Youth sport development experiences in Tyrol, Austria: a contextualized examination
Bibliographic record
Abstract
Abstract Organized youth sport is seen as a setting for improving young people’s athletic abilities and enhancing their social and personal skills. However, sport development processes and outcomes are highly shaped by social, cultural, political, and economic contexts. The aim of this study was to examine youths’ experiences in organized sport and to explore the role of the socioeconomic and cultural contexts of golf and Tyrol (Austria) on these experiences. A case study methodology was applied to collect data from 18 golfers aged 10 to 20 from the Golf Team Tyrol, using the World Café method. Qualitative content analysis was employed to analyze the data. Our findings show participants’ awareness of the benefits of physical activity and their recognition of opportunities and constraints within the context of sport and physical activity. In addition, the findings demonstrate how young people utilize coping mechanisms to deal with difficult situations, which may vary in duration and intensity. Our research adds to the limited literature on sport development in Tyrol specifically, and Austria more broadly, by providing a comprehensive account of young people’s experiences in organized sport and how the sport, as well as social, cultural, and economic contexts, shape these experiences. Further, this research advances the use of participatory methods, such as the World Café, in youth sport to inform sport development research and practice. Our work demonstrates the potential value of centering participant experiences to understand sport development outcomes in robust and contextualized ways.
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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 | 0.009 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 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 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".