Psychosocial outcomes associated with soccer academy involvement: Longitudinal comparisons against aged matched school pupils

Comparing the healthy development of youth Australian Rules Footballers across talent development and community settings

Objectives

This study aimed to compare talent development athletes to community-level athletes in Australian Rules Football across various markers of healthy youth development.

Methods

Survey data were collected from 363 youth athletes (126 women, 232 men, 5 not reported; Mage=18.69 years, SDage=2.62 years, age range 16-25 years) playing Australian Rules Football at a talent development (recruited from Australian Football League Talent Pathway, n=220) or community (n=143) level. Measures included markers of physical health (eg, general health, risk-taking behaviours), psychological and emotional well-being (eg, mental health symptoms, life satisfaction), family and social relationships (eg, social support, relationship status), educational and occupational attainment/engagement (eg, career satisfaction, education), ethical behaviour (eg, moral self-image), civic engagement, life skills (eg, self-mastery, coping), and demographics.

Results

Based on regression models, relative to community-level athletes, talent development athletes reported better physical health (d=0.51), lower injury rates (OR=0.50) and less problematic drug use (d=-0.46). Talent development athletes also reported better psychological and emotional well-being, evidenced by lower stress (d=-0.30), higher life satisfaction (d=0.47) and less problematic gambling (d=-0.34). Additionally, talent development athletes reported higher family support (d=0.49), lower likelihood of poor educational outcomes (less than expected educational stage; OR=0.37), lower intention to complete less than year 12 education (OR=0.18), higher career satisfaction (d=0.42), higher self-mastery (d=0.37) and higher perfectionistic striving (d=0.59).

Conclusion

Findings demonstrate markers of healthier development within talent development athletes relative to community athlete peers. Investment in community-level sports may be warranted to improve healthy development. However, further causal evidence is required.

A Longitudinal Mixed Methods Case Study Investigation of the Academic, Athletic, Psychosocial and Psychological Impacts of Being a Sport School Student Athlete

BACKGROUND

Sport schools are popular environments for simultaneously delivering education and sport to young people. Previous research suggests sport school involvement to have impact (i.e. the positive/negative, intended/unintended and long/short-term outcomes, results and effects) on student athlete's holistic (i.e. academic, athletic, psychosocial and psychological) development. However, previous research is limited by (1) cross-sectional methods, (2) limited multidimensional assessments, (3) lack of consideration for athlete characteristics (e.g. sex) and (4) failure to evaluate how sport school features affect student-athlete impacts.

OBJECTIVES

The study, using a mixed methods case study approach, aims to (1) longitudinally evaluate the impact of sport school involvement on the holistic development of student athletes, (2) evaluate the impact on holistic development by student-athlete characteristics and (3) explore the features and processes of the sport-school programme that drive/facilitate holistic impacts.

METHODS

A longitudinal mixed methods design was employed across one full academic school year (33 weeks). Six data-collection methods (i.e. online questionnaire, physical fitness testing battery, academic assessment grades, log diaries, field notes/observation and timeline diagram/illustration) were used to assess the academic, athletic, psychosocial and psychological impacts for 72 student athletes from one sport school in the United Kingdom (UK).

RESULTS

Student athletes developed positive long-term holistic overall impacts (i.e. academically, athletically and personally), including maintaining stable and relatively high levels of sport confidence, academic motivation, general recovery, life skills, resilience and friends, family and free time scores. Despite positive impacts, juggling academic and sport workload posed challenges for student athletes, having the potential to lead to negative holistic impacts (e.g. fatigue, stress and injury). Positive and negative impacts were linked to many potential features and processes of the sport school (e.g. academic and athletic support services versus insufficient training load build-up, communication, coordination, flexibility and planning). Furthermore, when considering student-athlete characteristics, females had lower sport confidence, higher general stress and body image concerns and less general recovery than males and student athletes who played sport outside the school had lower general recovery.

CONCLUSIONS

This mixed method, longitudinal study demonstrated sport school involvement resulted in many positive academic (e.g. good grades), athletic (e.g. fitness development), psychosocial (e.g. enhanced confidence) and psychological (e.g. improved resilience) impacts attributed to the academic and athletic support services provided. However, juggling heavy academic and athletic workloads posed challenges leading to negative impacts including fatigue, pressure, stress and injury. Furthermore, holistic impacts may be sex dependent and further support may be required for female student athletes in sport school environments. Overall, these findings demonstrate the complex nature of combining education and sport commitments and how sport schools should manage, monitor and evaluate the features of their programme to maximise the holistic impacts of sport-school student athletes.

Effects of Early Talent Promotion on Junior and Senior Performance: A Systematic Review and Meta-Analysis

BACKGROUND

Does younger involvement in talent promotion programs (TPPs) facilitate the attainment of higher performance levels? This question is the subject of the present meta-analysis. Many national sport systems have established TPPs such as federations' junior squads (including under-age selection teams) and youth sport academies, and many are making expanding investments in TPPs. TPPs seek to select the most advanced youth high performers at young ages, around puberty or younger, and then strive to further accelerate their performance development. However, studies show 25-55% annual athlete turnover within TPPs. In this context, accelerated biological maturation (puberty, growth spurt), high relative age within one's birth year, and intensified sport-specific childhood/adolescent practice may boost rapid junior performance, but the effects diminish or are reversed by adulthood. Moreover, expanded opportunity costs and risks (time demands, injury, burnout) imposed on young TPP participants may impair their long-term development and even prematurely terminate their career.

OBJECTIVE

We aimed to provide robust and generalizable evidence on the effects of early talent promotion on junior and senior performance through a systematic review and meta-analysis.

METHODS

A systematic literature search was conducted 18/03-03/04/2023 in SPORTDiscus, ProQuest, PsycINFO, PubMed, Scopus, WorldCat, and Google Scholar. We searched for original studies that compared athletes across defined higher and lower performance levels within defined types of sports, age categories, and sexes, regarding their age at commencement of TPP involvement and reported effect sizes or data needed to compute effects sizes. Mean meta-analytic Cohen's d ¯ was computed separately for junior and senior athletes. Quality of evidence was evaluated using the mixed-methods appraisal tool.

RESULTS

The search yielded k = 51 effect sizes from N = 6233 athletes from a wide range of countries and sports, 82% male and 18% female, from 2009 to 2022. The central finding is that effects on short-term junior performance versus long-term senior performance are opposite, whereby higher-performing junior athletes began TPP involvement at younger ages than lower-performing junior athletes, d ¯ =  - 0.53. In contrast, higher-performing senior athletes began TPP involvement at older ages than lower-performing senior athletes, d ¯ = 0.56. The findings are robust across different TPPs (federation's junior squad/selection team, youth academy), individual and team sports, and performance levels compared (international, national, regional). The quality of primary studies was high.

DISCUSSION

The findings are consistent with recent meta-analytic evidence that participation patterns predicting early junior success versus long-term senior success are opposite (starting age, main-sport and other-sports practice amounts, age to reach performance 'milestones'). We discuss theoretical and practical implications of potential selection and 'treatment' effects of TPPs.

CONCLUSIONS

Consistent across different populations, early TPP involvement is positively correlated with short-term junior performance but is negatively correlated with long-term senior performance.

International selection and competition in youth sport: pin the tail on the donkey or targeted intervention?

Across sporting contexts, there is growing debate surrounding the utility of junior international age group selection in sport. In this regard, there has been considerable focus on the age of selection, with the low conversion of athletes from junior to senior international level often used to critique the efficiency of such programmes. In this perspective article, we argue that there is a need for a more nuanced consideration of the effectiveness of international age groups in talent systems. We begin this perspective article with a synthesis of the literature pertaining to junior to senior transitions in sport, followed by the implications and opportunity cost presented by international age groups. We argue for a more contextual evaluation of international age groups relative to the performance aims of a talent system, the need for manipulation of challenge dynamics, and the resource costs of doing so (e.g., providing developmental challenges for those who have early advantage, or spreading resource amongst greater numbers for broader impact). We suggest that talent systems evaluate the opportunity cost presented by international age groups, with decisions based upon individual strategic context.

What is it like to be a sport school student-athlete? A mixed method evaluation of holistic impacts and experiences

Assessing the holistic impact of student-athletes within sport schools is important due to the increasing popularity of sport school programmes, the likelihood that most youth athletes do not ultimately succeed in their sport and the multiple and wide ranging positive and negative impacts associated with intensified youth sport. Therefore, this study, using a mixed method design, aimed to evaluate the 'in-time' holistic impacts and experiences of being a sport school student-athlete. Five data collection methods (i.e., online questionnaire, physical fitness testing battery, academic assessments grades, injury data and log diaries) were used to assess athletic, academic, psychological and psychosocial holistic impacts and experiences of 83 student-athletes from one sport school in the United Kingdom (UK). Due to the mixed method approach, a triangulation design was used whereby quantitative and qualitative data were firstly analysed separately and then integrated and presented together. Overall, the findings demonstrated there were a multitude of positive impacts and experiences associated with being a sport school student-athlete. These included: high average academic attainment, satisfaction with academic support, sport competence, all-round sport development, higher general and sport specific recovery than stress, inter- and intra-personal development, social support, positive peer and parent relationships and dual career motivation. However, impacts and experiences of concern were also apparent including: participation in sport external to the school context, difficulty balancing education and sport, academic lessons missed, injury, fatigue, lack of free time, extra-curricular and social sacrifice, social intensity and body image concerns. Large inter-individual variability was demonstrated across all data analyses highlighting the variable nature of the impacts and experiences of being a sports school student-athlete. Overall, sport schools have the potential to promote many positive holistic impacts, however stakeholders need to be aware, monitor and mitigate the potential negative impacts. Flexible development programmes, individualised support and student-athlete monitoring are essential features required of sport schools to ensure healthy and holistic development for all sport school student-athletes.

The Athletic Identity Measurement Scale: A Systematic Review with Meta-Analysis from 1993 to 2021

Sport psychology embraced the study of athletic identity in the 1990s. The Athletic Identity Measurement Scale (AIMS) is at the forefront of athletic identity measurement. This quantitative review examined two hypotheses: individual who are most engaged in sports identify most as athletes and thus score higher on the AIMS, and athletic identity relates to positive (e.g., intrinsic motivation) and negative (negative emotions) factors. In addition to our two hypotheses, we explored whether the AIMS subscales influenced our two hypotheses. After completing a systematic search of SPORTDiscus, APA PsycINFO, ERIC, and Psychology and Behavioral Sciences Collection APA within the EBSCOhost platform along with some hand searching, 101 articles published between 1993 and our end date of August 2021 met the inclusion criteria. The included studies investigated 20,498 athletes competing in a variety of sports from the following continents: Australia, Asia, Europe, and North America. We based all analyses on random- and mixed-effects statistics. Higher-achieving athletes, as expected, self-reported a higher degree of athletic identity. The differences between athlete groups were significant (p < 0.001) and meaningful (g values ranged from 1.55 to 1.93). The AIMS total score correlations with positive and negative factors (correlates) were small in magnitude (r = 0.22 and 0.17). However, the relationships differed across correlate subcategories (e.g., intrinsic motivation/commitment, r = 0.51, and body issues, r = 0.14). Minimal AIMS subscale reporting occurred across the 101 studies; thus, we could not assess their importance with certainty. In conclusion, a higher degree of athletic identity related to valued sport correlates such as intrinsic motivation/commitment and the mastery goal orientation. These correlations were small in relation to negative or less desirable factors in sport such as body disorder issues and negative emotions. We recommend future research of greater complexity and the reporting of athletes’ competitive backgrounds to understand athletic identity. In addition, researchers should report AIMS subscale data.

Strategy in talent systems: Top-down and bottom-up approaches

Building on a large volume of recent research in talent identification and development, this paper future directions for research and practice. We suggest that strategic coherence become a greater point of emphasis in both, with the Performance, Outcome and Process framework holding the potential to signal various markers of effectiveness. Secondly, greater recognition of the need to deploy limited resources where they promote movement toward these markers of effectiveness. Finally, we make recommendations for the operationalising of strategy in talent and performance systems by considering the integration of top down and bottom-up strategic processes.

Exploring the Multidisciplinary Factors Affecting Sports Talent Identification

Talent is one of the most significant factors to promote the development of sports undertakings. The present study aimed to explore the factors affecting the identification of sports talents in China's physical education curriculum. Based on the literature review, this study puts forward a model to examine the influencing factors of sports talent identification in China's physical education curriculum using structural equation modeling and uses the structural equation modeling and factor analysis method to verify the hypothesis combined with the results of 310 effective questionnaires. The article summarizes influencing factors from four aspects, namely, physical, psychological, coach, and environmental factors. On the basis of relevant literature, the hypothesis model was established by structural equation modeling. The results show that the main factors affecting the identification of sports talents in the physical education curriculum are personal physical quality performance, psychological quality, coach's knowledge, and the identification policies of schools to sports talents. The conclusion of this study can provide guidance for the reform of the physical education curriculum, the growth of sports talents, and the development of sports talents in China.

A qualitative exploration of the use of player loans to supplement the talent development process of professional footballers in the under 23 age group of English football academies

A range of literature has contributed to talent development and career transition in professional football. Recently, attention has shifted to the under 23s age group of English football academies, highlighting limitations in the efficacy of this age group in developing professional footballers. Such limitations have led to players going on loan to football clubs in lower divisions to supplement their development; however, we have yet to develop a scholarly understanding of this approach. Therefore, the aim of this study was to investigate the role of an under 23s player loan in developing professional footballers. Using a qualitative design, data were collected through the use of semi-structured interviews with nine participants. Following a process of thematic analysis, findings highlighted the potential of a loan in contributing to a player's physical and psycho-social development. Positive performances whilst on loan were also perceived to be contributing factors in increased first team selection opportunities at the player's parent club. However, an emphasis was also placed on the need to provide consistent pastoral support to under 23s players during their loan period. Finally, more longitudinal methodologies are required to understand the individual and temporal nature of positive and negative loan experiences of under 23s players.

Revisiting Early Sport Specialization: What's the Problem?

Context:

The assumed risks of early specialization in sport are well known, with several international consensus statements advising against specialization in early athlete development. However, there have been recent calls for more focused research in this area.

Evidence Acquisition:

Research evidence from several scientific disciplines (eg, sport psychology, sports medicine, human development) were synthesized to develop a framework for practitioners working with adolescent athletes.

Study Design:

Narrative review.

Level of Evidence:

Level 4.

Results:

There appear to be risks associated with a highly specialized approach to athlete training, but the mechanisms driving these effects are largely unknown. Greater attention to understanding these mechanisms would help mitigate risk and develop stronger policy for athlete development. Recommendations for program modifications are provided.

Conclusion:

Early specialization remains an important topic for researchers and practitioners working with youth and adolescent athletes. However, more work needs to be done to provide truly evidence-based recommendations for youth athlete training.

WITHDRAWN: Primary school math anxiety and physical and mental health using mental health risk assessment

Ahead of Print article withdrawn by publisher.

Youth Football Players' Psychological Well-Being: The Key Role of Relationships

Well-being in youth sport is a growing topic in literature. Practicing sports at a youth level is recognized as an important opportunity for growth and development but also an experience that conversely can prove to be tiring and cause discomfort. Sometimes expectations and pressures make it a risky experience. This is emphasized even more when looking at very popular and spectacular sports, such as football in some European Countries; practicing football often solicits the hope of becoming champions one day and thus being able living thanks to the beloved sport. How do young Italian football practitioners feel? What role do relationships with significant others belonging to the world of sport and extra-sport play on the well-being of young athletes? On which specific aspects of psychological well-being (PWB) are these relationships based? Are there any differences between elite and amateurs levels? These are the questions upon which this paper focuses, considering a sample of young Italian football practitioners. Analysis reveals a strong and positive influence of some dimensions of the relationships with significant others on PWB, specifically team effort, coach closeness, and parental learning climate. Moreover, elite players perceive significantly better relationships than sub-elite and amateurs and have significantly higher levels of PWB. Those results provide a first evidence for the importance of good relationships within and outside sport for an effective development of youth football players since they positively influence players' PWB, which is higher in elite players. It emerges the necessity to further investigate different aspects of PWB and to deepen the knowledge about the meaning of relationship in developmental athletes according to a psychosocial approach.