Jou nal o he Educa ion o Gi ed Young Scien is s
3(1) 58-76
© JEGYS 2015
h p:/ / jegys.o g
DOI: 10.17478/ JEGYS.2015112018
Resea ch A icle
Psychological Fac o s in he De elopmen o Foo ball-Talen om he
Pe spec i e o an In eg a i e Spo -Talen Model
Robe OROSZ
1
and Fe enc MEZO
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Recei ed: 11 May 2015 Accep ed: 26 June 2015
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This s udy p esen s a new, in eg a i e model o spo s alen . Following he heo e ical pa o he s udy a oo ball-
alen esea ch is p esen ed, in which a heo e ical amewo k is p o ided by his new heo y o spo s alen . This
esea ch examines he ole o psychological ac o s in oo ball alen de elopmen . The sample was N=425 oo ball-
playe s o he Fi s Di ision Men’s Junio and Adolescen Foo ball Championships o he Hunga ian Foo ball League,
and hei coaches (N=21). The applied ins umen s we e: Spo ing Backg ound Ques ionnai e, The Tennessee Sel -
Concep Scale (TSCS – Hunga ian e sion), Psychological Immune Compe ence In en o y (PICI), A hle ic Coping
Skills In en o y (ACSI), Ad anced P og essi e Ma ices (APM), Co-Playe Ques ionnai e, and Coach Ques ionnai e.
As a esul , signi ican di e ences we e ound be ween alen ed and con ol g oups in he case o 27 a iables ou o
48 (6 scales o he SBQ, 5 scales o he ACSI-28, 9 scales o he PISI, 5 subscales and he To al sel -concep scale o
he TSCS, and in APM). Mo e alen ed playe s showed mo e a ou able alues in each o he 27 in a-, and in e pe sonal
dimensions. Acco ding o ou esul s, he de elopmen o psychological ac o s (e.g. concen a ion, lack o anxie y,
sel -con idence, coping skills, and social skills) wi hin an in eg a i e app oach can enhance pe sonal e iciency in
de eloping oo ball gi edness.
Key wo ds
oo ball, alen , gi edness, spo psychology
To ci e his a icle:
O osz, R., & Mezo, F. (2015). Psychological ac o s in he de elopmen o oo ball- alen om he
pe spec i e o an in eg a i e spo - alen model. Jou nal o he Educa ion o Gi ed Young Scien is s, 3(1),
58-76. DOI: h p:/ / dx.doi.o g/ 10.17478/ JEGYS.2015112018
Jou nal o he Educa ion o Gi ed Young Scien is s (JEGYS) co e s issues such as di e en ia ed ins uc ion in
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1
Uni e si y o Deb ecen Ins i u e o Psychology, Deb ecen, Hunga y. E-mail: o o obe @gmail.com. Co esponding au ho ’s phone numbe : +36-30-
3704220
2
Uni e si y o Deb ecen, Facul y o Child and Adul Educa ion, Deb ecen, Hunga y. E-mail: e [email protected]
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INTRODUCTION
Foo ball is he mos popula spo in he wo ld. Besides i s ema kable social and economic impac s i has also
signi ican ole in ec ea ion, heal h p omo ion and communi y building, so he app oach applied in oo ball-
alen ca e is e y impo an . A possible aim o oo ball- alen de elopmen could be nu u ing physically and
men ally heal hy and success ul oo ball playe s, who will be able o ep esen socially use ul alues. Talen
psychology could gi e se ious con ibu ion o his kind o p ocess. In his s udy he in luence o psychological
ac o s on he de elopmen o oo ball- alen is examined. As heo e ical amewo k o his esea ch an
in eg a i e alen model is p esen ed, which can con ibu e o he e icacy o oo ball- alen ca e.
The applied alen concep ion o model has a basic in luence on he esea ch, as well as on alen iden i ica ion
and de elopmen al wo k (Balogh & Tó h, 2001; Mező, 2008; Mönks & Mason, 1997, 2000). In he case o gene al
alen heo ies we can obse e a endency o e olu ion in he di ec ion o complexi y and dynamic app oach.
Ini ially, gene al alen heo ies and models ied o iden i y one o mo e impo an in ape sonal ac o s, which
lie behind he de elopmen o alen (Te man, 1925; Shie ele, 1953; Renzulli, 1986). In he alen model app oach
hose models which al eady conside ed he ole o he social en i onmen essen ial in he de elopmen o alen
ep esen ed a signi ican change (Mönks & Mason, 1997; Czeizel 2004). La e ano he impo an , new iewpoin
appea ed: mo e mode n alen models emphasize he mu ual e ec he ing edien s o alen ha e on each o he ,
and hei dynamics, and ea s he de elopmen o alen as de elopmen al p ocess (Gagné, 2005; Ziegle , 2005).
In his s udy a new, complex, and dynamic alen -model is in oduced (O osz, 2009). This in eg a i e model
p o ides he heo e ical backg ound o he p esen esea ch conce ning psychological ac o s in he de elopmen
o oo ball- alen .
Tendency owa ds complexi y in spo s alen models
Theo is s usually de ine spo s alen on he basis o spo ing achie emen s and esul s. In mos app oaches -
explici ly o implici ly- spo alen appea s as a p e equisi e o success in spo s, o as an indica o o p edic o
o spo ing successes in he p esen / u u e. Ea ly heo ies mainly ocus on physical ac o s (Du and-Bush &
Salmela, 2001; Regnie , Salmela & Russell, 1993). Bu , simila o he de elopmen o gene al alen models, spo s
alen app oaches ha e become inc easingly complex, oo. Fo example:
The mul idimensional na u e o spo s alen is emphasized in he Czechoslo ak alen selec ion model o
Ha licek, Komadel, Koma ik & Simko a (Van Rossum–Gagné, 1994). Acco ding o hese au ho s, he ollowing
ac o s in luence he de elopmen o spo s alen : a) s able non-compensa ed ac o s (e.g. heigh ); b) s able
compensa ed ac o s (e.g., speed); c) and non-s able compensa ed ac o s (e.g. mo i a ion).
Acco ding o Gable and Ruo (Ré ész, 2008), we can conside someone as gi ed in ce ain spo s, i he/ she
has he kind o physical and psychological condi ions in di e en li e s ages which can p omo e a highe le el o
u u e spo ing achie emen han would be he case andomly.
Ha sányi (1992) conside s spo s alen o belong o indi iduals whose inhe i ed (physical, psychological,
an h opome ic, mo o and social) abili ies (assuming p ope de elopmen p ocesses) can mos likely ensu e a
high le el o achie emen in he u u e. He iden i ies se e al ac o s lying behind spo s alen , and, in his opinion,
he in e ac ion o he edi a y cha ac e is ics and en i onmen al in luences de e mine alen .
In F enkl's in e p e a ion (F enkl, 2003), he pe son as a bio-psycho-social being pa icipa es in spo ing
ac i i ies. Achie emen s a e de e mined by physical and men al a ibu es, quali ies, and social ac o s.
Bake and Ho on (2004) men ion p ima y and seconda y ac o s in de ining alen . P ima y ac o s can be
ca ego ized in o gene ic ac o s, aining ac o s and psychological ac o s. Acco ding o hei heo y, hese
modules domina e in he de elopmen o spo s alen . Seconda y ac o s may ha e less e ec , al hough hei
absence may hinde alen de elopmen . Fo example, seconda y ac o s can be he amily’s sociocul u al
si ua ion, o o he backg ound elemen s, such as he place o aining, he o ien a ion o di ec ion, he ools
a ailable and he signi icance o he p o essionals in ol ed.
The la e spo - alen models emphasize mo e he psychological and social ac o s besides he ou s anding
physical ap i udes. Al hough he spo s alen models abo e ocus on spo s, i is likely ha di e en spo s need
di e en physical and psychological skills and ac o s. Because oo ball is a he cen e o his s udy, a he nex
sec ion some heo ies ela ing o oo ball alen will be p esen ed.
Theo ies o Foo ball Talen
Reilly, Williams and Richa dson (2003) did no ind any consensus among expe s’ de ini ions o oo ball alen .
P o essional clubs usually selec alen ed playe s on he basis o he c i e ia o expe ienced coaches and obse e s
o playe s, o example, he Ajax Ams e dam so ing scheme, known as ‘TIPS’. In his sys em echnique (T),
in elligence (I), pe sonali y (P) and speed (S) appea as c i e ia o alen . These au ho s p esen simila , al e na i e
lis s o c i e ia, oo. Fo ins ance, such lis s a e he ‘TABS’ ( echnique, a i ude, balance, speed) o ‘SUPS’ (speed,
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unde s anding, pe sonali y, and skill). Reilly e al., (2003) epo ed ha physical p edic i e ac o s, pe sonali y
cha ac e is ics, and cogni i e ac o s we e impo an when hey e iewed esea ch in o oo ball alen
iden i ica ion. These s udies o physical p edic o s emphasize ha playe s' an h opome ic cha ac e is ics (e.g.,
body p opo ions, body weigh , body, and shape o limb ci cum e ence) show a signi ican co ela ion wi h
pe o mance. In connec ion wi h pe sonal cha ac e is ics, Reilly e al., (2003) obse ed pe sonali y ac o s (such
as mo i a ion, sel -con idence o ea ing anxie y) ha play a signi ican ole in spo s achie emen s.
Fu he mo e, hey ound ha he e a e di e ences be ween inhe i ance and he de e mina ion o pe sonal
ac o s, and some ea u es (e.g. abili y o con ol anxie y) can be signi ican . They also sugges esea ch in o such
cogni i e ac o s as an icipa ion and decision making. In hei opinion, wo cogni i e p edic o s o oo ball alen
a e c ea i i y and in elligence. In hei s udy hey also desc ibe how he social en i onmen plays a signi ican
ole in he un olding o oo ball alen . Pa en s, eache s, coaches, iends, and eamma es ha e an impac on he
a hle es and hei alues, belie s, emo ions, a i udes and engagemen . Finally, hey emphasize he ole o such
cul u al and social ac o s as social ends, popula and adi ional cul u al alues, o socio-economic s a us.
A kind o implici heo y can be disco e ed on he basis o esea ch in o alen iden i ica ion. Se e al
esea che s ha e al eady ocused on inding me hods o iden i ying alen ed oo ball playe s, o example:
Acco ding o Sa elsbe gh e al., (2010), di e ences in isual sea ch and disloca i e beha iou can be used as
indica o s o iden i ying alen ed junio (10-12 yea -old) oo ball playe s. Thei subjec s (N=20) we e all playe s
o he egional selec ion eam o he Royal Du ch Foo ball Associa ion, o o he p o essional clubs. Sa elsbe gh
e al., (2002) published a simila examina ion o socce goalkeepe s.
The esul s o Gall e al., (2010) sugges ha an h opome ic and i ness assessmen s o eli e you h socce
playe s can play a pa in de e mining hei chances o p oceeding o highe achie emen le els. The 161 playe s
examined we e g ouped acco ding o whe he hey achie ed in e na ional o p o essional s a us o emained
ama eu . Measu es we e aken ac oss h ee age ca ego ies (unde 14, 15 and 16 yea s o age).
Mi anda e al., (2013) s udied he in luence o a 10-week socce aining p og am o young playe s (N=13).
They ecommend ha (in o de o iden i y alen ) socce coaches should collec he ollowing ypes o da a abou
playe s: an h opome ic da a (e.g. body mass, body mass index, lean body mass), psychological da a (e.g. o al
mood dis u bance), echnical skills and speci ic pe o mance pa ame e s (e.g. lexibili y, slalom d ibble and lob
pass es s, 30- and 50-m ime- ial pe o mances, unning in ensi y a he lac a e minimum es and he anae obic
pa ame e s o he Running Anae obic Sp in Tes ).
Vaeyens e al., (2007) ound ha he decision p ocess (in ela ion o a sys ema ically inc eased numbe o
playe s in ol ed in ealis ic, ilmed simula ions, which depic ed an o ensi e game si ua ion) can be a good
p edic o in e ms o alen iden i ica ion. Acco ding o hei esul s, mo e complex si ua ions (e.g.: mo e playe s
in ol ed in he ac ion) a e mo e e ec i e ools o alen iden i ica ion. Thei subjec s we e 13.0-15.8 yea s olds
(N=87).
In he heo ies o oo ball alen p esen ed abo e, also physical, psychological, social, socio-economical, and
cul u al ac o s appea . So based on all his, a complex app oach is seen essen ial in oo ball alen de elopmen .
The e o e such a holis ic model is sugges ed which conside s he mul i ac o ial na u e o oo ball- alen and pays
a en ion o he dynamics o alen componen s.
A New, In eg a ed Model o Spo s-Gi edness
O osz (2009) ecommends a new mul i ac o ial, dynamic model o spo s alen o p o ide a heo e ical
backg ound o p ocedu es dealing wi h spo s alen de elopmen . Acco ding o he in eg a i e app oach o
alen , me i in spo is no a pe manen cha ac e is ic, bu a he a ma ke o med in he in e ac ion o many
dynamic componen s. The ealiza ion o gi edness is no only in luenced by he p esence o sho age o he key
componen s, bu he in e ac ion o all hese and he unc ioning o he whole sys em. As pe he model, he
ul ilmen o spo ing alen is in luenced by pe sonal, in e pe sonal and anspe sonal ac o s. The in eg a i e
app oach model examines hese ac o s’ dynamics (Figu e 1).
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Figu e 1. The le els o ac o s in luencing de elopmen and he di ec ion o hei in luence
A he pe sonal le el, all he physical, a ec i e and cogni i e ac o s may a ec he a ainmen o goals. Physical
ac o s e e o ma e ial aspec s. These ac o s con ain ou physical body wi h all o i s unc ional p inciples (such
as an h opome ical and physiological ea u es), and ou exis en ial needs ( o example: ou e o s o main ain
inancial secu i y) and physical ac ions. The a ec i e ac o s a e ou eelings and emo ions abou he wo ld
(abou ou sel es, ou en i onmen o abou e en s in ou li e). Such emo ions a e, o example, he basic
emo ions o psychology (sadness, ea , ange , disgus , happiness, disdain, shame, emo se, in e es , su p ise -
Iza d, 1971), as well as o he e bally de inable emo ional expe iences. In addi ion o hese, he e a e also he
o en e bally inexp essible shades and dep hs o he phenomena in he ou side wo ld which pe sons a e
a ac ed o o which hey ejec . Cogni i e ac o s a e e o s and p ocesses dealing wi h hinking, unde s anding,
analysing, and aluing he phenomena o he wo ld. In elligence, a en ion, memo y, decision-making and
an icipa ion also belong o his ca ego y.
A he in e pe sonal le el, he amily, he di ec social en i onmen (in spo : coaches, pee s, iends, ela i es
and men o s, e c.) o he wide social su oundings may ha e signi ican e ec s on de elopmen (Van Rossum,
1995; Nagy 2002; Buda á i, 2007, Csikszen mihalyi, Ra hunde & Whalen, 1993, Mönks, 1992; Czeizel, 2004,
Gagné, 1999; Kau man & S e nbe g, 2008; Ha sányi, 1992; F enkl, 2003; Bake & Ho on, 2004; Reilly, Williams
& Richa dson, 2003; Sae he , 2014)
The anspe sonal o spi i ual le el means he connec ion be ween phenomena exis ing beyond ou social
li es and pe sonal ela ionships, and hei e ec s on an indi idual (i.e. chance o des iny). In case o his le el,
anscenden al expe ience becomes an o ganic pa o an indi idual’s li e, and also his o he links wi h he
spi i ual side o li e ( ai h, spi i uali y, spi i ual expe iences o he connec ion wi h he ‘sel ’ in a Jungian sense).
This includes he pe son’s ela ionship wi h his/ he ances o s o spi i ual p edecesso s (mas e s, u o s), as well
as he exis ence o he so called ‘ a e- ac o ’.
Physical, a ec i e and cogni i e ac o s mu ually a ec each o he wi hin a pe son. A good example o he
in e ac ion o cogni i e and a ec i e ac o s is he way he cogni i e app aisal a ec s emo ional li e, o he
emo ional s a e a ec s memo y. The e a e well known examples o he in e ac ion o physical and cogni i e
ac o s, when he physical s a e (e.g. wea iness, physical eshness) has an in luence on a en ion, o when a
spo sman suppo s his/ he physical de elopmen wi h he aid o men al aining. An example o he in e ac ion
o physical and a ec i e ac o s may be he e ec o excessi e emo ional ension on muscle one, o he e ec
o espi a o y echniques on he al e a ion o emo ional s a es. In he same way, he e is a possible mu ual
ela ionship be ween anspe sonal ac o s and he ac o s abo e. Acco ding o his, a pe son’s hough s, eelings,
his/ he physical condi ion and ci cums ances ha e an e ec on hei ela ion o spi i uali y.
Pe sonali y (wi h i s inne complexi y) is pa o he sys em o he su ounding en i onmen and is in a di e se
in e ac ion wi h i . Usually, a pe son’s mos di ec sys em is he amily, and he/ she i s in o his as he o gans i
in o he o ganic sys em. Wide en i onmen al e ec s may each he pe son h ough he il e o he amily
because hei basic emo ional and men al models e ol e among hei amily membe s. Tha is why i may happen
ha wo di e en playe s in e p e he same coach’s communica ion in di e en ways. The amily is pa o he
wide en i onmen al sys em o ela i es, iends and o he impo an close indi iduals, while his wide sys em
is pa o he social sys em i sel . These wide sys ems may also bea on he indi idual, di ec ly o indi ec ly.
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E e y comple e sys em is, in e ms o i s quali y, mo e han he sum o i s pa s. To concep ualise his, he
simple p esence o in a-/ in e pe sonal alen ac o s is no enough o he ul ilmen o alen , bu he dynamic
in e ac ions wi hin he sys em is also impo an . In his way, he lack o a speci ic componen may be
compensa ed by o he componen s, al hough pa icula pa s o he sys em may wo k agains each o he .
These sys ems a emp o achie e a balance ha is app op ia e o hem. On an indi idual basis his appea s
in physical, a ec i e and cogni i e ields. De elopmen in ol es al e a ion, bu o his he e is a need o a
empo a y dis up ion o he balance (Wa zlawick, Weakland & Fish, 2008). Fo example, i is possible ha a
playe has o change his hinking adically o emain a membe o his o he eam, o , ha a young playe who
has jus le home is going h ough an emo ional c isis. A ypical balance dis up ion o his ype is he physical
‘disin eg a ion’ o an adolescen o he change in hei body-image. Tha is why i is i al o he de elopmen
and he e olu ion o alen ha he sys em should encou age he pe son o change, and should ole a e a
empo a y loss o balance. On he o he hand, he en i onmen al sys em aims o main ain his balance, so he
ex en o which i can eac lexibly o pe sonal changes o ollow he indi idual’s de elopmen lexibly is an
impo an ac o . Fu he mo e, he ex en o which i can cu i sel ad i om obs uc i e en i onmen al
in luences in any gi en ci cums ance is also impo an . I is possible ha a spo spe son can o e come hei
en i onmen al balance bu he en i onmen al sys em will always pull hem back o i s le el o p og ess. In his
sense, conside hose diminishing spo s alen s who canno esis hei bes iends and ha m hemsel es bo h
physically and men ally by d inking alcohol o s aying up all nigh . O jus imagine how a spo spe son can
pe o m i hey ca y wi h hem he expe ience o he his o y, ailu e and he un o una e a e o hei
p edecesso s (‘wha e e we do, we will ne e be success ul’). They will possibly make he w ong decisions in
si ua ions which could lead o success un il i eme ges ha he amilial sys em is subconsciously b oadcas ing
his message. Ano he example can occu when in spo s eams he s able oles and hie a chical ela ions hinde
pe sonal p og ess, jus as when he s ill dominan , ageing s a s hold back he pe o mance o he ambi ious
youngs e s, because hei ise may b ing hem a loss o p es ige. In his case s uc u al changes in he eam
(selling-buying playe s), eplacing he coach o a ans e o a playe may disloca e he balance which impedes
p ocess. Wide en i onmen al sys ems a e also an in eg al pa o hose sys ems which include hem. Acco ding
o his in eg a i e aspec , he laws o balance p e ail a his le el. Fo ins ance, a oo ball club is pa o he gi en
coun y’s oo ball sys em. The coun y’s social ela ions, economic s a us, na ional men ali y – h oughou he
oo ball ede a ion – di ec ly, indi ec ly and signi ican ly, in luence he s anda ds o he ope a ional le el o clubs,
o example, he esul s hey achie e a in e na ional le el. Tha is why i is a a e phenomenon ha a oo ball
eam eme ges om a low le el na ional league and achie es signi ican esul s a he in e na ional le el.
The in eg a i e app oach o alen -nu u ing implies some impo an p ac ical conside a ions
I app oaches spo alen as a p ocess, ins ead o as a pe manen ea u e. Due o he in e ac ion o he emaining
ac o s i may be possible ha gi edness appea s du ing a la e pe iod o he p ocess. Fo example, ce ain
decisi e alen componen s may cong ega e la e on. A he same ime, alen can be los i he ac o s which
in luence he e olu ion o alen a e no p esen in he igh o m. To a oid his, i is ad isable o use alen -
diagnos ics embedded in o he de elopmen al p ocess ins ead o a one-o selec ion. This may be implemen ed
by he luen diagnos ic acking o spo spe son’s s a us and de elopmen , and, by con inuously eeding he
esul s measu ed back in o de elopmen al p og ess.
The mo e people adop a sys ema ic de elopmen app oach he mo e e ec i e alen -nu u ing is. Fac o s
a ec ing alen e olu ion appea in e e yone in a di e en way ( o a di e en ex en , and a a di e en quali y
and balance le el). The e o e he in eg a i e app oach ecommends he ope a ion o alen -nu u ing on pa allel
le els.
The e olu ion o gi edness a a pe sonal le el is assis ed i he physical, a ec i e and cogni i e componen s
de elop equally well. The imp o emen o social skills also helps o de elop gi edness indi ec ly because by
de eloping social skills, a spo spe son can c ea e social ela ionships which suppo hem. As pa o alen
de elopmen , i is impo an o ecognise he pe sonal and in e pe sonal ac o s which impede he un olding o
alen , and, consequen ly, p o ide suppo in o de o o e come hem.
Complex spo alen -nu u ing p og ams may assis in implemen ing a alen -nu u ing p og amme un on
pa allel le els. In hese p og ammes, besides physical de elopmen , he e is also a subs an ial g ow h in a ec i e,
cogni i e and social skills. Fu he mo e, hey can inco po a e en i onmen al cha ac e is ics (such as alen -
nu u ing aining o pa en s, alen consul ancy, spo s-psychology guidance o coaches, aining sessions, e c.)
and, addi ionally, pa icipa ion in ede al and na ional alen -nu u ing p og ammes. Finally, he in eg a i e
app oach conside s he coope a ion o mu ually suppo ing p o essionals in ol ed in he sys em in enhancing
alen -nu u ing o be o g ea impo ance.

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METHOD
The esea ch in his s udy is pa o a longi udinal se ies o moni o ing ac i i ies which has a dual pu pose. On
he one hand, i examines he psychological ac o s a ec ing he de elopmen o a oo ball alen , acco ding o
he ollowing:
�
The suppo o alen -nu u ing wi h psychological ools
� P e en ion/ educ ion o alen -loss wi h psychological ools
� Talen iden i ica ion wi h he aid o psychology
On he o he hand, i measu es he in eg a i e aspec o he p ac ical alidi y o spo s alen -nu u ing on a
la ge spo sample o p e en alen -loss and, o de elop alen -nu u ing. A he cu en s age o esea ch we
compa ed he pe sonal and in e pe sonal signi icance o playe s conside ed gi ed and less gi ed by hei coaches
and hei eam ma es. Ou p elimina y hypo hesis was ha he mo e gi ed playe s would pe o m be e on bo h
pe sonal and in e pe sonal le els.
In he nex phase o he acke moni o ing he co ela ion be ween u u e pay-o and cu en esul s will be
in es iga ed. Fo ins ance, how coaches and eam ma es o m hei opinions a he p esen ime, and how hey
p edic a playe ’s pe o mance in he u u e, based on his/ he gi edness. In addi ion, how psychological ac o s
iden i ied in his moni o ing ela e o he playe ’s la e pe o mance and ca ee . Fu he on, he anspe sonal
ac o s con ibu ing o a playe ’s spo s-ca ee will be moni o ed.
Sample
425 oo ball playe s and 21 coaches o 22 junio eams o Fi e Clubs om he Fi s Di ision o he Hunga ian
Na ional Championship ook pa in ou s udy (see: Table 1). In e ms o hei age-g oup, he sample was as
ollows: U15s 5 eams N=96; U16s 5 eams N= 104; U17s 5 eams N=106; U18s 3 eams N=41; U19s 4 eams
N=78.
Table 1. The sample o ou s udy
A
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o
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N
o
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o
P
l
a
y
e
s
N
o
.
o
e
a
m
s
U
n
d
e
1
5
9
6
5
U
n
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e
1
6
1
0
4
5
U
n
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1
7
1
0
6
5
U
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1
8
4
1
3
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P ocedu e
Playe s and coaches illed in psychological ques ionnai es and es s in he p esence o a psychologis (playe s
unde he age o 18 we e able o pa icipa e in he s udy wi h pa en al pe mission). The ollowing ques ionnai es
and es s we e used:
� Spo ing Backg ound Ques ionnai e
� The Tennessee Sel -Concep Scale (TSCS – Hunga ian e sion)
� Psychological Immune Compe ence In en o y (PICI)
� A hle ic Coping Skills In en o y (ACSI)
� Ad anced P og essi e Ma ices (APM)
� Co-Playe Ques ionnai e
� Coach Ques ionnai e
Below, hese es s and ques ionnai es a e p esen ed in de ail.
Spo ing Backg ound Ques ionnai e (SBQ):
This ques ionnai e was c ea ed in o de o explo e amilial
ac o s. I includes he ollowing main opics:
� Spo as a alue in he amily. Issues wi hin his a ea include explo ing how impo an a ole spo plays in
he li es o playe s and hei amilies. Fo example: ‘Did you e e do any spo be o e you began o play
oo ball?’ O : ‘Is he e any p o essional spo spe son in you amily?’ And inally: ‘Is he e any ama eu
spo spe son in you amily?’
� The amily's social backg ound and ci cums ances. These issues helped o explo e how much sac i ice om he
amily is equi ed o suppo ( inancially) he spo ing ca ee o a playe ; and hese we e also applied o
map social backg ound o playe s.
� To wha ex en did he playe eel his amily's emo ional, inancial and o he suppo du ing his spo s ca ee ?
� How impo an a ole does oo ball play in he li e o he playe . Fo example: ‘Do you ca e abou oo ball besides
aining (e.g.: Do you ead books abou oo ball)?’
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� Family belie s abou success. Fo example: ‘Which membe s o he amily a e conside ed success ul?’
‘Es ima e on a 10-poin scale o wha ex en you pa en s conside hemsel es o be success ul. Wha is
you opinion?’
The Tennessee Sel -Concep Scale (TSCS
): The Tennessee Sel Concep Scale (and i s Hunga ian e sion -
Dé ai & Sipos, 1986) is a kind o sel -desc ip ion ques ionnai e. I is used o measu e he ollowing dimensions
o sel -concep :
� Physical Sel -Concep (ques ions: 1s -18 h): desc ibes how he subjec ela es o his own body, wha his
opinions a e abou his physique, and s a e o heal h.
� Mo al Sel -Concep (ques ions: 19 h-36 h): shows he mo al alues (since i y, us wo hiness) o he
subjec .
� Indi idual Sel -Concep (ques ions: 37 h-54 h): s anda ds o sel -con idence and sel -es eem; summa y
o judgemen s on will-powe , abili ies, skills, pe se e ance and sel -con idence.
� Family Sel -Concep (ques ions: 55 h-72nd): shows how he indi idual judges his posi ion wi hin he
amily, his a i ude owa ds his amily and ice e sa.
� Social Sel -Concep (ques ions: 73 d-90 h): depic s how he indi idual measu es his social s a us and his
a i ude owa ds his pee s.
� To al Sel -Concep Sco e (ques ion: 1s -90 h) is he sum o he dimensions abo e; i e lec s sel -es eem,
sel -accep ance and sel -con idence.
Beyond hese dimensions, he alida ion-indexes we e calcula ed oo.
Psychological Immune Compe ence In en o y
(
PICI
): This con ains 80 i ems and i has 16 scales (Oláh,
2005). The PICI examined oo ball-playe s’ ma u i y and he e icacy o hei psychological immune-sys em and
e ealed wha kinds o skills hey ha e o coping wi h s ess. The scales a e:
� The “posi i e hinking” scale ocuses on pe sonal cha ac e is ics in e ms o expec a ions and
an icipa ion o posi i e changes.
� The “sense o cohe ence” is he abili y o unde s and and empa hize e en s which ha e happened o us;
ou an icipa ion o en i onmen al changes and a s ong belie in he easonable ou come o u u e
e en s.
� “Sel - espec ” goes beyond a posi i e a ing o ou sel es; i is a beha iou which plays an ac i e ole in
main aining alues o sel -es eem.
� The “sense o sel g ow h” scale shows an indi idual`s psychical de elopmen , obse ing he p og ess
o his own de elopmen ; ega ding his capaci y o sel -comple ion he indi idual de ines himsel as a
human being capable o luen eju ena ion and sel -g ow h.
� “Change and challenge o ien a ion” e e o an ins inc o sensi i e pe cep ion ollowing changes.
� The “sel -e iciency” scale desc ibes how he indi idual can ac ua e his own/ acqui ed plans and
solu ions. The indi idual is e y con iden ha he is able o execu e beha iou s which con ibu e o
implemen ing his aims.
� The “social c ea ion capaci y” scale has a ole in e ealing do man , hidden skills in o he s and hei use
in he p ocess o common hinking.
� Sco es o “synch onici y” show how a pe son is able o li e wi h en i onmen al changes, in sync wi h
cu en e en s. He is able o ully concen a e all his psychic ene gies on his aims. The abili y o con ol
a en ion and unconsciousness.
� “Goal o ien a ion” measu es how he indi idual can pos pone he ul ilmen o his pe sonal needs, and
wha is mo e, pe se e e i any di icul y a ises.
� The “sense o con ol” scale measu es how somebody can con ol his/ he li e. I ep esen s he
con ic ion ha i depends on us as o how we ac in si ua ions in which we pa icipa e.
� “Social moni o ing capaci y” eco ds he a e a which an indi idual can pe cei e in o ma ion abou he
social en i onmen sensi i ely and selec i ely, and, use i adequa ely o achie e u he aims.
� “P oblem sol ing capaci y” is he indi idual’s c ea i e capaci y o wo k ou plans, al e na i e solu ions
o o iginal ideas. An abili y o s uc u e lea n knowledge and make i ac i e and use ul du ing he
s uggles aced in li e and in p oblem sol ing.
� “Social mobilizing capaci y” e e s o he skill o pe suading, mo i a ing and di ec ing o he s.
� “Impulse con ol” is he abili y o manage beha iou , a ional con ol and men al p og ammes. I is
he capabili y o choosing he le el o con ol and he mos sui able app oach by analysing possible
consequences.
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� “Emo ion con ol” shows how a pe son can o e come he dis ess induced by h ea s, eme gencies and
ailu es, and u he mo e, how he can con e hem in o cons uc i e beha iou .
� The “i i abili y con ol” scale measu es he eac ion o us a ion, o he lack o sa is ac ion o essen ial
needs. The abili y o exe cise a ional con ol o e ange and age, an abili y o use ange in a cons uc i e
way.
A hle ic Coping Skills In en o y
(
ACSI)
: The playe s’ cha ac e is ics as mani es ed in spo s-si ua ions we e
examined wi h he spo -speci ic A hle ic Coping Skills In en o y (ACSI-28) (Smi h e all, 1995). The Hunga ian
e sion o he ACSI con ains 28 ques ions (also called ACSI-28) and was c ea ed by Jelinek and Oláh (Jelinek,
2000). The sys em measu es he psychical cha ac e is ics o spo speople on he ollowing se en scales:
� The “coping wi h ad e si y” scale measu es an indi idual`s beha iou in cases which may occu
unexpec edly and aise challenges and, in his way in luence spo s-pe o mance.
� The “peaking unde p essu e” scale gauges pe o mance in compe i i e condi ions. When he a e is
high he indi idual achie es a be e pe o mance, challenges mo i a e him.
� The “goal se ing/ men al p epa a ion” scale measu es he indi idual`s men al p epa a ions and his aims.
� The “concen a ion” scale desc ibes he le el o a pe son`s ocus on aining and compe i ion. A
mo i a ed spo sman is able o concen a e on his exe cises and il e ou dis u bing ac o s; addi ionally,
he is equipped o sol e unexpec ed asks.
� The “ eedom om wo y” scale shows he ex en o which spo speople wo y abou hei pe o mance
and achie emen , and abou how o he s judge hem.
� The “con idence and achie emen mo i a ion” scale shows he le el o a pe son`s sel -assu ance and
posi i e mo i a ion. A e y high le el indica es he indi idual would like o pe o m a 100 pe cen
du ing e e y con es and aining session.
� The “coach abili y” scale desc ibes and measu es he ela ionship be ween he coach and he indi idual.
Values show how open he spo spe son is o aining ins uc ions and in o ma ion. He accep s
cons uc i e c i icism and is able o coope a e wi h his coach.
Ad anced P og essi e Ma ices
(
APM)
APM was applied in o de o es in elligence (Ra en, Ra en & Cou ,
1998).
Co-Playe Ques ionnai e.
A Co-Playe Ques ionnai e was c ea ed in o de o ge o know he opinions o
spo smen ega ding how alen ed hei eamma es a e. Fi s , i asked he playe s o ank hei co-playe s
acco ding o hei alen s. Following his, he playe s answe ed he ollowing ques ions:
� Who a e he bes eam-playe s, in hei opinion?
� Who do hey p edic a g ea u u e o ? Why?
� Who a e he mos popula , in hei opinion?
� Who ha e he g ea es amoun o sel -con idence, in hei opinion?
� Who do hey hink a e he mos anxious be o e ma ches?
� Wha do hey hink is necessa y o become a good oo ball playe ?
Coach Ques ionnai e
: This ques ionnai e has been de eloped in o de o collec in o ma ion abou he
p o essionals’ concep ions o gi edness and how hey cha ac e ize hei playe s. He ques ions a e he same as
hose in he co-playe ques ionnai e.
� Who a e he bes eam-playe s, in hei opinion?
� Who do hey p edic a g ea u u e o ? Why?
� Who a e he mos popula , in hei opinion?
� Who ha e he g ea es amoun o sel -con idence, in hei opinion?
� Who do hey hink a e he mos anxious be o e ma ches?
� Wha do hey hink is necessa y o become a good oo ball playe ?
Coaches had o ank he playe s acco ding o hei alen s and hey had o desc ibe he i e mos alen ed
playe s’ s ong-poin s and weak-poin s. Coaches also had o de ine he concep o a alen ed oo ball playe .
RESULTS
G ouping on he Basis o Gi edness
A he beginning o da a analysis a g adua ion was made o dis inguish playe s on he basis o hei gi edness.
On he basis o da a a kind o summa ized ank o de (which shows playe s' gi edness) was c ea ed by using
main componen analysis. The main componen analysis iden i ied h ee componen s. These we e:
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� Rank o de o coaches ega ding playe s’ gi edness (abb e ia ed o: coaches’ ank o de . No e: lowe
alues a e mo e a ou able)
� Co-playe s’ ank o de ega ding playe s’ gi edness (abb e ia ed o: co-playe s’ ank o de . No e: lowe
alues a e mo e a ou able)
� Who do he co-playe s p edic a g ea u u e o ? (Abb e ia ed o: g ea u u e. No e: highe alues a e
mo e a ou able).
Table 2 shows co ela ions among hese h ee a iables and he main componen . Values show eally s ong
and signi ican co ela ions wi h he main componen o all componen s. The eason o he nega i e co ela ion
o he 'g ea u u e' is ha his a iable's high alues a e a ou able (high alues indica e a high numbe o
indi iduals who p edic a ‘g ea u u e’ o someone), bu in cases o he ank o de s o he co-playe s o coaches
o he summa ized ank o de , he lowe alues a e a ou able.
Table 2. Pea son co ela ion be ween he main componen o summa ized ank o de and componen s
(n=374)
C
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s
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p
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C
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-
p
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a
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’
a
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k
o
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e
.
9
4
5
*
P
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d
i
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e
d
‘
G
e
a
u
u
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’
-
.
8
5
9
*
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7
*
*signi icance a le el p<.001
The main componen can gi e mo e usable in o ma ion han he simple ank o de s o coaches o co-playe s.
The summa ized ank o de con ains da a o 374 playe s, and no he o iginal 425 in he ull sample. This was
due o a ious ac o s; o example, one coach did no comple e he ques ionnai e, one coach’s anking was o
no use om a esea ch pe spec i e, while some playe s we e no included in he coaches’ ankings.
In he nex s ep, disc iminan analysis (wi h he s epwise me hod) was used o s udy 48 psychological a iables
in o de o ind which a iables a e bes sepa a ed in di e en g oups. In he i s g ouping he bes 40 pe cen
o playe s we e compa ed o he emaining 60 pe cen . Th ee signi ican a iables we e he bes p edic o s om
he iewpoin o g ouping. These we e: con idence and achie emen mo i a ion (ACSI), sel -e iciency (PISI)
and in elligence pe o mance (as a cogni i e componen ). These a iables can p edic ha playe s a e membe s
o he i s g oup (p obabili y is 53.9%), o o he second g oup (p obabili y is 71.3%). Acco ding o he esul s,
psychological a iables we e ha dly able o deal wi h he ques ion o how o asc ibe playe s o he bes class.
Following his, he i s 60 pe cen o playe s was compa ed o he emaining 40 pe cen . Acco ding o he
esul s, abou 70 pe cen is he p obabili y ha playe s can be g ouped in o he i s g oup, bu only less han 50
pe cen is his p obabili y in case o he second g oup. Finally, he expe iences showed ha he bes solu ion is
o spli he sample in o wo equal g oups (Table 3), because in his case, he possibili y o p ecise anking is mo e
han 60 pe cen in bo h g oups.
Table 3.Talen - anking g oups ela ed o g oup- a ing compa ed o he ull sample a a p opo ion o 50-50 %.
G oups
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g
Summa y
M
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e
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i
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i
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p edic ed g oups
F
i
s
h
a
l
1
0
9
(
6
1
.
6
%
)
6
6
(
3
9
.
1
%
)
1
7
5
(
5
0
.
6
%
)
S
e
c
o
n
d
h
a
l
6
8
(
3
8
.
4
%
)
1
0
3
(
6
0
.
9
%
)
1
7
1
(
4
9
.
4
%
)
To al 177 (100.0%) 169 (100.0%) 346 (100.0%)
Acco ding o he inal esul o he g ouping, hose playe s who belong o he i s hal o he alen anking
a e conside ed as alen ed playe s, while he o he s a e conside ed o be membe s o he less- alen ed g oup
(Table 4).
Table 4. Names, abb e ia ions and numbe s o indi iduals in g oups
To al sample:
Name o g oup:
Abb e ia ion
o name o
g oup:
n = 374 (100%)
To al sample = alen ed g oup + o he g oup
G oup-TS
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o he appea ance o gi edness. This d aws ou a en ion o he ac ha nu u ing oo ball gi edness is done
mos e ec i ely i he p og ess o young playe s is suppo ed om many di ec ions simul aneously. The mo e
le els we can assis he de elopmen , he mo e ene gy playe s can mobilise o sel - ealisa ion and so can
o e come all obs acles and de elop hei alen . Fo his, a kind o “ eam-app oach” is necessa y in which many
people (coaches, di ec o s, psychologis s, doc o s, e c.) should coope a e in alen -nu u ing. He e i is impo an
o emphasize he impo ance o he le el o expe ise among he specialis suppo s a , and, mo eo e , he
communica ion be ween hem, and hei abili y o ecognise he limi s o hei own ole.
The esul s ela ed o he ac o s which in luence a oo ball playe con i m he pe sonal psychological
ac o s which a e o ou s anding impo ance in de eloping a spo ing alen . The alen ed playe s (G oup-T)
di e ed om he o he s (G oup-O) in he ollowing signi ican ac o s: alen ed playe s...
� a e hemsel es be e in bo h he pe sonal (physical, mo al, pe sonal) and in e pe sonal ( amily, social)
dimensions o sel -concep ;
� see hemsel es posi i ely when handling he anxie y caused by pe o mance
� ha e a mo e posi i e assessmen o hei a en ional and concen a ional abili ies
� ha e a highe le el o spo -speci ic sel -con idence and pe o mance mo i a ion
� ha e s onge coping skills in he case o nine ac o s (posi i e hinking, a sense o cohe ence, sel - espec ,
a sense o g ow h, change and challenge o ien a ion, sel -e iciency, synch onici y, goal o ien a ion, social
c ea ion capaci y)
� achie ed be e esul s in he APM IQ- es
When he mos alen ed playe s (T1) we e on he ocus his was obse able ha hey could achie e e en highe
le els o pe o mance han he o he alen ed g oups (T2-4): he mos alen ed playe s...
� a e mo e inspi ed by challenges, and can achie e be e pe o mance (peaking unde p essu e, ACSI);
� can concen a e be e on a ask in bo h compe i i e and aining ci cums ances; a e able o il e ou
dis u bing ac o s (concen a ion, ACSI);
� a e no a ec ed by anxie y as much ( eedom om wo y, ACSI);
� a e mo e lexible and open-minded and eady o ake on challenges (change and challenge o ien a ion,
PICI);
� a e mo e con inced hey a e able o ca y ou hose beha iou s which may help hem achie e hei aims
(sel -e iciency, PICI)
� a e ollowed by o he s olun a ily in common ac i i ies (social c ea ion capaci y, PICI)
� a e mo e sa is ied wi h hei physical ea u es (physical sel -concep , Tennessee);
� ha e s ong mo al cha ac e is ics (mo al sel -concep , Tennessee);
� ha e a highe le el o sel -es eem and gene al sel -con idence (pe sonal sel -concep , Tennessee);
� possess be e ela ionships wi h pee s (social sel -concep , Tennessee).
Ou examina ion e ealed ha he mos e ec i e pe sonal ac o s which in luenced alen e olu ion we e
anxie y-handling, sel -con idence, sel -es eem, concen a ion and social skills. These signi ican ac o s eme ged
concomi an ly du ing analysis. The e o e he da a suppo he sys em-app oach model, which s a es ha ce ain
ac o s in e ac wi h each o he and a ec he de elopmen o alen . The esul s d aw a en ion o he need o
de elop skills beyond pu ely physical quali ies.
Resea ch da a also con i med he signi icance o in e pe sonal ac o s in de eloping alen in oo ball playe s.
The majo i y o playe s who made i o he op le el basically enjoy amily suppo . Ou esul s allow us o
conclude ha he amily’s inancial backg ound may be an ad an age o playe s in eaching he peak o hei
p o ession, bu i is no c ucial. I is a mo e impo an how amilies suppo he playe , gi en hei inancial
backg ounds. Fu he mo e, a i al ac o in de eloping alen is he ex en o a amily’s emo ional and physical
suppo (i.e.: anspo o oo ball ma ches) plus he le el o belie and encou agemen . The posi i e eedback
which shows ai h and us enhances sel -con idence a he in e pe sonal le el and has a posi i e e ec on
de elopmen and pe o mance
I he e is a lack o amilial suppo , i may be c ucial ha some indi idual(s) in he di ec en i onmen
unde ake ce ain suppo unc ions. The easies way o p o ide inancial suppo is h ough he oo ball club
p o iding he playe wi h equipmen , anspo , and aining in camps, e c. Fu he al e na i es can include
go e nmen al, ede al and o he schola ships and suppo i e p og ams. Emo ional absence can be bes
compensa ed o by he di ec en i onmen . The coach and he suppo ing a i ude o eam ma es can help
enhance playe s’ sel -es eem and sel -con idence; he a mosphe e c ea ed by he eam and he ela ionships
wi hin i canno be neglec ed. In ce ain si ua ions i is ad isable o ha e he playe examined by a spo s

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psychologis in o de o ebuild his sel -con idence. As pe ou expe iences, ela ionships o med du ing spo s-
psychology aining sessions a e also emo ionally suppo i e.
Team ma es’ opinions abou alen a e s ongly ela ed o hei no ion o he mos sel -con iden and social
indi iduals wi hin he eam. Those who a e mo e gi ed a e conside ed o be mo e sel -con iden and o ha e
good social skills. The esul s ela ing o sel -cha ac e isa ion and pee -cha ac e isa ion e e o he ac ha eam
ma es` cha ac e -pe cep ion is in ha mony wi h playe s’ own sel -cha ac e isa ions. Fu he mo e, we can
conclude ha he pa icipan s illed he ques ionnai es in accu a ely. Ano he ac con i ms ou obse a ion ha
he Tennessee sel -concep scale’s sel -c i icism indica o did no eco d any di e ences in any s a is ical
compa isons among he g oups examined. The da a shows ha he pee communi y has a e y impo an ule in
de eloping alen . Foo ball playe s can ha e eedback om eam ma es abou hei pe sonal skills and alen .
This eedback can in luence hei sel -e alua ion and mo i a ion. Fa ou able social skills may help de eloping
alen because eam ma es accep hose playe s who ha e hese abili ies, gi ing hem be e eedback and
p o iding hem wi h social suppo . So, de eloping hese skills may posi i ely a ec alen .
Coaches` opinions abou alen we e in ha mony wi h eam ma es` opinions, jus as he coaches’
cha ac e isa ions we e in acco dance wi h sel -cha ac e isa ion. Thei eedback, communica ion, a i ude, ai h
and encou agemen ha e a s ong in luence on de eloping alen . Howe e , i is also clea om he esul s ha
nei he p o essionals, no eam ma es can diagnose a pe son`s in e nal cha ac e is ics. Consequen ly, inciden al
alse judgemen s can also in luence a pe son`s sel -e alua ion, mo i a ion and de elopmen . In mapping playe s`
pe sonal cha ac e is ics psychodiagnos ical me hods can help. In o ma ion gained om hese may help coaches
o ge o know playe s objec i ely and enhance he e ec i eness o alen -nu u ing du ing consul a ions.
CONCLUSION
The esea ch da a ob iously d ew a en ion o he impo ance o de eloping o he skills beyond physical
a ibu es. Psychological ac o s (concen a ion, eedom om wo y, sel -con idence, pe se e ance, social skills)
can enhance pe sonal e iciency when de eloping oo balling alen . The mo e psychical capaci y someone can
mobilize o de elop hemsel es, he be e esul s hey will be able o achie e in he u u e. The de elopmen o
psychological ac o s can be suppo ed by p og ams wi h long- e m and well-de eloped concep s and s a egies.
In oducing such p og ams a oo ball clubs would acili a e he de elopmen o alen . The ui s o success can
be ha es ed la e ; he e o e, i is necessa y o emphasize he de elopmen ’s long- e m concep . The mo e a
ac o a ec s he deepe laye s o pe sonali y, he slowe he change may occu .
Relying on ou esea ch da a we wo ked ou an in eg a i e-app oach alen -nu u ing p ojec connec ed o
he Magya Geniusz P og am (Hunga ian Genius P og am). The Hunga ian Na ional Talen P og am is a 20-yea ,
expansi e alen -concep ion accep ed by he Hunga ian Pa liamen and las ing un il 2028. The Hunga ian Genius
P og am was 3-yea long na ional p ojec embedded in he Na ional Talen P og am and suppo ed by he
Eu opean Union, i s main objec being he es ablishmen o a na ional alen -nu u ing ne wo k. I was a ne wo k
o so called “ alen -poin s” (i.e. alen cen e s) es ablished wi hin he amewo k o a p og am (Cse mely & Kiss,
2008). These cen e s a e open es ablishmen s which p o ide in o ma ion and assis ance o young people o he
egion o p omo e alen -nu u ing. Thei main unc ions include guidance, ca ee -o ien a ion, oppo uni ies and
pe sonal in o ma ion counselling o alen ed indi iduals. The main pu pose o he ne wo k is he e ec i e
ope a ion o alen -nu u ing wi h he aid o communica ion, co-ope a ion and in o ma ion low. Among he
a ious alen -poin s, we can ind o ganisa ions wi h a no able alen -nu u ing adi ion and o he s which ha e
been newly es ablished o sea ch o and suppo gi ed youngs e s. Today, he e a e abou a housand egis e ed
alen -poin s in Hunga y, which a e coo dina ed by he Na ional Talen -Poin . The Kék Bolygó Tehe ségpon (Blue Plane
Talen -poin - Deb ecen, Hunga y) has se i sel a a ge o suppo spo s- alen s locally h ough an in eg a i e
app oach. Wi hin he amewo k p og ammes o he Hunga ian Genius P og am he ins i u ion has implemen ed
a one-yea spo s- alen p ojec , suppo ed by he esea ch esul s abo e. Elemen s o his p ojec a e o ien ed
o he cogni i e, a ec i e and social ac o s ha in luenced he un olding o spo s- alen , and, mo eo e , a e
aimed a s imula ing complex, suppo i e co-ope a ion om he sys em.
The p ojec includes he ollowing elemen s:
Fo spo speople: spo s-psychological consul a ion; coaching; lea ning de elopmen ; Williams s ess-handling
aining; spo s-psychological aining g oups; psychological aining o oo ball eams; mo i a ional cou ses by
Olympic spo speople.
Fo coaches, eache s and hos el p e ec s: consul a ions wi h psychologis s; Williams s ess-handling aining; g oup
consul a ions and case discussions; cou ses on spo s psychology and pedagogy.
Fo pa en s: consul a ions wi h psychologis s; Williams s ess-handling aining; amily consul a ions.
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Co-ope a ion wi h o he alen de elopmen o ganisa ions, including DVSC Foo ball Club, Deb eceni Egye em
Spo igazga óság (Uni e si y o Deb ecen Spo s Di ec o a e), Deb eceni Spo cen um (Deb ecen Spo s
Cen e), Deb eceni Középiskolai Spo kollégium (Deb ecen Seconda y School Spo s Hos el), Kocka Kö (The
Cube Ci cle).
Spo smen, coaches, eache s and pa en s pa icipa ing in he p ojec ha e epo ed posi i e expe iences.
These obse a ions we e used in Tehe seghidak P og am (“B idge o Talen ” P og am) (which ollowed he
Hunga ian Genius P og am) in de ining a spo s- alen s a egy.
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