Impact of Major Life Events on Former Athletes’ Adult Participation in Running
Notice bibliographique
Résumé
This paper extends the growing body of leisure research related to impact of major life events into the realm of physical activity. Respondents were a homogenous group of 224 runners in the sense that all competed in varsity cross country at the intercollegiate level. This early-adult life similarity was deemed appropriate as it provides additional power to conclusions drawn regarding magnitude of major life events (none, minor, major) and impact (qualitative and quantitative) on later life participation. Respondents ranged in age from mid-20s to mid-90s, with an average age of just under 50. They reported on life events ranging from graduation, marriage, and addition of children, to changes in employment and residence, divorce, and death of a spouse. Data suggested that, on the whole, these highly involved and invested runners were relatively resilient to major events in their lives. Nearly 70% continued to run at some level. Respondents were more likely to report qualitative impact on running—sometimes positive, sometimes negative—than they were quantitative impact. The only exception to this rule was for addition of children to the family, and running less was, especially for women, the most common response. Although the majority of life events occurred during early adulthood, for example, graduation and marriage, those most challenging with respect to maintenance of running activity more often occurred a bit later in early midlife (children) and in middle age and beyond (serious injury and/or illness). Specific implications for practice are focused on those most impactful events. With respect to addition of children to the family, agencies are challenged to emphasize social support for young parents while remaining mindful of social norms that differentially impact men and women in this context. Proactive solutions are proposed for reducing likelihood and impact of serious running-related injuries, many of which focus on park and recreation agencies role in molding the built environment. As well, co-production opportunities with the sports medicine community are explored. The present research largely supports Whaley’s (2007) argument that impactful life events are spread over the entire lifespan and Carpenter and colleagues’ (multiple studies) conclusions regarding the complexity of interpreting life event impacts.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».