To begin, we initiated our research process by exploring scientific articles centered about careers and post-career transitions in sports, with a particular emphasis on football. We conducted these searches using relevant keywords within popular search engines. Subsequently, we scrutinized the methodologies employed in both quantitative and qualitative studies that delved into career perspectives and career transitions within a sociodemographic and epidemiological framework. The intention was to utilize this analysis to structure the interview guide into thematic sections, aligning them with the overarching research objectives. This process was informed by insights from various sources (Agresta et al., 2008; Knights et al., 2016; Zech and Wellmann, 2017; Carapinheira et al., 2018b; Lelbach et al., 2020).

It is widely acknowledged that conceptual research on career transitions should embrace a comprehensive, continuous, and multifaceted approach (Taylor and Ogilvie, 1994; Wylleman et al., 2004; Stambulova et al., 2009). This entails recognizing the unique challenges that athletes face at different stages of their sporting journey, as well as in other aspects of their lives, including their interactions with coaches, parents, and friends (Côté, 1999; Wylleman et al., 2000; Côté et al., 2007). Moreover, it necessitates an understanding of the influence of macrosocial factors such as culture, context, and the personal development of the player (Stambulova et al., 2007). With this perspective in mind, the initial version of the interview guide was structured around three distinct areas, drawing support from relevant theoretical models (Taylor and Ogilvie, 1994; Stambulova et al., 2006; Wylleman, 2019). Subsequently, after considering insights from various sources (Turner et al., 2000; Drawer and Fuller, 2001; Uzunca et al., 2005; Agresta et al., 2008; Baron et al., 2012; Vann Jones et al., 2014; Gomes and Domingues, 2016; Gledhill et al., 2017; van Ramele et al., 2017; Carapinheira et al., 2019; Yao et al., 2020; Jones et al., 2021), we made the decision to incorporate eight research categories, each containing numerous questions organized into various subcategories.

As an initial premise, meticulous attention was given to the wording, structure, and sequence of the questions to ensure that they were framed objectively, in plain language, and without inadvertently suggesting any specific answers (Wolcott, 1994).

Following the creation of the initial draft of the interview guide, it underwent a face validation process by a panel of three experts from different institutions of Portuguese university institutions. These experts were experienced higher education teachers with a track record of research and published work in the relevant field (Scorsolini-Comin, 2020). After receiving their feedback, several modifications were made to the interview guide. Specifically, eight questions were removed, and the wording of seven other questions was revised, while keeping intact the originally defined categories and subcategories.

To ensure a thorough and meticulous utilization of the instrument, a set of procedures was established for both preparation and implementation, particularly with regard to the form of contact and preparation for the interview (i. selection and provision of contacts; ii. checking participant availability; iii. Information about the scope and objectives of the research; iv. schedule for the day and location of the interview; v. preparation of a model with the interviewee’s pre-defined CV) and, also, the development of a protocol covering the pre-interview, during-interview, and post-interview phases (i. explanation of the scope, objectives and organization of the interview; ii. clarification on the dissemination of results and their confidentiality; iii. Authorization to record the interview; iv. display of the summary of the interviewee’s CV to confirm or change the information; v. reading of informed consent for subsequent signing in duplicate of the document; vi. definition of the starting and ending moments of the interview; vii. Reinforcement of the possibility of providing relevant information not mentioned during the interview; viii. Information about the possibility of providing the interview transcript; ix. final acknowledgment).

To assess the practical effectiveness of the interview we conducted a pilot study, including factors like its flow, duration, question clarity, and any unforeseen issues (Gall et al., 2007). The primary objective was to identify any constraints or shortcomings in the interview structure (Turner, 2010). The pilot study involved a sample of two retired Portuguese football players, each having accumulated over 8 years of professional experience.

Due to the constraints imposed by the SARS-CoV-2 pandemic, the interviews were conducted by videoconference (platform Zoom). This approach was chosen to maintain a desirable level of comfort for the interviewees (Wolcott, 1994; Boni and Quaresma, 2005). It allowed them to participate from the comfort of their own environment while interacting with the interviewer in a quiet, confidential setting and having easy access to the interview guide. On average, the interviews lasted approximately 42 min, which was considered an appropriate duration for field application. Additionally, this phase served as a training opportunity for the interviewer, helping to assess the relevance of the topics covered and evaluate the clarity of the questions to eliminate any potential comprehension issues (Gomes and Domingues, 2016). In conclusion, the final version of the interview guide comprises three main areas and eight categories, encompassing a total of 27 questions more a general questionnaire with biographical and professional data.

The collection of informative biographical data is common practice among severel retrospective studies (Drawer and Fuller, 2001; Vann Jones et al., 2014; Arliani et al., 2016; Carapinheira et al., 2019; Stambulova and Wylleman, 2019; Jones et al., 2021; García-García et al., 2023; Sun and Moon, 2023). In this regard, and firstly, through closed questions, the personal data of the former players were collected (Figure 1).

Both closed and open-ended questions were employed to enable the subsequent determination of dependent and independent variables based on the objectives and research questions posed in scientific studies. This approach aimed to enhance the identification and characterization of former players in relation to their professional careers (Figure 2).

The analyzed content revealed that the responses led to a distinct identification of the criteria for each of the subcategories. The interviewees displayed clarity in their understanding of the questions posed to them, facilitating the interpretation of each subcategory during the transcription of the interviews.

The essentially quantitative information collected in these two categories allow for the personal and professional characteristics of the interviewees.

The domain of professional careers encompasses two categories, each providing retrospective information about the sociodemographic and epidemiological aspects of former football players’ careers. These categories aim to clarify the unique attributes of football players’ careers, particularly within a systems perspective, which will be analyzed in the context of sports psychology (Stambulova et al., 2021). From the career models proposed by Stambulova (Stambulova, 2003) we opted for the guideline of the structural model, i.e., to develop questions that could originate data concerning the direction of sport development (e.g., motivation, quality and style) and, simultaneously, of the psychological determinants reflecting aspects of operational (e.g., psychological processes triggered), situational (e.g., activities and behaviors) and cultural (e.g., organization and lifestyle) scope.

Through the content analysis of interviews pertaining to category 3, which is focused on the sociodemographic aspect, six distinct subcategories have emerged as crucial for exploring and gathering information. These subcategories include the ability to balance professional commitments, the duration of time spent away from one’s native area of residence, changes in family dynamics, the pursuit of academic or technical education, and the perceived socio-economic status achieved during the career. These category are visually represented in Figure 3.

Regarding the content analysis of interviews in category 4 (see Figure 4), we have identified and grouped five subcategories for extracting relevant information. These subcriteria were designed to collect data concerning the occurrence of significant injuries, any surgeries undergone, assessments of the quality of sports medical care, opinions on methodological experiences, and the availability of psychological support during the players’ careers. These criteria are aimed at investigating whether health issues experienced during the professional career are indeed factors that should be considered in assessing the quality of life for individuals’ post-career. This aligns with findings from previous research studies (Agresta et al., 2008; van Ramele et al., 2017; Lelbach et al., 2020).

Content analysis shows that there is agreement between the researchers in identifying the number and type of injuries that former players considered to be serious during their career. A similar pattern emerges concerning both the quantity and nature of surgeries undertaken, alongside the recognition of the presence of psychological support. The findings suggest that it could be valuable to categorize timeframes during which injuries and surgeries occurred. Regarding the perceptions of sports medical care and the methodologies encountered, coding presented challenges because former players indicated having diverse practices and experiences throughout their careers. This diversity arose from interactions with different medical departments and technical teams, which naturally influenced their perceptions of the quality of experiences. To address this issue and ensure more straightforward coding, both questions should initially be structured with closed-answer options. In other words, former players should assess these criteria as positive, neutral, or negative when considering their entire career trajectory. Subsequently, in a follow-up open-ended question, they can provide justifications and explanations for their choices.

The category addressing the termination of a sports career drew inspiration from two key models: the conceptual model of adaptation to retirement among athletes (Taylor and Ogilvie, 1994; Kuettel et al., 2017) and the Sport Career Transition model (Stambulova, 2003). The questions posed inquired, from a comprehensive standpoint, about the variables that either influence or are associated with the professional career retirement process.

Through the results obtained (Figure 5), it seems that the contents of the answers present informative assumptions capable of inferring about the quality of the transition experienced by former players and, concomitantly, to understand which resources were used for this transition, which results in the effective identification of dependent variables t that define the conclusion of the careers within this population (Park et al., 2013; Carapinheira et al., 2018b; Samuel et al., 2023). The factors that determinate the quality of the transition to post-career are the voluntariness (or involuntariness) of the retirement, the time of acceptance, the athletic identity, the new professional orientation, and the life changes that arise at the moment of retirement. On the other perspective, and in relation to the resources used for this transition, the existence of coping strategies, the type of psychological support, the existence (or not) of a career retirement plan and also the use (or not) of support from programs are highlighted (Carapinheira et al., 2018b).

From the content analysis it is possible to identify the most significant positive and negative factors of transition quality and the resources available for the players which, by itself, helps in the implementation of specialized intervention models by levels (i.e., cognitive, behavioral, emotional, and social) that have purpose of helping athletes who had negative transitions (Wylleman et al., 2000; Sofie et al., 2021; Smismans, 2022). A higher degree of athletic identity related to valued sport correlates such as intrinsic motivation and the mastery goal orientation (Lochbaum et al., 2022) which means that the type of answers given by the interviewees can be analyzed in light of this paradigm.

However, building upon the concept that career and sport transitions should be examined considering the athlete as a holistic entity within a specific context (Stambulova et al., 2021), the answers given in category 6 and 7 (Figures 6,7) emphasize the quality factors and resources that are integral to the transition process, as well as they define the subsequent path of former football players post-career.

For the characterization of sociodemographic variables, the answers showed descriptions related to the experiences and adaptations in post-career period, the professional path, the changes at socio-economic level, the dynamics and development of the family, and the continuity (or discontinuity) related to the connection that former players maintained with football, as described and proposed in other studies (Grove and Stoll, 1999; Uzunca et al., 2005; Agresta et al., 2008; Rintaugu, 2011; Gazzaroli et al., 2017; Carapinheira et al., 2018b; Monteiro et al., 2021).

It’s possible that the content of these questions could provide relevant information’s because adaptive processes occur within specific contexts that may influence former sport performers’ responses and outcomes (Schinke and Stambulova, 2017).

In the epidemiological characterization, the results allow us to recognize if there are (or have been) health problems, medical follow-up and medical-surgical interventions in the post-career period, aspects that are also highlighted in several scientific papers reviewed (Drawer and Fuller, 2001; Uzunca et al., 2005; Park et al., 2013; Vann Jones et al., 2014; Arliani et al., 2016; Sanders and Stevinson, 2017; Jones et al., 2021).

At the same time, by analyzing the criteria concerning perceptions of career impact, we gather the former players’ overarching views regarding the positive and/or negative effects linked to their professional careers, encompassing physical, mental, and social dimensions. So, It will be important aimed to summarize the post-career effects of highly competitive football practice.

It was possible to develop the matrices proposed in Figure 7, where the possible response codes are presented. Through content analysis, the type of answers given by the interviewees allow us to understand the health problems that occurred in post-career, whether former players needed support or medical follow-up, whether there were surgical interventions and, especially, in the case occurrence of health problems, their perception of whether this could be related to their professional career.

In summary of the two categories (post-career sociodemographic and epidemiological pathway), the length of the adaptation process is a factor that can be investigating. Adaption is a dynamic process, the interplay between appraisals, decision-making and active coping may change depending on the course of the transition (Samuel et al., 2023).

In this regard, analyzing the sociodemographic and epidemiological information of former players during their retirement could provide clues about the impact of their careers, the planification of career transition and, at the same time, understand the profiles, life choices and the type of social, professional and health reality that these former players face.

The last category of the interview guide aims to gather the former players opinions regarding the importance of post-career planning, the knowledge and importance of support programs, their suggestions on the topic and, also, from a retrospective, the identification of key moments and possible addictions or dependencies experienced during their life path (Stambulova et al., 2009; Dimoula et al., 2013; Park et al., 2013; Carapinheira et al., 2018b; Jones et al., 2021; Samuel et al., 2023).

From the content analysis of the research, it is possible to create response codes from four subcategories (Figure 8). In this perspective, it seems relevant to assess the set of opinions and suggestions of former professional players that may contribute to the transfer of recommendations to support programs for career transition (McKnight and Kashdan, 2009), in order to help players to get involved in life after sport, helping them to understand the skills they need to succeeded in other areas of activity. Adaptation and professional support associated with change events must consider age and identity as part of the process (Samuel et al., 2023).

The lives of sport performers have tremendously changed in last years as a result of the globalization process, social media, and migration (Samuel, 2021). Analyzing the responses from former players, we expect that the collection of information from these subcategories will bring new perspectives and visions about the strategies that can be adopted in this research area.