Although there are numerous studies on talent, especially talent identification, development, and selection, both on influencing factors and model construction or talent prediction, they have relatively independently explored some of its stages. Undeniably, talent development is continuous and phased, with specific tasks to be completed at each step, and these steps have certain differences and relationships. The aim of this review is to provide a clear distinction between the entire talent cultivation process, with the purpose of having better methods and measures for each stage to minimize the turnover rate and ensure the integrity of the talent development process. Through searching the Web of Science ™ database, this review was performed according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Selected were original articles in English containing data or models related to talent detection/identification/development/selection in sports. A total of 16 articles were included in the study by reviewing the literature. This overview presents the differences and relationships between the four stages of talent cultivation, where these different aspects are aim, purpose, approach, and emphasis. The relationship is characterized by continuity, progressive, complementary, and mutually. This finding shows that each stage is not developed independently, but is an integral part of the talent training process. Additionally, better differentiation and strengthening of the links between the various talent cultivation stages are considered to contribute to elite athlete development. This review highlights the differences and relationships that exist at each stage of talent cultivation. Meanwhile, some measures are also proposed to strengthen the connection of these phases and how to reduce the turnover rate of talent, which can provide theoretical references for coaches or stakeholders. Based on the results of the review, it is also recommended that future research on talent cultivation could take into account the intrinsic linkages between the various stages and develop talent training programs in a multidimensional way.
The motivational process of physical education (PE) in schools is significantly influenced by social factors, as demonstrated by a number of research based on self-determination theory (SDT). As a proximal factor affecting students' learning motivation, the relatedness support of dancesport teachers plays a key role in promoting the learning motivation and sustainable development of dancesport students. This research aims to test the validity of the second-order model of perceived teacher relatedness support behavior (RSB) and investigate how students' perceptions of their professional teachers directly or indirectly predicted their motivation to learn dancesport. To validate the relationship between the higher-order model and perceived teacher RSB among dancesport majors, this study used the structural equation modeling method for validation and 302 undergraduates majoring in dancesport participated in this investigation. The results showed that students' perceived teacher relatedness support was positively related to intrinsic, integrated, identified, and introjected regulations during dancesport learning and negatively related to external regulation and amotivation. These findings revealed the importance of teacher RSB in dancesport. And this study provides a practical reference for improving the teaching effectiveness of dancesport in universities, promoting harmonious teacher-student relationships, and inspiring students' learning motivation in dancesport. At the same time, it also lays a research foundation for the reform of dancesport teaching in universities and the system of dancesport talent training programs.