Ingrida Amantova, Agita Abele


Combining the systems of high-performance sport and the general education on the high school level is a research object in sports science since the 1980s (Teubert, 2009). While a large number of scientists have studied the dual overload of athletes/students in school and high-performance sport, only a few have focused on the coordination or collaboration of these two structures - school and high-performance sport (Teubert, 2009). Therefore, in this study will be research the Murjani Sports Gymasium (MSG) as the only specialized sports education institution in Latvia which provides high school education and simultaneously the realisation of high-performance sports career. Furthermore, the aim of this study is to develop a dual career model for Latvia’s socio-economic environment. Additional to the literature research and review of national and European regulations, an online survey was carried out. MSG teachers and coaches were invited to complete voluntary an online survey, a questionnaire related to theoretical issues. Overall, 32 persons completed the questionnaire. MSG teachers and coaches were asked to evaluate the dual career system in MSG and to give suggestions for development which has significant meaning in dual career system improvement and development in the Latvian sports industry. The data were analysed with the statistical analysis by using IBM SPSS 21.0 software: a) quantitative descriptive statistics; b) correlation analysis. Furthermore, the induction or cognition method as qualitative research method were used to draw conclusions and establish a dual career model for Latvia's socio-economic environment.



education; dual career; high-performance sports; model; successful transition

Full Text:



Albrehta, Dz. (1998). Pētīšanas metodes pedagoģijā. [Research methods in pedagogy]. Riga: Mācību grāmata.

Alfermann, D., & Stambulova, N. (2007). Career transitions and career termination. In G. Tenenbaum, R.C. Eklund (Eds), Handbook of sport psychology (pp. 712-736). New York: Wiley.

Alfermann, D., Stambulova, N., & Zemaityte, A. (2004). Reactions to sport career termination: a cross-national comparison of German, Lithuanian, and Russian athletes. Psychology of Sport and Exercise, 5, 61-75.

Abele, A. (2009). Sporta psiholoģijas pamati. [Fundaments of sport psychology]. Riga: RaKa.

Abelkalns, I. (2013). Augstas klases sportistu duālās karjeras atbalsta iespējas Eiropas Savienības kontekstā. Sabiedrība, integrācija, izglītība, II d, 517-528.

Cote, J. (1999). The influence of the family in the development of talent in sport. The Sport Psychologist, 13(4), 395-417.

Cote, J., Baker, J., & Abernethy, B. (2007). Practice and play in the development of sport expertise. In: G. Tennenbaum, R.C. Eklund (Eds), Handbook of sport psychology (pp.184-202). New York: Wiley.

Enoksen, E. (2011). Drop-out Rate and Drop-out Reasons Among Promising Norwegian Track and Field Athletes – A 25 Year Study. Scandinavian sport studies forum, 2, 19-43.

Henriksen, K., Stambulova, N., & Roessler, K.K. (2010). Successful talent development in track and field: Considering the role of environment. Scandinavian Journal of Medicine & Science in Sports, 20, 122–132.

Kreisel, D., & Pfeiffer, M. (2002). Tätigkeitsfelder Leipziger Sportschüler im Wochenverlauf. [Fields of activity of Leipzig sports students in Weekly schedule]. Zeitschrift für Angewandte Trainingswissenschaft, 9(2), 113-124.

Kristapsone, S. (2008). Zinātniskā pētniecība zinātniskajā procesā. [Scientific research in the scientific process]. Riga: SIA Biznesa augstskola Turība.

Korna, E. (2011). Karjeras izglītība. [Career education]. Riga: RaKa.

Masteralexis, L.P., Barr, C.A., & Hums, M.A. (2011). Principles and Practice of Sport Management. London: J&B publishers.

Stambulova, N. (1994). Developmental sports career investigations in Russia (A post-perestroika analysis). The Sport Psychologist, 8, 221-237.

Stambulova, N., Stephan, Y., & Jarphag, U. (2007). Athletic retirement: a cross national comparison of elite French and Swedish athletes. Psychology of Sport & Exercise, 8, 101-118.

Stambulova, N., & Wylleman, P. (2014). Athletes` career development and transitions. In: A. Papaioanno and D. Hackfort (Eds), Routledge companion to sport and exercise psychology (pp. 605-621). London/ New York: Routladge.

Stambulova, N., Franck, A., & Weibull, F. (2012). Assessment of the transition from junior-to-senior sports in Swedish athletes. International Journal of Sport and Exercise Psychology, 10(2), 79-95.

Stambulova, N.B., Pehrson, S., & Olsson, K. (2017). Phases in the junior-to-senior transition of Swedish ice hockey players: From a conceptual framework to an empirical model. International Journal of Sports Science & Coaching, 12(2), 231-244.

Study on the minimum quality requirements for dual career services (2016). Luxembourg: Publications Office of the European Union.

Teubert, H. (2009). Koordination von Spitzensport und Schule. Zur Lösung des Inklusionsproblems schulpflichtiger Athleten. [Coordination of high performance sport and school. To solve the inclusion problem of school age athletes]. Baltmannsweiler: Schneider Verlag Hohengehren.

Wylleman, P., & Lavallee, D. (2004). A developmental perspective on transitions faced by athletes. In: M. Weiss (Ed), Developmental sport and exercise psychology: A lifespan perspective (pp. 507-527). Morgantown, WV: Fitness Information Technology.

Vanden Auweele, Y., De Martelaer, K., Rzewnicki, R., De Knop, P., & Wylleman, P. (2004). Parents and coaches: a help or harm? Affective outcomes for children in sport. In: Y. Vanden Auweele (Ed.), Ethics in youth sport. (240). Leuven, Belgium: Lannoocampus.

DOI: https://doi.org/10.17770/sie2020vol6.5074


  • There are currently no refbacks.