What 45 Years of Gifted-Kid Research Can Teach Us About Raising Junior Squash Players

Every parent of a young athlete wonders: How much is talent? How much is hard work? And how do we give our kids the best chance to succeed, without burning them out?

Interestingly, some of the best answers come not from sports science, but from psychology.

In 1971, psychologist Julian C. Stanley launched the Study of Mathematically Precocious Youth (SMPY) at Johns Hopkins University. Over 5,000 gifted children have been tracked for decades, some for more than 45 years, making SMPY one of the longest-running studies of exceptional ability in the world. Today, it’s directed by researchers at Vanderbilt University.

Although the study followed highly gifted students in math and science, its lessons apply directly to raising young athletes. The patterns of how children grow, thrive, and succeed, or struggle, are remarkably similar.

Lesson 1: Talent Needs Guidance

What the research shows: Natural ability alone doesn’t guarantee success. Gifted kids only flourished when given the right mentorship, support, and challenges.

What this means for squash: Your child’s athletic gifts are just the beginning. Structured coaching, well-designed training, and careful competition planning are what turn raw ability into lasting success.

Lesson 2: Passion Matters More Than Pressure

What the research shows: Gifted kids thrived when they pursued what they loved, not what others thought they “should” do.

What this means for squash: Long-term commitment grows from enjoyment and self-motivation. Kids who feel ownership of their training are the ones who stay resilient through tough practices and tournaments.

Lesson 3: Hard Work Counts as Much as Talent

What the research shows: High test scores weren’t enough, consistent effort and perseverance separated the extraordinary from the merely good.

What this means for squash: Natural coordination helps, but discipline, healthy routines, and persistence are what carry athletes to national rankings and successful college recruitment. NOTE: training runs at Tigers 7 days a week!

Lesson 4: The Right Challenge at the Right Time

What the research shows: Children who were given advanced material earlier thrived, as long as they were ready for it.

What this means for squash: Sometimes the best thing for a younger player is to “play up”, facing stronger opponents to accelerate growth. We carefully match competition to readiness, not just age. NOTE: players at Tigers play "up and down" in every session

Lesson 5: Develop the Whole Child

What the research shows: Students did best when they explored multiple interests, not when they were narrowly specialized.

What this means for squash: That’s why we encourage balance, academics come first, but we need strength training, flexibility work and time to simply enjoy being a kid.

Lesson 6: Mentorship Builds Futures

What the research shows: Students who had mentors and networks transitioned more smoothly into college and careers.

What this means for squash: Alumni mentorship, exposure to college coaches, and structured guidance on recruitment give our players the tools to succeed not just on court, but in life after squash. Note: our visit from the Harvard Head Coach and the program alums that frequently "drop in".

Why This Matters for Parents

The message from 45 years of research is clear: extraordinary outcomes don’t come from talent alone. They come from the right mix of ability, guidance, hard work, and joy.

As parents, your role is to provide encouragement and support while trusting the process. Our role as coaches is to create an environment where your child can love the game, rise to challenges, and grow into not only a top competitor but a resilient young adult.

References & Further Reading

• Stanley, J. C. (1971). Study of Mathematically Precocious Youth (SMPY), Johns Hopkins University. Now at Vanderbilt University: SMPY homepage

• Lubinski, D. (2016). “From Terman to Today: A Century of Findings on Intellectual Precocity.” Psychology Today. Read here

• Stanley, J., Lupkowski, A., & Assouline, S. (1990). “Eight Considerations for Mathematically Talented Youth.” Davidson Institute. Read here

• Stanley, J. C. (1981). “A Conversation with Julian Stanley.” Educational Leadership. Read PDF

👉 By drawing on the lessons of this landmark study, we’re not just building better squash players. We’re helping raise confident, passionate, and well-rounded young people who are ready for college and for life.