A scoping review of the potential sociological predictors of talent in junior-elite football: 2000–2016

Abstract

The purpose of this scoping review was to examine the potential sociological predictors for identifying talent in junior-elite football. Four academic databases were searched using a systematic search strategy, and nine eligibility criteria were applied to ensure only relevant studies were included. A total of 1107 potential studies were returned for the review. However, 1083 did not meet the eligibility criteria, and a further 12 articles were excluded after further screening. Two follow-up searches yielded one additional article for inclusion. In total, 13 articles were included in the final scoping review. These studies aligned to four potential sociological predictors of talent in football: (1) hours in practice; (2) coach–child interaction; (3) parental support; and (4) education. Each potential predictor is examined in detail with key findings summarized before impact for practice, and future research direction is proposed.

Notes

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2. Vaeyens et al., Talent Identification and Development.

3. Burgess and Naughton, Talent Development in Adolescent.

4. Cushion et al., Locating the Coaching Process.

5. Cobley et al., ‘Identification and Development’.

6. Roderick, ‘The World of Professional Football’.

7. Premier League, ‘Elite Player Performance Plan’.

8. Ibid, 33–74; 104–10.

9. Daudt et al., Enhancing the Scoping Study.

10. Williams and Reilly, Talent Identification and Development.

11. Pham et al., A Scoping Review.

12. Ibid.

13. Arksey and O’Malley, ‘Scoping Studies’.

14. Levac et al., Scoping Studies.

15. Levac et al., Scoping Studies; Bailey and Reeves, ‘Research into the Social’; and Reeves and Bailey, The Effects of Physical Activity.

16. Pham et al., A Scoping Review.

17. Williams and Reilly, Talent Identification and Development.

18. Pearce et al., Body Image.

19. Dohoo et al., ‘Methods in Epidemiologic Research’.

20. Mendeley Ltd.

21. Pham et al., A Scoping Review.

22. Levac et al., Scoping Studies.

23. Williams and Reilly, Talent Identification and Development.

24. Morris et al., From Youth Team.

25. Williams and Reilly, Talent Identification and Development.

26. Pham et al., A Scoping Review.

27. Harden and Thomas, ‘Methodological Issues’.

28. Williams and Reilly, Talent Identification and Development.

29. Ericsson et al., The Role of Deliberate Practice.

30. Côté, The Influence of the Family.

31. Côté et al., Practice and Play.

32. Ford et al., The Role of Deliberate Practice.

33. Haugaasen et al., From Childhood to Senior.

34. Ford et al., The Role of Deliberate Practice.

35. Ward et al., The Road to Excellence.

36. Haugaasen et al., From Childhood to Senior.

37. Ford et al., The Role of Deliberate Practice; Horning et al., Practice and Play; Zibung and Conzelmann, The Role of Specialization; and Haugaasen et al., From Childhood to Senior.

38. Ford et al., The Developmental Activities.

39. Haugaasen et al., From Childhood to Senior.

40. Ford et al., The Role of Deliberate Practice.

41. Ibid.

42. Ward et al., The Road to Excellence.

43. Haugaasen et al., From Childhood to Senior.

44. Ibid.

45. Ford et al., The Role of Deliberate Practice.

46. Côté et al., Practice and Play.

47. Horning et al., Practice and Play.

48. Ibid.

49. Zibung and Conzelmann, The Role of Specialization.

50. Ford et al., The Role of Deliberate Practice.

51. Ford et al., The Developmental Activities.

52. Mills et al., Towards an Understanding; Mills et al., Examining the Development Environments; Ivarsson et al., The Predictive Ability.

53. Relvas et al., Organizational Structures; and Morris et al., An Analysis of Organizational Structure.

54. Mills et al., Examining the Development Environments; and Ivarsson et al., The Predictive Ability.

55. Martindale et al., Examining the Ecological Validity.

56. Ivarsson et al., The Predictive Ability.

57. Goldberg et al., The Validity of Two Versions.

58. Kellemann and Kallus, Recovery-Stress Questionnaire.

59. Mills et al., Towards an Understanding.

60. Côté, The Influence of the Family.

61. Mills et al., Examining the Development Environments.

62. Ivarsson et al., The Predictive Ability.

63. Mills et al., Towards an Understanding.

64. Ibid., 146.

65. Mills et al., Examining the Development Environments; and Ivarsson et al., The Predictive Ability.

66. Relvas et al., Organizational Structures; Morris et al., An Analysis of Organizational Structure; and Morris et al., From Youth Team.

67. Morris et al., An Analysis of Organizational Structure.

68. Ibid.

69. Stambulova, Symptoms of a Crisis-Transition.

70. Wylleman and Lavallee, A Developmental Perspective.

71. Relvas et al., Organizational Structures.

72. Ibid.

73. Morris et al., An Analysis of Organizational Structure.

74. Relvas et al., Organizational Structures.

75. Stambulova, Symptoms of a Crisis-Transition.

76. Ibid.

77. Ibid.

78. Ibid.

79. Ibid.

80. Morris et al., From Youth Team.

81. Relvas et al., Organizational Structures.

82. Morris et al., An Analysis of Organizational Structure.

83. Mallett and Hanrahan, Elite Athletes.

84. Stambulova, Symptoms of a Crisis-Transition.

85. Relvas et al., Organizational Structures.

86. Morris et al., An Analysis of Organizational Structure.

87. Stambulova, Symptoms of a Crisis-Transition.

88. Relvas et al., Organizational Structures.

89. Morris et al., From Youth Team.

90. Mills et al., Towards an Understanding.

91. Relvas et al., Organizational Structures.

92. Hoyle and Leff, The Role of Parental Involvement.

93. Clarke and Harwood, Parenting Experiences; Clarke et al., A Phenomenological Interpretation.

94. Richardson et al., Developing Support Mechanisms.

95. Clarke et al., A Phenomenological Interpretation.

96. Clarke and Harwood, Parenting Experiences; and Clarke et al., A Phenomenological Interpretation.

97. Clarke and Harwood, Parenting Experiences.

98. Giorgi, ‘The Descriptive Phenomenological Method’.

99. Clarke et al., A Phenomenological Interpretation.

100. Morgan et al., ‘Introducing Dyadic Interviews’.

101. Clarke and Harwood, Parenting Experiences.

102. Clarke et al., A Phenomenological Interpretation.

103. Giorgi, ‘The Descriptive Phenomenological Method’.

104. Clarke and Harwood, Parenting Experiences.

105. Ibid., 531.

106. Clarke et al., A Phenomenological Interpretation.

107. Clarke and Harwood, Parenting Experiences.

108. Ibid.

109. Clarke et al., A Phenomenological Interpretation.

110. Relvas et al., Organizational Structures; Morris et al., An Analysis of Organizational Structure; and Morris et al., From Youth Team.

111. Clarke and Harwood, Parenting Experiences; Clarke et al., A Phenomenological Interpretation.

112. Clarke and Harwood, Parenting Experiences.

113. Premier League, ‘Elite Player Performance Plan’.

114. Clarke et al., A Phenomenological Interpretation.

115. Ibid.

116. Christensen and Sorensen, Sport or School?

117. Lewin, ‘Field Theory in Social Science’.

118. Christensen and Sorensen, Sport or School?

119. Schein, ‘Organizational Culture and Leadership’.

120. Christensen, ‘“An Eye for Talent”’.

121. Rees et al., The great British Medalists.

122. Atkin et al., Critical Hours: Physical Activity; Biddle et al., Correlates of Physical Activity; Gorely et al., Patterns of Sedentary Behaviour.