LAUSR

Abstract The aim of this article is to provide a sociological perspective on athlete development by using the theoretical framework of socialization and life course. Significant experiences are used as an interpretational tool to study young athletes’ perceptions of their socialization process. The research data, which were collected at a sports upper secondary school, consist of life historical interviews with 26 young athletes aged 14–17 years. Through content analysis, their significant experiences in sports were divided into four categories and then analyzed further in relation to the Habermasian dualistic reality of the lifeworld and the system. The results were the following. First, normative-institutional experiences were related to the rationalized sports system. They standardize the socialization process as, for example, specialization and progress in the ability-based groups of talent development systems. Second, personal development experiences were related to skills learning and personal recognition, forming lifestyles and overcoming adversities. They emphasize the lifeworld dimension in socialization. Third, social capital experiences were built through family, friends, and coaches, and were utilized as resources in competitive sports. Fourth, unexpected life events consisted of injuries, illnesses, and various social life events, such as the death of a family member. In conclusion, the interpretational perspective of the study expanded the systemic approach to athlete development towards a lifeworld approach to socializing young athletes.