Introduction

Developmental psychology is the scientific study of how humans change and develop
physically, cognitively, socially, and emotionally from infancy through adulthood and into old
age. It examines the processes and factors that influence these changes and seeks to
understand the patterns and milestones that characterise human development (Piaget).
The significance of developmental psychology lies in its ability to provide insights into the
complexities of human growth and maturation. It helps us understand how and why
individuals change over time, how they acquire new skills and knowledge, and how their
personalities and social relationships evolve. This understanding is crucial in various practical
contexts, including education, parenting, counselling, and healthcare, as it enables us to tailor
interventions and support to match an individual's specific developmental needs at various
life stages. Ultimately, developmental psychology plays a vital role in improving the
well-being and potential of individuals throughout their lifespan (Baltes,1987).

"Growth" in developmental psychology specifically relates to the physical aspects of an

individual's maturation. It primarily encompasses changes in measurable attributes, such as
an increase in height, weight, and the development of physical features like muscle mass and
bone structure. These physical changes are often subject to genetic factors and are influenced
by nutrition, hormones, and age-related [Link] can be categorised into different
stages, including prenatal growth, infancy, childhood, adolescence, and adulthood, each with
distinct patterns and milestones. For example, during childhood and adolescence, individuals
often experience growth spurts that result in noticeable changes in height and weight.

In contrast, "development" is a broader and more intricate concept encompassing a range of

qualitative changes that occur in cognitive, emotional, social, and behavioural domains.
These changes are not solely determined by genetic factors but are also heavily shaped by the
environment, including social interactions, cultural influences, and life experiences.
Development is an ongoing, lifelong process with no fixed endpoint, as individuals acquire
new skills, knowledge, and personality attributes throughout their lives. Puberty is a prime
example that encompasses both growth and development. During this period, adolescents
experience significant physical growth, such as height increase, changes in muscle mass, and
the development of secondary sexual characteristics. Alongside these physical changes,
adolescents also undergo emotional and cognitive development, as they grapple with
newfound emotions, self-identity, and the development of more complex thought processes,
marking a holistic transformation from childhood to adulthood.

Characteristics of Human Development

● Lifelong Process: Human development is a continuous and lifelong journey, with

each life stage marked by specific developmental tasks. For instance, early childhood
involves the development of language skills and motor coordination, while middle
adulthood often focuses on career and family.

● Multidimensional: Human development encompasses multiple dimensions,

including physical, cognitive, emotional, and social aspects. It involves changes in
both the body and the mind, as well as changes in relationships and social roles. For
example, physical development involves changes in height, weight, Cognitive
development includes acquiring knowledge and problem-solving abilities etc.

● Plasticity: The concept of plasticity means that individuals have the capacity to
change and adapt throughout life. For example, a person who was previously shy can
learn to become more outgoing through social experiences and learning.

● Influenced by Nature and Nurture: Nature (genetics) and nurture (environmental

experiences) interact to shape development. For instance, a child may have a genetic
predisposition for musical talent but needs access to music education to fully develop
that talent.

● Cultural and Historical Context: Development is intricately tied to the cultural

norms and historical circumstances of a society. In India, the tradition of joint
families, where extended family members live together under one roof, has been
prevalent for generations. This arrangement has significant implications for social and
emotional development, as individuals often learn cooperation, empathy, and shared
responsibilities from a young age. It showcases how cultural and historical norms can
profoundly impact the social dynamics and emotional growth of individuals in this
context.
Stages of Human Development

Jean Piaget was a Swiss psychologist known for his theory of cognitive development, which
outlined several stages of human development. Piaget's theory posits that individuals progress
through these stages sequentially, with each stage characterised by distinct cognitive abilities
and ways of thinking. Here are Piaget's stages of human development and an overview of his
theory:

● Sensorimotor Stage (Birth to 2 Years): During this initial stage, infants and young
children explore their surroundings through sensory experiences and motor actions. A
significant milestone in this stage is the development of object permanence. For
example, when a child realises that a toy hidden under a blanket still exists even when
out of sight, it signifies their acquisition of object permanence.

● Preoperational Stage (2 to 7 Years): In the preoperational stage, children begin

using symbols and language to represent objects and ideas. However, their thinking
tends to be egocentric, meaning they struggle to understand others' perspectives. For
instance, a child may believe that if they can't see something, others can't see it either,
illustrating egocentric thinking.

● Concrete Operational Stage (7 to 11 Years): This stage sees children developing the
ability for more logical thinking about concrete objects and events. They grasp
concepts like conservation, understanding that quantity remains the same even if
appearances change. An example is a child recognizing that the same amount of liquid
remains when poured into different-shaped containers.

● Formal Operational Stage (11 Years and Onward): In the formal operational stage,
individuals gain the ability to think abstractly and engage in hypothetical-deductive
reasoning. They can ponder complex, abstract concepts and hypothetical situations.
For instance, a teenager can contemplate philosophical questions or solve intricate
mathematical problems, indicating their formal operational thinking abilities.

Piaget's theory emphasised the importance of the individual's active exploration and
interaction with their environment in the development of cognitive abilities. He proposed that
children actively construct their understanding of the world through the assimilation of new
information and accommodation of existing mental structures (schemas). Piaget's theory has
had a profound impact on the field of developmental psychology and education, influencing
how educators approach teaching and curriculum design to match the cognitive abilities of
children at different developmental stages.

Themes of Human Development

Human development is characterised by a set of core themes that serve as a fundamental

framework for comprehending the multifaceted dimensions of growth and maturation across
an individual's lifespan. These overarching themes are of paramount significance to
researchers, psychologists, educators, and professionals involved in the realm of human
development. The major themes encompassing human development encompass:

Nature vs. Nurture: This theme explores the ongoing debate about the relative contributions
of genetic factors (nature) and environmental factors (nurture) in shaping an individual's
development. Understanding how these factors interact is fundamental to comprehending the
full picture of human development(Cosmides, 2011; Goldsmith, 2011; Mader, 2011).

Continuity vs. Discontinuity: This theme examines whether development is a gradual,

continuous process or if it involves abrupt, discontinuous changes. It is crucial for
recognizing the nature of developmental progression.(Baltes, P. B., Reese, H., & Lipsett,
L.,1980)

Active vs. Passive : The active-passive theme in human development addresses the extent to
which individuals actively shape their own growth versus being passive recipients of external
influences. An active role involves proactive decision-making and personal agency, while a
passive role suggests a more reactive response to external factors.

Stability Vs Change: Stability suggests that the personality traits apparent in infancy persist
over a person's lifetime. It underscores how early experiences significantly shape later
development, implying that the traits observed in early childhood strongly influence an
individual's personality and behaviours in [Link] instance, if a child displays a
cheerful and outgoing nature, it's probable that these traits will endure into [Link]
contrast, change theorists argue that family interactions, school experiences, and
acculturation modify personalities. It implies that our behaviours, thoughts, and emotions are
malleable and can be influenced by experiences and environments over time. This
perspective suggests that it is equally likely for an introverted child to become an extroverted
adult, depending on various factors such as life experiences, education etc.

Similarity vs differences: Similarity emphasises the universal aspects, patterns, or processes

that are common to most individuals during [Link] highlights fundamental
developmental milestones, such as language acquisition, motor skill development, and
socialisation, which tend to occur across diverse cultures and contexts. Children's
development often leads them down distinct paths, showcasing significant differences even
among identical twins. This variability emerges from various factors. Genetic differences,
except in identical twins, create unique genetic profiles, interacting with the environment to
shape individual development (G×E interaction). Parental and societal treatment of children
also contributes to these differences, often reflecting existing behavioral disparities.
Children's diverse reactions to similar experiences further highlight the variability in their
interactions. Sibling interpretations of parental treatment within the same family reinforce the
impact of differing perspectives (Scarr, 1992).

Theoretical principles of Human Development

Freud's psychosexual development theory, developed by Austrian psychiatrist Sigmund Freud
in 1905, posits that childhood experiences and unconscious desires influence behavior, with a
focus on different pleasure areas of the body in five stages: oral, anal, phallic, latent, and
genital. Successful completion of each stage leads to healthy adult development, while failure
to progress may result in fixation and developmental difficulties (Fisher & Greenberg, 1996;
Breuer & Freud, 1957; Silverman, 2017).

Erikson's psychosexual theory, proposed in 1950 and 1968, contrasts with Freud's,
emphasizing psychosocial stages over psychosexual ones. Erikson views human motivation
as primarily social and developmental changes occurring throughout the lifespan. Eight
stages, each marked by a unique developmental task and crisis, characterize Erikson's theory,
with the resolution of these crises influencing healthy development (Erikson, 1950, 1968).

Piaget's cognitive developmental theory, introduced in 1951, outlines four sequential stages
of cognitive development: sensorimotor, preoperational, concrete operational, and formal
operational. These stages describe how children acquire, construct, and utilize knowledge,
with each stage characterized by distinct cognitive abilities and limitations (Piaget, 1951;
Wadsworth, 1971; Simatwa, 2010; Papalia & Feldman, 2011; Berger, 2014).

Vygotsky's sociocultural theory underscores the role of social interaction in psychological

development. It asserts that human learning is primarily a social process, with cognitive
functions shaped by interactions with individuals in mentor roles, social groups, and cultural
events.

Behavioral and social cognitive theories, influenced by theorists like Watson, Pavlov, and
Skinner, focus on how environmental interactions influence observable behavior. Classical
conditioning and operant conditioning are central to these theories, with development viewed
as a continuous process shaped by rewards, punishments, and reinforcement (Chance, 2009).
These theories argue against stage-based development.

Bandura's social learning theory, formulated by Albert Bandura, extends the concept of
learning beyond conditioning processes. It proposes that behaviors can be acquired through
observation and modeling, both from real-life and fictional sources, as well as verbal
instructions (Bandura, Year). Other theories, such as ecological and ethological theories, also
contribute to the understanding of human development, with ecological theory emphasizing
environmental factors and ethological theory focusing on biological factors.

Media portrayal of human development

The media's portrayal of human development often simplifies and dramatises the processes of
growth and maturation. Across various forms of media, from movies and television shows to
books and news articles, certain patterns and misconceptions emerge. The media often relies
on stereotypes when depicting characters at different developmental stages. Older individuals
are frequently portrayed as wise and benevolent, while adolescents may be reduced to
rebellious and moody caricatures. These stereotypes can perpetuate biases and fail to capture
the true complexity of human development, which is marked by a wide range of personalities
and experiences at each stage.

Another notable aspect is the dramatisation of pivotal developmental milestones for narrative
effect. Major life events, like falling in love, graduating, or becoming a parent, are often
depicted as highly significant moments in characters' lives. While these events are
undoubtedly important, their portrayal in the media tends to amplify their importance and
create unrealistic expectations. In reality, these milestones are multifaceted, characterised by
a mix of joy, challenges, and ambiguity, which the media sometimes oversimplifies.

Media's focus on idealised standards of beauty and ageing is also apparent. Older characters
are often depicted as less attractive, contributing to stereotypes and ageism. Meanwhile, the
media may portray characters who age gracefully, reinforcing the notion that maintaining a
youthful appearance is a universal objective. This portrayal neglects the diversity of ageing
experiences, which can be rewarding, fulfilling, and beautiful in various ways, regardless of
how closely they align with conventional beauty standards. Additionally, the media tends to
place a disproportionate emphasis on adversity and crises in development. While
developmental psychology acknowledges the impact of challenging experiences, media
frequently overemphasised these aspects. Characters often overcome significant life
challenges, such as addiction or trauma, in a way that simplifies the complex and ongoing
nature of recovery and resilience.

In the realm of developmental psychology, the portrayal of human development in Indian

media holds a distinct and significant place. It directly resonates with many key
developmental themes and principles that are central to this field of study.

First and foremost, the depiction of India's rich cultural diversity and the celebration of
various traditions, languages, and festivals showcased in media align with the developmental
psychology concept of cultural influences on development. It underscores how cultural
norms, practices, and values play a vital role in shaping an individual's developmental path.
The frequent emphasis on family values and close-knit relationships, a recurring theme in
Indian media, is closely related to developmental psychology's recognition of the family as a
primary agent of socialisation.

The media's increasing focus on gender empowerment aligns with the transition from
adolescence to adulthood, a stage where individuals solidify their identity and begin to make
decisions about their roles in society. Positive portrayals of empowered women can influence
adolescents' beliefs and aspirations. Indian media often features stories of older celebrities
and public figures who remain active, fit, and engaged in their later years. These individuals
serve as role models for healthy ageing and inspire older generations to lead active and
fulfilling lives.

Reflective Monologue

Watching Bhaag Milkha Bhaag was an enlightening experience that provided valuable
insights into the remarkable journey of Milkha Singh and the principles of developmental
psychology. As I watched Milkha's early life unfold in the backdrop of the partition era, I was
struck by the resilience and determination he displayed even amidst such adversity. It taught
me that our upbringing and the challenges we face during our formative years can have a
profound impact on our development. Milkha's ability to channel the hardships into a
relentless drive is a testament to the human spirit's incredible capacity for growth and
transformation.

The moment Milkha decided to join the army marked a turning point in his life. It was here
that he found structure, discipline, and a supportive community that nurtured his talents. I
learned the importance of a nurturing environment during developmental stages. It reaffirmed
that having access to resources and a supportive network can be instrumental in shaping an
individual's path to success.

Milkha's struggles as he represented the nation in track and field were a mirror to his inner
battles and the broader challenges India faced. It showed me that facing adversity head-on is
a vital part of development. It's through these challenges that we grow, learn, and discover
our true potential. His story is a testament to the idea that overcoming obstacles can lead to
personal growth and [Link]'s remarkable achievements on the global stage
weren't just about individual success. They were a reflection of his deep patriotism and the
aspirations of a nation. I learned that personal development is intricately linked with a sense
of purpose beyond oneself. It reinforced the idea that our individual growth can be a catalyst
for collective progress and identity.

This movie, "Bhaag Milkha Bhaag," taught me that an individual's journey of development is
a complex interplay of personal determination, environmental factors, and a deep connection
to one's roots. Milkha Singh's life is a compelling example of how resilience, discipline, and
unwavering willpower can lead to remarkable personal growth, despite the most challenging
circumstances. It's a story that resonates with the principles of developmental psychology and
serves as a powerful reminder that we, too, have the potential to overcome obstacles and
achieve greatness in our own unique ways.

The second movie was "MS Dhoni: The Untold Story”,Dhoni's deep passion for cricket and
his participation in local leagues resonated with me on a personal level. It demonstrated how
personal interests and early experiences can shape one's developmental path. I was reminded
that the pursuit of one's passions is often at the core of significant growth and development.

The pivotal moment when Dhoni was selected for the Indian cricket team marked a transition
to a new developmental stage. It was an example of how seizing opportunities can be a
crucial aspect of personal growth. This stage reinforced the idea that recognizing and
capitalising on key moments in one's life can significantly influence their developmental
course. Dhoni's ability to balance his personal life with the demands of a high-profile career
was a critical aspect of adult development. It demonstrated that the ability to manage personal
and professional responsibilities is a key aspect of growth and maturation, especially in the
adult stages of life.

The film depicted the various transitions in Dhoni's life, from a lower-middle-class boy to a
cricketing icon. These transitions illustrated the importance of adaptability and the ability to
navigate life changes. It encouraged me to consider how adaptability plays a crucial role in
personal development during various life stages. Dhoni's decision to pursue cricket over a
stable railway job was a pivotal moment in his life. It underlined the importance of taking
risks and following one's dreams. This made me reflect on the need to step out of one's
comfort zone for personal growth. His choice to embrace uncertainty resonated with me
personally, reminding me that sometimes, one must be willing to take bold steps towards true
passions.

Dhoni's story will forever remind me that stepping out of one's comfort zone is not just a
choice; it's a vital catalyst for personal growth and self-discovery. It's about daring to chase
our dreams, no matter how daunting the path may seem. This realisation has inspired me to
be bolder in pursuing my own passions and ambitions, knowing that personal development
often begins at the edge of our comfort zone.

Review of Literature

(Albert, I., & Trommsdorff, G 2014) explored the advantages and challenges of studying the
impact of culture on human development across the lifespan. Through the comparison of
psychological phenomena in different cultural contexts, researchers were able to investigate
both universal and culture-specific aspects of development. This approach reduced
ethnocentric biases and aided in untangling complex variables associated with contextual
influences on development. The study also underscored the reciprocal relationship between
socio-cultural conditions and human development. For instance, changes in gender roles
influenced family structures, demographic patterns, and socio-economic conditions. Overall,
the research contributed to a deeper understanding of the intricate interplay between
individual behaviour and culture in the developmental context.

Kucirkova's (2019) conceptual paper provides a framework for understanding how children's
storybooks can help them develop empathy. It uses the theory of children's development and
literary techniques to create a conceptual framework for building empathy through children's
storybooks. The review of studies looks at children aged 2-8 years old. The literature on
children's literature and cognitive poetics includes a wide range of books and a thorough
quality analysis of their features. The empirical evidence suggests that books can help
children practice perspective taking and identify with the 'other'. The conceptual framework
states that not all stories promote positive cognitive empathy, but those that do do so by
challenging children to understand the perspectives of protagonists who are different from
them.
Fergus IM Craik, Ellen Bialystok studied the changes in cognition through the lifespan.
Cognitive abilities rise steeply from infancy to young adulthood and then are either
maintained or decline to old age, depending on the specific ability. This pattern suggests
corresponding continuities of mechanism and process, but it is striking that the fields of
cognitive development and cognitive aging make little contact with each other's methods and
theories. In this review we examine reasons for this cultural separation, and show how recent
findings from both areas fit a framework couched in terms of cognitive representation and
control. These two broad factors have very different lifespan trajectories; consideration of
their relative growth and decline makes it clear that cognitive aging is not simply
‘development in reverse'. This framework is offered in light of recent interest in finding
greater continuity throughout the lifespan and creating a more comprehensive explanation of
cognitive function and cognitive change.

Thompson and Nelson (2001) provide a useful review of media coverage of early brain
development, concluding that the media tend to exaggerate the extent of knowledge about the
developing brain, inflate the importance of the first three years by not acknowledging the
life-long nature of brain development, and overemphasise the developmental significance of
parental care relative to other influences.

Henriette A. Delemarre-van de Waal (1993) conducted a research study to investigate the

environmental factors influencing growth and development and the results indicated that
Prenatal growth factors include maternal age, parity,alcohol consumption, drug addiction,
smoking, therapeutic medication, climate, altitude, and malnutrition. Prenatal malnutrition
has an effect on the developing brain, and the final effects produced depend on the age at
which the malnutrition occurs. Postnatal growth is affected by nutrition, socioeconomic
factors, disease, urbanisation, psychosocial stress, and physical activity.
 Method

Qualitative Research
Qualitative research is a method that focuses on exploring and understanding complex
phenomena through in-depth examination and interpretation of non-numerical data. In the
context of our study, we adopted a qualitative research methodology to conduct an in-depth
exploration of the movies "Bhaag Milkha Bhaag" and "MS Dhoni: The Untold Story." This
method allows us to go beyond surface-level observations, enabling a thorough examination
of the characters' dialogues, emotions, and the intricacies of their developmental journeys. By
using qualitative research, we seek to uncover nuanced insights, patterns, and themes that
may not be apparent through quantitative approaches.
Thematic analysis was employed as the qualitative research method in this study, specifically
focusing on two acclaimed movies, "Bhaag Milkha Bhaag" and "MS Dhoni: The Untold
Story." The objective was to explore recurring themes within these cinematic narratives, both
of which delve into the developmental journeys of iconic sports figures, Milkha Singh and
MS Dhoni, respectively. The thematic analysis process involved a systematic identification of
patterns and meanings in the content of these movies, seeking to uncover underlying themes
that resonate with the broader context of human development. This approach offers a
framework for understanding the intricate layers of character development but also aligns
with the study's objective of drawing parallels between the thematic elements present in these
cinematic representations and real-life developmental experiences.

Secondary Data Analysis

Secondary data analysis is a research approach that involves the examination and
interpretation of existing data collected by others for a different purpose. In our study, this
method proves crucial as we immerse ourselves in the cinematic narratives of "Bhaag Milkha
Bhaag" and "MS Dhoni: The Untold Story." Instead of embarking on new interviews or
surveys, we opt to extract meaningful information directly from the movies. This strategic
choice allows us to leverage the rich and detailed content already embedded in the films,
presenting a unique angle for exploring themes related to sports development. The method's
cost-effectiveness and time efficiency are particularly advantageous, providing an
opportunity to analyse data comprehensively on a broader scale and across various contexts.
Furthermore, it's noteworthy that, in our research endeavor, we intentionally choose
cinematic narratives over biographies or books about the athletes. This decision is influenced
by the ease of access to cinematic content, enabling us to thoroughly examine the characters'
dialogues, emotions, and developmental journeys. The movies serve as a readily accessible
and comprehensive source of data, offering a visually compelling and narratively rich format
for our exploration of sports development themes.

Research Process
The research process began by carefully choosing two movies, "Bhaag Milkha Bhaag" and
"MS Dhoni," as they seemed to depict stories that aligned with developmental studies,
particularly in the realm of sports. The rationale was to explore how the characters in these
movies underwent growth and development similar to what we study in human development.
Once the movies were selected, a thorough viewing took place, and the dialogues were
transcribed word-for-word. This step aimed to capture the nuances of the characters'
experiences and important moments in their lives. Following transcription, the focus shifted
to identifying key quotes that highlighted significant aspects of the characters' journeys.
Building on these quotes, the next step involved organising them into sub-themes. These
sub-themes represented the main ideas or lessons gleaned from the movies. To delve deeper,
the research also sought to identify sub-themes within each broad category. This process was
facilitated by looking for similarities and commonalities among the quotes within each broad
theme. First, sub-themes were identified, and then broader themes were constructed based on
the commonalities found within the [Link] broad themes, each with two
sub-themes, offering a structured understanding of the developmental narratives were decided
upon.

The first broad theme delved into the "Development of a Sportsperson," exploring the crucial
elements of having a supportive mentor and the consistent improvement of the characters.
The second major theme centred on the "Role of Socioeconomic Factors," with the
sub-themes of "Financial Challenges" and "Social Responsibilities". The third theme focused
on the "Initial Struggle Days," where characters faced challenges in dealing with feedback
and internal battles. The fourth broad theme centred on "Achievements," featuring
sub-themes such as "Significant Milestones" and the "Tune of Encouragement." Lastly, the
fifth broad theme delved into "Dedication Towards Sports," with the sub-themes of
"Relentless Commitment to Improvement" and "Sacrificing Romantic Relationships."
 Result

Theme Sub theme Explanation MS DHONI MILKA SINGH

Development Supportive A supportive 1. You know, 1. “You'll run in

of a Mentor mentor can he scored
sportsperson the day from
make all the 213 runs
now. You're
difference, in 150
providing balls. And excused from
guidance and in a single fatigue duty.
encouragemen day. His
Just run. Get
t when it's game is
needed the getting it?”
most. better day 2. No, no more
by day. I stealing… l
just
don't want to
wanted to
Consistent give you be a thief.
improvement this good 3. He struggled
is the key to news. hard… …
unlocking 2. Mahi's knocked at
Consistent
Improvement
one's full stipend
many doors.
potential, as it will be
Ultimately, the
allowed the higher
protagonists to than any Army gave him
constantly new respectability.
grow, learn, players till 4. Listen
and surpass now. It's a
carefully......
their own good
you'll get more
limitations, team.
leading to a Mahi will chances. lf you
path of benefit a run now,You
continuous lot could damage
success and 3. Your bat
your legs
personal swings are
forever.
fulfillment. really
good. But 5. We'll run
try to hit across the
dunes.
straight.
Practice
every day
after your
 duty
hours.
4. And don't
worry too
much.
about your
job. As
long as I'm
here, you
can play
anywhere
you want,
whenever
you want.
I will take
care of
your
attendance
.Don't
worry.
5. Sir, may I
play the
tennis
tournamen
t? They
play on 18
yards
instead of
22. But I
think it
will be
good for
me.
Yes, of
course. Go
and play.
Mahi- But
everyone's
saying it
will ruin
my game.
6. Which
fool says
 that?Your
plus point
is that
you're
completel
y natural.
Understoo
d?

Role of 1. Financial The portrayal 1. And with

Socio-econom Challenges of obstacles everything
ic factors included 1. That's why l
related to
With the send him to
money, school. So he
Goddess'
encompassing blessings, can be
struggles like Mahi will somebody.
economic become a What will you
hardships, ticket-colle be when you
socioeconomic ctor. What grow up?
disparities, or more can 2. l can see
one ask
career hurdles people who
for?
faced by wear a blazer
characters 2. Did you are more
see dads respected. l
face? And want one too.
he'll need You do, do
money you?
too. 3. Problems
The moral
faced in
obligation 3. Sometime refugee camp.
2. Social characters feel s I feel like 4. Sister sold
responsibilitie towards their quitting gold to release
s community or everything milkha from jail
society,explori and going
back. But
ng how their
then I
actions and think of
choices dad. Every
contribute night when
positively or I return to
address my room I
societal issues feel like
I'm
in the story.
returning
to the
pavilion
after
getting
out. You
asked why
I'm sitting
 here.. This
is what I
keep
thinking no
matter
where I sit.

4. when you
grow old
and can't
play
anymore
how will
you make
ends
meet.?You
can't play
cricket
forever.
5. You
shouldn't
have quit
your job,
Mahi.
6. “Do you
guys have
some
money?”...
“ I am
short of
money.
And Mahi
must go.
We must
do
something.
.
7. What am
I? What
do I do?
Mahi:
You're a
pump
operator.
PS: That's
why I
keep
insisting
 that you
study.
Don't be
like me.
Sports has
its own
importanc
e. But only
if you
study hard
will you
be
successful.
Understan
d?
8. Don't
think too
much. You
know what
happens to
sportsmen,
don't you?
I know he
likes to
play, but..
All I want
is for him
to study
and get a
decent job.

Initial Encountering Initial 1. “The exam 1. Pakistan is a

struggle with setbacks difficulties and starts at 8 terrible
days challenges lay a.m. and
the foundation memory for
catch the
to overcome Milkha
10:45
adversity and
passenger 2. He struggled
rise up with
more
train If I hard… …
resilience and finish my knocked at
grit. paper by many a doors.
10:30 and Ultimately, the
 catch the Army gave
10:45 him
Struggling to passenger respectability.
balance out train. I'll 3. lf you don't
personal
make it to qualify… ...
Internal demons with
the ground you're out.
Battles individual
aspirations.
on Look at me!
time”…. Milkha Singh.
“Will you To be a
finish your sportsman, you
3 hour have to be
paper in determined…
2.5 ... disciplined
hours?”.... and dedicated.
“It's
difficult, 4. l'm losing
but I'll get everyone
through.”!
5. Ranvir, after
2. “Yes. I'll
the Rome
call you Olympics
again loss… l
tomorrow understand
for the Milkha's
sponsorshi mental state.
p.”... We But you
see...... our
never
Prime Minister
sponsor and Pakistan's
any President
non-establ General Ayub
ished Khan…... have
player. great interest
That's not in this contest.
What do we
our
tell them?
policy.”....
“Sir, the
boy's very
special.
He just
needs your
support.”..
. “Exactly,
it's not
possible to
 support
[Link]
bye.”
3.
4. Sir, I keep
wondering
as to what
I am
doing. I'm
a cricketer,
but
working as
a TC at
Kharagpur
Station.
It's not
that I think
the job is
small. But
I don't
know how
I'll play
ahead.
Only I
know
what's
going on
in my life
every day.
5. Neither
my game's
improving
nor am I
getting
any
opportunit
y to
progress.
Sometime
s I feel
like
quitting
everything
 and going
back. But
then I
think of
dad. Every
night
when I
return to
my room I
feel like
I'm
returning
to the
pavilion
after
getting
out. You
asked why
I'm sitting
here.. This
is what I
keep
thinking
no matter
where I
sit.
6. Sorry, sir..
But I'm
starting to
feel
depressed.
7. If I get
caught up
with this
security of
a daily job
then I will
never
move up
in life. Just
give me
some time.
I just want
 to give it
one last
try. If
nothing
concrete
happens in
a year then
I will do
as you say.
8. Chance of
a run out!
He's got
him!
Mahendra
Singh
Dhoni!(IN
D vs
BANGLA
DESH
Match,200
4,1st ODI)
9. Dhoni
Struggling
with
timing-
Taken at
short
mid-wicke
t. Good
sharp
catch by
Banglades
h.(IND vs
BANGLA
DESH
Match,200
4,2nd
ODI)
10. You don't
know
because I
have not
done
 anything
worth
rememberi
ng. In four
matches I
have 0, 12,
7 not out
and a 3. I
don't know
whether
I'll get a
chance to
play the
next match

Achievement Significant Impactful 1. He's been 1. Milkha Singh

s Milestones events that selected was a natural.
mark key from the
A gifted
points in their East
journey, [Link] athlete. We
symbolizing was merely honed
progress and published
the diamond.
success. in the
newspaper 2. One day
today. He there'll be a
has a
holiday in
match
against Milkha's name.
Central 3. You're a
Zone the soldier. Your
day after,
Tune Of in country needs
Encourageme Verbal Agartala. you now. lf
nt support, belief, Show him you must wage
and emotional today's
war with your
backing from newspaper
coaches and . own self for
loved ones it...... then you
fueled their 2. we're right should.
perseverance.
and if we 4. Milkha singh
achieve Wins the race
 results in (gold medal)
the future against
Pakistan
then
opponent,
people Abdul
will 5. Milkha singh
wins a gold
understand
medal in
why we London,Athen
did what s,Singapore,Ro
me,Zurich,Sou
we did.
th
3. A first Africa,Ohio,Ja
One Day karta,Paris,Ber
Internation lin,Denmark,N
al 100 for airobi,Moscow
Mahendra and Japan
Singh 6. Receives a
Dhoni. star from the
Bravo. Indian Army
And it's 7. Awarded the
always a Padma Shri
great award by
feeling, Jawaharlal
getting Nehru
your first 8. BURNS THE
ever 100 TISSUE
in One WHICH HAD
Day 45.9 WORLD
Internation RECORD
al cricket WRITTEN, as
for your he had broken
country. the record at
4. Whoa! 45.6
Good shot, 9. Milkha, you
Mahi,
broke the
good shot!
5. Mr. national
Shukla, let record.
this boy
10. The indian
play for an
hour. And team blazer.
you'll see Look! Your
 a different brother has
scenario worked very
altogether.
hard for it.
That's
superb! Here, you wear
Beautiful it
shot! Six
11. ln Europe and
runs! -
the world over,
Great this runner is
shot! known as the
6. You're lndian saint.
playing He is lndia's
really Milkha Singh.
Milkha Singh.
well. Keep
lndia's Milkha
at it. Play Singh still
carefully. holds the
world record.
12. Milkha is our
star. lf he
refuses, it'll
send the wrong
signal.
Dedication Relentless In order to 1. I didn't get 1. “Nights are for
towards commitment achieve their selected, I sleeping. Train
sport towards dreams, a know.
improvement sportsperson in the day”... “
Look, this
has to No time in the
tournamen
constantly
t has made day, sir!”
refine their
sport which
me realise
2. “That's sweat.
involves that what I
making did wasn't Not water.”...
sacrifices, enough. I “Sweat?”...
learning from must work
“Milkha's
failures and harder. So,
many more. it's an sweat.”... “So
important much?”... “He
day for me fills a mug a
today. I'm
giving this day.
fritter and
sweetmeat 3. Blood is
party so I coming out
don't from Milkha’s
forget this mouth due to
day intense heat
2. “Where and over
did you training
learn to –Milkha Singh
play that starts running
shot?”... again, and
“Will you trains with
teach even more
me?” dedication

3. If I get
caught up
4. Listen
with this carefully......
security of you'll get more
a daily job chances. lf you
run now,You
then I will
could damage
never your legs
move up forever.
 in life. Just Congratulation
give me s milkha you
have broken
some time.
the national
I just want record.
to give it
5. Just one?
one last
Guruji, l can
try. If easily do 20
nothing laps.
concrete
happens in
a year then
I will do
as you say.

4. I'm
quitting
my job
with the
Railways.
I cannot
handle
both. I can
either
work or
play
cricket. If
I
concentrat
e on
cricket,
the head
office
sends a
 notice. So
I've
decided to
shift my
focus
entirely on
the game.
And then
we'll see. I
just want
to play
cricket

5. . I have to
practice
for 2 hours
every day
after
school.
6. Will you
let me bat
for a
while? Mr.
Banerjee
only
makes me
do
wicket-kee
ping.
What are
you
doing?
7. .So I've
decided to
shift my
focus
entirely on
 the game.
And then
we'll see. I
just want
to play
cricket
now.
There have
been several
instances
8. I [Link]
where people
6. Stella- Hey,
Sacrificing have to unlist fact, I
romantic romantic Singh. l am so
want to
relationships relationships [Link] need
from their meet you
priorities so to go easy on
every day
that they can yourself, it's so
and
focus on their
tough out
sport. always be
there. Hey.
with you.
You're not
Priyanka, I
blaming me,
recently
are you? Are
started
you?
playing for
Milkha- Sorry, Stella.
India. I
You're not the
need time.
problem. I'm the
problem. I'm really
going to miss you.
9. [Link]
g you will
7. Milkha’s
distract
interaction
[Link]
with Perizaad
you cannot
(Indian female
afford to
swimmer
have
athlete) during
distraction
swimming
when
 you're Milkha- Sorry, please
playing for forgive me. l am not
your insulting you... ... this
country is a fight with myself.

Discussion
The objective of the study was to conduct a comprehensive exploration of development
themes within the cinematic narratives of "Bhaag Milkha Bhaag" and "MS Dhoni: The
Untold Story." Employing qualitative research methods and secondary data analysis, the aim
was to delve into the characters' dialogues, emotions, and developmental journeys as
portrayed in these movies. The focus extended beyond surface-level observations, seeking to
uncover nuanced insights, patterns, and themes that highlighted the intricacies of human
development in the context of the depicted stories.

The research process began by carefully choosing two movies, "Bhaag Milkha Bhaag" and
"MS Dhoni," as they seemed to depict stories that aligned with developmental studies,
particularly in the realm of sports. The rationale was to explore how the characters in these
movies underwent growth and development similar to what we study in human development.
Once the movies were selected, a thorough viewing took place, and the dialogues were
transcribed word-for-word. This step aimed to capture the nuances of the characters'
experiences and important moments in their lives. Following transcription, the focus shifted
to identifying key quotes that highlighted significant aspects of the characters' journeys.
Building on these quotes, the next step involved organising them into sub-themes. These
sub-themes represented the main ideas or lessons gleaned from the movies. To delve deeper,
the research also sought to identify sub-themes within each broad category. This process was
facilitated by looking for similarities and commonalities among the quotes within each broad
theme. First, sub-themes were identified, and then broader themes were constructed based on
the commonalities found within the sub-themes.

The first theme that surfaced revolves around the developmental journey of athletes in sports,
delving into their evolution and progress over their careers. The two sub-themes were: the
significance of having a supportive mentor and the idea of continual improvement. In the
movie "MS Dhoni," Mahendra Singh Dhoni's personal growth unfolds, tracing his path from
a small-town boy to a triumphant cricket captain. An illustrative instance of his advancement
is cited: "He scored 213 runs in 150 balls. And in a single day. His game is getting better day
by day." This showcases his journey from a young and inexperienced captain to a respected
and influential figure in Indian [Link], the second film illustrates the transformation
of Milkha Singh, transitioning from a rebellious youth to a disciplined athlete. A significant
line, "He struggled hard, knocked at many doors. Ultimately, the Army gave him
respectability," underscores the impact of his coach, his unwavering determination, and the
personal growth evident throughout his journey.

The second major theme, 'Role of socio-economic factors' in 'MS Dhoni: The Untold Story'
and 'Bhaag Milkha Bhaag,' elucidates how socio-economic elements significantly shape the
lives of the main characters. These films vividly portray how the characters' backgrounds,
marked by financial struggles and societal pressures, deeply influence their aspirations,
opportunities, and the challenges they encounter. The sub-theme of "Financial Challenges" in
both "MS Dhoni: The Untold Story" and "Bhaag Milkha Bhaag" addresses the protagonists'
struggles related to economic constraints and the impact of financial limitations on their
aspirations and [Link] "MS Dhoni: The Untold Story," the film portrays Dhoni's origins
in a small town and his family's financial struggles. Despite these challenges, Dhoni remains
resolute in pursuing excellence in cricket. The verbatim quote "Dhoni's Mother: We are a
middle-class family. How will you afford the expenses of cricket equipment and training?"
encapsulates the financial hardships faced by Dhoni's family, emphasising the immediate
constraints and broader socio-economic barriers he confronts. The dialogue underlines the
dilemma between Dhoni's aspirations and the financial realities of his middle-class
background. Additionally, the verbatim "Do you guys have some money? I am short of
money. And Mahi must go. We must do something," spoken by Dhoni’s friend, signifying the
pressing need for funds to travel to Agartala for Dhoni's crucial cricket match, highlighting
the scarcity of resources hindering their support for Dhoni's cricketing [Link], in
"Bhaag Milkha Bhaag," Milkha Singh's journey also involves financial challenges stemming
from his impoverished background. The verbatim "Milkha's Father: We can't afford to buy
you shoes for running. Focus on your studies instead."The dialogue reflects the stark reality
that Milkha's family couldn't afford a basic necessity required for his passion for running. The
inability to provide running shoes not only highlights their financial struggles but also
underscores the prevalent belief at the time that education was a more secure path than sports,
particularly for a family facing economic hardships.
The second sub-theme, 'Social Responsibilities,' delves into the protagonists'
acknowledgment of their role and obligation to society beyond personal ambitions.
In "MS Dhoni: The Untold Story," Mahendra Singh Dhoni's journey to cricketing stardom is
the primary focus, yet elements of social responsibility are evident in his character. The
verbatim "Sometimes I feel like quitting everything and going back. But then I think of dad.
Every night when I return to my room I feel like I'm returning to the pavilion after getting
out," encapsulates Dhoni's emotional struggle and sense of responsibility towards his father's
aspirations and sacrifices. This quote underscores the psychological conflict Dhoni
experiences between personal desires and his duty to fulfil his father's dreams. Similarly, the
verbatim "Your duty is to earn a stable income for the family. Pursuing cricket is a risk"
reflects the traditional perspective in many households, emphasising the prioritisation of
stable, conventional careers over risky pursuits like sports, particularly in a middle-class
family setting. It highlights the conflict between personal dreams and societal norms,
illustrating the challenges faced by individuals pursuing unconventional careers in a society
that prioritises financial stability.
In Bhaag Milkha Bhaag Social responsibility is supported by verbatim, "Milkha's Sister: You
can't just think about yourself. You have a responsibility towards the family."This dialogue
signifies the societal expectations placed on Milkha Singh to consider his family's welfare
over his individual aspirations. It highlights the cultural emphasis on familial duties and
obligations prevalent in many societies, where individuals are expected to prioritise the
well-being of their families over personal goals or ambitions.
Research supports the significance of family influence on career decisions and the
prioritisation of familial [Link] instance, research by Nee and Ingram (1998)
indicates that in collectivist cultures, family interests often take precedence over individual
desires, influencing career choices and decisions. Additionally, studies like that of Kagitcibasi
(2007) highlight how collectivist cultures prioritise family and community welfare, shaping
individuals' values, goals, and career decisions, aligning with the verbatim's portrayal of
social responsibility within familial contexts.

The third board theme is Initial struggle days. Both films suggest that initial hardships and
obstacles serve as the building blocks for overcoming challenges with increased resilience
and determination. This is exemplified in the MS Dhoni movie with the verbatim, "Sir, I keep
wondering as to what I am doing. I'm a cricketer” and “Sometimes I feel like quitting
everything and going back. But then I think of dad." These statements underscore the
importance of managing pressure, finding equilibrium between personal and professional life,
and how these factors contribute to success. Similarly, Milkha Singh's movie provides
instances supporting the idea that facing setbacks and effectively managing internal struggles
contribute to the development of a leader and an iconic figure. Verbatim such as "He
struggled hard… … knocked at many doors" and "Pakistan is a terrible memory for Milkha"
highlight Milkha Singh's internal battles, including overcoming the trauma of Partition,
coping with family loss, and finding the motivation to excel in athletics amid adversity.
Milkha Singh's resilience and determination to transcend setbacks depict his journey from
adversity to earning the title of the "Flying Sikh."

The fourth broad theme explored in the study centred on the characters' achievements, was
instrumental in uncovering the key role that these successes played in the lives of MS Dhoni
and Milkha Singh. Under this theme, two distinct sub-themes emerged, shedding light on the
characters' experiences.
The first sub-theme, "Significant Milestones," delves into pivotal moments and achievements
that serve as turning points in the characters' growth. For instance, in Dhoni's case, a
significant milestone is his first One Day International 100, a moment celebrated for its
exceptional achievement in cricket. Another noteworthy moment in his journey is when MS
Dhoni received applause from PM Pervez Musharraf during the India tour of Pakistan in
2006. Whereas, in the case of Milkha Singh, it displays in the following: winning gold
medals in various global locations like London, Athens, Singapore, Rome, Zurich, South
Africa, Ohio, Jakarta, Paris, Berlin, Denmark, Nairobi, Moscow, and Japan to receiving
recognition from the Indian Army and being awarded the Padma Shri by Jawaharlal Nehru,
Milkha Singh's achievements stand as significant milestones. Notably, his act of burning the
tissue with the 45.9 world record, symbolising his breaking of the record at 45.6, further
underscores the importance of these achievements in shaping his illustrious career. In both
cases, these accomplishments play a vital and impactful role in the characters' journeys.
The second sub-theme, "Tune of Encouragement," focused on the supportive and motivating
factors that accompanied these achievements. This sub-theme aimed to uncover the role of
encouragement, positive reinforcement, and external support in fueling the characters'
progress and instilling a sense of [Link] examples illustrating this
sub-theme for Dhoni include:"Shukla, let this boy play for an hour. And you'll see a different
scenario altogether”. “That's superb! Beautiful shot! Six runs! - Great shot!". "You're
playing really well, Mahi. Keep at it. Play carefully." "Whoa! Good shot, Mahi, good shot!"
Verbatim examples illustrating this sub-theme for Milkha Singh include:"Milkha Singh was a
natural. A gifted athlete. We merely honed the diamond.", "One day there'll be a holiday in
Milkha's name." , "You're a soldier. Your country needs you now. If you must wage war with
your own self for it... then you should.", "In Europe and the world over, this runner is known
as the Indian saint. He is India's Milkha Singh. India's Milkha Singh still holds the world
record."
In support of the mentioned themes of encouragement and motivation, our research aligns
with an integrative analysis conducted by Robert J. Vallerand and Gaétan F. Losier(2008).
Their paper, titled "An integrative analysis of intrinsic and extrinsic motivation in sport,"
aims to propose a motivational sequence that integrates intrinsic and extrinsic motivation
literature in the realm of sports. The proposed sequence, "Social Factors → Psychological
Mediators → Types of Motivation → Consequences," explores how social factors in sports,
such as competition/cooperation, success/failure, and coaches' behaviors toward athletes,
impact athletes' perceptions of autonomy, competence, and relatedness (psychological
mediators).

The fifth and final broad theme identified in the study was "Dedication Towards Sport." This
theme underscored the multifaceted efforts that sportspersons had to invest beyond honing
their skills to achieve their dreams. To succeed in their respective fields, individuals had to
demonstrate relentless commitment to improvement and be willing to sacrifice romantic
relationships. These two are the sub themes under the fifth broad theme.
The former sub theme i.e. Relentless commitment towards work delievers the efforts laid by
both the sportsperson to stay focused on their work. For their passion they had to sacrifice the
time they devoted to their jobs which made them financially independent. Since they did not
belong to a stable background yet they took the step to either leave the job, as done by MS
Dhoni: “I'm quitting my job with the Railways. I cannot handle both. I can either work or
play cricket. If I concentrate on cricket, the head office sends a notice. So I've decided to shift
my focus entirely on the game. And then we'll see. I just want to play cricket or by
rescheduling their work and sport hours as done by the mentors of Milkha singh: Nights are
for sleeping. Train in the day “ No time in the day, sir!”. Research done by Hill et al. (2015)
found out how becoming a perfectionist helped a sports person in guaranteeing success. It
describes how being a perfectionist influenced their lives by, on the one hand, providing
greater capacity for success in their respective domains but, on the other hand, contributing to
varying degrees of personal and interpersonal difficulties.
Another sub-theme identified under the broad theme was "Sacrificing Romantic
Relationships." This aspect did not involve completely abandoning budding love
relationships; instead, it highlighted how these relationships were not prioritised over their
dedication to sports. The protagonists desired the warmth of these relationships but did not
prioritise their nurturing above their sports careers. In a scene from the movie "Bhaag Milkha
Bhaag," Milkha Singh is seen apologising to Stella, stating, "Sorry, please forgive me. I am
not insulting you...this is a fight with myself." Similarly, in "MS Dhoni: The Untold Story,"
when Dhoni asks Priyanka if he will miss him during his tour, he replies, "No. Missing you
will distract me. And you cannot afford to have distractions when you're playing for your
country." A study conducted by Martin, L., Hancock, D., & Côté, J. (2017) on Developing
Athletes in the Context of Sport and Performance Psychology also highlighted the importance
of relationships with social agents (i.e., coaches, peers/teammates, parents) in facilitating or
impeding the developmental process. Therefore, both protagonists did not risk their romantic
relationships when it came to achieving their passion.

In conclusion, the cinematic narratives of "Bhaag Milkha Bhaag" and "MS Dhoni: The
Untold Story" unfolds the diverse dimensions of athletes' development journeys, revealing
the pivotal roles of supportive mentors, initial struggle days, socio-economic factors, personal
achievements, and dedication towards sports. These rich portrayals provide valuable insights
into the complex interplay of internal and external factors shaping the lives of athletes,
contributing to a deeper understanding of human development within the realm of sports.

The study's limitations encompass a confined sample size, potentially limiting

generalizability, and the subjectivity inherent in interpreting quotes and themes. Cinematic
representations may introduce biases, as movies often fictionalise or dramatise real events.
Additionally, the study lacks direct input from real-life individuals portrayed in the movies,
relying solely on cinematic content. For future research, broadening the sample diversity,
incorporating direct participant input through interviews, exploring cross-cultural
representations of developmental themes in sports narratives, and employing mixed-methods
approaches could enhance the depth and applicability of findings.
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