A scoping review of the use of theory in positive youth development and athlete transition literature

The Dropout From Youth Sport Crisis: Not as Simple as It Appears

“…To date, studies examining youth's sport experiences and participation patterns often lack grounding in broader developmental theory from the parent disciplines of psychology and life-span development (Holt et al, 2017). A recent review conducted by Dunn and Tamminen (2023) found that when researchers integrate developmental theories in the exploration of youth's sport and transition experiences, most do so in a peripheral way (e.g., to contextualize or discuss findings in reference to theory or theoretical frameworks). Fewer researchers implemented theory centrally which entailed testing a specific theory or using a theoretical framework to interpret, organize, and present findings (Dunn & Tamminen, 2023).…”

“…"How may athletes' psychosocial needs satisfaction impact their sport experiences and participation patterns?" To date, the use of Erikson's theory to conceptualize and design research projects as well as interpret findings concerning youth in sport contexts remains limited (Dunn & Tamminen, 2023). See MacPherson et al (2016) and Battaglia, Kerr, and Stirling (2022) for examples of research examining youth sport experiences and participation patterns informed by the psychosocial stages of development theory.…”

“…Collectively, youth sport and physical activity literature that is grounded in developmental theories would help provide a more nuanced understanding of youth's experiences and contextualize youth's development according to their life experiences and the context in which they engage (Dunn & Tamminen, 2023). Furthermore, a developmental lens may provide insight on what happens to youth beyond sport; for example, to-date the impact of sport disengagement for youth has been limited to studies that highlight a decline in mental health or physical activity later in life (Batista et al, 2019;Vella, 2019).…”

Talent development in childhood: Early specialization or sampling? From an either… or… question to a 2 × 2 × 3 question cuboid

“…Similarly, different coaching styles during coach-led deliberate practice, such as controlling or autonomy-supportive; 113 different motivational climates, such as ego-or task-oriented; 114,115 and different pedagogical approaches, such as with or without self-concept promoting teaching principles, 116,117 represent different contexts, which impact children's basic psychological needs, motivations, and thus PYD differently. 118 Thus, although some correlation between a specific label and risk for PYD is possible, the correlation is likely weak. In fact, correlation is likely spurious, resulting from the fact that unfavorable implementations occur more frequentlyyet not necessarily-in training contexts characterized by both high degree of exercise mode and task-specificity.…”

“…Similarly, different coaching styles during coach-led deliberate practice, such as controlling or autonomy-supportive; 113 different motivational climates, such as ego- or task-oriented; 114,115 and different pedagogical approaches, such as with or without self-concept promoting teaching principles, 116,117 represent different contexts, which impact children's basic psychological needs, motivations, and thus PYD differently. 118…”