Tracing the Origins of Athlete Development Models in Sport: a Citation Path Analysis

Reviews of the sport psychology literature have identified a number of models of athlete development in sport (Alfermann & Stambulova, 2007; Durand-Bush &Salmela, 2001). However, minimal research has investigated the origins of knowledge from which each model was developed. The purpose of this study was to systematically examine the influential texts responsible for providing the basis of athlete development models in sport. A citation path analysis of the sport psychology literature was used to generate a knowledge development path of seven athlete development models in sport. The analysis identified influential texts and authors in the conceptualization of athlete development. The popula-tion of 229 texts (articles, books, book chapters) was selected in two phases. Phase1 texts were articles citing seven articles depicting models of athlete development(n  75). Phase 2 included texts cited three or more times by Phase 1 articles (n  154). The analysis revealed how the scholarship of Benjamin Bloom (1985) has been integrated into the field of sport psychology, and how two articles appearing in 1993 and 2003 helped shape present conceptualizations of athlete development

Birthplace Effects on the Development of Female Athletic Talent

This study examined the extent to which an athlete's place of birth can influence the likelihood of playing professional sport. Information regarding the birthplace of all American female athletes in the Ladies Professional Golf Association and Women's United Soccer Association was gathered from official league websites. Monte Carlo simulations were used to determine if the birthplace of these professional athletes differed in any systematic way from official census population distributions. Odds-ratios were determined for cities within specific population ranges to ascertain if the likelihood of playing professional sport was influenced in any systematic way by city size. The analyses revealed that female professional soccer players born in cities of less than 1,000,000 were over-represented, as were female professional golfers born in cities of less than 250,000. Results are consistent with those of male professional athletes in suggesting that areas of lower population provide conditions more conducive to the development of expertise than do larger city environments.

When “Where” is More Important Than “When”: Birthplace and Birthdate Effects On The Achievement Of Sporting Expertise

In this study, we assessed whether contextual factors related to where or when an athlete is born influence their likelihood of playing professional sport. The birthplace and birth month of all American players in the National Hockey League, National Basketball Association, Major League Baseball, and Professional Golfer's Association, and all Canadian players in the National Hockey League were collected from official websites. Monte Carlo simulations were used to verify if the birthplace of these professional athletes deviated in any systematic way from the official census population distribution, and chi-square analyses were conducted to determine whether the players' birth months were evenly distributed throughout the year. Results showed a birthplace bias towards smaller cities, with professional athletes being over-represented in cities of less than 500,000 and under-represented in cities of 500,000 and over. A birth month/relative age effect (in the form of a distinct bias towards elite athletes being relatively older than their peers) was found for hockey and baseball but not for basketball and golf. Comparative analyses suggested that contextual factors associated with place of birth contribute more influentially to the achievement of an elite level of sport performance than does relative age and that these factors are essentially independent in their influences on expertise development.

The Developmental Activities of Elite Ice Hockey Players

The purpose of this study was to analyze the development of four 20 year-old elite hockey players through an in-depth examination of their sporting activities. The theoretical frameworkof deliberate practice (Ericsson, Krampe, & Tesch-Romer, 1993) and the notion of deliberate play (Côté, 1999) served as the theoretical foundations. Interviews were conducted to providea longitudinal and detailed account of each participant.s involvement in various sporting activities. The interviewer asked questions about the conditions and sporting activities for eachyear of development. The data obtained were validated through independent interviews conducted with three parents of three different athletes. The results were consistent with Côté.s(1999) three stages of development in sport: the sampling (age 6.12), specializing (age 13. 15), and investment (age 16+) years

Season-Long Examination of the Intervention Tone of Coach-Athlete Interactions and Athlete Development in Youth Sport

Objectives: Coaches are a primary influence on athletes' development in youth sport (Horn, 2008). However, the intervention tone of coaches' behaviour has not been directly observed. The purpose of this study was to examine associations between the intervention tone exhibited by youth sport coaches and athletes' individual developmental trajectories over the course of a season. Design: Short-term longitudinal study with behavioural observation. Method: Fifty-five athletes and their coaches from five youth volleyball teams were observed at three time points, and the intervention tone of interactive behaviour was systematically coded and organized by coach-athlete dyad. Athletes completed measures of the 4C's of athlete development (competence, confidence, connection, character) at each time point, which were used to create individualized developmental trajectories. Person-centred analyses were used to examine associations between athletes' developmental trajectories and their unique interactive experiences with their coach. Results: Cluster analysis revealed the presence of three distinct clusters based on athletes' developmental trajectories: 1) high and increasing, 2) low and decreasing, and 3) moderate and maintaining, with athletes from each team distributed across clusters. Analysis of dyadic interaction profiles revealed significant differences in interactive behaviour between clusters. Conclusions: Results suggest that differences in coach-athlete interactive experiences are associated with different developmental trajectories over the course of a season, even for athletes working with the same coach, highlighting the individualized nature of coaches' influence on young athletes. Practical implications for coaches include a critical awareness of their unique interactive relationship with each athlete independently, as well as the importance of fostering these relationships with regard to young people as more than just athletes.

The Influence of the Family in the Development of Talent in Sport

The purpose of the present study was to describe patterns in the dynamics of families of talented athletes throughout their development in sport. Four families, including three families of elite rowers and one family of an elite tennis player were examined. The framework provided by Ericsson, Krampe, and Tesch- Römer (1993) to explain expert performance served as the theoretical basis for the study. Ericsson et al. suggested that the acquisition of expert performance involves operating within three types of constraints: motivational, effort, and resource. In-depth interviews were conducted with each athlete, parent, and sibling to explore how they have dealt with these three constraints. A total of 15 individual interviews were conducted. Results permitted the identification of three phases of participation from early childhood to late adolescence: the sampling years, the specializing years, and the investment years. The dynamics of the family in each of these phases of development is discussed

Coach Behaviors and Athlete Satisfaction in Team and Individual Sports

The coach can have a profound impact on athlete satisfaction, regardless of the level of sport involvement. Previous research has identified differences between coaching behavior preferences in team and individual sport athletes. The present study examined the moderating effect that an athlete's sport type (i.e., individual or team) may have on the relationships among seven coaching behaviors (mental preparation, technical skills, goal setting, physical training, competition strategies, personal rapport, and negative personal rapport) for predicting coaching satisfaction. Moderated multiple regression analyses indicated that each of the seven coaching behaviors were significant main effect predictors of coaching satisfaction. However, sport type (i.e., team or individual sports) was found to moderate six of the seven relationships: mental preparation, technical skills, goal setting, competition strategies, personal rapport, and negative personal rapport in predicting satisfaction with the coach. These findings indicate that high coaching satisfaction for athletes in team sports is influenced to a greater extent by the demonstration of these behaviors than it is for individual sport athletes.

Athlete Perceptions of Intra-Group Conflict in Sport Teams

The study of conflict has been of primary interest in various fields such as organisational psychology for decades (e.g. Barki & Hartwick, 2004). In sport psychology, however, conflict research has been almost nonexistent (Lavoi, 2007) with few exceptions (e.g. Holt et al., 2012; Sullivan & Feltz, 2001). The importance of understanding conflict in sport and in groups, however, has been acknowledged because it has potentially serious implications for group outcomes (Lavoi, 2007). The present study investigated competitive sport athletes’ perceptions of intra-group conflict in sport. Ten intercollegiate athletes: (N=5 males, N=5 females; Mage=25.00, SD=2.87) participated in semi-structured interviews. Athletes perceived the nature of conflict to manifest itself in several ways including: (a) disagreements; (b) negative emotions; and (c) interference/antagonistic behaviors. In addition, conflict episodes were perceived to arise in task and social situations. The findings are discussed in terms of their contributions to current perspectives on intra-group conflict in sport.

ISSP Position Stand: To Sample or to Specialize? Seven Postulates About Youth Sport Activities that Lead to Continued Participation and Elite Performance

A comprehensive approach to sport expertise should consider the entire situation that is comprised of the person, the task, the environment, and the complex interplay of these components (Hackfort, 1986). Accordingly, the Developmental Model of Sport Participation (Côté, Baker, & Abernethy, 2007; Côté & Fraser-Thomas, 2007) provides a comprehensive framework for sport expertise that outlines different pathways of involvement in sport. In pathways one and two, early sampling serves as the foundation for both elite and recreational sport participation. Early sampling is based on two main elements of childhood sport participation: 1) involvement in various sports and 2) participation in deliberate play. In contrast, pathway three shows the course to elite performance through early specialization in one sport. Early specialization implies a focused involvement on one sport and a large number of deliberate practice activities with the goal of improving sport skills and performance during childhood. This paper proposes seven postulates regarding the role that sampling and deliberate play, as opposed to specialization and deliberate practice, can have during childhood in promoting continued participation and elite performance in sport.

Effective Behaviors of Expert Rowing Coaches: A Qualitative Investigation of Canadian Athletes and Coaches

Ten Canadian expert rowing coaches and 10 Canadian elite rowers were interviewed regarding their perceptions of effective coaching behaviors. The questions of the interview guide focused on coaches' behaviors in training, competition, and organization settings. Qualitative data analyses revealed seven behaviors elicited by coaches and athletes. Effective coaching behaviors perceived as important by both athletes and coaches were; 1) plan proactively, 2)create a positive training environment, 3)facilitate goal setting, 4)build athletes' confidence, 5) teach skills effectively, 6)recognize individual differences, and 7)establish a positive rapport with each athlete.

A Developmental Approach to Sport Expertise

This chapter examines the personal and contextual factors of youth sport that affect sport expertise and developmental outcomes. The developmental model of sport participation (DMSP) is used as a comprehensive framework that outlines different pathways of involvement in sport. Activities and contexts that promote continued sport participation and expert performance are discussed as the building blocks of all effective youth sport programs. This chapter provides evidence that performance in sport, participation, and psychological development should be considered as a whole instead of as separate entities by youth sport programmers. Adults in youth sports (i.e. coaches, parents, sport psychologists, administrators) must consider the differing implications of concepts such as deliberate play, deliberate practice, sampling, specialization, and program structure at different stages of an athlete's talent development. Seven postulates are presented regarding important transitions in youth sport and the role that sampling and deliberate play, as opposed to specialization and deliberate practice, can have during the childhood in promoting continued participation and elite performance in sport

Retro-Neoliberalism: Elite Counter-Protest in Latin America, 1940-1975

This research challenges the origin story of neoliberalism in Latin America. Drawing on archival data from the Mont Pèlerin Society and the personal archives of leading but neglected figures in the post-war push to rebuild economic liberalism, I present a historical geography of elite counter-protest that both predates and broadens the generally accepted “birth” of neoliberalism in 1970s Chile. Beginning in the 1940s, Latin American elites found common cause with key figures from economic liberalism’s most radical wing: the Austrian School. While existing literature links the onset of neoliberalism in Chile to the Austrian School, particularly with respect to the School’s influence on the early Mont Pèlerin Society, this dissertation is the first comprehensive inquiry to place the Austrian tradition in the ideational and organizational landscape of Latin America. Embracing a new mission that promised to save the soul of Western civilization, Latin America’s retro-neoliberal leaders collaborated with transnational actors to build a network of Austrian-inspired think-tanks and institutes of higher learning in the region. These organizations, in turn, served as recruiting mechanisms to found the Hispanic quarter of the Mont Pèlerin Society, which was dominated not (as might be assumed) by Chileans, but rather by retro-neoliberal elites from Mexico, Argentina, Guatemala, and Venezuela. By 1975, when scholars began analyzing how a run-of-the-mill economics department had been transformed into a bastion of free-market thinking in Chile, an entire neoliberal university was up and running in Guatemala, exposing all students, regardless of discipline, to the Austrian tradition – the crowning achievement of Latin America’s retro-neoliberal network. Investigating, and accounting for, the development and impact of this initiative sheds new light on the neoliberal landscape in Latin America, and raises important questions for the study of neoliberalism more broadly.