Exploring and contextualizing the science to practice of psychological skills and characteristics during Chinese first level athletes’ meta-transitions
Bibliographic record
Abstract
Career transition scholars have examined athletes’ experiences during various major transitions, including, but not limited to the junior-to-senior transition and retirement. Within these inquiries, psychological skills and characteristics (PSCs) are often conceptualized as a sub-theme associated with transition demands, barriers, and coping strategies. We aim to advance the understanding of how PSCs facilitate athletes’ meta-transitions by providing contextualized examples via a polyphonic tale. The intention is to equip athletes, coaches and sport psychology practitioners (SPPs) with effective strategies to support athletes’ transitions and long-term development. A culturally sensitive methodology was employed, situated within the Eastern philosophy of Confucian relationism. A group reflective practice interview was the chosen data collection method whilst also being a learning opportunity for athletes to increase their self-awareness. We found that most PSCs do span the developmental and transitional processes including meta-transitions, but there are also distinct PSCs that serve as important resources associated with the demands and barriers within each meta-transition. PSCs should be systematically introduced to athletes within the Chinese Whole Nation System (CWNS) and beyond from an early stage of athletic development as they provide the essential foundation for elite athletes’ long term and holistic growth.
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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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".