How can we develop the best athletes? How can teachers nurture pupils' talent and creativity in education and music? And how can we improve the selection of talented and creative employees, students, and athletes?
In any achievement domain, there is an increasing focus on the selection, development and promotion of talent and creativity. In this unique, internationally-oriented Master's programme you will develop the expertise to select, develop, and nurture talent and creativity in individuals and organizations across achievement domains.
You will learn about the (psychological) factors that explain talent and creativity, and directly put this knowledge into practice. You will learn coaching skills to enhance people’s personal and professional potential. Furthermore, you will get in touch with organizations in the field that aim to improve the selection and development of talent and creativity.
We have a large network, which you can benefit from. We collaborate with different sports clubs and associations, the Ministry of Defense, (inter)national companies, as well as education and arts institutions. We can therefore offer a variety of internship places and master thesis opportunities. Moreover, the close connection of our program with the work field contributes to your employability.
You
In our programme you gain the latest insights and skills on the selection and development of talent and creativity.
In the courses, you will learn about the (psychological)
mechanisms behind talent development and creativity and will put
your knowledge into practice. The courses are taught by renowned
scientific experts, and you will be in touch with people working in
the field of talent development and creativity. You will also learn
to coach another person, to enhance that person's personal and
professional competence.
All our students do an internship (assignment) during the
programme. In this internship, you will work on a specific
question, or issue, on the selection and development of talent and
creativity. You will do so in collaboration with an institution of
your choice, or one of our partner institutions.
In addition to your internship, you will write an individual master
thesis. Supervisors in our program offer a variety of topics you
can focus on in your master thesis project. These include, amongst
others: motivation and performance, talent identification and
–development in sports, coaching and mentoring, resilience
and performing under pressure, mindfulness and positive psychology,
stimulating talent and creativity in the classroom, creative
processes in arts, music, and theatre, selection of employees,
students, or athletes.
The internship and master thesis add up to 30 EC. The other 30 EC can be filled with courses, chosen from the list below.
| Semesters | ||||
|---|---|---|---|---|
| CoursesCourse Catalog > | 1a | 1b | 2a | 2b |
| Repeated Measures (Method course) (5 EC) | ||||
| Talent Development and Creativity (Foundation course) (5 EC) | ||||
| Coaching (Skills course) (5 EC) | ||||
| Elective courses (additional foundation course(s) / another Master Psychology course / relevant course outside the Psychology program) | ||||
| Master Thesis (20 EC) | ||||
| Talent Development & Creativity Internship (10 EC) | ||||
| Analyzing Individual Development (Method course) | ||||
| Talent Assessment (Foundation course) (5 EC) | ||||
| Competence and Motivation (Foundation course) (5 EC) | ||||
| Test Construction (Method course) (5 EC) | ||||
The program consists of (minimum) 10 EC Foundation courses, a 5 EC Skills course (coaching), a 5 EC Methods course, 10 EC Free choice courses, 10 EC Internship, and 20 EC Master thesis.
Note: This is only possible if it can be integrated in the study schedule and when an agreement with the host university is in place.
| Specific requirements | More information |
|---|---|
| previous education |
Your previous education and chosen master track determine the application procedure and whether you are eligible for admission to the master or a possible premaster. Check https://www.rug.nl/gmw/masters/psychology/toelatingseisen-masters-psychologie to find the admission requirements that apply to you. |
| language test |
Depending on your background and language of the track of your choice, you will have to submit proof of your proficiency in either Dutch or English. For more information see https://www.rug.nl/gmw/masters/psychology/toelatingseisen-masters-psychologie |
The information can be found on the page about Application, Admission and Selection .
Please note: This tracks only starts in September.
| Type of student | Deadline | Start course |
|---|---|---|
| Dutch students | 01 March 2025 | 01 September 2025 |
| EU/EEA students | 01 March 2025 | 01 September 2025 |
| non-EU/EEA students | 01 March 2025 | 01 September 2025 |
| Specific requirements | More information |
|---|---|
| previous education |
Your previous education and chosen master track determine the application procedure and whether you are eligible for admission to the master or a possible premaster. Check https://www.rug.nl/gmw/masters/psychology/toelatingseisen-masters-psychologie to find the admission requirements that apply to you. |
| language test |
Depending on your background and language of the track of your choice, you will have to submit proof of your proficiency in either Dutch or English. For more information see https://www.rug.nl/gmw/masters/psychology/toelatingseisen-masters-psychologie |
The information can be found on the page about Application, Admission and Selection
Please note: In 2024 this tracks only starts in September
| Type of student | Deadline | Start course |
|---|---|---|
| Dutch students | 01 March 2025 | 01 September 2025 |
| EU/EEA students | 01 March 2025 | 01 September 2025 |
| non-EU/EEA students | 01 March 2025 | 01 September 2025 |
| Nationality | Year | Fee | Programme form |
|---|---|---|---|
| EU/EEA | 2024-2025 | € 2530 | full-time |
| non-EU/EEA | 2024-2025 | € 20800 | full-time |
| EU/EEA | 2025-2026 | € 2601 | full-time |
| non-EU/EEA | 2025-2026 | € 21400 | full-time |
Practical information for:
In the program Talent Development and Creativity you are prepared for the job market. In almost any domain (work, education, sports, arts), the selection and development of talent and creativity is high on the agenda. Pressing questions are:
1) How can we detect and select talented and creative
individuals?
2) How do talent and creativity actually develop?
3) What strategies can we use to stimulate talent and
creativity?
Exactly these questions are the ones addressed in our master programme.
The skills you develop in our program are broadly applicable. Following this MSc. Program, there are students who have chosen the direction of coaching and teaching, sport psychology, or working in an (inter)national company. Accordingly, students who graduated from our program have found good jobs in different domains, including:
Career services
BSS
Where do you want to work after your studies? You can
contact
Career
Services
already during your studies.
They will help you orientate on your career, develop your skills,
apply for jobs and find an internship.
Staff members involved in MSc. program Talent Development and Creativity have provided important contributions to the selection and development of talent and creativity in different domains. A brief selection of examples is provided below.
Resilient Athletes (2019 – today)
Talented athletes are exposed to various physical and mental
stressors, such as injuries and defeats. To deal with these
stressors, athletes need to be resilient. Resilience is thus a
crucial concept in talent development. In this project, we
collaborate with psychologists, movement scientists, and data
scientists to measure, analyze, and improve the resilience of
athletes. Different professional sports organizations are involved,
and facilitate this project: FC Groningen, PSV, Vitesse, Dutch
Royal Football Association – KNVB, Dutch Olympic Committee *
Dutch Sports Confederation (NOC*NSF). Read more about the project Resilient Athletes.
Your Special Forces (2018-today)
The commandos of the special forces need to be prepared to
optimally perform is very stressful situations. In collaboration
with the Special Forces Unit of the Royal Netherlands Army, we have
established an online platform to do psychological
tests, and collect psychological and physiological data during the
intensive training program. Key questions that we are answering
using our platform are: What skills are needed to perform in
exceptional circumstances? How can we develop such talents? What
are the effects of psychological training on the skills of the
operators? How can we improve the selection procedure for the
Special Forces? The results of this project will provide very
relevant insights into the selection and development of talent in
fields in which people need to perform under stressful
circumstances.
Talent selection in team sports
(2017-today)
In collaboration with the Dutch Royal Football Association and
Football Club Groningen, we are designing and testing new ways to
select soccer players. The two most important aims of this project
are: 1) Provide better, more systematic ways of scouting players,
and 2) construct test environments in which important soccer skills
(e.g., psychological skills, passing, defending, attacking) can be
assessed in the most valid way. The ultimate aim of the project is
that we can come to better predictions of soccer players’
future performance.
Curious Minds (2009-today)
This national research project ("Talentenkracht" in Dutch) has been
conducted by different researchers and PhD students of our
department. Curious Minds is focused on the measurement and
stimulation of scientific talent in primary education. It started
several years ago and has resulted in a list of scientific
articles, as well as teaching instruments for schools, coaching
packages for teachers, and a handbook on talent development in
primary education. The (Dutch) website is
talentenkrachtgroningen.nl. Currently, researchers and
practitioners are extending the Curious Minds approach to other
fields, including music, arts, and
sports.
Selection of Academic Staff
Prof. dr. Nico W. Van Yperen Professor Sport
and Performance Psychology. Research expertise: Competence
and motivation across achievement settings, including work, sports,
and education.
Dr. Ruud J. R. Den Hartigh Professor Talent
Development and Creativity, with a special focus on the sports and
performance context. Research expertise: Performance
processes in sports and beyond, in particular talent selection and
–development, psychological momentum, and resilience.
Prof. dr. Marijn W. G. Van Dijk
Research
expertise: Talent development in teacher-student interactions,
mostly in primary education and the arts.
Prof dr. Rob R. Meijer
Research
expertise: Methods, measurements, and instruments in
Psychology. Design of tests that optimally predict future
performance in work, education, and sports.
Dr. Barbara Huijgen
Research
expertise: Talent identification and –development in
sports from a multidimensional perspective.
Dr. Susan Niessen
Research
expertise: Talent assessment methods in the context of higher
education, work, and sports.
Dr. Lisette de Jonge Hoekstra
Research
expertise: Creativity in the context of education and music,
in particular how creativity comes about through interaction
between individuals.
Dr. Henderien Steenbeek
Research
expertise: Talent development in the domains of education and
the arts, and how this can be stimulated through teaching and
coaching.
Dr. Ralf F. A. Cox
Research expertise:
Creative expressions and experiences in different fields, including
arts and improvisation theatre.
Selection of recent exposure on talent development &
creativity
Selection of our staff members’ recent international scientific articles on talent development & creativity
I want to spend my time helping other people to develop and feel good about themselves. I'd like to make a difference, even if it is a small one.
Mariëlle Ottens was keen to develop her talents as a sports psychologist. During an introductory meeting with coordinator Ruud den Hartigh, she expressed her interest in sports psychology and explained that she came from a passionate footballing family. The Master’s coordinator tried to find a suitable placement for all his students, and put Mariëlle forward for a spell at FC Groningen. ‘A perfect match!’, laughs Mariëlle.
Most internships last one semester, but she was allowed to stay at the football club for a whole year. She spent the second half of the internship working on her personal development. ‘I was at the club three days a week and I worked from home one day a week, doing things for the club alongside my studies.’
Her research and internship were part of the ‘Resilient athletes: A multidisciplinary personalized approach’ project, in which researchers use data to try to predict the resilience of elite athletes. She spent the first half of the year focusing on the internship, and the second half on her thesis.
To generate data for the research, players wear a sensor vest
while training and completed a questionnaire twice a day.
Mariëlle developed a system for converting the data so that
the researchers could monitor the players as they trained. The
answers received were converted into visualizations.
‘Every week, I analysed the deviant patterns. ‘If one
of the players’ patterns looked different from usual, I
discussed the matter with the sports psychologist and the sports
scientist. We tried to find an explanation based on things that we
knew that the player was experiencing at that time, and discussed
whether we should talk to him about it.’
Mariëlle conducted her research in the youth training scheme, which includes players from the ‘under-12’ to the ‘under-21’ teams. The TCM (trainer/coach/manager) and an assistant are jointly responsible for the players. An interdisciplinary team of specialists consisting of a sports scientist, a sports psychologist, and a data scientist assists the team. Mariëlle was part of this team of specialists.
But she wanted to learn more and asked the club if she could take on more specific tasks to gain practical experience alongside her research. The club allowed her to observe players’ behaviour and talk to the players about it. The knowledge acquired in her coaching course of the Talent Development and Creativity programme proved to be particularly useful.
She devised workshops for several youth teams, which she gave at the beginning and the end of the year. This enabled her to train her presentation skills. As she enthusiastically explains herself: ‘The players really got to grips with the assignments I had set up. At the end of the year, I discovered that all players had progressed towards their goals, simply by being aware of the goals that they had set themselves previously. It was great to see that something I had set up actually works in practice.’
Thanks to good planning, Mariëlle managed to combine her internship with her studies, although the exam periods were very busy. She therefore tried to ensure that any deadlines for her internship were always set after her exams, so that she could focus on one thing at a time. She comments: ‘Fortunately, FC Groningen was very flexible. If I was unable to do something due to study pressure, they temporarily redistributed my tasks.’
Her internship taught her that she enjoys switching between
different projects. ‘I find it invigorating. Being busy
isn’t a problem if you enjoy everything you’re
doing.’ She also realized how important it is to take the
initiative. For example, she asked to be given extra tasks, and
then had to work out exactly what to do and how to do it.
‘When I started my internship, I was full of ideas about
things I wanted to do, but my supervisors reined me in, explaining
that I’d never be able do them all at once. That was an
important lesson for me: you can do all sorts of things, but you
have to pace yourself when passing on knowledge.’
Mariëlle has now completed her internship and found a job as a behavioural scientist/family coordinator. She works for Team050, the healthcare organization where she has spent three years supervising children with behavioural problems. Her next task is to arrange care and supervision for families and children with non-standard behaviour. She is still interested in sports psychology, but full-time jobs in this sector are hard to come by at the moment. She is considering following the post-Master's programme in Sport and Performance Psychology in Groningen, but only after she has gained some job experience. The youth care sector appeals to her because it has a lot of common ground with sports psychology. Both sectors involve helping children and young people to develop.
Last year, she realized that she thrives on change in her work, and that it is important to do things that she really enjoys.
‘I want to spend my time helping other people to develop and feel good about themselves. I’d like to make a difference, even if it is a small one.’
During my studies, I took quite a few courses in sport psychology, and I still use the theories I learned.
Sten is currently working as a sportspsychologist/basic psychologist.
Psychology is concerned with everything related to human
behaviour. For me, clinical psychology means counseling people who
need help. Helping people go from -1 to 0, so to speak. That is
very important work, but I found myself much more interested in
guiding people who are already doing well. Helping them to go from
0 to 1, to really achieve great things.
At the moment, I work both as a personal trainer and I have my own
business where I work as an independent sports psychologist. As the
latter, I coach athletes, especially in the context of performance:
how do you perform under pressure, how do you keep your
concentration, and how do you deal with the thrill of
competition?
As a personal trainer, I train people in a sports studio. That is
very physical – I make sure they do all the exercises right
– but at the same time, my education as a psychologist proves
very useful. People get stressed, they want a lot. With my
background, I can guide them well.
During my studies, I took quite a few courses in sport psychology,
and I still use the theories I learned. The courses on performance
and coaching, for example, where you are taught to talk about
improving and changing behaviour in a one-on-one setting, have
proven to be very useful. My work is all about turning theory into
practice.
In future, I would like to do a lot more in the field of
achievement. I want to apply psychological insights to take sports
in the Netherlands to a higher level. That is possible, if coaching
and talent development are employed in the best possible way. I
would love to make a contribution to that, and to develop myself
further as a psychologist.
My advice for (future) students? Your university years can come
with a lot of insecurity, especially towards the end. All of a
sudden you are a graduate, and then what? If we all had our way, we
would complete a study, get a job right after, and have everything
go in a nice, straight line from there. But it never does, and that
is all right. It is part of life, and it can teach you valuable
lessons.
Above all, I would tell students to really treasure their time at
university. It is a wonderful phase of your life, one in which you
have a lot of freedom and the opportunity to figure out what really
matters.
The best course unit that I took was the one on coaching.
I'm the first student to have completed this Master's programme. That's because it's new: officially the programme only started this academic year. But I was allowed follow some of the course units last year, which explains why I have already completed the programme. In Talent Development and Creativity you learn how to bring out the best in others. You help them to discover and develop their talents.
This topic has always interested me, which is why I chose the programme. I’m particularly interested in sport, but I didn’t want to limit myself to sport psychology. In this programme, you learn about the development of various sorts of talent: in sport, in music, at school, at work… you name it.
The best course unit that I took was the one on coaching. First you learn all the theories and models of coaching, and then you apply them in the practicals, by using role play. And then, and this was the part I liked best, you actually coach someone, a student assistant or PhD student. This meant we could immediately apply what we had learnt, and in fact that was the case with all the course units. I think that is a major strength of this Master’s programme.
Although you can do a placement as part of the programme, I chose not to. I wrote an extensive thesis, which involved conducting research into affordances, the possibilities that people see to take action, and psychological momentum in a sporting event. The expectation was that a person who is in positive momentum – who has a lead over the opponent for instance – will see more affordances than a person who is in negative momentum. And that proved to be true.
I’m now working on a PhD proposal that follows on from my thesis. Research didn’t appeal to me very much before, but this topic is so interesting and I am so into it now that I really like the idea of finding out more.
I work as a HR analytics advisor at the Ministry of Health, Welfare and Sports.
I am interested in how companies and organizations can use talent in the best way possible. That is very important for an organization, but at the same time very complicated. How do you define talent; how do you make sure people use the talent that they have ? How can you develop talent and how do you let talented people work together in the best way possible. During the Master 'Talent Development and Creativity' you learn to look at talent from this complex and dynamic perspective.
At the moment, I work as a HR analytics advisor at the Ministry of Health, Welfare and Sports. I analyze data from different staff systems to get new insights for HR managers, policy makers and advisors. I have meetings with them to find out which data they find most interesting. I also talk with the people who provide all the information to discuss which data I can request for my analysis. Finally, I make analyses in Excel with graphics in PowerPoint to share my new insights.
During the master’s programme, I learned how psychological processes work in organizations and how you can examine them. Because of this study programme, I can look with a different, more creative perspective at approaches to examine processes. My study is still very useful for my current job.
I look back at my student time in a very positive way. I really enjoyed the atmosphere in Groningen. You will know what I mean by this when you have studied there.
What is so great about this programme is the way theory and practice are integrated.
I came to Groningen because I had the opportunity to study Psychology here. I was fascinated by human thought and behaviour and I wanted to learn more about it. Furthermore, Groningen is a picturesque city full of canals with sailboats and bicycle paths that get you across town. Throughout my bachelor I discovered the cultural opportunities and liveliness that only a city with 25% student population can offer.
After my bachelor's programme I worked in Television Production in Germany for two years, before deciding to come back to Groningen for my master's degree. Currently, I am following the ' Talent Development and Creativity' master's programme. We study the nature of talent, where talent originates, and how it can be developed.
It is a unique study, with an approach to psychology that I
think is revolutionary. Whereas most Psychology programmes only
examine the development of large groups of people over time, the
programme in Groningen also focuses on processes on the individual
level. Iam very interested in that research angle - carefully
studying someone's development and interactions and describing it
in an almost mathematical way.
Another great aspect of the 'Talent Development and Creativity'
programme is the way theory and practice are integrated. One course
on talent development consisted almost entirely of lectures by
practitioners: from the Conservatory, for instance, or from FC
Groningen. These experts presented how they select and develop
talent in their institution. Then they discussed their ideas with
us and were actually interested in our input.
Most courses I have in the 'Talent Development and Creativity'
trajectory are structured into two components: initially building
up knowledge and then applying it to a 'real world' case. This is
challenging as you might have a great theoretical Idea which turns
out to be impractical when transferred to a real case. But it is
also very gratifying: instead of cramming for an exam and
forgetting everything the moment you exit the exam hall, you really
get to put your knowledge to use.
After my study, I think I would like to work at a talent
development department at an international company, conceptualizing
Talent Development programmes that help employees to get the most
out of themselves and to perform optimally. Given my work
experience in Television, I am searching for a Media Company,
because I loved the creative environment it offered.
We learn a lot about how to recognize talent and creativity.
After I finished my bachelor's degree in psychology at Leiden University, I wasn't sure which master's degree I wanted to do and I decided to first travel for a year.
During my trip I found out that I really wanted to learn more about creativity, but when I started looking for master's degree programmes on that topic I only found programmes in the US and Scotland. Then I stumbled upon the master's programme in Talent Development and Creativity in Groningen. It seemed very interesting and it is the only master's programme in the Netherlands that really focuses on creativity. I finally submitted my application during my yoga teacher training in Nepal.
We learn a lot about how to recognize talent and creativity and how to encourage people. I'm very interested in coaching. We have a course unit in which we learn coaching techniques by practicing on each other and then actually applying them in practice.
I still live in Leiden. After being away for a year, I wanted to be near my family and friends. I travel back and forth – fortunately, there is a direct train – and sometimes I stay overnight with my uncle.
What surprised me the most is the relationship between the students and lecturers.
My name is Marta Sveb, I am 23 years old and I come from Zagreb, Croatia. I am currently following the master's programme in Talent Development and Creativity. In addition, I am following the Master's Honours programme in Leadership
I chose the University of Groningen because it offered the exact programme that I was interested in. In addition, not only is the programme offered by a top-notch university, but it is also located in a beautiful city with a diverse student population and loads of bitterballen !
What was your motivation behind studying Talent
Development and Creativity?
I have always been interested in football, although I barely ever
played. Before moving to Groningen, I was part of the most
prestigious Croatian football club, GNK Dinamo Zagreb Youth
Academy, as a psychology assistant. For almost two years, we
carried out various projects including situational observations of
players, creative workshops, team-building activities and team
management at tournaments in which we often ended up at the top!
That experience made me realize that this is what I want to do for
the rest of my life, so finding the Talent Development and
Creativity programme, which also focuses on developing sports
talents, was the jackpot!
What skills have you gained over your time at
the University of Groningen?
During my time at Groningen, I have gained many skills. One of
those skills is riding a bike on frozen streets! When it comes to
academic skills, however, I am happy to see how my coaching skills
have developed over the course of my studies. Before, I used to
avoid coaching situations, but now I fully embrace them. Being able
to gain coaching knowledge through theoretical lectures and then
applying that knowledge to real clients (student assistants) is the
best experience that I have had at the University.
What surprised you the most about the
University of Groningen?
What surprised me the most is the relationship between the students
and lecturers. Namely, in lectures, students are encouraged to be
critical and ask questions, which is not something that happens in
Croatia. This shows that students are able to filter incoming
information and actively use their minds in order to think
critically about what is covered in class. Of course, it also makes
lectures more interesting and interactive.
What are your plans after
graduating?
As football is my biggest passion, I would like to pursue a career
within this field upon graduating. At the beginning of the
programme, I decided to enrol in the Honours College in order to
learn more about leadership, as it combines well with my
master’s programme, which focuses on developing human
potential. Hopefully, upon graduating I will be able to find a job
that combines leading people and developing their potential.
Would you recommend the University of Groningen
to prospective students?
Yes, I would definitely recommend the University of Groningen to
prospective students. In my programme, the course units are very
specific but also manage to go quite in depth, the lecturers are
always kind and willing to help and fellow students are not just
people who you see in lectures, but rather your Friday night
friends as well. The energy of the university is very positive,
which makes studying much more enjoyable. Additionally, the city is
picturesque and there is always something happening – from
quiet picnics in the beautiful parks to a number of extraordinary
and unusual festivals.
Your stairway to talent! Because you:
In the Psychology programme, there is a strong focus on study advice. Study advisors are available for both the Dutch-taught and English-taught programmes. You can contact them as a prospective student, current student, or former student of programmes within the Faculty of Behavioural and Social Sciences.
