Note:
Michelle is starting a sports psychology Q and A on the Runner's Web. Submit your questions to Michelle at: SportsMindedMC@aol.com and we will post her answers on the Runner's Web.
The Model!
This is the second of three articles of which I am going to provide pieces of my dissertation on the transition of women triathletes. I think this is very interesting material particularly because my research is on recreational women triathletes which have never been done. I thought some of you women (or men) might find this interesting and wanted to share it with you. This model may be developmental aspects that add or subtract to a women’s experience of transition in triathlon. I am going to find out. Once I have concluded my research (in approximately 6 months) I will share my conclusions.
Developmental Model of Transitions in Sport
Wylleman and Lavallee
Beginning in the 1970s, sport psychologists have focused their attention on two identifiable transitions in organized sport; transition into and out of sport. Although the transition out of sport has been highly studied, recognizable by the vast amount of information now available, little attention has been paid to the transition process(s) athletes go through during their athletic career and how those transitions effect their performance. In response to this need Wylleman and Lavallee (2004) proposed a developmental model (see Figure 2.2) that takes into consideration normative stages from the beginning through the ending and “reflects the developmental, as well as the interactive, nature of normative transitions at athletic, psychological, social, academic, and vocational levels” (Wylleman & Lavallee, 2004, p. 519).
Figure 2.2
Source: Based on Wylleman & Lavallee, 2004
In the developmental model of transitions in sport an athlete’s career is described as a succession of normative stages. They progress through these normative stages in their athletic development after they’ve coped successfully with the tasks, challenges and transitions of and between each stage. As athletes develop in sport, there are challenges of stages and transitions in other domains they also need to cope with (Wylleman et al., 2000).
Top Layer-Athletic Development
This developmental model proposed by Wylleman and Lavallee (2004) consists of four layers. The top layer is the stages and transitions athletes face in their athletic development. This includes three stages identified by Bloom (1985) and a discontinuation stage added later to reflect additionally conducted research on athletes. The ages where transitions occur and the age range of the four athletic stages are tentative. “The athletic transitions include (a) transition into organized competitive sports at about 6 to 7 years of age, (b) transition to an intensive level of training and competitions at age 12 or 13, (c) transition into the highest or elite level at about 18 or 19 years of age, and (d) transition out of competitive sports between 28 and 30 years of age” (Wylleman & Lavallee, 2004, p. 520). It’s important to understand that these age ranges are averaged over athletes from several different sports, and therefore may not be sport specific.
In Bloom (1985) the important transition process for a child athlete during the initiation phase, (a) in Wylleman and Lavallee’s (2004) model, is when a child in a non-identifiable moment becomes captivated and hook. A child in this phase moves from playful times to a more serious, task orientation view of their sport and realizes they have a special ability which is different from other children. Other children, who do not experience this, either continue to play at some level, progress a bit more slowly or discontinue participation.
As Bloom (1985) moves into development, the second phase of his model, (b) in Wylleman and Lavallee’s (2004) model, transition in this phase no longer include enjoyment as the central reason for successful participation. Commitment and hard work were important in the developmental phase in order to succeed in sport at this higher level.
As athletes move into Bloom’s (1985) final phase of mastery, (c) in Wylleman and Lavallee’s (2004) model, they reach a turning point possibly initiated by a successful performance that signifies to the athlete that they possess extraordinary qualities. In this phase the athlete resists the socialization process and norms of others, setting themselves apart as unique.
Second Layer-Psychological Development
“The second layer of the developmental model of transitions reflects the normative stages and transitions occurring at a psychological level. It consists of the developmental stages of childhood (up until 12 years of age), adolescence (13 to 18 years), and adulthood (from 19 years of age onward)” (Wylleman & Lavallee, 2004, p. 520).
Data is limited on the relationship between the athlete’s psychological and athletic development. What is available suggests how athletes cope with developmental tasks (cognitive and motivational readiness) and successfully develop a self-identity, influences if and when they are able to progress from one athletic stage to the next (Wylleman & Lavallee, 2004). In terms of successful development of self-identity, Chamalidis (1995) showed that former Greek and French athletes who had a strong athletic identity were more likely to experience transition problems when terminating their sport career than athletes who placed less value on an athletic identity versus the other components of their self-identity.
Third Layer-Psycho-social Development
The third layer contains the changes that can occur in the athlete’s social development relative to athletic involvement. In terms of this model the athlete’s social network consists of coaches, parents, and peers. The importance of parents and coaches to athletes has become known as a network or the athletic triangle. Although peer relationships are important, the focus is on the role played by parents and coaches (Wylleman & Lavallee, 2004).
Final Layer-Academic and Vocational
The final layer consists of stages and transitions at academic and vocational levels. “It reflects the transition into primary education/elementary school at 6 or 7 years of age, the stage of secondary education/high school at ages 12-13 (including junior high, middle high, and senior high), and at 18 or 19 years of age, the transition into higher education (college/university)” (Wylleman & Lavallee, 2004, p. 520-521). The transition into vocational training or a professional occupation was included after the stage of higher education although it could occur at an earlier age.
Two additional Layers-Financial and Legal Concerns
Recently researchers have become aware of two more types of transitions faced by athletes-financial and legal levels. Financially “it could be assumed that, for young athletes, the large amount of financial investment made by their families and, for adult athletes, the need to earn a good living for themselves and their families can be a heavy burden on their sport involvement” (Wylleman & Lavallee, 2004, p. 519). Legal transitions would generally occur in the mastery stage. Although data is still lacking on this issue, it could be hypothesized that this transition could add to change in the quality of how an athlete is able to participate in competitive sport.
This developmental model is intended to provide sport psychologists with a framework to help better understand transitions athletes may face during their athletic career but should also enable sport psychologists to become aware of the developmental, interactive, and interdependent nature of those transitions (Wylleman & Lavallee, 2004).
Although I feel that this model it is the most noteworthy model to date, it has been researched using primarily professional and elite athletes. It was developed for extending already existing research on a (professional and elite) athlete’s career termination. The goal of my research is finding out whether or not this model works for women triathletes coping with transition within the context of their sport.
Michelle is owner of Sports Minded, a Sports Psychology Consulting practice. She works with individuals and groups on performance enhancement. Michelle is an NASM-certified personal trainer and a USAT-certified triathlon coach. E-mail questions and comments to her at SportsMindedMC@aol.com or check out her web site at MentalStrength.com.
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