Introduction and Theoretical Background Blended learning has become an increasingly important instructional approach in Physical Education Teacher Education (PETE), offering opportunities to integrate digital learning opportunities while preserving the embodied and practice-oriented nature of physical education. Despite its growing implementation, evidence regarding its effectiveness for professional competence development in PETE remains limited, particularly concerning the mechanisms through which blended learning environments foster learning. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, which conceptualises teachers’ professional competence as the integrated interplay of technological, pedagogical, and content knowledge (Mishra & Koehler, 2006), this study examines how blended learning contributes to (1) the development of selected professional competencies among pre-service teachers and which (2a) blended-learning-related factors and (2b) instructional process quality factors explain individual differences in learning gains. Methods The study is part of the MOBAK-DigiKo project and employs a quantitative pre–post design with 55 pre-service physical education teachers from two German universities. The blended-learning seminar focused on diagnosing and promoting basic motor competencies and integrated online and face-to-face phases. Data were collected using standardised self-report questionnaires assessing TPACK-related knowledge domains, self-efficacy, and utility values at the beginning and end of the 14-week seminar. In addition, blended-learning-related factors and instructional process quality were assessed at post-test. Data were analysed using paired-samples t-tests and regression analysis to examine predictors of competence development. Results Results indicate significant improvements in all TPACK-related knowledge domains and self-efficacy, with the strongest effects observed for technological-pedagogical knowledge and technological-content knowledge. Utility values remained stable over time. SEM results revealed differential effects of blended-learning components: on-site activities positively predicted pedagogical knowledge and technological-content knowledge, while the overall structural organisation of the blended format showed a negative association with pedagogical-content knowledge. Regarding instructional process quality, cognitive activation emerged as the strongest predictor of technological-related knowledge gains, whereas practical relevance significantly predicted pedagogical-content knowledge development. Discussion Findings suggest that blended learning in PETE supports the development of integrated professional knowledge and self-efficacy rather than motivational value beliefs. Importantly, results highlight that blended learning is not uniformly effective across competence domains. Instead, its impact depends on the blended learning environment and instructional quality. In particular, cognitively activating and practice-oriented learning processes appear central to fostering TPACK-related competence development. The negative association highlights the need to balance organisational guidance with opportunities for deeper pedagogical reasoning. The study contributes mechanism-oriented evidence on how blended learning environments influence professional learning in PETE and underscores the importance of aligning instructional design and teaching quality to optimise learning outcomes in technology-enhanced teacher education. References Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.

IntroductionPrevious studies have highlighted the effects of motivation and identity on dual careers (DC) separately.MethodsThe present study investigated the mutual relationship among 495 student-athletes (mean age = 17.0, males = 56.6%) in upper secondary school. The Student Identity Measurement Scale (SIMS), Academic Identity Measurement Scale (AIMS), and Student-Athletes’ Academic and Athletic Motivation Scale (SAAMS) were used in a cross-sectional design.ResultsFindings revealed that student-athletes expressed higher identity than motivation within each domain. Athletic identification and motivation were stronger than those for academics. Correlation models revealed strong relations between identity and motivation within a domain, but not across domains. Gender differences emerged, with female student-athletes reporting higher academic identity and motivation compared to males.DiscussionThe study supports the notion that balancing both academia and sports is vital to prevent identity foreclosure and enhance a successful DC. Additionally, the need for individualised support and talent identification strategies for student-athletes is emphasised.

Previous studies have examined the basic psychological needs (BPNs) among student-athletes in dual careers (DCs), however, motivational profiles regarding the BPNs have not yet been investigated extensively. The present study aimed to investigate DC profiles based on the perceived BPN support. Cross-sectional analyses examined the relation between these profiles and the academic and athletic personal characteristics as well as performances. Longitudinal analyses explored the profiles’ developments in terms of these characteristics and performances. A sample of 236 student-athletes (47.5% female) at three German Elite Sport Schools participated in the study. Cluster analyses resulted in five clustering profiles: positive thinkers, easy-goers, socials, learners, and sporties. Analyses of variance (ANOVA) showed that these profiles differed in terms of academic and athletic personal characteristics but not performances. Repeated-measurement ANOVA resulted in indifferent developments of the personal characteristics and performances among the five profiles except for the grade in Physical Education.

Previous dual-career (DC) research focused on measuring student–athletes’ motivation in the academic and athletic contexts. Existing measurement instruments are insufficient for adolescent student–athletes and countries with independent education and sport systems. The Student–Athletes’ Academic and Athletic Motivation Scale (SAAMS) was developed based on the expectancy–value framework (EVF) with its dimensions ability beliefs, expectations, importance, interest, usefulness , and cost . The development of the SAAMS followed three phases: (1) item development, (2) scale development, and (3) scale evaluation. The initial version was tested with 346 student–athletes (mean age = 17.3 years; females = 47.7%). A revision phase resulted in a final SAAMS tested with 497 student–athletes (mean age = 17.0 years; females = 42.9%). Exploratory and confirmatory factor analyses were conducted for the evaluation. Several models were tested with the best results for a six-factor model as assumed by the EVF. The SAAMS is suitable for an extensive range of research and practical applications.

Studies have evaluated the effectiveness of dual career (DC) support services among student-athletes by examining scholastic performances. These studies investigated self-reported grades student-athletes or focused on career choices student-athletes made after leaving school. Most of these studies examined scholastic performances cross-sectionally among lower secondary school student-athletes or student-athletes in higher education. The present longitudinal field study in a quasi-experimental design aims to evaluate the development of scholastic performances among upper secondary school students aged 16–19 by using standardized scholastic assessments and grade points in the subject English over a course of 3–4 years. A sample of 159 students (54.4% females) at three German Elite Sport Schools (ESS) and three comprehensive schools participated in the study. The sample was split into six groups according to three criteria: (1) students’ athletic engagement, (2) school type attendance, and (3) usage of DC support services in secondary school. Repeated-measurement analyses of variance were conducted in order to evaluate the impact of the three previously mentioned criteria as well as their interaction on the development of scholastic performances. Findings indicated that the development of English performance levels differ among the six groups.

Basic motor competencies (BMC) are a prerequisite for children to be physically active, participate in sports and thus develop a healthy, active lifestyle. The present study provides a broad screening of BMC and associations with age, sex, body mass index (BMI) and extracurricular physical activity (PA) in 10 different European countries. The different country and regional contexts within Europe will offer a novel view on already established BMC associations. The cross-sectional study was conducted in 11 regions in 10 European countries in 2018. The motor competence areas, object movement (OM) and self-movement (SM), were assessed using the MOBAK-1-2 test instrument in 3758 first and second graders (age: M = 6.86 ± 0.60 years; 50% girls) during Physical Education classes. Children were questioned about their extracurricular PA and age. Their body weight and height were measured in order to calculate BMI. Statistical analyses included variances and correlations. The results showed significant differences in BMC levels between countries (OM: F = 18.74, p < 0.001, η2 = 0.048; SM: F = 73.10, p < 0.001, η2 = 0.163) whereas associations between BMC and correlates were similar. Boys performed significantly better in OM while girls performed better in SM. Age was consistently positively related to OM and SM with older children reaching higher levels of BMC than younger ones. While participation rates for extracurricular PA differed widely, participation in ball sports was correlated with OM and SM. Participation in individual sports showed a significant association with SM. In summary, BMC levels of children seem to depend on where they live and are strongly related to their participation in extracurricular PA. Therefore, education and health policies, in order to enhance motor competence development and PA participation, are recommended. Further research on country-specific Physical Education frameworks and their influence on BMC will provide more insights into structural factors and cultural characteristics of BMC development. On a school level, support tools and educational materials for teachers about BMC may enable children to achieve a basic level of motor competencies through Physical Education, contributing to lifelong participation in PA.

With the 2012 EU guidelines on dual careers (DC), DC research gained increasing awareness in Europe focussing particularly on student-athletes’ motivation. The Student Athletes’ Motivation toward Sports and Academics Questionnaire (SAMSAQ), arguably the most prominent instrument in this research area, has been used in various cross-cultural studies assessing DC motivation. The present investigation contributes to the cross-cultural discourse aiming to (1) adapt the SAMSAQ for the German context and adolescent secondary school student-athletes, and (2) evaluate the German pre-version. A sample of 208 student-athletes (52.4% females, mean age = 17.4 years, 49.5% at squad level) at three German Elite Sport Schools participated in the study. The investigation was split into two parts. First, the SAMSAQ was adapted to the German context and tested. In the second part, the first pre-version was revised. A series of exploratory factor analyses were applied to verify the factor structure of both German SAMSAQ pre-versions. Eight different factor models based on item removal were compared. Neither model demonstrated good results for the replication of previous findings or a meaningful solution in terms of content. Reasons for the deviations between the original and target SAMSAQ factor structures can be found in the different target groups and the culturally different approaches to career assistant programmes as well as in the theoretical background of the instrument. Since neither model was identified as acceptable, the findings indicate that a new instrument needs to be developed for assessing student-athletes’ DC motivation along their pathways in different cross-cultural contexts.