![]() ![]() On the other hand, there are structure-oriented models that list content and influencing factors that are necessary for the development of talent, e.g., Athletic Talent Development Environment Model (Henriksen, Stambulova, & Roessler, 2010), Munich Model of Giftedness (Heller, 2005), Multifactorial Gene–Environment Interaction Model (Hambrick, Burgoyne, Macnamara, & Ullén, 2018), Differentiated Model of Giftedness and Talent (Gagné, 1993), and Model of Talent Development in Physical Education (Bailey and Morley, 2006). On the one hand, there are process-oriented models that deal with the path and depict different stages on the way to the top, e.g., Long-Term Athlete Development Model (Balyi & Hamilton, 2004), Developmental Model of Sport Participation (Côté, Baker, & Abernethy, 2007), and Road to Excellence (Ericsson, Krampe, & Tesch-Römer, 1993). These can be roughly divided into different types in terms of their focus. For the purpose of understanding and mapping the development from athletic novice to elite performer, there are numerous models for long-term performance building (Baker, Côté, & Abernethy, 2003). Science is increasingly concerned with this path and the associated promotion of talent. ![]() It means the discovery of potential performance of kids who are not currently involved in the sports in question (Pion, 2015 Vaeyens, 2008). ![]() A child’s talent can be detected (transitive) and a child can detect his or her own talent (intransitive). Talent detection aims to motivate children to choose one or more sports in accordance with their own personality traits and which can take place both transitively and intransitively. Basically, the first step of this process includes talent detection followed by talent orientation (Pion, 2015) or talent identification (Till & Baker, 2020). Usually the process recognizing current participants (at an early stage of their development) who have the potential to excel in a particular sport in adulthood is called talent identification and development (TID) process (in music, mathematics, sports, etc.) (Vaeyens, Lenoir, Williams, & Philippaerts, 2008). It became clear that top performance at a young age in particular does not always mean top performance at senior level, but that the paths of athletic talent are manifold (Güllich, Macnamara, & Hambrick, 2021). Indeed, the development from a youngster to an elite world class athlete is a long-term, multidimensional, and highly complex process that is becoming increasingly important for practitioners and researches alike (Martindale, Collins, & Daubney, 2005). Retrospectively, a talent is someone who has already achieved demonstrable top performance in their career (e.g., in sports) (Hohmann, 2009). In relation to sports, talents describe people who demonstrate exceptional ability compared to reference groups of similar biological developmental stage and similar lifestyle habits and the training already realized, which indicates that he or she will be able to achieve exceptional athletic performance in the long-term (Baker, Cobley, Schorer, & Wattie, 2017). Generally, a talent is described as a person who possesses outstanding potential in a particular domain, either over a range of activities and situations, or within a specialized and narrow field of expertise (Williams, 2000). What exactly talents are is intensively discussed in many scientific disciplines. Research in the field of talent is very complex, not least because of the many influencing factors. Taking the will into account as well as the ability could lead people to detect their own talent (based on contents of the presented framework) and the sport that is suitable for them, and thus be ready for the entry to the path of talent development. At the same time, movement experiences can offer the basis for the formation of interests, motivation, and sport-motor skills, i.e., of the will and the ability. The arrangement of movement offers should be oriented to the individual profiles. This enables so-called ability–personality profiles consisting individual constellations of motivation variables, interests, skills, and experience to be studied together and incorporated into the talent development process. A framework is presented as a research approach in which the different scientific disciplines can bring together their subject areas. For this purpose, this article refers to a model that can be classified as both process and structure oriented and tries to find domain-specific application. Sport-specific evidence from a variety of talent development models will be listed and research gaps will be identified. In this article, special attention will be paid to the entry into sports in general as a basis of a talent development process. ![]() The early identification of sports talents includes finding the right sport and is of great importance for both scientists and practitioners. ![]()
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