An analysis of Finnish skiing school students' academic education and athletic success

Romar, Jan-Erik

doi:10.5507/ag.2012.004

Cited by 5 publications

(24 citation statements)

References 15 publications

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“…The resting HR remained on the same level. In the racket sports group, the dynamic BS increased over the two years by 44 [46] Finland Quantitative non-randomised 1 1 1 1 1 5 Baron-Thiene and Alfermann, 2015 [50] Germany Quantitative non-randomised 1 1 1 1 1 5 Boyadjieva and Steinhausen, 1996 [51] Bulgaria Quantitative non-randomised 1 0 1 0 1 3 Brand et al 2013 [68] Germany Quantitative non-randomised 1 1 1 1 1 5 Brettschneider 1999 [47] Germany Mixed methods 1 1 0 0 1 3 Brown 2014 [20] New Zealand Qualitative 1 1 1 1 1 5 Brown 2016 [27] New Zealand Qualitative 1 1 1 1 1 5 Chua 2015 [65] Finland and Singapore Qualitative 1 0 1 1 1 4 De Bosscher et al 2016 [41] Belgium Quantitative non-randomised 1 1 0 1 0 3 Elbe et al 2005 [69] Germany Quantitative non-randomised 1 1 1 1 1 5 Emrich et al 2009 [22] Germany Quantitative non-randomised 1 0 0 0 1 2 Eriksson et al 2017 [52] Sweden Quantitative non-randomised 1 1 1 1 1 5 Gisslèn et al 2005 [53] Sweden Quantitative non-randomised 1 1 1 1 1 5 Henriksen et al 2011 [42] Denmark Qualitative 1 1 1 1 1 5 Ingrell et al 2019 [70] Sweden Quantitative non-randomised 1 1 0 0 1 3 Into et al 2020 [71] Finland Quantitative non-randomised 1 1 1 1 1 5 Knowles et al 2017 [23] Australia Quantitative non-randomised 1 1 1 1 1 5 Kristiansen and Houlihan 2015 [24] Norway Qualitative 1 1 1 1 1 5 Kristiansen 2018 [28] Norway Mixed methods 0 1 1 1 1 4 Lichtenstein et al 2018 [54] Denmark Quantitative non-randomised 1 1 0 0 1 3 Martinsen and Sundgot-Borgen 2013 [55] Norway Quantitative non-randomised 1 1 1 1 1 5 Martinsen et al 2010 [56] Norway Quantitative non-randomised 1 1 1 1 1 5 Moazami-Goodarzi et al 2020 [72] Finland Quantitative non-randomised 1 1 0 1 0 3 Morris et al 2020 [19] Multi-Nation (Belgium, Denmark, Finland, Slovenia, Spain, Sweden, UK) Qualitative 1 1 0 0 1 3…”

Section: Study Qualitymentioning

confidence: 99%

“…Norway Quantitative non-randomised 1 1 1 1 1 5 Moseid et al 2019b [58] Norway Quantitative non-randomised 1 1 1 1 1 5 Mudrak and Zabrodska 2014 [43] Czech Republic Qualitative 1 1 1 1 1 5 Perez-Rivases et al 2020 [48] Spain Quantitative non-randomised 1 1 1 1 1 5 Rasyid et al 2020 [73] Malaysia Quantitative descriptive 1 1 1 1 1 5 Romar 2012 [44] Finland Quantitative descriptive 0 1 0 1 0 2 Ronkainen et al 2020 [59] Finland Qualitative 1 1 1 1 1 5 Ronkainen and Ryba 2018 [66] Finland Qualitative 1 1 1 1 1 5 Rosendahl et al 2009 [60] Germany Quantitative descriptive 1 1 1 1 1 5 Ryba et al 2017 [36] Finland Qualitative 1 1 1 1 1 5 Sandström et al 2012 [ 61] Sweden Quantitative non-randomised 1 1 1 1 1 5 Skrubbeltrang et al 2020 [45] Denmark Quantitative descriptive 1 1 0 1 0 3 Skrubbeltrang et al 2016 [67] Denmark Qualitative 1 1 1 1 1 5 Sorkkila et al 2017 [18] Finland Quantitative descriptive 1 1 1 1 1 5 Sorkkila et al 2018 [74] Finland Quantitative non-randomised 1 1 1 1 1 5 Sorkkila et al 2019 [75] Sweden Quantitative non-randomised 1 1 1 1 1 5 Stambulova et al 2015 [37] Sweden Mixed methods 1 1 1 1 1 5 Stenling et al 2015 [62] Sweden Quantitative descriptive 1 1 1 0 1 4 Stornaes et al 2019 [63] Norway Quantitative non-randomised 1 1 1 1 1 5 van Rens et al 2012 [49] Netherlands Quantitative non-randomised 1 0 1 1 0 3 Zhao et al 2020 [64] China Quantitative non-randomised 1 1 1 0 1 4…”

Section: Moseid Et Al 2019a [57]mentioning

confidence: 99%

“…Eleven studies [19,24,27,28,37,[40][41][42][43][44][45] explored sports schools' characteristics and features, and are summarised in Table 2. Sports schools are situated in upper and lower general and vocational secondary education (International Standard Classification of Education level 2-5 [19]).…”

Section: Characteristics and Features Of Sports Schoolsmentioning

confidence: 99%

“…Twelve studies [22,27,36,37,40,41,43,44,[46][47][48][49] explored academic and vocational impacts. The thematic analysis included four sub-themes: school experiences, school academic success, higher education success, and career success.…”

Section: Academic/vocationalmentioning

confidence: 99%

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The Impacts of Sports Schools on Holistic Athlete Development: A Mixed Methods Systematic Review

et al. 2022

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Background To understand the multiple and wide-ranging impacts of intensified youth sport, the need for a holistic approach to athlete development has recently been advocated. Sports schools are an increasingly popular operationalisation of intensified youth sport, aiming to offer an optimal environment for holistic development by combining sport and education. Yet, no study has systematically explored the impacts associated with sports schools. Objectives The aims of this mixed method systematic review were to (1) determine the characteristics and features of sports schools; (2) identify the methods used to evaluate sports school impacts, and (3) evaluate the positive and negative holistic athlete development impacts associated with sports school programme involvement. Methods Adhering to PRISMA guidelines, eight electronic databases were searched until the final return in February 2021. Forty-six articles satisfied the inclusion criteria, were analysed thematically, and synthesised using a narrative approach. The methodological quality of included studies was assessed using the Mixed Methods Appraisal Tool. Results Findings indicated (1) sports school student-athletes receive considerable support in terms of academic and athletic services, more intensified training and competition schedules with high-level training partners, but regularly miss school; (2) multiple methods have been used to evaluate student-athlete impacts, making comparison across studies and developing consensus on the impacts of sports schools difficult; and (3) there are a multitude of immediate, short- and long-term positive and negative impacts associated with the academic/vocational, athletic/physical, psychosocial and psychological development of sports school student-athletes. Conclusions This study is the first to systematically review the research literature to understand the impacts associated with sports schools in terms of holistic athlete development. Practitioners should be aware that they can promote (positive) and negate (negative) health impacts through the design of an appropriate learning environment that simultaneously balances multiple training, academic, psychosocial and psychological factors that can be challenging for youth athletes. We recommend that practitioners aim to design and implement monitoring and evaluation tools that assess the holistic development of student-athletes within their sports schools to ensure they are promoting all-round and healthy youth athlete development.

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Section: Study Qualitymentioning

confidence: 99%

Section: Moseid Et Al 2019a [57]mentioning

confidence: 99%

Section: Characteristics and Features Of Sports Schoolsmentioning

confidence: 99%

Section: Academic/vocationalmentioning

confidence: 99%

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The Impacts of Sports Schools on Holistic Athlete Development: A Mixed Methods Systematic Review

et al. 2022

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“…Even when a person is academically gifted, a combination of academic and athletic requirements can represent a major effort (Carodine et al 2001). For example, Romar (2012) in his research analyzed the relationship between academic and sporting success in top young skiers (average age 17 years) from Finland. The survey results show that 73% of the 49 students who participated believe that participation in sports negatively affects their school success.…”

Section: Discussionmentioning

confidence: 99%

Connection between Social Capital and Sport Success of Young Tennis Players

2020

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Young athletes are influenced by different physical, psychological, and social factors. Social factors significantly impact a young athlete’s growth. Parents, coaches, and schools are important factors in young athletes’ sports careers. Achieving sport success without their support would be a real challenge. Social capital is a resource that comes from social relationships and social networks. It is a resource that impacts athletes and sports performance. The aim of this study was to determine the connection between social capital and competitive success in young tennis players. This research was conducted with participants of an ITF (International Tennis Federation) junior tournament in tennis. Research included 75 tournament players (N = 36 girls, age: 15.54 ± 1.29 years; N = 39 boys, age: 16.13 ± 0.98 years). Participants filled out a questionnaire which evaluated their social capital. Social capital predictors were significant predictors of sporting success (13.1% variance explained), which indicated that there is a moderate association between social capital indicators and sport success in young tennis players. Sports performance was higher with a higher degree of family and sports team social capital among girls. It was higher with a lower school social capital among boys. Intervention that leverages social capital might serve as an avenue for performance promotion in youth.

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A Longitudinal Mixed Methods Case Study Investigation of the Academic, Athletic, Psychosocial and Psychological Impacts of Being a Sport School Student Athlete

Thompson,

Rongen,

Cowburn

et al. 2024

Sports Med

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Background Sport schools are popular environments for simultaneously delivering education and sport to young people. Previous research suggests sport school involvement to have impact (i.e. the positive/negative, intended/unintended and long/short-term outcomes, results and effects) on student athlete’s holistic (i.e. academic, athletic, psychosocial and psychological) development. However, previous research is limited by (1) cross-sectional methods, (2) limited multidimensional assessments, (3) lack of consideration for athlete characteristics (e.g. sex) and (4) failure to evaluate how sport school features affect student-athlete impacts. Objectives The study, using a mixed methods case study approach, aims to (1) longitudinally evaluate the impact of sport school involvement on the holistic development of student athletes, (2) evaluate the impact on holistic development by student-athlete characteristics and (3) explore the features and processes of the sport–school programme that drive/facilitate holistic impacts. Methods A longitudinal mixed methods design was employed across one full academic school year (33 weeks). Six data-collection methods (i.e. online questionnaire, physical fitness testing battery, academic assessment grades, log diaries, field notes/observation and timeline diagram/illustration) were used to assess the academic, athletic, psychosocial and psychological impacts for 72 student athletes from one sport school in the United Kingdom (UK). Results Student athletes developed positive long-term holistic overall impacts (i.e. academically, athletically and personally), including maintaining stable and relatively high levels of sport confidence, academic motivation, general recovery, life skills, resilience and friends, family and free time scores. Despite positive impacts, juggling academic and sport workload posed challenges for student athletes, having the potential to lead to negative holistic impacts (e.g. fatigue, stress and injury). Positive and negative impacts were linked to many potential features and processes of the sport school (e.g. academic and athletic support services versus insufficient training load build-up, communication, coordination, flexibility and planning). Furthermore, when considering student-athlete characteristics, females had lower sport confidence, higher general stress and body image concerns and less general recovery than males and student athletes who played sport outside the school had lower general recovery. Conclusions This mixed method, longitudinal study demonstrated sport school involvement resulted in many positive academic (e.g. good grades), athletic (e.g. fitness development), psychosocial (e.g. enhanced confidence) and psychological (e.g. improved resilience) impacts attributed to the academic and athletic support services provided. However, juggling heavy academic and athletic workloads posed challenges leading to negative impacts including fatigue, pressure, stress and injury. Furthermore, holistic impacts may be sex dependent and further support may be required for female student athletes in sport school environments. Overall, these findings demonstrate the complex nature of combining education and sport commitments and how sport schools should manage, monitor and evaluate the features of their programme to maximise the holistic impacts of sport–school student athletes.

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An analysis of Finnish skiing school students' academic education and athletic success

Cited by 5 publications

References 15 publications

The Impacts of Sports Schools on Holistic Athlete Development: A Mixed Methods Systematic Review

The Impacts of Sports Schools on Holistic Athlete Development: A Mixed Methods Systematic Review

Connection between Social Capital and Sport Success of Young Tennis Players

A Longitudinal Mixed Methods Case Study Investigation of the Academic, Athletic, Psychosocial and Psychological Impacts of Being a Sport School Student Athlete

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