Ubiquitous skill opens opportunities for talent and expertise development

Towards an ecological dynamics theory of flow in sport

Flow is an optimal state of absorption that may be experienced in appropriately challenging and intrinsically motivating activities such as sports. Flow may be an important concept for understanding the emergence and role of sport in society, yet theoretical explanations of flow have had limited success explaining, predicting, and facilitating flow in sport. Here, we use the ecological dynamics framework, seeking to resolve foundational issues in an explanation of flow, building towards a theory of flow in sport. To address this challenge, we highlight the utility of ecological conceptualisations of experience, intention, skill, attention, information, and temporality, in explanations of flow experiences in sport, before discussing some novel empirical predictions motivated by the theory. We suggest that a multiscale ecological dynamics approach is well equipped to explore flow in performer-environment systems that display interaction-dominant dynamics and conclude by outlining avenues for future research created by an ecological dynamics theory of flow in sport.

Analysing Physical Performance Indicators Measured with Electronic Performance Tracking Systems in Men's Beach Volleyball Formative Stages

Sports performance initiation is of significant interest in sports sciences, particularly in beach volleyball (BV), where players usually combine indoor and BV disciplines in the formative stages. This research aimed to apply an electronic performance tracking system to quantify the physical-conditional performance of young male BV players during competition, considering age group (U15 or U19), sport specialisation (indoor or beach) and the set outcome (winner or loser). Thirty-two young male players, categorised by age and sport specialisation, were analysed during 40 matches using electronic performance tracking systems (Wimu PROTM). Data collected were the set duration, total and relative distances covered, and number and maximum values in acceleration and deceleration actions. U19 players and BV specialists, compared to their younger and indoor counterparts, covered more distance (719.25 m/set vs. 597.85 m/set; 719.25 m/set vs. 613.15 m/set) and exhibited higher intensity in terms of maximum values in acceleration (4.09 m/s2 vs. 3.45 m/s2; 3.99 m/s2 vs. 3.65 m/s2) and deceleration (-5.05 m/s2 vs. -4.41 m/s2). More accelerations (557.50 n/set vs. 584.50 n/set) and decelerations (561.50 n/set vs. 589.00 n/set) were found in indoor players. Additionally, no significant differences were found in variables regarding the set outcome. These findings suggest that both age and specialisation play crucial roles in determining a great physical-conditional performance in young players, displaying a higher volume and intensity in external load metrics, whereas indoor players seem to need more accelerations and decelerations in a BV adaptation context. These insights highlight the age development and sport specialisation in young volleyball and BV athletes.

Bouncing back: a longitudinal examination of challenge within football academy environments

Introduction

Although substantial research indicates that challenge plays a big role in the development of talent, little is known of the experiences of young performers as they negotiate and learn from these challenges.

Methods

As such, to better understand the nature and impact of challenge on the Talent Development (TD) pathway, we longitudinally tracked nine young footballers from progressive age-bands (five aged 11 years and four aged 14) as they experienced challenge over a 15-month period using a mixed-methods design. Five semi-structured interviews separated by three months were conducted, and data were analysed via thematic analysis.

Results

Our findings suggested that participants encountered recurrent challenging events, categorised into common/uncommon, planned/unplanned, individual-focused/group-focused challenges. Support for the benefits of challenges was pervasive throughout the data with participants progressing through stages with each challenge (drop, rebound and growth). However, the magnitude and rate at which participants experienced these stages was highly idiosyncratic. Indeed, the perceived impact, scale, and, ultimately, consequential developmental impact of these challenges appeared to vary greatly with participants displaying different responses to similar events. Such differences were underpinned by several individual factors (such as prior experiences and perceived coping skills), contextual characteristics of the challenge (such as type and timing) and support around the challenge (such as priming and reflection opportunities).

Conclusion

Implications include the need for coaches and psychologists to systematically assess and carefully monitor the individual circumstances, needs and skillset of young performers and use this information as a platform for deploying individualised, timely and developmentally appropriate challenges along with relative support to ensure optimal learning and growth from them.