Table 1.

A Brief Summary of the Included Contributions (in a Chronological Order), Including Bibliographic Code and Reference, Country of the Participating Parents, Aim/Focus of the Study, Sample Size, and Main Findings/Conclusions.

Bibliography Code and Reference		Country	Aim/Focus of the Study	Sample Size (# fathers, # mothers)	Main Findings/Conclusions
1	Côté (1999)	Canada	Patterns in the dynamics of families of talented athletes through their development in sport.	6 parents (3 fathers, 3 mothers)	Different themes characterize each phase of a child’s participation in sport and important changes occur at family levels. The role of parents changes from a leadership role (sampling years) to a follower/supporter one (investment years). The role of family is a complex phenomenon because of the diversity of family context. Parents emphasize both school and sport achievement.
2	Wolfenden and Holt (2005)	UK (England)	Players’, coaches’ and parents’ perceptions of talent development in elite junior tennis during the specializing years.	4 parents (1 father, 3 mothers)	Complex interactions between players, parents, and coaches associated with involvement in elite junior tennis encompass: 1) Emotional Support; 2) Tangible Support; 3) Informational Support; 4) Sacrifices; 5) Pressure; and 6) Relationship with Coaches. Parents fulfilled an important role in providing financial and emotional support and having expectations for their child’s achievement. Family time and social lives are scarified due to tennis. A multifaceted social setting involves complex relationships between players, parents, and coaches., especially when parents became over-involved in competitive settings.
3	Harwood and Knight (2009)	UK	Perceived stressors experienced by British tennis-parents and emphatic understanding of key participants in the youth sport development process.	123 parents (41 fathers, 74 mothers, 4 sets of joint responses)	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.
4	Harwood et al. (2010)	UK (England)	Experiences of academy football parents across the specializing stage and stressors associated with younger and older players.	41 parents (25 fathers, 16 mothers)	Parental stressor encompassed: 1) academy processes and quality of communication; 2) match-related factors; 3) sport-family role conflict; and 4) school support and education issues. Parents identified uncertainty of their son’s retention in the academy and quality of communication with staff being somewhat excluded and treated with a lack of empathy.
5	Tamminen and Holt (2012)	Canada	Development of a grounded theory of the ways adolescent athletes cope in sport and the related parents’ and coaches’ role.	10 parents (4 fathers, 6 mothers)	Parents use specific strategies to help athletes learning about coping, including questioning and reminding, providing perspective, sharing experiences, dosing stress experiences, initiating informal conversations, creating learning opportunities, and direct instruction.
6	Domingues and Gonçalves (2013)	Portugal	Parental beliefs, expectations, behaviours and social support in youth sport.	11 parents (not specified)	Parents tend to influence the child’s relation to and persistence in sport. Parents’s involvement and behaviours vary during the early, middle, and elite years of the athletic talent development. Parents' educational beliefs are reflected in some lifelong learning social skills found in sport.
7	Holl and Burnett (2014)	South Africa	Relationships between elite athletes and their significant others during their sporting life	5 parents (not specified)	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.
8	Park and Kim (2014)	South Korea	Experiences of parents of elite tennis players and the athletes’ perceptions of their parents’ influence and support.	15 (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.
9	Hardcastle, Tye Glassey & Hagger (2015)	Australia	Development and evaluation of future training programs to maximize adaptive life skills in young high-performance athletes.	8 parents (not specified)	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-parent-player 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.
10	O’Neill et al. (2015)	Australia	Identification of gaps between parents and student-athletes’ views to maximize 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).
11	Kristiansen and 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.
12	Sorkkila et al. (2017)	Finland	Burnout symptoms and profiles of student-athletes in relation to the athletes' and parents’ success expectations.	448 parents (188 fathers, 260 mothers)	Different mothers’ and fathers’ parental expectations, guidance and support likely influence the athlete’s well-functioning and/or sport/school burnouts.
13	Aunola et al. (2018)	Finland	The role of mothers' and fathers' parenting behaviors on the symptoms of school and sport burnout in adolescent athletes.	449 parents (191 fathers, 258 mothers)	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. Interventions aiming at increasing parental knowledge of beneficial and harmful ways to be involved in athletes’ lives is needed.
14	Knight et al. (2018)	UK	The role and factors of the social support network in facilitating a dual career.	13 (7 fathers, 6 mothers)	Athletes recognize the support from their parents, who are perceived to play a critical role in creating expectation of continuing education and in helping them to catch up on work. It is envisaged that parents, coaches, teachers, and organizational support staff have a coherent ‘contextual intelligence’ and a cognitive awareness of the stressors faced by the elite student-athlete.