Abstract
Previous studies have found that student-athletes (S-As) have difficulties in achieving dual career (DC) success. However, no studies have analysed the opinion of the S-As on the functioning of DC with a qualitative methodology. The aim of the present work was to collect the opinions of elite university S-As in relation to DC policy adopted by their academic institutions in different European countries. In total, 77 athletes (F = 35, M = 42; age range: 20–25 years) participated in 15 national face-to-face focus groups in five different countries, to discuss aspects that higher education institutes should implement in relation to: 1) the athletes’ needs; 2) assistance/tutorship: 2) curricula requirements; 3) financial support; 4) logistic support; 5) social support; and 6) dual career policies. Fifty of the athletes competed in individual sports and twenty-seven team sports. Of them, 57 was enrolled at undergraduate, 17 was enrolled in a master and 3 in a PhD. The athletes were presented with 13 open-ended questions one by one, and were ensured freedom to interact. All the discussions were recorded. After this, a general discussion took place in which the participants identified and agreed on a final list of statements from their focus group deemed to be relevant to DC athletes as university students. Then, at a consensus meeting, the findings were combined, repetitions were eliminated, and fragmented statements were condensed into broader ones. A final list of 31 statements, organized in six related content units, were identified in relation to the athletes’ needs (n = 5), assistance/tutorship (n = 5), curricula requirements (n = 4), financial support (n = 4), logistic support (n = 4), social support (n = 6), and DC policies (n = 3), respectively. In conclusion, this cross-national qualitative research study synthesized the S-As views about their needs and the most relevant DC policies and provisions that higher education institutes should provide to ensure them with positive academic experiences towards the achievement of a degree.
Highlights
The holistic development of elite athletes is considered one of the priorities, strategies and policies of sports around the word
The European Union (EU), a geopolitical entity composed of 27 countries, has tried to turn into law, coordinate treaties, and manage a common budget between these countries to reach the all-round development of elite athletes [1,2,3,4]
Due to cultural and organizational aspects, there is a limited relationship in many countries of the EU between the sport bodies and the educational institutions, which challenges student-athletes (S-As) to combine their academic and sport careers
Summary
The holistic development of elite athletes is considered one of the priorities, strategies and policies of sports around the word. Due to cultural and organizational aspects, there is a limited relationship in many countries of the EU between the sport bodies and the educational institutions, which challenges student-athletes (S-As) to combine their academic and sport careers. As a consequence, they are at risk of academic or sports dropouts when considering professional sports and education as distinct and separate careers [5,6,7]. We find the guideline published by the European Commission [2], or more specific guidelines focusing on minimum quality requirements for DC services [6] and on qualifications/ DCs in sports [8]
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