Key result
Elite Sport School attendance was associated with significantly worse development of English test results over time compared to non-student-athletes at comprehensive schools.
Why the study?
Prior studies on dual career support services relied on self-reported grades or cross-sectional designs in younger or higher education student-athletes, leaving their longitudinal impact in upper secondary school unexamined.
Cohort (n=159)
Yes
p-value: p=<0.001
Attending an Elite Sport School was associated with worse development of English language scholastic performance compared to comprehensive schools, and specific dual career support programs did not significantly alter this developmental trajectory.
May prompt enhanced academic monitoring in elite sport schools; leaves open causality and mitigation by support programs.
Studies have evaluated the effectiveness of dual career (DC) support services among student-athletes by examining scholastic performances. These studies investigated self-reported grades student-athletes or focused on career choices student-athletes made after leaving school. Most of these studies examined scholastic performances cross-sectionally among lower secondary school student-athletes or student-athletes in higher education. The present longitudinal field study in a quasi-experimental design aims to evaluate the development of scholastic performances among upper secondary school students aged 16–19 by using standardized scholastic assessments and grade points in the subject English over a course of 3–4 years. A sample of 159 students (54.4% females) at three German Elite Sport Schools (ESS) and three comprehensive schools participated in the study. The sample was split into six groups according to three criteria: (1) students’ athletic engagement, (2) school type attendance, and (3) usage of DC support services in secondary school. Repeated-measurement analyses of variance were conducted in order to evaluate the impact of the three previously mentioned criteria as well as their interaction on the development of scholastic performances. Findings indicated that the development of English performance levels differ among the six groups.
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Niehues et al. (2022) conducted a cohort in Scholastic performance in student-athletes (n=159). Elite Sport School attendance and Dual Career support services vs. Comprehensive school attendance (non-student-athletes) was evaluated on Development of English performance levels (TOEFL ITP Level 1 total score) (p=<0.001). Elite Sport School attendance was associated with significantly worse development of English test results over time compared to non-student-athletes at comprehensive schools.
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