Stuart G. Wilson

Athletes can use self-regulated-learning (SRL) competencies to improve their engagement in practice through awareness and control of their cognition, motivation, affect, behavior, and environment. While sport research has extensively developed measures to assess SRL, little work has considered how those tools may facilitate contextually specific interventions in applied practice. In an instrumental case study, supported by a semistructured interview, we explored how the Polish Short Form of the Self-Regulated Learning for Sport Practice (SRL-SP) could be used as an intrapersonal development tool to guide an applied consulting session with an elite athlete. The results exemplify how an SRL survey could be used in consulting to help athletes develop proactive approaches to practice. Specifically, the Polish Short Form SRL-SP was useful as a dialogue tool and for monitoring the development of SRL competencies. The survey’s applied utility may be influenced by characteristics of the discipline, competitive level, and situational coaching context.

Self-regulated learning (SRL) is an athlete resource comprising cognitive and motivational self-regulation associated with practice strategies foundational to elite talent development. Research has yet to consider Mental Performance Consultants’ views on SRL and the viability of targeting SRL in consulting. We interviewed 12 Mental Performance Consultants (eight women, four men) about the meanings they attach to SRL and whether SRL is important for competitive adolescents’ practice. Descriptive analysis detailed their concept of SRL, featuring “connection to quality practice,” “key property of athlete ownership,” and “SRL is cyclical.” Implementation and adaptation of SRL implicated “gathering and integrating information,” “adapting based on context,” “coach-plus perspective,” and “being okay with mistakes.” Their views aligned with predominant conceptualizations yet suggested new considerations (e.g., emotional regulation, knowledge foundations, adaptations between competition and practice). The Mental Performance Consultants described SRL in positive, coherent, and accessible terms for adolescent clients.

Objective The objective of this study is to characterise the key factors that influence positive engagement and desirable developmental outcomes in sport among elite youth athletes by summarising the methods, groups and pertinent topical areas examined in the extant published research. Design Scoping review. Data sources We searched the databases SPORTDiscus, APA PsycINFO, Web of Science and Sports Medicine & Education Index for peer-reviewed, published in English articles that considered the factors influencing positive developmental outcomes for athletes under 18 years competing at a national and/or international level. Results The search returned 549 articles, of which 43 met the inclusion criteria. 16 studies used a qualitative approach, 14 collected quantitative data, 2 adopted mixed methods and 11 were reviews. Seven articles involved athletes competing in absolute skill contexts (ie, against the best athletes of any age) while the majority involved athletes competing in relative skill contexts (ie, against the best in a specific age or developmental group). The studies described the characteristics of the athletes, as well as their training, relationships with others, social and physical environments, and/or their overall developmental pathways. Conclusion Existing research on positive engagement in elite youth sport aligned with and mapped onto established models of positive development in youth sport more generally. Our findings further support that, while certain youth athletes may demonstrate extraordinary performance capabilities, they are still children who benefit from positive engagement prompted and reinforced by developmentally appropriate and supportive activities, relationships and environments.