Psychological Characteristics and the Developing Athlete

Performance characteristics of top-level youth judokas in light- and heavy-weight categories

“…3, 4 Inspired by Newell's constraints-led approach, 5 researchers developed a model of talent identification and talent development in sport (Groningen Sports Talent Model), 6 explaining the development of talented athletes’ sport performances over time with the hypothetical contribution of person-related, task-related, and environmental characteristics. 7 Depending on the task, the athlete (e.g. a judoka) needs certain person-related and environmental characteristics to perform well.…”

“…a judoka) needs certain person-related and environmental characteristics to perform well. As explored by Jonker and colleagues, 7 person-related characteristics are the multidimensional performance characteristics and can be divided into anthropometric, physiological, technical, tactical, and psychological characteristics. Environmental characteristics, for example, entail the competition structure, trainers, parents, and school.…”

Childhood football play and practice in relation to self-regulation and national team selection; a study of Norwegian elite youth players

“…Besides the implications childhood sport participation have on sport-specific skills (e.g., creativity; , childhood sport involvement can be important for understanding characteristics that may explain why some players manage to conduct the amount and quality of practice required to reach elite level of performance (Côté et al, 2007;Côte et al, 2009;Durand-Bush & Salmela, 2002). In relation to the purpose of the present study, sport participation has been highlighted as a beneficial setting for the development of self-regulation (Jonker, Elferink-Gemser, Tromp, Baker, & Visscher, 2015), which have been associated with success in the sport domain in general, and in football specifically (Cleary & Zimmerman, 2001;Toering, Elferink-Gemser, Jordet, & Visscher, 2009). Notably, self-regulation refers to the processes where individuals are "meta-cognitively, motivationally, and behaviourally active participants in their own learning process" (Zimmerman, 1989, p. 329), and is argued to be fostered in environments that provides opportunities for complex tasks, autonomous regulation of involvement, cooperation, support, and evaluation, which often is found in sports (Jonker et al, 2015;Perry, 1998).…”

“…In relation to the purpose of the present study, sport participation has been highlighted as a beneficial setting for the development of self-regulation (Jonker, Elferink-Gemser, Tromp, Baker, & Visscher, 2015), which have been associated with success in the sport domain in general, and in football specifically (Cleary & Zimmerman, 2001;Toering, Elferink-Gemser, Jordet, & Visscher, 2009). Notably, self-regulation refers to the processes where individuals are "meta-cognitively, motivationally, and behaviourally active participants in their own learning process" (Zimmerman, 1989, p. 329), and is argued to be fostered in environments that provides opportunities for complex tasks, autonomous regulation of involvement, cooperation, support, and evaluation, which often is found in sports (Jonker et al, 2015;Perry, 1998). While a recent study found a bi-directional relationship between children`s participation in individual sports and self-regulatory skills , less is known about how childhood participation in distinct sport activities may lead to differences in self-regulatory skills among youth football players.…”

“…are "meta-cognitively, motivationally, and behaviourally active participants in their 81 own learning process" (Zimmerman, 1989, p. 329), and is argued to be fostered in 82 environments that provides opportunities for complex tasks, autonomous regulation 83 of involvement, cooperation, support, and evaluation, which often is found in sports 84 (Jonker et al, 2015;Perry, 1998). While a recent study found a bi-directional 85 relationship between children`s participation in individual sports and self-regulatory 86 skills , less is known about how childhood participation in 87 distinct sport activities may lead to differences in self-regulatory skills among youth 88 football players.…”