Journal Article•
Comparative analysis: support for student - athletes and the guidelines for the universities in southeast Europe.
TL;DR: In this paper, the role of universities in balancing athletic performance and education of student-athletes is considered and 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.
Abstract: 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.
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TL;DR: In this paper, a critical review of European dual career (DC) research is presented to identify research gaps and future challenges and to provide a state-of-the-art critical review.
132 citations
01 Jan 2015
56 citations
TL;DR: 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.
Abstract: 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).
48 citations
TL;DR: In this article, the authors examined how Slovak athletes experience dual career (the combination of an athletic career with education and/or work) and found that athletes experienced dual career as manageable as long as they were assisted by at least simple supportive structures and provided flexible arrangements.
Abstract: 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.
35 citations
11 Jul 2018
TL;DR: In this article, the authors examined athletes' and stakeholders' perceptions of the whole university experience, including the transition into, experiences during, and the transition out of university and found that student-athletes form expectations before they move into university, but often experienced different demands following the transition (e.g., increased sporting commitments following entry to university sport) These results suggest that pre-transition support may not be targeting the correct areas.
Abstract: 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
13 citations
References
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TL;DR: This paper provided an overview of important determinants that can lead to nations enjoying international sporting success, including macro-level variables that are beyond the control of politicians and the meso-level factors that can be influenced by sports policies.
Abstract: Although an increasing number of nations invest large amounts of money in sport in order to compete against other nations, there is no clear evidence that demonstrates how sports policies can influence international sporting success. This paper provides an overview of important determinants that can lead to nations enjoying international sporting success. The literature reveals that more than 50% of the determinants of success are macro-level variables that are beyond the control of politicians. The meso-level contains factors that can be influenced by sports policies. An empirically founded theory on the policy factors that determine elite sporting success has not yet been developed. In this paper a conceptual framework will be presented that can be used for making trans-national comparisons of elite sports policies. Nine policy areas, or ‘pillars’, that are thought to have an important influence on international sporting success are logically derived from the literature.
341 citations
01 Jan 2001
TL;DR: In this article, the authors explore national elite sport development systems in Europe (UK, France, Spain), North America (Canada, USA) and Australia and discuss the move towards, and the applicability of, a homogeneous elite sports development model.
Abstract: The paper explores national elite sport development systems in Europe (UK, France, Spain), North America (Canada, USA) and Australia and discusses the move towards, and the applicability of, a homogeneous elite sport development model Since 1990, and the dissolution and fragmentation of the former communist states, the use of elite sport development strategies and sport institute networks has increased Using study visits, interviews and a comprehensive review of secondary sources the paper demonstrates similarities in national elite development strategies and accounts for any national differences In support of this aim, the efficiency of the six selected countries in producing Olympic medals in relation to population size over the last four Olympiads is investigated and significant 'focusing events' for each country identified
131 citations
TL;DR: In an effort to depict elite athlete development processes in a more inclusive way, the authors offers an evaluation of the ways elite athletes are nurtured from an Australian NSOs perspective adopting a meso-level approach (e.g., programs).
99 citations
TL;DR: In this paper, a mixed methods exploratory sequential design is used, consisting of two distinct phases: qualitative exploration and a conceptual model was developed, revealing that there are nine sport policy dimensions or "pillars" that are important for international sporting success.
Abstract: This article aims to make a contribution to comparative sport research and details a method for comparing nations’ elite sport systems less descriptively by measuring and comparing determinants of national competitiveness quantitatively. A mixed methods exploratory sequential design is used, consisting of two distinct phases. After qualitative exploration, a conceptual model was developed, revealing that there are nine sport policy dimensions or ’pillars’ that are important for international sporting success. This article focuses on a second quantitative phase, where the model was tested in a pilot study with six sample nations to develop a scoring system. Data from each nation were collected through an overall sport policy questionnaire completed in each country, and through a survey with the main stakeholders in elite sport, namely athletes (n = 1090), coaches (n = 253), and performance directors (n= 71). Reflecting recognized principles of economic competitiveness measurement, this article demonstrates how 103 critical success factors containing quantitative and qualitative data can be aggregated into a final percentage score for the sample nations on each pillar. The findings suggest that the method is a useful way for objective comparison of nations, but it should not be isolated from qualitative descriptions and from a broader understanding of elite sport systems.
69 citations
Dissertation•
01 Jan 2009
TL;DR: Stambulova et al. as discussed by the authors used a life story approach to elicit student-athletes' own life experiences and to identify and evaluate the decision-making processes they go through, in order to combine an academic and elite sporting career successfully.
Abstract: The requirements placed on Olympic and professional athletes in
contemporary world sport are such that they need to dedicate themselves
more and more to achieving excellence. This immediately implies that
most athletes' time is dedicated to developing their sporting career, with
very little time left to develop other aspects of their lives outside their
sport. The reality facing many elite athletes is that few are sufficiently
financially rewarded to allow them to make a living out of their sport, and
even fewer can rely on measures in place in their own country to assist
with the financial and psychological impacts of their retirement from sport
(Stambulova, Stephan, & Japhag, . 2007). This places even more
importance on the need for the athlete to either have a 'dual career' or
else to prepare for a post-athletic career while still participating in elite
sport.
However, though policy makers have begun to demonstrate an
awareness of these needs, and programmes have been developed to
assist in the educational and vocational development of athletes, little
effort has been made to identify how athletes perceive the choices which
face them and how they negotiate a way through the challenges of
developing and maintaining a dual career. To redress this, a life story
approach has been adopted during this research study to try to elicit
student-athletes' own life experiences and to identify and evaluate the
decision-making processes they go through, in order to combine an
academic and elite sporting career successfully.
The athletes selected for the development of life-stories are drawn from
three countries, Finland, France and the UK which reflect different
approaches to state intervention in sport/education (Amara, Aquilina,
Henry, & Taylor, 2004). Crucial to an evaluation of these national systems
is an understanding of what these policy systems are seeking to achieve.
This may be expressed in terms of a balance between the roles; rights
and responsibilities of the main stakeholders (including the athlete, the
university, the Member State and the European Union) which are
articulated within the study.
This research study therefore seeks to develop an understanding of the
perspectives on student-athletes' development in academic and sporting
terms, identifying the principal challenges faced and how these may be
overcome, and considers the implications of such insights for
practitioners and policy makers.
27 citations