Journal of Digital Life 2022,2,8

Technical Article

Examination of experienced university student
athletes of Olympic athletes in Japan
Futa Yahiro 1,2, Goichi Hagiwara 3
1

Faculty of Economics Studies, Japan University of Economics, 3-11-25 Gojo Dazaifu Fukuoka 818-0125 Japan
Graduate School of Human-environment Studies, Kyushu University, 744 Motooka Nishi-ku Fukuoka 819-0395 Japan
3
Faculty of Human Sciences Studies, Kyushu Sangyo University, 2-3-1 Matsukadai Higashi-ku Fukuoka 813-8503 Japan
2

Abstract
This study aimed to clarify how many university student athletes were among the athletes who represented
Japan at the London Olympics (2012), Rio de Janeiro Olympics (2016) and Tokyo Olympics (2021); theirresult; and the faculties they belonged to in their universities. Athletes registered at the above mentioned
competitions who were current university students or who belonged to a university in the past (including
dropouts) were included in the survey. The result of this study shows that academic clustering is becoming
increasingly customary.
Keywords: Dual carrier; College sports; Olympic; UNIVAS

1. Introduction
Universities have been reported to support athletes’ career development (Aquilina, 2013). University sports have beenshown at the conference on the promotion of university sports to be an important entity that supports the developmentof society through sports (MEXT, 2017). Because of this situation, there is an increasing interest in athletes who arein universities (hereinafter referred to as university student athletes) (Brown et al., 2015). With the increase in thegeneral university entrance rate, the number of top-level athletes who choose university entrance courses is increasing(Arai et al., 2018).
On the other hand, university student athletes are unable to graduate from college due to poor academic performanceand lack good grades due to excessive concentration in competitions. In addition, by spending most of their college
life in competition, it is thought that it will be impossible to develop a second career after that. Therefor this reason,
university student athletes need to play an active role in sports, complete their studies, and develop their careers forthe future.
The idea of dual careers for athletes is attracting attention because it is necessary to develop a career for the future. A
dual career is defined as "combining the beginning and end of a competitive life, which is part of a long life, with theimportant events and desires that occupy each stage of school, work, and other life (EU expert group, 2012; Waku,2015)." For example, a dual career is a combination of sports and academics, or sports and work.
However, the practice of "academic clustering" has been identified out as a barrier to dual carriers (Fountain andFinley, 2009; Fountain and Finley, 2011). Academic clustering primarily means that university student athletes are
directed towards a particular major. Fountain and Finley (2009) surveyed 11 Division I football players at the ACC
Conference and found that clustering was performed at all universities. Suggs (2003) surveyed the majors of university
student athletes on teams that participated in American football finals. It was revealed that American football players
concentrated on specific majors, that are less difficult, similar to many university student athletes. However, few
studies have investigated academic clustering in Japan and the actual situation has not yet been determined. In Japan,
the Basic Sports Plan (Japan Sports Agency, 2016) devises measures to raise awareness about dual careers among
Received: 24 April 2022, Accepted: 27 April 2022, Published: 25 May 2022
* Correspondence: yahiro-f@fk.jue.ac.jp
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Examination of experienced university student athletes of Olympic athletes in Japan
Futa Yahiro, Goichi Hagiwara
top-level athletes. Therefore, it is necessary to clarify academic clustering patterns among the top-level athletes inJapan.
Therefore, this study aimed to clarify how many university student athletes were among the athletes that represented
Japan, the kind of results they had, and the faculties they belonged to. By clarifying these, it is possible to grasp thecurrent state of academic clustering of top athletes in Japan, and it is thought that future issues in the university sports
world can be determined.
2. Methods
Among the athletes registered at the London Olympics (2012), Rio de Janeiro Olympics (2016) and Tokyo Olympics(2021), those who are currently university students or who belonged to a university in the past (including dropouts)
were included in the survey. Athletes who are university students but belong to professional and business teams areexperienced university student athletes. High school and junior high school athletes are excluded from experienced
university student athletes. For the current affiliation, final educational background, and competition results, theofficial website of the Japanese Olympic Committee was referenced (Japanese Olympic Committee, 2012; JapaneseOlympic Committee, 2016; Japanese Olympic Committee, 2021). The competition results were classified into multiple
medals, gold medals, silver medals, bronze medals, 8th place prizes, 9th place and below, and not participation.
Athletes who entered graduate school had graduate school as their final academic background. Information about thefaculty to which each player belonged was retrieved from the homepages, magazines, newspaper articles, and otherrelevant publication of each university. The classification of the faculty was referred to from the Benesse website.
Compared and examined to each numerical value obtained from Japanese Olympic Committee and homepages,
magazines, newspaper articles, etc.
3. Results
3.1 Percentage of university student athletes
The number of national team athletes who were in university was 215 out of 293 (73.4%) at the London Olympics,
249 out of 338 (73,7%) at the Rio de Janeiro Olympics and 420 out of 583 (72.0%) at the Tokyo Olympics (Table 1).
Table 1. Percentage of university student athletes

Representative
playerUniversity student
athleteLondon Olympics

Rio de Janeiro Olympics

Tokyo Olympics

293

338

583

215(73.4%)249(73.7%)

420(72.0%)

3.2. Results of university student athletes
Among the university student athletes, at the London Olympics, 5 athletes won multiple medals (2.3%), 6 won gold
medals (2.8%), 24 won silver medals (11.0%), 12 won bronze medals (5.6%), 54 won 8th place prizes (25.0%), and
114 won prizes for 9th place and below (52.9%); there was 1 person who did not participate (0.4%). At the Rio deJaneiro Olympics, 4 athletes won multiple medals (1.6%), 12 won gold medals (4.8%), 10 won silver medals (4.0%),
24 won bronze medals (9.6%), 56 won 8th place prizes (22.5%), and 113 won prizes for 9th place and below (57.5%).
At the Tokyo Olympics, 6 athletes won multiple medals (1.4%), 31 won gold medals (7.4%), 12 won silver medals(2.8%), 10 won bronze medals (2.4%), 107 won 8th place prize (25.5%), and 252 won prizes for 9th place and below(60.0%); there were 2 people who did not participate (0.5%) (Table 2).
3.3. Faculties of university student athletes
Next, we examined the faculties of university student athletes. For the classification of faculties, we referred to
Benesse classification method. At the London Olympics, the faculties and number of student athletes were as follows:
Physical Education / Health / Human Science, 103 (47.9%); Economics / Management / Commerce, 42 (19.5%); Law/ Political, 29 (13.5%); Literature, 10 (4.6%); International Relations, 8 (3.7%); Medical Technology / Welfare, 5(2.3%); Pedagogy, 4 (1.9%); Science, 4 (1.9%); Sociology, 4 (1.9%); Agriculture, 2 (0.9%); Pharmacy, 1 (0.5%); Life
Science, 1 (0.5%) and unknown, 2 (0.9%) (Table 3). At the Rio de Janeiro Olympics, the faculties and number ofstudent athletes were as follows: Physical Education / Health / Human Science, 122 (49.0%); Economics /Management / Commerce, 36 (14.5%); Law / Politics, 33 (13.3%); Medical Technology / Welfare, 11 (4.4%);
International Relations, 10 (4.0%); Sociology, 10 (4.0%); Literature, 7 (2.8%); Pedagogy, 5 (2.0%); Agriculture, 4(1.6%); Engineering, 4 (1.6%); Science, 3 (1.2%); Unknown, 4 (1.6%) (Table 4). At the Tokyo Olympics, the faculties

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Examination of experienced university student athletes of Olympic athletes in Japan
Futa Yahiro, Goichi Hagiwara
and number of student athletes were as follows: Physical Education / Health / Human Science, 224 (53.3%);
Economics / Management / Commerce, 58 (13.8%); Law / Politics, 53 (12.6%); International Relations, 20 (4.8%);
Literature, 17 (4.1%); Medical Technology / Welfare, 11 (2.6%); Sociology, 11 (2.6%); Science, 9 (2.2%);
Engineering, 5 (1.2%); Pedagogy, 3 (0.7%); Medicine, 1 (0.2%); Unknown, 8 (1.9%) (Table 5).
Table 2. Results of university student athletesLondon Olympics

Rio de Janeiro Olympics

Multiple medals

5

4

6

Gold medal

6

12

31
12

Silver medal

24

10Bronze medal

12

24

10

8th place prize

54

56

107

9th place and below

114

113

252

Not participate

1

0

2

Table 3. Faculty of university student athlete(London Olympics)

Table 4. Faculty of university student athlete(Rio de Janeiro Olympics)

London Olympics
Physical Education /Health / Human Science
Economics /Management /Commerce
Law / Politics

Tokyo Olympics

103(47.9%)42(19.5%)29(13.5%)

Literature10(4.6%)

International Relations
Medical Technology /WelfarePedagogy8(3.7%)

Table 5. Faculty of university student athlete(Tokyo Olympics)

Rio de Janeiro Olympics
Physical Education /Health / Human Science
Economics /Management /Commerce
Law / Politics
Medical Technology /WelfareInternational Relations

Tokyo Olympics

33(13.3%)

Physical Education /Health / Human Science
Economics /Management /Commerce
Law / Politics

11(4.4%)

International Relations

20(4.8%)

Literature
Medical Technology /WelfareSociology17(4.1%)

122(49.0%)36(14.5%)10(4.0%)5(2.3%)

Sociology10(4.0%)4(1.9%)

Literature7(2.8%)

224(53.3%)
58(13.8%)
53(12.6%)

11(2.6%)11(2.6%)

Science4(1.9%)

Pedagogy5(2.0%)

Science9(2.2%)

Sociology4(1.9%)

Agriculture4(1.6%)Engineering

5(1.2%)

Agriculture2(0.9%)Engineering

4(1.6%)

Pedagogy3(0.7%)

Pharmacy1(0.5%)

Science3(1.2%)

Medicine1(0.2%)

Life Science1(0.5%)

Unknown

4(1.6%)

Unknown8(1.9%)

Unknown2(0.9%)

4. Discussion
This study aimed to clarify how many university student athletes are among the athletes represent ed Japan at the
London Olympics (2012), Rio de Janeiro Olympics (2016) and Tokyo Olympics (2021), the kind of results they
achieved and the faculty they to which they belonged.
This study suggests that university student athletes accounted for approximately 70% of the athletes at the three
tournaments. Further, the chances of top-level athletes going to college are increasing as the general college entrance
rate increases.
The results of university student athletes represented Japan were relatively good. Therefore, it can be seen that
advanced practice is possible at the university.
As a result of examining the faculties of representative athletes who were experienced university student athletes,
there was a tendency for academic clustering. In the United States, the National Collegiate Athletic Association(NCAA) has pointed out that academic clustering has become a practice because it is necessary to maintain a GPA
above a certain standard for participation in games and practice. However, despite the lack of rules like those of theNCAA in the Japanese university sports world, it has been revealed that academic clustering is becoming customary.

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Examination of experienced university student athletes of Olympic athletes in Japan
Futa Yahiro, Goichi Hagiwara
Since the Tokyo Olympics were held in their country, it is hypothesized that the number of athletes who choose sports
departments to concentrate on the competition increased.
From the above, although the number of athletes attending university is increasing, the tendency of academic
clustering has been clarified, and it is considered that dual career formation has not progressed among top -levelathletes. In recent years, COVID-19 has rapidly promoted the digitization of university classes. It was suggested thatutilizing online classes makes it possible to go on to more diverse faculties. It is possible to eliminate academic
clustering by advancing the digitization of lessons. In Japan, the Basic Sports Plan (Japan Sports Agency, 2016)
mentions measures to raise awareness of dual careers for top-level athletes. However, since top-level athletes do notform dual careers, it is possible that junior athletes will refer to it. Because it is difficult for athletes who have alreadygraduated from college to aim for a dual career, it is suggested that junior athletes need to be trained in dual andsecond careers.
In this study, we surveyed top-level athletes such as Olympic athletes; however, since they have achieved high resultsin Japan, it is considered that most athletes have a fulfilling second career. In the future, it will be necessary to clarify
the tendency of academic clustering in Japan by targeting university student athletes at various levels of competition.
By advancing the research, problems for the formation of dual careers will be identified, and considered to solve thesecond career problem of athletes.
5. Conclusions
This study aimed to understand the situation of academic clustering among Olympic athletes. The result of this study
showed that academic clustering is becoming increasingly customary. In the future, it will be necessary for universities
to create a system that increases the number of faculties from which university student athletes can choose.
Author Contribution
Conceptualization, F.Y., G.H.; methodology, F.Y.; validation, F.Y.; formal analysis, F.Y.; investigation, F.Y.;
writing-original draft preparation, F.Y., G.H.; writing-review and editing, F.Y., G.H.; visualization, F.Y.; supervision,
Y.S.
Funding
This research received no external funding.
Conflicts of Interest
The authors declare no conflict of interest.
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Examination of experienced university student athletes of Olympic athletes in Japan
Futa Yahiro, Goichi Hagiwara

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