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The relative age effect (RAE) describes the physical and cognitive (dis)advantages experienced by athletes based upon when their birthdate falls relative to a pre-established cut-off date. Despite RAEs being present in a number of sports, few studies have explored how relative age influences the positive youth development (PYD) of athletes. This study examined the mechanisms that facilitate and hinder athletes' acquisition of PYD outcomes and whether these are influenced by relative age. A secondary objective included determining how athletes employed these skills in other contexts. Twenty competitive female ice hockey players were interviewed (mage = 17. 2 years). Thematic analyses revealed that all athletes, regardless of their relative age, developed a range of PYD outcomes in the personal, physical, and social domains, and have applied these skills in a variety of contexts outside of sport. Across relative younger and older athletes, three interrelated themes emerged and served as the overarching mechanisms that facilitated or hindered athletes' development of PYD outcomes: the social features of the sport environment, the structure of female travel/rep ice hockey, and negative ice hockey experiences. Our findings have implications for creating sport environments that foster PYD. Keywords: positive youth development; relative age effect; female ice hockey; negative developmental experiences; qualitative research, Within sport, it is common practice for athletes to be categorized by chronological age (Baker et al., 2010; Musch & Grondin, 2001) to ensure fairness in competition, age-appropriate instruction, and [...]

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The current investigation examined the impact of academic timing and the relative age effect (RAE) in men's and women's intercollegiate basketball. Academic timing is particularly important in the context of intercollegiate sport, and has received very little attention since Glamser and Marciani (1992) introduced the topic in this journal more than two decades ago. When a student's actual athletic eligibility year is consistent with her or his anticipated athletic eligibility year (based on year of birth), she or he is classified as 'on-time.' Those whose actual athletic eligibility years coincide with a younger age cohort are categorized as 'delayed.' The birthdates of 475 female and 429 male National Collegiate Athletic Association (NCAA) Division 1 basketball players were collected from the rosters of top-ranked teams and identified as either on-time or delayed based on their birth date and eligibility status. Chi-square goodness of fits tests ([X.sup.2]) were used to compare the distribution of birthdates for the female and male student-athletes with that expected within the United States across each quartile. The analyses revealed that on-time student-athletes were more commonly born in the early months of the selection year whereas delayed student-athletes were more likely to be born in the latter months. Our results suggest that on-time student-athletes born late in the selection year are disadvantaged and that delaying entrance to university may be an option for equalizing the playing field and/or gaining an advantage., Children are traditionally placed into age cohorts as an organizational strategy within educational and sport systems. This categorization is an attempt to ensure equal opportunity and fairness, yet evidence suggests [...]

The current investigation examined the impact of academic timing and the relative age effect (RAE) in men's and women's intercollegiate basketball. Academic timing is particularly important in the context of intercollegiate sport, and has received very little attention since Glamser and Marciani (1992) introduced the topic in this journal more than two decades ago. When a student's actual athletic eligibility year is consistent with her or his anticipated athletic eligibility year (based on year of birth), she or he is classified as 'on-time.' Those whose actual athletic eligibility years coincide with a younger age cohort are categorized as 'delayed.' The birthdates of 475 female and 429 male National Collegiate Athletic Association (NCAA) Division I basketball players were collected from the rosters of top-ranked teams and identified as either on-time or delayed based on their birth date and eligibility status. Chi-square goodness of fits tests (X²) were used to compare the distribution of birthdates for the female and male student-athletes with that expected within the United States across each quartile. The analyses revealed that on-time student-athletes were more commonly born in the early months of the selection year whereas delayed student-athletes were more likely to be born in the latter months. Our results suggest that on-time student-athletes born late in the selection year are disadvantaged and that delaying entrance to university may be an option for equalizing the playing field and/or gaining an advantage. [ABSTRACT FROM AUTHOR]

This study employed an intervention involving motor skills training, whole body exercise, and sports and games to improve manual motor skills and reaction time in a group of adults with autism spectrum disorder and an intellectual disability (ASD-ID). Eleven adults with ASD-ID engaged in this intervention for 90 minutes twice a week, for 12 weeks. Modified versions of the 25 Grooved Pegboard, Box and Block, and Stick Catching Tests measured fine and gross motor skills and reaction time, respectively. Motor skills were evaluated at the beginning, middle, and end of the program, and following 4 weeks with no training. Trends indicating improvement in motor skills were evident, but participant difficulties in performing the Stick Catching Test made assessment of reaction time challenging. Despite this, many findings of practical significance emerged from this study, which demonstrated a viable model for implementation of similar programs with multiple participants. Given the importance of motor skills for independence, safety, and quality of life, more research on activities that promote the development of these skills in adults with ASD-ID is warranted. Understanding how to facilitate motor skill development in these individuals will assist them in becoming more active in the community and more independent around their homes. [ABSTRACT FROM AUTHOR]

Motor impairments have been acknowledged as a symptom of autism spectrum disorder (ASD); however, few reliable measures of motor control are available for individuals with ASD, particularly for adults. This study examined the reliability of four Jebsen Test of Hand Function (JTHF) subtests ("card turning," "small common objects," "checkers," "heavy cans") for adults with ASD and an intellectual disability (ASD-ID). Eleven adults with ASD-ID completed these four subtests weekly for three consecutive weeks. Absolute agreement intraclass correlations (ICC) revealed high test re-test reliability for each subtest (ICC > 0.90). These subtests of the JTHF are recommended to monitor change in hand function during motor control interventions designed for adults with ASD-ID. [ABSTRACT FROM AUTHOR]

In many Western countries, more and more people are living longer. As part of this demographic shift, increasing numbers are participating in Masters sport. In the past, sport was considered important for the development of young people; however, the potential for sport participation to affect positive development across the lifespan is now recognized. The purpose of this paper is to introduce conceptual frameworks from developmental psychology that are being used to understand youths’ positive development through sport, and to explore these frameworks in the context of sport as an avenue for positive development in older persons. To achieve this aim, we outline research on sport participation as it applies to youth development and consider relevant aspects as they broadly apply to development later in life. This discussion highlights the inherent paradox of sport participation—that it has the potential to provide considerable positive growth but also the potential for significant negative consequences. Finally, we explore areas of future research related to positive development in older persons through sport. [ABSTRACT FROM AUTHOR]

The development of expertise in sport is the result of successful interaction of biological, psychological, and sociological constraints. This review examines the training and environmental factors that influence the acquisition of sport expertise. Research examining the quality and quantity of training indicate that these two elements are crucial predictors of attainment. In addition, the possession of resources such as parental support and adequate coaching are essential. Social factors such as cultural influences and the relative age effect are also considered as determinants of sport expertise. Although it is evident that environmental factors are essential to the acquisition of high levels of sport development, further research is clearly required.