Introduction This paper examines the convergence of the opinions of European higher education institution (HEI) experts on possible implementation of dual career policies and provision areas at university level. Methods An online 32-item questionnaire encompassing 26 dual career aspects collected the opinion of European HEI experts as the last phase of a Delphi method preceded by i) focus groups with student-athletes who aimed to identify needs for dual careers and ii) a workshop with 21 dual career experts to generate the statements to be included in the survey. Seventy-one HEI experts from 12 EU member states participated in the survey, rating each dual career aspect identified in previous phases. Results The relative position of each aspect has been plotted based on relevance (x-axis) and feasibility (y-axis). The Quadrant IV of the resulting scatterplots identified the following nine aspects rated as highly relevant and highly feasible for implementation: tutorship/mentorship, psychological support, programmes based on integration of academic departments and sports services, and adaptable programmes to the needs of each student-athletes (assistance/tutorship area), individual study plans and distance learning (curricula requirements area), publicity for student-athletes and initiatives for increasing the awareness of student-athletes and knowledge of dual career issues (social support area), and access to educational facilities (logistic support area). Discussion and conclusions The HEI experts’ views represent a coherent and useful starting point to develop a deep understanding of the considered 26 aspects founded on a phenomenological lifeworld-led approach and emphasizes the need for a minimum standard for dual career policies and provisions.

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Exploring dual career quality implementation at European higher education institutions: Insights from university experts

Judo coaches are urged to develop specific competencies and skills for addressing the special needs of older practitioners. Thus, the purpose of this study was to investigate the experts' opinions on judo training in late adulthood to develop sound educational programs for coaches of older judo practitioners. Overall, eighty-eight experts from an international consortium of judo and educational partners participated in national focus groups. During the focus groups, experts discussed five themes and generated statements pertinent to educate coaches to support older judo practitioners (e.g., benefits; necessary knowledge; risks; training groups definition; tools; and tests for monitoring training plans). The initial list of 262 statements was synthesized, validated, analyzed, and organized into a final list of 55 statements and six macro-areas: aging process (n = 10); safety and first aid (n = 6); physiology and fitness (n = 12); psychology and mental health (n = 11); organization and environment (n = 5); adapted judo teaching and training (n = 11). The present international eminence-based study, harmonizing diverse intercultural perspectives, highlighted the specific needs of older judo practitioners. The results of this study will contribute to the structure of a sound educational program for coaches of older judo practitioners to enhance the quality of older adults' sports experiences by linking safety, enjoyment, social interactions, and learning principles. 

Educational Needs for Coaching Judo in Older Adults: The EdJCO Focus Groups

Following the European recommendations on sustainable educational skills, a strong need has emerged to provide judo coaches with solid and updated knowledge, competences, and attitudes to train older judo practitioners (≥65 years old). This study illustrates the participatory research methodology used to develop and validate the content of the “Educating Judo Coaches for Older practitioners” (EdJCO) online educational programme. From seven countries, 22 judo and sport science experts of the EdJCO team engaged in a four-phase iterative process: (i) a systematic literature review; (ii) seven national focus groups involving 88 experts and an online survey involving 470 judo coaches; (iii) the online EDJCO programme development; and iv) the educational programme evaluation engaging 51 judo coaches as potential end-users. The EdJCO programme encompasses six modules on organization, aging, safety, physiology, psychology, and coaching methodology. Despite the overall positive evaluations, the experts were required to streamline the online programme to meet the coaches’ demands, and to provide a comprehensive handbook to further deepen their knowledge. The cooperation among university scholars, experts from the International Judo Federation Academy, national-level sports clubs, and the judo coaches of older practitioners of different backgrounds and nationalities built a sustainable educational programme suitable for end-users to boost their teaching and training potential across their lifespan. 

Development of a Sustainable Educational Programme for Judo Coaches of Older Practitioners: A Transnational European Partnership Endeavor

Abstract The objective of this study was to analyse the perceived barriers to dual career success and athletic identity of student-athletes according to sociodemographic, sport, and academic variables. The final sample consisted of 203 student-athletes with disabilities from five European countries. The questionnaires used were ESTPORT, EBBS and AIMS. It was found that: a) women showed higher levels of tiredness (p=0.028); b) student-athletes with cerebral palsy and deafness showed higher barriers (p=0.023-0.001); c) semi-professional and professional student-athletes showed higher barriers (p=0.040-0.034) and identity as athletes (p=0.043-0.000); d) student-athletes who were at the end of their sports career showed significantly higher barriers (p=0.010) and lower athlete identity (p=0.022-0.000); and e) student-athletes in pre-university and university degree studies showed higher barriers (p=0.030-0.001). In conclusion, the self-perception of barriers is quite relevant, with differences arising from socio-demographic characteristics, type of disability, stage of sports career and type of education attended. 

/pdf/self-perception-of-dual-career-barriers-and-athletic-1gz9s7je.pdf

Self-perception of dual career barriers and athletic identity in student-athletes with disabilities according to socio-demographic, sport and academic variables

In this review we highlight the need for a clearer definition of an aspiring athlete to enhance the comparability and synthesis of future research, and to facilitate a more systematic understanding of this population. Addressing these gaps will support the development of targeted support systems and interventions, whereas direct improvements in athlete wellbeing will require comprehensive approaches that address developmental pathways, systemic support, and individual needs. 

Aspiring athletes managing sport, education, social, and family life: A scoping review

There is a need for educational support structures to empower parents in sustaining talented athletes pursuing academic and sports careers (e. g., dual career). The present work describes the participatory design used to develop a series of educational resources and the subsequent iterations used to evaluate the content of the EMPATIA online education programme for parents of dual-career athletes. Following an ethnographic approach, the project team (18 dual-career experts) engaged in four iterations (i.e., rounds) planned to develop (rounds 1 and 2) educational material from preliminary evidence (systematic literature review) and eminence (focus groups and concept mapping) knowledge and to evaluate the educational programme (round 3 and 4) engaging end users (n = 76) and other stakeholders (9 dual-career experts). The EMPATIA programme was developed and organized in four modules labeled after macro-aspects, parents could ask about dual career: “Why” (the definition and challenges of dual career for athletes and their parents), “What” (insights, guidelines, and suggestions on the parental role in support of student-athletes), “How” (practical advice on planning dual career at sports and academic levels, and post-sports careers), and “Where” (finding legal information or counseling on dual career). Despite overall positive evaluations of the programme, parents of dual-career athletes attributed higher scores with respect to those of dual-career experts. The participatory approach presented in this work enables developers to apply a systematic and multidisciplinary approach toward the creation of educational programmes for parents. The cooperation among dual-career researchers, experts from high-performance centers, Olympic bodies, sports clubs, and parents of elite student-athletes of different sports and nationalities created an educational programme suitable for end users to support parenting athletes in combining their sports and academic careers.

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Development of an Online Multilingual Educational Programme for Parents of Dual-Career Athletes: A Participatory Design

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Development of an Online Multilingual Educational Programme for Parents of Dual-Career Athletes: A Participatory Design