with tools that have been tested by experts, which can determine the level of intelligence so that the potential of children can be developed. This application was created using the extreme Programming software development method. The reasons for the choice of this method were because the resources to create the application were readily available, the programming was conducted by a small team, and the application development time was short. This application used the PHP and MySQL by displaying a list of 24 questions that had to be filled out by the users. The application testing method used black box testing. The accuracy of the application was 100% from 150 respondents who used this application. The output of this application is a sequence of multiple intelligences owned by users ranging from linguistic, logical-mathematical, musical, spatial, kinaesthetic, intrapersonal, interpersonal abilities, and naturalist.
In today's world of knowledge-based economies, gig economies, crowdsourcing, and overall ICT-driven creativity, the avenues toward creativity and for its cultivation are increasingly diverse and ...sought after. Researchers have postulated that, in the context of creativity and information technology, not only are people are increasingly driven by the game-like structures of contemporary systems, services, organisational forms, incentive arrangements, and player-like behaviours rather than monetary incentives but also that the platforms that facilitative creative learning are becoming increasingly reminiscent of games. However, it is unclear how this gamification affects creativity vis-à-vis other forms of incentives. In this study, we investigated how gamification, money and punishment affect people's creativity. We randomly assigned 102 participants to four groups and given different incentives to complete an alternative-uses task. We measured their creativity according to the four classic elements: fluency, flexibility, originality, and elaboration. The results showed that creativity was significantly higher in the gamification and punishment conditions compared with the control and monetary reward conditions, but creativity was not significantly different between the monetary reward and control conditions. The findings of this study provide theoretical and practical insights to guide people designing effective talent development programmes and stimulating creativity in their employees.
Faire Arbeit in der Gig Economy? Berli, Sara; Weichbrodt, Johann; Welge, Katrina
Arbeit,
06/2023, Letnik:
32, Številka:
2
Journal Article
Odprti dostop
In diesem Praxisbeitrag fokussieren wir auf die arbeits- und organisationspsychologischen Aspekte von Fairness in der Gig Economy. An unserem aktuellen Innovationsprojekt FAMOS („Faires Arbeitsmodell ...‚Office Services‘“) werden Möglichkeiten aufgezeigt und diskutiert, wie ein faires Gig-Arbeitsmodell aussehen könnte. Im Projekt gehen wir davon aus, dass Fairness in der Plattformarbeit hergestellt werden kann, indem Maßnahmen für fachliche und persönliche Entwicklung sowie Community Building angeboten werden. Dadurch wird eine gewinnbringende Beziehung im Sinne eines ausgewogenen psychologischen Vertrags zwischen Plattformbetreibenden und Leistungserbringenden gefördert. Community Building scheint zudem ein wichtiges Instrument zur Steigerung von subjektivem Gerechtigkeitsempfinden und Zugehörigkeit zu sein. Unsere ersten Erkenntnisse zeigen, dass Personalentwicklung sinnvollerweise in die Community-Strukturen integriert wird und Partizipation bei der Regelgestaltung innerhalb von Plattform und Community eine zentrale Rolle für wahrgenommene Fairness in der Gig Economy spielt.
Talent denied: Equity and excellence gaps in STEMM Ziegler, Albert; Stoeger, Heidrun
Annals of the New York Academy of Sciences,
December 2023, 2023-12-00, 20231201, Letnik:
1530, Številka:
1
Journal Article
Recenzirano
Odprti dostop
In principle, there could be STEMM talent everywhere if there were sufficient and adequate opportunities and learning resources everywhere. The reality, however, is that the likelihood of developing ...one's talent in STEMM is tied to membership in social groups. In this contribution, we explore the implications of this statement with multiple examples for different social groups and for different stages of talent development. We propose an educational framework model for analyzing equity gaps in STEMM talent development that identifies and systematizes the unequal and inequitable distribution of resources and opportunities as the proximal cause of the emergence of such equity gaps. Furthermore, we discuss important aspects for closing equity gaps in STEMM talent development. We argue that—similar to public health approaches—the focus in establishing equity in STEMM talent development should be on prevention rather than intervention. We discuss the importance of the cooperation of societal subsystems and argue for the use of adequate methods of disparity detection for creating equal opportunities. We also outline why preventive strategies are crucial for the creation of resource parity and explain why outcome standards should be considered obligatory.
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