Jumping to the next level: A qualitative examination of within-career transition in adolescent event riders

Pummell, Beth; Harwood, Chris; Lavallee, David

doi:10.1016/j.psychsport.2007.07.004

Cited by 143 publications

(153 citation statements)

References 19 publications

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“…From striving for a more expert status when moving into the first team, the players put pressure on themselves to perform better after transition. Their determination to perform better is consistent with researchers' previous findings (e.g., Pummell et al, 2008) who suggested that athletes placed high demands on themselves to perform well. Côté andcolleagues (1999, 2007) have also highlighted that, as athletes move up to senior sport, there is a focus on training to optimize performance, which may increase this pressure on athletes to place high demands on themselves.…”

Section: Discussionsupporting

confidence: 91%

“…Results of the current study suggest that, as athletes move from youth-to-senior sport this process may happen almost instantaneously. Similar to previous studies (e.g., Pummell et al, 2008) athletes in the current study suggested their parents were important to them, but post-transition the coach became the most influential person in their sport. Such knowledge may allow parents and coaches appreciate the roles they have during transition, and how quickly these roles can change as athletes develop.…”

Section: Within-career Transitions In Sport 24supporting

confidence: 86%

“…For example, Pummell, Harwood, and Lavallee (2008) revealed that external pressures from family members and friends made the transition stressful. This observation conforms to the work of Lee and MacLean (1997) and Fletcher and Hanton (2003), who suggested that some of the main sources of stress athletes might encounter includes other people applying pressure for the athletes to deliver high performance levels.…”

Section: Within-career Transitions In Sportmentioning

confidence: 99%

“…Semi-structured interview schedules for each of the two interviews were based on previous theoretical frameworks (e.g., Stambulova, 2003) and empirical literature on the youth-to-senior transition (e.g., Pummell et al, 2008). To ensure that the schedules would help generate data that would answer the research questions we pilot tested them with two professional soccer players.…”

Section: Interviewsmentioning

confidence: 99%

“…The support the players received was emotional, technical, and tangible and came from numerous sources including friends, family, fellow professional players, coaching staff, and sport science staff. Pummell et al (2008) and Bruner et al (2008) found that the emotional support friends and family gave was crucial in aiding the athletes' development. Schlossberg (1981) and Goodman et al (2006) Adding to this knowledge, the current study offered the initial suggestion as to how quickly the types of support athletes perceive as being important can change across the transition event.…”

Section: Within-career Transitions In Sport 24mentioning

confidence: 99%

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From youth team to first team: An investigation into the transition experiences of young professional athletes in soccer

Morris

Tod

Eubank

2016

International Journal of Sport and Exercise Psychology

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Using Wylleman and Lavallee (2004) and Stambulova (2003) models of transition as conceptual frameworks for the current study, we aimed to explore United Kingdom (UK) professional soccer players' (N = 5) experiences going through a youth-to-senior career transition to first team level, and assess the immediate changes that occur during the move.Few studies have assessed this process, and no studies have focused on assessing the changes that may occur between pre and post transition. Data collection lasted 1 month with players interviewed twice, 2 weeks before, and 2 weeks after their transition to the first team. Data were abductively thematically content analyzed. Prior to transition, players reported high motivation to be successful, but also feeling anxious about the transition to senior sport. Posttransition, players felt more confident about their ability to succeed in senior sport and maintained high levels of motivation to succeed. Family, friends, coaches, and teammates provided emotional, technical, and tangible support to the players throughout the transition, but were also sources of stress for athletes moving to senior sport. These findings suggest ways to assist transitioning athletes, such as the use of buddy systems with senior players.

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Section: Discussionsupporting

confidence: 91%

Section: Within-career Transitions In Sport 24supporting

confidence: 86%

Section: Within-career Transitions In Sportmentioning

confidence: 99%

Section: Interviewsmentioning

confidence: 99%

Section: Within-career Transitions In Sport 24mentioning

confidence: 99%

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From youth team to first team: An investigation into the transition experiences of young professional athletes in soccer

Morris

Tod

Eubank

2016

International Journal of Sport and Exercise Psychology

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A Longitudinal Mixed Methods Case Study Investigation of the Academic, Athletic, Psychosocial and Psychological Impacts of Being a Sport School Student Athlete

Thompson,

Rongen,

Cowburn

et al. 2024

Sports Med

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Background Sport schools are popular environments for simultaneously delivering education and sport to young people. Previous research suggests sport school involvement to have impact (i.e. the positive/negative, intended/unintended and long/short-term outcomes, results and effects) on student athlete’s holistic (i.e. academic, athletic, psychosocial and psychological) development. However, previous research is limited by (1) cross-sectional methods, (2) limited multidimensional assessments, (3) lack of consideration for athlete characteristics (e.g. sex) and (4) failure to evaluate how sport school features affect student-athlete impacts. Objectives The study, using a mixed methods case study approach, aims to (1) longitudinally evaluate the impact of sport school involvement on the holistic development of student athletes, (2) evaluate the impact on holistic development by student-athlete characteristics and (3) explore the features and processes of the sport–school programme that drive/facilitate holistic impacts. Methods A longitudinal mixed methods design was employed across one full academic school year (33 weeks). Six data-collection methods (i.e. online questionnaire, physical fitness testing battery, academic assessment grades, log diaries, field notes/observation and timeline diagram/illustration) were used to assess the academic, athletic, psychosocial and psychological impacts for 72 student athletes from one sport school in the United Kingdom (UK). Results Student athletes developed positive long-term holistic overall impacts (i.e. academically, athletically and personally), including maintaining stable and relatively high levels of sport confidence, academic motivation, general recovery, life skills, resilience and friends, family and free time scores. Despite positive impacts, juggling academic and sport workload posed challenges for student athletes, having the potential to lead to negative holistic impacts (e.g. fatigue, stress and injury). Positive and negative impacts were linked to many potential features and processes of the sport school (e.g. academic and athletic support services versus insufficient training load build-up, communication, coordination, flexibility and planning). Furthermore, when considering student-athlete characteristics, females had lower sport confidence, higher general stress and body image concerns and less general recovery than males and student athletes who played sport outside the school had lower general recovery. Conclusions This mixed method, longitudinal study demonstrated sport school involvement resulted in many positive academic (e.g. good grades), athletic (e.g. fitness development), psychosocial (e.g. enhanced confidence) and psychological (e.g. improved resilience) impacts attributed to the academic and athletic support services provided. However, juggling heavy academic and athletic workloads posed challenges leading to negative impacts including fatigue, pressure, stress and injury. Furthermore, holistic impacts may be sex dependent and further support may be required for female student athletes in sport school environments. Overall, these findings demonstrate the complex nature of combining education and sport commitments and how sport schools should manage, monitor and evaluate the features of their programme to maximise the holistic impacts of sport–school student athletes.

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Would the Use of Safe, Cost-Effective tDCS Tackle Rather than Cause Unfairness in Sports?

2018

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Jumping to the next level: A qualitative examination of within-career transition in adolescent event riders

Cited by 143 publications

References 19 publications

From youth team to first team: An investigation into the transition experiences of young professional athletes in soccer

From youth team to first team: An investigation into the transition experiences of young professional athletes in soccer

A Longitudinal Mixed Methods Case Study Investigation of the Academic, Athletic, Psychosocial and Psychological Impacts of Being a Sport School Student Athlete

Would the Use of Safe, Cost-Effective tDCS Tackle Rather than Cause Unfairness in Sports?

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