An Evaluation of Personal and Contextual Factors in Competitive Youth Sport
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Because millions of youth are involved in sport, the sport context is important to consider in advancing the growth experiences of young people (Côté et al., 2007 Côté, J., Strachan, L. and Fraser-Thomas, J. 2007. “Participation, personal development and performance through youth sport”. In Positive youth development through sport, Edited by: Holt, N. L. 34–45. London: Routledge. [Google Scholar]; Fraser-Thomas et al., 2005 Fraser-Thomas, J., Côté, J. and Deakin, J. 2005. Youth sport programs: An avenue to foster positive youth development. Physical Education and Sport Pedagogy, 10(1): 19–40. [Taylor & Francis Online] , [Google Scholar]). Furthermore, research in developmental psychology has highlighted the value of structured programs, including sport, in helping to promote positive youth development (Fredricks & Eccles, 2006 Fredricks, J. A. and Eccles, J. S. 2006. Extracurricular involvement and adolescent adjustment: Impact of duration, number of activities, and breadth of participation. Applied Developmental Science, 10(3): 132–146. [Taylor & Francis Online] , [Google Scholar]). Youth sport involvement has been linked to high levels of enjoyment (Scanlan et al., 1989 Scanlan, T. K., Stein, G. L. and Ravizza, K. 1989. An in-depth study of former elite figure skaters: II. Sources of enjoyment. Journal of Sport & Exercise Psychology, 11: 65–83. [Crossref], [Web of Science ®] , [Google Scholar]), however, negative outcomes, such as burnout, have also been reported (Gould et al., 1996 Gould, D., Tuffey, S., Udry, E. and Loehr, J. 1996. Burnout in competitive tennis players: II. Qualitative analysis. The Sport Psychologist, 10: 341–366. [Crossref], [Web of Science ®] , [Google Scholar]). In the present study, the Developmental Assets Profile (Search Institute, 2004 Search Institute. 2004. Developmental assets profile preliminary user manual, Minneapolis, MN: Author. [Google Scholar]) was used to explore personal (internal assets) and contextual (external assets) outcomes associated with youth sport. Results suggest that three particular assets (positive identity, empowerment, and support) are important to focus on in youth sport programs to decrease burnout symptoms and enhance enjoyment. Path analyses were also conducted to test a proposed model and exploratory results confirmed links of particular assets to sport outcomes. The results are discussed in terms of integration with Bronfenbrenner's ecological theory (1999) and recommendations are suggested for sport programmers to consider to develop these assets within youth sport.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it