This study investigated whether 6 weeks of basketball combined with mathematics once a week in physical education lessons could improve children's motivation for mathematics. Seven hundred fifty-seven children (mean age = 10.4 years, age range: 7–12 years) were randomly selected to have either basketball combined with mathematics once a week (BM) or to have basketball sessions without mathematics (CON). Children in BM and CON motivation for classroom-based mathematics were measured using the Academic Self-Regulation Questionnaire (SRQ-A) before (T0) and after the intervention (T1). Among the BM, levels of intrinsic motivation, feelings of competence, and autonomy were measured using the Post-Experimental Intrinsic Motivation Inventory (IMI) questionnaire acutely after a basketball session combined with mathematics and immediately after a session of classroom-based mathematics. BM had significantly higher acute levels of perceived autonomy (+14.24%, p < 0.0001), competencies (+6.33%, p < 0.0001), and intrinsic motivation (+16.09%, p < 0.0001) during basketball sessions combined with mathematics compared to when having classroom-based mathematics. A significant decrease in the mean for intrinsic motivation was observed from T0 to T1 for CON (−9.38%, p < 0.001), but not for BM (−0.39%, p = 0.98). BM had a more positive development in intrinsic motivation compared to CON from T0 to T1 (p = 0.006), meaning that BM had a positive influence on children's intrinsic motivation for classroom-based mathematics. This study indicates that basketball combined with mathematics is an intrinsically motivating way to practice mathematics, which also has a positive influence on children's general intrinsic motivation for mathematics in the classroom.

50 timers ugentligt skolearbejde 1 , er hvad gymnasierne forventer af deres elever, når både den skemalagte undervisning og hjemmearbejdet regnes med. For mange unge elite-atleter kan denne arbejdsbelastning vaere svaer at få til at gå op med en traeningsuge, der ofte beslaglaegger mere end 20 timer, når alle typer af traening taelles med. At mange af talenterne tilmed må transportere sig langt mellem hjem, skole og traening gør bare ondt vaerre, og de unge eliteudøvere stilles derfor ofte overfor valget: Skal jeg passe min skole eller min traening?For at imødegå denne problematik etableredes for mere end tyve år siden Team Danmark-ordningen, der på udvalgte gymnasier, giver idraetstalentfulde gymnasielever mulighed for at straekke uddannelsen over fire år i stedet for tre. Men er det ekstra år nødvendigt, eller kan det have utilsigtede konsekvenser for eleverne at forlaenge skoletiden? Er der alternativer til den fireårige TD-ordning? Denne artikel beskriver oprettelsen og udviklingen af talentudviklingsmiljøet på Stenhus Gymnasium i Holbaek og belyser, hvordan spillerne på Stenhus Basketball College udvikler deres talent uden at gå på kompromis i deres valg af ungdomsuddannelse.Erfaringer fra et talentudviklingsmiljø med fokus på skolegang og sportslig udvikling 1 50 timer fremkommer som summen af 30 skemalagte undervisningstimer med ca. 20-30 minutters forberedelse til hver og elevernes skriftllige arbejde.