Abstract
Identifying and developing young sporting talent are significant and challenging endeavours, yet guidance for coaches responsible for the provision of practice for such children is sparse (Martindale, Collins & Daubney, 2005). Participants in this study were nine boys (aged 7 to 8 years) who attended a talent selection and development programme of an English professional soccer club. Parents also participated as data collectors for their sons. An alternating treatments design was used to compare the effects of goal setting alone, an individual contingency (signed player photograph) and a group contingency (extra game time) on learning and effort in practice. Results showed that the individual and group contingencies improved technical learning, the group contingency promoted greater effort in practice but goal setting alone did not promote significant learning or practice effort. Reliable agreement scores by parents demonstrated the potential for behavioural coaching practices to enhance the talent identification and development processes.
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