2019
DOI: 10.1080/1612197x.2019.1655773
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Competencies of dual career support providers (DCSPs): A scenario-specific perspective

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Cited by 7 publications
(7 citation statements)
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“…In other words, coaches’ interpersonal skills were important for athletes’ development [ 38 ]. Similar to the findings of our study, competencies in maintaining relationships with athletes were important for DC supporters in European studies [ 13 , 27 ]. In addition, coaches need to build relationships with student athletes to support holistic DC implementation in Europe and the United States [ 39 ].…”
Section: Discussionsupporting
confidence: 89%
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“…In other words, coaches’ interpersonal skills were important for athletes’ development [ 38 ]. Similar to the findings of our study, competencies in maintaining relationships with athletes were important for DC supporters in European studies [ 13 , 27 ]. In addition, coaches need to build relationships with student athletes to support holistic DC implementation in Europe and the United States [ 39 ].…”
Section: Discussionsupporting
confidence: 89%
“…It is important for coaches to help student athletes avoid potential problems and barriers and to increase their competencies so that student athletes can proactively deal with DC tasks independently [ 4 , 39 ]. Defruyt et al [ 27 ] found that coaches with higher EC were more capable of handling DC support when student athletes were in a new social environment in which they were separated from their families and began living in student housing. However, while EC is a competency that coaches who implement DC support for student athletes are expected to possess, in this study, as well as in European studies [ 13 ], there are significant differences between importance and possession of EC.…”
Section: Discussionmentioning
confidence: 99%
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“…The approach stimulates researchers and practitioners to consider DC as a social affair, and DCDEs as purposefully developed systems that aim to facilitate athletes’ investment in combining their competitive sporting careers with education or work (Morris et al, 2021). Expanding on the work into DC support (Defruyt, 2019; Knight et al, 2018; Pink et al, 2015), the Ecology of DC project was initiated across seven European countries (e.g., Denmark, U.K., and Spain) to explore DCDEs and their effectiveness. Working models based on the holistic ecological approach were introduced (Henriksen et al, 2020).…”
Section: The Holistic Developmental Approach and University Transitionmentioning
confidence: 99%