Cooperation between schools and elite sports. How are schools affected from engaging in athletic talent development?

Nielsen, Jens Christian; Skrubbeltrang, Lotte Stausgaard; Olesen, Jesper Stilling; Karen, David

doi:10.1080/09620214.2020.1847167

Cited by 4 publications

(3 citation statements)

References 30 publications

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“…Moreover, the coaches in Elite Sport Programmes tended to interpret the concept of a dual career as a process in which the values of elite sports were further reinforced within the school setting, a finding which is similar to those from Danish and Finnish DCDEs where coaches and players have been found to be more focused on optimizing players' sports performance as compared to their academic development. 36,45,46 Coaches in both settings acted as important gatekeepers for players who wanted to transition to higher levels. However, the more independent support and conversational partner roles of the coaches in the Sports-Friendly Programmes appeared to be especially important and impactful on the youth players.…”

Section: Discussionmentioning

confidence: 99%

Balancing sport and academic development: Perceptions of football players and coaches in two types of Norwegian school-based dual career development environments

Sæther

Feddersen

Andresen

et al. 2022

International Journal of Sports Science & Coaching

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Sports-friendly and elite sport schools seek to support pupils by providing balanced support which is intended to facilitate success both in sport and in academic work. This study investigates how ambitious football players in Norway experience the advantages and challenges of undertaking a ‘dual career’ as student-athletes. Eight players and five coaches (two club coaches and three school coaches) in total were interviewed from two sports-friendly schools and two elite sports schools, and the data were analysed using thematic analysis. In the Elite Sport Programmes, the close integration of the school and club settings enabled coaches and student-athletes to plan and manage the overall workload and development of the student-athletes more easily. In contrast, players in the less structured Sports-Friendly Programmes experienced more concerns related to workload coordination but were also given more responsibility for their own decision making. This helped to facilitate better self-determination among the student-athletes but also increased their risk of overuse injuries. Our results indicate how different dual career development environments offer varying benefits, risks and developmental opportunities for student-athletes.

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Section: Discussionmentioning

confidence: 99%

Balancing sport and academic development: Perceptions of football players and coaches in two types of Norwegian school-based dual career development environments

Sæther

Feddersen

Andresen

et al. 2022

International Journal of Sports Science & Coaching

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“…Learning agreements (LA), learning plans or student contracts, strive to be transformative educational tools that aim to place students in control of their learning journeys (Clear et al, 2016). LAs provide incremental steps through which students assume ownership of their learning, fostering a sense of accountability, community belonging, and shared expectations with their teachers (Nielsen et al, 2022). Interchangeable with learning partnerships, LAs can be used to shape sustainable learning environments and partnerships (Wallis, 2013).…”

Section: Learning Agreementsmentioning

confidence: 99%

A Learning Agreement for Generative AI Use in University Courses: A Pilot Study

Beardsley,

Amarasinghe,

Theophilou

et al. 2024

Preprint

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The rapidly evolving landscape of Generative AI (GenAI) tools necessitate continuous vigilance and adaptation by educators. This dynamism requires stakeholders to stay up to date with developments to address emerging issues effectively, creating complexity in managing the responsible and ethical use of GenAI. This paper presents a pilot study involving the use of student learning agreements for governing GenAI use in a first-year engineering degree course. The learning agreement contains ethical and social considerations students agree to make if they decide to use GenAI in the course. As part of the pilot study, pre-post surveys and student artefacts – a group assignment adapted to accommodate GenAI use – were analysed. Results show that the vast majority of students were in favour of the learning agreement approach both at the start and upon completion of the course. However, 7 of 17 groups did not use GenAI in their assignment. Of the 10 groups that did, only 1 acknowledged GenAI limitations in adherence with the learning agreement. A thematic analysis of student suggestions for improving the learning agreement approach include suggestions for making the agreement easier to understand and adhere to (e.g., providing specific examples, reengaging with the agreement during the course). Overall, findings suggest that learning agreements have the potential to offer an interface through which student decision-making can be supported and interactions among students, educators, researchers, and policy makers related to the ethical and societal challenges of GenAI can take place.

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“…The ideals of striving for ever-higher achievements are deeply rooted in sports and the performing arts, and it is suggested that such ideals are pursued at ever-younger ages (Bergeron et al, 2015). For example, early specialization, youth talent schools, and professionalization of youth sports have proliferated in recent years, including in countries traditionally organizing competitive leisure-time activities outside the academic school system (Ferry et al, 2013;Kristiansen & Houlihan, 2017;Nielsen et al, 2022). Although participation in youth sports, music, and dance is associated with beneficial outcomes such as well-being and enjoyment (Eime et al, 2013;McCrary et al, 2021), it can also generate mental and physical strains as a result of competitive environments, high training volumes, and demanding performance expectations (Brenner et al, 2019;Quinn et al, 2021;Walton et al, 2021).…”

mentioning

confidence: 99%

Self-Expectations, Socially Prescribed Expectations, and Wellness in 14- to 15-Year-Old Athletes, Ballet, and Music Students in Norwegian Talent Schools—An Interview Study

Stornæs

Sundgot‐Borgen

Pettersen

et al. 2023

The Sport Psychologist

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Talent-school settings may generate stress via demanding expectations. To investigate students representing Norway’s growing phenomenon of early adolescent talent schools, we interviewed twenty-seven 14- to15-year-old boys and girls about their experiences with self- and socially imposed expectations. Students were recruited from two sports schools (n = 14) and one school each with talent classes for ballet (n = 7) and music (n = 6). Using reflexive thematic analysis, we found four main themes representing the performers’ accounts of (a) self-oriented expectations of persistent hard work, evoking self-doubts, and never-give-up attitudes; (b) coaches’/teachers’ socially prescribed expectations, stimulating hard work, and pursuit of approval and opportunities; (c) parental expectations, reflected as helpful support, concerns of letting parents down, and negotiating independence; and (d) struggles with balancing expectations, reflected by demanding workloads, difficulties with prioritizing recovery, and ill-being. Early interventions targeting unhealthy self- and socially imposed expectations in high-expectation settings may be required to safeguard youth performers’ healthy development.

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Cooperation between schools and elite sports. How are schools affected from engaging in athletic talent development?

Cited by 4 publications

References 30 publications

Balancing sport and academic development: Perceptions of football players and coaches in two types of Norwegian school-based dual career development environments

Balancing sport and academic development: Perceptions of football players and coaches in two types of Norwegian school-based dual career development environments

A Learning Agreement for Generative AI Use in University Courses: A Pilot Study

Self-Expectations, Socially Prescribed Expectations, and Wellness in 14- to 15-Year-Old Athletes, Ballet, and Music Students in Norwegian Talent Schools—An Interview Study

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