ArticleFrontiers in sports and active living2024
Bouncing back: a longitudinal examination of challenge within football academy environments.
Article in Frontiers in sports and active living, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Design and evaluation of leadership development program using co-creation approaches for an athlete leadership group among elite high school rugby teams.Frontiers in sports and active living · 2026Article
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Although substantial research indicates that challenge plays a big role in the development of talent, little is known of the experiences of young performers as they negotiate and learn from these challenges. Methods: As such, to better understand the nature and impact of challenge on the Talent Development (TD) pathway, we longitudinally tracked nine young footballers from progressive age-bands (five aged 11 years and four aged 14) as they experienced challenge over a 15-month period using a mixed-methods design. Five semi-structured interviews separated by three months were conducted, and data were analysed via thematic analysis. Results: Our findings suggested that participants encountered recurrent challenging events, categorised into common/uncommon, planned/unplanned, individual-focused/group-focused challenges. Support for the benefits of challenges was pervasive throughout the data with participants progressing through stages with each challenge (drop, rebound and growth). However, the magnitude and rate at which participants experienced these stages was highly idiosyncratic. Indeed, the perceived impact, scale, and, ultimately, consequential developmental impact of these challenges appeared to vary greatly with participants displaying different responses to similar events. Such differences were underpinned by several individual factors (such as prior experiences and perceived coping skills), contextual characteristics of the challenge (such as type and timing) and support around the challenge (such as priming and reflection opportunities). Conclusion: Implications include the need for coaches and psychologists to systematically assess and carefully monitor the individual circumstances, needs and skillset of young performers and use this information as a platform for deploying individualised, timely and developmentally appropriate challenges along with relative support to ensure optimal learning and growth from them.
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