Análisis De Las Características Organizativas De Los Programas De Apoyo a Estudiantes-Deportistas De Élite en El Sistema Universitario De Cataluña

Abstract

Este artigo tem como objetivo analisar as características organizacionais dos programas universitários de apoio à carreira dupla na Catalunha. A amostra foi composta pelas dez universidades que possuíam programas de apoio à carreira dupla. A coleta de dados foi realizada por meio de entrevistas com 13 coordenadores, bem como pela análise do conteúdo existente nos sites web de cada universidade. Os resultados mostram diferentes perfis de alunos-atletas presentes nos programas. Houve deficiências em elementos como a disponibilidade de recursos, planejamento ou legislação vigente. Além disso, fatores externos, como o corpo docente ou o sistema europeu de diplomas universitários, mostraram ter uma influência significativa. Conclui-se que a vontade política, um contexto econômico favorável e a colaboração privada são elementos necessários para avançar no desenvolvimento dos programas.

Living Life Through Sport: The Transition of Elite Spanish Student-Athletes to a University Degree in Physical Activity and Sports Sciences

“…In the academic domain, the Spanish legislative framework for facilitating access to a university education for elite athletes was perceived as an important resource, again supporting previous findings (Aquilina and Henry, 2010). Other researchers in Europe have reported that participation in a dual career assistance program is a key resource throughout the transitional period, as it helps participants balance their academic and athletic commitments (Stambulova and Wylleman, 2014;Brown et al, 2015;Geraniosova and Ronkainen, 2015;Mateu et al, 2018b). Tutors as both counselors and mediators are an essential part of these programs (McKenna and Dunstan-Lewis, 2004;Mateu et al, 2018b).…”

“…Other researchers in Europe have reported that participation in a dual career assistance program is a key resource throughout the transitional period, as it helps participants balance their academic and athletic commitments (Stambulova and Wylleman, 2014;Brown et al, 2015;Geraniosova and Ronkainen, 2015;Mateu et al, 2018b). Tutors as both counselors and mediators are an essential part of these programs (McKenna and Dunstan-Lewis, 2004;Mateu et al, 2018b). Nevertheless, it should be noted that at our university, the faculty's teaching staff is not obliged to participate in the dual career assistance program, as lecturers' autonomy prevails over initiatives of this nature in the Spanish university system.…”

“…In Europe, studies on transitions between different levels of education have provided useful insights into problems associated with these life changes (Stambulova and Wylleman, 2014). Researchers from numerous countries, including the United Kingdom (McKenna and Dunstan-Lewis, 2004;Brown et al, 2015), Belgium (De Brandt, 2017;De Brandt et al, 2018), Slovakia (Geraniosova and Ronkainen, 2015), Italy (Guidotti et al, 2015;Lupo et al, 2017a,b;Brustio et al, 2019), and Spain (Álvarez and López, 2012;Pérez-Rivasés et al, 2017;Mateu et al, 2018b;Miró et al, 2018), have analyzed multiple aspects of transitioning from school to university among ESAs, such as the demands of combining sport and study, the importance of effective dual career assistance systems and competencies such as time management and planning, gender differences in academic qualifications, and perceptions of transitional experiences.…”

Dual career in Brazil: analysis on men elite futsal players’ academic degree (Carrera dual en Brasil: análisis sobre el nivel académico de los jugadores de futsal de élite)

“…The dual career programs can work as support that provides diversified types of capitals to studentathletes. It can be associated to economic capitals, as the scholarships, or mean to accumulate cultural capitals, as the access to better schools/universities, as well as some kinds of symbolic capitals, when because the legitimate position of elite athlete can make individual be able to alternative means of evaluation and attendance at school (Mateu et al, 2018;Sánchez Pato et al, 2018).…”

“…In addition, the time and actions dedicated to sport does not always can be converted into good conditions and preparation for another labour activity after the termination of athletic career (Alfermann & Stambulova, 2007;Álvarez Pérez & Aguilar, 2012;Damo, 2014;Rigo, Silva, & Rial, 2018). Within this context, many scholars investigated and reflected on the several dimensions that involve the dual career, considering different cultures and possible interventions (Guidotti, Cortis, & Capranica, 2015;Miranda, Santos, & Costa, 2020;Stambulova & Wylleman, 2019) in order to offer adequate conditions to student-athletes be successful both in sport and education (Caput-Jogunica, Ćurković, & Bjelić, 2012;Mateu, Vilanova, & Inglés, 2018;Sánchez Pato et al, 2018), and be prepared to work in another profession in the future (Alfermann & Stambulova, 2007;Stambulova & Wylleman, 2015).…”