Gritting One's way to success - Grit explains skill in elite youth soccer players beyond (deliberate) practice.

Practice is one of the most important predictors of skill. To become an expert, performers must engage in practice for a prolonged time to develop the psychological characteristics necessary for outstanding performance. Deliberate practice (DP), that is focused repetitive activities with corrective feedback, is particularly beneficial for skill development. The amount of accumulated DP differentiates experts and novices. However, the predictive strength of DP weakens considerably when it comes to differentiating between differently skilled experts, leaving a way clear for other non-practice related factors to exercise their influence. In this paper, we demonstrate using a large sample (388) of elite youth soccer players that one such factor, the personality trait of grit, predicts expertise level both directly and indirectly. Grittier players accumulated more time in coach-led team practice, the activity, which is arguably closest to DP in team sports, which in turn predicted the skill level. Other practice activities, such as self-led training or playing with peers, were not predictive of skill level, neither were they influenced by grit. Grit, however, continued to exert a direct positive influence on the skill level of players even after accounting for the hours of DP accumulated. Overall, a standard deviation of change in the grit score resulted in at least a third of standard deviation improvement in skill. Our findings highlight the need for the inclusion of additional factors in theoretical frameworks in situations where the predictive power of traditional expertise factors, such as practice, is limited.

A scoping review on developmental activities of girls' and women's sports.

We provide a scoping review of research on athlete development in girls' and women's sports. Our emphasis is on pathways to expertise in the context of deliberate practice theory and associated models, such as the Developmental Model of Sport Participation (DMSP). Despite rationale for sex and gender differences in sport development, there are relatively few studies where the developmental pathways of female elite athletes have been evaluated. We sought to map the scope of the literature on this population over the last 30 years, focusing on measures of practice types and amounts. Following an extensive search of the literature, 32 studies were identified that included all female participants or presented sex/gender disaggregated data. Retrospective methods were commonly used to quantify practice, play and specialization. National-level athletes were the most represented, although there was considerable heterogeneity in sport and expertise-level, making general or comparative judgements challenging. We identified some groups that had accumulated high volumes of practice at a young age, particularly in soccer and gymnastics. Across sports and studies, early majority hours of engagement in the primary sport was the norm. Athletes deviated from predictions in the specialization pathway detailed in the DMSP, by continuing to participate in other sports throughout childhood and adolescence. In addition to highlighting the relative paucity of data pertaining to athlete development pathways in female athletes, we show that the data from these groups deviate from predictions detailed in current models of athlete development.

Tracking and Comparing Self-Determined Motivation in Elite Youth Soccer: Influence of Developmental Activities, Age, and Skill.

Purpose: Our aim was to determine if self-determined motivation (SDM) in elite, men's soccer changes over time and differs as a function of age, skill-grouping, and engagement in soccer play and practice. We tested predictions from the Developmental Model of Sport Participation (DMSP) regarding relations between practice and play and SDM among both elite and non-elite samples. Methods: Elite youth soccer players in the United Kingdom (n = 31; from the Under 13/U13 and U15 years age groups) completed practice history and motivation questionnaires at time 1 (T1) and ∼2 years later (T2: now U15 and U17 years). Non-elite players (n = 32; from U15 and U17 years) completed the same questionnaires at T2 only. Results: For the elite groups, global SDM decreased over time for the current U17 group (from U15), but no change was seen for the current U15 group (from U13). Age group differences at T2 mirrored these data, with U17 players showing lower global SDM and higher controlled motivation than U15 elites. The non-elite players did not show age group differences, but elites scored higher for global SDM and autonomous motivation than non-elites. The recent hours accumulated in practice negatively correlated with global SDM in elite and non-elite groups, but play was unrelated to measures of motivation. Conclusion: Differences in SDM as a function of age and skill point toward the dynamic nature of these motivations over time, likely a result of proximity to external rewards related to professional status. Although high volumes of practice are related to lower global SDM in both skill groups, the absence of any relations between SDM and soccer play does not support a key prediction related to the DMSP.

Optimal Development of Youth Athletes Toward Elite Athletic Performance: How to Coach Their Motivation, Plan Exercise Training, and Pace the Race.

Elite athletes have invested many years in training and competition to reach the elite level. One very important factor on the road to elite performance is the decision-making process regarding the regulation of effort over time, termed as pacing behavior. The regulation of effort is vital for optimal athletic performance during a single race and over a longer period of time (e.g., a competitive season) as an inadequate regulation could result in a higher risk of injuries, overtraining, and drop-out. Despite this, there is limited knowledge on how young athletes learn and develop the abilities related to pacing. Pacing behavior of athletes develops from childhood throughout adolescence and is thought to be closely connected to physical maturation, the development of pre-frontal cortical related (meta-) cognitive functions, as well as the gathering of experience with exercise tasks. The motivation of an athlete can critically influence how an athlete paces a single race, but also how they distribute their effort over a longer period of time. Coaches are advised to closely monitor the development of pacing behavior during adolescence (e.g., by gathering split times, and related physiological measurement, during training and competition), as well as the underlying factors including physical maturation (meta-) cognitive development and the motivation of young athletes. Furthermore, pacing behavior development could be aided by providing training in which the task, individual, and environment are manipulated. Hereby, presenting athletes with the opportunity to gain experience in situations which closely resemble the perceptual-motor conditions of upcoming competitions.

Coach ratings of skills and their relations to practice, play and successful transitions from youth-elite to adult-professional status in soccer.

Elite soccer players (~15 yr) from professional academies in the UK were rated on technical, tactical, physical and creative skills by coaches at time 1 (T1). Players estimated accumulated hours in soccer practice (coach-led activities) and play (self-led activities) during childhood. Coach-ratings were again collected 2.5 yr later (T2) for players that received a professional contract (~17 yr). Adult-professional status was determined at T3 (~ 20 yr). Skill ratings distinguished across the three "future" groups (academy-only, youth-professional only and adult-professional), for all but creative skill. For players that transitioned to youth-professional, medium sized correlations were noted between childhood practice amounts and technical and creative skill ratings at T1, although practice amounts correlated more strongly with skill ratings at T2. Play amounts were not related to any skills. Within groups of youth elite athletes, domain-specific play in childhood, and to a lesser degree practice, were generally not good discriminators of specific-skills. The effects of sport-specific practice on the development (and discriminability) of skills takes time to emerge. We consider the implications for talent development models and purported links between play and creativity.

Getting gritty about practice and success: Motivational characteristics of great performers.

We consider the data reported in the target article with respect to key motivational frameworks and characteristics, including grit and self-determined forms of motivation. Empirical data are reviewed that highlight the relationships between these concepts and practice and success. We highlight the concept of grit as a defining characteristic of the super-elite athletes, in reference to both their continued perseverance in the face of obstacles, as well as the increased motivation seemingly caused by such obstacles or setbacks. We discuss the dynamic nature of motivation with respect to cross-sectional and longitudinal age-related comparisons in athletes. Such research is necessary to better understand the characteristics that are potentially transitory or that are a consequence of success, rather than being causal in nature. In the final section, we provide evidence consistent with a profile of a super-elite athlete that is best defined with respect to coexisting types of motivations that have traditionally been considered both positive and negative with respect to their outcomes. The between group comparisons of highly successful athletes in the target article, is unusual yet important if we are to better understand the psychosocial profiles necessary to succeed, that are unbiased by age, practice, and competition experience.

Practice and play as determinants of self-determined motivation in youth soccer players.

Based upon predictions derived from the Developmental Model of Sports Participation, we tested whether hours in domain-specific play (self-led activities) and practice (coach-led activities) during childhood (~5-12 year) in an elite group of youth soccer players from the UK (N = 144) were related to motivation. Independent analysis of three different age groups (Under 13, 15 and 17 year) did not show relations between play and practice activities during childhood and global measures of motivation. However, secondary analysis showed that when controlling for years in soccer, years in the UK Academy system were negatively related to global indices of self-determined motivation (SDI) and positively related to controlled motivation for the oldest players. Despite predictions, there was no evidence that play during childhood was positively related to more SDI. Prospective research is recommended to enable more robust conclusions about the role of early developmental practice activities, especially early specialisation in a high-performance system, on both skill and psychosocial development.