2012‐1‐PT1‐ERA10‐12525‐COIMBRA01

Managing youth sport in a

dual career perspective

Prof. Laura Capranica

University of Rome Foro Italico

Career transition in sport

Wylleman & Lavallee, 2004

Youth Athlete

–– Search for talents Search for talents (scouts, agents, (scouts, agents, etcetc))

–– Early recruitment Early recruitment (clubs, academies, sport federation, (clubs, academies, sport federation, etcetc))

–– Long preparations for ChampionshipsLong preparations for Championships((10 years of experience or 10,000 hours of deliberate practice10 years of experience or 10,000 hours of deliberate practice, , Ericsson et al., Psych Rev, 1993))

Knowledge Knowledge of Career of Career DevelopmentDevelopment

Initiation Peak Performance

Sport discipline Age at start (yr) Age at Peak (yr)

Track and Field sprints 14-16 18-28Track and Field middle & long distances 12-14 22-32Track and Field hurdles and jumps 8-12 18-25Track and field throwings 12-14 20-28Artistic Gymnastics and Skating 7-9 16-26Alpine Skyiing 7-9 18-25Cycling 8-12 22-32Team Sports 12-14 22-35

(Faina, Dal Monte, 1999)

Development of the Young Athlete:A Multi-Factorial, Dynamic and Long Term Process

Henriksenetal.,SJSM,2010

GrowthMaturationTechnical SkillsTactical SkillsPsychologicalCognitiveSocial/Environmental

Development of the Young Athlete:A Multi-Factorial, Dynamic and Long Term Process

Wylleman&Lavallee,2004

Age (yr) 10 15 20 30-35

Athletic Level Initiation Development Mastery Discontinuation

Psychological Level Childhood Adolescence

Psycho-Social Level

Parents,

Siblings,

Peers

Peers,

Coach,

Parents

Partner,

Coach

Family

(Coach)

Academic/Vocational LevelPrimary

Education

Secondary

Education

Higher

Education

Vocational training,

Professional occupation

(Young) Adulthood

Youth Olympic Games Youth Olympic Games ((14-18 yr)14-18 yr)

Dear athletes,Dear athletes,

This evening marks yourThis evening marks yourentry into the Olympicentry into the Olympicworld. Over the next 12world. Over the next 12days,days, you will competeyou will competewith the worldwith the world’’s bests bestathletes of yourathletes of yourgeneration.generation. You will test You will testthe limits of yourthe limits of yourabilities and push pastabilities and push pastthem. them. Many of you willMany of you willcompete at futurecompete at futureOlympic Games.Olympic Games. All ofAll ofyou will benefit fromyou will benefit fromthese Youth Games.these Youth Games.

Jacques Rogge, YOG 2010Jacques Rogge, YOG 2010

Developmental Years

AquilinaandHenry,2010);

Sport and Sport and EducationEducation

Education & Sport

Education vs Sport

AnEuropeanIssueAnEuropeanIssue:The:TheDualDualCareerCareer

Throughitsroleinformalandnon‐formaleducaDon,sportreinforcesEurope'shumancapitalreinforcesEurope'shumancapital….

…TimespentinsportacDviDesatschoolandatuniversityproduceshealthandeducaDonbenefitsproduceshealthandeducaDonbenefitswhichneedtobeenhanced.

….TheCommissionencouragesencouragessupportforsportsupportforsportandphysicalacDvitythroughvariouspolicyiniDaDvesinthefieldofeducaDonvariouspolicyiniDaDvesinthefieldofeducaDonandtrainingandtraining….

…..InvestmentinandpromoDonoftrainingofyoungtrainingofyoungtalentedsportsmenandsportswomeninpropercondiDonsinpropercondiDonsiscrucialforasustainabledevelopmentofsportatalllevels.

CommissionofEuropeanCommuniFes,TheWhitePaperonSport,2007

European Guidelines European Guidelines on on Dual Dual Career of Career of AthletesAthletes((Approved Approved on on November November 16, 2012)16, 2012)

Need for cross-sectional, inter-ministerial approach at national level:

Sport:• Sport Organization• Sport Academies and high-performance training centres• Coaches and other members of performance teams• Supporting services (psychological assistance, educational and employment guidance).

Education:• School education• Vocational education and training• Higher education• Distance learning

Employment• Combination of work and sport• Transition to the post-sport careers• Social dialogue

European Guidelines European Guidelines on on Dual Dual Career of Career of AthletesAthletes((Approved Approved on on November November 16, 2012)16, 2012)

Need for dissemination, monitoring and evaluation:

Public awareness:

Dual career network:

Research, monitoring and evaluation:• Valid indicators• Comparison between different models• Athletes’ transitions• Social dialogue• Safeguard of the development of young athletes

TheTheDualDualCareerNetworkCareerNetworkBUDGET FOR EUROPE 2020BUDGET FOR EUROPE 2020

Multiannual Multiannual Financial Framework 2014-2020Financial Framework 2014-2020

AMBITIONS OF EASAMBITIONS OF EAShttp://www.dualcareer.eu/

•Uniting partners involved in high performance sport and education.

•Exchanging best practice between countries and institutions.

•Improving conditions for high performance sport and education.

•The link between educational institutions and sports organisations.

•Actively developing research projects in sport and education.

WHAT EAS PROVIDESWHAT EAS PROVIDEShttp://www.dualcareer.eu/

•An annual EAS conference:

•Inform members about ongoing best practice.

•Promote co-operation between institutions, coaches, teachers andstudents.

•Discussion and debate around sport on a local, national and European level.

•an EAS award for young researchers in the area of dual career

EAS PROJECTSEAS PROJECTShttp://www.dualcareer.eu/

2009 Athletes to Business Project

2011 Better Boards Stronger Sport Project

2012 EU Expert Group on Education and Trainingin Sport - Observer Status as Dual Career Stakeholder

The start line of research on dual-careerThe start line of research on dual-career

Motivation of Student-AthletesMotivation of Student-Athletes Education and Sport Policies Education and Sport Policies

Education and Sport Policies in Europe

Aquilina & Henry (2010). Intern Jour Sport Policy, 2, 1, 25-47.

Education and Sport Policies in Europe

Aquilina & Henry (2010). Intern Jour Sport Policy, 2, 1, 25-47.

Motivation of Student-AthletesToward Sports and Education

Student-athletes

• “… strongly motivated toward sport but are notinterested in academics”(Simons et al., 1999)

• Stereothypes > negative opinions regarding theiracademic capacities(Simons et al., 2007)

• Time devoted to training severely limits time andenergy dedicated to study and the fulfillment ofacademic requirements (Peltier et al., 1999)

Based on principles and assumptions ofexpectancy-value, self-efficacy and attribution theories

30 items

6 point scale:from very strongly agree (6) to very strongly in disagree (1)

3-Factors ModelStudent Athletic Motivation (SAM=eight items),Career Athletic Motivation (CAM = five items),Academic Motivation (AM = sixteen items)

(Gaston-Gayles, 2005)

Student Athletes’ Motivation TowardSports and Academics Questionnaire

(SAMSAQ)In the USA(Willis, 2005; Shultz, 2007; Alexander, 2008; Shuman, 2009;Rasmussen,2009; Harrison et al., 2010)

In United Arab Emirates(Fortes et al., 2010)

The Literature on SAMSAQ

3 Factors but items grouped differently 9 items excluded - 21 items retained Acceptable internal consistency and fit ofthe model No differences for motivation scores inrelation to gender and competition level

Validation of the SAMSAQfor the Italian Student-Athletes

Guidotti et al., in press

SAMSAQ-EUfor the European Student-Athletes

Too l Item Tex t SA M- EU AM-EU CA M-EU

SA MSAQ Item 1 I am co nf id en t th at I can ach ie ve a hig h grad e po int av erag e th is y ear ( 3.0 or a bov e). 0.41

SA MSAQ Item 2 A ch iev ing an high lev el of perfo rmanc e in my spor t is a n i m p or tan t goa l for me th is y ear. 0.53

SA MSAQ Item 3 It is impor tan t to m e to l earn wha t is taugh t in m y cour ses. 0.66

SA MSAQ Item 4 I am w illin g to pu t in th e tim e to earn e xcellen t g rad es in m y cour ses. 0.53

SA MSAQ§ Item 5 Th e mo st imp or tan t r ea son wh y I am in sc hoo l is to pla y m y spor t. 0.55

SA MSAQ§ Item 6 Th e am oun t of work r equ ir ed in m y c our ses in terf er es with m y ath letic goa ls. 0.44

SA MSAQ Item 7 I w ill be able to u se wha t is tau gh t in m y cour ses in d if f eren t asp ec ts of my lif e ou ts i de of schoo l. 0.60

SA MSAQ Item 8 I ch ose to p la y my spor t bec au se it’ s som eth ing I’m in ter ested in a s a career . 0.33 0.48

SA MSAQ§ Item 9 I h ave som e do ub t abou t my ab ility to b e a star a th lete on my team . 0.53

SA MSAQ Item 10 I ch ose (or w ill ch oo se) my ma jor b ec au se it is s om eth ing I am in te r ested in a s a career . 0.59

SA MSAQ Item 11 Earn ing a h ig h grad e po in t avera g e (3 .0 or a bov e) is not an impor tan t g oa l for m e th is y ear . 0.53

SA MSAQ Item 12 It is impor tan t to m e to l earn th e sk ills and stra teg ies taugh t b y my coach es. -0.34 -0.32

SA MSAQ Item 13 It is impor tan t for me to do b etter than o th er ath l etes in m y spor t. 0.41 0.52

SA MSAQ Item 14 Th e tim e I sp end eng aged in m y sp or t is enjo y able to m e. 0.67

SA MSAQ Item 15 It is wor th th e effor t to be an exc ep ti ona l ath lete in m y sp or t. 0.42 0.59

SA MSAQ Item 16 Par tic ipa tion in m y spor t in terf eres w ith m y pro g re ss toward s ea rn ing a co lle ge deg ree. 0.61

SA MSAQ #§ Item 17 I g et mor e sa tis f action f rom earn in g an “A ” in a cou rse toward my ma jor t han winn in g a gam e in m y sp or t. 0.42

SA MSAQ Item 18 Dur in g the year s I comp ete in m y sp or t, co m pleting a co lleg e de gr ee is not a g oa l f or me. 0.58

SA MSAQ Item 1 9* I am co nf id en t I can be a star p er fo rm er on my team th is y ear .

SA MSAQ Item 20 My g oa l is to mak e it to th e pr of essiona l lev el or th e O ly mp ics in m y spor t. 0.45 0.53

SA MSAQ§ Item 21 I h ave som e doub t abou t my ab ility to ea rn h igh grad es in m y cour ses. 0.59

SA MSAQ Item 22 I am co nf id en t th at I can m ak e it to an elite lev el in m y spor t (P r of essiona l/O ly mp ic s) . -0.50

SA MSAQ Item 23 I am co nf id en t th at I can ea rn a co lleg e deg ree. 0.61

SA MSAQ Item 24 I w ill be able to u se th e sk ills I learn in m y spor t in o th er ar ea s of my lif e ou ts id e of sp or ts. 0.58 0.51

SA MSAQ§ Item 25 I g et mor e sa tis f action f rom w inn ing a g ame in m y spor t th an f rom getting an “A ” in a cou rse towa rd m y ma jor . 0.62

SA MSAQ #§ Item 26 It is no t impor tan t for m e to perfo rm b etter th an o th er stud ent s in m y cour ses. 0.74

SA MSAQ Item 27 I am w illin g to pu t in th e tim e to be ou tstand ing in m y sp or t. 0.61 0.34

SA MSAQ Item 28 Th e con te nt of most of my co ur ses is in ter e st in g to m e. 0.64 0.40

SA MSAQ Item 29 Th e mo st imp or tan t r ea son wh y I am in sc hoo l is to earn a deg r ee. 0.65

SA MSAQ Item 30 It is no t wor th th e eff or t to earn exc elle nt gra des in m y co ur ses. 0.59

SA MSAQ -IT Item 31 With in an acad em ia e nv iro nm en t, I find it mor e chal len ging to fac e di ff icu lt task s. 0.61

SA MSAQ -IT Item 32 For m e stud ies ar e impor tan t to ach iev e know le dg e and sk ill s . 0.58 0.51

SA MSAQ -IT Item 33 For m e, it is impor tan t to tra in ser iou s l y to im pr ov e my p erf ormanc e. 0.62

SA MSAQ -IT Item 34 Th e ach iev em en t of a deg ree is imp or tan t to enr ich m y know ledg e. 0.74

SA MSAQ -IT Item 35 In spor t, I find stimu latin g tho se s i tua tion s r equ ir ing h igh p er formanc es and bein g d iff icu lt to perf orm . 0.61 0.34

SA MSAQ -IT Item 36 Situa tion s th at allo w m e to test my capac ities stimu la te m e. 0.64 0.40

SA MSAQ -IT Item 37 D if f icu lt situa tion s bo th er m e. 0.65

SA MSAQ -IT Item 38 For m e it's impor tan t no t to ma ke m is tak es. 0.59

SA MSAQ -IT Item 3 9* It' s impor tan t for m e to ob tain a degr ee becau se it wi ll help m e to f ind a job .

SA MSAQ -E U Alpha 0.85 0.78 0.85

# a b sen t in SA MSAQ

§ ab sen t in SA MSAQ - IT

* a b sen t in SA MSAQ - E U

Lupo et al., in press)

Motivation toward Academic and Sport Careersof Italian and Slovenian Student-Athletes

Females: n=23, age: 22.1±1.5yrs;

Males: n=75, age: 24.3±2.9yrs

Females: n=103, age: 21.5±3.0yrs;

Males: n=113, age: 21.3±2.3yrs)

Lupo et al., in press)

SAMSAQ-EU: ResultsSAMSAQ-EU: Results3-factor model (alpha=0.85)3-factor model (alpha=0.85)

16 items, alpha=0.85SAM-EU

CAM-EU

Student Athletic Motivation

18 items, alpha=0.85

Academic Motivation

Career Athletic Motivation

AM-EU 14 items, alpha=0.78

Lupo et al., in press)

!! !! !! !! !! !! !!

SAM -EU AM-EU CAM -EU

ITAL IAN SLOVENIAN ITAL IAN SLOV EN IAN ITAL IAN SLOVENIAN

Gender !

Female 4 .3±1 .6 4 .4±1 .6 4.2±1.6 4.3±1.6 3 .9±1 .7 4 .1 ±1 .6

Male 4 .4±1 .5 4 .4±1 .7 4.5±1.4 4.2±1.5 3 .8±1 .7 4 .2 ±1 .6

Age

! 24 years 4 .4±1 .5 4.4±1.7 4.4±1.6 4.2±1.5 3 .8±1 .7 4 .1±1 .6*

> 24 y ears 4 .4±1 .6 4 .6±1 .6 4.5±1.5 4.4±1.5 3 .8±1 .7 4 .4 ±1 .6

Type of

Spor t

Individual

spo rt 4 .3±1 .6 4 .4±1 .7 4 .2±1 .6* 4.2±1.6 3 .8±1 .7 4 .2 ±1 .6

Team spo rt 4 .5±1 .5 4 .4±1 .6 4.5±1.4 4.3±1.5 3 .8±1 .7 4 .1 ±1 .6

* diff eren ce (p!0.05) wi th respec t to their compatr iot co un terpart s.

SAMSAQ-EU: Results

Lupo et al., in press)

Motivation TowardMotivation TowardElite SportElite Sport

(SAM-EU)(SAM-EU)

Too l Item SAM-EU

SAMSAQ Item 2 Achiev ing an high lev el of perfo rmanc e in my spor t is an i mpor tan t goa l for me th is year.

SAMSAQ Item 7 I w ill be able to u se wha t is tau ght in my cour ses in dif feren t asp ec ts of my lif e ou tside of schoo l.

SAMSAQ§ Item 9 I have som e doub t abou t my ab ility to b e a star a thlete on my team .

SAMSAQ Item 10 I chose (or w ill choo se) my major b ecau se it is s om eth in g I am in te rested in as a career .

SAMSAQ Item 14 Th e tim e I sp end eng aged in my sp or t is enjo yable to me.

SAMSAQ Item 18 Dur ing the years I comp ete in my spor t, completing a colleg e degree is not a goa l for me.

SAMSAQ§ Item 25 I g et mor e sa tisfac tion f rom w inn ing a g ame in my spor t th an f rom getting an “A” in a course towa rd my major .

SAMSAQ Item 27 I am w illin g to pu t in th e tim e to be ou tstand ing in my spor t. SAMSAQ Item 28 Th e con te nt of most of my co urses is in teresting to me.

SAMSAQ -IT Item 33 For me, it is impor tan t to tra in ser iou sly to improv e my performanc e.

SAMSAQ -IT Item 35 In spor t, I find stimu la tin g tho se situa tion s requ iring high per fo rmanc es and bein g diff icu lt to perform .

SAMSAQ -IT Item 36 Situa tion s tha t allow me to test my capac ities stimu la te me.

# a bsen t in SAMSAQ

§ ab sen t in SAMSAQ -IT

Lupo et al., in press)

Motivation TowardMotivation TowardAcademic Related TasksAcademic Related Tasks

(AM-EU)(AM-EU)

Too l Item AM-E U SAMSAQ Item 1 I am con fiden t tha t I can ach ie ve a hig h grade po int average th is year (3.0 or a bov e).

SAMSAQ Item 3 It is impor tan t to me to lea rn wha t is taugh t in my cour ses.

SAMSAQ Item 4 I am w illin g to pu t in th e tim e to earn e xcellen t grad es in m y cour ses.

SAMSAQ Item 12 It is impor tan t to me to lea rn th e skills and stra teg ies taugh t by my coach es.

SAMSAQ #§ Item 17 I g et mor e sa tisfac tion f rom earn ing an “A” in a course toward my major t han winn ing a game in my sp or t.

SAMSAQ§ Item 21 I have som e doub t abou t my ab ility to earn h igh grad es in my cour ses.

SAMSAQ Item 24 I w ill be able to u se th e sk ills I learn in my spor t in o th er a rea s of my lif e ou tsid e of sp or ts.

SAMSAQ #§ Item 26 It is no t impor tan t for me to perfo rm b etter th an oth er stud en ts in my cour ses.

SAMSAQ -IT Item 32 For me stud ies are impor tan t to ach iev e know le dge and sk ills.

SAMSAQ -IT Item 34 Th e ach iev emen t of a degree is imp or tan t to enr ich my know ledg e.

# a bsen t in SAMSAQ

§ ab sen t in SAMSAQ -IT

Lupo et al., in press)

Motivation to PursueMotivation to Pursuea Professional Sport Careera Professional Sport Career

(CAM-EU)(CAM-EU) T oo l Item CA M-E U SAMSAQ§ Item 5 Th e mo st imp or tan t rea son wh y I am in sch ool is to play my spor t.

SAMSAQ§ Item 6 Th e amoun t of w ork requ ired in my cour ses interf eres with my ath letic goa ls.

SAMSAQ Item 8 I cho se to p lay my spor t becau se it’ s som eth ing I’m in terested in a s a career .

SAMSAQ Item 11 Earn ing a hig h grad e po in t average (3.0 or a bov e) is not an imp ortan t goa l for me th is year .

SAMSAQ Item 13 It is imp or tan t for me to do better than oth er ath letes in my spor t.

SAMSAQ Item 15 It is wor th th e effor t to be an exc eptiona l ath lete in my sp or t.

SAMSAQ Item 16 Par tic ipa tion in my spor t in terf eres with my pro gress toward s earn in g a colle ge deg ree.

SAMSAQ Item 20 My goa l is to mak e it to th e professiona l lev el or t h e Oly mpics in my spor t.

SAMSAQ Item 22 I am conf iden t tha t I can m ak e it to an elite lev el in my spor t (Professiona l/O ly mpics).

SAMSAQ Item 23 I am conf iden t tha t I can ea rn a colleg e degree.

SAMSAQ Item 29 Th e mo st imp or tan t rea son wh y I am in sch ool is to earn a degree.

SAMSAQ Item 30 It is no t wor th th e effor t to earn exc elle nt grades in my co urses.

SAMSAQ -IT Item 31 With in an acad emia env iro nment, I find it mor e cha lleng ing to face diff icu lt tasks.

SAMSAQ -IT Item 37 Diff icult situa tion s bo th er me.

SAMSAQ -IT Item 38 For me it' s impor tan t no t to ma ke mistak es.

# ab sen t in SA MSAQ

§ ab sen t in SA MSAQ -IT

Lupo et al., in press)

Main FindingsMain Findings

Italian and Slovenian student-athletes are highly motivated toward a dualcareer, independently from gender.

Italian and Slovenian student-athletes are determined to perform both inclassroom and on the field.

The higher academic motivation of Italian team sport athletes could beascribed to the Italian sport system, which strongly relies on militarysport organization supporting mainly athletes involved in individual sports.

Slovenian student-athletes showed a higher motivation towardprofessional sport, especially evident for athletes >24 yr involved inindividual sport.

Lupo et al., in press)

Further DirectionsFurther Directions

Studies including countries with-“State Centric Regulations”,-“Stete as Faciltator/Sponsor”,-“National Sport Federations asIntermediary”

More European actions on dual-careers

Thanks for Your AttentionThanks for Your Attention