Examining parent-child interactions in British junior tennis: A conversation analysis of the pre-competition car journey. (May 2022)

• Record Type: Journal Article
• Authors: Thrower, Sam N.; Hamann, Magnus; Stokoe, Elizabeth; Harwood, Chris G.
• Is Part Of: Psychology of sport and exercise. Volume 60(2022)
• Publication Date: 2022-05
• Subjects: Qualitative research -- Communication -- Tennis -- Sport parenting -- Competition -- Verbal behaviour; Sports -- Psychological aspects -- Periodicals; Exercise -- Psychological aspects -- Periodicals; Psychology -- Periodicals; Sports -- Periodicals; Exercise -- Periodicals; Societies, Medical -- Periodicals; Psychology; Sports; Exercise; Societies, Medical; Sports -- Aspect psychologique -- Périodiques; Exercice -- Aspect psychologique -- Périodiques; 613.71019
• DOI: 10.1016/j.psychsport.2022.102166
• Languages: English
• ISSNs: 1469-0292

Abstract

Abstract: Research exploring the processes and effects of parent-child social interaction in youth sport has been limited by an overreliance on retrospective questionnaire and interview-based designs. The purpose of the current study was to examine the naturally occurring parent-child interactions which unfold during the pre-competition car journey within British tennis. Specifically, the research questions focused on identifying the parental communicative practices that enabled (or limited) affiliative conversations about children's upcoming tennis performance. Audio and video recordings were made of 13 parent-child dyads resulting in 4 h 45 min of parent-child interactions. These recordings were transcribed using the Jefferson (2004) system for capturing the production, pace, and organisation of social interaction. Conversation analysis revealed that children resisted or disengaged from the interaction when parents positioned themselves as having authority over, and entitlement to know about, the child's upcoming performance. This positioning was achieved through giving instructions or advice about the child's performance and through asking 'test' questions to which they already knew the answer. However, asking 'wh-questions' that enabled children to talk about their own areas to focus on, lead to extended sequences of affiliative talk. From an applied perspective, these findings highlight the importance of asking genuinely open questions that construct the child as having ownership of their tennis development and performances. Highlights: Discussing tennis before a competition is primarily a parent-driven interactional practice. Parents used instructions, advice, or questions to initiate talk about the tennis tournament. Children resisted or disengaged from the interaction when parents asked known-answer questions. Asking children genuinely open questions were more successful in achieving engaged responses.