Are youth sport talent identification and development systems necessary and healthy?

Talent identification and development systems (TIDS) are commonly used in professional sport to convert youth athletes into sporting stars of the future. Acknowledging that only a few athletes can "make it," the necessity and healthiness of TIDS have recently been questioned based on their increased professionalism, high training, and competition volumes, but limited effectiveness. In this short communication, we suggest that the key issues associated with TIDS are not due to their overall concept, but with how they are designed and implemented. It is recommended that researchers and practitioners determine the worth and value of TIDS by also evaluating the positive health of the athlete rather than solely focusing on performance outcomes. To achieve this, TIDS staff should shape and develop their values, expectations, and day-to-day routines to achieve positive health outcomes focusing on personal development and an athlete-centered culture. In business, this has been termed the concept of "Deliberately Developmental Organisation." TIDS can deploy the factors (e.g., high-quality staff, expert support services, quality facilities, and learning routines) characteristic of such organizations, to concurrently ensure positive impacts and minimize predictable negative outcomes without losing focus on a drive for sporting performance

Effective working processes employed by a multidisciplinary team to reduce injury outcomes in a professional rugby league academy

Introduction: Injury causation is a complex phenomenon that results from the interaction of a wide variety of risk factors in a complex web of determinants1. Due to this inherent complexity, the skills required to effectively reduce injury risk do not lie within a single domain of professional practice. In professional team sport managing injury risk depends on the effective collaboration of technical/tactical coaches, strength and conditioning coaches, sports medicine practitioners and sport scientists within a multidisciplinary team (MDT), yet to date no research has examined how these professionals might co-ordinate their efforts. The aim of this research is to examine the processes and interactions utilized by a demonstrably effective MDT. Methods: This research utilised a mixed methods design incorporating both quantitative and qualitative research methods. The efficacy of the MDT was established by quantifying the injury burden of the team across two seasons. Semi-structured interviews were conducted with all MDT members at the end of the second season, to determine each individual’s role within the injury prevention process and how these were co-ordinated between disciplines. Interviews were thematically analysed to provide insight into the approach adopted by the MDT. . Results and discussion: The MDT achieved a 41% reduction in team injury burden during the second season in question (first season 3 450 vs. second season 1428 days/1 000 hours). This report assesses how this improvement in injury burden was achieved by examining: (1) the processes and communication strategies adopted by the MDT (both formal and informal), (2) the information that practitioners used to inform decision making processes, (3) and the attitudes and values that allowed professionals from alternative disciplines to work together as a coherent collective. Conclusions: This research offers insights into “how” effective MDT’s work to achieve injury reduction, and the models and processes presented will inform practice for other MDT’s working in sport. References: 1. Bittencourt, N.F.N., Meeuwisse, W.H., Mendonça, L.D., Nettel-Aguirre, A., Ocarino, J.M. and Fonseca, S.T., 2016. Complex systems approach for sports injuries: moving from risk factor identification to injury pattern recognition—narrative review and new concept. Br J Sports Med, 50:1309–131

A Longitudinal Mixed Methods Case Study Investigation of the Academic, Athletic, Psychosocial and Psychological Impacts of Being of a Sport School Student Athlete

Background Sport schools are popular environments for simultaneously delivering education and sport to young people. Previous research suggests sport school involvement to have impact (i.e. the positive/negative, intended/unintended and long/short-term outcomes, results and effects) on student athlete’s holistic (i.e. academic, athletic, psychosocial and psychological) development. However, previous research is limited by (1) cross-sectional methods, (2) limited multidimensional assessments, (3) lack of consideration for athlete characteristics (e.g. sex) and (4) failure to evaluate how sport school features affect student-athlete impacts. Objectives The study, using a mixed methods case study approach, aims to (1) longitudinally evaluate the impact of sport school involvement on the holistic development of student athletes, (2) evaluate the impact on holistic development by student-athlete characteristics and (3) explore the features and processes of the sport–school programme that drive/facilitate holistic impacts. Methods A longitudinal mixed methods design was employed across one full academic school year (33 weeks). Six data-collection methods (i.e. online questionnaire, physical fitness testing battery, academic assessment grades, log diaries, field notes/observation and timeline diagram/illustration) were used to assess the academic, athletic, psychosocial and psychological impacts for 72 student athletes from one sport school in the United Kingdom (UK). Results Student athletes developed positive long-term holistic overall impacts (i.e. academically, athletically and personally), including maintaining stable and relatively high levels of sport confidence, academic motivation, general recovery, life skills, resilience and friends, family and free time scores. Despite positive impacts, juggling academic and sport workload posed challenges for student athletes, having the potential to lead to negative holistic impacts (e.g. fatigue, stress and injury). Positive and negative impacts were linked to many potential features and processes of the sport school (e.g. academic and athletic support services versus insufficient training load build-up, communication, coordination, flexibility and planning). Furthermore, when considering student-athlete characteristics, females had lower sport confidence, higher general stress and body image concerns and less general recovery than males and student athletes who played sport outside the school had lower general recovery. Conclusions This mixed method, longitudinal study demonstrated sport school involvement resulted in many positive academic (e.g. good grades), athletic (e.g. fitness development), psychosocial (e.g. enhanced confidence) and psychological (e.g. improved resilience) impacts attributed to the academic and athletic support services provided. However, juggling heavy academic and athletic workloads posed challenges leading to negative impacts including fatigue, pressure, stress and injury. Furthermore, holistic impacts may be sex dependent and further support may be required for female student athletes in sport school environments. Overall, these findings demonstrate the complex nature of combining education and sport commitments and how sport schools should manage, monitor and evaluate the features of their programme to maximise the holistic impacts of sport–school student athletes

The Impacts of Sports Schools on Holistic Athlete Development: A Mixed Method Systematic Review

Background To understand the multiple and wide-ranging impacts of intensified youth sport, the need for a holistic approach to athlete development has recently been advocated. Sports schools are an increasingly popular operationalisation of intensified youth sport, aiming to offer an optimal environment for holistic development by combining sport and education. Yet, no study has systematically explored the impacts associated with sports schools. Objectives The aims of this mixed method systematic review were to (1) determine the characteristics and features of sports schools; (2) identify the methods used to evaluate sports school impacts, and (3) evaluate the positive and negative holistic athlete development impacts associated with sports school programme involvement. Methods Adhering to PRISMA guidelines, eight electronic databases were searched until the final return in February 2021. Forty-six articles satisfied the inclusion criteria, were analysed thematically, and synthesised using a narrative approach. The methodological quality of included studies was assessed using the Mixed Methods Appraisal Tool. Results Findings indicated (1) sports school student-athletes receive considerable support in terms of academic and athletic services, more intensified training and competition schedules with high-level training partners, but regularly miss school; (2) multiple methods have been used to evaluate student-athlete impacts, making comparison across studies and developing consensus on the impacts of sports schools difficult; and (3) there are a multitude of immediate, short- and long-term positive and negative impacts associated with the academic/vocational, athletic/physical, psychosocial and psychological development of sports school student-athletes. Conclusions This study is the first to systematically review the research literature to understand the impacts associated with sports schools in terms of holistic athlete development. Practitioners should be aware that they can promote (positive) and negate (negative) health impacts through the design of an appropriate learning environment that simultaneously balances multiple training, academic, psychosocial and psychological factors that can be challenging for youth athletes. We recommend that practitioners aim to design and implement monitoring and evaluation tools that assess the holistic development of student-athletes within their sports schools to ensure they are promoting all-round and healthy youth athlete development

A case study of the features and holistic athlete impacts of a UK sports-friendly school: Student-athlete, coach and teacher perspectives.

In order to understand the features of sport schools and their impacts on the holistic development of student-athletes, it is important to take into account the voice of multiple stakeholders central to the programmes (student-athletes, coaches, teachers). Through a case-study approach, using five focus groups, with 19 student-athletes, and six semi-structured interviews with three coaches and three dual coach and teachers, this study explored the perceived impacts of one sport-friendly school (pseudonym-"Salkeld High") on holistic athlete development and the features that drove these impacts. Using a critical realist approach to thematic analysis, findings indicated a multitude of immediate, intermediate and long-term positive and negative impacts associated with academic/vocational (e.g., academic security vs. second/third choice university), athletic/physical (e.g., performance development vs. injuries), psychosocial (e.g., social skills vs. social scarifies) and psychological (e.g., sport confidence vs. performance pressure) development of "Salkeld High" student-athletes. Overall, "Salkeld High" was viewed as an integrated school environment for sport, academics, and boarding, where academic (e.g., extra-tutoring), athletic (e.g., high volume/frequency of training), and psychosocial/psychological (e.g., pastoral services) features are all in one location. The student-athletes tended to get a well-rounded, balanced holistic experience. However, the intensified and challenging nature of involvement did present some negative impacts that stakeholders should be aware of when designing, implementing, and evaluating sport-friendly school programmes. Furthermore, although "Salkeld High" was seen as an integrated environment within the school, it could do better at collaborating with wider sporting structures

Do youth soccer academies provide developmental experiences that prepare players for life beyond soccer? A retrospective account in the United Kingdom.

The professionalisation of soccer academies has intensified, with youth players exposed to demanding performance focused environments in pursuit of a career in the professional game. Yet, academies are also under increasing pressure to show that they develop players who can function in life beyond soccer. Therefore, this study explored the retrospective views of 13 ex-elite UK youth academy soccer players on whether their time within the academy provided developmental experiences that prepared them for life beyond soccer. We interviewed seven players who successfully progressed into professional contracts and six who did not. Players were recruited from two different academies to explore the developmental outcomes they associated with academy involvement and to unpick how those outcomes were achieved. Our findings showed that, promisingly, time in the academy provided both contracted and non-contracted players with transferable life skills as well as open educational and vocational doors – resulting in the majority of players leaving the environment being ‘(more) ready’ for life. However, these outcomes are not ‘automatic’ and were highly dependent on the interaction between three developmental contextual themes; i) what was demanded by the academy context, ii) what was encouraged within the academy context, and iii) the quality of interpersonal relationships. Beyond this, players’ attitudes, histories and wider socio-contextual influences were important in shaping (future) outcomes. With an eye on providing worthwhile experiences for all youth athletes involved, these findings provide insight into how academy contexts can simultaneously promote performance alongside positive developmental outcomes. Keywords: elite youth soccer, , Positive Youth Development, life skills, dual career, Talent identification and development system outcome

Psychosocial outcomes associated with soccer academy involvement : Longitudinal comparisons against aged matched school pupils

Despite literature highlighting numerous risks to the healthy psychosocial development of youth elite academy soccer players, little of this research is based on high quality research designs. This study employed a prospective longitudinal cohort design to track psychosocial outcomes of academy involvement within male youth elite soccer players (n=33, U12-U16 age groups) compared to age-matched soccer-active school pupils (n=44) over 12 months. Participants completed questionnaires assessing the most commonly raised psychosocial concerns at four equally spaced data collection periods (T1-T4). Repeated measures multivariate analysis of variance (MANOVAs) indicated that, over the year, both groups reported a healthy and improving stress and recovery balance, as well as positive and stable needs satisfaction and physical, psychological and social well-being. Academy players reported stable positive school-related quality of life, whereas school pupils reported increases from T3 to T4. Academy players reported consistent significantly higher total athletic identity and exclusivity of identity. Findings suggest that many concerns around negative psychosocial impacts of soccer academy involvement did not materialise in this context. However, heightened athletic identities remained a concern. Keywords: Elite youth soccer, Academy impact, Athlete developmen

Validation of the Athletic Identity Measurement Scale in Youth Academy Soccer Players

The Athletic Identity Measurement Scale (AIMS) is a popular measure of Athletic Identity (AI). The purpose of the present study was to investigate the factor structure (7-item single factor and 3 factor model; Social Identity, Exclusivity and Negative Affectivity) of the AIMS within youth academy soccer players. A total of 259 male youth academy soccer players aged 12-18 years completed the AIMS. A series of confirmatory factor analyses, independent cluster modelling indicated support for the 7-item single-factor (AI) and the three-factor models but not within the same analysis. The results support the use of AIMS for the measurement of AI in elite male youth soccer players. Practitioners seeking to explore AI in youth soccer populations should use the three-factor model to glean further insight from the three subscales to support the design of more specific interventions where appropriate

Array-based DNA methylation profiling of primary lymphomas of the central nervous system

<p>Abstract</p> <p>Background</p> <p>Although primary lymphomas of the central nervous system (PCNSL) and extracerebral diffuse large B-cell lymphoma (DLBCL) cannot be distinguished histologically, it is still a matter of debate whether PCNSL differ from systemic DLBCL with respect to their molecular features and pathogenesis. Analysis of the DNA methylation pattern might provide further data distinguishing these entities at a molecular level.</p> <p>Methods</p> <p>Using an array-based technology we have assessed the DNA methylation status of 1,505 individual CpG loci in five PCNSL and compared the results to DNA methylation profiles of 49 DLBCL and ten hematopoietic controls.</p> <p>Results</p> <p>We identified 194 genes differentially methylated between PCNSL and normal controls. Interestingly, Polycomb target genes and genes with promoters showing a high CpG content were significantly enriched in the group of genes hypermethylated in PCNSL. However, PCNSL and systemic DLBCL did not differ in their methylation pattern.</p> <p>Conclusions</p> <p>Based on the data presented here, PCNSL and DLBCL do not differ in their DNA methylation pattern. Thus, DNA methylation analysis does not support a separation of PCNSL and DLBCL into individual entities. However, PCNSL and DLBCL differ in their DNA methylation pattern from non- malignant controls.</p

Application of molecular cytogenetic techniques to clarify apparently balanced complex chromosomal rearrangements in two patients with an abnormal phenotype: case report

<p>Abstract</p> <p>Background</p> <p>Complex chromosomal rearrangements (CCR) are rare cytogenetic findings that are difficult to karyotype by conventional cytogenetic analysis partially because of the relative low resolution of this technique. High resolution genotyping is necessary in order to identify cryptic imbalances, for instance near the multiple breakpoints, to explain the abnormal phenotype in these patients. We applied several molecular techniques to elucidate the complexity of the CCRs of two adult patients with abnormal phenotypes.</p> <p>Results</p> <p>Multicolour fluorescence in situ hybridization (M-FISH) showed that in patient 1 the chromosomes 1, 10, 15 and 18 were involved in the rearrangement whereas for patient 2 the chromosomes 5, 9, 11 and 13 were involved. A 250 k Nsp1 SNP-array analysis uncovered a deletion in chromosome region 10p13 for patient 1, harbouring 17 genes, while patient 2 showed no pathogenic gains or losses. Additional FISH analysis with locus specific BAC-probes was performed, leading to the identification of cryptic interstitial structural rearrangements in both patients.</p> <p>Conclusion</p> <p>Application of M-FISH and SNP-array analysis to apparently balanced CCRs is useful to delineate the complex chromosomal rearrangement in detail. However, it does not always identify cryptic imbalances as an explanation for the abnormal phenotype in patients with a CCR.</p