key: cord-0743103-mf966qez authors: Tessitore, Antonio; Capranica, Laura; Pesce, Caterina; De Bois, Nadine; Gjaka, Masar; Warrington, Giles; Mac Donncha, Ciaran; Doupona, Mojca title: Parents About Parenting Dual Career Athletes: A Systematic Literature Review date: 2020-10-22 journal: Psychol Sport Exerc DOI: 10.1016/j.psychsport.2020.101833 sha: 28724b5cdd671c3ecbc8c5754c591ef14a32bf74 doc_id: 743103 cord_uid: mf966qez OBJECTIVES: To establish the scientific literature on the parents' view as supporters of dual career (DC) athletes, and to highlight practical implications for the development of education programmes to empower parents in this role. METHODOLOGY: The systematic literature review included four electronic databases, from which 438 articles published in English between 1999 and 2019 were retrieved. RESULTS: A total of 14 studies achieved the eligibility criteria (i.e., focus on DC, involving parents as participants) for inclusion. Results show that the 14 studies included in the review were characterised by sample sizes <15 to >50 parents of individual and/or team sports athletes, involving data collection based on interviews, semi-structured interviews focus groups, questionnaires and a survey. A thematic synthesis highlighted a two primary constructs: the individual level and the inter-individual level, respectively. The individual level comprised two main themes: Approach to both Sport and Education, and Stressors and Coping, which included five aspects of parenting. The inter-individual level presented three themes: Relationship with the Athlete; Relationship with the Sport Environment and Relationship with the Academic Environment. CONCLUSIONS: Findings highlighted a relevant parental role in supporting DC athletes and partial information on parental support strategies. In conclusions, the limited sample size and typology of sports, and the partial representativeness of countries have impacted the global application of the main findings. Furthermore, the need of an educational programme for parents and the need of regular parents-athlete-teacher/coach engagement were considered crucial to facilitate successful parental interventions at academic and/or sports levels and to limit the potential negative effects of DC parenting. Athletes have the right to combine their sport and educational/vocational careers (e.g., 28 "dual-career", DC) to guarantee their holistic development (Capranica & Millard-Stafford, 2011; 29 and to enhance their transition from sport to the labour market at 30 the end of their competitive years (European Commission, 2007; International Olympic 31 Committee, 2014). In practice, DC differs according to contexts and cultures (Stambulova & 32 Ryba, 2013 . Whilst in some countries (e.g., Australia, Canada, New Zealand, Qatar, United In Europe, by recognizing that athletes play a significant societal role (European 46 Commission, 2007) and that sport has a relevant impact on the European economy (Kleissner & 47 education of all the DC stakeholders involved (Stambulova & Wylleman, 2019) . Therefore, the 79 tendency for DC programmes that are primarily ad hoc, piecemeal, and relying heavily on the 80 goodwill of persons in key organizational or institutional positions at an academic and sport level 81 The following combinations of keywords and Boolean operators were formulated through 127 a consultation with partners of the XXXXXXXX consortium: 1) "student-athlete*" AND "dual-128 career*" OR "transitional career*" AND "Parent*" OR "Famil*"; 2) "student-athlete*" OR "Elite-129 J o u r n a l P r e -p r o o f PARENTING DUAL CAREER ATHLETES athlete*" AND "Support*" OR "Influence*" OR "Pressure*" AND "Parent*" OR "Famil*"; 3) 130 "Interaction between parents and coaches" "Parental Support" AND "Athletes" AND "Dual-131 career". The asterisks (*) were utilized to pull all derivations of the affiliated root word (i.e., 132 Famil* = family, families, familiar, etc.). 133 To provide a detailed procedure for planning and conducting an accountable and replicable 134 identification of relevant scientific contributions, four electronic databases were used: "Web of 135 Science" (previously known as Web of Knowledge), which is an online subscription-based 136 scientific citation indexing service that gives access to multiple databases that reference cross-137 disciplinary research, with a large index of scientific, technical and social sciences literature; 138 "Scopus", which is the largest abstract and citation database of peer-reviewed literature covering a 139 comprehensive overview of the research output in the fields of science, technology, medicine, 140 social sciences, and arts and humanities; "SPORTDiscus", which is a comprehensive database 141 with a robust coverage of sport, kinesiology and more; "Education Resources Information Center 142 (ERIC)", which is the world's most widely used index to educational-related literature. 143 Furthermore, an internet search using the "Google Scholar" search engine 144 (www.googlescholar.com) was conducted to locate recognized international and national 145 publications directly addressed to the topic under consideration. Finally, to allow the identification 146 of relevant papers not found during the electronic search, the snowballing technique was applied. 147 From the achieved preliminary list of potential relevant contributions, duplicates were then 148 eliminated. Two researchers belonging to the XXXXXXXX consortium independently screened 149 relevant papers by the titles and if necessary, the abstracts, and the full texts. Before the final 150 inclusion or exclusion, a common decision was reached for each study. Figure 1 The included papers were sorted chronologically from 1999 to 2018, with an alphabetical 157 order of the first author (and of the second author, when necessary), and bibliographical codes 158 were assigned (Table 2) . Two independent reviewers used a predefined data extraction form, 159 which considered the following parameters: a) year of publication; b) data collection methods; 160 (e.g., questionnaires, semi-structured interviews, interviews, survey, focus groups; c) sample size 161 and characteristics of parents (e.g., gender, continent and country); d) characteristics of athletes 162 (e.g., age and type of sport); e) parenting DC athletes outcome details; f) DC main findings 163 (Tables 1 and 2 "Abstract and title", "Introduction and aims", "Method and data", "Sampling", "Data analysis", 173 "Ethics and bias", "Results", "Transferability or generalizability" and "Implications and 174 usefulness") were evaluated using a 4 point (pt.) Likert scale comprising of: "good" (4 pt.) when 175 full and clear information was provided; "fair" (3 pt.) when information was not complete or clear; 176 "poor" (2 pt.) when minimal or unclear information was present; or "very poor" (1 pt.) when there 177 was a lack of relevant information (Table 3) . Thus, total scores ranging from 9 pt. to 36 pt. were 178 interpreted as high quality (30-36 pt.), medium quality (24-29 pt.), low quality (9-23 pt.), The identification process (Figure 1 ) resulted in an initial database of 438 articles. attaining final scores ranging from 32 to 36 points (i.e., good), with only one study (7%) attaining 206 a final score of 25 points (i.e., medium). Thus, none of the studies was excluded from the final 207 analysis and critical appraisal. 208 Insert Tables 1 and 2 About Here 210 The individual level comprised two main themes: 1) Approach to both Sport and Education, 215 encompassing aspects pertaining the parent's emphasis and perspectives on sport and/or academic 216 achievements, as well as parents entrusting coaches, teachers or sports schools for the child's 217 holistic development through a DC programme; and 2) Stressors and Coping, including aspects 218 related to the parent's relationships with family members and other parents. The inter-individual 219 level presented three themes: 1) Relationship with the Athlete, incorporating the parental support 220 to the student-athletes' emotional, lifestyle, logistics, and financial needs; 2) Relationship with the 221 Sport Environment (including aspects related to the parent's knowledge of specific sport-related 222 organization and demands, as well as quality of communication with the sport staff; and 3) 223 Relationship with the Academic Environment, comprising aspects related to the parent's 224 knowledge of specific academic-related organization, demands, and opportunities for distance 225 learning, as well as quality communication with the educational staff. Details of the thematic 226 analysis and mapping synthesis of the two-level construct of the included papers are summarised 227 in Table 3 . 228 Insert Table 3 Core themes of parental stressor included: 1) the processes of competition; 2) the behavior and responsibilities of coaches; 3) financial and time demands placed upon the family; 4) sibling inequalities and resentment; 5) inefficiencies and inequalities attributed to tennis organizations; and 6) developmental concerns related to educational and future tennis transitions. A need to educate and support parents through the motivational and emotional processes of competition, the parental role in financial, social, and educational support emerged. Parental guidance and support influence the initial children' engagement, dedication, and success in sport. Mother-daughter and father-son relationships present differential influences, with mother generally providing emotional support and father supporting coaching and financial resources. (4 fathers and 11 mothers) Parents influence the initiation of the athletes' sporting careers and the need for education programmes for parents and coaches on effective support for young athletes emerged. Parents and athletes appreciate the communications with each other, but they report some difficulties in communicating with the other stakeholders. To achieve continuity and reinforcement of a Developing Champions programme, involvement of parents and coaches is needed. Internet and social media could promote key self-regulation skills such as self-monitoring and goal setting or to prompt discussion and experiences of dealing with stress or anxiety. Coach-parentplayer meetings could allow them to share the programme's approach and to provide players and parents with feedback on players' academic, personal and sport specific development. O'Neill, Calder & Allen (2015) Australia Identification of gaps between parents and student-athletes' views to maximise the effectiveness of parental support. 10 parents (1fathers, 9 mothers Parents are well motivated to provide emotional and tangible support for their talented child but rarely receive any formal training on how to help their child's responding to stress, mainly related to: 1) sibling relationships; 2) physical demands on the child; 3) finances; and 4) over the top and pushing parents (i.e., pressuring their child or pushing the image of their child forward). Kristiansen & Houlihan (2017) Norway The role of private sports schools in the development of elite athletes and the financial support of parents. 8 parents (4 fathers, 3 mothers, 1 not specified) Parents of young athletes attending sports schools tend to transfer responsibility for their child's athletic and educational development to the schools, which offer a stable, technical, high-quality, systematic and in-house sport and education resources for the youth student-athlete. Parents play a role in adolescent athletes' symptoms of school and sport burnout during the transition to upper secondary school. Although parental affection and support seem to protect athletes from the symptoms, this protective association is evident only if not combined with high parental psychological control. 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