A reflexive thematic analysis on the lived experiences of elite Gaelic games student athletes at third level education in Ireland

This study explores the experiences of elite Gaelic games student-athletes (EGSAs) in managing dual careers while pursuing third-level education in Ireland. Using a reflexive thematic analysis (RTA) approach, data were generated through four semi-structured focus group discussions (N = 14) with current senior inter-county athletes (7 male, 7 female) enrolled in full-time third level education across multiple sporting codes and academic disciplines. Two overarching themes were identified: (1) well-being and the dual-career experience, and (2) athletic identity and its impact on academic life and social perception. Participants described significant challenges in balancing academic responsibilities with the demands of elite level sport, including financial strain, travel fatigue, social isolation, and institutional inflexibility. A dominant athletic identity, reinforced by peers, coaches, and institutional cultures frequently overshadowed academic engagement, leading to perceptions of academic disadvantage and uncertainty regarding future career transitions. This study offers new insights into the dual-career realities of amateur elite athletes within a culturally embedded, non-professional sport context. It contributes to the limited empirical literature on Gaelic Games and dual-career management and puts forward actionable recommendations, including dedicated dual-career liaisons, structured recovery periods, peer support networks, and targeted financial aid for universities, sporting bodies, and policymakers aiming to build athlete-centred systems of support.