Although there is an extensive literature about talent development, the lack of data pertaining to females is problematic. Indeed, the gender data gap can be seen in practically all domains including sport and exercise medicine. Evidence-based practice is the systematic reviewing of the best evidence in order to make informed choices about practice. Unfortunately, it may be that the data collected in sport is typically about male experiences, and not female; a rather unfortunate omission given that approximately half of the population is made up of women. When female athletes are underrepresented in research there are issues when making inferences about data collected in male dominated research domains to inform practice and policy for female athletes. In parallel, female sport participation is continually increasing worldwide. Recognizing the importance of evidence-based practice in driving policy and practice, and reflecting the gender data gap that is a consistent feature of (almost) all other domains, we were interested in examining whether a gender data gap exists in talent development research. The results suggest that a gender data gap exists in talent development research across all topics. Youth athlete development pathways may be failing to recognize the development requirements of females, particularly where female sports may be borrowing systems that are perceived to work for their male counterparts. In order to ensure robust evidence based practice in female youth sport there is a need to increase the visibility of female athletes in talent development literature.

The development of talent is a complex process mediated by a host of psychological, social, physical, and environmental variables. Unfortunately, the multiple processes involved in talent development are frequently ignored by the systems and protocols employed in sport. Modern approaches to talent development are beginning to stress the initial possession, then subsequent development, of generic psychological characteristics (e.g. psychological characteristics of developing excellence; MacNamara, Button, & Collins, 2010a MacNamara, Á. , Button, A. and Collins, D. 2010a. The role of psychological characteristics in facilitating the pathway to elite performance. Part 1: Identifying mental skills and behaviours. The Sport Psychologist, 24: 52–73. [Crossref], [Web of Science ®] [Google Scholar] , 2010b MacNamara, Á. , Button, A. and Collins, D. 2010b. The role of psychological characteristics in facilitating the pathway to elite performance. Part 2: Examining environmental and stage related differences in skills and behaviours. The Sport Psychologist, 24: 74–96. [Crossref], [Web of Science ®] [Google Scholar] ) as the best way to realize latent potential. Accordingly, this paper describes the development and initial validation of the Psychological Characteristics of Developing Excellence Questionnaire (PCDEQ). In the first phase, an initial list of 160 items was developed. A combination of expert panel reviews, cognitive interviews, and a pilot test was used to assess the relevance, representativeness, and validity of each item. Ninety-six items were retained following these steps. Exploratory factor analysis, with a sample of 363 athletes, revealed an interpretable 59-item, 6-factor solution with good internal consistency (0.870, 0.866, 0.847, 0.741, 0.749, and 0.701 respectively). The Psychological Characteristics of Developing Excellence Questionnaire would appear to hold promise as a useful tool to provide coaches and athletes with information about the psychological characteristics of developing excellence that are being properly addressed or neglected during different stages of development or in different contexts.

This study investigated the associations between biological maturation status (classified using the Khamis–Roche method for the percentage of predicted adult height at the time of observation) and relative age (expressed as a decimal value relative to the difference between birth date and competition cut-off date) and the extent to which their relative selection biases existed across competitive age groups in an analysis of players within the Football Association of Ireland's (FAI) national talent pathway. The players assessed were either from the U13 FAI National Academy ( n = 125), the Ireland U15 national team ( n = 18), or the Ireland U16 national team ( n = 16). A moderate to very large selection bias in favour of early maturing players was observed across all age groups, increasing in magnitude with successive age groups ( p < 0.05). A total of 46–72% of players selected into the national talent pathway were early maturing; 0% of U15 and U16 players were late maturing. A relative age effect existed across all competitive cohorts ( p < 0.05), although not increasing with chronological age and smaller in magnitude than maturation biases. A small positive correlation between relative age and absolute maturity status at U13 was observed, and an inverse correlation between relative age and relative maturity status at U15 ( p < 0.01) was observed. There were no other significant correlations between relative or absolute maturity status and relative age. We encourage Football Associations to critically reflect upon their criteria for national talent squad selection; the current system diminishes the chances of selection for late maturing players.

In this conceptual paper, we contextualise ongoing attempts to manage challenge dynamics in talent systems in sport. Firstly, we review the broad literature base related to biological maturation, relative age, and the proposed interventions to mitigate effects. We suggest that the relative age effect may be a population level effect, indicative of deeper phenomena, rather than having a direct effect on challenge levels. In contrast, we suggest that biological maturation has a direct effect on challenge at the individual level. Therefore, our main critique of many existing approaches to the management of challenge is a lack of individual nuance and flexibility. We suggest the necessity for talent systems to adopt a more holistic approach, conceptualising biological maturation and relative age within a broader field of “push and pull factors” that impact challenge dynamics in talent development in sport. Finally, we provide practical guidance for talent systems in their approach to relative age and biological maturation, recognising that there is no “gold standard”. Instead, there is a need to recognize the highly individual and contextual nature of these concepts, focusing on strategic coherence through talent systems for the management of selection and development processes.

The ability to successfully develop to the highest levels in sport is dependent on a range of variables, not least an individual's ability to cope with the various challenges of development. Psychological Characteristics of Developing Excellence (PCDEs) include both the trait characteristics and the state-deployed skills that have been shown to play a crucial role in the realisation of potential. Psychological characteristics of developing excellence equip aspiring elites with the mental skills, attitudes, and emotions to cope with the challenges of the development pathway, as well as underpinning their capacity to make the most of their innate abilities. The Psychological Characteristics of Developing Excellence Questionnaire (PCDEQ) was designed to assess the possession and deployment of these characteristics. The purpose of this paper was to examine the ability of the Psychological Characteristics of Developing Excellence Questionnaire to effectively discriminate between good and poor developers based on their current possession and deployment of psychological characteristics of developing excellence. Two hundred and eighty-five athletes (n = 192 team athletes; n = 93 individual athletes) completed the Psychological Characteristics of Developing Excellence Questionnaire. Results from the discriminant function analysis suggest that the Psychological Characteristics of Developing Excellence Questionnaire correctly classifies between 67% and 75% of athletes based on their responses. The Psychological Characteristics of Developing Excellence Questionnaire can be used as a formative assessment tool to direct training programmes by identifying weaknesses in psychological characteristics of developing excellence and incorporating specific training to address these weaknesses in advance of developmental challenges.

Background: Even though all school-aged children in most countries experience some form of curricular physical education many do not maintain a lifelong involvement in sport or physical activity. From a theoretical perspective, the development models that dominate sport are limited by their staged and linear approaches to development (e.g. Côté's Developmental Model of Sport Participation) and their focus on a ‘distinct’ pathway to elite sport. R.P. Bailey and colleagues in 2010 advocated a new approach to understanding development in sport that enables a lifelong flow between different, but interrelated, motives for participation in sport (e.g. Participation, Personal Excellence, Elite Excellence). It is suggested that a common set of skills facilitate participation for these related but distinct motives across the lifespan. However, we argue that many curricular models in PE do not equip individuals with the skills necessary to maintain their involvement in sport and progress back and forth between different types of activities. Purpose: The purpose of this paper is to explore the psycho-motor and psycho-behavioural factors that underpin prolonged engagement in sport and physical activity, against a consideration of the extent to which these factors are promoted within PE. Key findings: Offering an operationalisation of this purpose, the Developing the Potential of Young People in Sport (DPYPS) model was used as an illustration of a developmental and educationally-oriented framework that recognised the interrelated importance of developing key developmental skills, namely psychomotor and psycho-behavioural skills, in a PE context. Essentially the skills offered within the DPYPS program are those psychological and psychomotor fundamentals that underpin learning, development, and performance and act as the foundation of lifelong engagement in sport and physical activity.