A grounded theory of personal development in high-performance sport environments

Abstract

Objectives: The purpose of this study was to develop a grounded theory of how to promote personal development in high-performance sport environments.

Methodology: Individual interviews were conducted with 32 members of the Canadian junior and senior national biathlon teams, including 18 athletes (9 women, 9 men, M_age = 20.8 years, SD = 2.9), 5 coaches (1 woman, 4 men), 3 technical leaders (2 women, 1 man), and 6 parents (3 mothers, 3 fathers). Follow-up interviews were conducted with five key participants. Straussian grounded theory methodology was used. Analytic techniques included open coding, constant comparison, questioning, memoing, diagramming, and theoretical integration.

Results: The grounded theory is based on the core category that personal development is a continual and individualized process. Three propositions represent how to promote athletes' personal development process. Proposition 1: Athletes use realistic self-evaluation and goal setting. Proposition 2: Athletes experience different situations and reflect on their areas for personal development. Proposition 3: Athletes perceive and receive social support.

Conclusion: The grounded theory portrays propositions that can be used to promote athletes' personal development in high-performance sport environments. It may inform future applied research and the delivery of sport psychology support to high-performance athletes.