6. THE ATHLETE

6.1. GETTING TO KNOW THE ATHLETE

We would all respond differently to the question of what children are. Our children’s approach, our unique individual pedagogical competencies, our values, attitudes and expectations all affect our thinking about the child. All of these affect their relationship with their students, and even their teaching practice, and among other things, how we perceive and react to their students’ behavior. For the sake of the effectiveness of education (teachers need to know our students, their personality. By knowing the individual characteristics, it is possible to adapt the teaching to the needs of the child in order to effectively differentiate, evaluate and educate. This way we can take proper care of their development perspectives. How do I know the child exactly? I observe the behavior of the child, his relationship with his associates, his actions, his play, and of course through communication. Coaches and teachers also need to know that the process of cognition can be a source of error. Beyond their individual peculiar views, values, perceptions and biases, many distorting mechanisms also affect the understanding and understanding of personality. If we are aware of the causes that can distort their perception, then we have every chance to have more accurate observation and understanding. However, it is worth knowing these distorting effects. One of these is the ‘Moonlght Effect’, which means that our first impression of a particular person usually affects our further perception. If our first impression of the child is favorable, our appearance is sympathetic to us, then we appreciate it, while on the contrary it is true. We build around features and personality traits that you may not have, so you are wrongly judged. A similar possibility of error is cognitive dissonance and cognitive dissonance throughout the educational process. This means that if we experience new information or experience that contradicts our previous vision, we will live it as an internal tension and will manifest itself in our behavior. For example, a child who is considered good (on the basis of a false observation) is doing wrong, we are prone to defending (it is only a coincidence, a bad day, others were involved, etc.). Unconscious sympathy, and dislike, can be the source of many cognitive errors. There are some who are more sympathetic, there are those who do not. This is a natural human property, the psychology explains. Freud said that our subconscious experiences influence our behavior, but because we don’t know about it, we don’t notice their effect. We also tend to project our own negative thoughts on others. Freud pointed to this countermeasure unconscious spiritual mechanism, and we call it projection. (Such as when the coach or the player takes responsibility for the team’s failure or the situation has failed.) Instead of self-reflection, acknowledging our responsibility, finding the wrong in others, doing something else. This mechanism works unconsciously and is often not noticed. Its function is to prevent individual self-esteem from negative perceptions. However, if we pay attention to it, we are able to limit it. We should also mention the Pygmalion effect, which is also negatively displayed as a self-fulfilling prophecy, but it can be utilized in pedagogical practice by taking advantage of it. If we always say to the child that it is silly, it can’t do it, but sooner or later it really meets this ‘expectation’. It means meeting expectations. His pedagogical impact has also been studied and it has been shown that the learner is trying to meet the positive expectations, thus improving his / her learning outcomes and behavior. If the level of expectation is adequate, then its effect on its intellectual performance (cognitive expectation) and its behavior (normative expectation) also apply. Teachers are confronted with the fact that children have different personalities, individual behaviors, and special learning paths. That is why getting to know the child is important, as we have already mentioned. You should not give a pedagogical guide to each child - this is the task of the educator - but we can serve educational handles (age, gender) that we would like to present below. All this is important because, as Gombocz puts it, “every sign suggests that, like school teachers, coaches interpret childhood as a uniform life cycle and do not make age and gender differences … .. 24”

6.2. GENDER DIFFERENCES AND AGE SPECIFICITIES IN PEDAGOGICAL PRACTICE

The main organizing principle of the female soul is empathy, the operator, the engine, which gives the emotion the energy, while the man is the system creator, the problem solving and the essence. What is the reason for the difference? Is it due to genetic effects, or is society having a different attitude towards boys than girls? Ability or Education? In the past decade, thousands of studies have looked at the differences between men and women. Morphological and functional differences, abilities and intelligence of men and women in the nervous system were analyzed. The results showed that in some tasks the boys proved to be much more skillful than the girls, and in some tasks the representatives of the weaker sex did better. Intelligence studies, in most cases, did not find systemic differences in the average intelligence of men and women. However, in terms of learning outcomes, girls have already been classified as better pupils than boys, but there is little evidence of how sustainable this can be. Nervous system examinations show that men have more gray matter, while in women the proportion of white matter compared to gray matter is higher and the size of the hippocampus is higher. There are also significant differences in the size of some cortical areas, as well as the relationships between the two hemispheres (which are more dense in women). “For example, the brain area that plays a key role in regulating speech and speech comprehension is 18–23% higher in women, than men. For ladies, not only speech, but emotion is more central to behavior.

In contrast, men are in the center of competition, “which race can be successful if rival parties are less empathized. For men, the competition and the dominance that can be gained in this way matter.25”

Social norms, values, and educational habits also differ in terms of gender. Teachers’ attitudes are hidden or open, but they are different for girls and boys (for example, boys are allowed more noise, more communication than girls.) Gender differences affect the process of education, so look at the peculiarities of education by age and handles.

6.2.1. Characteristics of preschool children, handles for pedagogical practice

What are the characteristics of a 3-6 year old child? In terms of their physical, motoristic characteristics, the age group is characterized by the childhood, the development of the big muscles. They are alive, mobile, and extremely active. If we do not give enough space for movement in the sporting activity (they have to wait, there is too much explanation), then since their monotony tolerance is low, they start to digress. This is not a bad thing, but a physiological need for them. The teacher should know all this, so choose the methods and the forms of employment. Few waiting, explanation for a brief concise age. Compared to the development of the big muscles, fine-tuning needs to be improved. In the latter, however, the girls are ahead. Eye-hand coordination has not yet fully developed, and even their sense of danger is far less than the evidence, and their desire to move should be taken care of in accidents. The activity that gives them pleasure, so they must have the opportunity to move! They get tired soon, so they need to rest, although they don’t see it and they can “stop”.

They are quickly regenerated, but it is advisable to keep short breaks. In terms of social characteristics, we can say that the same kind of friendships are formed. They play side by side, not with each other. It begins to develop the rule of knowledge, become independent, and act alone, discover. Gender roles are becoming aware. They freely express their feelings, emotionally driven, frequent anger rages, debates, and beliefs. You must learn to control your emotions. The imagination of a preschool child is strikingly vivid. Often jealousy, attention, and individual praise are important. They love to communicate. Egocentric. The development of abilities is facilitated by interactions, interest, “discovery”, and encouragement, the abolition of borders, praise and love. As learning is based on the motivational basis of the game and remains playful throughout, the use of player education is essential. Let’s motivate you playfully, raise your interest, and direct your attention. Learning to be an integral part of the game! It’s important that we avoid boy-girl comparisons and races because of gender differences. Learning is based on the joint activity of the coach and the child. The love of movement, the development of a positive attitude is an important task of this age, which is realized in the joint activities of the kindergarten, the family and the participants of the sports scene. Most sports already at this age begin the sport selection. For some spots it is also ideal, but most would not be necessary. The rivalry of sports and other reasons have led to sporting choices preventing a sensitive period of exercise. It is important for the child to love the movement at this age and get to know as many movements as possible! The goal is to bring joy and fun to the little ones with the movement. At the age of five, the child’s attention develops, cooperation and adaptation develop, and their movements become more orderly. The basic techniques of simple crossed, cyclic movements can be taught at the age of 5-6, making it easier to teach sports with a simpler motion structure. Their age-specific characteristics make them suitable for learning these movements, of course, by applying appropriate pedagogical principles and methods. What are they? Attention, patience, encouragement, and individual (individualized) education are paramount. The kindergarten is still self-directed with the word “ego”, so the individualized methods are more effective (individual explanation, individual evaluation, and individual error correction). Coin is a simpler way of organizing easier, such as the frontal form. The more complex ones, such as team work, are not yet understood, and the waiting time for individual forms is too high. Since they are not yet able to think about the team, avoid line and shift races and such tasks! The demonstration is essential for the exercise and the imitation for learning. The beginner - he was already talking about it - learns the most easily with imitation, which can be helped by the simulations, playful tasks, legends, imitation exercises (bunny jumping, spanking). It is important for professionals dealing with preschoolers to know the physiological, motor, emotional, social, cognitive characteristics and needs of the age group.

6.2.2. Characteristics of the elementary school age group, handrails for pedagogical practice

The characteristic feature of a school-aged child is that they can fit into the community and even require community existence. Has the ability to adapt to the rules, to pay attention to it permanently, and to have proper task and duty awareness. There is a significant change in the child entering school, both in physical development and in the cognitive, motor, social and emotional fields. In this age, the process of physical development is significant. The height of the children is the muscle strength of the children, but the individual differences are noticeable. His great movement and fine movement are well organized and coordinated. Care should be taken to bones the load on the spinal column and avoid excessive movements of bones and tendons. The 7-9-year-old child learns new movements quickly - susceptible to motor learning. From the point of view of movement learning, it is a fast development phase, so it is worth providing them with learning to learn. It is independent in its tasks, it does not require continuous confirmation. Imitation learning is replaced by independent creative learning, which, of course, does not mean that imitation does not play a prominent role at the beginning of the learning process, but it remains. They are still very active, “they are moving around” - they can hardly sit in one place. The development of the brain, the differentiation of brain functions allows for the study of more complex, acyclic movements, differentiated action, and higher level thinking. They are not yet able to regulate fine motor movements perfectly. Their sense of fear is low, they feel that they control their bodies perfectly, so they underestimate the danger. Most of the accidents occur in grade 3. Monotony tolerance is also improving. In a social relationship, relationships and friendships are the most characteristic. They prefer small group games. There are frequent disputes and contests. It is difficult to accept criticism, insulting, not failing. There may be frequent crying for this. Though their egocentric thinking is decreasing, they still require individual treatment, abandonment, and attention. They want praise and recognition. They do their best to get the coach’s attention and attention. They want to help. Feel free to ask them for help, select those responsible.

The child starting the school is open, interested, curious, and performance-oriented. He is able to push his desires against his duties. They love talking, learning, motivating. They are characterized by thirst for knowledge, interest, and deed. They tend to tell. Typically, they trust the instructor so they are not fooled! Their need for movement is great, but they do not require rest, but it is also important to prevent injuries. Most of the time, he wants to meet his instructor’s expectations - they talk a lot and they are often told about their experiences. Emotions play a central role in cognition and motivation, so it is important that the tasks get the child a sense of success! Let’s try to correct the mistakes, the shortcomings, in order to prevent the development of “diminishing value”.

The love of movement is an important task at this age, as the attitudes towards sports, behavioral habits and sports habits are based here. The risk of this age section is that the child may experience a feeling of non-compliance or diminution. If the child is confirmed in his attempts, he is praised for what he is doing, and his performance is strengthened. However, if it fails or its efforts are mocked, it is considered futile, the feeling of disability and dignity prevails on it. As there may be significant differences between the ages of 7 to 9 years in the developmental sphere of each area, it is important and reasonable to have a thorough understanding of children and to identify the specificities of development and to adapt education to it. Differentiation is not only applicable to exercise, but also to behavioral and behavioral difficulties!

6.2.3. Characteristics of adolescence, handles for pedagogical practice

The characteristics of adolescence are difficult to reconcile, as it is very difficult to precisely define its period. The process of serenity occurs sooner than anyone else, and it happens later than others, and may even last for several years. The onset of adolescent changes and its form varies from person to person, and there are significant differences between adolescents and boys. In the division of age sections, adolescents are divided into several parts, so we are now going to be divided over several periods. Let’s first look at the characteristics of the 10-12-year-old stage of development, then the 13-16 year-olds.

Changes in the development of children aged 10-12 are also based on biological-brain change. Significant growth, especially for girls, is faster than boys. Sexual maturation is also more pronounced for girls. The differences are more pronounced. In addition to biological changes, this developmental process also involves hormonal and psychological changes. Brain development is also an extremely important process of brain development in this age, which is most evident in the areas of thinking, attention, memory, and. With physical development, you may feel tired, which is called “laziness”, but it is a consequence of change. Learning capability is still improving, but it may also result in a loss of learning performance due to physical and hormonal changes. Fine motor coordination is fully developed. Their enthusiasm for learning can also stop.

With some exceptions, social and emotional characteristics have similar traits as before, but respect for the teacher is reduced and the role of the age groups is appreciated. A 10-12-year-old young person no longer wants to win the teacher, but the others. The feeling of belonging to the group will be very important to them. They do their best to get their peers, teachers, or coaches recognized. The praise remains important to them. Rivalry is a characteristic feature of adolescents, which manifests itself in a powerful hierarchical grouping of boys, while girls tend to be crouching, squabbling, and muttering. Conflicts appear, quarrels that can arise from rivalry and the inability to regulate their behavior become frequent. Their emotional lability appears in increased irritability and frequent fluctuations in their emotional state. Usually this age group has the most behavioral problems. This period of development is often regarded as a critical period, as it is characterized by whim, internal confusion and rebellion.

The 13-16-year-old child’s growth accelerates, completes the girls, and still takes the boys. This period is also the period of sexual maturation. Body dimensions and body proportions can change, which can lead to adolescence and shame. As a result of adolescent growth, childhood tiredness and lightness disappear, stagnation or recession may occur in motor performance, in the development of some motor skills. It is worth explaining that this is a natural process and will change with further workouts. Behavioral rules are governed by contemporary groups. They are characterized by alignment with others, even being able to change their own opinions to suit the group). In emotional terms, this era could be called a period of “emotional turmoil”. As a result of the development of cognitive ability and awareness, the members of the age group gain more and more autonomy. It is a powerful period of independence, so it has its own individual ideas, goals and criticism. Coercion by external norms and rules will have no effect on them. They can often face an adult. The “insanity” against adults, which is fed from their rebellion by their desire to become independent, should not be allowed, but the rigid, authoritative solution does not lead to success. Authority and respect can be more powerful and effective. Talking and communication can be the most effective way to resolve conflicts. They need more patience, support, and encouragement because of physical and hormonal changes. The role of motivation is also appreciated. It is important to have coaching feedback, creating a competitive position, and applying varied tasks. It remains important to provide a sense of success. Success in execution, highlighting encouragement, good execution, setting an example.

6.2.4. Characteristics of youth, handles for pedagogical practice

We are talking about youth from the age of 17-18, which lasts until the age of 24-25. It is difficult to describe the life cycle, as there are significant differences between a 17-year-old or a 24-year-old. For this reason, it is worth considering the individual characteristics and the individual developmental pace and adapting the education to this.

The youth is characterized by receptiveness, interest, purposefulness and enthusiasm, a high level of ambition. Their relationships, their relationships, are changing, and actual actions are increasingly influenced by the young’s own motivation, imagination, responsibility, and responsibility.

Instead of accepting the group opinion, individual opinion formation begins to come to the fore. Instead of the omnipotence of friends and contemporary groups, the interest in the other sex takes over. The need for intimate love-sexual relationship appears. Their interests are widening, their self-consciousness develops, their need for opinion is strengthened, and the aspiration for self-determination is strengthened. They change their philosophy of life, their conception of life, the generalized moral principles appear, and it becomes important. Mature young people are already able to realistically assess and see their skills and limitations. Their emotions, emotional moods are more lasting and balanced than in adolescence, but severe emotional manifestations and fluctuations occur. Professionals draw attention to youth crises, depression, which, unfortunately, can become a self-destructive urge. Cognition, understanding, and conversation are the most important weapon for parents, educators, coaches. Smoking, alcohol and drug use can also have adverse effects on the age group, often associated with “showcasing” adulthood. Aggressive content (movies, electronic games) and negative examples of young people can threaten the development of an aggressive direction.

At this stage of life, the motor competencies reach the adult level, the maximum of physical performance. Boys’ performance continues to grow, girls stagnate or fall slightly. Their learning and teaching and its effectiveness are significantly influenced by the actual physical and psychological state of the youth and, of course, the characteristics of the family, the group of friends and the social environment. The mature young man is disciplined and workable. This is the period of searching for the road, the time of separation. Nowadays, however, youth has been transformed and is often referred to as prolonged adolescence, as school years such as parental support, family formation, and childbearing have been extended. All this hinders the process of young people’s autonomy and pushes the period of adulthood.

6.2.5. Features and pedagogy of adulthood

As education is designed to promote lifelong learning that covers all areas of life, it is also necessary to address the pedagogical aspects of adult education. The question may be whether there is a difference between the pedagogy of children and that of adults. Of course it is. Because each age segment has its own specificities (physiological, mental, social), teaching and learning also have their own age characteristics. In the case of lifelong learning that extends to personality formation for life, pedagogy should also deal with it. Of course, he does, and even education science has a specialized area, Andragogy, which is the science of adult education.

Adulthood is characterized by psychological maturity, autonomy, responsibility, creativity, physical and mental maturity. It is a period of fulfillment, both existentially and privately. According to the study of biological and psychological functions, the peak of intellectual performance is reached at this time, approximately 20-30 years, as well as the peak of productivity, which can be between 30-40 years, but it can be extended up to the age of 60 years. In adulthood, physical growth is completed, final body proportions are formed, and motor skills are fully developed. Gender differences are getting stronger, men are better in terms of conditioning, but there is no significant difference in coordination.

Adult education also has its own characteristics. Learning is most self-assertive, self-serving, more individual-minded, and mostly based on internal motivation. Perseverance, concentration of attention, ability to command themselves, and discipline are stronger. In the case of adults, we can build on the prior knowledge, the ability to use and apply knowledge in practice, and their life experience. They have a stronger critical sense. Learning can be hampered by aversion to change, negative attitudes to previous learning, and attention-focused attention. In adult education, the role of the traditional teacher changes and acts as a consultant. The teacher-student relationship is transformed and based on a democratic partnership. Independent learning methods play an important role.

6.2.6. The characteristics of old age and pedagogical peculiarities

The proportion of seniors rises linearly in advanced societies, so more attention has been paid to this age group. Aging, old age, pathology, physiology, and psychology are all dealt with by gerontology. In recent decades, attention has been focused on healthy and successful old age, quality of life and its improvement, and unfortunately little attention has been paid to the treatment and training of the older generation. Based on the WHO definition, old age or old age begins at age 75. We are talking about aged 60-65 or older people, and over the age of 90 we are already ages.

Aging has biological, social and psychological components. These changes affect the physical abilities, the mental state, and the ability to coordinate. The change cannot be related to exact age, there can be significant differences in individuals, mainly due to genetic, personality and social reasons, but also the way of physical activity, lifestyle and health. Over the age of 55, the reduction in motor performance is starting, which is increased for women over 60 and over 70 for men. Over 75 years, the downfall continues to grow, and even affects automated movements such as walking. In addition to active lifestyles, these processes can be slowed down.

When we talk about education, we tend to only educate and train children and young people, while learning has its own functions and functions at every stage of life. Elderly people have different educational needs, knowledge needs, interests and expectations compared to children and young people. The methodology is different and the other is the pedagogical emphasis. In their case, the emphasis is on learning and not on formal training. Usually non-formal and informal learning opportunities are given priority. The education process requires training based on a democratic partnership. The learning process is more independent and more self-sufficient than in the case of young people. We can rely heavily on responsibility, self-organization, self-management and internal motivation. In addition, the age group is characterized by a conscious attitude. The elderly are more laborious, the pace of learning and the rhythm is slower, so it has to be adapted to the abilities. It is important to ensure that the age and physical and health condition are met. Internal motivations are the most decisive for the elderly. Examples include learning joy, a healthier lifestyle, and the ability to communicate with others.

Elderly people may be hindered by the weakening, deterioration of their senses in the learning process, the resulting uncertainty, and therefore, increased attention should be paid to this and to the resulting risks. We would think that it is an adult and no longer needs to be educated in old age, but that is not the case. It has been proven that it is not too late to transform adult lifestyles, lifestyles and sports habits. One of the most important is the transformation of the value system of adults and the elderly. There are many methods for slowing aging, improving quality of life, and preventing disease today. The most important natural interventions are proper nutrition, regular physical activity, stress reduction, the development of intellectual abilities and the active spending of leisure time. Incorporating these into the value system pushes the time of the onset of aging-related illnesses, reduces the appearance of diseases, and increases the length of years between illness and death.

The outcome of the educational process is difficult to predict for the elderly. They respond mostly to the educational effects that are close to their values. The adult and the elderly also filter educational content through their life experience and respond to their values.

6.3. RECOGNITION, SELECTION AND CARE OF TALENT

6.3.1. Definition of talent, and talent models

Today’s result-oriented competitive sport requires the presence and active participation of athletes with outstanding ability and motivation in sports life. When you talk about talent, most of us are thinking of a motivated athlete with above average abilities, who see opportunities for outstanding performance. But what exactly is talent? How to define? “We mean the abilities that are born with us, developed on the basis of abilities, and then practiced, purpose-oriented development, which can create far-reaching performances far beyond the human activity.26”

According to Nagy (1973) and Nádori (1981), a talented athlete distinguishes his / her peers from the fact that they achieve better results with the same work, are better able to absorb the technique faster and use tactical elements more efficiently. The feature of talent is that you are willing to take a higher risk and act in accordance with the task in the competition situation. In action, it is capable of performing at a higher level than average, with its personality, physical qualities, and abilities. Has outstanding motor performance, skill, and mental abilities (Rókusfalvy, 1985; Báthory and Falus, 1997; Child 2004; Mészáros and Zsidegh 2002).

The definition of talent was subjective for a very long time and was considered a divine attribute. At the beginning of talent testing, the general belief was that talent is equal to outstanding talent. Since the initial tests were mostly based on intelligence surveys, the psychological approach dominated for a long time in identifying talent. It was a long process to prove that the interdisciplinary approach is the right one, which examines the psychological aspects as well as anthropometric, physiological, pedagogical and other factors. Until the end of the seventies, sports talent was thought to be genetically defined and external environmental influences were attributed little importance to the development of skills (Ranschburg 2004). Renzulli (1978), then Mönks and Knoers (1997), and later Czeizel (1997) were decisive in the analysis of sports talent. In addition to the genetic factor, they agreed that creativity was one of the most important components of talent. Curiosity, flexible thinking, richness of ideas, quick, unusual task, and - situation solving, which are the characteristics of creativity, but Renzuli (1978) went further and he has creativity, commitment to work and above average abilities. However, this in itself is not enough for the talent to unfold as external factors are indispensable in this. Thus, Mönks and Knoers (1997) further developed the three-wheeled Renzulli talent model and presented the talent components more complexly. It has been pointed out that exceptional capabilities from within, the realization of motivation and creativity depend on external conditions. The importance of external social and social factors was emphasized. The individual is basically influenced by the family, the school and the contemporary groups and friends in the development of their talent.

Mönks-Renzulli Talent Model, 1992

Endre Czeizel (1997) developed a multi-factor 2 × 4 + 1 factor model that presents the components of talent in complexity and the factors necessary for its development. The first four factors are the attributes born with it (general mental, special mental, motivational, creativity), while the second four factors influence the external factors (family, school, contemporary groups, society). These are closely related, for example, creativity is also inherent in the intrinsic attribute, but external influences are important as they can be developed and unfortunately pressed.

In general mental conditions, Czeizel puts the rate of inheritance at 50-67%, the rest being 33-50% responsible for environmental effects. In his opinion, although innate abilities are important, they become capabilities through influencing external influences. The second internal factor, the special mental (intellectual) abilities, includes spatial orientation, memory, and perception speed. For creativity, good memory, fast, accurate and selective information processing, critical, high-level thinking are among the above-average capabilities. Characteristics of engagement (motivation) for the task are mostly persistent interest, enthusiasm, diligence, internal control, motivation, setting high goals, self-confidence, faith in self-ability, desire for success and self-criticism. Motivation adds energy to the task. These internal factors develop well when external effects are favorable.

Czeizel 2 × 4 + 1 Factor Talent Model, 1997

In Czeizel’s model, the plus one factor is the fate factor, which allows or prevents (sudden death, accident, illness, or if the family does not recognize the child’s abilities or cannot provide a suitable background for development, etc.) realized talent.

It is therefore important to be aware that talent is more than the existence of internal qualities. Congenital conditions are important, but they can become external influences. Capacity - as Czeizel says (2003) means genetic potential, while ability means performance in social activity.

It is important to emphasize that sports talent should not be confused with technical skilfulness. The frequent mistake in re-education is that technical skills are overestimated. Another common mistake is that the biological age is ignored. Biological age can be a trap, as there is a strong correlation between biological age and performance among young people (Frenkl, 2009, Csáki, 2017).

Research and publications in the field of sports talent have expanded the general talent models and highlighted the psychological factor and workout as determinants in addition to the inherent qualities and external influences (Baker and Horton 2004, Ericsson et al. 1993, Ericsson and Charness 1994, Ericsson and Lehmann 1996, Pérusse et al. 2001, Wilmore et al., 2001). A number of specialized literature has emerged in the recognition of sports talent, which emphasizes the importance of additional conditions for successful pursuit of different sports (anthropometric parameters, sport-specific conditioning capabilities (Hoare and Warr 2000, Keogh et al. 2003, Lidor et al. 2005).

There are not too much sport-specific talent research, although there are some researches on general talent, talent management, selection and recruitment in the Hungarian literature. Trzaskoma-Bicsérdy (2007) investigated the factors determining sports performance in wrestlers. Révész (2008) analyzed the problem of talent management, selection and recruitment in racetracks. Benczenleitner (2014) athletes, hammers, and Géczi (2009) searched for motor and psychological factors for success and talent management. Russian (2009) analyzed the psychological factors influencing the development of the football talent, while Csáki (2013, 2017) specifically analyzed post and age groups of footballers of age who participated in Hungarian elite training.

6.3.2. Choosing a sport

The development of talent is greatly influenced by the choice of the right sport, so it is important to highlight the choice of sport in a few words. If the sport is successful and the joy is filled with the pursuit of his sport, he will stay with the sport for a longer time. It is more likely to develop positive sports attitudes, become committed to sports, sports, and if you have a sense of success in your chosen sport, you can count on it in the long run, either in the national lead or in the forefront of the world. It is well known that well-chosen sport determines the selection of the sport, thus the efficiency of the talent care process and the success of the sport (Baumgartner et al., 2005; Géczi et al. 2005). Much of this research focuses on what external and internal factors play a role in shaping young people’s sporting habits, sports motivation, and sports choices. Studies have shown that starting sports activities is motivated by parents, health consciousness, becoming an athlete, and spending leisure time with sports. While in the sixties and seventies primarily the physical education teachers and trainers had a dominant role in the choice of sport, nowadays this function has been lost. Today, the role of both school and sports associations has changed, and the family has taken on the role of young people in driving sport and building a motivational base (Szabó, 2002; Révész et al., 2005). The role of parents in this process is appreciated and even the parents’ sporting habits have an impact on children. Bicsérdy’s (2002) research showed that 42% of primary school girls and 45% of boys started to play at the advice of their parents. For swimmers, 51% of them started to play sport because their parents took it to a sports association or sports course (Révész et al. 2012). The sport in question (swimming) was chosen by the parents (52%). Interestingly, while the role of parents is outstanding, the influence of relatives and siblings is not felt in the choice of sport. Our own research results (Révész et al., 2012; Szabó-Rácz and Bíró, 2012; Dinya et al., 2016; Berecz et al., 2015) confirm that the influence of parents is one of the most important factors in starting sports and choosing sport. . When choosing a sport, it is important to know what information comes from the sport. In this, the information transfer and mediation process, besides parents, should have a prominent role for the physical education teacher, coach, friends and the media (Bicsérdy, 2002; 2007). Individual differences can also be observed in the choice of sport. For example, the popularity of the sport is decisive in football, the role of the doctor in health, in swimming, the role of the media in wrestling, the friends in ball games.

On this basis, we can say that the previous practice has changed. Things to do with sports and sports are more related to the family. However, the role of the school and sports association should not be reduced to such an extent, but the latest research results show this. Co-operation between coaches and physical trainers was stable until the end of the ’80s (Istvánfi, 2002; Szlatényi, 2002), but today this is no longer the case. (It is important to note that there are a number of reasons for this. The age of sporting choice has decreased, many are starting to play in the preschool age. The number of physical education teachers in primary school is low, often only in the upper class for the first time.) Effective co-operation between key players in sport selection would be important as it would help to develop competitive sports and further the success of domestic sport.

6.3.3. Selection

Selection is a multi-step active process based on scientific knowledge that examines the abilities that make the athlete fit for a high level of performance in a particular sport, based on defined objective criteria. Selection is an active conscious process.

The most important goal in the selection process is to discover talent in children and then develop it into the body. Selection involves specific factors, including physical fitness, motor performance, exercise, and psychological and mental cognitive factors. For decades, the selection of sporting competitions and their aspects and methods have been dealt with in sports science. Nádori (1985) approached the selection in two ways. One is the theory of an indirect approach, according to which a young person gets to a given sport through several stages (1st screening, 2nd transition, 3rd selection for a particular sport). The other is the process of direct approach, which means that the young person chooses the sport of his own choice based on his / her individual interest.

Harsányi and Sebők (1989) classify major selection methods into four groups. The first is the natural selection, the second is the indirect selection, the third is the selection based on success, and finally the fourth is the scientific selection. It is crucial that the selection procedures contain as many objective elements as possible and uniform. Nowadays, we can still find the “coach’s eye” selection procedure, based on the coach’s intuitive, trainings, competitions, and thus selects its competitors for the top sport. In itself, this selection system is no longer acceptable in today’s performance-oriented sports. A high level of competitive sports already requires the use of objective and scientifically based methods. In most cases, the selection indicators are health status, motor factors, physical fitness, exercise ability, load capacity, resistance to stress and injury, motivation, spiritual qualities, social relationships and ability to learn (Harsányi, 2000), in team sports, due to the constant change of circumstances and situations, quick thinking, reading the game and the ability to make decisions are another important aspect (Bognár et al., 2006; 2009).

Several studies have also highlighted the need to select athletes based not only on physical and anthropometric indicators and physical capabilities, but on the basis of abilities and abilities (Meylan et al., 2010; Orosz, 2009). For example, for footballers in the talent selection model (Williams and Franks 1998), besides human biology and body composition, physiological, sociological, cognitive, and personality factors come into play:

  • Human Biological Characteristics and Body Composition (height, body weight, lower limb diameter, muscle mass, somatipus, growth, body fat);

  • physiological factors (aerobic capacity, anaerobic lactacide capacity, anaerobic lactic acid capacity);

  • sociological factors (parental background, socioeconomic status, education, coach - quality of athlete interactions, sport time, cultural factors);

  • cognitive factors (anticipation, attention, thinking, game intelligence, decision-making, creativity, motor skills, sports techniques);

  • personality factors (self-confidence, anxiety, motivation, concentration).

An essential part of modern selection is the complex study that aims to measure pedagogical, social, physical, psychological and biological maturity and abilities. The selection should also take into account the age characteristics and the pre-qualification of the sport. The selection process is a very long process, so it can be determined for a particular sport, post, race only after several years in sports (Révész et al., 2007). “In the selection process, it is worth repeating the surveys after a preparation phase in order to get an idea of the competitor’s ability and fitness to compete.27”

6.3.4. The suitability

Most professionals are interested in how to anticipate talent and help the selection process.

In the investigation of suitability, athletes who have achieved high-level results in their sport are attempted to determine the parameters that lead to outstanding sports performance from different perspectives. This allows us to get an idea of the skills and qualities needed to drive the sport. Swimming in Révész (2008) football in Orosz et al. (1983) wrestlers Trzaskoma-Bicsérdy (2007) developed a test system that determines the parameters (anthropometric, motor tests, psychic, etc.) based on the longitudinal examination of successful athletes that can help the future performance and predicting the sport-specific selection parameters. In this wrestling (Trzaskoma-Bicsérdy, 2007), he conducted investigations in this direction. Its results have shown that in low and medium weight categories, the strength, coordination and technical skills have a role to play, while in the heavy weight category they have anthropometric parameters and fast power.

For swimmers, the difference between suitable and not suitable athletes was mostly in the results of special sports tests. This also helps in selection, as it is more effective in selecting them, such as anthropometric surveys or general motor tests. In football, attention is also drawn to the difficulties and pitfalls of forecasting and selecting by anthropometric measurements for a number of reasons (biological maturation, puberty changes, compensation for late maturation) (Csáki et al., 2013). For example, for footballers, the maximum oxygen uptake for physiological indicators has proved to be effective in predicting the performance of outstanding players (Jankovic et al., 1993; Ostojic, 2000), but most research professionals point out that prognosis should be treated with caution. There is currently no test system capable of objectively examining all talent parameters and age. Physical conditions and sport-specific motor tests are mostly considered, and many of them do not prove to be effective in forecasting.

6.3.5. Talent management

Successful sport choice and successful selection are the first step, but not a sufficient condition for ultimate success. The sporting choice is a long way to successful competition, where the athlete, the coach and the external environment play an important role. Talent is not enough to recognize, to deal with, it is called talent management. Becoming an athlete and developing talent is a long process. Bloom (1985) and Cote (1999) distinguish between three stages of development. In the initial stages - according to Bloom - because it is about getting to know the sport, the playful movements and the entertainment have a special role. In this initial phase powerful family and coaching effects prevail. The second is the development phase, where training time is increasing, specialization and racing begins. The third phase is the stage of perfection, where the parental and coaching effect is reduced, while the athlete’s responsibility increases. The focus of athlete attention is on activity and performance. Similarly, Cote (1999) determines the process of developing talent. The first period is the years of habitation, from the age of 6-13, where the role of the parent is the most dominant. Similarly to Bloom, the importance of the player’s movements, the love of the sport, is most important in this period. Cote, however, suggests that as many sports as possible should be tested during this period to make the right choice. In the second stage, which is called a specialization period (from 13 years to 15 years), it is worth focusing on one or two similar sports activities. In this period, the role of sports-specific training is increasing. The third period, from the age of 15, is the year of investment, during which it attaches importance to high-profile practice.

In the talent management process, external and internal factors play a significant role. Perhaps the most important external factors are the family, and in the case of internal factors, the athlete’s attitude and perseverance (Lindner and Kerr, 2001; Pluhár et al., (2003), Vernacchia et al., (2000).

Several authors of external factors also emphasize the importance of the role of parents in achieving sports cycles. All this can be the most effective parent-child relationship. Excessive parental involvement and intervention, in addition to allowing little autonomy for the young person, is extremely harmful. Over-parental expectation or parents’ own dreams, their own past successes through their children, reduces the child’s sense of success, can be a source of stress, promotes burnout, loses interest, and can stop the sport (O’Dell and Tietjen (1997 Lindner and Johns 1991; Oberschneider, 2002).

In the emergence of sports talent, the role of external internal factors has been reflected in several positions. Ericsson and his colleagues (1993, 1994, 1996) attribute primary importance to training. According to their research, ten thousand hours of training time is required to achieve sports success. In their opinion, the time spent on consciously structured professional training is much more decisive in the development of sports talent than the factors born with us, the genetic factor. They consider perseverance, monotony tolerance to failure, and motivation to be essential. Ericsson highlights the importance of early specialization. It is believed that those who join later in the workout will not be able to bring back. In their opinion, early specialization, and thus early selection, is a prerequisite for increasing future earning opportunities. In contrast, several experts (Henschen, 1998, Wiersma, 2000) suggest the opposite. Trying out more sports helps the child find the right one that can be successful and successful, and allows them to develop abilities that can be later transferred (Hill and Hansen, 1988), and thus burnout and drop out due to early specialization avoidable.

According to Baker and Horton (2004), the primary influencing factors in determining talent are the genetic attributes of psychological factor and training. They attribute fewer roles to socio-cultural and background factors (training venues, demographic characteristics, management, team of professionals, tools…), which are thus referred to as secondary influencing factors.

CONCLUSION

Becoming an athlete and developing talent is a long process. Talent is more than the existence of internal qualities. Congenital conditions are important, but they can become external influences. The development of talent is greatly influenced by the choice of the right sport. It determines the selection of the sport, thus the efficiency of the talent management process and the success of the sport.

Selection is a multi-step active process based on scientific knowledge that examines the abilities that make the athlete fit for a high level of performance in a particular sport, based on defined objective criteria. An essential part of modern selection is the complex study that aims to measure pedagogical, social, physical, psychological and biological maturity and abilities.

In the investigation of suitability, athletes who have achieved high-level results in their sport are attempted to determine the parameters that lead to outstanding sports performance from different perspectives. This allows us to get an idea of the skills and qualities needed to drive the sport.

CHECKING ISSUES

  1. What kind of talent models do you know?
  2. What factors do sport choices have?
  3. What does selection mean? What is the difference between selection and selection?
  4. What selection indicators do we meet in the sport?
  5. What is talent management?
  6. What stages of talent management are there?

  1. Gombocz G. (2008) Serdülő és ifjúsági korú sportolók sportegyesületi nevelésének néhány kérdése -kézi- és kosárlabda utánpótlás edzők empirikus vizsgálatának tükrében. Doktori disszertáció↩︎

  2. http://www.matud.iif.hu/2017/03/08.htm↩︎

  3. Harsányi I. (1988): A tehetségvédelem kis kalauza. Pest Megyei Pedagógiai Intézet, Budapest.↩︎

  4. Szatmári Z. (2009):Sport, életmód, egészség. Akadémiai Kiadó, 737. oldal↩︎