Curriculum upgrade gave a new hope during education process improvement. The implementation of the MBKM curriculum encourages universities to design educational processes that ensure a link and match of the learning process with the needs of employment. For this reason, the integration of the learning process with the recognition of expertise competence in the profession is feasible so that students get recognition by the profession. The purpose of this study was to investigate the need for additional training and the level of self-development of students in strengthening their competence for professional recognition. This research is included in the type of cross-sectional study. The research subjects were 134 students (m = 100, f = 34, first year = 49, second year = 51, third year = 34). The student is studying at the sports science faculty. The instrument used was a closed questionnaire which was circulated using a google form. Data analysis used descriptive statistics, t-test, and ANOVA. The level of additional student training is in the very high category. The level of student self-development is in the fair category. There is an effect of certificate status owned by students on self-development (t = 2.821, p = 0.007), students who have certificates in the field of sports have a higher level of additional training than students who do not have certificates. There was an effect of student athlete status on self-development with a value of F = 12.6, p = 0.000, post hoc test showed that the level of selfdevelopment of non-athlete students was lower than that of student-athletes (p = 0.000). Faculties need to provide training outside of the regular learning process so that the desire of students to develop themselves to gain additional competencies could be fulfilled.

Student-athletes have tremendous potential to be developed into elite athletes. Special sports schools provide opportunities for student-athletes to develop their potential more optimally. The implementation of boarding schools in sports-specific schools provides adequate facilities for student-athletes to focus on careers in sports and education. The COVID-19 pandemic has raised concerns about how the physical activity and body proportions of student-athletes undergo programs in special sports schools. For this reason, the purpose of this study was to describe the condition of physical activity and body proportions of studentathletes in special sports schools. This research is included in the descriptive type. A total of 66 student-athletes (29 boys and 27 girls) were involved in the study. The research instrument uses a physical activity questionnaire that measures physical activity according to the FITT principle and reports height and weight. Body composition was determined using BMI. Data analysis used descriptive, t-test, and ANOVA. The results showed that 6.1% of student-athletes felt that their exercise frequency was insufficient, 84.8% felt it was appropriate, and 9.1% felt it was too much. As many as 50% of student-athletes feel the intensity of their exercise is moderate, and 50% feel heavy. As many as 80.3% of student-athletes felt that the duration of their training was sufficient, and 19.7% felt that it was long. As many as 84.8% of student-athletes felt that the training they got was sufficient and 15.2% found it difficult. BMI shows that as many as 24.2% of student athletes are thin, 56.1% are normal, and 19.7% are obese. Evidently, the variable frequency of exercise affects BMI (F = 5.1, p = 0.009), BMI and exercise activity correlated (r = 0.34, p = 0.005) non-linearly (F = 9.149, p = 0.004).