Walking the line: how young athletes balance academic studies and sport in international competition

Kristiansen, Elsa

doi:10.1080/17430437.2015.1124563

Cited by 43 publications

(37 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Research examining the experience of adolescent student-athletes proposes that individuals aiming to achieve high levels of success within both sport and academic domains are prone to increased stress as a result of combined performance demands (Stambulova and Wylleman, 2015; Kristiansen, 2017). The perceived pressure of striving within the intertwined domains has been shown to contribute to reports of symptoms associated with burnout and mental health issues (Sorkkila et al, 2017b, 2018a).…”

Section: Introductionmentioning

confidence: 99%

“…Extensive research investigating the dual career pathway has highlighted problematic aspects derived from the combination of high level sport competition and academic study (see Stambulova and Wylleman, 2015 for a review). Historically, the responsibility for determining how best to navigate the co-occurring demands of academics and sport largely fell upon the athlete (Kristiansen, 2017). In the 1970s the Swedish Sports Confederation acknowledged both the risks and benefits for athletes pursuing a dual career pathway, and identified the need for student-athletes to be able to train and study in an educational environment that could support their sporting aspirations as well as develop academic skills.…”

Section: Introductionmentioning

confidence: 99%

“…Taken collectively, the findings across this research has led to the categorization of stressors into those that are associated with competitive performance, organizational factors, and personal life beyond the sport context (Fletcher et al, 2006; Sarkar and Fletcher, 2013). Adolescent student-athletes in particular, face an intensification of these potential stressors across domains as they enter a phase of increasing elite competition as well as escalating academic demands (Stambulova et al, 2015; Kristiansen, 2017). Moreover, their strategies to adapt to these stressors are in development as they gain increasing experience and feedback of their efficacy (Holt et al, 2005; Galli and Vealey, 2008; White and Bennie, 2015).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Alpine Ski Coaches’ and Athletes’ Perceptions of Factors Influencing Adaptation to Stress in the Classroom and on the Slopes

Davis¹,

Halvarsson²,

Lundström³

et al. 2019

Front. Psychol.

View full text Add to dashboard Cite

Research examining the student-athlete experience proposes a number of factors that can be both sources of stress and/or support. The dual career pathway offers a number of potential positive outcomes including psychological, social, and financial benefits; however, challenges including time management, fatigue, and restricted social activities are well documented. In consideration of the multidimensional student-athlete experience and the numerous factors that influence the complexity of potential stress, a mixed methods research study design was used in the study. First, data collected from surveys completed by 173 elite junior alpine skiers were analyzed to identify the degree to which athletes report experiencing stress associated with specific aspects pertaining to training, life, and organizational factors. These factors were then explored through semi-structured interviews with six coaches at the associated national elite sport schools. Taken collectively, athletes’ reports of psychophysiological training stress on the Multidimensional Training Distress Scale were low. Scores on the college student-athletes’ life stress scale revealed very low levels of general life stress; although the subscales associated with “performance demand” and “academic requirements” scored marginally higher. Scores on the Organizational Stressor Indicator for Sport Performers indicated low levels of organizational stress. The interviews with coaches elucidated the underlying factors potentially influencing athletes’ positive adaptations to stress as they reported programming a number of strategies to reduce negative outcomes. Coaches aimed to teach athletes self-awareness and regulation strategies through the use of the training diaries and ongoing communication to promote positive adaptation to stress. A number of coaches also worked with sport psychology consultants to optimize athletes’ training and study situations. Traditionally, research has noted high levels of stress in student-athletes due to co-occurring demands (school & sport); however, the data in the present study suggests that optimizing support mechanisms across domains can promote positive adaptations to potential sources of stress.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Alpine Ski Coaches’ and Athletes’ Perceptions of Factors Influencing Adaptation to Stress in the Classroom and on the Slopes

Davis¹,

Halvarsson²,

Lundström³

et al. 2019

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…The combination of sport and education, also referred to as “dual-career” [ 1 ] can be challenging for young athletes between the ages of 10 and 18 years old [ 2 ] as it demands the development of their full potential in both areas [ 3 ]. In addition to training and school loads, athletes typically encounter additional stress from other external sources such as social, work-related, lifestyle, and the athlete–coach relationship [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

The Factorial Validity of the Norwegian Version of the Multicomponent Training Distress Scale (MTDS-N)

Hagum

Shalfawi

2020

IJERPH

View full text Add to dashboard Cite

Background: Athlete self-report measures (ASRM) are methods of athlete monitoring, which have gained considerable popularity in recent years. The Multicomponent Training Distress Scale (MTDS), consisting of 22 items, is a promising self-report measure to assess training distress among athletes. The present study aimed to investigate the factorial validity of the Norwegian version of MTDS (MTDS-N) among student-athletes (n = 632) attending the optional program subject “Top-Level Sports” in upper secondary schools in Norway. Methods: A confirmatory factor analysis (CFA) was conducted to assess the six-factor model proposed by Main and Grove (2009). McDonald’s omega (ω) along with confidence intervals (CIs) were used to estimate scale reliability. After examining the fit of the CFA model in the total sample, covariates were included to investigate group differences in latent variables of MTDS-N, resulting in the multiple indicators multiple causes (MIMIC) model. Further, direct paths between the covariates and the factor indicators were included in an extended MIMIC model to investigate whether responses to items differed between groups, resulting in differential item functioning (DIF). Results: When modification indices (MIs) were taken into consideration, the alternative CFA model revealed that MTDS-N is an acceptable psychometric tool with a good fit index. The factors in MTDS-N all constituted high scale reliability with McDonald’s ω ranging from 0.725–0.862. The results indicated statistically significant group differences in factor scores for gender, type of sport, hours of training per week, school program, and school level. Further, results showed that DIF occurred in 13 of the MTDS-N items. The student-athletes’ reports of training distress were moderate. Conclusion: The MTDS-N may be suitable for use in a Norwegian population to assess student-athletes’ training distress in a reliable manner. The indications of group effects suggest that caution should be used if one is interested in making group comparisons when the MTDS-N is used among student-athletes in Norway until further research is conducted.

show abstract

“…This have also been investigated in dual career research, where dual career is defined as "a career with the major foci on sport and studies or work" (Stambulova & Wylleman, 2015, p. 1). This area has experienced a strong interest in Europe since the 1990s (De Knop, Wylleman, Van Houcke, & Bollaert, 1999) and to the present date combining elite sport and education is still perceived challenging for many athletes, but notably also with positive consequences if the athletes receives support through the process (Kristiansen, 2016). Hence, it seems important that young talented athletes handles the stress posed by a dual career with sport and studies well, and knowledge on stress reducing interventions is needed.…”

mentioning

confidence: 99%

Effects of a School-Based Relaxation Intervention on Recovery in Young Elite Athletes in High School

Wikman¹,

Ryom²,

Stelter³

et al. 2016

Sport Science Review

View full text Add to dashboard Cite

This study reports the effects of a recovery intervention in young elite athletes in high school. The scissors model (Kellmann & Kallus, 2001) was used as a theoretical foundation for the intervention. An intervention group (n = 40) participated in 12 weekly intervention sessions, while the control group (n = 58) did not. A Danish version of the Recovery-Stress Questionnaire for Athletes measured recovery levels in the participants, at baseline and at the end of intervention. Qualitative interviews were conducted with four of the participants. Quantitative results did not show an improvement in recovery and stress levels. Qualitative results showed that the intervention had an effect on the participants, and also revealed areas, in which the intervention could be improved. Suggestions for future interventions are given.

show abstract

Walking the line: how young athletes balance academic studies and sport in international competition

Cited by 43 publications

References 45 publications

Alpine Ski Coaches’ and Athletes’ Perceptions of Factors Influencing Adaptation to Stress in the Classroom and on the Slopes

Alpine Ski Coaches’ and Athletes’ Perceptions of Factors Influencing Adaptation to Stress in the Classroom and on the Slopes

The Factorial Validity of the Norwegian Version of the Multicomponent Training Distress Scale (MTDS-N)

Effects of a School-Based Relaxation Intervention on Recovery in Young Elite Athletes in High School

Contact Info

Product

Resources

About