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Record W2218272645

Exploring the Continuity of Sports Participation: The Role of Community Sport Clubs In the Sport Development Process

2014· article· en· W2218272645 on OpenAlexaffabout
Lauren Wolman

Bibliographic record

VenueYorkSpace (York University) · 2014
Typearticle
Languageen
FieldPsychology
TopicSport Psychology and Performance
Canadian institutionsYork University
Fundersnot available
KeywordsClubAthletesSport managementPsychologyLoyaltyPsychosocialPublic relationsGraduation (instrument)Medical educationPolitical sciencePhysical therapyMedicineEngineering
DOInot available

Abstract

fetched live from OpenAlex

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)

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.

How this classification was reachedexpand

Full frame machine prediction

Teacher imitation

Not 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.

metaresearch head score (Codex)0.010
metaresearch head score (Gemma)0.011
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Qualitative · Consensus signal: Qualitative
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.233
Threshold uncertainty score0.463

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0100.011
Meta-epidemiology (narrow)0.0000.001
Meta-epidemiology (broad)0.0010.001
Bibliometrics0.0030.002
Science and technology studies0.0150.010
Scholarly communication0.0100.005
Open science0.0030.010
Research integrity0.0010.003
Insufficient payload (model declined to judge)0.0020.000

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.

Opus teacher head0.061
GPT teacher head0.283
Teacher spread0.223 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designQualitative
Domainnot available
GenreEmpirical

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".

Quick stats

Citations1
Published2014
Admission routes2
Has abstractyes

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