Abstract

Context

Bio-banding is the process of grouping players by their maturational status rather than chronological age. It is designed to limit the impact of maturational timing on talent identification and development and expose early and late maturing players to new learning experiences and challenges. A common criticism of bio-banding is that it does not consider age related differences in psychosocial and behaviour development.

Objective

The purpose of this case study is to describe how theory and research pertaining to the design and delivery of mixed-aged classrooms can be used to prepare early and late maturing players for bio-banding and optimise the benefits of this practice.

Method

After placing the players in their bio-banded groups, one Elite Premier League Academy provided bespoke group psychology sessions for early and late maturing players for six weeks.

Results

Providing bespoke psychology sessions for players maturation age allows for the cognitive processes of both early and late maturity status to work within the zone of proximal development.

Conclusion

Pedagogical practice associated with mixed age classrooms can be used in bio-banded contexts to benefit both early and late maturing players. Delivering psychological sessions alongside bio-banding permits learning and development to both ends of the maturity spectrum.

中文翻译：

---

生物结合的心理学：维果斯基的观点。

摘要

语境

生物分组是根据玩家的成熟状态而不是按年龄将其分组的过程。它旨在限制成熟时机对人才识别和发展的影响，并使早熟和晚熟的参与者面临新的学习经历和挑战。对生物结合的普遍批评是它没有考虑与年龄有关的社会心理和行为发展差异。

目的

本案例研究的目的是描述与混合年龄教室的设计和交付有关的理论和研究如何用于为早熟和晚熟的演奏者准备生物乐队，并优化这种做法的收益。

方法

在将球员分组后，一所英超精英学院为早期和晚期成熟球员提供了为期六周的定制团体心理辅导。

结果

为球员的成年年龄提供定制的心理训练，可以使近端和近端成熟状态的认知过程在近端发育区域内发挥作用。

结论

与混合年龄教室相关的教学实践可以在生物结合的环境中使用，以使早熟和晚熟的参与者受益。在进行生物训练的同时进行心理训练，可以学习和发展成熟度范围的两端。