From athletic talent development to dual career development? A case study in a Finnish high performance sports environment

Nikander, Jaakko; Ronkainen, Noora J.; Korhonen, Natalia; Saarinen, Milla; Ryba, Tatiana V.

doi:10.1080/1612197x.2020.1854822

Cited by 35 publications

(16 citation statements)

References 31 publications

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“…The results concerning coaches' role in student-athletes' school motivation demonstrate that the affective coaching style predicted student-athletes' mastery orientation in school at the end of the third year for both female and male athletes (Urdan & Kaplan, 2020). This finding suggests that coaches' affection, referring to a warm and supportive relationship of student-athletes with their coach, supports student-athletes' mastery orientation, not only in the athletic domain, but in school as well (see also Into et al, 2020;Nikander et al, 2022). Mastery orientation has been associated with several beneficial outcomes, such as higher intrinsic motivation and higher engagement in learning (Sorkkila et al, 2018) and may be helpful in athletes' sustainable DC construction.…”

Section: Discussionmentioning

confidence: 90%

The role of gender and coaching styles in adolescent student-athletes’ motivational orientations in sport and school

et al. 2022

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Research indicates that the dominant discourses of gender are ingrained in dual career (DC) practices critically influencing athletes’ motivation to construct a DC pathway. While it is important to ensure that all athletes have an equal access to construct a DC pathway despite their gender, there is a gap in the literature examining the role that coaches play in gendering of athletes’ DC pathways. The present study longitudinally examined the gender differences in student-athletes’ motivational orientations in sport and academics throughout high school and the role of coaching style in these orientations. The gender differences in coaching styles in terms of student-athletes’ gender, coaches’ gender, and their interaction were also investigated. The sample consisted of 248 student-athletes from six upper secondary sport schools across Finland. The participants filled in questionnaires at the beginning of the first year and at the end of the third year of upper secondary sport school. The results showed that female student-athletes demonstrated higher levels of mastery orientation than males in both sport and school domains. Affective coaching style predicted male student-athletes’ mastery orientation in sport and both male and female student-athletes’ mastery orientation in school. Finally, female coaches were reported using more of an affective coaching style than male coaches. The results suggest that athletes benefit differently from an affective coaching style based on their gender and that it is beneficial to educate coaches how to use an affective coaching style with their DC athletes.

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Section: Discussionmentioning

confidence: 90%

The role of gender and coaching styles in adolescent student-athletes’ motivational orientations in sport and school

et al. 2022

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“…Youth athletes, especially in the Nordic cultures, are increasingly expected to sustain their athletic and educational careers so as not to restrict their life opportunities (Ryba et al, 2016b). However, committed participation in both domains is highly demanding, and success in one domain often comes at the expense of the other (e.g., Cosh & Tully, 2014;Elliott et al, 2018;Ryba et al, 2015;Saarinen et al, 2020), and sports is often prioritized over school (Cosh & Tully, 2014;Nikander et al, 2020). Since the literature indicates that challenges confronting dualcareer athletes may be gendered, the present study aimed to examine whether gender plays a role in the simultaneous development of sports-and school-related values.…”

Section: Discussionmentioning

confidence: 99%

“…Participation in talent development programs can be highly demanding for adolescent athletes when striving to succeed simultaneously in sports and academic work (Baron-Thiene & Alfermann, 2015;Healy et al, 2016;Kristiansen, 2017;Nikander et al, 2020;Ryba et al, 2016b). To prevent adolescent athletes from dropping out of education and, consequently, to ensure their potential for entering the labor market after an elite sports career, the European Union dualcareer policy was adopted in 2012 (European Commission, 2012).…”

Section: Dual Careermentioning

confidence: 99%

The development of school and sports task values among adolescent athletes: The role of gender

et al. 2022

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Successfully integrating elite sports with education requires motivation to commit oneself to both domains. This study examines the development of and gender differences in adolescent athletes’ task values for school and sports across the upper secondary school years. A total of 391 adolescents (aged 15–16 at the beginning of the study) were followed four times during sports upper secondary school. The participating student athletes were recruited from six sports upper secondary schools in Finland, which offer equal competitive sport opportunities for both genders. The results showed that school- and sports- task values are strongly related to each other. Males valued school less than females at the beginning of upper secondary school, and this gender difference remained, and also strengthened across years. No gender differences in sports-related task values were found. The findings indicate that females may be more committed to integrating elite sports and education than males due to their higher valuing of school.

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“…The qualitative data set was analyzed using Braun and colleague (2021) six steps of thematic analysis. These different steps combined data and theory processes to identify patterns and interpret data that could align with preexisting patterns (Braun et al, 2019;Nikander et al, 2020). In the six-phases of thematic analysis, the third author generated verbatim transcriptions of each recorded audio interview, which was further examined by the first and second authors for consistency.…”

Section: Discussionmentioning

confidence: 99%

Understanding sports betting among young male student-teachers in Ghana

Acheampong

Sarpong

Mahamah

2022

JGI

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Drawing on sports betting, leisure studies and rationality concept provides information to understand how those training to be teachers are gradually gravitating towards gambling to the detriment of their studies at the university. A thorough analysis of 42 young male adults interviewed at betting shops in the university community revealed how they have become involved in sports betting activities for additional financial rewards. Results show that peer pressure is a strong persuader drawing new student teachers to sports betting activities, which makes it difficult for them to effectively focus on their studies. This has resulted in certain of the students getting poor grades, loss of concentration in class, strained relationships, increased exclusion or rejection from study groups, as well as significant negative effects on academic work, health and well-being, family, and society at large. This study recommends that stakeholders in education address this increasing social issue among young male adults through effective preventive strategy and educational promotion as an intervention to avoid thwarting the progress of the new educational reforms in Ghana.

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From athletic talent development to dual career development? A case study in a Finnish high performance sports environment

Cited by 35 publications

References 31 publications

The role of gender and coaching styles in adolescent student-athletes’ motivational orientations in sport and school

The role of gender and coaching styles in adolescent student-athletes’ motivational orientations in sport and school

The development of school and sports task values among adolescent athletes: The role of gender

Understanding sports betting among young male student-teachers in Ghana

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