Seguimiento de la transición a la universidad en mujeres deportistas de alto rendimiento

Este estudio de caso longitudinal se enmarca en el modelo holístico (Wylleman, Reints, y De Knop, 2013). La transición a la universidad es uno de los momentos más importantes para los deportistas durante su carrera dual. Sin embargo, no hay estudios centrados en cómo viven las mujeres deportistas esta transición. El objetivo es explorar la transición a la universidad de deportistas de alto rendimiento mujeres durante su carrera dual en España. Se realizaron entrevistas semi-estructuradas a tres deportistas en cuatro momentos temporales de su transición a la universidad. La primera se realizó en segundo de bachillerato y la última en el segundo curso universitario. Los resultados muestran las fases que las deportistas experimentan durante la transición (i.e., preparación, inmersión, aprendizaje y adaptación) y cómo perciben cada fase. Se aporta información práctica, sensible a las especificidades de género, para facilitar la carrera dual de las deportistas durante su transición a la universidad.The present longitudinal case study is framed in the holistic model (Wylleman, Reints, and De Knop, 2013). Transition to University is one of the most important moments for athletes during their dual career. However, there are no studies focused on how women athletes experience this transition. The aim of the present study is to explore the transition to University of female elite athletes during their dual career in Spain. Semi-structured interviews were conducted with three elite athletes at four moments during their transition to University. First interview was conducted during the last High School course. Last interview was conducted in the second University course. Results show the phases that women athletes experience during the transition to University (i.e., preparation, immersion, learning and adaptation) and how they perceive each phase. Being sensitive to gender specificities, our study provides practical information to facilitate dual career of female elite athletes during their transition to University

Women occupying management positions in top-level sport organizations : a self-determination perspective

This work was supported by the Instituto de la Mujer (018/10) and the Ministerio de Ciencia e Innovación (DEP2010/15561). We also wish to express our gratitude to Saúl Alcaraz, Violeta Benischelli, Gerard Soriano and Yago Ramis for they valuable comments and support.Framed in Self-determination theory (SDT), the purpose of this research was to examine whether the working environment of women in sport management positions could fulfil or thwart their basic psychological needs (BPN) and to explore the motivations that women managers experience in these positions. Eight female managers of top-level sport organizations participated in semi-structured interviews. Results showed that seven of them reported being in an environment that fulfilled their BPN and experienced autonomous motivation in their job. In contrast, one participant reported working in a context that thwarted her BPN and experienced controlled motivation. We present contextual antecedents that were considered satisfying or thwarting of the BPN of those women enrolled in management positions. Insomuch as BPN satisfaction is expected to be related to autonomous motivation and well-being, the current study provides a first insight regarding how sport organizations could promote women managers' BPN satisfaction and thus increase their autonomous motivation and well-being in such positions

Competencias para la planificación de la carrera dual de deportistas de alto rendimiento

El objetivo de este estudio es explorar las competencias más importantes para la planificación de la carrera dual (CD) dependiendo del nivel académico. Participaron 138 deportistas-estudiantes de alto rendimiento y se dividieron en tres grupos según se nivel académico: (a) Educación secundaria (Medad =15,82; DT = 0,62); (b) Bachillerato (Medad = 17,37; DT = 1,03); y (c) Universidad (Medad = 21,48; DT = 2,34). Se utilizó la versión traducida al castellano y al catalán del Dual Career Competency Questionnaire for Athletes (DCCQ-A), en el que los participantes elegían las 5 competencias más importantes para la planificación de la CD. Los resultados muestran que la dedicación y la toma de decisiones son las competencias más importantes para la planificación de la CD en los tres grupos. Por otro lado, ocho competencias difieren en los tres niveles académicos estudiados. Ya que las competencias importantes muestran ser transversales y estables en el tiempo durante los distintos momentos de carrera, se recomienda adquirirlas en etapas de iniciación y desarrollarlas a lo largo de todas las etapas de la CD, facilitando la gestión de las distintas situaciones (e.g., transiciones de carrera).The aim of the present study was to explore the most important Dual Career (DC) planning competences depending on the academic level. One-hundred and thirty-eight elite student-athletes were divided in three groups: (a) Secondary education (Mage = 15.18; DT = 0,62); (b) High School (Mage = 17,37; DT = 1,03); and (c) University (Mage = 21,48; DT = 2,34). Student-athletes Spanish and Catalan version of Dual Career Competency Questionnaire for Athletes (DCCQ-A), where elite student-athletes choose the 5 most important competences to plan their own dual career. Results shows that dedication to succeed and capability to make decisions were the most important competences chosen by student-athletes. On the other hand, eight competencies to plan were different between the tree groups studied. As the most important competences have shown to be transversals and stables on time during all the stages studied, we recommend to acquire them during initiation stage and develop them throughout all stages of dual career. This, could facilitate to student athletes to manage different situations during their dual career in a medium and long term (e.g., career transitions)

Women occuping management positions in top-level sport organizations: A self-determination perspective

Bajo el marco teórico de la Teoría de la Autodeterminación (SDT), el propósito del presente estudio fue investigar si el entorno laboral de mujeres que ocupaban cargos directivos en el deporte era de satisfac- ción o frustración de las necesidades psicológicas básicas (BPN), y explorar sus motivaciones en estas posiciones. Se realizaron entrevistas semi- estructuradas a ocho directivas de organizaciones deportivas de primer ni- vel. Los resultados mostraron que siete de ellas reportaron estar en un en- torno de satisfacción de las BPN y experimentaban motivación autónoma en su trabajo. Por el contrario, una participante reportó trabajar en un con- texto de frustración de las BPN y experimentaba motivación controlada. Presentamos los antecedentes contextuales expuestos por las directivas que consideramos de satisfacción o frustración de sus BPN. Asumiendo que la satisfacción de las BPN está relacionada con la motivación autónoma y el bienestar, el presente trabajo proporciona una primera aproximación sobre cómo las organizaciones deportivas podrían promover la satisfacción de las BPN de las directivas y aumentar así su motivación autónoma y bienestar en el cargo.Framed in Self-determination theory (SDT), the purpose of this research was to examine whether the working environment of women in sport management positions could fulfil or thwart their basic psychological needs (BPN) and to explore the motivations that women managers experi- ence in these positions. Eight female managers of top-level sport organiza- tions participated in semi-structured interviews. Results showed that seven of them reported being in an environment that fulfilled their BPN and ex- perienced autonomous motivation in their job. In contrast, one participant reported working in a context that thwarted her BPN and experienced controlled motivation. We present contextual antecedents that were con- sidered satisfying or thwarting of the BPN of those women enrolled in management positions. Insomuch as BPN satisfaction is expected to be related to autonomous motivation and well-being, the current study pro- vides a first insight regarding how sport organizations could promote women managers’ BPN satisfaction and thus increase their autonomous motivation and well-being in such position

¿Compaginar o elegir? La transición del bachillerato a la universidad de deportistas de alto rendimiento

El objetivo de este estudio fue explorar los facilitadores que permiten compaginar y las barreras que fuerzan a elegir entre el deporte de alto rendimiento y los estudios universitarios durante la transición del bachillerato a la universidad. Se diseñó un estudio cualitativo longitudinal en el que participaron diez deportistas (7 chicos y 3 chicas) de un Centro de Tecnificación Deportiva que fueron entrevistados dos veces en un período de 12 meses. Se llevó a cabo un análisis temático de la visión prospectiva y retrospectiva de la transición a la universidad de cuatro temas principales: (a) planificación de carrera, (b) gestión del tiempo, (c) apoyo social y (d) identidad personal. Los resultados se presentan en función de las trayectorias seguidas por los deportistas después de hacer la transición a la universidad (i.e., compaginan estudios con deporte, eligen estudios y eligen deporte). Los deportistas que continuaron compaginando los estudios con el deporte identificaron la planificación como el facilitador más importante. Por otro lado, los deportistas que eligieron estudiar o el deporte, identificaron la gestión ineficaz del tiempo como barrera fundamental para poder seguir compaginando. Los resultados apuntan a planificar la carrera deportiva al margen de los resultados obtenidos, desarrollar y mantener competencias para mejorar la gestión del tiempo, construir redes de apoyo social tanto dentro como fuera del ámbito deportivo y buscar intereses más allá de la carrera deportiva como facilitadores de la compaginación de los estudios con el deporte en la transición del bachillerato a la universidad.The aim of this study was to explore the facilitators that allow combine and barriers that forced to choose between sport and university studies during the transition from high school to university. A longitudinal qualitative study was designed were participated 10 athletes (7 boys and 3 girls) from an elite sport school who were interviewed twice in a period of 12 months. A thematic analysis was conducted of the prospective and retrospective view of the transition to university on four main themes: (a) career planning, (b) time management, (c) social support and (d) personal identity. The results are presented according to the trajectories followed by the athletes after the transition to the university (i.e., combine studies with sport, choose studies and choose sport). Athletes who continued to combine their studies with sport identified career planning as the most important facilitator. On the other hand, the athletes who chose to study or the sport, identified the ineffective management of time as a fundamental barrier to continue combining. Results suggest planning the athletic career regardless of the results obtained, developing and maintaining competences to improve time management, building social support network both inside and outside of athletic sphere and looking for interests beyond the athletic career as resources to continue combining during the transition from high school to university.O objetivo deste estudo foi explorar os facilitadores que permitem combinar e as barreiras que forçam a escolher entre o esporte de alto desempenho e os estudos universitários durante a transição do bacharel para a universidade. Um estudo longitudinal qualitativo foi projetado em que participaram dez atletas (7 meninos e 3 meninas) de um Centro de Tecnologia de Esportes, que foram entrevistados duas vezes em um período de 12 meses. Uma análise temática da visão prospectiva e retrospectiva da transição para a universidade foi realizada em quatro tópicos principais: (a) planejamento de carreira, (b) gerenciamento de tempo, (c) suporte social e (d) identidade pessoal. Os resultados são apresentados de acordo com as trajetórias seguidas pelos atletas depois de fazer a transição para a universidade (ou seja, combinar estudos com esporte, escolher estudos e escolher esporte). Os atletas que continuaram a combinar estudos com esporte identicaram o planejamento como o facilitador mais importante. Por outro lado, os atletas que escolheram estudar ou praticar esportes, identicaram o gerenciamento inecaz do tempo como uma barreira fundamental para continuar a combinar. Os resultados visam planejar a carreira desportiva, independentemente dos resultados obtidos, desenvolver e manter habilidades para melhorar o gerenciamento do tempo, criar redes de apoio social dentro e fora do campo de esportes e procurar interesses além da carreira esportiva como facilitadores de a combinação de estudos com esporte na transição do ensino médio para a universidade

Seguimiento de la transición a la universidad en mujeres deportistas de alto rendimiento

Este estudio de caso longitudinal se enmarca en el modelo holístico (Wylleman, Reints, y De Knop, 2013). La transición a la universidad es uno de los momentos más importantes para los deportistas durante su carrera dual. Sin embargo, no hay estudios centrados en cómo viven las mujeres deportistas esta transición. El objetivo es explorar la transición a la universidad de deportistas de alto rendimiento mujeres durante su carrera dual en España. Se realizaron entrevistas semi-estructuradas a tres deportistas en cuatro momentos temporales de su transición a la universidad. La primera se realizó en segundo de bachillerato y la última en el segundo curso universitario. Los resultados muestran las fases que las deportistas experimentan durante la transición (i.e., preparación, inmersión, aprendizaje y adaptación) y cómo perciben cada fase. Se aporta información práctica, sensible a las especificidades de género, para facilitar la carrera dual de las deportistas durante su transición a la universidad.The present longitudinal case study is framed in the holistic model (Wylleman, Reints, and De Knop, 2013). Transition to University is one of the most important moments for athletes during their dual career. However, there are no studies focused on how women athletes experience this transition. The aim of the present study is to explore the transition to University of female elite athletes during their dual career in Spain. Semi-structured interviews were conducted with three elite athletes at four moments during their transition to University. First interview was conducted during the last High School course. Last interview was conducted in the second University course. Results show the phases that women athletes experience during the transition to University (i.e., preparation, immersion, learning and adaptation) and how they perceive each phase. Being sensitive to gender specificities, our study provides practical information to facilitate dual career of female elite athletes during their transition to University

Competencias para la planificación de la carrera dual de deportistas de alto rendimiento

El objetivo de este estudio es explorar las competencias más importantes para la planificación de la carrera dual (CD) dependiendo del nivel académico. Participaron 138 deportistas-estudiantes de alto rendimiento y se dividieron en tres grupos según se nivel académico: (a) Educación secundaria (Medad =15,82; DT = 0,62); (b) Bachillerato (Medad = 17,37; DT = 1,03); y (c) Universidad (Medad = 21,48; DT = 2,34). Se utilizó la versión traducida al castellano y al catalán del Dual Career Competency Questionnaire for Athletes (DCCQ-A), en el que los participantes elegían las 5 competencias más importantes para la planificación de la CD. Los resultados muestran que la dedicación y la toma de decisiones son las competencias más importantes para la planificación de la CD en los tres grupos. Por otro lado, ocho competencias difieren en los tres niveles académicos estudiados. Ya que las competencias importantes muestran ser transversales y estables en el tiempo durante los distintos momentos de carrera, se recomienda adquirirlas en etapas de iniciación y desarrollarlas a lo largo de todas las etapas de la CD, facilitando la gestión de las distintas situaciones (e.g., transiciones de carrera).The aim of the present study was to explore the most important Dual Career (DC) planning competences depending on the academic level. One-hundred and thirty-eight elite student-athletes were divided in three groups: (a) Secondary education (Mage = 15.18; DT = 0,62); (b) High School (Mage = 17,37; DT = 1,03); and (c) University (Mage = 21,48; DT = 2,34). Student-athletes Spanish and Catalan version of Dual Career Competency Questionnaire for Athletes (DCCQ-A), where elite student-athletes choose the 5 most important competences to plan their own dual career. Results shows that dedication to succeed and capability to make decisions were the most important competences chosen by student-athletes. On the other hand, eight competencies to plan were different between the tree groups studied. As the most important competences have shown to be transversals and stables on time during all the stages studied, we recommend to acquire them during initiation stage and develop them throughout all stages of dual career. This, could facilitate to student athletes to manage different situations during their dual career in a medium and long term (e.g., career transitions)