Relational developmental systems metatheory: a conceptual framework to understand and promote older adults’ involvement in 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
Sport is viewed as a vehicle to develop or augment adaptive developmental processes, resources, and experiences across the lifespan. However, research has acknowledged that sport participation is associated with costs as well as benefits in older adulthood. To fully understand the influence of sport participation on psychosocial and developmental outcomes in older people, insight into the dynamic and complex relationship between the individual and his/her environment is needed. This review proposes Relational Developmental Systems (RDS) metatheory as a conceptual framework to understand the outcomes of sport participation later in life. Knowledge of the mechanisms, processes, and bi-directional exchanges related to individual and contextual relations emphasised in RDS frameworks may help researchers gain an understanding of the means by which sport participation shapes developmental outcomes evident within and among older athletes. Key assumptions of the metatheory are introduced and discussed in relation to the sport setting. Specific examples from the literature on older athletes are presented to illustrate the relationship between individual and contextual factors on developmental outcomes. Finally, considerations for future research on the topic are proposed using an RDS lens to move the field forward.
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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 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