The revised European consensus defined sarcopenia as a progressive and generalized skeletal muscle disorder that is associated with an increased likelihood of adverse outcomes including falls, fractures, physical disability and mortality. The aim of this study was to determine the prevalence of sarcopenia and analyse the influence of diet, physical activity (PA) and obesity index as risk factors of each criteria of sarcopenia. A total of 629 European middle-aged and older adults were enrolled in this cross-sectional study. Anthropometrics were assessed. Self-reported PA and adherence to the Mediterranean diet were evaluated with the Global Physical Activity Questionnaire (GPAQ) and Prevention with Mediterranean Diet questionnaire (PREDIMED), respectively. The functional assessment included handgrip strength, lower body muscle strength, gait speed and agility/dynamic balance. Of the participants, 4.84% to 7.33% showed probable sarcopenia. Sarcopenia was confirmed in 1.16% to 2.93% of participants. Severe sarcopenia was shown by 0.86% to 1.49% of participants. Male; age group ≤65 years; lower body mass index (BMI); high levels of vigorous PA; and the consumption of more than one portion per day of red meat, hamburgers, sausages or cold cuts and/or preferential consumption of rabbit, chicken or turkey instead of beef, pork, hamburgers or sausages (OR = 0.126–0.454; all p < 0.013) resulted as protective factors, and more time of sedentary time (OR = 1.608–2.368; p = 0.032–0.041) resulted as a risk factor for some criteria of sarcopenia. In conclusion, age, diet, PA, and obesity can affect the risk of having low muscle strength, low muscle mass or low functional performance, factors connected with sarcopenia.

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.

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.

One of the European Union’s (EU) priorities in sports is the holistic development of athletes through combining high-performance sports with higher education. Within the ERASMUS+Sport Collaborative Partnership “More than Gold” (MTG, 603346-EPP-1-2018-1-LV-SPO-SCP), the aim of the empirical research was to clarify and analyse the opinions of high-performance athletes of five Member States on the opportunities for Dual Career (DC) implementation as well as support provision for high-performance athletes within their DC implementation. Survey as the research method was chosen applying questionnaire, interview and focus-group discussion as data collection methods. The research sample included in this work comprised 284 athletes. The data obtained revealed the challenges related to overlapping schedules, long distance from the university to the training venue, and the lack of understanding and flexibility from the academic staff, which was especially challenging in the first academic year. The respondents appreciated the support of DC tutors. Finally, the opinion of experts allowed to identify 9 aspects to be implemented within the DC perspective (e. g., access to educational facilities, tutorship, psychological support). Findings urge to implement DC programmes at higher education institutions (HEIs) comprising DC guidance, flexible study and training schedules, customized curricula, distance learning, proximity of training facilities and sports services, psychological and career support services tailored for elite-athletes. Therefore, the More Than Gold Guidelines for HEIs are crucial for the development of the European DC culture.

The aim of this article is to give an overview on possibilities for students – top athletes to combine their career in respective sports field with studies in different Latvian higher education establishments. Authors of the article analyse scientific literature and the opinions expressed in the individual interviews of the heads of higher education institutions of Latvia as well as officials of State departments responsible for Sports regarding support opportunities that are important for the promotion of dual careers for students – top athletes. Authors of the article study and analyze the possibilities for top athletes to obtain higher education and opportunities to improve the training process. The article gives a theoretical insight and analyzes the results of surveys led by sports managers in Latvia's higher education institutions. After processing the responses, recommendations for the management of the dual career process in higher education institutions have been developed, which could help to achieve a successful implementation of dual career for athletes in Latvia.

Introduction This paper examines the convergence of the opinions of European higher education institution (HEI) experts on possible implementation of dual career policies and provision areas at university level. Methods An online 32-item questionnaire encompassing 26 dual career aspects collected the opinion of European HEI experts as the last phase of a Delphi method preceded by i) focus groups with student-athletes who aimed to identify needs for dual careers and ii) a workshop with 21 dual career experts to generate the statements to be included in the survey. Seventy-one HEI experts from 12 EU member states participated in the survey, rating each dual career aspect identified in previous phases. Results The relative position of each aspect has been plotted based on relevance (x-axis) and feasibility (y-axis). The Quadrant IV of the resulting scatterplots identified the following nine aspects rated as highly relevant and highly feasible for implementation: tutorship/mentorship, psychological support, programmes based on integration of academic departments and sports services, and adaptable programmes to the needs of each student-athletes (assistance/tutorship area), individual study plans and distance learning (curricula requirements area), publicity for student-athletes and initiatives for increasing the awareness of student-athletes and knowledge of dual career issues (social support area), and access to educational facilities (logistic support area). Discussion and conclusions The HEI experts’ views represent a coherent and useful starting point to develop a deep understanding of the considered 26 aspects founded on a phenomenological lifeworld-led approach and emphasizes the need for a minimum standard for dual career policies and provisions.

This article discusses the viewpoints of graduates of the program Health and sports teacher (Sports teacher – since 2011) in University of Latvia, Faculty of Pedagogy, Psychology and Art, on the particular study program, focusing on the importance of the educational environment. Parallel to the studies, students have the opportunity to develop their social experience, to participate in creative activities and to orientate themselves on a well-considered model of personal career. This article summarizes the opinions of the graduates on the study process and its importance as they commenced their professional activities, as well as opinions on the possibilities to engage in social and sports activities and the development of their careers in sports during the studies.

The study explores factors that motivate high-performance athletes to manage their dual career while studying in secondary school. The dual career experience of Latvian youth is obtained. The paper analyses the results from young high-performance athletes’ questionnaire, focusing on the support young athletes receive and would need to receive in their education and sports training process. A survey, based on an individual approach, was carried out in training camps and schools; 125 high-performance athletes of the secondary school age completed the questionnaire (19 questionnaires were filled in electronically). The gained data were processed with the statistics methods using SPSS Statistics and Excel programmes. The young people in the age range from 15-19 years study in secondary school, vocational school or in Year 1 of a higher education institution; this is a young athletes’ transitional period from youth leagues to junior or adult sports leagues. In the education process, 77 young athletes were supported by their parents (M-3)(according to the average value of the 4-point Likert Scale), and 70 respondents indicated teachers’ support (M-3); while in sports the support was received from trainers (M-3,70) and friends (M-3,42). The study analysed the contributing factors that motivated young athletes to gain education and achieve sports mastery. Young athletes up to 19 years sought more for their friends’ approval. Student-athletes chose to study in schools that offered opportunities to combine studies with high-performance sports. However, young student-athletes lacked motivation for studies.