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The paper presents the Swedish data on university student-athletes' dual career (DC) competences and coping, from the European project "Gold in Education and Elite Sport" (GEES). A cross-sectional quantitative design was implemented with the objectives to explore: (a) the student-athletes' perceived need to develop DC competences in order to successfully combine sport and study, (b) if the student-athletes experienced and how they coped with specific DC scenarios, and (c) the magnitude of the association between the student-athletes' possession of prioritized DC competences for each scenario and their scenario-specific coping. Seventy-one university student-athletes with a mean age of 25.21 completed the DC competency questionnaires developed within the GEES. The student-athletes reported their perception of importance and possession of 38 DC competences (e.g., cope with stress, prioritizing), as well as coping with seven DC scenarios (e.g., miss significant days of study), and selected the five most important competences (from the list of 38) to cope with each scenario. The results revealed that the student-athletes: (a) perceived a need to develop more than 70% of the DC competences to successfully combine sport and studies, (b) had experienced and coped average-to-good with the DC scenarios, and (c) possession of the top five prioritized competences was moderately-to-strongly related to their coping in three scenarios. The study extends understanding of Swedish university student-athletes' DC competences and has contributed to development of Swedish National Guidelines for elite athletes' dual careers (2018). © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. ; This work was supported by the Erasmus+ Programme of the European Union through the Education, Audiovisual and Culture Executive Agency with project reference 557281-EPP-1-2014-1-FR-SPO-SCP.

Au cours de deux recherches consécutives concernant 120 entraîneurs et 200 athlètes, nous avons tenté de formuler une réponse empirique aux questions suivantes : comment la relation entraîneur- athlète est-elle perçue et décrite par les partenaires eux-mêmes ? Quelles caractéristiques de l'entraîneur et de l'athlète ont-elles une influence sur la description de leur relation ? Y a- 1- il une association entre la relation entraîneur-athlète et les réactions de l'athlète juste avant et pendant la compétition ?
Les données révèlent un profil type de l'entraîneur, qui est à la fois attentionné et autoritaire, et un profil type de l'athlète qui est à la fois réceptif, coopératif et même docile et obéissant. Ces profils peuvent être qualifiés de complémentaires et correspondent à des réactions émotionnelles et comportementales particulières dans les situations de compétition importantes.

Schools and clubs in Flanders have tended to have a proactive policy toward organized sport for youth. Nevertheless, a review of organized sport in clubs and schools revealed that the needs of youth participants have not always been catered for. This article offers some suggestions regarding how to enhance the benefits that Flemish youth can derive from participating in organized sport.