Youth sport dropout according to the Process-Person-Context-Time model: a systematic review

ABSTRACT

Examined from Bio-Ecological System Theory’s PPCT model perspective, this study systematically reviewed how youth sport dropout literature has been theoretically framed; how dropout has been defined and measured; and, mapped all influential factors previously associated (or not) with dropout across and within youth sport. Peer-reviewed literature (N = 69 studies) published over four decades (1980–2021) residing within five databases was synthesised using a mixed-methods review approach. Existing identified studies examined single or multi-sport (male and female) youth sport contexts worldwide, at different participation levels, although predominantly local club-level. Prior studies predominantly adopted psychological-based theoretical frameworks; often didn’t define dropout; assessed dropout descriptively; and, focused upon the influence of psychological-based factors. From a PPCT perspective, competition structure, relative age (Process), sex, competence perception (Personal), parental socio-demographics, and conflicts with other activities (Context) were frequently identified as influential to dropout across contexts. Although not explicitly utilising the PPCT, sixteen studies examined factors across PPCT levels, with one identifying significant independent influences across the model. Future research is recommended to apply more encompassing (social-ecological) theoretical frameworks; specify dropout definitions and measures; and apply more advanced analytical methods. To help improve study methodological quality, the ‘Youth Sport Dropout - Study Checklist (YSD-SC)’ is presented.

KEYWORDS:

• Youth sport attrition
• sport cessation
• children
• adolescence
• Process-Person-Context-time model

Acknowledgements

There was no financial assistance associated with this study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 An asterisk (*) is used for multiple character searching and a question mark (?) is used for single character searching.

2 Sport was defined as an activity involving physical exertion, skill and/or hand-eye coordination as the primary focus of the activity, with elements of competition where rules and patterns of behaviour governing the activity exist formally through organisations (May, 2020).

3 For example, methodological assessment of qualitative studies was assessed by examining the approach taken to (i) answer the research question (ii) data collection method (iii) study findings derived from the data (iv) interpretation of results, and (v) study coherence. Comparatively, quantitative descriptive studies were methodologically assessed by examining (i) sampling strategy (ii) representative sample (iii) appropriate measurements (iv) risk of non-response bias and (v) statistical analysis approach (Hong et al., 2018).

4 Applying the Mixed Methods Appraisal Tool (MMAT version 2018; Hong et al, 2018; Pluye et al, 2011), non-randomised studies are defined as any quantitative studies estimating the effectiveness of an intervention or studying other exposures that do not use randomisation to allocate units to comparison groups (i.e., research designs included prospective longitudinal, cross-sectional, case-control studies).

5 Quantitative descriptive studies describe the existing distribution of variables without much regard to causal relationships and are generally employed for population monitoring, planning, and generating hypothesis. Research methods include surveys, questionnaires, and case series.

6 For PPCT classification, coach-athlete instructional interactions were considered a multiple set of behaviours, where the coach implements instructional strategies, interaction, and activities with an emphasis toward skill or performance improvement (i.e., individual development). For instance, variables included coaching styles, technical instruction (knowledge and teaching new skills) communication style, and feedback (Lyle, 2005).

7 Alongside other forms of social support, coach social-support referred to forms of social, emotional and motivational encouragement. Related variables were classified as context factors, as these were not considered a set of behaviours directly associated with skill or performance improvement (i.e., coaching process). Rather their emphasis was interpreted as being more directed toward social, emotional and motivational support of the individual. For example, the creation of caring emotional, positive, and fair environments was considered as forms of coach social support for PPCT classification purposes.