Parental strategies for supporting children’s psychosocial development within and beyond elite sport
Notice bibliographique
Résumé
There remains limited research into the role that parents play to support their child’s psychosocial development within elite youth sport contexts. The present study was conducted in an English professional youth football (soccer) academy that has intentionally integrated the 5Cs framework (Harwood; commitment, communication, concentration, control, confidence) into its player development process. The purpose of the study was to explore parents’ interpretations of their roles and experiences of supporting young athletes’ psychosocial development in this context. Six focus groups were conducted with 30 parents (17 fathers, 13 mothers; Mage = 44.8) who had a child in the foundation (8–11 years) or youth development phase (12–16 years). The transcripts were analyzed using reflexive thematic analysis. Parental strategies employed to support their child’s 5Cs within and beyond the academy included providing encouragement and tailoring feedback, establishing and sharing expectations with their child, creating an autonomy-supportive environment, encouraging participation in activities outside of the academy, and understanding football and the nature of the academy. Barriers perceived as hindering parents’ support reflected the salience of coach-parent communication at the academy. Accompanying recommendations and implications are discussed for enabling improved congruency between coaches and parents, and how parent education can be better tailored to support intentional psychosocial development within elite youth sport pathways.Lay summary: Conducted at a professional football academy that has integrated a psychosocial framework into the player development process, this study explored parents’ interpretations of their roles and experiences of supporting young athletes’ psychosocial development. Parents discussed practical strategies, barriers, and recommendations to support their child’s development in and beyond sport.IMPLICATIONS FOR PRACTICEParents can support young athletes’ psychosocial development by considering the broader contexts in which they occupy, including how they communicate at home, how they control their emotions within their sport programs, and how they demonstrate commitment at school.When parents employ an intentional approach to supporting psychosocial development, young athletes may become more aware of the possibilities for transferring their psychosocial skills beyond football, or their immediate sport context.Strengthening the communication between parents and coaches within a sport program, and the education offered to parents and coaches, can help sport parents better support their child’s psychosocial development within and beyond the sport program.Engagement with a parent 5C program can provide parents with a meaningful return on their time in academy football to not only support their child but to help them navigate the known demands of being a parent in an elite youth sport environment.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,000 | 0,002 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 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 source (Gemma direct ou Codex distillé), 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 ».