Psychology of athletes’ dual careers : A state-of the art critical review of the European discourse

Dual career of European student-athletes: a systematic literature review.

Athletes have the right to combine their sport and higher education careers (e.g., dual career), but differences in the recognition of the student-athlete's status and availability of dual career programmes and services exist worldwide. The purpose of this study was to investigate the dual career phenomenon through the international student-athletes' views. Student-athletes competing at the 2017 Summer Universiade were recruited to respond a 31-item online survey encompassing demographic characteristics (Q1-8), sport and university engagement (Q9-13), student-athletes' knowledge and possible sources of information regarding dual career (Q14-22); and dual career support at personal, sport, and academic levels (Q23-31). Four hundred twenty-six respondents (males: 46%, females 54%), competing in 22 different sports (individual: 74%, team: 26%) from Africa (4%), America (20%), Asia (34%), Europe (39%), and Oceania (3), had experienced previous international sports events (94%). Differences among continents emerged for sport (p<0.001) and university (p = 0.039) engagement, and transfer time from home to the training venue (p = 0.030). Individual sports student-athletes showed higher sport engagement (p = 0.003) compared to team sports counterparts. Differences among university majors emerged for university engagement (p<0.001). Long absence from classes (57%), limited leisure time (50%), financial uncertainty (44%), reduction of training due to education (42%), and overload feelings (37%) emerged. The majority of the sample resulted not familiar with dual career programmes (60%) and public authorities (69%), envisaging national dual career policies at university (37%) and sport (25%) levels. Multiple relevant dual career supporters at personal, sport, and university levels were identified, mainly parents (86%) and coaches (65%). To strengthen the potential of the student-athletes of the future, a dual career network should be established among several stakeholders, for transnational cooperation and sharing of knowledge and best practices through extensive communication between policy-makers, practitioners and those having a strong supportive dual career role (e.g., parents, coaches, and university sport staff).

https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0223278&type=printable

Dual-career through the elite university student-athletes' lenses: The international FISU-EAS survey.

Abstract The purpose of this study was to examine how Slovak athletes experience dual career (the combination of an athletic career with education and/or work). The study strived to gain an understanding of the athletes’ attitudes towards education as well as perceived difficulties and supporting elements in pursuing dual career. Five athletes were interviewed once for approx. 105 min. The interviews and data analysis were based on Intepretative Phenomenological Analysis (IPA) and the interviews were focused on their experience in combining an athletic career with education or work. The athletes experienced dual career as manageable as long as they were assisted by at least simple supportive structures and provided flexible arrangements. Peers had played an important role in athletes’ decision-making concerning dual career and in providing social support when facing challenges within dual career. The teachers’ prejudice against the athletes based on their athletic role and the lack of dual career structures appeared to be significant deficiencies in dual career support. Finally, the analysis revealed the negative perception of athletes and sport science students by educational representatives. This perception may be a hurdle to be overcome in future dual career development.

https://sciendo.com/pdf/10.1515/pcssr-2015-0005

The Experience of Dual Career through Slovak Athletes’ Eyes

A dual career in sport is the challenge of combining a sporting career with education or work An increasing population of athletes are choosing to further their academic careers by combining elite level sport with university education University student-athletes may, however, be susceptible to experiencing a number of stressors (eg, managing sport and academic timetables and personal sacrifices) This thesis extended knowledge on dual careers through the examination of athletes’ and stakeholders’ perceptions of the whole university experience, including the transition into, experiences during, and the transition out of university A qualitative research design was employed throughout the thesis and data were collected through focus groups, longitudinal semi-structured interviews, and one-off semi structured interviews with participants from a range of UK universities Data were analysed thematically and narratively Additionally, autoethnographic data from the author (a former elite student-athlete) supplemented participant data Part A explored athletes’ and stakeholders’ perceptions of the transition into university for student-athletes Results found that student-athletes form expectations before they move into university (eg, perceived living challenges), but often experienced different demands following the transition (eg, increased sporting commitments following entry to university sport) These results suggest that pre-transition support may not be targeting the correct areas Part B examined the experiences during university for student-athletes Results found that student-athletes have diverse and challenging experiences at university, leading to the creation of five different narratives (eg, injury narrative) Overall results highlight the importance of integrating university and external stakeholder support, and the development of more effective practitioner-athlete relationships Finally, part C explored athletes’ and stakeholders’ perspectives of the transition out of university for student-athletes Results found that student-athletes took five different pathways when they left university (postgraduate education, full-time sport, vocation sport dual career, triple career, and discontinuation from sport) Student-athletes experienced challenges with the renegotiation of their identity when they left university, and a loss of core support services led them to perceive that they had difficulty reaching their elite senior potential after university Overall results of the current thesis have implications for how stakeholders educate and prepare student-athletes for transitions, and how stakeholders within the student-athletes’ circle interact whilst they are at university Alongside an adapted theoretical framework that represents UK experiences, recommendations for improved university dual career provision in the UK are made, including the need to address why athletes are entering university, reasons why universities are supporting athletes, and the need to address the post-university gap in support systems These recommendations challenge and extend current policy guidelines

An examination of the dual career pathway and transitions UK student-athletes experience throughout university education

Multitude of different studies confirmed that it is rarely possible to combine higher education and sport successfully without some level of flexibility in educational programmes. Some of the European countries and its universities have adjusted entry requirements that offer flexible arrangements and support systems for student athletes. The main purpose of this paper is to consider the role of universities in balancing athletic performance and education of student-athletes. The support services to the studentathletes at university generally include some of the following measures: flexible timetabling and permission for absence at training/competition, unlimited student status, distance learning and e-learning programmes, individual tutor support and monitoring, etc.. According to the best practices in Europe, we have proposed the list of the Guidelines for promoting dual career in educational institution that have been adjusted towards universities’ abilities and student-athletes needs in this region.

G. Bjelić

Papers

Comparative analysis: support for student - athletes and the guidelines for the universities in southeast Europe.