Abstract
Context Bio-banding is the process of grouping players by their maturational status rather than chronological age. It is designed to limit the impact of maturational timing on talent identification and development and expose early and late maturing players to new learning experiences and challenges. A common criticism of bio-banding is that it does not consider age related differences in psychosocial and behaviour development. Objective The purpose of this case study is to describe how theory and research pertaining to the design and delivery of mixed-aged classrooms can be used to prepare early and late maturing players for bio-banding and optimise the benefits of this practice. Method After placing the players in their bio-banded groups, one Elite Premier League Academy provided bespoke group psychology sessions for early and late maturing players for six weeks. Results Providing bespoke psychology sessions for players maturation age allows for the cognitive processes of both early and late maturity status to work within the zone of proximal development. Conclusion Pedagogical practice associated with mixed age classrooms can be used in bio-banded contexts to benefit both early and late maturing players. Delivering psychological sessions alongside bio-banding permits learning and development to both ends of the maturity spectrum.
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