Girls choose to drop out of sports in a higher rate than men. According to some researchers there are several factors that affects their decisions to drop out or continue with their sport. The purpose with this study is to increase knowledge about young female athletes and how they look at their future in elite sports, also how the girls experience their elite efforts, and what they find important in it. The study examines what is required for young female elite athletes to continue their elite efforts and what factors affect how the girls look at their future. In this study, a qualitative survey in the form of semi-structured interviews has been conducted. The selection consisted of six girls from the sports soccer, ice hockey and taekwondo. The result showed that the athletes consider having fun and to develop to be the most important in sport. Factors that made the athletes continue their elite efforts was right conditions and their sport clubs. The factors that determines how athletes look at their future were their goals and dreams, as well as motivation. The conclusion of this study was that the conditions can be different between team athletes and individual athletes. The individual athletes in this study seemed more satisfied with their situation than the team athletes.

Cette thèse vise à mieux comprendre la persévérance en première année d'études supérieures. Avantet après cette période, deux séries d'entretiens semi-directifs sont menés auprès de 47 individus,construits à partir du modèle de l'intégration de l'étudiant de Tinto (1999) et du concept de typed'études de Lahire (1997). Leurs analyses combinant méthodes qualitatives et quantitatives montrentles processus mis en oeuvre dans la persévérance en montrant des liens significatifs avec certainsfacteurs de pré-admission et la majorité des facteurs relatifs à l'expérience étudiante. Les résultatsdifférencient quatre types de persévérance, définis en fonction de deux critères : la réussite/l'échecacadémique et la persévérance dans le même cursus/réorientation dans d'autres études supérieures. / This thesis aims at a better understanding of perseverance in the first year of higher education.Before and after this period, two series of semi-directive interviews were led with 47 individuals,built from the model of the integration of the student (Tinto, 1999) and the concept of studies types(Lahire, 1997). Their analyses, combining qualitative and quantitative methods, explain theprocesses related to perseverance by showing significant links with some pre-admission factors andthe majority of the student experiment factors. The results differentiate four types of perseverance,defined according to two criteria: the success / academic failure and perseverance in the samecourse / reorientation in another higher education institution.

Syftet med studien är att undersöka före detta elitsatsande simmares upplevelse av idrottsgymnasium och förstå avslutsprocessen i att sluta med elitsatsningen. För att besvara detta baseras studien på tolv intervjuer med elitsatsande simmare som ingått i idrottsgymnasium men valt att hoppa av under gymnasietiden eller inom två år efter examen. Vidare analyseras detta med hjälp av två teoretiska ramverk, Ebaughs beslutsprocess och push/pull/anti-push/anti-pull-modellen. Resultatet visar att simmarnas upplevelse av idrottsgymnasiet är unik. Vidare lyfts att avslutsprocessen påbörjas av orsaker som tränarbyte, sociala anledningar utanför idrotten, pandemin covid-19 och minskad entusiasm. Simmarna sökte sig under den tiden till långsiktiga alternativ genom fortsatta studier eller arbete. Beslutet till avhoppet framkommer därefter som mångfasetterad och komplext där en till sju olika faktorer sammantaget utgör beslutet. Bland dessa faktorer återfinns: missnöje med tränare; utebliven utveckling; prestationsångest; tidskrävande; sociala anledningar inom idrotten; ohälsa; ekonomisk brist i idrotten; minskad motivation; sociala anledningar utanför idrotten; andra prioriteringar. Efter avhoppet upplever simmarna en identitetskris varpå det var lättare att hantera den med ett fokus utöver idrotten samt ett planerat avhopp. Genom studien betonas en helhetssyn på den idrottande individen, gemenskapen och tränarens roll som värdefulla i avslutsprocessen. / The aim of this study is to examine former elite swimmers experience of sports high school and understand the process of drop-out from the elite sport. To answer this question the study gathered data from twelve interviews with elite swimmers who were part of a sports high school but chose to drop out during high school or within two years after graduation. Furthermore, this is analyzed using two theoretical frameworks, Ebaugh's decision-making process and the push/pull/anti-push/anti-pull model. The results show that the swimmers experience of the sports high school is unique. Furthermore, it is emphasized that the decision-making process is started for reasons such as a change of coach, social reasons outside of sports, the pandemic covid-19 and reduced enthusiasm. During that time, the swimmers sought long-term alternatives through further studies or work. The decision to drop out then appears to be multifaceted and complex, with one to seven different factors together constituting the decision. These factors include: dissatisfaction with coaches; lack of development; performance anxiety; time consuming; social reasons in sport; illness; economic shortage in sports; decreased motivation; social reasons outside of sports; other priorities. After the dropout, the swimmers experience an identity crisis, whereupon it was easier to handle it with a focus outside of swimming and a planned drop-out. The study emphasizes a holistic view of the individual athlete, the community and the role of the coaches as valuable in the process of the decision.

De flesta elitidrottskarriärer har sin startgrop i föreningsidrotten och närmare 90 procent av alla barn och ungdomar i Sverige har någon gång under sin uppväxt varit medlemmar i en idrottsförening. För de flesta barn innebär föreningsidrotten en positiv miljö där alla barn och ungdomar ska få möjlighet att vara med och delta på lika villkor – tills de plötsligt inte får det längre. Leken förvandlas till allvar och idrotten handlar nu i allt större omfattning om selektion, talangidentifikation och uttagningar. Genom att bli antagen till ett idrottsgymnasium har man goda möjligheter att kombinera sina studier med idrotten, vilket är en viktig grund i den svenska idrottsmodellen. Idrottsutbildningen har aldrig varit så varierad som idag, och det är vanligt att tänka att de idrottare som blivit antagna till idrottsgymnasium automatiskt kommer gå hela vägen. Trots det finns det idrottande ungdomar som väljer att avsluta sina karriärer efter tre år på ett idrottsgymnasium. Syftet med studien var att skapa en större förståelse kring avhopp bland unga talanger inom svensk handboll, som under tre års tid gått på ett handbollsgymnasium. Vidare undersöktes hur spelarna upplevde både tiden på handbollsgymnasiet och den egna avslutsprocessen, och vad handbollsföreningar och handbollsgymnasier kan jobba med för att få fler handbollsspelare att stanna kvar inom idrotten. Kvalitativa intervjuer genomfördes med åtta stycken före detta handbollsspelare i åldrarna 18-23. En semistrukturerad intervjuguide konstruerades och samtliga intervjuer spelades in, transkriberades och analyserades. Huvudresultaten i studien visar att avhopp sällan beror på endast en orsak, och att största delen av avhoppen berodde på avsaknaden av ett socialt stöd, brist på motivation, tränarna, prestationsångest eller en kombination av flera faktorer. Spelarnas avslutsprocesser analyserades med hjälp av Ebaughs teori om avslut. Vidare diskuterades idrottsmiljöns betydelse för unga handbollsspelare och att ett socialt stöd bör finnas till hands för spelarna på handbollsgymnasierna i en större omfattning. Även en god kommunikation mellan handbollsgymnasiet och klubblaget ansågs vara av stor betydelse för spelarna. / Most elite sports careers have their start in sport clubs, and approximately 90 percent of all kids and adolescences in Sweden have, during their childhood, been members in a sport club. For most kids, the sport clubs imply a positive environment where all children should have an opportunity to participate on equal terms – until they suddenly don’t anymore. The play turns to seriousness and is now more and more becoming a matter of selection and talent identification. By being selected to a sport school the athletes have a good chance of combining the studies with their sports, which is an important motive in the Swedish sports model. The sports education has never been as varied as it is today, and it’s common to think that the athletes who have been selected to a sport school automatically will reach the top. Despite this, there are athletic adolescences who choose to quit their career after three years in a sport school. The purpose of this study was to investigate why young, talented handball players quit their career after three years in a sport school. Furthermore, it is investigated how the players experienced both their time at the sport school and their own disengagement process, and what handball associations should work with in order to get more young, talented handball players to stay in the sports. Qualitative interviews were conducted with eight former talented handball players in the ages 18-22, all of whom went to a sport school for three years. A semi-structured interview guide was constructed and all of the interviews were recorded, transcribed and analyzed. The main findings of the study show that drop-outs rarely depends on one single factor, and that most of the drop-outs for the adolescences’ in this study happened due to lack of social support, amotivation, the coaches, performance anxiety or a mix of multiple factors. The players drop-out process was analyzed with Ebaughs’ disengagement process. Furthermore, the impact of the sports environment for young, talented handball players and the importance of a social support for them is discussed and shows that these factors should be available for the players in sport schools to a greater extent. A good communication between the sport school and the players clubs was also considered important according to the former players.

Abstract Improving the academic success and graduation rates of African-American males has been a major focus of both scholars and practitioners in the United States. Locally, African-American males at an urban Title 1 school were experiencing the lowest grade point averages, American College Test scores, and graduation rates in the district. In response to these academic declines, this study focused on the tenets of Bechtol's sports participation theory, which holds that students who play sports experience greater academic achievement and adult success in life. The purpose of this study was to examine the relationship between total hours of high school athletics participation and earned GPAs for African-American male students at the school under study for 1 academic year and across each term (4) of the school year. A correlational research design was used to identify if a relationship existed between hours of sports participation and the GPAs of African-American male student-athletes from the 2012 ' 2013 school year (N = 36). The results of the 5 Pearson correlation analyses indicated no statistically significant relationship between the total hours African-American male student-athletes spent participating in sports and their GPAs. The sample size was a limitation of the study design, therefore it was recommended to conduct the investigation with a larger sample size. The results of the study prompted the design of a professional development program for local administrators, faculty, and staff called Championing Higher Achievement Matriculation, Preparation, and Success for Student Athletes (CHAMPS). The CHAMPS program prepares school personnel to more effectively mentor, coach, tutor, and teach African-American male student-athletes. The program can improve the quality of education that can serve as the stimulus for social change through improved educational outcomes for African-American male student athletes.

No description available.

The transition to high school has been identified by researchers as a pivotal point in students' lives. The addition of a Freshman Academy in some schools has targeted the 9th grade year to ease students' transition to high school and increase the likelihood of academic success. One purpose of this study is to compare student outcomes of schools that have implemented a Freshman Academy with schools that have not. Student outcomes are defined for this study to include graduation rates, attendance rates, instances of out-of-school suspensions, and instances of expulsions. The second purpose of this study is to compare student outcomes before and after implementation of a Freshman Academy. Two research questions were analyzed to determine the impact of the implementation of the Freshman Academy on student outcomes. A 2-way chi square analysis of variance was used for each research question. There was a significant difference in the instances of out-of-school suspensions for schools that have a Freshman Academy and schools that do not. Instances of out-of-school suspensions were higher in schools with a Freshman Academy. No significant difference was found between graduation rates, attendance rates, or instances of expulsions for schools that have a Freshman Academy and schools that do not. There was a significant difference in instances of out-of-school suspensions before and after implementation of Freshman Academy. The instances of out-of-school suspensions decreased after the implementation of Freshman Academy. No significant difference was found in graduation rates, attendance rates, or instances of expulsions before and after implementation of Freshman Academy.

Ausgehend von erhöhten Dropout-Quoten, welche mit negativen Konsequenzen für Verbände, Vereine oder Mitglieder einhergehen können, steht die Analyse typischer Vereinskarrieren jugendlicher Fußballer unter besonderer Berücksichtigung des Dropouts im Mittelpunkt der kumulativen Dissertation. Ergänzend zu bisherigen, meist querschnittlich angelegten Studien (Artikel 1 Schlesinger et al.: Review zum Dropout jugendlicher Vereinsfußballer) wird dabei eine lebenslaufbezogene Perspektive eingenommen (Mayer, 1990). Jugendliche Fußballer (n=15) aus verschiedenen Vereinen (n=4) wurden mit Hilfe des biografischen Mappings befragt (Mayer, 2010). Dabei zeigen sich typische Verläufe (Artikel 2 Löbig et al.: Analyse der Verläufe von Vereinsmitgliedschaftskarrieren jugendlicher Fußballer unter besonderer Berücksichtigung des Dropouts) in Abhängigkeit von der subjektiven Relevanz des Vereinswechsels (Vereins-Dropout) sowie des Fußball-Dropouts: „Vereins-Dropouts mit stabiler Fußballmitgliedschaft“ (Typ 1), „Plötzliche Fußball-Dropouts mit oder ohne vorherige Vereinswechsel“ (Typ 2), „Temporäre Fußball-Dropouts mit anschließendem Vereinswechsel“ (Typ 3) und „Instabile Fußballmitgliedschaftskarrieren“ (Typ 4). Verlaufstypbezogen zeigen sich charakteristische wechselseitige Beeinflussungen zwischen relevanten Bedingungsfaktoren (Artikel 3 Löbig et al.: Analyse der Bedingungsfaktoren von Vereinsmitgliedschaftskarrieren jugendlicher Fußballer unter besonderer Berücksichtigung des Dropouts). Für instabile Phasen mit anschließendem Vereinswechsel im Verlaufstyp 1 gehen negative Wahrnehmungen der strukturellen Bedingungen nachgelagert mit ungünstigen Bewertungen im interpersonalen Bereich einher. Für den Verlaufstyp 2 zeigen sich wechselseitig verstärkende negative Wahrnehmungen unterschiedlicher Bedingungsfaktoren und Lebensbereiche verantwortlich für den andauernden Dropout. Für kurzzeitige Unterbrechungen im Verlaufstyp 3 sind ausgehend von negativen Wahrnehmungen im strukturellen und interpersonalen Bereich Wechselwirkungen mit intrapersonalen Bedingungen zu verzeichnen und führen im Entwicklungsverlauf relativ schnell ebenfalls zur nachlassenden Fußballlust. Der Entwicklungsverlauf des Typs 4 wird durch Kosten-Nutzen-Erwägungen bestimmt, wobei sich der Spaß als zentraler Nutzenfaktor herausstellt. Diese Verlaufstypologien erweitern die bisherige Befundlage um eine prozessuale/verlaufsbezogene Perspektive und eröffnen dadurch alternative Steuerungsoptionen im Umgang mit Dropouts.:Inhaltsverzeichnis Tabellenverzeichnis 4 Abbildungsverzeichnis 5 Hinführung 6 I Einleitung 8 II Forschungsstand 11 1. Studien zu Bedingungsfaktoren des Dropouts von jugendlichen Vereinsfußballer*innen 12 1.1 Intrapersonale Bedingungsfaktoren des Dropouts jugendlicher Vereinsfußballer*innen 15 1.2 Interpersonale Bedingungsfaktoren des Dropouts jugendlicher Vereinsfußballer*innen 18 1.3 Strukturelle Bedingungsfaktoren des Dropouts jugendlicher Vereinsfußballer*innen 19 1.4 Einflüsse anderer Lebensbereiche auf den Dropout jugendlicher Vereinsfußballer*innen 20 1.5 Wechselwirkungen zwischen verschiedenen Bedingungsfaktoren 21 2. Studien zur Entwicklung der Sportvereinsmitgliedschaft und sportlicher Aktivität im Lebensverlauf 23 2.1 Sportvereinsmitgliedschaft im Lebensverlauf 23 2.1.1 Kategorien und Typen vereinssportlicher Aktivität im Lebensverlauf 26 2.1.2 Bedingungsfaktoren vereinssportlicher Aktivität im Lebensverlauf 27 2.1.2.1 Intrapersonale Bedingungsfaktoren vereinssportlicher Aktivität im Lebensverlauf 28 2.1.2.2 Interpersonale Bedingungsfaktoren vereinssportlicher Aktivität im Lebensverlauf 30 2.1.2.3 Strukturelle Bedingungsfaktoren vereinssportlicher Aktivität im Lebensverlauf 30 2.1.2.4 Einflüsse anderer Lebensbereiche auf vereinssportliche Aktivität im Lebensverlauf 31 2.2 Sportliche Aktivität im Lebensverlauf 32 3. Kritische Betrachtung des sportwissenschaftlichen Forschungsstandes & Fazit 34 III Theoretischer Bezugsrahmen 39 1. Die Lebensverlaufsforschung 41 2. Lebensverlaufsforschung in der Sportwissenschaft 46 3. Lebensverlaufsbezogenes theoretisches Rahmenmodell zur Analyse des Verlaufs, der Einflüsse anderer Lebensbereiche und der Bedingungsfaktoren der Vereinsmitgliedschaft jugendlicher Fußballer unter besonderer Berücksichtigung des Dropouts 47 4. Forschungsleitende Fragestellungen 52 IV. Methode 54 1. Anlage der Untersuchung 54 2. Untersuchungsplan 59 3. Untersuchungsverfahren 63 3.1.Datenerhebung 63 3.2 Datenaufbereitung 73 3.3 Datenauswertung 74 V. Befunde zum Verlauf und den Bedingungsfaktoren der Vereinsmitgliedschaft männlicher jugendlicher Fußballer im Breitensport unter besonderer Berücksichtigung des Dropouts 79 1. Befunde zum Verlauf der Vereinsmitgliedschaft männlicher jugendlicher Fußballer im Breitensport unter besonderer Berücksichtigung des Dropouts 79 2. Befunde zu Bedingungsfaktoren der Vereinsmitgliedschaft männlicher jugendlicher Fußballer im Breitensport unter besonderer Berücksichtigung des Dropouts 79 3. Befunde zu Bedingungsfaktoren typischer Entwicklungsverläufe männlicher jugendlicher Fußballer im Breitensport unter besonderer Berücksichtigung des Dropouts 98 VI. Zusammenfassung und Diskussion der Ergebnisse mit Blick auf die forschungsleitenden Fragestellungen 99 1. Vereinsmitgliedschaft männlicher jugendlicher Fußballer im Breitensport als selbstreferentieller Prozess (vgl. Artikel A2) 99 2. Vereinsmitgliedschaft männlicher jugendlicher Fußballer im Breitensport als multidimensionaler Prozess (vgl. Artikel A3) 101 3. Vereinsmitgliedschaft männlicher jugendlicher Fußballer im Breitensport als Mehrebenenprozess (vgl. Artikel A3) 102 VII. Kritische Reflexion der Vorgehensweise und Ausblick 105 VII. Handlungsempfehlungen für Vereine zum Umgang mit dem Dropout jugendlicher Fußballer 110 Literaturverzeichnis 115 Anhang 123 Originalartikel der kumulativen Promotion 143

Syftet med föreliggande studie är att undersöka de direkta och indirektainteraktionseffekterna mellan upplevt motivationsklimat (uppgifts och prestation),målorienteringar (uppgifts och ego), upplevd kompetens och intention till avhopp bland tjejerinom ungdomsfotbollen. Studien är en kvantitativ tvärsnittsstudie där totalt 157fotbollsspelande ungdomstjejer, i åldrarna 15-19 (M= 16,35, SD= 1,40) år deltog.Rekrytering bestod av ett icke slumpmässigt tillgänglighetsurval. Samtliga data samlades inpå plats genom en sammanställd enkät med olika frågeformulär som använts för att mätasamtliga variabler. Sambanden mellan studiens variabler utvärderades genom en neutralnätverksanalys. Resultatet i nätverksanalysen påvisade att intention till avhopp var mestcentral inom nätverket samt visade på starkast direkt koppling till andra noder. Resultatetvisade även på positiva interaktioner mellan uppgiftsorientering, ego-orientering samtupplevd kompetens. Starkast samvariation inom klustret var ego-orientering och upplevdkompetens. Studiens resultat bidrar till en ökad kunskap kring hur centrala miljömässiga ochinterpersonella faktorer inom ungdomsfotbollen samvarierar med varandra och tjejersintention till avhopp. Kunskapen anses praktisk användbart för både fotbollsklubbar,fotbollförbund samt tränare i arbetet med att utveckla både strategier samt riktlinjer med målatt bibehålla fler tjejer inom organiserad ungdomsfotboll. / The aim of the study was to investigate the direct and indirect interactions betweenperceived motivational climate (task and performance), goal orientations (task and ego),perceived competence and intention to drop out among females in youth soccer. The study isa quantitative cross-sectional study in which a total of 157 soccer-playing youth girls, aged15-19 (M= 16.35, SD= 1.40) years participated. The recruitment consisted of a non-randomavailability sample. All the data were collected physically through a compiled survey withdifferent questionnaires that were used to measure all variables. A neutral analysis ofcollected data was performed to evaluate the strength and structure of the interactionsbetween study variables. The result of the network analysis showed that intention to dropoutwas most central within the network and showed the strongest direct connection to othernodes. The results also showed positive interactions between task orientation, ego-orientationand perceived competence. Strongest covariation within the cluster was ego-orientation andperceived competence. The results of this study afford further insight into the interactionsbetween important environmental and interpersonal factors, as well as players intentions todropout, in youth female soccer. The knowledge is considered practically useful for footballclubs, football associations and coaches in the work of developing both strategies andguidelines with the aim of retaining more girls in organized youth football.

The purpose of this study was to identify the experiences, attitudes, and successes of a group of high achieving African American female students that impact their on-time high school graduation. On-time graduates are described as students who complete high school in four years. High achieving African-American female students completing high school on time identified factors related to family, school, and community as essential in their success. Several underlying factors are within the three themes that studies show can be used as a way to pilot programs, deter drop-outs from leaving school early, and cohesively work in communities across the United States. A qualitative approach was used to analyze a selected group of high achieving African American females' perceptions to their success in high school. The research questions were: 1. What school factors do a group of high achieving African-American female students perceive as attributing to their on-time graduation from high school with honors and advanced diplomas? 2. What family influences do these high achieving females perceive as attributes to graduating on-time with honors and advanced diplomas? 3. What community influences do these high achieving African American females' perceive as contributors to on-time graduation with honors and advanced diplomas? Twenty-four high achieving African American females' from one high school were eligible to participate in the study. Eight students participated in the study, which included open-ended interview questions and a sentence completion questionnaire. All interview questions were centered on the support provided by the school, community, or family. The results of the study showed parents; specifically the mothers of the participants had the greatest impact on the high achieving African American females' performance in high school. The teachers of the high achieving African American female students were supportive and caring. The community recognition that the high achieving African American females received was a motivating factor to varying degrees. The high achieving African American female participants, in the study, all possessed intrinsic motivation and work ethic to be academically successful. / Ed. D.