Reference no: EM133987670

For this end-of-module assessment (EMA), eport entitled 'Learning from Chris's transition experiences' that analyses the experiences of Chris, a young rugby union player.

Read the case study of Chris's experiences of joining a new rugby academy structure which was part of his move up to the next age group. With reference to appropriate theories and research, analyses his experiences of transition and offers recommendations to support young athletes on their athletic journey.

CHRIS:

Chris is a 15-year-old rugby union player who has been playing for a well regarded local team since U12 level. He developed his interest in rugby from his father who had a successful career playing rugby union for one of the elite teams in England for many years. Last year, he was scouted by one of the professional clubs and was invited to join their winter training camp for the U17 squad in preparation for the upcoming season. Excited by the prospect of playing a higher level, Chris committed to the training which was over two hours away and held three times a week, twice after school and one weekend session. Chris's mum changed her work hours in order to travel with him to ensure that he could attend the required sessions, with the family planning to move closer to the new training ground in the future.

A fast and powerful winger, Chris settled into the squad training quickly and started to make friends among the players. However, although he did not feel out of his depth with the more demanding technical side of the training, the additional travel and increased frequency of training meant that he regularly felt exhausted and fell asleep in the car, resulting in poor sleep at night. Despite this, he was pleased with his performance and this kept him positive, as did his growing relationships with his coaches and team mates.

He was, therefore, upset and frustrated when he fractured his arm the day before the first game of the season. This was the first injury he had suffered. He was expecting to feature in the starting line-up but now he would miss at least the first six games. Chris was concerned about how his injury would impact on his place in the team. After the first missed game, Chris's mum shared her worries about him with his coach:

'He has been distant at home and not been himself, getting angry and upset about small things. I think he is really struggling with not being able to play.'

During this time, Chris and his family (his parents and two younger brothers) moved house, away from friends and wider family, to support him to pursue his dream of playing rugby professionally. This move also meant starting at a new school, having won a sport scholarship to attend a private school as a day pupil. The timing of the move meant that he joined the new school halfway through Year 10, with mock exams scheduled for later in the summer. Shortly after the move, he confided in one of his old school friends:

'I am not sure I really fit in here [the new school]. We were told that it is a great school, and I guess it is better for my rugby and for being close to the training ground, but I really miss my old school. The lessons are harder, and I feel more pressure to get higher grades here. My dad keeps saying to me "Don't you want to be a rugby player?" and reminding me how much the whole family has sacrificed for me. It feels like I'm getting it from all sides, and I can't escape.'

Chris's integration into his new school was not helped by his injury as he could not take part in sport, his area of strength. He was hoping that being an active part of the school rugby team would help him make friends and settle in.

Later in the season, for the last county match before Chris was due to start full training following his rehabilitation, he was delighted that he was encouraged to travel with the team. His coach tried to involve him in the after-match talk and encouraged him to reflect on how the team performed. Chris felt uncomfortable, however, as although he knew some of the players from school, it had been some time since he had been with the squad.

Following a suggestion from the team's physiotherapist, one of Chris's coaches encouraged him to speak to Jamal, one of his teammates, who had suffered a similar injury last season, but who was now regularly featuring in the team. Chris found speaking to Jamal incredibly reassuring. The two built a strong friendship as a result of the increased contact. With Jamal's support and that of his coaches, Chris slowly gained confidence as he returned to training. After he had been back to full training for a few weeks, Chris began to feel comfortable in the squad and was pleased to be part of the starting line-up in the second half of the season.

Your report should be split into five parts. Refer to the guidance section below for more detailed information about what should be included in each section.

Explain the transitions that Chris has experienced and provide an overview of the focus of the report.

Chris's psychological challenges

With reference to the athletic career transition model (Alfermann and Stambulova, 2007) and relevant research, critically analyse the psychological challenges that Chris might have faced during the various transitions he experienced.

Evaluating support mechanisms

Evaluate the support mechanisms that were available for Chris during these transitions and discuss how these might have impacted on his experiences.

Recommendations for effective support

Present three evidence-based recommendations for parents and/or coaches when preparing and supporting young athletes, such as Chris, prior to and during transitions.