The importance of psychological characteristics as positive precursors of talent development is acknowledged in literature. Unfortunately, there has been little consideration of the “darker” side of the human psyche. It may be that an inappropriate emphasis on positive characteristics may limit progress. Negative characteristics may also imply derailment or the potential for problems. A comprehensive evaluation of developing performers should cater for positive dual effect and negative characteristics so that these may be exploited and moderated appropriately. An integrated and dynamic system, with a holistic integration of clinical and sport psychology, is offered as an essential element of development systems.
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Áine MacNamara and Dave Collins
Jafrā D. Thomas and Bradley J. Cardinal
The majority of physical activity resources are too difficult to be easily read and understood by most U.S. adults. Attempts to ensure that such resources are written in the most accessible manner possible have been advanced (e.g., 2010 U.S. National Action Plan to Improve Health Literacy). For this study, physical activity educational resources were collected through the Internet (N = 163), and their reading grade levels were analyzed. Over 50% of the resources were written at an unsatisfactory level, with the observed reading grade level being greater than eighth-grade (M = 8.98, SD = 2.92, p < .001, 95% CI [8.53, 9.43]), the maximum recommended. Suggestions for future research and publicly engaged sociology of sport praxis are discussed, with a focus on increasing the equity of written physical activity educational resources.
Daniel Sailofsky, Madeleine Orr, and Lindsey Darvin
promotion; Darvin & Lubke, 2020 ; Regan & Cunningham, 2012 ; Whisenant, 2008 ), and derailment (for career progression; Bono et al., 2017 ). Gender Stereotypes Gender stereotypes are generalizations about the attributes of men and women and come in two distinct forms: “Descriptive gender stereotypes
Andy Hill, Áine MacNamara, and Dave Collins
Talent development (TD) is widely recognized as a nonlinear and dynamic process, with psychology a key determinant of long-term success in sport. However, given the role that positive characteristics play in the TD process, there is a relative dearth of research examining the psychological characteristics that may derail development. A retrospective qualitative investigation was conducted with academy coaches and directors within rugby union (n = 15), representing nine different elite English rugby union academies, to identify both positive and negative issues that influenced TD. Comprehensive support was found for existing positive constructs as facilitators of effective development. A range of inappropriately applied ‘positive’ characteristics were identified as having a negative impact on development. Potential clinical issues were also recognized by coaches as talent derailers. It is proposed that by incorporating these potentially negative factors into existing formative assessment tools, a more effective development process can be achieved.
Stephen Hills, Matthew Walker, and Marlene Dixon
For sport for development practitioners, a theory of change document is a critical first step to map how program inputs yield the desired program outcomes. Yet, in our experience, this document is rarely created in practice. Accordingly, this study makes use of the case of an award-winning sport for development charity that expanded their operations from India to London to illustrate the pejorative implications resulting from failing to create a theory of change. A mixed-methods, quasi-experimental approach was utilized to understand program mechanisms, program processes, and how these influenced the aggregate participant experience. The quantitative analyses yielded no significant effects. Triangulating the qualitative data revealed that personal, social, health, and economic education was a competing product to the program. The limited effects are attributed to a failure to identify and attempt to assuage a local social problem. In addition, alignments with stakeholder expectations, program context, and legal requirements were also derailing. A discussion of the results, implications, and recommendations for establishing and implementing a theory of change are provided.
Malcolm MacLean
this question as part of a discussion of teacher–student sexual relationships as harmful to women “in ways that derail their education” by convincing them that they are not suited to the academy or, if they are, that they have a “diminished sense of their intellectual capacities” and are mistrustful of
Jamie Taylor and Dave Collins
important, performers who almost made it may not arrive at the key roadblocks with the skills to overcome the challenge ( Collins et al., 2016a ), leading to potentially career-ending derailment. Against this backdrop, researchers have started to examine the potential positives of failure and challenge for
Emily Dane-Staples
. Accusations of stacking, preferential treatment, or bias derail TBL, so instructors need to make separation into teams a public event in class ( Sweet & Michaelsen, 2012 ). This is not that dissimilar to hiring practices in organizations where current employees participate in hiring decisions. Creating
Lindsey E. Slavin, Tess M. Palmateer, Trent A. Petrie, and E. Whitney G. Moore
the COVID-19 lockdown on elite sportswomen . Managing Sport and Leisure, 1–17. https://doi.org/10.1080/23750472.2020.1825988 Cannon , J. ( 2020 ). Seasons derailed, programs cut: Athletes face emotional blow as pandemic uproots college sports. USA Today . https
Nathan A. Lewis, Andrew J. Simpkin, Sarah Moseley, Gareth Turner, Mark Homer, Ann Redgrave, Charles R. Pedlar, and Richard Burden
illness and fatigue. 2 Furthermore, illness and accumulating fatigue may result in the development of chronic underperformance, 3 all of which can derail the athlete’s season and may finish careers. Finding ways to reduce the risk of injury and illness is therefore a primary objective of the high
