A scoping review of the use of theory in positive youth development and athlete transition literature
Bibliographic record
Abstract
The psychosocial development of young people in sports settings continues to be a popular area of study. Researchers examining youth athletes may draw on developmental theories from broader fields of psychology when choosing which psychosocial outcomes to study. However, it is currently unclear which theories inform youth sport research, and how these theories have been used. Therefore, a scoping review of the literature in positive youth development and youth athlete transitions in sport was conducted to investigate the use of theory in these areas. Two databases were systematically searched (APA PsychINFO and SportDiscus) and 10,453 abstracts were screened for inclusion in the review. Information was extracted from 207 articles and dissertations. Results indicated that the most-used theories included Ecological Theories of Human Development, (Bronfenbrenner, U. (1979). The ecology of human development. University Press) and Self-Determination Theory (Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.). Theories were most often used in peripheral ways to contextualise or discuss research findings (Sandelowski, (1993 Sandelowski, M. (1993). Theory unmasked: The uses and guises of theory in qualitative research. Research in Nursing & Health, 16(3), 213–218. https://doi.org/10.1002/nur.4770160308.[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). Theory unmasked: The uses and guises of theory in qualitative research. Research in Nursing & Health, 16(3), 213–218.). The use of theory more centrally (e.g. theory testing) was less common. In the future, researchers could draw on theories more fully to guide their hypotheses, examine whether non-developmental theories are appropriate to use with different populations, and ensure that research in youth sport is informed by theoretical progress in developmental psychology.
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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 | 0.044 | 0.138 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.006 | 0.006 |
| Bibliometrics | 0.060 | 0.046 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.008 | 0.008 |
| Open science | 0.003 | 0.005 |
| Research integrity | 0.004 | 0.003 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
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".