@article{NiehuesGerlachSallen2021,
  author    = {Niehues, Maike and Gerlach, Erin and Sallen, Jeffrey},
  title     = {Measuring dual career motivation among German student-athletes using the Student Athletes' Motivation Toward Sports and Academics Questionnaire},
  series = {German journal of exercise and sport research : Sportwissenschaft / Bundesinstitut f{\"u}r Sportwissenschaft, Deutscher Olympischer Sportbund, Deutsche Vereinigung f{\"u}r Sportwissenschaft},
  volume    = {51},
  journal   = {German journal of exercise and sport research : Sportwissenschaft / Bundesinstitut f{\"u}r Sportwissenschaft, Deutscher Olympischer Sportbund, Deutsche Vereinigung f{\"u}r Sportwissenschaft},
  number    = {3},
  publisher = {Springer},
  address   = {Berlin ; Heidelberg},
  issn      = {2509-3142},
  doi       = {10.1007/s12662-021-00723-9},
  pages     = {378 -- 383},
  year      = {2021},
  abstract  = {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.},
  language  = {en}
}
@article{NiehuesGerlachWendebornetal.2022,
  author    = {Niehues, Maike and Gerlach, Erin and Wendeborn, Thomas and Sallen, Jeffrey},
  title     = {Successful in sports but worse in school?},
  series = {Frontiers in education},
  volume    = {7},
  journal   = {Frontiers in education},
  publisher = {Frontiers Media},
  address   = {Lausanne},
  issn      = {2504-284X},
  doi       = {10.3389/feduc.2022.946284},
  pages     = {14},
  year      = {2022},
  abstract  = {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.},
  language  = {en}
}
@misc{QuiterioMartinsOnofreetal.2018,
  author    = {Quiterio, Ana and Martins, Joao and Onofre, Marcos and Costa, Joao and Rodrigues, Joao Mota and Gerlach, Erin and Scheur, Claude and Herrmann, Christian},
  title     = {MOBAK 1 assessment in primary physical education},
  series = {Perceptual \& motor skills},
  volume    = {125},
  journal   = {Perceptual \& motor skills},
  number    = {6},
  publisher = {Sage Publ.},
  address   = {Thousand Oaks},
  issn      = {0031-5125},
  doi       = {10.1177/0031512518804358},
  pages     = {1055 -- 1069},
  year      = {2018},
  abstract  = {Children's motor competence is known to have a determinant role in learning and engaging later in complex motor skills and, thus, in physical activity. The development of adequate motor competence is a central aim of physical education, and assuring that pupils are learning and developing motor competence depends on accurate assessment protocols. The MOBAK 1 test battery is a recent instrument developed to assess motor competence in primary physical education. This study used the MOBAK 1 to explore motor competence levels and gender differences among 249 (Mage = 6.3, SD = 0.5 years; 127 girls and 122 boys) Grade 1 primary school Portuguese children. On independent sample t tests, boys presented higher object movement motor competence than girls (boys: M = 5.8, SD = 1.7; girls: M = 4.0, SD = 1.7; p < .001), while girls were more proficient among self-movement skills (girls: M = 5.1, SD = 1.8; boys: M = 4.3, SD = 1.7; p < .01). On "total motor competence," boys (M = 10.3, SD = 2.6) averaged one point ahead of girls (M = 9.1, SD = 2.9). The percentage of girls in the first quartile of object movement was 18.9\%, while, for "self movement," the percentage of boys in the first quartile was almost double that of girls (30.3\% and 17.3\%, respectively). The confirmatory model to test for construct validity confirmed the assumed theoretical two-factor structure of MOBAK 1 test items in this Portuguese sample. These results support the MOBAK 1 instrument for assessing motor competence and highlighted gender differences, of relevance to intervention efforts.},
  language  = {en}
}