4 | 121 The transition to adulthood: A game changer!? This may have led to an underestimation of changes in sport frequency and, more importantly, less power for the statistical analysis of the effects of the major life events. Third, we lacked data on time investment in sport. Although changing the number of sports, sport frequency, and sport setting may fulfil a need to spend less time on sport, due to increased time restrictions and social obligations, this is not necessarily the case. A person might still spend as much time on sport after making such changes, or they may spend less time on sport without making these changes. Fourth, our information on sport settings was limited to the sport most practised by the respondents. Since most people practise more than one sport simultaneously (Lefèvre & Ohl, 2012; also true for our respondents based on the average number of sports practised, see Table 4.1), this was probably their favourite sport, suggesting that they would try to continue it in the same setting - possibly at the expense of other sports - while accommodating life events. Considering these issues, major life events could have even more pronounced effects on the actual sport frequency, the time spent on sport and the setting of activities related to sports other than their most favourite sport. Therefore, in future research, measuring and analysing the setting and other detailed characteristics, like time expenditure and actual frequencies, of all people’s sport activities would be preferable. In sum, our study underscores the importance of major life events in understanding when, why, and in what setting people continue, change, or stop sport participation, especially during the transition to adulthood. Our results provide food for thought for policymakers and sport providers concerned with groups of and moments at which people are particularly likely to reduce sport participation and leave club-organised sports. We recommend anticipating and responding to major life events with sport programmes and facilities targeted to accommodate the new roles and responsibilities (resource-balance) of people experiencing these events. For example, facilitation of sport in and around schools and near the workplace and professional child-care offerings at clubs and other sport accommodations could encourage students, labour market entrants, and young parents to combine their study, work, and care activities with sport. Special partner, parent-child, educational, and business programmes could additionally stimulate people to start or continue sport, with or at the same time as their partner, children, classmates, or colleagues. People experiencing time pressure and for whom sport is not a priority could benefit from low-threshold activities in a “light” setting, for example, running,
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