Early Sport Specialization and Relative Age Effect: Prevalence and Influence on Perceived Competence in Ice Hockey Players
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
The relative age effect (RAE) and early sport specialization (ESS) have been of growing interest in the sports world, especially in ice hockey, because of their potential adverse effects. However, little is known about their distribution within each level of play in Canadian minor ice hockey, or whether they influence young people’s perceived competence, a variable of interest in long-term sports development. A sample of elite adolescent players (N = 204) and a sample of recreational and competitive players (N = 404) were used to measure these constructs, and chi-square tabulations were conducted to compare their distribution. Our results reveal that RAE (χ2 = 20.03, p < 0.01, Cramer’s V = 0.13) and ESS (χ2 = 66.14, p < 0.001, Cramer’s V = 0.24) are present, but there are apparently no gender differences in their distributions. Neither the level of RAE nor ESS seems to affect the perceived competence of the players, regardless of gender. The results of this study highlight the presence of RAE and ESS in Canadian minor ice hockey, especially at the elite level, but indicate that they do not affect the self-perception of ice hockey players. Additional research on these concepts is needed to obtain a complete picture of their potential impact on sports development.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 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) | 0.001 | 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 it