Reasons to Stay in Club Sport According to 19-Year-Old Swedish Participants: A Salutogenic Approach

Jakobsson, Britta Thedin; Lundvall, Suzanne; Redelius, Karin

doi:10.1515/ssr-2015-0002

Cited by 17 publications

(26 citation statements)

References 14 publications

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“…This is in accordance with previous studies (Goncalves et al, 2011; Light et al, 2013; Lindgren, 2002; Thedin Jakobsson, 2014; Thedin Jakobsson et al, 2014; Ullrich-French & Smith, 2009). However, in this study, the feeling of social connectedness at the sport clubs was expressed as the main reason to remain at the club.…”

Section: The Individual At the Centre Of A Communitysupporting

confidence: 93%

“…Studies that focus on what is keeping young adults in sports mention, for example, that the activities need to be fun, among friends, allow participants to learn new things, competitive, and make a contribution to improved health and well-being (i.e., Goncalves, Carvalho, & Light, 2011; Light, Harvey, & Memmert, 2013; Lindgren, 2002; Thedin Jakobsson, 2014; Thedin Jakobsson, Lundvall, & Redelius, 2014; Ullrich-French & Smith, 2009). Previous research indicates a gap regarding the circumstances that encourage young people to remain at their sport clubs.…”

mentioning

confidence: 99%

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“The individual at the centre” – a grounded theory explaining how sport clubs retain young adults

Lindgren

Annerstedt

Dohsten

2017

International Journal of Qualitative Studies on Health and Well

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Purpose: There is still a lack of knowledge regarding which social processes occur in sport clubs and what factors influence young adults to want to remain in a sport club context. Thus, the purpose of this study was to construct a grounded theory (GT) explaining how sport clubs can retain their young adults. Method: The study uses an intersectional approach. In line with constructivist GT methodology, data from 14 focus-group interviews (27 coaches and 28 young adults) were collected and analysed using a constant comparative method. Results: The core category, “The individual at the centre of a community”, summarizes a process, whereby the generated GT contains three main categories, namely (1) “Participation and influence”, (2) “Social connectedness” and (3) “Good conditions”. Conclusions: The coaches put the individual at the centre of a community and pay attention to the needs and interests of all the young adults, regardless of their background, ambitions, and skills. However, while the idea of a moral imperative to provide for diversity was not directly absent in the discussions with both the coaches and young adults, most of the diversity approaches seemed to be based on ambition and skills, gender, age and sexuality.

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Section: The Individual At the Centre Of A Communitysupporting

confidence: 93%

mentioning

confidence: 99%

“The individual at the centre” – a grounded theory explaining how sport clubs retain young adults

Lindgren

Annerstedt

Dohsten

2017

International Journal of Qualitative Studies on Health and Well

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“…The way in which having a sense of improvement and growing competence contributed toward positive experiences of being in the team and club in this study also finds common ground with research on youth sport conducted outside Japan (see, Jackobsson, Lundvall & Redelius, 2014). The importance of feeling competent (Kirk, 2005) and the identification of how effort expended on practice is seen to be worth it when it 'pays off' (see, Lee, Carter & Xiang, 1995) is also evident in the literature more broadly.…”

Section: Discussionsupporting

confidence: 73%

The nature of experience and learning for japanese girls in a highschool basketball club

Light¹

2016

rechercheseducations

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This article draws on a study that inquires into what keeps girls aged 13-16 years in a high school basketball club in Japan with a focus on how the nature of their experience is shaped by socio-cultural and institutional context. The influence of context is of particular importance in small-scale, close-focus studies such as the study drawn on in this article and is emphasized due to the way in which the context is culturally distinct from Western settings. While the findings support those of some other studies on adolescent girls participation in sport they identify the influence of the institutional culture of schools and bukatsudō (clubs). Located within the larger Japanese cultural context on the nature of experience in school basketball and the learning emerging from it to identify the implicit yet powerful influence of the cultural learning that underpins Japanese education.

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“…Third, there may be other factors within the organisational environment and/or at the program level that influence sport participation among girls. For instance, one group of researchers from Sweden have reported that the reasons adolescent girls continue participating in sports clubs is that they are fun and provide a sense of belonging and improving sport skills, rather than the desire to compete [ 44 , 45 ]. Future research could explore the influence of program-level factors like training demand, competition focus, and skill development, on sport club participation.…”

Section: Discussionmentioning

confidence: 99%

The influence of a Healthy Welcoming Environment on participation in club sport by adolescent girls: a longitudinal study

Casey

Eime

Harvey

et al. 2017

BMC Sports Sci Med Rehabil

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BackgroundThis study investigated the perceived influence of a Healthy Welcoming Environment (HWE) on participation in sports clubs among adolescent girls, and how these perceptions changed longitudinally. HWE was defined in terms of a set of health promotion policies advocated by a health promotion foundation as the basis of sport club health promotion practice to promote structural reform in state sporting organisations and their affiliated associations and clubs. These included sports injury prevention, smoke-free, responsible serving of alcohol, sun protection, healthy eating, and welcoming and inclusive environments.MethodsYear 7 and 11 female students from metropolitan (n = 17) and non-metropolitan secondary schools (n = 14) in Australia were invited to participate in three annual surveys. These surveys collected information about current or past membership of a sports club and the influence of HWEs on their decision to participate (or not) in a sports club.ResultsYear 7 (n = 328; 74.5%) and Year 11 (n = 112; 25.5%) female students completed all three waves (19.6% response rate; 82.7 and 74.0% retention rate). Most agreed that characteristics of HWEs were a positive influence on their participation in sports clubs, except those relating to alcohol and Sunsmart. Welcoming factors had consistent high agreement among respondents. Alcohol and friendliness factors of the club were regarded as being positively influential by higher percentages of non-metropolitan than metropolitan respondents.ConclusionsWelcoming factors were the most positive influences on decisions to participate in sports clubs. These factors may be important in reducing barriers to sport participation. Strategies supporting the social environment within sports clubs should be prioritised.

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Reasons to Stay in Club Sport According to 19-Year-Old Swedish Participants: A Salutogenic Approach

Cited by 17 publications

References 14 publications

“The individual at the centre” – a grounded theory explaining how sport clubs retain young adults

“The individual at the centre” – a grounded theory explaining how sport clubs retain young adults

The nature of experience and learning for japanese girls in a highschool basketball club

The influence of a Healthy Welcoming Environment on participation in club sport by adolescent girls: a longitudinal study

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