10 years rule, likewise 10,000 hours rule of deliberate practice, is not working. Instead, athletes should focus on "how" and "what" to practice.

Talent is a dynamic manifestation that appears to be determined by both innate and environmental factors.

Talent Development: Bloom’s Stages of Talent Development (1) Early Years: Stage of Initiation (1.1) reward process - not success; (1.2) love and positive reinforcement; (1.3) parents are the source of energy and motivation; (2) Middle Years: Stage of Development ("hooked") (2.1) respect of coaches; (2.2) achievement orientation; (2.3) moral and financial support; (3) Late Years: Stage of Perfection (3.1) participants become experts; (3.2) emphasis on high-level skills; (3.3) coaches placed enormous demands - feared but respected; (3.4) parents play a lesser role: participants are responsible themselves;

A long-term commitment to the talent field & increasing passion for talent development is essential, no matter how precocious one is at the age of 10 or 11.

Côte's Stages of Sports Participation: (1) Sampling Years: (1.1) "deliberate play" type of involvement (intentional); (1.2) have fun and develop fundamental motor skills; (1.3) parents’ encouragement lead to children’s self-beliefs; (2) Specialising years: (2.1) focus on one or two disciplines (age of 13) due to social support; (2.2) balance between "deliberate play" and practice; (2.3) parents got involved and turned from spectator to coach; (3) Investment Years: (3.1) focus on the development of skills and strategies for competition; (3.2) "deliberate play" replaced by the extensive amount of deliberate practice; (3.3) uneven distribution of resources within the family; (3.4) parents provide emotional and financial support; (4) Recreational Years: (4.1) Children who choose not to invest resources practice the sport to experience enjoyment and personal growth remain physically active and maintain a healthy lifestyle. (5) Durand Bush (2000) added: Maintenance Years, where: (5.1) athletes who reached the highest level in their sports focus on shifted from quantity to quality;

Ericsson’s Notion of Deliberate Practice (applicable to the field of music) - also known as the Theory of Experience. It defines 3 pillars that lead to improvement: (1) well-defined tasks with appropriate difficulty levels; (2) informative feedback; (3) Opportunities for repetition & corrections of errors;

Constraints from maximum amounts of Deliberate Practice: (1) Resources: (1.1) adequate time and energy; (1.2) competent teachers, materials, and facilities; (2) Motivation: (2.1) not pleasant, not rewarding (socially and monetary); (2.2) motivated by "practice lead to improved performance"; (3) Effort: (3.1) mentally and physically demanding; (3.2) balance effort with appropriate recovery periods "learned industriousness prevent burnout".

Reaching a higher level of performance, athletes become self-directed. That provokes the following issues: (1) Issues of Effort; (2) Persistence and satisfaction; Continuous enjoyment from activities is the antecedent of continuous participation.

Top-down perspective: helicopter view; Behavioural (ego- vs task-oriented); Perceptional (efficiency indicator; tactical); Biomechanical (technical/physical);

Bottom-up perspective: from detection to development. This perspective tries to find out what features talented performers cite in any specific domain to explain their exceptional performance.

Models of Sport Talent Detection: [1] Harre's Model (1982); [2] Gimbel's Model (1976); [3] Montpetit & Cazorla's Model (1982); [4] Dreke's Model (1982); [5] Bompa's Model (1985); [6] Geron's Model (1978); [7] Bar-Or's Model (1975); [8] Jones and Watson's model

Harre's Model (1982) refers to two conditions: (1) put as many as possible kids to trainings; (2) social environment nurture; Rules of Harre’s model: (1) text abilities and check potential (2 steps): [1.1] general stage of showing abilities; [1.2] more specific stage: classify by skills to sports; (2) Detection must rest on critical factors that are determined by heredity. (3) Characteristics and Abilities must be evaluated in relation to their level of biological development. (4) Physical attributes play psychological and social variables that lead to success.

Gimbel's Model (1976) is based on 3 parts: (1) physiological and morphological variables; (2) trainability; (3) motivation; (+) talent: internal (genetic) and external (environment); Talent detection and development components: (1) genetics; (2) motor skills (+) social (+) ethical (+) pedagogical. (1) Identify morphological, physical, and psychological factors for different sports; (2) test children on those variables and guide them to the best-fit sport; (3) Instructional program defines individual progress; (4) Positive negative prognostic orientation: (a) recreational sports; (b) intensive training program;

Based on Gimbel's Model, Montpetit & Cazorla's Model (1982) added details on how to identify morphological and psychological variables. (1) Draw a profile of variables; (2) Verify the stability of variables through longitudinal studies; (3) Evolution of underlying performance factors can be predicted;

Dreke's Model (1982): (1) Pre-selection: (1.1) general health status; (1.2) academic achievement; (1.3) sociability; (1.4) somatotype; (1.5) agility; (2) Verification: somatotypes are compared different sports and physical activity; (3) Detection: training program leads to performance and psychological adaptation. Both are evaluated.

Bompa's Model (1985) Sports performance is determined by: (1) motor capacities (perceptual & motor skills, endurance, strength, and power); (2) physiological capacities; (3) morphological attributes;

Geron's Model (1978) illustrates the difference between the characteristics of a champion and qualifies to become the champion.

Similar to Gimbel (1976), Bar-Or's Model (1975): (1) evaluate children on a series of (1.1) morphological; (1.2) physiological; (1.3) psychological; (1.4) performance; variables. (2) Weight results with "developmental index" to account for biological age. (3) Test reaction to training with exposure to a short training program. (4) Evaluate family history (height, sports activities). (5) Use multiple regression analysis models to predict performance from results in step 1.

Jones and Watson's Model: Performance prediction (psychological variables). (1) determine target performance; (2) select a criterion to represent target performance; (3) select potential performance predictors and verify predictive power; (4) apply the results; (5) validate performance predictors;

Problems and limitations associated with a scientific approach to talent detection: (1) the compensation phenomenon: deficiencies in one area can be compensated for by a high level of others; (2) Talent detection or surveillance? - "talent detection based on objective scientific criteria is utopian viewpoint"; (3) The interaction between heredity and environment; (4) twin studies: heredity index: (4.1) same environment; (4.2) same genetics; (4.3) small sample sizes; (4.4) age and sex; (5) Longitudinal studies: different influence of external stimuli;