adopting qualitative methods to gain additional insights into creativity, Fardilha and Allen called for more detailed descriptions of developmental activities leading to creativity and a more accurate conceptualization of what constitutes deliberate play and practice, which have been too broadly defined in
Search Results
Ludvig Johan Torp Rasmussen and Simon Hovesen Dalsgaard
Jason Berry, Bruce Abernethy, and Jean Côté
The developmental histories of 32 players in the Australian Football League (AFL), independently classified as either expert or less skilled in their perceptual and decision-making skills, were collected through a structured interview process and their year-on-year involvement in structured and deliberate play activities retrospectively determined. Despite being drawn from the same elite level of competition, the expert decision-makers differed from the less skilled in having accrued, during their developing years, more hours of experience in structured activities of all types, in structured activities in invasion-type sports, in invasion-type deliberate play, and in invasion activities from sports other than Australian football. Accumulated hours invested in invasion-type activities differentiated between the groups, suggesting that it is the amount of invasion-type activity that is experienced and not necessarily intent (skill development or fun) or specificity that facilitates the development of perceptual and decision-making expertise in this team sport.
David I. Anderson and Anthony M. Mayo
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.
Laura St. Germain, Amanda M. Rymal, and David J. Hancock
it to be a critical part of elite performance—though the study did not support the 10,000-hour rule. Côté ( 1999 ) added to the literature on skilled performance with the concept of deliberate play (i.e., child-led sport activities for the purpose of enjoyment, but which improved sport skills). Côté
Heather K. Larson, Bradley W. Young, Tara-Leigh F. McHugh, and Wendy M. Rodgers
differ primarily in the number of sports engaged in and the ratio of deliberate practice to deliberate play ( Côté & Fraser-Thomas, 2007 ). Deliberate practice is described as an effortful and highly structured activity and low in inherent enjoyment, with the explicit goal of improved performance
Shelby Waldron, J.D. DeFreese, Brian Pietrosimone, Johna Register-Mihalik, and Nikki Barczak
). The pathways differ in their balance of deliberate play (i.e., inherently enjoyable activities often involving adapted rules and loose monitoring) and deliberate practice (i.e., effortful training designed to develop task-specific skills, which is not inherently enjoyable). Early specialization is
Paul Kinnerk, Stephen Harvey, Philip Kearney, Ciaran MacDonncha, and Mark Lyons
(Development Model of Sport Participation [ Baker & Côté, 2006 ]; Composite Youth Development Model [ Lloyd et al., 2015 ]) emphasise that an athlete’s experience should change through development; specifically a shift from primarily deliberate play ( Côté, 1999 ) to primarily deliberate practice ( Ericsson
Daniel K.S. Bendorff, Anders W. Aggerholm, Simon H. Dalsgaard, Christian M. Wrang, Luc J. Martin, and Niels N. Rossing
Although it is important to consider elements of sport-specific involvement (e.g., multiple sports, deliberate play, or practice) to understand athlete development, it is clear that other aspects such as family, local community, birthplace, or club environment also are important ( Balish & Côté
Jennifer J. Harris, Dave Collins, and Christine Nash
practice training and the positive link to deliberate play are not underpinned by empirical measures. They questioned 208 young athletes and found no difference in the inherent enjoyment of deliberate practice and deliberate play, concluding that researchers “ascribed these attributes a priori to athletes
INTERNATIONAL SPORT COACHING JOURNAL
DIGEST VOLUME 5, ISSUE #1
Sergio Lara-Bercial, A.J. Rankin-Wright, Jason Tee, Fieke Rongen, Tom Mitchell, Mike Ashford, David Piggott, and Kevin Till
of the holistic nature of physical literacy and the significance of giving attention to the measurement of physical performance. Clear implications are provided to practitioners; experiencing a range activities in different contexts through both deliberate play and practice, building positive
