Developing Talented Players
Cross Over: The New Model of Youth Basketball Development outlines a long term approach to basketball player development. However, to understand the model fully, we must understand the process of talent development. Why do some players improve more than others, even with the same coach? Is it natural, god-given talent? Or, is it something else entirely? How can a coach, parent or league nurture the talents of its athletes and assist each athlete in maximizing his or her potential?
Talent is a process. While genes impact each individual’s potential – a child with two parents over six-feet tall will encounter difficulties in gymnastics as he or she matures, while a child with short parents encounters greater obstacles as he or she progresses in basketball – talent is developmental: talent requires work, effort and nurturing to be fulfilled. One does not inherit talent as much as he or she develops it. Even in basketball, a sport where taller athletes dominate, Hall of Fame PG Magic Johnson says that with very few exceptions, the best players work the hardest. If talent is inherited and dependent on genes, why would the best players have to work the hardest?
The English Premiere League’s Blackburn Rover’s performance director Tony Faulkner sought Stanford University professor and author Carol Dweck because some of the Rovers’ top talent failed to reach their potential. “On some level, Faulkner knew the source of the trouble: British soccer culture held that star players are born, not made. If you buy into that view, and are told you’ve got immense talent, what’s the point of practice? If anything, training hard would tell you and others that you’re merely good, not great.”
Many children develop the same belief: basketball players are born not made. The mindset creates a self-fulfilling prophecy: those who believe they have a chance to develop into an exceptional talent are more likely to develop their talent than those who lack the belief. Of course, many things shape this belief. For instance, if both parents are tall, have an interest in basketball and believe their son will be tall, they are more likely to support basketball activities and create a feeling that their son is talented. However, two short parents may feel their son is unlikely to develop into a great basketball player because of his lack of height, so they push other activities or temper their enthusiasm when their son excels at basketball. In the end, when the taller boy develops into a good basketball player, and the smaller boy fails, we attribute the success to genes and the boy’s height. However, is the height the biggest factor? Or, did the height shape an environment which gave the taller player a better opportunity and more motivation to succeed?
Imagine being 12-years-old. You play basketball every day and you know you are pretty good, even though you are one of the smaller kids. However, every night, your parents mention a different activity to peak your interest. They want you to play soccer or baseball. They tell you to focus on your grades because that is your ticket to a job, not basketball. They ask if you are studying enough when you get home after some extra shooting. When they watch you play, they see a good player, but they temper their enthusiasm.
Now, imagine being 12-years-old and being one of the taller kids. Maybe you struggle in a game because you are growing into your body or because your knees always hurt because of your growth spurt. However, after watching you play, your dad shows you a new move to use the next time you get in a certain situation. Maybe your parents hire a personal trainer to help you with your basketball skills. After games, when you feel like you had a bad game, they always point out positives that you don’t even notice, like how you change the little guys’ shots even when you do not block them. They ask you about practice or your game if they miss them. They praise your effort and improvement, and you start to notice the improvement too.
Is it genes that help the tall kid develop? Dweck, the author of Mindset, believes achieving one’s potential is dependent not on ability, but on whether one looks at ability as something inherent that needs to be demonstrated or as something that can be developed. In the research of psychologists Benjamin Bloom and Mihaly Csikszentmihalyi, environment is important and the support of parents, teachers and coaches is essential to the development of expert performers.
The reverse situation could occur. What if the parents of the taller boy expected him to be the best and criticized every mistake? What if they pointed out his awkwardness and asked why he bothered to play since he cannot dominate little kids? What if the parents of the shorter boy encouraged him and took him to a game to watch Earl Boykins or another diminutive NBA star? What if they encouraged him to stay after practice and shoot more so he could develop better skills to balance his lack of height? In this situation, which child is likely to develop into a better player?
Talent development is a complicated process. Genes and god-given talent are not enough. In order to develop a child’s talent – whether basketball or chemistry – parents, teachers and coaches must nurture the talent, support the child and offer feedback with a positive, learning-oriented mindset that encourages and motivates the child.
McCormick is the author of several books available through www.lulu.com/brianmccormick and he publishes a free weekly newsletter which you can subscribe to by visiting www.trainforhoops.com.