Education and sport competence development opportunities for ice hockey players in Latvia

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Education and sport competence development opportunities for ice hockey players in Latvia

Kulda Edgars,

Theoretical background and results

Purpose of the study: to review theoretical findings and analyze the opportunities of competences development for athletes in Latvian hockey. Research methods: literature analysis, survey, and descriptive statistics.

From middle school to professionals, Latvian hockey players often encounter similar challenges in managing or pursuing a dual career and may feel pressured to choose between education and high-level sports without recognizing the possibility of balancing both pursuits. Integrating sports and education relies on two key human rights: the right to education [1] and the right to play [2]. This combination creates a concept of Dual Career and ensures the well-rounded growth of talented athletes. The term “Dual Career' refers to athletes' efforts to balance their sports performance with education or work, and it remains a continuous concern for athletes [3]. izglitiba sport duala karjera

Research on athletes' careers and transitions has advanced in three stages over the past five decades, reflecting changes in our knowledge. In the first stage (1960s-1980s), concentrated on career termination, using non-sport frameworks. The second stage (1990s) shifted towards a comprehensive view of the entire career and transitions within it, employing sport-specific frameworks. In the current stage (2000s-present), there is a broader consideration of the whole person and environment, incorporating culturally sensitive research [4]. In this modern era, new theoretical frameworks and models have emerged to enhance our understanding of dual career athletes. These include Capranica and Guidotti's [5] Dual Career Athlete Framework, Henriksen et al.'s [6] Dual Career Development Environment (DCDE) model and Dual Career Environment Success Factors (DC-ESF) model, and the Dual Career Quality Framework developed by the European Commission in 2016 [7]. These frameworks and models have contributed significantly to our understanding of the complexities involved in managing athletes' dual careers. However, Wylleman's [8] Holistic Athlete Career (HAC) model has been the most influential so far. This model tracks the progress of an athlete's career and introduces five other personal development levels, each with stages that influence one another. The athletic level covers stages like initiation, intense training in the developmental stage, mastery in high-performance settings, and retirement. The HAC model also considers five personal development levels: psychological, psychosocial, academic/vocational, financial, and legal. For example, the psychological level uses adolescent traits to understand athletic experiences during this stage. The psychosocial level emphasizes the social environment in athletic development, and the academic/vocational level shows how athletic development interacts with other aspects of personal identity [9].

A new model was created in Latvia based on Wylleman's [8] HAC model, adapted for sports and education systems, with a focus on youth transitioning from high-performance sports in their teens to adulthood. The Dual Career model in Latvia's environment [10] targets individuals aged 15 and above and consists of two main parts: education and high-performance sports career. The model organizes past experiences and achievements into interconnected and chronological steps, providing a comprehensive view. It addresses social, physical, societal, and economic factors that influence athletes' dual career development (figure 1).

All of the models and frameworks mentioned above share a common goal: finding the right balance between education and sports for student athletes. Balancing elite sports and education can be challenging, with time management being the most difficult part [11]. According to Gomez et al. [12], student-athletes face higher training demands when they enter university, which increases the need for effective time management. The study also revealed that without support from the university, federation, or coaches, student-athletes often found it frustrating to have to prioritize one role over the other.

In the survey, in which 81 respondents took part, the opinions of professional ice hockey players were evaluated regarding the possibilities of development of high-performance athlete's successfulness in sport and educational competences for Latvian ice hockey players.

Most of the survey respondents were from the 15-20 age group (n=35, 43.8%) and 21-30 age group (n=31, 38.8%). The 15-20 age group represents a HAC development stage, according Wylleman's, [8] that is one of the hardest stages for any hockey player because they have to transition from junior to professional. It is a moment where many players make a choice between hockey and education, sometimes without trying to combine the two. The age range of 21-30 considered a prime stage (HAC mastery stage) for hockey players due to their optimal physical and psychological abilities to reach the highest levels of their career [8]. At this stage, many players begin to consider a Dual Career. They are already familiar with the demands of a professional hockey player's life and are better equipped to balance their responsibilities while pursuing additional studies for their future. The age group of 31 and older (n=14, 17.4%) are in the discontinuation stage of their careers [8]. This stage in athletes' careers is a critical indicator of their level of preparation and planning. Well-prepared athletes tend to experience less stress and transition more smoothly into retirement. They often have clear plans and necessary education or documents in place. In contrast, athletes who are not well prepared may face additional stress and may try to extend their athletic careers beyond their prime due to uncertainty about their post-sports career.

Respondents reported different levels of achievement in hockey. The majority had reached the National Junior Teams (n=48, 59.3%), followed by participation in the Latvian Men's Championship (n=37, 45.7%), International Professional Leagues (n=24, 29.6%), and the Senior National Team (n=21, 25.9%). Most respondents reported their highest education level as Secondary education (High School) (n=42, 51.9%), followed by a tie between Primary education (School) and bachelor's degree, each accounting for 14.8% (n=12) of respondents. Only a small percentage had obtained a First academic degree (n=9, 11.1%) or a Master's degree (n=5, 6.2%). The relatively high proportion of respondents with only Primary education (14.8%) suggests that many hockey players concluded their dual career aspirations around the age of 15-16 and chose to pursue a career solely in professional hockey.

To the question about how challenging for you to balance hockey and education, most hockey players answered Neutral (n=39, 48.2%) and Difficult (n=27, 33.3%). Among those who found it Difficult or Very Difficult (n=6, 7.4%), several specific challenges were identified, with time management, homework, and maintaining good performance in both education and hockey being the most cited issues.

Regarding the utilization of specific support programs or resources (provided by Universities, Teams, State etc.) for managing a dual career, the majority of respondents (n=69, 85.2%) indicated that there were none. This suggests a lack of dedicated programs for athletes pursuing a dual career, limited opportunities for athletes to access such programs, or a lack of awareness among athletes about existing dual career support initiatives. At the same time, respondents place a high level of importance on financial support from state budget programs and tuition discounts. Specifically, a majority of respondents deemed this support to be either “Important' (n=37, 45.7%) or “Very Important' (n=37, 45.7%).

The survey results also revealed that long-term career planning emerged as the primary motivating factor for pursuing a dual career among hockey players, with 48 respondents (59.3%) indicating its significance. This finding underscores the proactive approach taken by hockey players in Latvia towards planning for their future beyond professional sports, emphasizing the importance of investing in education and career development early on. Additionally, family influence was identified as another influential factor, with 35 respondents (43.2%) citing it as a driving force behind their decision to pursue a dual career. This highlights the crucial role that familial support and guidance play in shaping athletes' aspirations and commitment to balancing sports and education. Furthermore, personal interest in education was also a significant factor, with 31 respondents (38.3%) expressing a genuine passion for academic pursuits alongside their athletic endeavors.

Regarding external factors contributing to the success of hockey players in their dual careers, a significant majority of respondents (n=49, 60.5%) emphasized the importance of having a flexible training schedule. Respondents expressed dissatisfaction (n=36, 45.0%) with the collaboration between Latvian sports organizations and educational institutions in supporting dual career initiatives. This highlights the need for improved cooperation and understanding between sports clubs and educational establishments. Furthermore, respondents emphasized several factors, including Society's Understanding and Support (n=32, 39.5%), Supportive Team Policies (n=29, 35.8%), Recognition of Dual Career Efforts (n=2, 30.9%), and the Financial Aspect (including State Budget support and Tuition Discounts; n=24, 29.6%). These findings highlight the complex support needed for successful dual career development among hockey players. Comprehensive policies and programs are necessary to address external factors that impact athletes' ability to balance sports and education effectively.

Internal factors such as discipline and self-control (n=59, 72.8%) and strong personal motivation (n=45, 55.6%) were identified as key contributors to the success of hockey players in their dual careers. Discipline and self-control are essential qualities that enable athletes to adhere to training schedules, meet academic deadlines, and maintain a balanced lifestyle. However, the majority of hockey players (n=32, 40.0%) expressed feeling that their educational pursuits were in conflict with their hockey careers. This finding suggests that there is a common sense of tension and stress among hockey players in Latvia due to the perceived clash between their academic aspirations and athletic commitments.

Improving collaboration between sports organizations and educational institutions is crucial not only for better supporting athletes but also for promoting the popularity of dual career pathways among athletes. An excellent example of successful collaboration can be seen in the Optibet Baltics Men's Hockey Championship), particularly with teams like “Mogo/LSPA” and “Zemgale/LBTU”, which have forged strong partnerships with respective Universities. Athletes belonging to these teams enjoy various benefits, including waived or discounted tuition fees, flexible academic schedules, and adaptable programs. For instance, “Zemgale/LBTU” has maintained a collaborative relationship with LBTU University for over a decade. Currently, the team accommodates 15 hockey players engaged in dual careers, highlighting the effectiveness and longevity of the partnership in supporting athletes' educational endeavors alongside their sporting pursuits.

In response to the final question of the survey, which asked for suggestions on how to improve dual career opportunities for hockey players in Latvia, several common themes emerged among respondents:

• Requests for increased government support for dual careers of athletes.

• Calls for more proactive engagement and communication from the national federation regarding dual career opportunities.

• Requests for special recognition or status for dual-sport athletes and students to streamline support mechanisms.

• Suggestions for greater flexibility in both school and hockey training schedules to facilitate dual career pursuits.

• Suggestions for establishing partnerships between teams and educational institutions that offer scholarships to players.

• Suggestions for online programs tailored to athletes spending significant time abroad or playing professionally.

• Interest in implementing programs similar to the NCAA model in the United States, which integrates university-level sports with education.

Conclusions

Hockey players are interested in dual career development, but face obstacles due to limited support and insufficient cooperation between sports clubs, educational institutions and the hockey federation. Respondents offered several suggestions for improving dual career opportunities, including increased government support, proactive engagement by national federations, and the creation of flexible schedules and online programs tailored to athletes' needs. This study highlights the urgent need for comprehensive support mechanisms and collaborative efforts to facilitate successful dual career pursuits among hockey players in Latvia.

Literature

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