The development of volition in young elite athletes

Personal characteristics as predictors for dual career dropout versus continuation – A prospective study of adolescent athletes from German elite sport schools

“…Volitional skills include self-regulatory skills that enhance the individual's commitment to training, competing, overcoming obstacles and pursuing goals. The concept of volitional skills and its measurement was introduced in the achievement motivation literature by Kuhl and Fuhrmann (1998), and in sport psychology literature by Elbe, Szymanski, and Beckmann (2005). Elbe et al (2005) investigated young athletes from sport schools in Germany and found that athletes exhibited an increased development of volitional skills compared to non-athletes.…”

“…The concept of volitional skills and its measurement was introduced in the achievement motivation literature by Kuhl and Fuhrmann (1998), and in sport psychology literature by Elbe, Szymanski, and Beckmann (2005). Elbe et al (2005) investigated young athletes from sport schools in Germany and found that athletes exhibited an increased development of volitional skills compared to non-athletes. Furthermore, longitudinal data suggested that athletes who lived in boarding schools exhibited even better development of volitional skills than did athletes who lived in their parents' homes.…”

Development and initial validation of an instrument measuring athletes’ volition

“…Sport psychologists are also interested in the effects of volition on the improvement of athletic performance (e.g., Beckmann, 1999 Beckmann, 2005). However, the researchers' interest is still rather limited.…”

Overregulation in Physical Education – Teaching Behavior Effects on Self-Regulated Motor Learning

“…Self-regulated learning is defined as a constructive process that incorporates cognition, motivation and volition (Boekaerts, 1999a;Zimmerman & Martinez-Pons, 1990). A self-regulated learner is concerned with active goal-setting and the pursuit of monitoring, regulating and controlling cognition, motivation and behavior to reach a particular result or improvement (Elbe, Szymanski, & Beckmann, 2005). Students can be considered as self-regulated learners if they participate metacognitively, motivationally, and behaviorally active in learning conditions (Zimmerman, 1990).…”

“…SRML seems to improve students' lesson comprehension and motor performance (Schunck & Zimmerman, 1996). Moreover, SRML supports a continuing learning and performance process and it is a precondition to persevering/enduring and intensive training (Elbe et al, 2005). In addition, SRML emphasizes the interrelation between individual and contextual characteristics and achievement and performance, and the role of cognitive, emotional and motivational efforts (e.g.…”