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Lukas Linnér, Natalia Stambulova, Louise Kamuk Storm, Andreas Kuettel, and Kristoffer Henriksen

The emergence of research into athletes’ dual careers (DCs) has been dominated by a focus on the developmental pathways of individual athletes with related challenges and coping or benefits and costs (e.g.,  Brown et al., 2015 ; Stambulova, Ryba, & Henriksen, 2020 ). To complement the previous

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Kristel Kiens and Carsten H. Larsen

Since the first introduction of the term “dual career” (DC; European Commission, 2007 ), a European dual career (Eu-DC) discourse was initiated, which opened up an important research direction on DC pathways and development in sport (e.g.,  Ryba et al., 2015 ; Stambulova & Wylleman, 2015

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Natalia Korhonen, Aku Nikander, and Tatiana V. Ryba

In this paper, we present a case study on a Finnish dual career development environment (DCDE), which refers to a “purposefully developed system that aims to facilitate athletes’ investment in combining their competitive sporting career with education or work” ( Morris et al., 2020 ); in other

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Fleur E.C.A. van Rens, Erika Borkoles, Damian Farrow, and Remco C.J. Polman

’ psychological wellbeing ( Burgess & Naughton, 2010 ; Ivarsson et al., 2015 ). Yet this information is crucial to understand how the psychological wellbeing of junior elite athletes in dual careers can be facilitated ( Strachan, Côte, & Deakin, 2011 ). Wellbeing and Life Satisfaction in Junior Athletes’ Dual

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Fleur E.C.A. van Rens, Rebecca A. Ashley, and Andrea R. Steele

Elite athletes commonly pursue tertiary education while competing at high sport-performance levels. The simultaneous pursuit of achievements in sport and education is known in sport psychology literature as the fulfillment of a “dual career” (see Stambulova, Engström, Franck, Linnér, & Lindahl

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Ali Moazami-Goodarzi, Matilda Sorkkila, Kaisa Aunola, and Tatiana V. Ryba

 al., 2019 ). Grounded on these propositions, Jones and McEwen ( 2000 ) developed the model of multiple dimensions of identity (MMDI), which offers a framework for studying the identity of dual career athletes from a multidimensional perspective. According to this model, any dimension of identity needs to be

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Laura C. Healy, Nikos Ntoumanis, and Calum A. Arthur

.A. , & Steele , A.R. ( 2019 ). Well-being and performance in dual careers: The role of academic and athletic identities . The Sport Psychologist, 33 ( 1 ), 42 – 51 . doi:10.1123/tsp.2018-0026 10.1123/tsp.2018-0026 Wang , J.C.K. , Morin , A.J.S. , Ryan , R.M. , & Liu , W.C. ( 2016 ). Students

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Georgia A. Bird, Mary L. Quinton, and Jennifer Cumming

), having a dual career means student-athletes may also experience high expectations from coaches ( Hwang & Choi, 2016 ), burnout ( De Francisco et al., 2016 ), and risk of injury ( Appaneal et al., 2009 ). Although findings are inconsistent, it is generally agreed that student-athletes experience similar

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Emily J. Sleeman and Noora J. Ronkainen

those directly impacted by the changes to the women’s game in England and to explore how coaches construct an ideal athlete pathway in terms of dual career. Our study was guided by the following research questions: (a) What characterizes coaches’ philosophies in a women’s talent development environment

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Daniel K.S. Bendorff, Anders W. Aggerholm, Simon H. Dalsgaard, Christian M. Wrang, Luc J. Martin, and Niels N. Rossing

dual career programs are widely practiced and pursued. Several studies of athletes in different sports ( Ronkainen et al., 2018 ; Thomsen & Nørgaard, 2018 ) stress how players experience contradictory demands between clubs and education, as they were expected to go “all in” on their sport and only use