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Introduction: The project Student Athletes Erasmus+ Mobility in Europe identified and defined a total of 31 benefits offered to dual-career student athletes who are combining their university studies with high-level training. The project was co-funded by the European Union and carried out by five universities: Chalmers University of Technology (Sweden), Institut national des sciences appliquées de Lyon (France), University of Jyväskylä (Finland), Karlsruhe Institute of Technology (Germany), and Universitat Jaume I (Spain). Methods: The purpose of the study was to rank these benefits by combining the perspectives of the university staff and the student athletes from each university in the consortium. The university staff included experts from sports services and the international relations office. A questionnaire was also sent to the dualcareer athletes enrolled at the consortium's universities. Of the 514 dualcareer athletes, 208 (116 women) completed the questionnaire. The overall response rate was 40.47%. The university staff assessed the importance of each benefit, how easy it was to implement at the institution, and whether or not the university offered the benefit to its students. The dual-career students rated each of the 31 benefits and indicated whether or not they had used them. A specific methodology was designed to rank these benefits using the ratings of the university staff and the student athletes. Intra-group and inter-group Pearson correlations were performed. Results: The results show a strong and significant correlation between the benefits from the perspective of the university staff (r = 0.710, p = 7.76E-7) and from the perspective of the students (r = 0.715, p = 2.44E-6). The correlation is moderate and significant when the benefits are correlated from the perspective of the two groups as a whole (0.363, p = 0.045), with the three most important benefits being the free use of sports facilities, justification for absences, and the adaptation of the pace of studies. Discussion: The study makes visible the commitment of higher education institutions to facilitating the dual career of student athletes and identifies those benefits that may be of greater interest to European universities as a whole. The European perspective has been considered, while respecting the specificities of each university and the country in which it is located. [ABSTRACT FROM AUTHOR]

Background: There is evidence showing that fundamental movement skills and physical activity are related with each other. The ability to perform a variety of fundamental movement skills increases the likelihood of children participating in different physical activities throughout their lives. However, no fundamental movement skill interventions implemented with junior high school students have yet been reported. Purpose: To investigate the changes in students' locomotor, manipulative, and balance skills and their level of self-reported physical activity during the specific intervention program aiming to increase students' fundamental movement skills in Finnish junior high school physical education. Participants and setting: 446 Finnish Grade 7 students ([approximately] 13 years old) from Central Finland. Research design: A quasi-experimental intervention study with pre-, middle-, post-, and retention tests was used. The experimental group consisted of 199 students taught by 4 teachers and the control group included 247 students taught by 6 teachers. The intervention consisted of 33 sessions, 25 minutes of each, and included training of fundamental movement skills within naturalistic physical education classes during one academic year. Data collection: There were four waves of measurement for fundamental movement skill tests and self-reports of physical activity. Data analysis: Repeated measures MANOVAs were conducted to analyze interactions between condition (experimental/control) and time (four measurement points). In cases with an interaction between condition and time, follow-up post hoc tests were performed to examine which group means differed from each other. Findings: Results indicated significant condition x time interaction in static balance, dynamic balance, balance skills sum score, movement skills sum score, and self-reported physical activity. The experimental group demonstrated more positive development of these variables compared to the control group. Conclusions: This study revealed that it is possible to develop junior high school students' fundamental skills through physical education. These changes seem to be more obvious when focusing on students' balance skills. Although further longitudinal investigation is needed, the fundamental movement skill intervention seemed also to prevent the typical decline in physical activity within junior high school students. (Contains 2 tables.)

The aim of the study was to investigate the relationships between motivational climate, perceived competence, self-determined motivation towards physical education (PE) and the fundamental movement skills of Finnish secondary school students. A sample of 370 seventh-grade PE students (girls n = 189; boys n = 181; mean age = 13.08; SD = 0.25) completed measures pertaining to motivational climates, perceived competence, regulation of motivation, and fundamental movement skills. Path analysis revealed results generally consistent with the theoretical tenets of the self-determination and the achievement goal theories by demonstrating that a task-involving motivational climate influenced perceived competence, which in turn affected more self-determined motivation towards PE. Furthermore, results revealed that this motivational sequence was associated with increased balance skill. A sequence consisting of task-involving climate, intrinsically regulated motivation, and balance skills was also observed. Additionally, the results indicated that task-involving motivational climate influenced perceived competence, in turn influencing manipulative and locomotor skills. Finally, an ego-involving climate was found to be a marginally positive predictor of manipulative skills. (Contains 3 tables and 2 figures.)

To assess whether subgroups based on children's fundamental movement skills, perceived competence, and self-determined motivation toward physical education vary with current self-reported physical activity, a sample of 316 Finnish Grade 7 students completed fundamental movement skills measures and self-report questionnaires assessing perceived competence, self-determined motivation toward physical education, and current physical activity. Cluster analysis indicated a three-cluster structure: 'Low motivation/low skills profile,' 'High skills/low motivation profile,' and 'High skills/high motivation profile.' Analysis of variance indicated that students in the third cluster engaged in significantly more physical activity than students of clusters one and two. These results provide support for previous claims regarding the importance of the relationship of fundamental movement skills with continuing engagement in physical activity. High fundamental movement skills, however, may represent only one element in maintaining adolescents' engagement in physical activity. DOI 10.2466/06.10.25.PMS.111.4.115-128

To investigate the relations among leisure time physical activity and in sport clubs, lifestyle activities, and the locomotor, balance manipulative skills of Grade 7 students participating in Finnish physical education at a secondary school in central Finland completed self-report questionnaires on their physical activity patterns at leisure time and during sport club participation, and time spent watching television and using the computer and other electronic media. Locomotor skills were analyzed by the leaping test, balance skills by the flamingo standing test, and manipulative skills by the accuracy throwing test. Analysis indicated physical activity in sport clubs positively explained scores on balance and locomotor tests but not on accuracy of throwing. Leisure time physical activity and lifestyle activities were not statistically significant predictors of performance on any movement skill tests. Girls scored higher on the static balance skill and boys higher on the throwing task. Overall, physical activity in sport clubs was more strongly associated with performance on the fundamental movement tasks than was physical activity during leisure.

Introduction: The project Student Athletes Erasmus+ Mobility in Europe identified and defined a total of 31 benefits offered to dual-career student athletes who are combining their university studies with high-level training. The project was co-funded by the European Union and carried out by five universities: Chalmers University of Technology (Sweden), Institut national des sciences appliquées de Lyon (France), University of Jyväskylä (Finland), Karlsruhe Institute of Technology (Germany), and Universitat Jaume I (Spain)., Methods: The purpose of the study was to rank these benefits by combining the perspectives of the university staff and the student athletes from each university in the consortium. The university staff included experts from sports services and the international relations office. A questionnaire was also sent to the dual-career athletes enrolled at the consortium's universities. Of the 514 dual-career athletes, 208 (116 women) completed the questionnaire. The overall response rate was 40.47%. The university staff assessed the importance of each benefit, how easy it was to implement at the institution, and whether or not the university offered the benefit to its students. The dual-career students rated each of the 31 benefits and indicated whether or not they had used them. A specific methodology was designed to rank these benefits using the ratings of the university staff and the student athletes. Intra-group and inter-group Pearson correlations were performed., Results: The results show a strong and significant correlation between the benefits from the perspective of the university staff ( r = 0.710, p = 7.76E-7) and from the perspective of the students ( r = 0.715, p = 2.44E-6). The correlation is moderate and significant when the benefits are correlated from the perspective of the two groups as a whole (0.363, p = 0.045), with the three most important benefits being the free use of sports facilities, justification for absences, and the adaptation of the pace of studies., Discussion: The study makes visible the commitment of higher education institutions to facilitating the dual career of student athletes and identifies those benefits that may be of greater interest to European universities as a whole. The European perspective has been considered, while respecting the specificities of each university and the country in which it is located., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (© 2024 Hernando Domingo, Renau Michavila, Thorén, Bankel, Karlsteen, Kalaja, Rasinaho, Karjalainen, Scharenberg, Kohler, Agneray, Deflon, Brac de la Perriere and Marín Gil.)