Talent development in esports: Players’ developmental experiences in league of legends academy teams

Bell, John, Watson, Matthew, Leeder, Thomas M. and Leis, Oliver (2025) Talent development in esports: Players’ developmental experiences in league of legends academy teams. Journal of Electronic Gaming and Esports, 3 (1).

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Abstract

Given the growth of esports and the lack of research on talent development systems, a greater understanding of developmental programs is needed to support players transitioning to elite-level competition. Therefore, the aim of this research is to explore the experiences of professional League of Legends players in relation to talent development within their respective academy systems. Eight male participants of six different nationalities were selected through purposive sampling and interviewed using semistructured interviews. Through reflexive thematic analysis, the study identified key patterns of meaning across participants’ experiences with three themes being generated: (1) the academy experience, (2) lack of long-term development focus, and (3) the current ethos of esports. The findings highlight a significant contrast between the academies’ intended purpose as talent development environments and their actual execution. Academies offer players valuable opportunities and resources, such as access to professional facilities, high-level players, and experienced coaches. However, esports academies were perceived to lack numerous characteristics relevant to talent development environments, such as long-term goals, individualized and integrated support, and a holistic player development focus. Academy teams should seek to implement structured development plans with clear player expectations, expand staffing to ensure continuity, and provide support for career transitions beyond esports.

Item Type:	Article
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	LivePure Connector
Date Deposited:	21 Jan 2026 17:30
Last Modified:	21 Jan 2026 17:30
URI:	https://ueaeprints.uea.ac.uk/id/eprint/101667
DOI:	10.1123/jege.2025-0020

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