150 | Chapter 15 activities of quite some participants, who noted that they deemed it their parental responsibility to set a good example for their child(ren). In these cases, having children motivated them to participate in sport themselves: “I am very much in favour of a healthy lifestyle and that includes practising sport of course. Yes. As part of it, yes. […] You must also be an example for your children in this.” (Lisanne) All of the above narrative fragments mention specific people within the social network that participants have a close relationship with (i.e., fellow students, friends, colleagues, partner, children) as sport or non-sport activity enablers and anchors during the transition to adulthood. But various narratives illustrate changes in economic resources from the supply side, showing that after becoming a student, professional or parent, sport providers and eventrelated institutions like a university and an employer, can act as sport activity enablers and anchors as well (see the economic resources section in paragraph 5.3.1). As described, they granted access to beneficial sport arrangements and privileges that empower students and professionals to participate in sport. Additionally, well targeted sport arrangements and marketing/communication campaigns based on life events, can have an enabling or anchoring effect, as illustrated in the following narratives: “I started dancing at a studio, because my daughter had lessons there and I could join an additional class, which they started at one point, for parents who were there anyway.” (Juliet) “I remember that I started working out again after I got a message from the gym saying something like ‘Gosh, congratulations with the birth of your child! However, you have to get rid of those pregnancy kilos at some point. When will you be back again?’. But in a nice way [Laughing]. That invitation to come back again gave me, I remember that very well, the impetus to start practising sport again.” (Lisanne) The ways to practise sport during the transition to adulthood Besides having the will to practise sport during the transition to adulthood, realistic ways to do so had to be found within the new dynamics of being a student, professional, partner and/or parent. The narratives teach us that
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