Dropout in elite sport: What stressors and resilience factors are perceived in youth sport climbing?
Authors: Mittermeier Ronja , Tscherntschitz Simone , Raschner Christian 
Published: September 2024

Introduction & Purpose
Psychosocial stress is a major risk factor for the development of a wide range of psychiatric and somatic illnesses (Hughes et al., 2017). Social factors such as perceived autonomy and competence, relatedness and task climate appear to be related to people dropping out of a sport (Balish et al., 2014). To this point in time, the developmental aspects in youth sports are insufficiently described in the literature. Previous studies dealing with dropout have indicated critical aspects on a personal, contextual, chronological, and procedural level (Moulds et al., 2024). The perception of these aspects seems to determine the individual stress experience. Therefore, the aim of the study was to identify stressors and resources in youth sport climbing and to gain a deeper understanding of how these relate to dropout.
Methods
Guided by the theoretical framework of the bioecological system theory (Bronfenbrenner & Morris, 2006), two active and six non-active climbers between the ages of 18 and 25 were interviewed using a semi-structured interview approach. The non-active climbers were dropouts, defined here as an athlete ending their competitive sport career before reaching their individual performance peak. In this case they were asked about the related circumstances. Active athletes started the interview from their current perspective. Each development-relevant factor (person, process, context, time; Bronfenbrenner & Morris, 2006) was then reflected on in terms of resources and stressors. The inclusion criterion was the qualification for the national team. A qualitative content analysis was carried out according to Mayring and Fenzl (2022). The data was analyzed using MAXQDA 24 software.
Results
The interviewed climbers addressed the context of family, school, social environment, training, and personal factors. A high level of social interaction was experienced. The topics of bodyweight and nutrition were often reported with negative connotations, particularly impacted by external factors. Communication skills were a consistently mentioned factor as a resource and potential stressor. A lack of individualisation and opportunities for personal development were reported as long-term stress factors. Feelings of responsibility and self-inflicted pressure were described as additional loads. Professional attachment was reported as a personal resource when positively evaluated. Reflection skills were recognised as a helpful stress management tool. As illustrated in Figure 1, the mindset of individuals appears to be shaped by the internal and external interplay of available resources, aspects of motivation and beliefs that are internalised.
Discussion & Conclusion
Several factors seem to interact modifying an individual’s experience of stress. The perception of stress at a certain point in time must be seen as a combination of the load experienced and the individual available resources. Sport-specific requirements should be considered. Dropout can be one of the consequences of overall stress in competitive sports and should be analysed systemically. The intention was to identify starting points for reducing dropout rates in sports and support health-promoting participation. These are the first results of this project, in which further athletes from climbing and other sports will be interviewed.
References
Balish, S. M., McLaren, C., Rainham, D., & Blanchard, C. (2014). Correlates of youth sport attrition: A review and future directions. Psychology of Sport and Exercise, 15(4), 429–439. https://doi.org/10.1016/j.psychsport.2014.04.003
Bronfenbrenner, U., & Morris, P. A. (2006). The ecology of human developmental processes. In W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (6th ed., pp. 793–828). Wiley.
Hughes, K., Bellis, M. A., Hardcastle, K. A., Sethi, D., Butchart, A., Mikton, C., Jones, L., & Dunne, M. P. (2017). The effect of multiple adverse childhood experiences on health: A systematic review and meta-analysis. The Lancet Public Health, 2(8), e356-e366. https://doi.org/10.1016/S2468-2667(17)30118-4
Mayring, P., & Fenzl, T. (2022). Qualitative Inhaltsanalyse [Qualitative content analysis]. In N. Baur, & J. Blasius (Eds.), Handbuch Methoden der empirischen Sozialforschung (pp. 691–706). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-37985-8_43
Moulds, K., Galloway, S., Abbott, S., & Cobley, S. P. (2024). Youth sport dropout according to the Process-Person-Context-Time model: A systematic review. International Review of Sport and Exercise Psychology, 17(1) 440–481. https://doi.org/10.1080/1750984X.2021.2012817