The aim of this thesis is to extend sport career transition knowledge by developing and evaluating a psycho-educational curriculum for sport career transition practitioners. Study 1 provides an extensive overview of organisational intervention programmes for sport career transition, as well as of training and development programmes for sport career transition practitioners from 19 countries worldwide. The purpose of Study 1 was to examine the following five features of sport career transition organisational intervention programmes and training and development programmes for sport career transition practitioners: 1) At the government level, which organisation is responsible for the delivery of sport career transition organisational intervention programmes? 2) What is the typical strategy of sport career transition organisational intervention programmes? 3) Which activities and events are included in sport career transition organisational intervention programmes? 4) Who is responsible for the delivery of sport career transition organisational intervention programmes? and 5) Do sporting organisations have training and development programmes for sport career transition practitioners? Findings from Study 1 were used to inform Study 2 and to supplement the literature review. According to the literature, training and development programmes for sport career transition practitioners remain scarce, while the number of sport career transition organisational intervention programmes is gradually increasing. The purpose of Study 2 was to develop and evaluate a novel psycho-educational curriculum for sport career transition practitioners. There were three stages of development and evaluation: (1) content development, (2) curriculum design and (3) curriculum evaluation. To achieve the goal of Study 2, a focus group and a two-round Delphi method were implemented. The final version of the psycho-educational curriculum is presented in Chapter 5. The purpose of Study 3 was to test a key aspect of the psycho-educational curriculum developed in Study 2 concerning 38 competences of sport career transition practitioners. A curriculum package consisting in the key parts from the overall curriculum was developed for Study 3. The findings revealed that the curriculum package positively affected the confidence of the study participants in 38 competences concerning sport career transition. This demonstrates that the curriculum is effective for the development of sport career transition practitioners, as the study participants exhibited greater confidence on all four factorsDual Career Transition Management, Skill Transfer, Social Support, and Career Planningwhen completing the curriculum package. The discussion in Chapter 7 focuses on both the theoretical and practical implications of the research, limitations and future research directions. In conclusion, the findings presented here deepen the knowledge of sport career transition in the areas of organisational intervention programmes for high performance athletes and training and development programmes for sport career transition practitioners. In addition, a novel psycho-educational curriculum for sport career transition practitioners is developed and evaluated.

Bakgrund: Stress Prevention Project var ett pilotprojekt som pågick inom ett stort multinationellt högteknologiskt företag under åren 2012-2014. Syftet med projektet var att kartlägga rotorsakerna till medarbetarnas upplevda stress och att ta fram ett arbetssätt för att förebygga dessa rotorsaker. När pilotprojektet var avslutat togs beslut om att interventionen skulle implementeras i hela organisationen. Som inledning till interventionsprocessen kallades samtliga chefer och HR-personal till en utbildning i psykosocial arbetsmiljörond. Utbildningen innefattade dels en introduktion till psykosociala faktorer i arbetsmiljön och hur dessa kan påverka medarbetarna, dels en genomgång av den enkät som används för att kartlägga den psykosociala arbetsmiljön och hur dess resultat ska tolkas. Syfte: Syftet med den aktuella studien är att utvärdera det inledande utbildningstillfället, att utvärdera om det är disponerat på ett relevant sätt och vad dess innehåll tillför själva interventionsprocessen. Avgränsningar: Författarna har endast utvärderat det inledande utbildningstillfället som är en del av den större interventionen.  Metod: Studien var en kvalitativ intervjustudie med tolkande och reflekterande ansats. Intervjuerna genomfördes i fokusgrupper om 2-4 deltagare. I undantagsfall genomfördes enskilda intervjuer, detta på grund av att det inte gick att samla alla chefer då deras scheman i övrigt var fullbokade. Ett urval av chefer från tre olika utbildningsomgångar och avdelningar tillfrågades om deltagande. Deltagandet var frivilligt och all information behandlades konfidentiellt. Resultat: Resultatet visar att utbildare och deltagare i stor utsträckning hade samma bild av vad utbildningen hade för mål och syfte samt att dessa uppfylldes med undantag av en målsättning. Trots genomgången utbildningen upplever flera deltagare att de fortfarande är dåligt rustade för att ta sig an arbetet med att förändra den psykosociala arbetsmiljön i sina respektive arbetsgrupper. De är dock nöjda med att utbildningen inleder interventionsprocessen och anser att den är viktig för interventionens kvalitet. De önskar även någon form av uppföljning av utbildningstillfället. / Background: Stress Prevention Project was a pilot project that took place in a global high-tech company during 2012-2014. The aim of the project was to identify the root causes of employees' perceived stress and to develop an approach for preventing these root causes. When the pilot project was completed a decision was taken that the intervention would be implemented throughout the organization. As a prelude to the intervention process all managers and HR personnel participated in a training session in “Psychosocial Work Environment Round”. The training included an introduction to psychosocial factors in the work environment and how these may affect employees, and a review of the questionnaire that was used to identify the psychosocial working environment and how its results should be interpreted.   Aim: The aim of this study is to evaluate the initial training session, whether it is structured in a relevant way and what its content brings the intervention process.   Limitations: The authors have only evaluated the initial training session that is a part of the larger intervention process.   Method: The study was a qualitative interview study of interpretative and reflective approach. A selection of managers from three different training sessions and departments were asked to participate in the study. Participation was voluntary and all information treated confidentially. The interviews were carried out in focus groups of 2-4 participants. In exceptional cases individual interviews were conducted, this was because it was not possible to gather all the managers in the same session due to their different schedules.   Results: The result shows that trainers and participants largely had the same perception regarding the aim and goals of the training session.  All goals were met with one exception.   Despite completed training session several of the participants still felt unsure how to manage and affect the psychosocial work environment in their working group. However, they are satisfied with the training session as well as the intervention process. They consider the training to be important to secure the quality of the intervention. The participant inquire for a follow-up of the training session.