The use of Focus Group Interviews to define the perceived importance of competencies related to the entrepreneurship as starting point for a new career in European athletes: an AtLETyC study

Abstract

This is an author version of the contribution published on/ Questa è la versione dell'autore dell'opera: 24[Sport Sci Health (2018) 14:9-17 https://doi. Abstract 1Purpose: The present study aimed to investigate the perceived importance of competencies related 2 to entrepreneurship as starting point for a new career in European athletes. 3Methods: A Focus Group Interview (FGI) within AtLETyC project (Erasmus+) was administered 4 to seventy-eight European athletes (i.e., 26 female: 27±7 years; 52 male: 28±9 years) related to six 5 countries (i.e.

Actual and wished supports to promote a successful dual career according to Italian student-athletes’ point of view

“…In particular, focusing on athletic career, and considering that elite athletes reach their peak performance in the early adulthood of career [e.g., 30, 31], the early dropping out from sport career may lead to a loss of possible talent athletes [23]. Similarly, the early dropping out from education most likely reduces the chances of learning those professional competences, which European studentathletes considered as important [e.g., 8,19].…”

“…Indeed, several European contests do not provide institutional partnerships between sport and educational system bodies [17] and are categorised as into the laisser-faire/no formal group [18]. Among these states, Italy is characterized by the absence of any support policies toward studentathletes' dual career, determining the need of individual negotiations between athletes and the teaching staff of the University for a flexible academic path, or the technical staff of a sport club/Federation for a flexible training/competition schedule [19][20][21][22]. The consequence related to these lacks of political support can represent the cause of a high occurrence of talented athletes' sport dropout [23].…”

“…The consequence related to these lacks of political support can represent the cause of a high occurrence of talented athletes' sport dropout [23]. Despite this, student-athletes perceive the importance and the need to develop new competences (e.g., entrepreneurship-related competencies) necessary after sport withdrawal [19]. Indeed, a university path may be important to prepare student-athletes after their athletic career [23].…”

Italian student-athletes only need a more effective daily schedule to support their dual career

“…The knowledge of issues related to the student-athletes' dual career has been investigated in different European countries, even providing fundamental cross-national information. European student-athletes' motivations and identity were investigated in sports and academics context [13][14][15][16][17][18]. In particular, motivation levels in Italy is higher in female, in student-athletes who are practicing sport at elite level, enrolling into a sport science area, and attending an academic "in course" year [19].…”

Is There a Reformation Into Identity Achievement for Life After Elite Sport? A Journey of Identity Growth Paradox During Liminal Rites and Identity Moratorium

“…As described by Wittman (2019) in the work role context, athletes who reincorporate through a negotiated adaptation would not completely disidentify with all aspects of their former identity. Although athletes must be able to come to terms with their former athlete self to adapt to a new identity (Drahota and Eitzen, 1998), they can still retain identity elements (e.g., discipline, confidence, commitment, competition, excitement, and community) that could be connected with new identity elements to create new identity subclusters (e.g., high-public profile jobs, entrepreneurial projects, and high-risk, high-reward businesses, and sport-related education and occupations; Holstein et al, 2015;Lupo et al, 2018;Wittman, 2019;Mateu et al, 2020).…”