Efficacy of European Sport Tutorship model (ESTPORT) in the dual career of athletes in Spain

  1. Elena Conde 1
  2. Luis Manuel Martínez Aranda 1
  3. Alejandro Leiva Arcas 1
  4. Juan Alfonso García Roca 1
  5. Antonio Sánchez Pato 1
  1. 1 Universidad Católica San Antonio
    info

    Universidad Católica San Antonio

    Murcia, España

    ROR https://ror.org/05b1rsv17

Journal:
Journal of Human Sport and Exercise: JHSE

ISSN: 1988-5202

Year of publication: 2023

Volume: 18

Issue: 1

Pages: 59-70

Type: Article

DOI: 10.14198/JHSE.2023.181.06 DIALNET GOOGLE SCHOLAR lock_openRUA editor

More publications in: Journal of Human Sport and Exercise: JHSE

Sustainable development goals

Abstract

The aim of this study was to know the influence of Estport model in the dual career of student-athletes, from San Antonio Catholic University (Spain), as part of the Erasmus + project: Development an innovative European Sport Tutorship model for the dual career of athletes- ESTPORT, through of the evaluation of their perceptions, regarding their sports and academic career within the sports tutor service. The sample consisted of 109 student-athletes, of which 59 were men and 50 were women with ages between 19 and 40 years (M = 26.10; SD = 4.62) belonging to the Universidad Católica San Antonio de Murcia (UCAM) and of different sports level: amateur (2.8%), semi-professional (40.4%) and professional (56.9%). Results showed that the pace at which the athletes carried out their studies was 1.8 ± 0.8 years per academic year. Regarding the difficulties of athletes to reconcile sports and studies, men lost more rhythm than women in studies (z = 3.2; p = .001). The role of the sports tutor was valued to a greater extent by the athletes who competed at the national level (z = 3.2; p = .001) since they consider it important to have someone who listens to them and were at their disposal (z = 3.4; p = .001), provide guidance with the necessary academic procedures within the university (z = 2.9; p = .003), be also a personal help (z = 2.8; p = .004) that assists and support them when managing the time in their academic career (z = 2.8; p = .005).

Bibliographic References

  • Albion, M., & Fogarty, G. J. (2003). Evaluation of the athlete career and education Program, Phase I- 2003. Center for Organisational Research and Evaluation. University of Southern Queensland, Brisbane.
  • Alfermann, D., & Preis, F. (2013). Athletes' careers in Germany. Research andassistance programs. In N. Stambulova & T. V. Ryba (Eds.), Athletes' careers across cultures (pp. 103-114). Routledge.
  • Aquilina, D. (2013). A study of the relationship between elite athletes' educational development and sporting performance. The International Journal of the History of Sport, 30(4), 374-392. https://doi.org/10.1080/09523367.2013.765723
  • Casucci, S. (2002). La tutorship: Unarelazione educative di qualità. Perugia.
  • Conde, E. (2013). La conciliación de la vida deportiva y la formación en los deportistas de alto nivel en España: Una visión cuantitativa [Doctoral thesis, Faculty of Sports Sciences, University of Castilla-La Mancha, Toledo].
  • Conzelmann, A., & Nagel, S. (2003). Professional careers of the German Olympic athletes. International Review for the Sociology of Sport, 38(3), 259-280. https://doi.org/10.1177/10126902030383001
  • De Brandt, K., Wylleman, P., Torregrossa, M., Defruyt, S., & Van Rossem, N. (2017). Student-athletes' perceptions of four dual career competencies. Revista de psicología del deporte, 26(4), 28-33.
  • European Commission. (2007). Commission staff document: Action plan "Pierre de Coubertin", accompanying document to the White Paper on Sport. Directorate-General Education and Culture. Brussels: EC.
  • European Commission. (2012). Guidelines on dual careers of athletes recommended policy actions in support of dual careers in high-performance sport. Brussels: EC.
  • Hallinan, C., & Judd, B. (2009). Race relations, Indigenous Australia and the social impact of professional Australian football. Sport in Society, 12(9), 1220-1235. https://doi.org/10.1080/17430430903137910
  • Lavallee, D., & Wylleman, P. (2000). Career transitions in sport: International perspectives. Fitness Information Technology.
  • López de Subijana, C., Barriopedro, M., & Conde, E. (2015). Supporting dual career in Spain: Elite athletes' barriers to study. Psychology of Sport and Exercise, 21, 57-64. https://doi.org/10.1016/j.psychsport.2015.04.012
  • López de Subijana, C., Conde, E., Barriopedro Moro, M. I., & Gallardo, L. (2014). Eficacia en la aplicación de las medidas de formación para los deportistas de alto nivel en el territorio español. Revista de psicología del deporte, 23(1), 0041-48.
  • López de Subijana, C., Mascaró Ruiz, F., & Conde Pascual, E. (2014). Los servicios de asesoramiento a los deportistas de élite en las universidades españolas. Revista Kronos, 13(2).
  • Mateos, M., Torregrosa, M., & Cruz, J. (2010). Evaluation of a career assistance programme for elite athletes: satisfaction levels and exploration of career decision making and athletic-identity. Kinesiologia Slovenica, 16.
  • Ministry of Education, Culture and Sport (2012). Las cifras de la educación en España. Estadísticas e indicadores. Madrid: Gobierno de España.
  • North, J., & Lavallee, D. (2004). An investigation of potential users of career transition services in the United Kingdom. Psychology of Sport & Exercise, 5(1), 77. https://doi.org/10.1016/S1469-0292(02)00051-1
  • Puig, N., & Vilanova, A. (2006). Deportistas olímpicos y estrategias de inserción laboral. Propuesta teórica, método y avance de resultados. Revista internacional de Sociología, 64(44), 63-83.
  • Regüela, S. (2011). Programa excellència I transicions [Doctoral thesis, Universitat Autònoma de Barcelona, Barcelona].
  • Reifsteck, E. J., & Brooks, D. D. (2018). A transition program to help student-athletes move on to life time physical activity. Journal of Sport Psychology in Action, 9(1), 21-31. https://doi.org/10.1080/21520704.2017.1303011
  • Ryba, T. V., Stambulova, N. B., Ronkainen, N. J., Bundgaard, J., & Selänne, H. (2015). Dual career pathways of transnational athletes. Psychology of Sport and Exercise, 21, 125¬-134. https://doi.org/10.1016/j.psychsport.2014.06.002
  • Sánchez, A., Conde, E., Meroño, L., Arias, J. L., & García, J. A. (2018). Estudio del éxito académico de un modelo universitario de carrera dual en deportistas-estudiantes según género, nivel de estudios y deporte. Revista española de educación física y deportes-REEFD, 421, 35-47.
  • Sánchez-Pato, A., Calderón, A., Arias-Estero, J. L., García-Roca, J. A., Bada, J., Meroño, L., Mallia, O. (2016). Diseño y validación del cuestionario de percepción de los estudiantes universitarios-deportistas de alto nivel sobre la carrera dual (ESTPORT). Cultura, Ciencia y Deporte, 11(32), 127-147. https://doi.org/10.12800/ccd.v11i32.713
  • Sánchez-Pato, A., García, J. A., & Rosique, P. (2018). Modelo de carrera dual para el deportista-estudiante. In A. Sánchez, E. Isidori, J. L. Arias-Estero, & Bada, J. D. (Eds.), Modelo de carrera dual universitario. El caso de los deportistas-estudiantes. Cendea de Cizur: Aranzadi.
  • Sánchez-Pato, A., Isidori, E., Calderón, A., & Brunton, J. (2017). An innovative European sports tutorship model of the dual career of student-athletes. UCAM.
  • Schweiger, G. (2014). What does a professional athlete deserve? Prolegomena, 13(1), 5-20.
  • Selva, C., Pallares, S., & Gonzalez, M. D. (2013). Una mirada a la conciliación a través de las mujeres deportistas. Revista de Psicología del Deporte, 22(1), 69-76.
  • Stambulova, N. (2010). Counselling athletes in career transitions: The five-step career planning strategy. Journal of Sport Psychology in Action, 1(2), 95-105. https://doi.org/10.1080/21520704.2010.528829
  • Stambulova, N. B., & Wylleman, P. (2014). Athletes' career development and transitions. In A. Papaioannou & D. Hackfort (Eds.), Routledge companion to sport and exercise psychology (pp. 605-621). Routledge.
  • Torregrossa, M., Regüela, S., & Mateos, M. (2020). Career Assistance Programmes. In D. Hackfort & R. J. Schinke (Eds.). The Routledge International Encyclopedia of Sport and Exercise Psychology (pp. 73-88). Routledge.
  • Wylleman, P., Alfermann, D., & Lavallee, D. (2004). Career transitions in sport: European perspectives. Psychology of sport and exercise, 5(1), 7-20. https://doi.org/10.1016/s1469-0292(02)00049-3
  • Wylleman, D., Reints, A., & De Knop, P. (2013). Athletes' careers in Belgium. A holistic perspective to understand and alleviate challenges occurring throughout the athletic and post-athletic career. In N. Stambulova & T. V. Ryba (Eds.), Athletes' careers across cultures (pp. 31-42). Routledge.
  • Zagelbaum, A. (2014). School counselling and the student athlete. Routledge. https://doi.org/10.4324/9780203111758