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A lifespan perspective on transitions during a top sports career: A case of an elite female fencer

机译:顶级体育职业生涯过渡的终生视角:一名优秀女击剑手的案例

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The purpose of this study was to explore how an elite female fencer with Olympic goals dealt with key events and transitions in her sports career as well as with other domains of her life. Method: A narrative approach was adopted consisting of reconstructing, then analysing, the single-case athlete's story with data collected over a period of fourteen years, from a retrospective in-depth interview conducted at the end of the sports career as well as from handwritten notes taken during sixty-one in vivo interviews conducted for assessment, follow-up or psychological counselling during the athlete's sports career. Results: Qualitative analysis revealed a non-linear path to excellence with alternative positive and crisis transitions framing three main stages related by the athlete: (a) a stage of equilibrium between family life, sports and studies, (a) a stage of primacy to sports career and, (c) a stage of stability due to living as part of a couple. The athlete's story also emphasized the importance of taking into account the socio-cultural and sport system context in which an Olympic career takes place, as well as other domains of athletes' life (i.e., personal and social life, educational and vocational development). Conclusion: This study provided an illustration of the ups and downs that elite athletes may face in their pursuit of excellence and invites questions about the conditions which would best contribute to the effectiveness of psychological intervention for enhancing both performance and personal growth.
机译:这项研究的目的是探索一个具有奥林匹克目标的优秀女子击剑运动员如何应对她的体育事业以及她生活的其他领域中的关键事件和过渡。方法:采用叙事方法,其中包括根据在职业生涯结束时进行的回顾性深度访谈以及手写撰写的十四年期间收集的数据,重建,分析单例运动员的故事。在运动员体育生涯中进行的61次体内访谈中进行评估,跟踪或心理咨询时所记录的笔记。结果:定性分析揭示了实现卓越的非线性途径,而积极的和危机的转变则构成了运动员相关的三个主要阶段:(a)家庭生活,体育和学习之间的平衡阶段;(a)处于首要地位的阶段体育事业;(c)由于夫妻生活而稳定下来的阶段。运动员的故事还强调了考虑进行奥林匹克职业的社会文化和体育系统背景以及运动员生活的其他领域(即个人和社会生活,教育和职业发展)的重要性。结论:这项研究说明了优秀运动员追求卓越的过程中可能会遇到的起伏,并提出了有关条件的问题,这些条件最有助于提高心理干预对提高成绩和个人成长的有效性。

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