The methodological underpinnings of studies into early specialization have recently been critiqued. Previous researchers have commented on the variety of, and over-simplified, methods used to capture early specialization. This exploratory study, therefore, suggests a new direction for how early specialization can be conceptualized and measured. We aim to create an index approach whereby early specialization is measured as a continuous variable, in line with commonly used definitions. The continuous variable for degrees of early specialization is calculated from a questionnaire which captures the four key components of early specialization; (1) intensity, (2) year-round training, (3) single sport, and (4) commencing age 12 or younger. The proposed index approach is illustrated in a sample of 290 Swedish aesthetic performers aged 12-20 years (M = 15.88), whose descriptive statistics are used to discuss the suitability and usability of the measure. The proposed index approach functions as a guideline to future researchers. We hope that introducing a new index approach we will encourage further discussion around the measurement of early specialization. Additionally, we hope to pave the way for future research to explore more complex research questions.
Early specialisation is largely advised against, partly due to the postulated negative motivational implications. However, early specialisation is commonly considered necessary for high-level performance in aesthetic activities, such as gymnastics and dance. The present study, therefore, explores the relationship between motivation and early specialisation in a sample of Swedish aesthetic performers, from a self-determination theory perspective. The aims of this study were twofold: (1) to identify whether early specialisation is associated with motivation (autonomous motivation, controlled motivation, and dropout intentions) within a sample of aesthetic performers, and (2) to investigate if such relationships are moderated by perceptions of parental influence. Two hundred and ninety high-level aesthetic performers (M = 15.88 years old, SD = 2.34; 83% female) were recruited from Swedish clubs and schools to complete a questionnaire pack. The questionnaire pack included questions concerning demographic information, specialisation history, motivation, dropout intentions, and perceptions of parental influence. The results of our analyses do not support the claims that early specialisation is associated with negative motivational implications. In fact, the results show that those who reported a higher degree of specialisation ≤ 12 years old reported less controlled motivation than those who reported a lesser degree of early specialisation. Additionally, perceptions of parental influence were not found to moderate the relationship between early specialisation and motivation. These results are discussed in relation to the growing critique regarding the conceptualisation and measurement of early specialisation in sport literature.
Using a case study design, we explored two ballet dancers’ perfectionism experiences via interviews and questionnaires at two time points 5 years apart. They represented the two types of “pure perfectionism” in the 2 × 2 model of perfectionism: a female representing pure personal standards perfectionism (high perfectionistic strivings, low perfectionistic concerns) and a male representing pure evaluative concerns perfectionism (low perfectionistic strivings, high perfectionistic concerns). The pure personal standards perfectionism dancer reported stable perfectionism across time, seemingly resilient to any perfectionistic concerns developing. She attributed this to her stable, grounded personality, also reporting autonomous motivation and performance success. The dancer representing pure evaluative concerns perfectionism reported increased perfectionistic strivings and lowered perfectionistic concerns over time; concurrently, his motivation became less controlled and more autonomous. He described the reasons in terms of improved basic psychological needs satisfaction and personal growth. Overall, autonomy might be important in mitigating perfectionism.
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