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Baker, J., Hodges, N. J., & Wilson, M. (2018). Collecting and Assessing Practice Activity Data: Concurrent, Retrospective and Longitudinal Approaches. In K. A. Ericsson, R. R. Hoffman, A. Kozbelt, & A. M. Williams (Eds.),The Cambridge Handbook of Expertise and Expert Performance (2nd ed., pp. 257-270). Cambridge: Cambridge University Press.
https://doi.org/10.1017/9781316480748.015

has been cited by the following article:

• TITLE: For Future Athletic Success Work Attitude Capacity and Sport Learning Capacity in Experts’ Perceptions Most Important in 6 - 8 Year Olds

  AUTHORS: Sebastiaan W. J. Platvoet, Marije T. Elferink-Gemser, Chris Visscher

  KEYWORDS: Team-Open Sports, Individual-Closed Sports, Early Childhood, Physical Education, SISP, Identification

  JOURNAL NAME: Psychology, Vol.9 No.14, December 24, 2018

  ABSTRACT: Purpose: To identify whether experts’ perceptions of future athletic success in six- to eight-year-old children is related to the type of sport (i.e., team-open versus individual-closed). Methods: 114 physical education experts (Mage = 41.4, SD = 13.2) in team-open (n = 63) or individual-closed sports (n = 51) filled in the Scale for Identification of Sport Potential (SISP). Results: Rankings of capacities in team-open sports resembled those in individual-closed sports with work attitude and sports learning capacity on top. A MANOVA showed a difference in perceptions of capacities for future sports success in team-open versus individual-closed sports (F[6, 108] = 13.97, p p p > .05). Conclusion: Regardless of the type of sport, experts rank work attitude capacity and sports learning capacity as most important in early childhood athlete identification processes. This supports more general sports and physical education program contents for young children.