Study routine of athletes-students during sports development
DOI:
https://doi.org/10.47197/retos.v47.90915Keywords:
Sport, School, Dual CareerAbstract
Sports and school development is a challenge to be faced by many teenagers and youngers who need to reconcile dedication to sports and study routine at the same time. In this way, the support of close people such as family members, teachers and colleagues have fundamental importance to conciliate both contexts in a positive way. This study aimed to analyze the association of study routine of student-athletes with the stages of sports development and the weekly workload of training. Participants were 401 athletes-student from Greater Florianópolis (Santa Catarina/Brazil), of both sexes. A form was used to identify the athletes and their study, sport and leisure habits. In the statistical analysis, chi-square or Fisher's exact tests were applied. The results revealed that the student-athletes in the stage of investment years never performed schemes and summaries of contents passed on in the classroom, when compared to the student-athletes in stage of specialization years. In the relationship between study routine and weekly training load, student-athletes of investment years with low training load always studied with school colleagues, unlike their peers with moderate and high training load. We concluded that there are no significant differences in the study routine of student-athletes, regardless the stage of sports training and the weekly training load.
Keywords: Sport, School, Sports and study development.
References
Aiken, L. (1985). Three coeffients for analyzing the reability and validity of ratings. Educational and Psychological Measurement, 45(1), 131-143. https://dx.doi.org/10.6018/analesps.29.3.178511
Ato, M., López, J. J., & Benavente, A. (2013). Un siste-ma de clasificación de los diseños de investigación en psicologia. Anales de Psicología, 29(3), 1038-1059. https://dx.doi.org/10.6018/analesps.29.3.178511
Azevedo, M. F., Santos, W., Costa, R. F., & Soares, A. J. G. (2017). Formação escolar e formação esportiva: caminhos apresentados pela produção acadêmica. Movimento, 23(1), 185-200. https://doi.org/10.22456/1982-8918.61300
Bellod, H. C., Ramón, V. B., Fernández, E. C., Luján, J. F. G. (2021). Análise do estresse e do comprometi-mento acadêmico-esportivo por meio de redes neurais artificiais auto-organizadas. Retos, 42, 136-144. https://doi.org/10.47197/retos.v42i0.86983
Borggrefe, C., & Cachay, K. (2016). “Dual Carrers”: the structural coupling of elite sport and school exempli-fied by the german verbundsysteme. European Journal for Sport and Society, 9(2), 57-80. https://doi.org/10.1080/16138171.2012.11687889
Brandt, K., Wylleman, M. T., Defruyt, S., Rossem, N. V. (2017). Student-athletes’ perceptions of four dual career competencies. Revista de Psicología del Deporte, 26(4), 28-33. Recuperado de: https://pesquisa.bvsalud.org/portal/resource/pt/ibc-165284
Brasil. Lei nº 4393 de 13 de agosto de 2019. Dispõe sobre a assistência, em regime de exercícios domiciliares ou à distância, para estudantes da Educação Básica que participem periodicamente de competições desportivas e paradesportivas ou exerçam atividades artísticas itinerantes. Brasília, DF: Presidência da República, [2019]. Recuperado de: https://www25.senado.leg.br/web/atividade/materias/-/materia/138079. Acesso em: 03 fev. 2022.
Brasil. Lei nº 5.452 de 1º de maio de 1943. Consolidação das Leis do Trabalho. Brasília, DF: Presidência da Re-pública [1943]. Recuperado de: https://www.planalto.gov.br/ccivil_03/decreto-lei/del5452.htm. Acesso em: 10 fev. 2022.
Brasil. Lei nº 8.069 de 13 de julho de 1990. Estatuto da Criança e do Adolescente. Brasília, DF: Presidência da República [1990]. Recuperado de: http://www.planalto.gov.br/ccivil_03/leis/l8069.htm. Acesso em 10 fev. 2022.
Brasil. Lei nº 9394 de 20 de dezembro de 1996. Estabele-ce as diretrizes e bases da educação nacional [1996]. Recuperado de: http://www.planalto.gov.br/ccivil_03/leis/l9394.htm
Cassep-Borges, V., Balbinotti, M. A. A, & Teodoro, M. L. M. (2009). Tradução e validação de conteúdo: uma proposta para adaptação de instrumentos. In Pasquali, L. (Eds.), Instrumentação psicológica: fundamentos e práticas (pp. 506-520). Porto Alegre (Brasil): Artmed.
Condello, G., Capranica, L., Doupona, M., Varga, K, & Burk, V. (2019). Dual-career through the elite university student-athletes’ lenses: The international FISU-EAS survey. Plos One, 14(10), 1-18. https://doi.org/10.1371/journal.pone.0223278
Costa, F. R., Rocha, H. P. A., & Cadavid, M. A. A. (2018). Sobre a dupla carreira esportiva e o direito à educação. Temas em Educação Física Escolar, 3(1), 1-6. Recuperado de: https://cp2.g12.br/ojs/index.php/temasemedfisicaescolar/article/view/1910/1353
Côté, J., & Vierimaa, M. (2014). The developmental model of sport participation: 15 years after its first conceptualization. Science & Sports, 29, 63-69. https://doi.org/10.1016/j.scispo.2014.08.133
Côté, J., Baker, J., & Abernethy, A. B. (2003). From play to practice: a developmental framework for the acquisition of expertise in team sports. Recuperado de: https://www.researchgate.net/publication/37627422_From_play_to_practice_A_developmental_framework_for_the_acquisition_of_expertise_in_team_sport
Côté, J., Turnnidge, J., & Vierimaa, M. (2016). A per-sonal assets approach to youth sport. K, Green, A. Smith, (Eds.), Routledge handbook of youth sport (243-255). London and New York (USA): Routledge.
Dobersek, U., Rellano, D., L. (2017). Investigating the relationship between emotional intelligence, involve-ment in collegiate sport, and academic performance. The Sport Journal, 1(1), 1-17. Recuperado de: https://www.researchgate.net/publication/216221564_Relationships_between_Emotional_Intelligence_and_Psychological_Skills
Folle, A., Collet, C., Salles W. N., & Nascimento, J. V. (2016). Transições no processo de desenvolvimento de atletas do basquetebol feminino. Revista Brasileira de Educação Física e Esporte, 30(2), 477-490. http://dx.doi.org/10.1590/1807-55092016000200477
Gaston-Gayles, J. (2005). The factor structure and relia-bility of the student athletes’ motivation toward sports and academics questionnaire (SAMSAQ). Journal of College Student Development, 46(3), 317-327. https://doi.org/10.1353/csd.2005.0025
Gomez, J., Bradley, J., & Conway, P. (2018). The chal-lenges of a high-performance student athlete, Irish Educational Studies, 37(3), 329-349. https://doi.org/10.1080/03323315.2018.1484299
Guidotti, F., & Cortis, C. (2015). Dual career of Europe-an student athletes: a systematic literature review. Ki-nesiologia Slovenica, 21(3), 5-20. Recuperado de: https://edu.empatiasport.eu/wp-content/uploads/2020/11/2015-systematic-literature-review-on-dual-career-Guidotti-et-al.pdf
https://doi.org/10.1177/0033294119892885
Ivarsson, A., Stambulova, N., & Johnson, U. (2016). Injury as a career transition: experiences of a Swedish elite handball player. International Journal of Sport and Exercise Psychology, 16(4), 365-381. https://doi.org/10.1080/1612197X.2016.1242149
Ivarsson, A., Stambulova, N., & Johnson, U. (2018). Injury as a career transition: Experiences of a Swedish elite handball player. International Journal of Sport and Exercise Psychology, 16, 365-381. https://doi.org/10.1080/1612197X.2016.1242149
Kelley, C. P., Soboroff, S. D., Katayama, A. D., Pfeiffer, M., & Lovaglia, M. (2018). Institutional reforms and the recoupling of academic and athletic performance in high-profile college sports. The Sport Journal, 21(1), 1-25. Recuperado de: https://thesportjournal.org/article/institutional-reforms-and-the-recoupling-of-academic-and-athletic-performance-in-high-profile-college-sports/
Kristiansen, E. (2017). Walking the line: how young athletes balance academic studies and sport in international competition. Sport in Society, 20(1), 47-65. https://doi.org/10.1080/17430437.2015.1124563
Li, M. H., & Sum, R. K. W. (2017). A meta-synthesis of elite athletes’ experiences in dual career development. Asia Pacific Journal of Sport and Social Science, 6(2), 99-117. http://dx.doi.org/10.1080/21640599.2017.1317481
Luiz, R. R., & Magnanini, M. M. (2000). A lógica da determinaçäo do
Maciel, L. F. P., Folle, A., Souza, P. H. X., Vaz, G., & Salles, W. N. (2017). Envolvimento esportivo e esco-lar: percepções de alunos-atletas do Programa “Basquetebol para Todos”. Revista Brasileira de Ciência e Movimento, 25(4), 92-103. http://dx.doi.org/10.18511/rbcm.v25i4.7776
Mateu, P., Inglés, E., Torregrossa, M., Marques, R.F.R., Stambulova, N., & Vilanova, A. (2020). Living life through sport: the transition of elite Spanish Student-Athletes to a University degree in Physical Activity and Sports Sciences. Frontiers in Psychology, 11, 1-13. https://doi.org/10.3389/fpsyg.2020.01367
Melo, L. B. M., Rocha, H. P. A., Silva, A. L. C., & Soa-res, A. J. G. (2016). Jornada escola versus tempo de treinamento: profissionalização no futebol e a formação na escola básica. Revista Brasileira de Ciência do Esporte, 38(4), 400-406. https://doi.org/10.1016/j.rbce.2015.11.003
Melo, L. B. S., Rocha, H. P. A., Romão, M. G., Santos, W., & Soares, A. J. G. (2020). Dupla carreira: dilemas entre esporte e escola. Journal of Physical Education, 31, e3145. https://doi.org/10.4025/jphyseduc.v31i1.3145
Melo, L. B. S., Soares, A. J. G., & Rocha, H. P. A (2014). Perfil educacional de atletas em formação no futebol no Estado do Rio de Janeiro. Revista Brasileira de Educação Física e Esporte, 28(4), 617-628. https://doi.org/10.1590/1807-55092014000400617
Miranda, I. S., Loreno, L. T.C., & Costa, F. R. (2020). A dupla jornada do atleta universitário: perspectivas para a conciliação entre estudos e treinos na universidade de Brasília. Movimento, 26, 1-16. https://doi.org/10.22456/1982-8918.100344
Pallarés, S., Azócar, F., Torregrossa, M., & Selva, C., & Ramis, Y. (2011). Modelos de trayectoria deportiva en waterpolo y su implicación en la transición hacia una carrera profesional alternativa. Cultura, Ciencia y Deporte, 6(17), 93-103. Recuperado de: https://www.redalyc.org/pdf/1630/163022532003.pdf
Pato, A. S., Isidori, E., Calderón, A, & Brunton J. (2017). Developing an innovative European Sport Tutorship for the dual career of athletes. Murcia: UCAM Catholic University of Murcia. Recuperado de: https://www.researchgate.net/publication/317717999_an_innovative_european_sports_tutorship_model_of_the_dual_career_of_student-athletes
Penfield, R. D., & Giacobbi, P. R. (2004). Applying a score confidence interval to Aiken’s item content-relevance index. Measurement in Physical Education and Exercise Science, 8(4), 213-225. https://doi.org/10.1207/s15327841mpee0804_3
Peserico, C. S., Kravchychyn, C., & Oliveira, A. A. B. (2015). Análise da relação entre esporte e desempenho escolar: um estudo de caso. Pensar a Prática, 18(2), 260-277. https://doi.org/10.5216/rpp.v18i2.27965
Picamilho, S., Saragoça, J., & Teixeira, M. (2021). Car-reiras duais no alto rendimento desportivo na Europa: uma revisão sistemática da literatura. Motricidade, 17(3), 290-305. https://doi.org/10.6063/motricidade.21422
Quinaud, R., Fernandes, A., Gonçalves, C., & Carvalho, H. M. (2020). Student-athletes’ motivation and identity: variation among Brazilian and Portuguese University student-athletes. Psychological Reports, 123(5), 1703-1723.
Rocha, H. P. A., Bartholo, T. L., Melo, L. B. S., & Soa-res, A. J. G. (2011). Jovens esportistas: profissionali-zação no futebol e a formação na escola. Motriz, 17(2), 252-263. https://doi.org/10.5016/1980-6574.2011v17n2p252
Rocha, H. P. A., Melo, L. B. S., Costa, M. A. P. & Soa-res, A. J. G. (2021). Educação e esporte: analisando o tempo escolar do estudante-atleta. Educação em Revista, 37, 3-16. https://doi.org/10.1590/0102-469820719.
Rocha, H. P. A., Miranda, I. S., Silva, A. L. C. & Costa, F. R. (2020). A dupla carreira esportiva no Brasil: Um panorama na agenda das políticas públicas. Revista Com Censo: Estudos Educacionais do Distrito Federal, 7(2), 52-59. Recuperado de: https://www.researchgate.net/publication/341977607_A_dupla_carreira_esportiva_no_Brasil_um_panorama_na_agenda_das_politicas_publicas
Ryan, C. (2015). Factors impacting carded athlete’s readiness for dual careers. Psychology of Sport and Exercise, 21, 91-97. https://doi.org/10.1016/j.psychsport.2015.04.008
Saúde Coletiva, 8(2), 9-28. Recuperado de: http://www.cadernos.iesc.ufrj.br/cadernos/images/csc/2000_2/artigos/csc_v8n2_09-28.pdf
Schwartzman, S. (2016). Educação média profissional no Brasil: Situação e caminhos. São Paulo (BR): Fundação Santillana.
Scott, I. V., & Castles, J. (2017). Factors influencing the academic performance of african american student-athletes in Historically Black Colleges and Universities. The Sport Journal, 1(1), 1-15. Recuperado de: https://www.proquest.com/openview/00bc7eca6756a9352d31721db6b4fb8c/1?pq-origsite=gscholar&cbl=18750
Semiz, K. (2018). Does Sports and School Run Together? A Needs Analysis of University Student-Athletes. Jour-nal of Physical Education and Sports Studies, 10(2), 124-133. https://doi.org/10.30655/besad.2018.10
Soares, J. A. P., Antunes, H. R. L., & Aguiar, C. F. S. (2015). Prática desportiva e sucesso escolar de moças e rapazes no ensino secundário. Revista Brasileira de Ciências do Esporte, 37(1), 20-28. https://doi.org/10.1016/j.rbce.2013.06.002
Soares, J. A. P., Aranha, A., & Antunes, H. (2013). Rela-ção entre os setores de prática desportiva, as modali-dades desportivas e o aproveitamento escolar. Motrici-dade, 9(3), 3-11. https://doi.org/10.6063/motricidade.9(3).27
Sorkkilla, M., Aunola, K., Salmela-Aro, K., & Tolvanen, A. (2018). The co- developmental dynamic of sport and school burnout among student-athletes: the role of achievement goals. Scandinavian Journal of Medicine and Science in Sports, 28(6), 1731-1742. http://dx.doi.org/10.1111/sms.13073
Soto, C. M., & Segóvia, J. L. (2009). Intervalos de con-fianza asimétricos para el índice la validez de conteni-do: un programa Visual Basic para la V de Aiken. Anales de Psicología, 25(1), 169-171. https://doi.org/10.6018/analesps
Stambulova, N. B., Wylleman, P. (2019). Psychology of athletes’ dual careers: A state-of-the-art critical review of the European discourse. Psychology of Sport & Exercise, 42, 74-88. Recuperado de: https://www.sciencedirect.com/science/article/abs/pii/S1469029218305120
Stambulova, N., Ryba, T., & Henriksen, K. (2020). Career development and transitions of athletes: the international society of sport psychology position stand revisited. International Journal of Sport and Exercise Psychology, 19(4), 524-550. https://doi.org/10.1080/1612197X.2020.1737836
Subijana, C. L., Barriopedro, M., & Conde, E. (2015). Supporting dual career in Spain: elite athletes’ barriers to study. Psychology of Sport and Exercise, 21, 57-64. https://doi.org/10.1016/j.psychsport.2015.04.012
tamanho da amostra em investigaçöes epidemiológicas. Cadernos de
Viveiro, S. L., Moreira, A., Bishop, D., & Aoki, M. S. (2015). Ciência do Esporte no Brasil: reflexões sobre o desenvolvimento das pesquisas, o cenário atual e as perspectivas futuras. Revista Brasileira de Educação Física e Esporte, 29(1), 163-175. https://doi.org/10.1590/1807-55092015000100163
Wylleman, P., & Rosier, N. (2016). Perspectiva holística no desenvolvimento de atletas de elite. In M. Raab, P. Wylleman, R. Seiler, A.-M. Elbe, & A. Hatzigeorgia-dis (Eds.), Pesquisa em psicologia do esporte e do exercício: da teoria à prática (pp. 269-288). Amsterdã (Holanda): Elsevier Academic Press. Recuperado de: https://doi.org/10.1016/B978-0-12-803634-1.00013-3.
Yukhymenko-Lescroart, M. (2014). Students and athletes? Development of the Academic and Athletic Identity Scale (AAIS). Sport, Exercise, and Performance Psychology, 3(2), 89-101. https://doi.org/10.1037/spy0000009
Zenha, V., Resende, R., & Gomes, A. R. (2009). Desporto de alto rendimento e sucesso escolar: Análise e estudo de factores influentes no seu êxito. In Congresso Internacional de Deportes de Equipo (1-10). Corunha, Galiza/Espanha: Editorial y Centro de Formación Alto Rendimiento.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Retos
![Creative Commons License](http://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.