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Factors Influencing the Early Development of World-Class Caribbean Track and Field Athletes: a Qualitative Investigation

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Factors Influencing the Early Development of World-Class Caribbean Track and Field Athletes: a Qualitative Investigation ©Journal of Sports Science and Medicine (2019) 18, 758-771 http://www.jssm.org ` Research article Factors Influencing the Early Development of World-Class Caribbean Track and Field Athletes: A Qualitative Investigation Candice E. Thomas 1, Timothy P. Chambers 2, Luana C. Main 3 and Paul B. Gastin 4 1 Centre for Sport Research, School of Exercise and Nutrition Sciences, Deakin University, Geelong, Australia; 2 Disci- pline of Psychological Sciences, Australian College of Applied Psychology, Melbourne, Australia; 3 Institute of Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Deakin University, Geelong, Australia; 4 La Trobe Sport and Exercise Medicine Research Centre, School of Allied Health, Human Services and Sport, La Trobe University, Melbourne, Australia (Knight et al., 2018; Wylleman et al., 2013) on the success- ful athletic development of high-level performers at the Abstract junior level. However, these influences have not been ex- This qualitative investigation sought to explore through a socio- cultural lens the perceived early training and competition envi- plored within the Caribbean context. Other studies have ronment, and support network of world-class Caribbean track and looked into the immediate motivational influences sur- field athletes and the influence on their sport engagement and pro- rounding the athlete at specific stages of development gression during early childhood and adolescence. Sixteen world- (Keegan et al., 2010; Keegan et al., 2014), with little or no class track and field athletes (8 males and 8 females; M age = 29, focus on the influence of the sporting environment or the SD = 5 years) from 6 English-speaking Caribbean islands took socio-cultural context within which such development part in semi-structured interviews. A thematic analysis was per- takes place (Hollings et al., 2014). The current study there- formed on the transcribed data. Three superordinate themes were fore sought to explore through a socio-cultural lens the per- identified as key factors that influenced the early sporting devel- ceived early training and competition environment, and opment of world-class Caribbean athletes: (1) conducive sporting environment, (2) functional social support network, and (3) key support network of world-class Caribbean track and field organizational input. Findings revealed that perceived high levels athletes and the influence on their sporting engagement and of deliberate play activity in childhood (6 – 12 years) and an in- progression during childhood (6-12 years) and adolescence tense track and field competition culture in adolescence (13 – 20 (13 – 20 years). years) were conducive to the continued engagement and progres- Early talent development research has primarily fo- sion of world-class Caribbean track and field athletes at the junior cused on the timing and mode of training during childhood level. Furthermore, world-class athletes perceived themselves to and adolescence as being highly influential on an athlete’s be positively influenced by the support received from their imme- long-term participation and engagement within a sport diate social support network and key organizations during this pe- (Côté et al., 2007; Côté et al., 2009). In fact, two distinct riod. This study showed that a conducive sporting environment coupled with optimal social and organizational support may have pathways have been put forward regarding training princi- encouraged world-class Caribbean athletes to remain engaged in ples and timing of specialization in the chosen sport of an track and field and to successfully progress within the sport at the individual. The first advocates early specialization and de- junior level. Findings shed light on the sporting culture at the jun- liberate practice that asserts childhood participation in a ior level within the Caribbean region and provide insight into key single field, with deliberate focus on training and develop- environmental factors that can influence and foster the develop- ment (Côté and Fraser-Thomas, 2007; Ericsson et al., ment of future World Champions and Olympians. 1993). This principle has been particularly evident in sports where peak performance usually occurs before full matu- Key words: Elite athletes, high performance, motivational at- ration (e.g., gymnastics and figure skating) (Law et al., mosphere, psychosocial influences, talent development. 2007), however the long-term benefits on an athlete’s de- velopment has been refuted (Bailey et al., 2010). The sec- Introduction ond approach advocates early diversification which entails sampling a range of sports before choosing to specialize at Many athletes within the Caribbean region have experi- a later stage of development (Côté et al., 2003; Côté et al., enced a great degree of success in track and field at the 2009). The developmental model of sport participation has highest sporting levels (i.e., the Olympic Games and World early diversification as a core concept and proposes that Championships). The successes attained have been primar- athletes pass through three stages of sport development ily discussed in relation to the hypothesized genetic predis- (i.e., sampling – 6 to 12 years, specializing – 13 to 15 years position of Caribbean athletes of West African descent for and investment - 16+ years) (Côté, 1999; Côté et al., 2007). the sprint events (Tucker et al., 2013). The sport develop- More positive outcomes have been reported to occur when ment literature has examined the influence of both the children are introduced into sports that are less-structured, training related factors (i.e., quantity and timing of deliber- designed to maximize inherent enjoyment and do not focus ate practice and deliberate play activities) (Côté et al., on deliberate practice activities until the specializing and 2007; Côté and Vierimaa, 2014) and psychosocial factors investment years (Barreiros et al., 2013; Fraser-Thomas et (i.e., influence of family, peers, coach, support staff) al., 2008). Received: 27 March 2019 / Accepted: 12 September 2019 / Published (online): 19 November 2019 Thomas et al. 759 Over the past two decades, there has been consider athletes as they adjust to the new challenges encountered able growth in research examining the development envi- (Stambulova et al., 2009). For example, changes in social ronment surrounding young athletes and the environmental relations and the degree of influence and support from in- factors that play a pivotal role in their athletic development dividuals within their social support network (e.g., peers, (Henriksen et al., 2010; Martindale et al., 2005). More spe- family, coach) tend to occur during these transitions cifically, research on the athletic career development has (Keegan et al., 2014). Additionally, young athletes have highlighted the contribution of the immediate support net- underdeveloped coping and problem-solving skills when work (peers, coaches, parents, support staff) (Côté, 1999; compared to adults, further compounding these already Knight et al., 2018; Wylleman et al., 2000) on an athlete’s challenging transitions (Hampel and Petermann, 2006). In progression within the sport at different stages of their de- fact, the period of adolescence has been described as being velopment (i.e., psychological, psycho-social, academic- the most critical for the formation of identity, development vocational and financial developmental levels) (Wylleman of cognitive motivational strategies, and the social, learn- et al., 2013). Albrecht and Adelman (1984) in their seminal ing, and organizational skills that may have long-term con- review concluded that the support network “serves to meet sequences on educational choices, career aspirations, and a recipient's needs for venting feelings, reassurance, and long-term engagement and progress in the sport (Nurmi, improved communication skills. It also serves to reduce 2004). The main sources of stress identified in young ath- uncertainty during times of stress, provides resources and letes have been linked to a combination of training and companionship, and aids in mental and physical recovery" non-training related factors. Excessive strain on the body (pp. 8-9). For this reason, it is important to look at specific from the physical stress of increased training and competi- support transactions a sports person might experience with tion workloads combined with psychosocial stressors (e.g., coaches, support staff, peers and family in dealing with the parental pressure, coach conflicts, increased study de- stresses and strains of high-level sport. Moreover, social mands, etc.) have been shown to exert a negative influence support has been reported to benefit an athlete’s self-con- on the physical and mental state, and the performance ca- fidence (Freeman and Rees, 2010), performance (Freeman pabilities of an athlete (Fry et al., 1991; Grove et al., 2014). and Rees, 2009; Rees et al., 1999; Tamminen et al., 2018), Therefore, it is important that young athletes are ade- well-being (DeFreese and Smith, 2014), self-determined quately supported within their sport and by their surround- motivation (DeFreese and Smith, 2013), and coping with ing social network in order to minimize adverse outcomes competitive and personal stressors (Cosh and Tully, 2015; to their long-term health, wellbeing and performance. Rees and Hardy, 2000). The importance of investigating the impact of the In accordance with the social support literature, the socio-cultural context in the discussion of an athlete’s
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