Abstract
Two decades after designing and implementing the course of Children's sport as a university subject at the Faculty of Sports and Physical Education, University of Belgrade, and its full academic and practical affirmation, the question of revising and expanding the theoretical and practical context of this subject has been raised, especially in the area of knowledge-related to long-term development of an athlete (DRS) and career planning (problem of this paper). Therefore, theoretical and practical models related to DRS have been introduced as the subject of this analysis, and as a function of theoretical and practical verification, related to defining the context of a new cognitive problem. If we summarize the extensive theoretical and practical sources, we can conclude that sport theory is not capable to creating a framework for a realistic, much less a long-term athlete development model, which is why the aim of this paper is to set out the theoretical and empirical trends towards a new paradigm for holistic view of DRS through sport. An essential and thorough analysis of the context of a representative model of long-term development of an athlete, known by its English acronym LATD and other DRS models ascertained that their starting point should be established around the concept of physical literacy, as well as that the truth of the DRS model is still in the process of theoretical and practical verification. The discussion offered is a framework for new strides in approach to a comprehensive theory and practice of sport, especially in the area of children's and youth sport.
Highlights
The rich sporting practice together with the numerous results of research, indicate that a child starts playing sports primarily for the purpose of perfecting existing and acquiring new sports skills, as well as for fun and entertainment, socializing and making new friendships, excitement and challenge, achieving success – winning, gaining physical fitness, competitions, pursuing a career towards a higher level (Bačanac, 2011)
According to the subject of this paper, both theory and practice confirm that success in sport comes through the process of planning long-term development
According to Tucker (Tucker, 2013), a significant drawback of the LTAD model is that it does not take into account those who are delayed in development, so that the 10,000-hour principle is unrealistic
Summary
The rich sporting practice together with the numerous results of research, indicate that a child starts playing sports primarily for the purpose of perfecting existing and acquiring new sports skills, as well as for fun and entertainment, socializing and making new friendships, excitement and challenge, achieving success – winning, gaining physical fitness, competitions, pursuing a career towards a higher level (Bačanac, 2011). Regardless of the number of stages in the development model, citation, and authority of the authors themselves, it can be concluded that in all the cited and analysed studies, there are searches for the answer to one of two questions that are dominant, namely the talent of the athlete and the transition of the athlete’s career When this approach is considered in relation to Schlossberg’s transition theory (Schlossberg, 1981), all the above authors can be said to have established the deduced and generalized models of DRS solely on the theory and practice from the space of transition and career, i.e. they were unilateral in their empirical and theoretical work because they neglected the remaining three constituents of Schlozberg’s theory (situation, self and support). According to Tucker (Tucker, 2013), a significant drawback of the LTAD model is that it does not take into account those who are delayed in development, so that the 10,000-hour principle is unrealistic
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