1. The study investigated the dual career transition experiences of Swedish student-athletes in a specific university program.
2. The student-athletes experienced simultaneous demands within different dimensions of life, with the biggest perceived demand being the search for a dual career balance.
3. Social support was the most mentioned resource, and academic dimension was where they experienced the most barriers. Coping strategies mainly focused on managing the athletic dimension.
The article "Entering higher education: Dual career transition experiences of Swedish student-athletes" investigates the experiences of student-athletes in a Swedish dual career program. The study is based on the athletic career transition model and the holistic developmental model, and 21 interviews were conducted with student-athletes at the end of their first year. The results show that student-athletes experienced simultaneous demands within different dimensions of life, with the biggest perceived demand being the search for a dual career balance. Social support was identified as the most mentioned resource, while academic dimension was identified as having the most barriers. Coping strategies varied, but coping with the athletic dimension was most common. Overall, student-athletes perceived benefits, challenges, and lessons learned from their first year.
The article provides valuable insights into the experiences of student-athletes in a dual career program and highlights some of the challenges they face in balancing their athletic and academic careers. However, there are some potential biases and limitations to consider. For example, the study only focuses on one specific Swedish university DC program known for its DC arrangement, which may not be representative of all dual career programs or experiences. Additionally, while social support was identified as an important resource for student-athletes, it is unclear how this support was provided or whether it was sufficient.
Furthermore, while coping strategies were discussed in the study, there is little exploration of why certain strategies were more effective than others or how they could be improved upon. Additionally, there is no discussion of potential risks associated with pursuing a dual career or whether certain athletes may be better suited to focusing solely on their athletic or academic careers.
Overall, while this article provides valuable insights into the experiences of student-athletes in a dual career program, it would benefit from further exploration and consideration of potential biases and limitations.