From play to practice: A developmental framework for the acquisition of expertise in team sports

By J. Côté, Joseph Baker, A. Abernethy. 2003

422 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8810223b740c7303eee787497a111ba84f19ef2d

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Citations in the corpus

Examining Adolescent Sport Dropout and Prolonged Engagement from a Developmental Perspective (2008, methodology): “…but there is preliminary support to suggest that the early diversification and later specialization path outlined by Côté and colleagues’ developmental model of sport participation (Côté et al., 2003; Côté & Fraser-Thomas, 2007) may lead to less dropout, and more prolonged engagement.”
Play and practice in the development of sport‐specific creativity in team ball sports (2010, background): “For example, diversification can occur on a within-sport basis, if an individual engages in various training and/or play activities, yet it can also occur more broadly, if an individual samples many sports in addition to their primary sport interest (e.g., Côté et al., 2003).”
Understanding dropout and prolonged engagement in adolescent competitive sport (2008, methodology): “Côté and colleagues’ developmental model of sport participation (DMSP: Côté et al., 2003; Côté and Fraser-Thomas, 2007) provides a framework to explore some of the physical (i.e. training patterns) and psychosocial (i.e. role of significant others) factors that may influence youths’ sport…”
Youth sport programs: an avenue to foster positive youth development (2005, methodology): “…successful youth sport programs: a) consider youths’ physical, psychological, social, and intellectual stages of development (Côté, 1999; Côté & Hay, 2002; Côté et al., 2003), b) are conducted in appropriate settings (NRCIM, 2002) and c) foster developmental assets in youth (Benson, 1997).”
The Motivational Atmosphere in Youth Sport: Coach, Parent, and Peer Influences on Motivation in Specializing Sport Participants (2010, methodology): “This stage can either be considered to continue until retirement (Côté et al., 2003), or it can take the performer to a state of maintenance (Wylleman et al.”
Evaluation of the support of young athletes in the elite sports system (2006, methodology): “Regarding high-performance sport, the theory has been supplemented and further refined e.g. by Starkes (2000) and Côté et al. (2003), who – deviating from Ericsson et al. – elucidated the central significance of fun, joy, and play for the development of top-level sports performances.”
Tracing the Development of Athletes Using Retrospective Interview Methods: A Proposed Interview and Validation Procedure for Reported Information (2005, unknown): “The interview procedure proposed in this article was developed to trace the development of expert performance in sports (Côté et al., 2003) and to allow assessment of deliberate practice within the expert-performance framework (Ericsson & Smith, 1991).”
Developmental activities that lead to dropout and investment in sport (2007, background): “To speculate, these findings may indicate a form of early specialization and support the postulate that early involvement in practice activities that are not enjoyable may ultimately undermine the intrinsic motivation to continue in sport (Côté et al., 2003).”
The Development and Maintenance of Mental Toughness in the World’s Best Performers (2010, background): “Previous research has indicated the importance of exploring critical incidents or ‘periodic incidents’ in relation to experience (Côté et al., 2003; Hanton, Cropley, & Lee, 2009; Hanton et al., 2007), and mental toughness (Connaughton et al.”
Early Specialization in Youth Sport: a requirement for adult expertise? (2003, unknown): “Cote and colleagues (Cote, 1999; Cote & Hay, 2002; Cote et al., 2003) indicated that expert athletes "sampled" a wide range of sporting activities before gradually whittling down the number of activities and "investing" in one activity during mid to late adolescence.”
A retrospective analysis of leadership development through sport (2003, background): “Having a peer group in the early stages of development that was always available to play sports during free time was shown to be a potential factor in sport expertise development (Côté et al., 2003).”