Exploring the role of personality in youth competitive swimmers' developmental experiences
Bibliographic record
Abstract
Growing evidence suggests sport has the potential to facilitate positive youth development (PYD) (e.g., Fraser-Thomas et al., 2005). While personality has previously been shown to play an important role in sport performance (Allen et al., 2013), little research has investigated the influence of personality on PYD outcomes. The objective of this study was to explore the role of youths’ personality traits in contributing to their developmental experiences in sport. Competitive youth swimmers ( n = 96) completed the NEO-Five Factor Inventory (NEO-FFI-3; McCrae & Costa, 2004) to assess five key personality traits (i.e., neuroticism, extraversion, openness, agreeableness, and conscientiousness), and the Youth Experience Survey – Sport (YES-S; MacDonald et al., 2012) to assess positive developmental experiences in four positive domains (personal and social skills, cognitive skills, goal setting skills, and initiative), and one negative domain (negative experiences). Multiple regression analyses were performed using each of the five domains of the YES-S as outcome variables. Results indicate athlete agreeableness was negatively associated with negative experiences in sport; less agreeable athletes perceived more negative events in their sport. In contrast, athlete conscientiousness was positively associated with positive developmental experiences in all four domains (i.e., personal and social skills, cognitive skills, goal setting skills, and initiative); more conscientious athletes appeared to develop more life skills through their sport experiences. Further research is necessary to better understand how personality traits may influence PYD outcomes, with a particular focus on potential causality in the relationship. From a practical perspective, findings emphasize the value of coaches recognizing athletes’ unique personality traits and modifying their interactions and programming approach to cater to unique personality types, when aiming to optimize youths’ positive development.
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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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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".