Highlights • We developed a grounded theory of how to promote personal development in high-performance sport environments. • The grounded theory is based on a core category and three propositions that represent how to promote athletes` personal development process. • Proposition 1: Athletes use realistic self-evaluation and goal setting to promote their personal development. • Proposition 2: Athletes experience different situations and reflect on their areas for personal development. • Proposition 3: Athletes perceive and receive social support that benefit their personal development. Objectives The purpose of this study was to develop a grounded theory of how to promote personal development in high-performance sport environments. Methodology Individual interviews were conducted with 32 members of the Canadian junior and senior national biathlon teams, including 18 athletes (9 women, 9 men, Mage = 20.8 years, SD = 2.9), 5 coaches (1 woman, 4 men), 3 technical leaders (2 women, 1 man), and 6 parents (3 mothers, 3 fathers). Follow-up interviews were conducted with five key participants. Straussian grounded theory methodology was used. Analytic techniques included open coding, constant comparison, questioning, memoing, diagramming, and theoretical integration. Results The grounded theory is based on the core category that personal development is a continual and individualized process. Three propositions represent how to promote athletes` personal development process. Proposition 1: Athletes use realistic self-evaluation and goal setting. Proposition 2: Athletes experience different situations and reflect on their areas for personal development. Proposition 3: Athletes perceive and receive social support. Conclusion The grounded theory portrays propositions that can be used to promote athletes` personal development in high-performance sport environments. It may inform future applied research and the delivery of sport psychology support to high-performance athletes.
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