‘I was excited to train, so I didn’t have problems with the coach’: dual career athletes’ experiences of (dis)empowering motivational climates

Saarinen, Milla; Ryba, Tatiana V.; Ronkainen, Noora J.; Rintala, Harri; Aunola, Kaisa

doi:10.1080/17430437.2019.1669322

Cited by 15 publications

(19 citation statements)

References 38 publications

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“…Our findings are in line with previous DC studies that found that, when facing challenges in DC, student-athletes will prioritise sports (Saarinen et al, 2020;Stambulova et al, 2015). Furthermore, when the student-athletes in this study faced challenges in the sports domain, they reported a decrease in motivation toward the school.…”

Section: Discussionsupporting

confidence: 92%

“…Since the espoused values stated by the gatekeepers contradicted the basic assumptions, the present study of the sports academy complements the studies on the rhetorical support of DC and the instrumental role of the education in the sporting environments by Saarinen et al (2020) and Thomsen and Nørgaard (2018). According to the Schein (1990), culture is taught to new members by the leading figures and role models.…”

Section: Discussionmentioning

confidence: 83%

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

Nikander

Ronkainen

Korhonen

et al. 2020

International Journal of Sport and Exercise Psychology

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 83%

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

Nikander

Ronkainen

Korhonen

et al. 2020

International Journal of Sport and Exercise Psychology

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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%

“…The central question is how athletes' motivation for both is maintained throughout their upper secondary school years. For example, the pressure to combine an academic and sports career may render adolescent athletes vulnerable to stress and burnout (Sorkkila et al, 2020) and even loss of motivation in the area of mastery they once experienced as inspiring (Baron-Thiene & Alfermann, 2015;Saarinen et al, 2020).…”

Section: Dual Careermentioning

confidence: 99%

“…Previous research has shown that adolescent athletes, in general, tend to prioritize sports over school and that their athletic aspirations might diminish their potential to succeed in academics (Cosh & Tully, 2014;Saarinen et al, 2020;Simons et al, 1999). However, gender may play a role in adolescent athletes' motivation and dual-career success.…”

Section: Dual Careermentioning

confidence: 99%

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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 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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‘I was excited to train, so I didn’t have problems with the coach’: dual career athletes’ experiences of (dis)empowering motivational climates

Abstract: In Copyright http://rightsstatements.org/page/InC/1.0/?language=en 'I was excited to train, so I didn't have problems with the coach' : dual career athletes' experiences of (dis)empowering motivational climates

Cited by 15 publications

References 38 publications

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

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

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

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

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