Reconciling the maintenance of on-field success with off-field player development: A case study of a club culture within the Australian Football League

ObjectivesAs a contribution to developing understanding of how professional athletes may successfully develop a dual career and maintain a balance between life on and off the field, the present study sought to analyse a professional Australian Football club culture that has been identified within the industry as successfully supporting player dual career development. At the same time the club has been able to maintain a successful on-field record.MethodsA case study methodology was used for the analysis with Schein's (2010) levels of organisational culture providing a theoretical framework. Data were collected by means of fifteen interviews which included players (11), and non-playing staff (4) comprising an executive staff member, a coach, a team manager, and the player development manager. Observations were also made and recorded by the first author during a two week immersion in the club environment.ResultsFour basic assumptions that explained the coherence between espoused values and artefacts concerning dual career development were identified. They were that: dual career development is important however football comes first; balancing sport and off-field life ensures players' well-being and facilitates on-field performance; players should be encouraged to find personal meaning in their dual career activity, and; the club has an ethical responsibility to support player dual career development.ConclusionAnalysis of the findings suggests that the successful support of dual careers requires a coherent club culture, where related activities exist as part of a holistic approach to player development. This approach must recognise the priority placed on athletic performance.     

Individual Pathways Through the Junior-to-Senior Transition: Narratives of Two Swedish Team Sport Athletes

Athletes frequently describe the junior-to-senior transition (JST) as the most difficult within-career transition, and many athletes have acknowledged that they failed to cope well with it. Athletes’ development in the JST is influenced by narratives existing within relevant contexts and settings. This study served as a follow-up to the quantitative longitudinal study to gain a deeper understanding of individual JST paths through a qualitative narrative approach. The aim was to explore 2 team sport athletes’ (John, the football player, and Anna, the basketball player) JST pathways, emphasizing psychosocial factors that were perceived as facilitating and debilitating the process. Narrative type interviews were conducted, and the holistic-form structural analysis was used. Through their narratives, John and Anna reconstructed their JST paths, attaching meanings to certain events, recounting the people involved, and making personal reflections. John had a performance and family narrative and Anna had an enjoyment and relationship narrative. They perceived their key facilitating persons to be their family members and teammates. The debilitating factors were some coaches’ behaviors. At the time of this study, John and Anna had already terminated their athletic careers and had refocused on getting an education. Although they did not reach elite senior levels in their sports, they found their athletic careers to be meaningful life experiences.

Lay Summary: The aim was to explore two team sport athletes’ junior-to-senior transition (JST) pathways, emphasizing psychosocial factors involved in the transition process. The findings revealed two narratives. John (football player) storied his JST as a performance and family narrative and Anna (basketball player) as an enjoyment and relationship narrative.     

A Cognitive Model of Dynamic Cooperation With Varied Interdependency Information

We analyze the dynamics of repeated interaction of two players in the Prisoner's Dilemma (PD) under various levels of interdependency information and propose an instance‐based learning cognitive model (IBL‐PD) to explain how cooperation emerges over time. Six hypotheses are tested regarding how a player accounts for an opponent's outcomes: the selfish hypothesis suggests ignoring information about the opponent and utilizing only the player's own outcomes; the extreme fairness hypothesis weighs the player's own and the opponent's outcomes equally; the moderate fairness hypothesis weighs the opponent's outcomes less than the player's own outcomes to various extents; the linear increasing hypothesis increasingly weighs the opponent's outcomes at a constant rate with repeated interactions; the hyperbolic discounting hypothesis increasingly and nonlinearly weighs the opponent's outcomes over time; and the dynamic expectations hypothesis dynamically adjusts the weight a player gives to the opponent's outcomes, according to the gap between the expected and the actual outcomes in each interaction. When players lack explicit feedback about their opponent's choices and outcomes, results are consistent with the selfish hypothesis; however, when this information is made explicit, the best predictions result from the dynamic expectations hypothesis.     

A British university case study of the transitional experiences of student-athletes

ObjectivesWithin Great Britain, increasing numbers of elite sport performers are attending higher education institutions. The current study presents an exploration of the transitional experiences of these individuals at a specific British university. Wylleman and Lavallee's (2004) developmental model on transitions faced by athletes and Stambulova's (1997, 2003) athletic career transition model were used to provide the theoretical foundation of inquiry.Design and methodAn instrumental case study design was adopted to provide an in-depth analysis of student-athletes’ experiences at a university. The case university was selected based on its provision of elite sport support services. To acquire a holistic understanding, interviews were conducted with current and recently graduated student-athletes from the university, and focus groups were run with university staff (viz. administrators, coaches, and support staff). Qualitative data were analyzed using a thematic framework approach.ResultsElite student-athletes at the British university were found to experience simultaneous athletic, academic, psychological, and psychosocial transitions. To overcome the transitional demands, student-athletes were found to draw on a variety of internal (e.g., self-awareness) and external (e.g., academic flexibility) resources and to implement coping strategies (e.g., seeking social support). Potential barriers to successful transitions were also identified (e.g., parental overprotection).ConclusionsThese findings advance the limited existing literature on British university student-athletes’ transitional experiences and suggestions are provided for how other universities can enhance provision for their elite student-athletes.     

Optimism and Positivity Biases in Performance Appraisal Ratings: Empirical Evidence from Professional Soccer

Using unique assessment data for players from a German Bundesliga club’s youth academy, we tested four core hypotheses on how player ratings and rater or ratee-related characteristics reflect the (prospective) optimism bias and (retrospective) positivity bias. The results indicate not only that the ratings of predicted and remembered performance are indeed higher than the talents’ actual performance throughout a season, but that these differences depend positively on the rater’s organizational experience and negatively on the amount of ratee data available. They also suggest that (prospective) anticipation is even more positively biased than (retrospective) recollection of player performances, underscoring the asymmetry between looking forward and looking backward.     

The Effects of Mother Participation in Relationship Education on Coparenting,Parenting, and Child Social Competence: Modeling Spillover Effects for Low‐Income Minority Preschool Children

Although suggestions are that benefits of relationship and marriage education (RME) participation extend from the interparental relationship with parenting and child outcomes, few evaluation studies of RME test these assumptions and the relationship among changes in these areas. This quasi‐experimental study focuses on a parallel process growth model that tests a spillover hypothesis of program effects and finds, in a sample of low‐income minority mothers with a child attending a Head Start program, that increases in mother reports of coparenting agreement for RME participants predict decreases in their reports of punitive parenting behaviors. Although improvements in parenting behaviors did not predict increases in teacher reports of children's social competence, improvements in coparenting agreement were associated with increases in children's social competence over time. In addition, comparative tests of outcomes between parents in the program and parents in a comparison group reveal that RME program participants (n = 171) demonstrate significant improvements compared to nonparticipants (n = 143) on coparenting agreement, parenting practices, and teachers' reports of preschool children's social competence over a 1 year period. The findings are offered as a step forward in better understanding the experiences of low‐resource participants in RME. Implications for future research are discussed.     

The Cultural Adaptation of a Transition Program for Latino Families of Youth with Autism Spectrum Disorder

During the transition to adulthood, effective and culturally relevant supports are critical for families of youth with autism spectrum disorder (ASD). There is a dearth of documented program development and research on supports for Spanish-speaking Latino families during this life stage. The present work describes the cultural adaptation process of an evidence-based transition program for Latino families of youth with ASD. A model of the actions necessary to meaningfully conduct a cultural adaptation in this context is described. After implementing the culturally adapted program titled Juntos en la Transición with five Spanish-speaking families, parents reported high social validity of the program through surveys and interviews. The cultural adaptation process followed in this work is important for the further development of programs that address the transition needs of Latino youth with ASD and their families. Our impressions may also be useful to those who aim to develop culturally sensitive and ecologically valid multifamily group intervention programs for families from cultural and linguistic minority groups.     

Transition to the Clinical Doctorate: Attitudes of the Genetic Counseling Training Program Directors in North America

In North America, genetic counseling is an allied health profession where entry level practitioners currently must hold a master’s degree earned from a graduate program accredited by the American Board of Genetic Counseling. This is one of many health care professions that could transition to an entry level clinical doctorate degree. This study explored the attitudes of genetic counseling training program directors toward such a transition. Thirty-one North American program directors were invited to complete an online survey and a follow-up telephone interview. Twenty-one program directors completed the survey and ten directors also completed a follow up phone interview. There was disagreement among the respondents on the issue of transitioning to a clinical doctorate degree (nine in favor, six against and six undecided). Respondents disagreed about whether the transition would lead to higher salaries (six yes, eight no, and seven unsure) or increased professional recognition (eight yes, eight no, and four unsure). Approximately half (n = 10) of directors were not sure if the transition to a clinical doctorate would help or hurt minority recruitment; six thought it would help and four thought it would hurt. However, the majority (n = 13) thought a clinical doctorate would help genetic counselors to obtain faculty positions. If the field transitions to a clinical doctorate, 11 of the directors thought their program would convert, seven were unsure and one thought their program would shut down. Themes identified in interview data included 1) implications for the profession 2) institution-specific considerations and 3) perception of the unknown. Opinions are quite varied at this time regarding the possible transition to the clinical doctorate among genetic counseling training program directors.     

Memory improvement tapes: How effective for elderly adults?

Abstract

The effectiveness of two commercially available audiocassette memory improvement programs was evaluated in a sample of 32 healthy, community-living elderly adults. Participants were given a set of either Syber Vision's Neuropsychology of Memory Power tapes (Bornstein, 1989) or Nightingale-Conant's Mega Memory tapes (Trudeau, 1992), and a portable cassette player, and instructed to complete the programs within 10 weeks. All participants received a comprehensive battery of memory tests prior to and immediately following the memory improvement programs. Participants completing the memory improvement programs showed no greater gains in memory test performance than no-treatment control participants, but did report greater confidence in their memory abilities. Participants completing the Mega Memory program thought they were less likely to develop Alzheimer's disease after having completed it compared with participants in the other two conditions. Participants reported finding both tape programs acceptable and potentially useful for improving memory; those who completed the Memory Power program reported somewhat greater satisfaction than those completing the Mega Memory program. the claims about rapid, dramatic memory improvement with use of these products were not substantiated in this group of elderly adults and appear to be grossly exaggerated.     

Enhancing Social Responsibility and Prosocial Leadership to Prevent Aggression,Peer Victimization,and Emotional Problems in Elementary School Children

Testing the theories that form the basis of prevention programs can enhance our understanding of behavioral change and inform the development, coordination, and adaptation of prevention programs. However, theories of change showing the linkages from intervention program components to risk or protective factors to desired outcomes across time are rarely specified or tested. In this 2‐year longitudinal study, we test the theory that increases in two protective factors (i.e., children's prosocial leadership and their teachers’ expectations of social responsibility) targeted by the WITS Programs (Walk Away, Ignore, Talk it Out, and Seek Help) would be associated with declines in peer victimization, aggression, and emotional problems. Participants included Canadian students, in grades 1–4 at baseline (n = 1329) and their parents and teachers. Consistent with our theory of change, variability in program implementation (adherence and integration) and in children's use of program skills (child responsiveness) are related to increases in both protective factors. Increases in these protective factors are associated with subsequent declines in children's aggression, victimization, and emotional problems. We discuss how enhancement of these protective factors may operate to improve child outcomes and the need for theory‐based research to refine and improve the effectiveness of intervention strategies and to improve program scale‐up.     

Behavior Problems in Toddlers With and Without Developmental Delays: Comparison of Treatment Outcomes

The purpose of this study is to examine the effectiveness of an in-home parent management program for toddlers with behavior problems and developmental delays by comparing outcomes for a group of toddlers with developmental delays (n = 27) and a group of toddlers without developmental delays (n = 27). The majority of children lived in single parent, low-income homes. Results suggest that the parent management program is equally effective for children with and without developmental delays. Parents from both groups reported clinically significant improvement in their children's behavior and parenting practices. Clinical implications regarding the importance of these findings for improving outcomes for toddlers with behavior problems and developmental delays living in poverty were discussed.     

The contagious impact of playing violent video games on aggression: Longitudinal evidence

Meta-analyses have shown that violent video game play increases aggression in the player. The present research suggests that violent video game play also affects individuals with whom the player is connected. A longitudinal study (N = 980) asked participants to report on their amount of violent video game play and level of aggression as well as how they perceive their friends and examined the association between the participant's aggression and their friends’ amount of violent video game play. As hypothesized, friends’ amount of violent video game play at Time 1 was associated with the participant's aggression at Time 2 even when controlling for the impact of the participant's aggression at Time 1. Mediation analyses showed that friends’ aggression at Time 1 accounted for the impact of friends’ amount of violent video game play at Time 1 on the participant's aggression at Time 2. These findings suggest that increased aggression in video game players has an impact on the player's social network.     

From Piaget's Epistemic Subject to Pascual-Leone's Metasubject: Epistemic Transition in the Constructivist—Rationalist Theory of Cognitive Development

The explanation of the transition from one epistemic theory to another is an important part of Piaget's genetic epistemology. It is argued that this epistemic transition leads to a retrodictable orthogenetic tendency toward optimizing equilibration. The objective of this paper is to establish a relationship between Piaget's epistemic subject and Pascual-Leone's metasubject and to demonstrate that the postulation of the latter can be considered as an epistemic transition between two constructivist—rationalist theories, which leads to the development of a theory with greater explanatory power. Epistemic transition in this paper refers to a progressive problemshift (cf. Lakatos, 1970), between the theories of Piaget and Pascual-Leone. Piaget builds a “general model” by neglecting individual differences, that is, studies the epistemic subject, whereas Pascual-Leone by incorporating a framework for individual difference variables, studies the metasubject—the psychological organization of the epistemic subject. Empirical evidence is presented to demonstrate that Pascual-Leone's theory of constructive operators is a model of the psychological organism (the metasubject), which is at work inside Piaget's epistemic subject. Finally, it is concluded that the greater explanatory power of Pascual-Leone's theory can be interpreted as an epistemic transition between Piaget's epistemic subject and Pascual-Leone's metasubject.     

the transition from school to vocational education and training: a theoretical model and transition support program

This study developed a theoretical model of the school‐to‐work transition and evaluated the effects of a transition support program designed to prepare compulsory school graduates to enter the Swiss dual vocational education and training system. A 13‐session program was designed to improve teenagers' views toward the world of work and enable them to sharpen their interpersonal skills. The intervention's effects were assessed through interviews with participants at the program's completion and 1 year later and with participants' teachers. Findings showed that participants improved their readiness to face the world of work. Implications for future research and programs are discussed.     

Improving mother–child interaction in low‐income Turkish–Dutch families: A study of mechanisms mediating improvements resulting from participating in a home‐based preschool intervention program

This study examined whether the effects on cognitive and language outcomes of a recently developed home‐based educational intervention program, Opstap Opnieuw, for 4–6‐years‐old disadvantaged children could be explained by improved mother–child interaction. The present sample (n=30) was drawn from a larger sample of Turkish–Dutch families (n=181) for which in a previous study significant effects of Opstap Opnieuw were found on children's (first) language and cognitive pre‐math skill, 5 months after the program ended. The present study focused on two facets of interaction quality as possible mediators of these program effects: the mean cognitive distancing level of mothers' communication and instruction behaviour as an indicator of the cognitive and verbal stimulation provided, and the degree of cooperation as an indicator of mothers' social‐emotional support to their children. Both measures were based on systematic observation of mother–child interaction during sorting tasks. Participation in the program appeared to improve mothers' social‐emotional support behaviour substantially, but not their cognitive distancing behaviour. For Turkish (first language) vocabulary, about half of the program effect appeared to be mediated by the improved social‐emotional support. For cognitive pre‐mathematical skills, two‐thirds of the program effect appeared to be mediated by improved social‐emotional support. Mothers' cognitive distancing was moderately‐strongly related to children's vocabulary development, but did not mediate program effects. Some implications of the results are discussed. Copyright © 2004 John Wiley & Sons, Ltd.     

Blending Theory with Practice: Implementing Kindergarten Transition Using the Interactive Systems Framework

The Interactive Systems Framework (ISF; Wandersman et al. in Am J Commu Psychol 41(3–4):171–181, 2008) was used to implement a kindergarten transition demonstration project collaboratively developed by elementary and early education providers, community‐based family and housing services, parents, and a University intermediary and technical assistance group. First person accounts from stakeholders at all levels provide a complementary and broad perspective on the project's implementation. The practice model blended existing research on kindergarten transition and parent involvement with feedback from stakeholders to create a community‐specific program designed to help all children make a smooth entry into kindergarten. During implementation, evidence‐based approaches needed to be adjusted to fit the specific needs of each community. Using the ISF as a guide, next steps and lessons learned include increasing leadership through a district‐wide plan that is still flexible within each school community, increasing information and supports to individual schools, and improving data collection for continuous program improvement. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith     

Pathways to prejudice and outgroup hostility: Group alignment and intergroup conflict among football fans

How do different forms of group alignment influence our attitudes toward outgroups? To answer this, the current fieldwork study explored how identification and identity fusion differentially impact outgroup anxiety, prejudice, and hostility toward rival football fan supporter groups in Australia. The community participants (N = 100) were members of two active fan groups who had experienced a history of intergroup tensions. The findings from the full path model confirmed that the predictor group alignment variables of identification and fusion were correlated, and the two outcome variables of outgroup prejudice and hostility were correlated, as predicted. The findings also revealed that fusion with one's club predicted outgroup hostility, but not prejudice, whereas identification with one's club predicted outgroup prejudice, but not hostility. Additionally, outgroup anxiety was found to significantly mediate the relationship between ingroup identification and outgroup prejudice, whereas a similar relationship was not found for fusion. These findings highlight the differential impact of group alignment (i.e., identification and identity fusion) on social constructs of outgroup anxiety, prejudice, and hostility. Empirically, this is the first study to demonstrate the workings of these distinct group alignment pathways in an applied setting involving hard-core football fans. We discuss the broader implications of these findings for a fuller understanding of the drivers of intergroup tensions and conflict.     

The Goodbye Brochure: Helping Students to Cope With Transition and Loss

This article describes a brochure that has been used by various college personnel in their attempts to help students in coping with transition and loss. The brochure's content is presented, and its development, use, merits, and limitations are discussed.     

Socially Constructed Technology

The concepts of omniscience and omnipotence are defined in 2 × 2 ordinal games, and implications for the optimal play of these games, when one player is omniscient or omnipotent and the other player is aware of his omniscience or omnipotence, are derived. Intuitively, omniscience allows a player to predict the strategy choice of an opponent in advance of play, and omnipotence allows a player, after initial strategy choices are made, to continue to move after the other player is forced to stop. Omniscience and its awareness by an opponent may hurt both players, but this problem can always be rectified if the other player is omniscient. This pathology can also be rectified if at least one of the two players is omnipotent, which can override the effects of omniscience. In some games, one player's omnipotence ‐ versus the other's ‐ helps him, whereas in other games the outcome induced does not depend on which player is omnipotent. Deducing whether a player is superior (omniscient or omnipotent) from the nature of his game playing alone raises several problems, however, suggesting the difficulty of devising tests for detecting superior ability in games.     

Chapter 2. Single Mothers' Transition to Self-Sufficiency

SUMMARY

In this chapter, I review the literature in four sections central to my research questions. First, I review the socio-historical context of trends that have had an impact on single mothers in transition from economic assistance to self-sufficiency. Next, I present research that focuses on poor women's interactions with barriers to work versus self-sufficiency. Then I examine the reported interactions between work, family role strain, and the psychological well-being of low-income women during their transition to work. Finally, I introduce related literature that reflects studies and reports on the outcomes of TANF after 1996.