Long-Term Athlete Development in Schools: a Systematic Review and Narrative Synthesis

Nele Söker^1*Jasper Schamerowski¹Astrid Zech²Simon Steib³Anna Lina Rahlf¹

• ¹University of Flensburg, Flensburg, Germany
• ²Universitat Hamburg, Hamburg, Germany
• ³Universitat Heidelberg, Heidelberg, Germany

Introduction: Evidence systematically assessing the effects of sports schools on long-term athlete development is largely lacking. In general, sport schools play an increasingly important role in the development of new Olympic and top athletes. Additionally, talent programmes for the context of schools are a strategy for identifying and developing talent in sport. Both approaches are designed to promote long-term development of talent in sport, but benefits remain unclear. This study examines the development of athletes in the school environment within the framework of Long-Term Athlete Development (LTAD). Methods: A systematic search in PubMed, Web of Science, SportDiscus was conducted following the PRISMA guidelines, incorporating the PICO strategy. Eligible trials were selected by (i) studies conducted in school (ii) including pupils (iii) conducting a quantitative design (iv) providing physiological, physical, psychological and social data, as well as sporting and academic results. Data extraction and risk of bias assessment were performed independently by two reviewers. Findings were synthesized narratively. Results: Based on 21 studies, talent-development approaches in schools positively impact physiological and physical aspects. In four studies, authors noted increased psychological stress, with female student-athletes more frequently affected. Two studies found no negative impact on short-term academic success, whereas two reported lower long-term educational outcomes for sport profile pupils. No consistent link was found between talent programmes and long-term sporting success. Although athletes reported enhanced social support and stronger relationships with coaches and peers, the competing demands of academics and sport frequently caused social isolation beyond the sports school context. Conclusion: This narrative synthesis provides a comprehensive understanding of school-based talent development approaches on LTAD. Talent development programmes in schools support physical performance, social networks, and short-term academic success, but pose challenges for psychological aspects and long-term academic and sporting success. Better alignment with long-term athlete development aspects, including mental health support, is needed. Due to the heterogeneous methodologies applied, a systematic approach for pooled data synthesis was not feasible. Future research should address long-term outcomes and close methodological gaps.