PURPOSE The purpose of this study is to section the stages of performance development based on the track and field athletes' performance records, derive the performance development span, which was a continuum of the development stages, and extract the psychological experience of the performance development span. METHODS In this study, 56 retired track and field athletes were provided with competition records, and 10 athletes participated in in-depth interviews. With the stage of performance development partitioned using long and short-term moving averages and regression slope in PRR, a continuous of performance development span was derived. To extract psychological experiences in the performance development span, a subject analysis was conducted after an in-depth interview. RESULTS First, the track and field athletes' performance development stage calculated short and long-term moving averages in the PRR. Based on the average difference in the regression slope of the initial 20% CPR in which the long-term moving average was not calculated, it was divided into beginning, rising, peak, and decline periods. Second, the performance development span was a continuum of the stage was of performance development, and the beginning period was 0 < PRR ≤ 7, it was a time when the competition record rises sharply. The rising period was 7 < PRR ≤ 60, which was a virtuous cycle time of growth athlete. The peak period was 60 < PRR ≤ 74, which was a time when the peak record was maintained. The decline period was 74 < PRR ≤ 100, which was a time when the competition record was downward. Third, throughout the performance development span physical intelligence of track and field athletes was based on their natural physical superiority, the technical skills rises and remains at its peak and then enters a downward trend. Competitional Intelligence aims to become personalization as it matures gradually while its competition management capability and game knowledge are immature. Psychological intelligence overcomes the initial psychological atrophy to form confidence, and after experiencing psychological burden at the peak, confidence decreases. In the environmental context, the competition record rises in the early stages, continues to rise, peaks, and enters a downward trend. CONCLUSIONS Track and field athletes' performance development span was implemented as a continuum of beginning, rising, peak, and decline periods, and the psychological experience of the performance development span formed a span of physical intelligence, competitional intelligence, psychological intelligence, and environmental context.
Purpose This study was aimed at interpreting the football talent development stages based on complexity theory. Methods The data for this study was gathered through literature review and in-depth interviews that were analyzed by thematic analysis. Literature review of the studies regarding complexity theory revealed the features of complexity theory and five football players participating in the K-league were interviewed. Gathered materials were analyzed by the thematic analysis. Initial codes and potential themes of football talent development stages, the conception and potential themes of the complexity theory were interpreted by metaphorical analysis. Results Results of literature review were as follows: analysis frame of complexity theory were organized environment of complexity, feedback structure, self-organization, critical condition and emergent phenomenon. The football talent development stages, interpreted as a result of literature review, were divided into Potential Talents, Excellence based Talents Development, Footballizational Talents, Football to Takeoff and Personalization of Football Talents. The stages were specifically materialized as follows: Potential Talents was materialized into physical condition, physical activity preference and change of environment. Excellence based Talent Development was materialized into skill mastery, thoughts about football and relationship with significant others. Footballizational Talents was materilized into skill fractionation, football flow and growth experience. Football to Takeoff was materialized into overcoming crisis experience, performance scaffolding and performance takeoff. Personalization of Football Talents was materialized into manifestation of performance personalization, performance evolution, condition maintenance. Conclusion Football talent development stages, interpreted by means of complexity theory, were divided into Potential Talents stage, Excellence based Talent Development stage, Footballizational Talents stage, Football to Takeoff stage and Personalization of Football Talents stage. Utilization of this study as a fundamental resource of football talents development programs and as a means to understanding football talents development is looked forward to.
Purpose The purpose of this study was to develop the sport 5C scale of the Korean version. Methods The participants were 772 high school students from 17 to 19 who participated in sport regularly. The validation of Sport K-5C followed a three-step validation procedure through substantive stage, structural stage, and external stage. Results First, In the substantive stage, Sport K-5C consisted of 50 items with 5 factors. Second, in the structural stage, although Sport K-5C was explored as 24 items with 4 factors by EFA, but as a result of CFA, Sport K-5C was confirmed as 24 items with 5 factors. Third, the external stage provided additional validity through correlations of tests with other questionnaires which are similar concept and opposite concept, and group differentiation. Conclusions Sport K-5C is composed of 5 factors and 24 items. The factors are Caring, Character, Confidence, Competence, Connection. This scale can be used to provide an objective evaluation of positive development of youth in sport and physical education context.
PURPOSE This study developed and applied a group counseling program for university athletes’ career development. METHODS Following Kim’s (2002) procedure for developing group counseling, this program was based on social cognitive career theory and finalized by using two preliminary studies and expert validation evaluation. Afterward, Taekwondo players from University A in Chungcheongnam-do and University B in Seoul were assigned to experimental and control groups, respectively, and then a nonequivalent control group design was conducted. The experimental group was provided with a six-step career group counseling program, including introduction, understanding personal and distal context, enhancing self-efficacy and outcome expectations, developing career interest, deciding on a career, and closing, for ten 45-minute sessions, twice a week. RESULTS First, results of two-way repeated measures ANOVA showed statistically significant changes in career decision self-efficacy (self-appraisal, occupational information, goal selection, planning, and problem-solving) and career attitude maturity (determination, certainty, and independence). Second, analysis of the outcome assessment by session showed the following positive results: consideration about the future after sports retirement, self-understanding, identification of jobs that fit aptitude, improvement of self-efficacy, having a positive mindset when switching careers, confidence in one’s preferred career, exploration into solutions to career barriers, understanding of preferred career, setting specific career goals, and deeper understanding of careers. CONCLUSIONS In sum, these findings indicate that the career counseling program had a positive effect on university athletes’ career development. We hope this study will serve as a catalyst to expand the discussion on retirement from sports and career development.
Purpose The purpose of this study was to develop a Korean Life Skills Scale for Sports (KLSSS) that original version is the LSSS developed by Cronin and Allen (2017). Methods The subjects were 899 middle school and high school students. The measurement tool was used with LSSS. The validation of KLSSS followed a three-stage of validation procedure; substantive stage, structural stage, and external stage. The result is as follows. Results First, In the substantive stage, KLSSS consisted of 47 items with 8 factors. As a result of the item clarity test, it was confirmed that all the items were appropriate. Second, in the structural stage, KLSSS was explored and confirmed as 5 factors and 18 items. Third, in the external stage, KLSSS showed discrimination and convergent validity. Conclusions KLSSS is composed of 5 factors and 18 items. The factors are teamwork (TW), goal setting (GS), time management (TM), social skills (SS), and leadership (LD). This scale can be used to obtain information on life skills in school physical education or sports.
PURPOSE The purpose of this study was to validate the Korean version of Coaching Life Skills in Sport Questionnaire (KCLSS-Q). METHODS Substantive, structural, and external stages were undertaken to address the purpose of this study. At the substantive stage, the scale was translated by discussing with an expert panel and testing item clarity. Ten coaches (9 males, Mage=33.80, SD=4.21) participated in the item clarity test. At the structural stage, descriptive statistics, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) were conducted. A total of 249 (214 male, Mage=34.18, SD=6.82) and 232 coaches (186 male, Mage=34.26, SD=7.69) participated in the EFA and CFA, respectively. At the external stage, correlation analysis using other scales (emotional intelligence in sport coaching, EISSC) was conducted to examine concurrent validation. A total of 130 copies of the CFA data were randomly extracted and used for this stage. RESULTS For the EFA, the scale extracted five factors with 27 items. In the CFA, however, five factors with 26 items were identified as an appropriate structure. Finally, the relationships of all sub-factors between KCLSS-Q and EISSC were statistically significant in the correlation analysis. CONCLUSIONS KCLSS-Q should reasonably consists of nine items on structuring and facilitating a positive sport climate, five on understanding life skills, four on practicing life skills, five on understanding life skills transfer, and three on practicing life skills transfer. KCLSS-Q can be used as a valid measure to evaluate the coaching life skills of Korean coaches.
The purpose of this study was to examine the current status of school sport club(SSC) participation and to explore relationship between school sport participation and positive youth development. In order to do this, a survey was conducted with 403 elementary, middle, and high school teachers who are currently taking charge of SSCs, and also individual interviews were conducted with 22 students. In addition, the youths' developmental asset questionnaire was administered with 412 middle school students. The survey results from 403 teachers showed that SSCs have potential to contribute to positive youth development because teachers are placing an emphasis on character development as well as physical and social development through SSC activities. In addition, participants who regularly participate in physical activities had higher internal and external developmental assets than non-participants or irregular participants. Specifically, students participated in SSC more than twice a week had higher internal and external assets than students participate once a week. In addition, participants who engage more than one hour per session had higher internal and external assets except constructive use of time and social competence. Discussion and implications for organizing SSCs to provide developmental contexts and contents for positive youth development were provided.
PURPOSE This study aimed to apply a capacity building program to sport life skill leaders and to provide cases of this process. METHODS The study participants included four leaders (male=2, female= 2, Mage=37.5) who were managing a sport life skills program at a university. They participated in a capacity building program, which consisted of (a) understanding (leader seminar), (b) application (managing the sport life skills program), and (c) evaluation (leader’s self-reflection), which were conducted in eight sessions. Four leaders conducted self-evaluations using program quality assessment (PQA) during every session, and quantitative and qualitative data were collected. Qualitative data were derived using a cross-case analysis, and quantitative data were used for calculating the effect size after performing the paired t-test. RESULTS Analyzing the reported cases of sport life skill leaders, the use value of the capacity building program was identified. Furthermore, the cases reported by the four leaders enabled observation of how the leader’s capabilities were strengthened. In the paired t-test, the effect size of physical and psychological safety, appropriate structure, supportive relationship, opportunities to belong, support for efficacy mattering, opportunities for life skill building, excluding integration of family, school, and community effort, were all significant. All effect sizes were found to have “very large effects.” CONCLUSIONS The capacity building program played a positive role in strengthening the leaders’ life skill coaching capabilities. These findings have practical implications—chiefly, it is important to strengthen leaders’ or coaches’ capabilities in order to foster life skill development and transfer of student-athletes.
PURPOSE This study aimed to develop a model for life skills transfer in sport. METHODS A literature review of research on life skills transfer was conducted. The prior representative studies on sport life skills and transfer models were selected and discussed to improve the validity of this study. RESULTS First, based on the basic psychological needs of the internalization and generalization of life skills, the model for life skills transfer should consider the influence of the explicit and implicit climate and environment. Furthermore, access to cognitive processes is required based on the conceptualization and integration of transfer. Second, the concept of a transfer was defined, and key issues of the cognitive processes that support the connection between the sport domain and out of the sport domain were discussed. Third, the model for life skills transfer in sport was presented. In this model, life skills transfer occur through sport context, cognitive process, promoting factors, and out of sport context. CONCLUSIONS Since the 2000s, research on life skills and transfer in sport has developed quantitatively based on positive youth development theory. Unfortunately, research on this area in South Korea is very insufficient. This study suggests a model for life skills transfer in sport based on an extensive and systematic analysis of the prior research, and this model can be used for future research.
PURPOSE Recreation specialization theory, which is characterized by a unique development process and progress, has been found to have varied pathways that develop in different patterns based on each dimension of recreation specialization. This study aimed to investigate how each sub-dimension of specialization changes as the degrees of experiential participation (frequency, period, and intensity of participation) and goods investment (expenditure) of the scuba divers increase. METHODS In the summer of 2021 (May-August), a purposive sampling method was used to collect samples from young scuba divers, and 278 copies of valid data were used for the final analysis. Frequency analysis, descriptive statistical analysis, confirmatory factor analysis, reliability analysis, correlation analysis, curve estimation analysis, and hierarchical regression analysis were performed using SPSS 24.0 and AMOS 24.0 ver. RESULTS The findings were as follows. First, the quadratic nonlinear model was identified as the optimal model for the relationships between the scuba divers’ participation intensity and cognitive, behavioral, and affective recreation specializations based on experience. Second, the cubic nonlinear model was identified as the optimal model for the relationships between the participation period, frequency of participation, and cognitive, behavioral, and affective recreation specializations of scuba divers. Third, the cubic nonlinear model was identified as the optimal model for the relationships between the expenditure cost of scuba divers and the cognitive, behavioral, and affective recreation specializations in the center of the goods. As the period, frequency, and expenditure of scuba diving participants increased, the relevant cognitive, behavioral, and affective specializations did not progress in a linear manner; instead, they went through an intermediate maintenance stage and developed to a higher level. CONCLUSIONS Progressive and meaningful consumption of experiences and goods further promotes recreation specialization. Any future follow-up study should identify a trade-off point in the development of the recreation specialization in a step by step manner.
