Tracing burnout during adolescence to past sports experiences: a retrospective analysis of sport-specific antecedents among alpine ski racers
Bibliographic record
Abstract
Introduction: Previous theoretical frameworks focusing on burnout have identified numerous antecedents and psychosocial risk factors; however, the influence of early sport-specific experiences on burnout in developmental athlete populations remains less understood.Objectives: We explored the associations between burnout and prior sports engagement (ie, milestones, practice time, performance, injury history) in a sample of subelite academy alpine ski racers in the United States (N = 169, M age = 15.82 1.80).Methods: Participants completed retrospective practice history profiles (milestones, practice time, injury), while their respective performance data were collected using an online national ranking registry.Simple and mixed-effect regressions were implemented to assess the associations between these measures and subscales of the Athlete Burnout Questionnaire.Results: The results indicated that greater participation in the coach-led group and individual practice during adolescence mitigated burnout responses (ie, greater sense of accomplishment, less sport devaluation), whereas more play earlier in development was associated with greater devaluation.Furthermore, poorer performance and more injury incidences were associated with increased burnout (ie, reduced sense of accomplishment).Conclusions: The structure of training and past experiences during early career years appear to influence burnout among alpine ski racing during their adolescent years, the implications of which are discussed in relation to sport developmental pipelines.
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How this classification was reachedexpand
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) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".