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One of the primary dilemmas surrounding the topic of early sport specialization is whether the practice develops talent or creates long-term psychological problems. The purpose of this paper is to discuss this issue using psychosocial and developmental frameworks. This review begins with an overview of several developmentallybased constructs (e.g., biological maturation, perceived competence, body image, self-identity, motivational orientation) that are relevant to the sport domain. These developmental progressions are then used to address some potential implications for children who begin intensive training and competition at an early age. Next, some socioenvironmental factors are explored, with specific links made to the early sport specialization process. Finally, the paper ends with four recommendations for future research on the topic.

This commentary examines the argument for early sport specialization versus sport sampling from a physical growth and motor development perspective. Three developmental frameworks are examined (Mountain of Motor Development, Developmental Model of Sport Participation, Spirals of Engagement Trajectory model) to make the case that a broad base of fundamental motor skill competence is necessary in the early years before sport specialization in the adolescent years. Early sport specialization is criticized from the standpoint of increased risk for overuse injury, concerns about long-term growth, and the fact that early and intense practice schedules often do not differentiate elite versus nonelite athletes. A strong argument is made for early sport sampling to acquire a broad base of fundamental motor skills to apply to different sports, and to allow physical maturity to develop before specializing in sport. Such an approach also better equips a child to be active across the lifespan.

“Concussion” is all over the news, and—yes—it has implications for combating chronic diseases such as obesity and diabetes. Many parents are pushing their children away from collision sports such as football, hockey, and lacrosse because they fear the risk of chronic neurodegenerative problems later in life. However, there is good logic in emphasizing the importance of physical activities such as collision type sports, during the developmental years. Physical educators, researchers, policy makers, and coaches must work together to encourage safe play and rules changes that can keep youth and adolescents active in sports that build character, discipline, and teach teamwork. Understanding the complexity of the highly adaptable adolescent brain both prior to and following sport-related concussion is critically important in accomplishing this goal.

In the last 10-20 years sport psychologists have started to emphasize the value of mental strengths such as self-confidence for disability sport athletes (Martin, 2012). The pinnacle of disability sport competition, the Paralympics, is becoming increasingly competitive, suggesting a strong need for athletes to possess effective mental skills. Like the Olympics there is intense pressure to win at the Paralympics. In the current review article I discuss the body of knowledge in sport psychology that focuses on potential direct and indirect determinants of performance in elite disability sport. The review is organized around a personnel developmental model used by Martin (1999, 2005, 2012). This model is a humanistic model and revolves around foundation qualities, psychological methods and skills, and facilitative and debilitative factors. The premise of the model is also similar to McCann's sentiment that “at the Olympics [Paralympics], everything is a performance issue” (2008, p. 267).

This paper examines the costs and benefits of early specialization in sport from a skill acquisition perspective. The focus is on whether early specialization in a single sport is the best way to facilitate the acquisition of skill in that sport. The paper is organized relative to the two major conceptual frameworks that have motivated much of the discussion about early specialization in sport: the theory of deliberate practice and the Developmental Model of Sport Participation. Our analysis reveals that while early specialization in sport is one way to reach elite status, it is not the only way. Considerable evidence shows that many elite athletes specialized in their sport late, following diversified experiences with other sports. These findings raise a number of exciting questions about the long-term development of skill in sport.