2 Lifespan perspective

From a holistic viewpoint, it is important to note that the transitions an athlete will face are not exclusively sport related and other transitions will occur across an athlete’s lifespan. As you will see in Wylleman and Lavallee’s (2004) developmental model shown in Figure 1, athletes will typically face normative transitions at an athletic, psychological, psychosocial and academic or vocational level as well. All of these could interact to impact on sports performance.

Briefly study Figure 1, where the orange bars represent the transition boundaries, and then complete the activity that follows where you will explore the elements of this model in more detail.

Figure 1 Wylleman and Lavallee’s (2004) developmental model

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Model showing the different transitions athletes typically face at an athletic, psychological, psychosocial and academic or vocational level. The model shows the different transitions from the ages of 10 to 35.

The athletic level starts around the age of ten with the initiation phase. At around 13 or 14 years old the athlete then transitions to the development phase which lasts until the age of 20. Between the ages of 20 and 29 the athlete is in the mastery phase before they transition to the discontinuation phase.

The psychological level starts at childhood and then at the age of 12 moves to the adolescent phase. At the age of 18 the athlete then moves to (young) adulthood.

The psychosocial development of an athlete involves parents, siblings and peers up until the age of 13 or 14. From the age of 13 or 14 to the age of 19, peers, coaches and parents are involved. Between 19 and 29, partners and coaches are involved and then from the age of 29 family and coaches (bracketed) are involved.

The academic or vocational level involves primary eduction until the age of 11, secondary education until the age of 18, higher education until the age of 24 and vocational training and/or a professional occupation beyond the age of 24.

Figure 1 Wylleman and Lavallee’s (2004) developmental model

Although the model indicates that discontinuation on the athletic level occurs just before the age of 30 obviously this is different for different athletes, with many athletes retiring at a much later age and some, particularly those from early specialisation sports such as gymnastics, retiring at an earlier age.

Activity 2 Transitions across the lifespan

Timing: Allow about 30 minutes

Watch the video below which explores the components of Wylleman and Lavallee’s (2004) developmental model. This model allows you to explore the transitions an athlete might experience in different aspects of their lives in order to give you a more rounded or holistic understanding of the individual and their transition experiences. The video talks about the model in relation to a hypothetical case study, Natasha, who is a sprinter.

As you can see the model has 4 ‘levels’ – athletic, psychological, psychosocial and academic/vocational. Within each level there are different normative transitions that an athlete will face that are important to be aware of.

As you watch the video complete the table below by identifying some of the features, potential challenges and impact of the different transitions Natasha experiences.

Download this video clip.Video player: Video 1

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Transcript: Video 1

CAROLINE HEANEY:

The athletic level indicates that during her career Natasha will experience four key periods of transition. Her first transition involved her initiation into athletics at the age of 11. Then, as she got older and became more involved she transitioned into the development phase. Here, she began developing her skills with more specialist training and competing in junior competitions. As she progressed from junior to senior competition, she transitioned into the mastery phase, where she is currently enjoying her most successful performances. Now that she is in her late 20's, Natasha is starting to think about retirement and life after sport, when she will move into the discontinuation phase.

The two transitions seen at the psychological level are moves from childhood to adolescence and adolescence to adulthood, which loosely coincide with the transitions at the athletic level from initiation to development and development to mastery, and appear to involve an increase in drop-out from competitive sports, as Natasha saw with some of her friends.

The transitions associated with the psycho-social level relate to changes in who is most important to the athlete. During her childhood, Natasha's parents were the most important people around her, but now as an adult her partner has become more important. Coaches are obviously important, too, and tend to become significant figures in adolescence and then throughout the athlete's participation.

Finally, the academic and vocational level of the model identifies three key transitions-- primary to secondary education, secondary to higher education, and higher education to vocational training and work. Natasha found the transition from secondary school to university difficult, experiencing challenges connected to moving away from home, changes in her social network, and moving to a different coach. After university, when she started working, she found she had less time to train and sometimes experienced conflict between her work and athletic roles.

End transcript: Video 1

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Video 1

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Obviously not all athletes will follow this exact path, but it is important to consider the impact these academic and vocational developments can have on the athlete.

Table 1 Applying the model

Transition	Features of the transition and potential challenges	Potential impact on sports performance and participation
Childhood to adolescence	To use this interactive functionality a free OU account is required. Sign in or register.	To use this interactive functionality a free OU account is required. Sign in or register.
Adolescence to adulthood	To use this interactive functionality a free OU account is required. Sign in or register.	To use this interactive functionality a free OU account is required. Sign in or register.
Primary to secondary education	To use this interactive functionality a free OU account is required. Sign in or register.	To use this interactive functionality a free OU account is required. Sign in or register.
Secondary to higher education	To use this interactive functionality a free OU account is required. Sign in or register.	To use this interactive functionality a free OU account is required. Sign in or register.
Higher education to vocational training and a professional occupation	To use this interactive functionality a free OU account is required. Sign in or register.	To use this interactive functionality a free OU account is required. Sign in or register.

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Discussion

Below are some examples of what you might have put in your table after watching the video.

Table 1 Applying the model (completed)

Transition	Features of the transition and potential challenges	Potential impact on sports performance and participation
Childhood to adolescence	Time of great change Developing more mature relationships with others Desire for role identification Becoming more independent from parents	If a parent is heavily involved in supporting their child’s participation this may conflict with the adolescent’s need for greater independence If the athlete develops a strong athletic identity at the expense of other aspects of their identity, it can have a negative impact on the athlete’s development and ability to cope with stressors (e.g. career transitions)
Adolescence to adulthood	Priorities may change Young adulthood is characterised by a need to form intimate, loving relationships with other people	An athlete may begin to have more relationship commitments that could compete with the demands of sports participation
Primary to secondary education	Change in structure of education (e.g. larger school, broader range of lessons) An increase in the volume of work A need to fit into a new social group	An athlete may find it harder to fit in training sessions as they have more homework They may increasingly be invited to socialise with friends outside school which may compete with the demands of their sport
Secondary to higher education	Possibly moving away from home New social networks	Moving away will require a change in coach New social networks may help or hinder sports participation May open up a new level of competition to athletes, thus providing more opportunities for athletic development
Higher education to vocational training and a professional occupation	Logistical difficulties Longer working hours Financial commitments	Sports participation may be harder to maintain Depending on the athlete’s level they may have to prioritise work over sport to satisfy financial and career demands

Through a lifespan perspective an athlete will invariably experience both upward and downward transitions in their performance level, both of which can place demands on the athlete. You will examine each of these in the next section.