Exploring English youth academy footballers’ experiences through role strain theory
- Hayman, Rick, Polman, Remco, Borkoles, Erika
- Authors: Hayman, Rick , Polman, Remco , Borkoles, Erika
- Date: 2021
- Type: Text , Journal article
- Relation: Journal of athlete development and experience Vol. 3, no. 3 (2021), p.
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- Description: Throughout adolescence and early adulthood, talented athletes must dedicate increasing personal resources to their sport. Recent empirical research found that applying Role Strain Theory (RST) was useful to contextualise international junior golfers’, acrobats’, gymnasts’ and Australian Rules footballers’ experiences of how they combined and coped with the competing role demands of sport and education. Findings demonstrated how role strain (RS) severity and regularity fluctuated during their youth careers but subsided during the latter teenage years. Surprisingly, limited research exploring how youth academy footballers simultaneously combine sport, education and social demands exists. This study determined the extent to which RS was experienced by six high performing male youth footballers who each had between four and five consecutive years’ experience within the foundation and youth development stage squads at an English professional football academy. Implications for most effectively supporting elite level youth players during crucial developmental and transitional career stages are provided.
- Authors: Hayman, Rick , Polman, Remco , Borkoles, Erika
- Date: 2021
- Type: Text , Journal article
- Relation: Journal of athlete development and experience Vol. 3, no. 3 (2021), p.
- Full Text:
- Reviewed:
- Description: Throughout adolescence and early adulthood, talented athletes must dedicate increasing personal resources to their sport. Recent empirical research found that applying Role Strain Theory (RST) was useful to contextualise international junior golfers’, acrobats’, gymnasts’ and Australian Rules footballers’ experiences of how they combined and coped with the competing role demands of sport and education. Findings demonstrated how role strain (RS) severity and regularity fluctuated during their youth careers but subsided during the latter teenage years. Surprisingly, limited research exploring how youth academy footballers simultaneously combine sport, education and social demands exists. This study determined the extent to which RS was experienced by six high performing male youth footballers who each had between four and five consecutive years’ experience within the foundation and youth development stage squads at an English professional football academy. Implications for most effectively supporting elite level youth players during crucial developmental and transitional career stages are provided.
Inter sport transfer: Experiences of high performing Australian adolescent athletes
- Hayman, Rick, Polman, Remco, Borkoles, Erika
- Authors: Hayman, Rick , Polman, Remco , Borkoles, Erika
- Date: 2020
- Type: Text , Journal article
- Relation: Journal of Expertise Vol. , no. (2020), p.
- Full Text:
- Reviewed:
- Description: A recent strategy by national sport governing bodies to maximize success at global levels has been through talent transfer (TT) programs. TT occurs when a high performing athlete’s involvement in a sport—in which they have invested substantial time, effort, and resources—comes to an end, and they transfer this experience to a new sport. Research exploring the facilitators and barriers to successful TT in elite sport is surprisingly limited. This is particularly the case for high performing adolescent athletes. Little is known about when, why, and at what stages of their careers they choose to transfer from one sport to another and their consequent experiences of doing so. Through semi-structured interviews, this study explored motives for why eight, high performing Australian adolescent athletes transferred sports and identified factors which facilitated or hindered the ensuing successful inter sport transfer. Based on our findings, we propose the Adolescent Sport Talent Transfer Stage model (ASTT- four stage model): (1) Primary Sport Rejection Stage; (2) Transfer Sport Susceptibility Stage; (3) Transfer Sport Acknowledgement Stage; (4) Internalization and Acceptance of Transfer Sport Stage. The model conceptualizes how talent transfer may occur and focuses on explaining the process of how to become a successful youth and adult elite athlete in another sport. Practical implications, further research avenues and limitations are presented.
- Authors: Hayman, Rick , Polman, Remco , Borkoles, Erika
- Date: 2020
- Type: Text , Journal article
- Relation: Journal of Expertise Vol. , no. (2020), p.
- Full Text:
- Reviewed:
- Description: A recent strategy by national sport governing bodies to maximize success at global levels has been through talent transfer (TT) programs. TT occurs when a high performing athlete’s involvement in a sport—in which they have invested substantial time, effort, and resources—comes to an end, and they transfer this experience to a new sport. Research exploring the facilitators and barriers to successful TT in elite sport is surprisingly limited. This is particularly the case for high performing adolescent athletes. Little is known about when, why, and at what stages of their careers they choose to transfer from one sport to another and their consequent experiences of doing so. Through semi-structured interviews, this study explored motives for why eight, high performing Australian adolescent athletes transferred sports and identified factors which facilitated or hindered the ensuing successful inter sport transfer. Based on our findings, we propose the Adolescent Sport Talent Transfer Stage model (ASTT- four stage model): (1) Primary Sport Rejection Stage; (2) Transfer Sport Susceptibility Stage; (3) Transfer Sport Acknowledgement Stage; (4) Internalization and Acceptance of Transfer Sport Stage. The model conceptualizes how talent transfer may occur and focuses on explaining the process of how to become a successful youth and adult elite athlete in another sport. Practical implications, further research avenues and limitations are presented.
Undertaking the personal tutoring role with sports students at a United Kingdom university
- Hayman, Rick, Coyles, Andy, Wharton, Karl, Borkoles, Erika, Polman, Remco
- Authors: Hayman, Rick , Coyles, Andy , Wharton, Karl , Borkoles, Erika , Polman, Remco
- Date: 2023
- Type: Text , Journal article
- Relation: Journal of Further and Higher Education Vol. 47, no. 3 (2023), p. 297-310
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- Description: Personal tutoring is renowned for the positive role it can play in supporting student satisfaction, engagement and attainment outcomes in higher education. Surprisingly though, few studies have specifically investigated the demands of this role from the perspective of the personal tutor. Through the theoretical lens of Role Theory, this study explored university tutors’ experiences of their personal tutoring role within a sport educational setting at a United Kingdom university. All data was collected through face-to-face semi structured qualitative interviews and analysed using thematic analysis. Key findings were the negative impact of personal tutoring on participants role multiplicity, intra-role accumulation and role identity. Most participants viewed the role as being time consuming, emotionally challenging and one they would prefer not to undertake (role multiplicity), feeling under qualified and ill-equipped in assisting their tutees because of the increasingly serious and complex nature of non-academic related issues presented (intra-role accumulation). Several lacked confidence and interest in the role, finding it to be stressful and instead favouring greater research responsibilities within their workloads (role identity). The collective findings provide academic colleagues and senior university management teams with evidence to inform future institutional policies and practices. This will help ensure personal tutors working across multiple disciplines and academic levels fully understand what the role is, the demands they are likely to encounter, the continued professional development required to facilitate and support the role and how the role should be better recognised in academic promotion criteria. Study limitations and future research avenues are discussed. © 2022 UCU.
- Authors: Hayman, Rick , Coyles, Andy , Wharton, Karl , Borkoles, Erika , Polman, Remco
- Date: 2023
- Type: Text , Journal article
- Relation: Journal of Further and Higher Education Vol. 47, no. 3 (2023), p. 297-310
- Full Text:
- Reviewed:
- Description: Personal tutoring is renowned for the positive role it can play in supporting student satisfaction, engagement and attainment outcomes in higher education. Surprisingly though, few studies have specifically investigated the demands of this role from the perspective of the personal tutor. Through the theoretical lens of Role Theory, this study explored university tutors’ experiences of their personal tutoring role within a sport educational setting at a United Kingdom university. All data was collected through face-to-face semi structured qualitative interviews and analysed using thematic analysis. Key findings were the negative impact of personal tutoring on participants role multiplicity, intra-role accumulation and role identity. Most participants viewed the role as being time consuming, emotionally challenging and one they would prefer not to undertake (role multiplicity), feeling under qualified and ill-equipped in assisting their tutees because of the increasingly serious and complex nature of non-academic related issues presented (intra-role accumulation). Several lacked confidence and interest in the role, finding it to be stressful and instead favouring greater research responsibilities within their workloads (role identity). The collective findings provide academic colleagues and senior university management teams with evidence to inform future institutional policies and practices. This will help ensure personal tutors working across multiple disciplines and academic levels fully understand what the role is, the demands they are likely to encounter, the continued professional development required to facilitate and support the role and how the role should be better recognised in academic promotion criteria. Study limitations and future research avenues are discussed. © 2022 UCU.
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