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

Abstract

ObjectivesThe purpose of this study was to develop a grounded theory of how to promote personal development in high-performance sport environments. MethodologyIndividual interviews were conducted with 32 members of the Canadian junior and senior national biathlon teams, including 18 athletes (9 women, 9 men, Mage = 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. ResultsThe 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. ConclusionThe 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.