Week 6 readings Flashcards
McCarthy (2016) - what is RAE reversal?
A process that influences a change in the status quo from the initial identification bias leading to a significant change in status at the confirmation stage of the development process
McCarthy (2016) - summarise the findings on RAE reversal in rugby union and cricket
Young players less likely to be selected into their national academy systems but more likely to transition into senior national squads
Reduced advantage when transitioning into senior level (Cobley et al., 2009)
Increased injury rates in relatively older athletes (Wattie et al., 2007)
Younger footballers have higher salaries (Ashworth and Heyndles, 2007)
McCarthy (2016) - what were some limitations of the study?
Study lacks generalisability as the data is set within a male sporting context and not necessarily transferrable to the female sporting context
Cobley (2008) - what did they investigate?
The impact of birth date and year upon PE attainment
Cobley (2008) - summarise the findings of the study
RAE appears to provide an advantage to those born during initial months of an academic year (in many sports this is just after the ‘cut-off’ date to be represented)
Findings do not show a stable progressive declining linear trend across 4 quartiles for PE attainment which indicates biological maturity may not be the only variable influencing attainment
Cobley (2008) - what are future methodologies advised to consider?
More objective measures of performance not subject to bias such as performance and biological maturity
Cobley (2008) - when was RAE first identified?
By Grondin and colleagues (1984) in professional ice hockey players- those born earlier in age-groups exhibit the highest frequency
Cobley (2008) - in contrary to RAE research, what did Malina’s 1994 study of gymnastics show?
Late-born gymnasts were over represented as their performance benefitted from a delayed onset of physical maturity
Musch - in regards to RAE, what is important for practice?
Look at technical skills rather than physical strength
Deemphasise competition and recognise their task should be to maintain interest, motivation and participation
Optimal coaching should include teaching sport-specific procedural knowledge and cognitive skills e.g. rules of the game and game strategies (Bunker and Thorpe, 1983)
Musch (2001) - mechanisms of RAE - competition
Strong competition to obtain a place = RAEs more likely to occur
With a larger pool of players, the RAE should be much stronger
Musch (2001) - what should future RAE research focus on?
Should investigate more closely the affective, cognitive and motivational effects of RAE
Should look more closely at RAEs in female youth sport to see if gender influences RAE
Should try to obtain the exact point at which a RAE begins to operate (Musch 1998)
