Table 3.
Mapping Synthesis of the Two-Level Construct of the Selected Papers (N = 14), Including Individual and Interpersonal Levels, Their Relative Themes, Factors, and Bibliographic codes.
| Levels | Themes | Factors | Bibliographical Codes | |
|---|---|---|---|---|
| Individual | Approach to both Sport and Education | Emphasis on sport and school achievement | 1, 4, 8, 11, 12, 13, 14 | |
| Success perspective in sport vs. education | 6, 7, 10, 11, 12, 13, 14 | |||
| Trust and respect of coaches and teachers | 2, 3, 5, 6, 8, 9, 11 | |||
| Integration into the dual career programme | 2, 4, 8, 9, 14 | |||
| Feedback on athlete's academic, personal and sport development | 4, 5, 9, 10 | |||
| Transfer of responsibility child's education and athletic development to the sports schools | 12 | |||
| Stressors and Coping | Pushy parents (i.e., pressuring their child or pushing the image of their child forward) and other parents' behaviours | 2, 3, 4, 10 | ||
| Managing split-family and work schedules with the sport commitment of the athlete | 3, 4, 10 | |||
| Sibling inequality and guilt | 3, 4 | |||
| Facilitator programme for parents | 8, 9 | |||
| Necessity to relocate the family near the sport school | 12 | |||
| Inter-Individual | Relationship with the Athlete | Athlete's lifestyle management and monitoring the signs and symptoms of wellbeing/health/behavioural risks | 1, 2, 3, 4, 5, 8, 9, 10, 11, 14 | |
| Emotional anchoring parental role in fostering the athlete’s independence, personal balance and coping with stress | 2, 4, 5, 6, 7, 8, 9, 14 | |||
| Financial support | 1, 2, 3, 4, 6, 7, 8, 10 | |||
| Logistic support | 1, 2, 3, 4, 8, 11, 14 | |||
| Support for missed classes, school assignments, and exams | 3, 4, 9, 10, 14 | |||
| Athlete's time management in balancing sport, school, family and social life | 3, 4, 5, 6, 10 | |||
| Management of school and sport conflicts | 3, 4, 5, 14 | |||
| Management of rivalry/conflicts/inequality of sibling/peers | 3, 4, 7, 10 | |||
| Questioning and reminding of the athlete’s experiences and goal setting | 5, 9 | |||
| Taking decisions about education and support on career transition | 3, 4 | |||
| Relationship with the Sport Environment | Quality communication with coaches and sport staff | 2, 3, 4, 5, 8, 14 | ||
| Knowledge about a sport and time management at training and competitions | 1, 2, 3, 4, 7, 8 | |||
| Dual career awareness of sport bodies | 6, 8 | |||
| Parents as qualified coaches | 11 | |||
| Relationship with the Academic Environment | Quality communication regarding education | 3, 14 | ||
| Different educational set-ups/distant learning | 9, 14 | |||
| School support and anticipation of unequal treatments | 14 | |||