Pillars of Development

By psychological edge, we mean the psychological characteristics, and accompanying behaviours, known to help athletes perform well in sport environments (i.e. drive, regulation and openness).

To aid in the development of psychological edge, this document outlines some key points to keep in mind when working with netball athletes (e.g. contextual factors) to help support coaches to promote the development of psychological edge.  

Collectively, drive, regulation, and openness combine to build an athlete’s psychological edge. All three characteristics are important to consider when working with athletes but are not fixed states.

That is, each characteristic will look and sound different depending on the athlete and their unique experiences and styles. Therefore, when working with athletes to foster psychological edge, it helps to imagine the characteristics on a continuum that can fluctuate depending on multiple contextual factors. 

It is important to remember that no two athletes are alike, therefore, the characteristics presented in this document do not represent an exact or tick box approach to the psychological edge.

Instead, when using this document, we suggest you use your professional judgement and knowledge of the athletes you work with. This is important because all behaviours can be understood in context. Therefore, when the information in this document is combined with your professional knowledge and experience of working with athletes, the development of psychological edge will be individualised depending on the athlete, their age, experience, and goals. 

The options below define drive, regulation and openness, give examples of what these characteristics do and do not look like aswell as providing contextual situations to support in identifying these characteristics.

What is ‘Drive’?
Drive is when the individual is clear on what they want to achieve, how they are going to do this, and is prepared to do what it takes, even when it is tough.


What does ‘Drive’ look like?
When using this table, consider the two examples as being on either end of a continuum, with room in between for athletes to fluctuate depending on their current circumstances. 

‘Drive’ in context
Context 1

Sometimes as a teenager, it can be difficult to have long term goals (think back to when you were a teenager!) If the individual does not identify any long-term goals, consider whether they have a general inclination towards working on areas that they see as important.

In a netball context, goals might be implicit (not said or expressed) but seen in behaviour:

Does this individual work on things in practice that they know could help them improve their skill?

Context 2 

An athlete’s drive, and associated behaviours, will fluctuate, especially during tough times (think back to the idea of a continuum). The key here is balance – that is, the individual does not always see that their ability is the reason for failure (because it not always is) but can recognise when they might have areas to improve.

Does this individual have some belief in their ability? (But this is not misplaced – that is, it is not blind faith)

Context 3 

In sport, sometimes we may be told that we need to ‘take control’ or ‘take responsibility’ for performances.

This can mean many things but from our experience it seems when someone ‘blames’ a factor outside of their control for poor performance it is a ‘bad’ thing. However, sometimes factors outside of the individual’s control are responsible, at some level, for poor performances.

Therefore, it is actually an accurate judgement to blame these external factors in some circumstances and this is a ‘good’ thing.

Furthermore, it has been found that people who tend to blame themselves for the ‘good’ parts of their performance and external factors for their poor performances, are more motivated to perform at an elite level.

Regulation

What is 'Regulation'?
Regulation is where the individual can demonstrate a range of mental qualities and techniques consistent with elite performance at the required moment of execution.

What does 'Regulation' look like?

When using this table, consider the two examples as being on either end of a continuum, with room in between for athletes to fluctuate depending on their current circumstances. 

'Regulation' in context
Everyone is different when it comes to emotion and emotional regulation.

Emotions are a subjective phenomenon. Some individuals may feel emotions more extremely than others.

Some people may see ‘getting angry’ as helpful for their performance. The key here is what is ‘normal’ for the individual.

Furthermore, some individuals may use the people or systems around them to help return to ‘normal’ and this is to be expected.

For example, individuals who seek support from others (e.g., family, coaches, friends) should be rated as highly in regulation as those who use individual strategies (e.g., taking a quiet moment alone to ‘calm down’)

Does this athlete normally show their emotions in this way?

Is it helpful for their wellbeing and performance?

Does this athlete have adequate coping/regulation techniques?

Openness

What is 'Openness'?
Openness is where the individual has good self-awareness, can communicate effectively, is open to learning, and values working with and receiving support from others.

What does 'Openness' look like?

When using this table, consider the two examples as being on either end of a continuum, with room in between for athletes to fluctuate depending on their current circumstances. 

'Openness' in context
Context 1

The key to openness to evaluation is that the individual arrives at a realistic and balanced appraisal of their performance.

That is, not believing what they did was all ‘bad’ if they thought their performance was poor, and vice versa for better performances.

Context 2

There are lots of qualities that show someone is a good team member.

In general, these qualities include active engagement with leadership and an ability to ‘think for themselves’.

This means that when the individual disagrees with the leader, they can voice this disagreement respectfully and offer alternative solutions.

They go beyond what the minimal expectations are and show effort to support the goals of the team/system.

During adolescence, teenagers often are establishing their own identify.

Sometimes, this identify making process may result in ‘being seen as different’ or not wanting to follow the status quo.

This may be interpreted as ‘poor team working’ but could be more to do with the individual establishing who they are.

The aim of the Technical Excellence pillar is to provide guidance and structure for the development of athletes through the England Netball Player Pathway. The athletes may be at different stages throughout their individual development journey within the groups you coach, and your challenge is to provide the right environment at the right time.

The framework emphasises the development of game understanding and decision making where we have identified a ‘gap’ when athletes are coming through the pathway. Fundamental skills are an important part of development, which are consolidated throughout an athlete’s journey, and put under pressure through the framework’s design. An athlete may be ready to be challenged in one aspect of the game but need further time to consolidate other areas.

Technical Excellence is preparing the individual to meet the technical aspects of the game and be able to apply them under pressure.

The pillars within the framework will continue to provide an understanding of the progressive technical and tactical elements expected of athletes at all levels on the England Netball Player Pathway and how these may be applied through each stage. Every stage of a player’s development includes skills, application, decision making and continual understanding of the game itself. It is imperative and we encourage you to consider the Physical Potential and Psychological Edge pillars alongside Technical Excellence and Tactical Superiority, as part of your holistic approach to athlete development.

Use the information below to view Game Phases and Principles of the Game at the developmental stages related to an athlete’s journey on the England Netball Player Pathway. Use the guidance and supplementary resources alongside the values and beliefs in the Coaching Philosophy to build and shape your environments.

England Netball Player Pathway – Growing to become ‘Roses Ready’

England Netball Player Pathway is the journey an athlete takes from county level to VNSL Teams, and ultimately, England programmes. Whilst this pillar refers to the ‘England Netball Player Pathway’ and the journey through it, we acknowledge that school netball, club netball and other sporting environments will play a pivotal role in developing and contributing to the holistic development of athlete.

When using the framework and viewing the development stages, note the following terms below. Alongside this Learn, Love, Win should remain the core of our planning within the Pathway.

Game Phases – Relate to the moments active in possession in attack, defence and transition recognising both on and off the ball movements. This is the way we want to play and be identified on the international stage referred to as The Roses Way.

Game Principles – Key focus areas within each Game Phase through the player pathway. The level of complexity and cognitive demand will increase as athletes progress, both as individuals and within teams, in each of the competitive environments they are exposed to.

Development Stages

Youth Development Stage
These are the first stages on the England Netball Player Pathway for athletes of ages Under-15 and Under-17. During this time, athletes may train in County Player Development Programmes, VNSL Team’s Under 17 Academy and occasionally an VNSL Team’s Under 19 Academy or Roses Academy. Ideally, athletes would already have had positive experiences from environments to learn and love the game before coming into this stage. Although an emphasis on skill development remains, decision making must be an integral part of any training environment to continue their game understanding development.

Performance Development Stage
This stage on the England Netball Player Pathway looks at athletes of ages Under-17 and Under-19. Athletes may train in VNSL Team’s Under 17, Under 19, Under 21 Academy Programmes and possibly Roses Academy. As the richness of competition and connections increase, learning how to disrupt opposition by working with others and recognising opposition movements are key.

Elite Development Stage
This stage on the England Netball Player Pathway looks at athletes of ages Under-19 and Under 21. Athletes may be in VNSL Team’s Under 19, Under 21 Academy Programmes, alongside Roses Academy, England Under 21s, and Future Roses programmes. This stage is where we see the development of ‘experts’ in an individual’s decision making, maximising opportunities, along with the execution of repeated efforts with a clear mind under pressure.



Attacking

We play at pace with control and creativity. We frustrate the opposition with superior ball retention, technical execution and expert decision-making.

Defending
We have a strong physical presence with a ruthless ability to be brave and win the ball.

Transition
We exhibit cognitive clarity in the chaos of the game allowing us to gain an advantage over our opponents.

Netball is a game played at high intensity, where athletes perform large volumes of accelerations, changes of directions, jumps and landings. On the international stage, athletes must be prepared to play with unrelenting intensity in back-to-back matches and continue to deliver world-class performances at the later stages of competition.

Physical potential describes an athlete equipped with the physical ability to perform on court. Athletes with high levels of physical potential can maximize and sustain their impact quarter on quarter and beyond, as well as endure the demands of regular training.

Physical potential can be understood as the movement skills and physical qualities required to play the game. Collectively, these abilities support athletes to deliver peak performance, executing technical skills and tactical strategies with a greater effectiveness and efficiency.

• Movement skills describe an athlete’s ability to move effectively in all directions, with the control, efficiency, and accuracy required. A wide and proficient foundation of movement skills accelerates the adoption of Netball specific skills, supports creativity and diversity on court as well as supporting effective training off court.

• Physical qualities relate to the components of fitness required by Netballers, including strength, speed, power, and endurance. The development of an athlete’s physical qualities increases their intensity, sustainability, and repeatability of performance on court. Allowing them to jump higher, run faster and for longer.

Coaches and support staff must work backwards from the game to identify and develop the movement skills and physical qualities that underpin performance on court. Through the planning and completion of a progressive and balanced training schedule, athletes can enhance their physical potential, reduce their risk of injury, and increase their availability for training and games.

Open

The aim of the physical potential pillar is to maximize the number of physical prepared athletes and elevate the level intensity of competition at each stage of the player pathway. The pillar will outline the physical abilities required to perform on court and provide age and stage appropriate guidance on how to appropriately develop physical potential throughout the player pathway.

Additionally, to support the development of knowledgeable, informed, and self-reliant athletes and coaches, we will provide a variety of learning opportunities in critical areas related to physical potential. We aim to provide comprehensive, inter-disciplinary answers to the important questions asked by athletes and their support network including but not limited to:

• Preparing to perform on court

• Managing training and competition schedules

• Loading guidance document

• Recovery from training and competition

• Managing injury and the return to performance

• Supporting female athletes

The aim of the Tactical Superiority pillar is to provide guidance and structure for the development of athletes through the England Netball Player Pathway. The athletes may be at different stages throughout their individual development journey within the groups you coach, and your challenge is to provide the right environment at the right time.

The framework emphasises the development of game understanding and decision making where we have identified a ‘gap’ when athletes are coming through the pathway. Fundamental skills are an important part of development, which are consolidated throughout an athlete’s journey, and put under pressure through the framework’s design. An athlete may be ready to be challenged in one aspect of the game but need further time to consolidate other areas.

Tactical Superiority is empowering the individual to be autonomous, adaptable, and able to implement change to tactically counteract opponents during match play.

The pillars within the framework will continue to provide an understanding of the progressive technical and tactical elements expected of athletes at all levels on the England Netball Player Pathway and how these may be applied through each stage. Every stage of a player’s development includes skills, application, decision making and continual understanding of the game itself. It is imperative and we encourage you to consider the Physical Potential and Psychological Edge pillars alongside Technical Excellence and Tactical Superiority, as part of your holistic approach to athlete development.

Use the information below to view Game Phases and Principles of the Game at the developmental stages related to an athlete’s journey on the England Netball Player Pathway. Use the guidance and supplementary resources alongside the values and beliefs in the Coaching Philosophy to build and shape your environments.

England Netball Player Pathway – Growing to become ‘Roses Ready’

England Netball Player Pathway is the journey an athlete takes from county level to VNSL Teams, and ultimately, England programmes. Whilst this pillar refers to the ‘England Netball Player Pathway’ and the journey through it, we acknowledge that school netball, club netball and other sporting environments will play a pivotal role in developing and contributing to the holistic development of athlete.

When using the framework and viewing the development stages, note the following terms below. Alongside this Learn, Love, Win should remain the core of our planning within the Pathway.

Game Phases
Relate to the moments active in possession in attack, defence and transition recognising both on and off the ball movements. This is the way we want to play and be identified on the international stage referred to as The Roses Way.

Game Principles
Key focus areas within each Game Phase through the player pathway. The level of complexity and cognitive demand will increase as athletes progress, both as individuals and within teams, in each of the competitive environments they are exposed to.


Development Stages

Youth Development Stage
These are the first stages on the England Netball Player Pathway for athletes of ages Under-15 and Under-17. During this time, athletes may train in County Player Development Programmes, VNSL Team’s Under 17 Academy and occasionally an VNSL Team’s Under 19 Academy or Roses Academy. Ideally, athletes would already have had positive experiences from environments to learn and love the game before coming into this stage. Although an emphasis on skill development remains, decision making must be an integral part of any training environment to continue their game understanding development.

Performance Development Stage
This stage on the England Netball Player Pathway looks at athletes of ages Under-17 and Under-19. Athletes may train in VNSL Team’s Under 17, Under 19, Under 21 Academy Programmes and possibly Roses Academy. As the richness of competition and connections increase, learning how to disrupt opposition by working with others and recognising opposition movements are key.

Elite Development Stage
This stage on the England Netball Player Pathway looks at athletes of ages Under-19 and Under 21. Athletes may be in VNSL Team’s Under 19, Under 21 Academy Programmes, alongside Roses Academy, England Under 21s, and Future Roses programmes. This stage is where we see the development of ‘experts’ in an individual’s decision-making, maximising opportunities, along with the execution of repeated efforts with a clear mind under pressure.


Game phases looked at against Game Principles and Development Stages include:

Attacking
We play at pace with control and creativity. We frustrate the opposition with superior ball retention, technical execution and expert decision-making.

Defending
We have a strong physical presence with a ruthless ability to be brave and win the ball.

Transition
We exhibit cognitive clarity in the chaos of the game allowing us to gain an advantage over our opponents.