ECSS Paris 2023: OP-SH01
Introduction Girls leave organized sport at an alarming rate during adolescence, with participation declines only stabilizing in young adulthood. Nearly half of girls participating in sport drop out during their teenage years, contributing to persistent gender disparities in sport engagement. This trend is concerning not only due to the well-documented developmental, psychological, and physical benefits of sport participation, but also because of the broader social consequences. Girls and women who participate in sport report developing important life skills (e.g., leadership, problem-solving) that may influence both individual trajectories and societal outcomes. Consequently, there is a need to explore the factors that drive attrition and those that promote sustained engagement in girls’ and women’s sport. Guided by Self-Determination Theory (SDT; Ryan & Deci, 2000), this preliminary qualitative study explores the reported reasons current and former athletes provide for staying in or leaving girls’ and women’s team-based sport. Methods This study employs a cross-sectional survey design. Participants were 143 individuals aged 14–25 (99 current athletes; 44 former athletes) who had participated in girls’ or women’s team sport at any point. Participants completed demographic information and open-ended questions regarding motivations for continued participation and drop out. A manifest content analysis approach was taken, using a combined deductive-inductive approach. Responses were first examined in relation to SDT constructs, then organized into themes grounded in participant responses. Results Three overarching domains were created relating to sport persistence and dropout: (a) structural doorways, (b) push-pull forces, and (c) the moving person. Structural doorways reflect contextual constraints (e.g., cost, travel) that shape access to sport opportunities. Push-pull forces represent interpersonal and sport-related experiences (e.g., friendships, coaching quality, skill development, competition) that either propel individuals toward continued participation or divert them away. Finally, central to these processes is the moving person — the evolving individual whose identity, enjoyment, and physical and mental well-being shape how they respond and engage with sport over time. Discussion Findings highlight that sustained participation depends not only on available opportunities but also on supportive relationships, competence-related experiences, and alignment between individuals’ evolving priorities and sport environments. Girls and women want to play sport – but leave when participation is no longer accessible, supportive, or enjoyable. Reference Ryan & Deci, 2000. American psychologist.
Read CV Jessica MalcolmECSS Paris 2023: OP-SH01
INTRODUCTION: The transition from karting to Formula 4 (F4) represents a critical developmental stage within the Fédération Internationale de l’Automobile (FIA) single-seater pathway and marks drivers’ first entry into professional racing. Despite its importance, empirical research examining determinants of successful transition remains limited, particularly from stakeholders' perspectives within the Formula racing environment. Therefore, this study aimed to investigate the key determinants influencing successful transition into F4. METHODS: Two semi-structured focus groups were conducted with eleven key stakeholders from the Formula racing environment with direct experience supporting drivers transitioning to F4, including former F1 and F2 drivers, driver coaches, team managers, driver development managers, and human performance practitioners. Sessions were audio-recorded, transcribed verbatim, and analysed using Braun and Clarke’s thematic analysis, adopting an inductive approach to theme development. RESULTS: Analysis generated six interrelated themes, including financial resources, time on task, physical readiness, and psychological, cognitive, and environmental factors. Financial resources emerged as the primary determinant of successful transition, influencing access to track time, testing, driver coaching, and high-performing teams. However, participants emphasised that while financial backing enables opportunity, it does not guarantee performance. Time on task, particularly exposure to F4 car driving, was perceived as the primary accelerator of driver development, however, its effectiveness depended on coaching quality. Physical readiness and preparation were positioned as a prerequisite for tolerating the racing demands of F4, with neck strength, braking leg force, and cardiorespiratory fitness identified as key attributes. Drivers were frequently described as physically underprepared, limiting their ability to fully utilise costly track time and prepare for competition. Psychological factors, including intrinsic motivation and confidence, were also viewed as critical for successful transition. Cognitive factors, particularly information processing speed, decision making, and the ability to interpret and communicate car behaviour, were identified as discriminators of successful adaptation during the transition to F4. Environmental factors, including parental involvement, adaptation to professional team cultures, and the management of expectations, further shaped transition outcomes. CONCLUSION: Key stakeholders within the Formula racing environment perceived successful transition into F4 as a multifactorial process. Findings indicate that whilst financial backing functions as a gateway to opportunity, it does not determine a successful transition, instead depending on multidimensional driver development. Progression within the Formula racing pathway therefore reflects an interaction between financial resources, opportunity, and driver readiness.
Read CV Tamara ProstinákováECSS Paris 2023: OP-SH01
Introduction: Female athletes face sport-specific biopsychosocial challenges related to development and health, yet coach education has provided limited preparation for addressing these needs. This study evaluates the Female Inclusion and DEvelopment in Sport (FIDES) Coach Education Programme (CEP), designed to strengthen coaches’ self-awareness and perceived knowledge when coaching female athletes. Methods: FIDES CEP is a digital, 16-week programme combining video-based learning and four online workshops emphasising case work and reflection. The programme addresses coaching female athletes and holistic coaching from a biopsychosocial perspective. Programme development followed an iterative optimisation process informed by the Multiphase Optimisation Strategy (MOST) and a stepped-wedge design, including an initial pilot phase (n=16), followed by the first full implementation including 120 coaches across eight sports (n=119 completed). Evaluation followed a mixed-methods approach structured by the RE-AIM framework. Coaches completed questionnaires at pre-, mid-, and post-intervention, including the Revised Self-Awareness Outcomes Questionnaire (SAOQ-R) and perceived knowledge measures, rated on 1–7 Likert scales. Athletes completed questionnaires at pre- and post-intervention (n=918). Quantitative analyses examined within-person change using paired comparisons and effect sizes (Cohen’s dz). Qualitative interviews with 16 coaches and seven athletes were analysed using reflexive thematic analysis. Results: From pre- to mid-intervention, coaches reported increases in self-awareness and perceived knowledge (mean change range=1.0–2.5). The largest changes were reported for perceived access to practical tools (mean change=2.50; dz=1.62), perceived confidence in guiding female athletes (change=1.34; dz=1.04), and improved comfort discussing sensitive topics (change=1.03;dz=0.63). Post-intervention, coaches rated the programme as highly important (M=6.7). Athlete ratings of coach support and communication were high at baseline (M≈5.8–6.2) and showed positive changes at post-intervention (mean change≈0.9–1.4). Qualitative findings described increased self-awareness and reflection, while both coaches and athletes noted difficulty attributing changes within the 16-week period. Conclusion: FIDES CEP was associated with perceived improvements in coaches’ self-awareness and knowledge. Findings reflect self-reported change and should be interpreted as indicative rather than evidence of behavioural change. High baseline athlete ratings constrained sensitivity to change, likely resulting in ceiling effects. Programme optimisation is ongoing, with findings from the initial implementation used to refine programme content and delivery, followed by continued implementation in Norway with 140 coaches commencing in February 2026 and planned international implementation across multiple countries during 2026, supported by an International Olympic Committee Research Grant.
Read CV Ådne AuslandECSS Paris 2023: OP-SH01