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.

中文翻译：

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纵向混合方法案例研究调查体育学校学生运动员对学业、运动、社会心理和心理的影响

背景

体育学校是向年轻人同时提供教育和体育运动的受欢迎的环境。先前的研究表明，体育学校的参与会对学生运动员的整体（即学业、运动、社会心理和心理）发展产生影响（即积极/消极、有意/无意和长期/短期结果、结果和影响）。然而，先前的研究受到以下因素的限制：（1）横断面方法，（2）有限的多维评估，（3）缺乏对运动员特征（例如性别）的考虑，以及（4）未能评估体育学校特征如何影响学生运动员影响。

目标

该研究采用混合方法案例研究方法，旨在（1）纵向评估体育学校的参与对学生运动员整体发展的影响，（2）评估学生运动员特征对整体发展的影响，以及（3）探索推动/促进整体影响的体育学校项目的特征和流程。

方法

在整个学年（33 周）内采用纵向混合方法设计。采用六种数据收集方法（即在线问卷、体能测试电池、学业评估成绩、日志、现场笔记/观察和时间线图/插图）评估来自 72 名学生运动员的学业、运动、社会心理和心理影响。英国 (UK) 的一所体育学校。

结果

学生运动员产生了积极的长期整体影响（即学业、运动和个人方面），包括保持稳定和相对较高水平的运动信心、学业动机、总体恢复、生活技能、适应力以及朋友、家人和空闲时间得分。尽管产生了积极的影响，但兼顾学业和运动负荷给学生运动员带来了挑战，有可能导致负面的整体影响（例如疲劳、压力和受伤）。积极和消极影响与体育学校的许多潜在特征和流程有关（例如学术和运动支持服务与训练负荷积累、沟通、协调、灵活性和规划不足）。此外，在考虑学生运动员的特征时，与男性相比，女性的运动信心较低，总体压力和身体形象问题较高，总体恢复较差，而在校外参加运动的学生运动员的总体恢复较低。

结论

这项混合方法的纵向研究表明，体育学校的参与带来了许多积极的学术（例如，好成绩）、运动（例如，健身发展）、社会心理（例如，增强信心）和心理（例如，提高复原力）影响，这归因于学术和运动支持服务假如。然而，兼顾繁重的学业和运动工作量带来了挑战，导致疲劳、压力、紧张和受伤等负面影响。此外，整体影响可能取决于性别，体育学校环境中的女学生运动员可能需要进一步的支持。总体而言，这些发现表明了教育和体育承诺相结合的复杂性，以及体育学校应如何管理、监测和评估其项目的特点，以最大限度地发挥体育学校学生运动员的整体影响。