138 | Chapter 15 Becoming and being a student, professional, partner and/or parent As a general pattern, the narratives show that when participants experienced a major life event within the family or career domain marking the transition to adulthood, new roles with a more adult status and more demanding responsibilities and activities arose. From the narratives, we identified that becoming and being a student, a professional (within the career domain), a partner and/or a parent (within the family domain) had a big impact on the everyday life of our participants. In the words of some participants (note that names were changed to preserve anonymity): “Yes, uhm, it [life after starting university] was completely different. Beforehand I went to high school and then to my mother. After school, you first play football and then you eat. Afterwards you play football and then you go to bed. Uhm ... and when I went to university, I had to do everything myself and I could do everything myself. That is different from living at home with your mother.” (Ivo) “In 2000 I started working for the police. And yes then you start there, with uh, with studying and training and learning again, which is very demanding.” (Rob) “I worked fifty to sixty hours a week. And uh ... yes when I wasn’t working, I was there for my wife and my son and for my mother.” (Koos) “I was mainly preoccupied with taking care of my daughter. Only caring, caring, caring.” (Moniek) From the narratives we learn that when participants were confrontedwith these new, more adult roles, responsibilities and activities, they perceived changes in the availability of temporal, social, physical, mental and/or economic resources, and experienced new opportunities and constraints for sport participation. In the upcoming sections, we describe the specific patterns regarding the most important reconfigurations. Temporal resources After becoming a student, professional, partner and/or parent, most participants experienced a decrease in temporal resources to practise sport. Participants perceived the responsibilities and activities related to these major