Theory of structured adversity
A framework for youth development through coach–athlete relationships
Bibliographic Data
| ID | 22422003 |
|---|---|
| Authors | Chandreshan Ravichandren (0009-0006-6999-4009, Universiti Putra Malaysia, corresponding author), Haslinda Abdullah (0000-0001-5769-8823, Universiti Putra Malaysia), Mursyid Arshad (Universiti Putra Malaysia, Selangor, Malaysia) |
| Year | 2026 |
| Pages | 1-15 |
| Publication date | 2026-06-26 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Sport Education and Society (JOURNAL) |
| Journal identifiers | ISSN: 1357-3322 • E-ISSN: 1470-1243 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13573322.2026.2693100 |
| OpenAlex | W7166047573 |
| Language | EN |
| References cited | 15 |
This paper presents the Theory of Structured Adversity (TSA), a relational framework developed inductively from extended fieldwork within a Malaysian youth powerlifting programme. Over a twenty-week competitive season I occupied the simultaneous position of coach, fieldworker, and reflexive analyst. Four youth athletes, whose class positions, family histories, and aspirational horizons varied considerably, were followed through domestic and international competition cycles using coaching journals, conversational interviews, athlete training journals, and performance artefacts. Four recurring relational patterns emerged consistently across cases, differentiating developmental growth from stagnation: challenge introduction, structured scaffolding, relational reflexivity, and internalisation. These patterns were theoretically abstracted, after fieldwork had concluded, into the TSA framework. TSA argues that adversity produces developmental outcomes only when it is relationally held: introduced within a trust-based coaching relationship, calibrated to the athlete’s readiness and social position, scaffolded through difficulty, and progressively transferred from coach to athlete. Critically, the data demonstrate that the content, speed, and coaching function of each phase differ substantially across class positions and gender, and that a structural variation that existing grit and resilience frameworks systematically obscure. TSA fills a relational-processual gap in the literature by specifying the mechanism through which adversity becomes developmental rather than harmful, and by demonstrating that what grit theory describes as a stable individual trait is better understood as a relationally achieved, class-mediated trajectory.
Coaching · Developmental stage theories · Grit · Mindset · Positive Youth Development · Psychological resilience · Reflexivity · Trait · Grit, Self-Efficacy, and Motivation · Motivation and Self-Concept in Sports · Sport Psychology and Performance
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| Highly cited | No |
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