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In order to help talented athletes to attain the highest possible level in both their sport and education, Topsport Talent Schools (TTS) were founded in the Netherlands in 1991. This research aims to investigate the effect of attending a TTS on the sport and education performance levels of talented athletes. A retrospective study was conducted amongst 242 (former) talented athletes from six sport federations. Results indicate that attending a TTS did not influence the current and highest attained sport performance levels of talented athletes (at both junior and senior level). Neither were talents who had attended a TTS more satisfied about the combination of school and sport, nor were they more motivated for their sport. Furthermore, results indicated that talents who had attended TTS were less motivated to do well in school; also they attained lower educational levels in both their secondary school and further education.

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Academic and athletic identities are related to performance and wellbeing indicators in both the educational and sport domains, respectively. This paper presents a systematic literature review examining empirical research into the academic and athletic identities of student-athletes in dual (education and sport) careers. The 42 records identified in this review suggest that research on the academic and athletic identities of student-athletes has focused on the themes of: identity development, role conflict, career development and motivation, and student-athlete stereotypes. Future research directions are considered, including the need for mixed-methods and longitudinal assessments of academic and athletic identities to assess to dynamic nature of identity development, and to ascertain how these relate to future performance and wellbeing outcomes.

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