68 | Chapter 12 in particular in demanding organisational forms, such as a competitive club setting. By providing flexible offerings for different categories of people, sport providers could cater to the needs and desires associated with different stages of life and life transitions, marked by major life events. But other entities and actors, too, beyond those traditionally involved in sport – here we could think of educational institutions, employers, local government and family doctors – could also fulfil an important role in providing information and support to sport participants (and non-sport participants alike) experiencing major life events, helping them find suitable new sport opportunities. Chapter notes 1. This measurement of sport participation is in accordance with prevailing Dutch guidelines research (Bottenburg, 1999; Bottenburg & Smit, 2000; and see www.mulierinstituut.nl/onderzoeksthemas/ deelname/methoden-en-dataverzameling. 2. “Low” education is made up of primary school, lower technical school (LBO), mid-level technical education (MAVO andMULO) and apprenticeship education (leerlingwezen). “Middle” comprises secondary special education (VSO and MMS), higher-track and university preparatory secondary school (HAVO, VWO, Gymnasium and HBS) and continued technical education (MBO). “High” is made up of continued professional education (HBO), postHBO education and completion of more than one year of university-level education. 3. Note here that this is a very small group. Of the 413 respondents who experienced retirement as a life-stage transition, ten started a sport in a competitive club or league around their retirement.
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