Organisation of“Sport + Studies Programmes”

at secondary school level:The perceptions of the students

and the staff

Marc CLOES

Department of Physical Education and SportUniversity of Liège (Belgium)

Pre-Olympic Scientific CongressThessaloniki - August 2004, 8-13

Introduction

Top level sport requires a long term preparation needs an adaptation of the life

organization of the athlete since the first steps of his/her specific training

is in concurrence with school/social objectives

Introduction Developmental model of educational/athletic

career (following Wylleman & Lavallee, 2004)

Psycho-social influ-ence

ParentsBrothers & sistersPeers

PeersCoachParents

SpouseCoach

Family(Coach)

Age 10 15 20 25 30 35Schooling

Primary education

Secondary education

Higher education

Professional activity

Sport career

Initiation Develop-ment

Perfection Stoppage

Introduction

How can the athlete to combine sport and school preparations? To follow a normal school programme To have some adjustment of the normal

context

Introduction When the pupil follows a normal school

programme and participates to sport training during his/her leisure periods he/she does not take want to risk their

academic preparation (parents) he/she needs a particular environment

(proximity, parents’ availability) he/she risks reaching top level participation

(team sports)

Introduction

Description of the European SSP approaches

De Knop et al. (1999)

National initiative

Local initiative

Academic governing body

Athletic governing body

Introduction How to help youth to follow a sport

career? The school/federation organizes sport

training close to the learning environment without modification and the school programme (only schedules)

A specific programme is proposed to the young athletes

Sport + Studies Programmes (SSP)

Introduction What are the criteria for success in

these SSP? Availability of a boarding school with

specific educators and tutors Minimal schedule adaptation Training, medical and scientific staff Facilities and equipment Open minded school staff

Introduction

SSP are considered (now) by politicians as a

priority to improve the level of the athletes

promoted by sport administrations or federations

used by schools to motivate pupils to develop more positive attitudes toward academic learning

Introduction

Combining sport and school preparations lies on several choices (administrators,

educational staff, parents and ... athletes)

is subject to legal adaptations

Introduction

When the pupil is integrated into a SSP he/she must find a balance between

classmates and sport friends he/she risks experiencing some

problems with the teachers he/she could encounter psychological

difficulties due to the “isolation” and/or the stress

Introduction What are the questions that could be

asked about SSP? What is the effectiveness of the SSP on the

sport achievement ? What is the academic achievement of SSP

students? Which difficulties do they encounter during

their SSP experience? What are their motivational characteristics? What are the relationships with their

environment?

What is the effectiveness of the SSP on the sport achievement ?

Little systematic data exists If 20% of the student-athletes involved in a Swiss

SSP would like to have a professional sport career, no of their predecessors get a full time job and 12% became part time professionals (Hug, 2003)

Some student-athletes of a Wallonian SSP achieved at top level tennis (Henin, Rochus)

The Flemish “Topsportscholen” project will provide useful information (Wylleman et al., 2001)

What is the academic achievement of SSP students?

“School requirements are rather high considering available time. People think that our school looks for elite level concerning work and school achievement. In the region, the school is considered as the most difficult, the hardest.” (Mons’ director, 2001-02-22)

Cloes et al. (2004)

Only good students are admitted All SSP guidelines emphasize the need to

achieve the school requirements

What is the academic achievement of SSP students? They have good management strategies

“…They are able to manage better their time because they achieve well. Before, they didn’t need to manage their time like that. They have learned quickly. It’s the same with the parents’ control of the homework. Here, they need to work alone…” (Jambes’ director, 2001-02-23)

Cloes et al. (2004)

What is the academic achievement of SSP students?

Little systematic data exist about the achieving rate Following Hug (2003), most of the student-

athletes follow higher education; they are considered as characterised by a higher maturity but not academically zealous

SSP administrators pointed out that most of student-athletes achieved without problem (Cloes et al., 2004).

A follow-up interview confirmed that opinion

Which difficulties do student-athletes encounter during their SSP experience?

Several studies focused on that aspect Findings were rather positive whatever

the SSP approach In the Flemish experience (Wylleman et al., 2001),

the SSP was positive even if combination of academic and athletic loads stayed difficult for 62% of the parents while 38% of them underlined the boarding as a major problem, as their children

The Swiss study evidenced that youth as well as their parents were satisfied of the SSP (Hug, 2003)

Which difficulties do student-athletes encounter during their SSP experience?

Analysis in an hybrid SSP (Cloes et al., 2004)

Students-athletes had at least 28 sessions of school preparation per week and at least 14 hours of training

Categories + Examples

Sport preparation “We can have more training sessions”, “Our improvement is really better”, “They can continue to play”

Social life “My family can have a normal life”, “There is a good climate between us”, “We meet top athletes and have many friends”

Enjoyment “School days are less difficult”, “We do what we like”, “They have fun”

School benefits “It’s possible to continue to study without dropping out for competition”, “They can study and work hard in their sport”, “It’s perfect to complete your studies when you want to compete at a high level”

Organization “The training conditions are better than elsewhere”, “The training schedule is favourable”

Indirect school benefit

“It’s easier for us”, “Teachers are less demanding with them”

Athletes’ personality

“We become more responsible”, “It’s very good for the character”

Athletes’ future “It’s important for the future”, “They will earn money”, “It’s important for their career”

Fitness and health “One stay in good health”, “They are in a good shape”, “They are fit”

Various benefits « Athletes bring something to the school »; « One can be close to well known athletes »; « It’s a good thing for the sport in our country »

Miscellaneous “It’s good”

Cloes et al. (2004)

Comparison of athletes and their classmatesPositive aspects

0% 10% 20% 30% 40% 50%

Sport preparation

Social life

Enjoyment

School benefits

Organization

Indirect school benefits

Athletes' personality

Miscellaneous

Future

Fitness and health

Various benefits

Athletes

Classmates

**

**

**

**

Cloes et al. (2004)

Comparison of athletes and their classmatesPositive aspects

Principals were clearly aware of athletes’ opinions

Cloes et al. (2004)

“…They (athletes) were used to play with their small club faraway and they are now together with athletes of similar level and become a kind of elite. Only the best are selected. It must bring something to them…” (Jambes’ director, 2001-02-23)

Principals were clearly aware of athletes’ opinions

The emphasis given by athletes to sport preparation was shared by the school leaders

Comparison of athletes and their classmatesPositive aspects

Principals were clearly aware of athletes’ opinions

Concerning the importance of the category “Enjoyment” in two schools, school leaders tended to qualify the pupils’ opinion

“... They (the athletes) seem glad to be here but in terms of enjoyment… They are glad about their selection and consider that they are members of an elite…” (Mons’ director, 2001-02-22)

Cloes et al. (2004)

Categories - Examples

Workload “We are often completely tired”, “The tiredness is always there”

Following school programme

“It’s difficult to study”, “I can’t prepare all my homework and lessons”, “They often miss courses”

Social consequences  “It’s impossible to participate to other activities with our classmates”, “I never meet my friends”, “We never see them outside the school”

Organization  “We can’t eat what we want”, “Our training sessions are planed immediately after the lunch”

Constraints  “No freedom”, “Practice sessions continue too late”

Heath problems “There are a lot of injuries”

Cost “That’s expensive”

Uncertain future “If they got an injury, their career will stop immediately”

Athletes' personality “Some of them risk to be disappointed”

Miscellaneous “It’s problematic”

Cloes et al. (2004)

Comparison of athletes and their classmatesNegative aspects

0% 10% 20% 30% 40% 50%

Workload

Following school programme

Social consequences

Organisation

Constraints

Heath problems

Miscellaneous

Cost

Uncertain future

Athletes' personality

Athletes

Classmates

**

*

**

Cloes et al. (2004)

Comparison of athletes and their classmatesNegative aspects

Principals were clearly aware of athletes’ opinions

Cloes et al. (2004)

“…At the beginning, many (athletes) consider that school is difficult because they moved from another school to ours. ... It needs adaptation. It’s true that school requirements are important, mainly for the oldest. ..., it’s require fine management, rigor and maturity. ... School problems exist because we don’t decrease the requirements.” (Liège’ co-ordinator, 2001-02-16)

Principals were clearly aware of athletes’ opinions

They mentioned the difficulties encountered by athletes to combine school and sports requirements

What are the student-athletes motivational characteristics? Positive attitude toward school

93%

92,3%

91%

86,5%

0% 50% 100%

Sportifs

Condisciples

Début d'année

Fin d'année

Perceived school competence

74,9%

61,1%

75,3%

73%

0% 50% 100%

Sportifs

Condisciples

Début d'année

Fin d'année

Cloes et al. (2002)

What are the student-athletes motivational characteristics? Competence in practised sport

13 closed questions (score comprised between 13 and 52)

Means scores did not differ between the beginning and the end of the school year (39/52)

Athletes were quite realistic: to participate to SSP does not mean an automatic achievement

“I have understood that it’s not because you are in the SSP that you will automatically arrive”

Cloes et al. (2002)

What are the relationships with their environment? Reasons to participate to SSP

Factor analysis of 9 items Social influence (parents, coach or friends) Enjoyment (school becomes more funny, more contacts) Preparation (a good occasion combine school and sport preparation)

Cloes et al. (2002)

What are the relationships with their environment? Relationships athletes-classmates

Most of classmates (48.6%) have regular contact with athletes (friendly relationships: 72%) 84.3% of the athletes considered that they have regular contact with their classmates (friendly relationships: 70% ; school work: 15%) Differences between schools

Cloes et al. (2002)

Relationships athletes-classmates

Hug (2003)

Relationships athletes-classmates Only 14.4% of the athletes mentioned

contacts with their classmates (separated classes)

Teachers considered that athletes were not really involved in the school life

What are the relationships with their environment?

What are the relationships between SSP and the environment?

Hug (2003)

Athlete

Social and family environment

Sportenvironment

Schoolenvironment

Conclusion According to the organization of the SSP,

student-athletes can encounter different problems

Among the adjustments that must be made to help pupils to be successful at school, they are the modification of the schedule of courses and examinations, distance courses, lengthening of the school year…

These modalities mean changes in the society’s philosophy

Conclusion

“Mainstreamed” classes seemed to represent a positive solution even if there is no available comparison between specific centres and traditional environments

School cannot work alone and needs additional means to follow the student- athletes

A philosophical question was raised on the legitimacy of the disparity of the treatment of athletes and other young people who could also require additional means to achieve in the society

Conclusion

Longitudinal studies should provide complementary data

There are many things to do yet

Thank you for your attention

References

Brettschneider, W.-D., Heim, R. & Klimek, G. (1998). Zwischen Schulbank und Sportplatz – Heranwachsende im Spannungsfeld zwischen Schule and Leistungssport. Sportwissenschaft, 28, 1, 27-39.

Cloes, M., Schelings, V., Ledent, M, & Piéron, M. (2002). Sport-études : comparaison des caractéristiques motivationnelles et des relations sociales des élèves sportifs et de leurs condisciples. eJRIEPS (e Journal de la Recherche sur l'Intervention en Éducation Physique et Sport), http://www.fcomte.iufm.fr/recherch/sportetudes.pdf.

Cloes, M., Schelings, V., Ledent, M, & Piéron, M. (2004). Positive and negative aspects of « Sport + Studies Programmes » organized at secondary school level, perceived by athletes and their classmates. In, M.A. Gonzàlez Valeiro, J.A. Sanchez Molina & J. Gomez Varela (Eds.), Preparacion professional y necesidades socials (Educacion fisica, deporte, ocio, tercera edad, salud...). Proceeding of the AIESEP International Congress La Coruña 2002. Oleiros - A Coruña: INEF Galicia, 364-368.

De Knop, P., Wylleman, P., Van Hoecke, J? & Bollaert, L. (1999). Sport management – A European approach to the management of the combinaison of academics and elite-level sport. In S. Bailey (Ed.), Perspectives – The interdisciplinary series of Physical Education and Sport Science. Vol. 1. School sport and competition. Oxford: Meyer & Meyer Sport. 49-62.

Delfosse, C., Cloes, M., Ledent, M., & Piéron, M. (1994). Attitude vis-à-vis de l’école chez des enfants en âge d’école primaire, participant ou non à un programme scolaire d’activités physiques quotidiennes. Revue de l’Education Physique, 34, 2-3, 77-88.

Delfosse, C., Ledent, M., Carreiro da Costa, F., Telama, R., Almond, L., Cloes, M. & Piéron, M. (1997). Les attitudes de jeunes Européens à l’égard de l’école et du cours d’éducation physique. Sport, 159/160, 96-105.

Honta, M. (2003). Sport et action publique locale: des initiatives entre concurrence et complémentarité inter-institutionneles. Le cas de la ville de Mérignac (Gironde). STAPS, 63, 107-122.

Hug, P.-A. (2003). Evaluation de la filière gymnasiale sport-études du Canton de Vaud. Lausanne: Académie internationale des Sciences et Techniques du Sport.

Tremblay, (2003).Wylleman, P., De Knop, P;, Anseeuw, L., De Clercq, D., Bouckaert, J., Bassez, P.,

Van Assche, E., Vanden Auweele, Y & Lambeir, G. (2001). Evaluatie van de opzet en de werking van de topsportscholen in Vlaanderen. Globaal rapport. {Evaluation of the aim and functioning of the topsportschools in Flanders. Global report}. Brusssels: Interuniversitair Onderzoekscentrum voor Sportbeleid.

Wylleman, P., & Lavallee, D. (2004). A developmental perpective on transitions faced by athletes. In, M. Weis (Ed.), Developmental sport and exercice psychology: A lifespan perspective. Morgantown, WV: FIT. 507-527.

Cloes et al. (2002, 2004)

School City Sports Athletes’gender Athletes Classmates

1 Mons Tennis Boys – girls 4 106

2 Namur Volley-ball Girls 5 29

3 LiègeSoccer – Judo

RugbyBoys > Girls 36 129

4 LiègeSoccer – Judo

RugbyBoys > Girls 7 19

Cloes et al. (2002, 2004)Athle-

tesClass-mates

Attitudes towards school + school competencies Yes Yes

Sport participation, importance to be good in sport Yes Yes

Impact of SSP in a school  Yes Yes

Global opinion of SSP in a school Yes Yes

Opinion about athletes’ follow up Yes Yes

Interest towards SSP Yes

Contacts with the athletes (end of the school year) Yes

Contacts with the classmates (end of the school year) Yes

Reasons to participate to SSP (beginning of the school year) Yes

Propositions to improve the SSP Yes

Relationships within sport activities Yes

Self perception of competencies Yes

Cloes et al. (in progress)

Study focusing on a SSP set up by a school located in a poor socio economic environment to motivate pupils to develop more positive attitude toward academic learning

Cloes et al. (in progress)

Study focusing on SSP organized at higher education level