Previous studies have found that student-athletes (S-As) have difficulties in achieving dual career (DC) success. However, no studies have analysed the opinion of the S-As on the functioning of DC with a qualitative methodology. The aim of the present work was to collect the opinions of elite university S-As in relation to DC policy adopted by their academic institutions in different European countries. In total, 77 athletes (F = 35, M = 42; age range: 20–25 years) participated in 15 national face-to-face focus groups in five different countries, to discuss aspects that higher education institutes should implement in relation to: 1) the athletes’ needs; 2) assistance/tutorship: 2) curricula requirements; 3) financial support; 4) logistic support; 5) social support; and 6) dual career policies. Fifty of the athletes competed in individual sports and twenty-seven team sports. Of them, 57 was enrolled at undergraduate, 17 was enrolled in a master and 3 in a PhD. The athletes were presented with 13 open-ended questions one by one, and were ensured freedom to interact. All the discussions were recorded. After this, a general discussion took place in which the participants identified and agreed on a final list of statements from their focus group deemed to be relevant to DC athletes as university students. Then, at a consensus meeting, the findings were combined, repetitions were eliminated, and fragmented statements were condensed into broader ones. A final list of 31 statements, organized in six related content units, were identified in relation to the athletes’ needs (n = 5), assistance/tutorship (n = 5), curricula requirements (n = 4), financial support (n = 4), logistic support (n = 4), social support (n = 6), and DC policies (n = 3), respectively. In conclusion, this cross-national qualitative research study synthesized the S-As views about their needs and the most relevant DC policies and provisions that higher education institutes should provide to ensure them with positive academic experiences towards the achievement of a degree.

Background: Differences in kinanthropometric and physical fitness performance between boys and girls usually start during adolescence, as a result of the changes in the hormonal environment that occur with the advance of age and biological maturation; Methods: A total of 96 1st Regional Division players adolescent volleyball players, 48 males, (age = 14.17 ± 1.00 years-old) and 48 females (age = 14.41 ± 1.21 years-old) underwent a kinanthropometric assessment, were asked to perform different physical fitness test and to complete a questionnaire. Chronological age, maturity offset, age at peak height velocity (APHV), and birth quartile were calculated; Results: Statistical differences were observed between male and female players in the APHV (p < 0.001). Male players showed higher values in the bone and muscle-related variables (p < 0.001–0.040), as well as in the strength and power production-related physical tests (p < 0.001–0.012), while the female showed higher values in the fat-related variables (p = 0.003–0.013), and performed better in the flexibility tests. Age, maturity offset, and birth quartile showed to have statistical influence in the differences found between sex groups; Conclusions: There is a clear influence of age and biological maturation on the differences found between sexes in adolescent volleyball players that could be taken into account regarding grouping in early stages.

This study aimed to investigate the student-athletes' capability to face the academic, sport, and social challenges during the coronavirus disease 2019 (COVID-19) lockdown and to disclose novel aspects of dual careers. A 32-item online survey encompassing demographic characteristics, sport and university engagement, support and dual-career benefits, physical activity, sitting time, and the time deemed necessary to recover the previous level of performance was developed. Four hundred sixty-seven student-athletes (males: 57%, females: 43%) from 11 countries, competing in 49 different sports (individual: 63.4%, team: 36.6%) at regional (17.5%), national (43.3%), and international (39.2%) levels, and enrolled at high school (21.9%) and university (78.1%) levels completed the survey. During the lockdown, the respondents decreased the time dedicated to sport and academics, although they maintained an active lifestyle. Student-athletes from countries under severe contagion were more likely to train at home, dedicate to academics, and receive support from the coach but less likely receive support from their teachers. With respect to their team sport counterparts, athletes competing in individual sports trained more and were more likely to receive support from their coaches. International athletes showed the highest training time and support from their coaches and as student-athletes. High school students received more support from their coaches and teachers, whereas university students were more likely considering dual careers useful to cope with the COVID-19 pandemic. This study substantiates the relevant role of competitive sports participation in the maintenance of active lifestyles, with student-athletes considering home training and e-learning valuable resources during the lockdown. Furthermore, their sport and academic commitments helped student-athletes cope with the emergency of the COVID-19 pandemic.

The aim of the present research was to assess elite student-athletes’ perception of the dual career during the lockdown caused by the coronavirus disease 2019 (COVID-19) pandemic, compared with a group of elite student-athletes who could develop their dual career under normal conditions. A total of 150 elite athletes who were also undergraduate or postgraduate students self-completed the “Perceptions of dual career student-athletes (ESTPORT)” questionnaire. From them, 78 did it during the mandatory lockdown period due to the state of emergency caused by COVID-19 (COVID-19 group) and 72 completed it in the previous year to Rio 2016 Olympic Games (control group). The COVID-19 group was found to spend a significantly higher number of hours per week studying, while no significant differences were observed between groups in any training time variable. Student-athletes of the COVID-19 group showed better perception of whether their sport career could help them cope with their academic career and better general perception of remote learning and the use of tasks and videoconferencing as learning support tools. A lower percentage of athletes of the COVID-19 group than of the control group wished to continue with their sport career once they finished their studies. To conclude, student-athletes of the COVID-19 group show adaptations with regard to the organization of their studies and the importance they give to them and to the services provided by dual-career programs, compared with student-athletes from an ordinary pre-Olympic year. In general, student-athletes’ perception of the dual career is very positive.

The aim of this research was to analyze differences in kinanthropometric characteristics and physical performance in relation to maturity status, as well as to determine if age, maturity offset or kinanthropometric variables could predict better performance in physical fitness tests. A total of 152 female volleyball players (14.16 ± 1.25 years old) underwent a kinanthropometric assessment, followed by a physical fitness assessment composed of different tests. The age at peak height velocity (APHV) was calculated, and the sample was divided according to biological maturation into three groups. Significant differences were observed in kinanthropometric variables (p < 0.001–0.026), with early maturers showing higher values. Age, body mass, Cormic index, relative arm span, ∑8 skinfolds, fat mass, corrected arm and thigh girths, muscle mass and biacromial and biiliocristal breadths were the variables that best predicted performance in the physical tests (p < 0.001–0.024). The more mature players showed higher values in most of the kinanthropometric variables, with the more remarkable differences being in body mass, height, arm span and sitting height, and those related to adiposity and absolute body composition, and with structural variables being the most influential on the physical tests. Age had a determinant influence on the differences found between groups in strength and power-related test performance.

Objective: Strength training has gained recognition as an effective method to enhance physical fitness in children and adolescents. Its benefits include improvements in muscular strength, aerobic capacity (VO₂max), and motor performance. However, the diversity in training protocols and participant characteristics across studies necessitates a comprehensive synthesis of the evidence. The aim of this paper was to analyse the influence of a strength training programme in young people aged 6 to 16 years on different aspects of physical fitness. Methods: A search was carried out in the EBSCO, Web of Sciences, and Scopus databases. A total of 634 articles were reviewed, and 22 were finally included in the meta-analysis of articles published between 2013 and 2023 in English or Spanish. Twenty-two studies met the inclusion criteria and were assessed using the AXIS and PEDro tools. Standardised mean differences (SMD) and 95% confidence intervals (CI) were calculated. The variables that were most frequently repeated as criteria for evaluating the effectiveness of strength training were the following: (1) strength of the lower/upper body muscles; (2) VO₂max; (3) sprint performance. Results: Strength training interventions produced statistically significant improvements in all analysed variables. Most effective programmes lasted between 6 and 12 weeks, with 2–3 sessions per week. VO₂max showed the greatest improvement, followed by upper and lower limb strength, and sprint performance. Heterogeneity ranged from low to moderate. Conclusions: Supervised strength training programmes can significantly enhance physical fitness in school-aged children and adolescents. While the included studies varied in design and duration, measurable improvements were commonly observed in interventions lasting at least 6–8 weeks. Future research should explore age- and maturity-related responses through subgroup analyses. Limitations include the exclusion of studies published after 2023 and the wide age range of participants without biological stratification.