The relative importance of training volume and coach autonomy support for preventing youth swimming attrition
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
There are hypothesized associations between high training volume in youth sport and negative psychological and behavioral outcomes such as decreased enjoyment, and increased burnout and dropout. Autonomy support, however, is associated with positive motivational and behavioral outcomes. The purpose of this study was to concurrently explore the relationships of training volume and perceived coach autonomy support with enjoyment, commitment, burnout symptoms, and dropout from swimming. Survey data were collected from 265 swimmers (Mage = 13.78 ± 1.60) representing more than 50 clubs across Canada. Their parents provided training volume data. Several months later, at the start of the next swimming season, a follow-up survey identified which swimmers dropped out. Structural equation modeling did not show a significant relationship between training volume and enjoyment, but there was a significant pathway from autonomy support to enjoyment, which predominantly predicted functional commitment. Obligatory and functional commitment differentially predicted burnout and intentions to continue swimming. Swimmers who dropped out had significantly lower training volume, enjoyment, functional commitment, and intentions to continue swimming, and higher sport devaluation, compared to those who continued swimming in the following season. Perceptions of an enjoyable, autonomy-supportive training context in adolescent swimming seem to have greater associations than training volume with several psychological and behavioral outcomes, including burnout symptoms and dropout.
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) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| 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