TABLE 2.
Comparison of the perception of the dual career, according to the variables studied, between student-athletes in normal pre-Olympic year (control group) and student-athletes in COVID-19 pre-Olympic year (COVID-19 group).
| Control group | COVID-19 group | Differences between groups | ||
| Interference of studies with athletic performance | Yes | 33(45.8%) | 40(51.3%) | χ2 = 0.44; p = 0.50 |
| No | 39(54.2%) | 38(48.7%) | ||
| Interference of athletic performance with studies | Yes | 49(68.1%) | 57(73.1%) | χ2 = 0.45; p = 0.50 |
| No | 23(31.9%) | 21(26.9%) | ||
| My sport career helps cope with my studies | Strongly agree | 11(15.3%) | 15(19.2%) | χ2 = 10.78; p = 0.03 |
| Agree | 15(20.8%) | 28(35.9%) | ||
| Neither agree nor disagree | 28(38.9%) | 21(26.9%) | ||
| Disagree | 7(9.7%) | 11(14.1%) | ||
| Strongly disagree | 11(15.3%) | 3(3.8%) | ||
| Balance between my sport career and academic career | Very easy | 0(0.0%) | 2(2.6%) | χ2 = 4.93; p = 0.29 |
| Easy | 14(19.4%) | 18(23.1%) | ||
| Neither easy nor difficult | 22(30.6%) | 26(33.3%) | ||
| Difficult | 25(34.7%) | 27(34.6%) | ||
| Very difficult | 11(15.3%) | 5(6.4%) | ||
| I encounter barriers to achieve good balance between my sport career and academic career | Strongly agree | 2(2.8%) | 0(0.0%) | χ2 = 4.10; p = 0.39 |
| Agree | 8(11.1%) | 5(6.4%) | ||
| Neither agree nor disagree | 25(34.7%) | 27(34.6%) | ||
| Disagree | 30(41.7%) | 34(43.6%) | ||
| Strongly disagree | 7(9.7%) | 12(15.4%) | ||
| Perception of sport monitoring services as part of the university dual career | Very high | 14(19.4%) | 19(24.4%) | χ2 = 4.79; p = 0.31 |
| High | 17(23.6%) | 28(35.9%) | ||
| Neutral | 24(33.3%) | 17(21.8%) | ||
| Somewhat high | 10(13.9%) | 9(11.5%) | ||
| Not high at all | 7(9.7%) | 5(6.4%) | ||
| Perception of flexible curriculum | Very high | 23(31.9%) | 34(43.6%) | χ2 = 7.40; p = 0.12 |
| High | 18(25.0%) | 21(26.9%) | ||
| Neutral | 20(27.8%) | 20(25.6%) | ||
| Somewhat high | 8(11.1%) | 3(3.8%) | ||
| 3(4.2%) | 0(0.0%) | |||
| Perception of remote learning | Very high | 29(40.3%) | 26(33.3%) | χ2 = 20.16; p < 0.001 |
| High | 14(19.4%) | 38(48.7%) | ||
| Neutral | 11(15.3%) | 14(17.99%) | ||
| Somewhat high | 10(13.9%) | 3(3.8%) | ||
| Not high at all | 5(6.9%) | 0(0.0%) | ||
| Perception of the sport tutor services as part of the university dual career | Very high | 30(41.7%) | 30(38.5%) | χ2 = 5.62; p = 0.23 |
| High | 13(18.1%) | 22(28.2%) | ||
| Neutral | 10(13.9%) | 15(19.2%) | ||
| Somewhat high | 8(11.1%) | 6(7.7%) | ||
| Not high at all | 11(15.3%) | 5(6.4%) | ||
| Perception of the need for sport tutor services as part of the university dual career | Strongly disagree | 8(11.8%) | 15(20.5%) | χ2 = 4.43; p = 0.35 |
| Disagree | 2(2.9%) | 5(6.8%) | ||
| Neither disagree nor agree | 13(19.1%) | 13(17.8%) | ||
| Agree | 26(38.2%) | 19(26.0%) | ||
| Strongly agree | 19(27.9%) | 21(28.8%) | ||
| Use of the virtual campus as learning tool | Always | 43(60.6%) | 56(71.8%) | χ2 = 6.45; p = 0.17 |
| Almost always | 11(15.5%) | 13(16.7%) | ||
| Sometimes | 10(14.1%) | 8(10.3%) | ||
| Almost never | 2(2.8%) | 0(0.0%) | ||
| Never | 5(7.0%) | 1(1.3%) | ||
| Use of online fora as learning tool | Always | 6(8.3%) | 10(13.0%) | χ2 = 6.54; p = 0.16 |
| Almost always | 9(12.5%) | 8(10.4%) | ||
| Sometimes | 6(8.3%) | 16(20.8%) | ||
| Almost never | 11(15.3%) | 7(9.1%) | ||
| Never | 40(55.6%) | 36(46.8%) | ||
| Use of online tasks as learning tool | Always | 23(31.9%) | 40(52.6%) | χ2 = 19.46; p = 0.001 |
| Almost always | 16(22.2%) | 18(23.7%) | ||
| Sometimes | 12(16.7%) | 15(19.7%) | ||
| Almost never | 5(6.9%) | 2(2.6%) | ||
| Never | 16(22.2%) | 1(1.3%) | ||
| Use of online chat as learning tool | Always | 4(5.6%) | 4(5.3%) | χ2 = 3.41; p = 0.49 |
| Almost always | 4(5.6%) | 6(7.9%) | ||
| Sometimes | 4(5.6%) | 9(11.8%) | ||
| Almost never | 10(13.9%) | 14(18.4%) | ||
| Never | 50(69.4%) | 43(56.6%) | ||
| Use of videoconferencing as learning tool | Always | 1(1.4%) | 19(25.0%) | χ2 = 50.21; p < 0.001 |
| Almost always | 1(1.4%) | 10(13.2%) | ||
| Sometimes | 9(12.5%) | 18(23.7%) | ||
| Almost never | 5(6.9%) | 12(15.8%) | ||
| Never | 56(77.8%) | 14(22.4%) | ||
| Use of Facebook as learning tool | Always | 2(2.9%) | 6(7.8%) | χ2 = 5.41; p = 0.25 |
| Almost always | 2(2.9%) | 3(3.9%) | ||
| Sometimes | 5(7.4%) | 11(14.3%) | ||
| Almost never | 5(7.4%) | 9(11.7%) | ||
| Never | 54(79.4%) | 48(62.3%) | ||
| Use of Twitter as learning tool | Always | 6(8.5%) | 11(14.3%) | χ2 = 2.39; p = 0.66 |
| Almost always | 3(4.2%) | 6(7.8%) | ||
| Sometimes | 8(11.3%) | 8(10.4%) | ||
| Almost never | 9(12.7%) | 10(13.0%) | ||
| Never | 45(63.4%) | 42(54.5%) |