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Lukas Linnér, Natalia Stambulova, Louise Kamuk Storm, Andreas Kuettel, and Kristoffer Henriksen

research, a focus on the environment rather than the individual has been suggested ( Stambulova & Wylleman, 2019 ) in exploring the DC development environments (DCDEs) from the holistic ecological approach (HEA; Henriksen & Stambulova, 2017 ). This study explores a DCDE at a Swedish university from the

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Ole Winthereik Mathorne, Kristoffer Henriksen, and Natalia Stambulova

In Denmark, sport management and talent development rely on the collaboration between talent-development stakeholders and organizations in an athletic-talent-development environment. Guided by the holistic ecological approach (HEA) in talent development ( Henriksen & Stambulova, 2017 ; Henriksen

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Michelle Seanor, Robert J. Schinke, Natalia B. Stambulova, Kristoffer Henriksen, Dave Ross, and Cole Giffin

of environmental models of talent development that highlight contextualized approaches for practitioners, such as Henriksen’s ( 2010 ) holistic ecological approach (HEA). In the HEA, athlete talent is considered a set of competencies and skills that are the result of innate characteristics and

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Natalia Korhonen, Aku Nikander, and Tatiana V. Ryba

words, it is an environment that enables athletes to acquire a diploma or work while competing in sports. Inspired by the holistic ecological approach (HEA) ( Henriksen & Stambulova, 2017 ), we investigated the environment holistically, focusing on key agents in the three domains of the environment

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Knud Ryom, Mads Ravn, Rune Düring, and Kristoffer Henriksen

typically performs among the top teams in their oldest age groups (15 years and older). However, the club imposes a strong focus on process rather than results, which is why no list of specific youth team achievements exists in the youth academy. The TD Environment: A Holistic Ecological Approach Research

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Kristoffer Henriksen, Natalia Stambulova, and Kirsten Kaya Roessler

The holistic ecological approach to talent development in sport highlights the central role of the overall environment as it affects a prospective elite athlete. This paper examines a flat-water kayak environment in Norway with a history of successfully producing top-level senior athletes from among its juniors. Principal methods of data collection include interviews, participant observations of daily life in the environment and analysis of documents. The environment was centered around the relationship between prospects and a community of elite athletes, officially organized as a school team but helping the athletes to focus on their sport goals, teaching the athletes to be autonomous and responsible for their own training, and perceived as very integrated due to a strong and cohesive organizational culture. We argue that the holistic ecological approach opens new venues in talent development research and holds the potential to change how sport psychology practitioners work with prospective elite athletes.

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Louise Kamuk Storm

cannot step outside culture, thus to ignore it would be to ignore a key matter that shapes all of us” ( McGannon & Schinke, 2015 , p. 5). The holistic ecological approach (HEA) to talent development in sport ( Henriksen & Stambulova, 2017 ) and organizational psychology provides the basis for shifting

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Kristel Kiens and Carsten H. Larsen

( Stambulova & Wylleman, 2019 ). In sport talent development research, a holistic ecological approach (HEA) has been adopted to gain more knowledge on successful talent development environments and their success factors. Henriksen ( 2010 ) identified eight characteristics of successful talent development

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Martyn Rothwell, Joseph Stone, and Keith Davids

collide, compete, and often reroute one another. Consistent with research into holistic ecological approaches to developing athletes in sailing ( Henriksen, Stambulova, & Roessler, 2010 ), these interpretations highlight how, not one, but all interacting subsystems and the proximal processes that occur

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Jolan Kegelaers, Janneke Wikkerink, and Raôul R.D. Oudejans

real-life TID environment. In line with the holistic ecological approach toward TID ( Henriksen, 2015 ), we believe that the environment around an athlete has a strong influence on the psychosocial development of the athlete. This has the important implication that interventions should be conducted