Is Talented Youth Nurtured the Wrong Way? Top Performers Develop Differently Than Assumed

hubie writes:

A recent review suggests that gifted education and talent programs have been based on false premises:

Traditional research into giftedness and expertise assumes that the key factors to develop outstanding achievements are early performance (e.g., in a school subject, sport, or in concerts) and corresponding abilities (e.g., intelligence, motor skills, musicality) along with many years of intensive training in a discipline. Accordingly, talent programs typically aim to select the top-performing youth and then seek to further accelerate their performance through intensive discipline-specific training. However, this is apparently not the ideal way to promote young talent, as a team led by Arne Gullich, professor of sports science at RPTU University of Kaiserslautern-Landau, has recently discovered.

The starting point: Until recently, research into giftedness and expertise has focused on young and sub-elite performers. For example, school and college students, young athletes and chess players, or musicians at conservatories. The conclusions drawn from this research have recently been called into question by evidence from adult world-class athletes. "Traditional research into giftedness and expertise did not sufficiently consider the question of how world-class performers at peak performance age developed in their early years," Arne Gullich summarizes. His research intention in the current Review was, therefore, to investigate the development of these top performers. [...]

[...] A key finding: top performers undergo a different development pattern than previous research assumed. "And a common pattern emerges across the different disciplines," Arne Gullich emphasizes. He identifies three key findings. The first is that the best at a young age and the best later in life are mostly different individuals. Second, those who reached the world-class level showed rather gradual performance development in their early years and were not yet among the best of their age group. And the third finding is that those who later achieved peak performance did not specialize in a single discipline at an early age, but engaged in various disciplines (e.g., different subjects of study, genres of music, sports, or professions).

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