Exploring the Continuity of Sports Participation: The Role of Community Sport Clubs In the Sport Development Process
Bibliographic record
Abstract
Athletes are often faced with various life and athletic transitions, which can lead to a decline or even a drop-out in sport participation (Freysinger & Ray, 1994; Lim, Warner, Dixon, Berg, Kim, & Newhouse-Bailey, 2011; Lunn, 2010; Tammelin, Näyhä, Hills & Järvelin, 2003, Wyllemann & Lavallee, 2004). In Canada, the most significant decline in sport participation occurs between the ages of 15 to 24 years (Statistics Canada, 2012), when many graduate from secondary and/or post-secondary education. The purpose of this research was to explore the role of community sport clubs in facilitating sport participation in the sport of rugby union in a large Canadian city, with a specific focus on the transition from youth to adult sport. Two qualitative studies were conducted which examined a) athletes’ perspectives of the psychosocial factors that influenced initial involvement and continued participation on a community sport club and b) administrators’ perspectives of the role of community clubs in facilitating sport development and the continuity of sport participation into adulthood. Findings demonstrated that early exposure and access to sport can increase athletes’ awareness and initial involvement with community clubs and strong school-club partnerships can facilitate athletes’ continued involvement in structured competitive sport. To build sport commitment and club loyalty, strategies should be implemented to ensure seamless transitions between junior and senior sport and programs should provide a balance between the competitive and social elements of sport. Lastly, providing flexible programming and opportunities for athletes to transition into leadership roles can extend athletes’ lifelong involvement in sport. Findings are discussed in the context of practical implications (e.g., community sport clubs’ strategic planning) and future research directions (e.g., examining different sporting environments)
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.015 | 0.010 |
| Scholarly communication | 0.010 | 0.005 |
| Open science | 0.003 | 0.010 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".