During the EMCA General Assembly 2026, held in Sant Cugat, Spain, the DiaPS – Diabetes Digital Peer Support project was presented through a series of networking activities with representatives of multisport organisations, partners, and stakeholders from across Europe.
In this dynamic and collaborative environment, the project team introduced the DiaPS application, which is currently in its final stage of development. Through informal discussions and one-on-one exchanges, participants had the opportunity to learn more about the platform’s concept, key functionalities, and its potential impact on athletes, parents, and individuals living with Type 1 Diabetes.
The conversations highlighted the importance of accessible, community-driven support within sport, as well as the value of combining digital tools with educational resources. The upcoming launch of the application generated strong interest among attendees, particularly regarding its peer support features and comprehensive content library.
These networking opportunities proved to be an important moment not only for raising awareness about the DiaPS project, but also for gathering initial feedback from a diverse European audience. Such exchanges contribute to refining the final stages of development and strengthening the foundation for future community engagement.
As the project approaches its launch phase, continued collaboration within the EMCA network remains essential for ensuring its relevance and impact across different sports and organisational contexts.
Gaining practical insight into Dual Career support in Premier League academies
As part of the EDU-DC – EDUcation for Dual Careers of football talents project, partners recently took part in a Dual Career exchange visit hosted by two leading Premier League academies: Arsenal FC and Crystal Palace FC. The visit offered valuable insight into how top-tier English clubs support young players in balancing football, education and personal development.
Across both academies, staff emphasised the importance of structured support systems, including roles such as the Head of Education and Head of Player Care — positions required at Premier League Category 1 level. While each club applies this framework in its own way, both place strong focus on safeguarding, wellbeing and preparing players for the many transitions they face throughout their football journey.
These transitions include entering the academy, progressing through age groups, and eventually moving within or beyond the club. Arsenal and Crystal Palace invest heavily in proactive guidance to help players navigate these key moments with confidence.
The visit concluded with a match between Crystal Palace and EDU-DC pilot club AZ Alkmaar at Selhurst Park, offering a live context and a memorable football atmosphere.
The examples and experiences gathered in London will contribute directly to the continued development of the EDU-DC project, helping us strengthen Dual Career pathways across Europe.
Validating our new Educational Programme for Dual Careers in football
The EDU-DC – Education for Dual Careers of football talents project reached an important milestone during its recent meeting in Copenhagen, hosted by the Danish Football Association (DBU). Over two days, partners gathered to review research findings, exchange expertise, and validate the structure of the new EDU-DC Educational Programme.
In recent months, the consortium – bringing together football federations from Denmark (DBU), the Netherlands (KNVB), Ireland (FAI) and Bulgaria (BFU), academic specialists from Vrije Universiteit Brussel (VUB), the European Multisport Club Association (EMCA) and the UEFA Academy – collected insights from more than 500 participants across Europe. These findings form the basis of a holistic training framework designed to help players aged 16–21 balance football, education, and personal development.
During the meeting, partners discussed the main outcomes of the initial research phase, shared experiences from their national contexts, and confirmed the content and approach of the Educational Programme. This Programme will soon be piloted in clubs across Europe, supporting Dual Career Coordinators, coaches and support staff in creating stronger environments for young athletes.
With the validation phase complete, EDU-DC now moves into implementation, where these tools will be tested and refined within real football settings across Europe.
More updates will follow as the project enters this next exciting stage.
Understanding how clubs support young athletes in balancing sport and education
On 13 June 2025, the EDU-DC – EDUcation for Dual Careers of football talents project hosted an insightful focus group led by the European Multisport Club Association (EMCA). The session brought together representatives from four pilot clubs: TSV Bayer 04 Leverkusen (Germany), Aalborg (Denmark), Ferencváros (Hungary) and Olympiacos (Greece).
The meeting explored how clubs across Europe help young athletes combine their sporting commitments with education — a central pillar of the dual career concept.
Clubs from Germany and Denmark shared well-established examples of cooperation with schools, where coaches, teachers and club staff maintain regular communication to support players’ academic progress and resolve potential conflicts early. Meanwhile, Olympiacos and Ferencváros expressed strong motivation to further develop their dual career structures, highlighting the need for sustainable funding, mental coaching and access to external experts.
Across all clubs, several key success factors emerged: mentoring systems, positive role models and partnerships with local companies that give young athletes valuable life skills and early employability experience.
Despite many positive practices, the discussion also revealed common challenges. Many young athletes still underestimate the importance of having a “Plan B” beyond sport. Financial literacy and mental health support are limited, and dual career initiatives often rely on short-term project funding rather than long-term club strategies. Participants stressed the need for ongoing staff training, structured knowledge exchange and potentially a European-level guide to support smaller clubs in building effective dual career systems.
The focus group confirmed that sustainable dual career support requires strong cooperation between clubs, schools and families, combined with investment in life skills, financial education and greater European coordination to ensure equal opportunities for all young athletes.
In conversation with Gabriela from Fondazione S.S. Lazio on why removing barriers matters more than ever.
What happens when sport is offered with no strings attached: free, inclusive, and open to all? That’s the question Fondazione S.S. Lazio set out to explore during their pilot within the STAY project. Their initiative offered students a full year of free sport, aiming to break down financial barriers and reimagine what access to physical activity can look like, especially for those most at risk of dropping out.
We spoke with Gabriela from Lazio about how this bold idea came to life, what they learned, and why it’s about more than just sport.
Why did you offer one year of free sport?
The idea was simple: no young person should miss out on sport just because of money. Especially during the school years, when habits are forming and confidence is growing, access to sport should be a right—not a privilege. We wanted to create a space where every student could participate freely, feel welcome, and enjoy moving their body without pressure or cost. At the same time, we used this opportunity to better understand what happens when you remove financial barriers—how it affects motivation, attendance, and overall experience.
How did you choose where to run the pilot?
We selected schools and communities based on several factors. We looked at areas where youth drop-out from sport seemed high or was already documented. We also worked with local stakeholders—clubs, teachers, youth workers—who were willing and able to support the project’s goals. Our aim was also to reflect a wide range of realities, so we included both urban and rural schools, different economic backgrounds, and different types of school settings.
What was most difficult to organise?
The hardest part was keeping teenagers engaged over time. At the start, most were excited to join, but keeping that energy going required strong relationships with coaches and the ability to adjust activities based on feedback. Another challenge was bringing together people from different sectors—teachers, coaches, youth workers—who don’t always work closely. That took time, trust, and a lot of coordination.
How did you identify students at risk of dropping out?
We combined several approaches. We asked teachers and coaches to observe behaviour, we ran school surveys, and we had individual conversations with students. Some signs were clear—missing sessions, showing little interest, or saying they didn’t feel comfortable in sport. We also worked with psychologists and youth workers to understand deeper reasons, like struggles with body image, problems at home, or lack of support from friends.
What surprised you most?
We expected sport to help with motivation and social inclusion, but we didn’t realise just how powerful it would be when the pressure of performance was taken away. Many students who had previously given up on sport started showing up regularly, smiling more, and even helping others. When sport feels safe, fun, and accessible, it becomes something they actually want to be part of—not something they feel forced to do.
Gabriela and the team at Fondazione S.S. Lazio showed what’s possible when you treat access to sport as a right, not a reward. By offering one year of free activity, they gave hundreds of young people a chance to reconnect with movement, build confidence, and feel part of something. Their experience proves that real inclusion starts by removing barriers—and that sometimes, the simplest ideas have the most lasting impact.
From refereeing to running events, the STAY project helped teens step into leadership—and stay in the game.
Keeping teenagers involved in sport isn’t just about training sessions and competitions. Sometimes, all it takes is the right opportunity to lead. That was the focus of TSV Bayer 04 Leverkusen’s pilot within the STAY project. By giving young people clear roles, responsibilities, and ownership, the club created a culture where staying in sport could mean much more than playing.
We spoke with Natasha from TSV Bayer 04 about what made the biggest difference, what challenges they faced, and what advice they’d give to other clubs trying to do the same.
Which activity had the biggest impact?
Our Young Referee recruitment workshop in the fistball section stood out. It gave ten teenage girls their first chance to lead on the court. For many, it was their first time in an official role, and it sparked real enthusiasm. Other athletes even told us they found it inspiring, it helped them see that leadership doesn’t have to wait until later.
What was the biggest organisational challenge?
Organising our two major events—Kids Karneval and Come Together – fitness day—was a real test. Each event was big, complex, and required a lot of planning, but our volunteer base was limited. It wasn’t easy to cover everything at once.
What helped us succeed was breaking everything into small, clear tasks and making a precise schedule. Once everyone knew their role, things became manageable, and both events ran smoothly in the end.
What skills did young people gain?
They developed a real event management toolkit. That included how to plan timelines, assign tasks, manage a budget, and organise child-friendly activities. These are all valuable skills—not just for sport, but for life.
Did any participants rethink quitting sport because of their new role?
Yes. One story that stands out is Marie, who’s 17. She became a junior coach, and it completely changed her perspective. Now she wants to keep both playing and coaching while finishing school. She loves working with younger kids, and those kids now look up to her. She’s become a role model just by staying involved in a different way.
Are any roles continuing beyond the pilot?
Yes. One example is from our Social Media Workshop—the tutorial video created during the pilot is now used in onboarding for new volunteers. So every season, new teens are taking over the club’s social channels. It’s become part of the system.
Which activity got the most positive feedback?
Definitely Kids Karneval. Everyone loved it—the volunteers felt ownership, the logistics went smoothly, and families gave us great feedback. It was such a success that our volunteers have already said they want to help organise it again next year.
What advice would you give other clubs?
Don’t wait until the end to ask young people to “help out.” Give them real jobs from the start—co-coaching, refereeing, editing social media, helping with event planning. When they have clear responsibilities early on, they grow into confident leaders. And those visible role models will inspire others to stay involved too.
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TSV Bayer 04 Leverkusen’s STAY pilot shows that when young people are trusted with real responsibilities, they don’t just stay in sport—they thrive in it. With the right support, teens can lead, inspire, and help shape the future of their clubs. Thanks to Natasha and the team, this approach is now part
Some people find competition in sport. Others find community. And then there are those who discover a space for personal growth — both on the water and within the club’s leadership. One of them is Marin, a 20-year-old mathematics student and long-time member of the rowing section at HAŠK Mladost. Although balancing university and sports has become challenging, Marin has found a new way to stay involved in rowing, from a perspective that is transforming both him and the club.
Marin, can you briefly introduce yourself?
Hi! I’m Marin, I’m 20 years old and I study mathematics. I’ve been rowing for seven years and I really love the sports. Even though university has become quite demanding and it’s hard to manage everything, I still train six times a week, although not at the level I might wish for.
What made you decide to get involved in the club’s management?
When I realised I couldn’t attend training as often as before, I started looking for a way to remain part of the club. A year ago, I was elected to the club’s board, and since then I’ve been actively involved in its daily operations. It has become a very important part of my life.
What has this experience given you?
Much more than I expected. I’ve developed communication, organisational, and leadership skills that I couldn’t have gained just through training. Everything I’ve learned through this engagement will definitely help me in the future — both in sports and beyond.
What does sport, and rowing in particular, mean to you?
Sport fulfills me. Rowing has brought me many friends, people I spend time with every day and share experiences with. It makes me a more complete person. Training and being part of a team mean a lot to me — it’s part of my identity.
What have you learned through the STAY! project?
STAY! gave me the space to grow beyond just the competitive role. I realised how much you can learn through working within the club, not just on the water. This experience has given me greater confidence and a sense that I can contribute to the club on many different levels.
Do you see sport as part of your future?
Absolutely. I believe sport significantly improves the quality of life. I hope rowing remains my main sport and that I stay active — whether as an athlete or as someone supporting the club from within.
Marin’s story shows how important it is to give young people the opportunity to grow in sport — beyond just competing. Through the STAY! project, he has had the chance to develop as a leader, a community member, and as someone who sees sport not just as an activity, but as part of a lifelong journey.
Through the STAY project, four Slovenian clubs created new roles, stronger connections, and a more inclusive approach to sport.
Teenage girls often step away from sport, not because they stop caring, but because clubs don’t always offer alternatives beyond competition. Športna Unija Slovenije decided to change that. As part of the STAY project, they supported four clubs—basketball, volleyball, and judo—to pilot new ways of keeping girls engaged. We spoke with Mojca from Športna Unija Slovenije about what they tried, what worked, and what they plan to do next.
What activities did you organise?
We introduced mentoring between older and younger girls, gave teens a chance to help with event planning, and offered recreational, non-competitive training. We also organised workshops on topics like nutrition, time management and mental health—things that support young athletes as whole people, not just competitors.
How did you choose who to include?
We worked with girls from three groups: those thinking of quitting, those who had already left, and new or less-active members. Coaches reached out personally. It wasn’t about performance—it was about interest and creating a supportive group where everyone felt welcome.
How did you ensure inclusion?
We created spaces where girls could feel good regardless of their skills. In recreational training, there was no pressure—just fun, movement and friendship. Girls could help lead, plan, and give ideas. Former players returned as mentors or organisers, showing that sport has many roles.
What was the biggest challenge?
The girls were busy—with school, exams, and life. Organising joint sessions was often tricky, and plans had to change last-minute. It also took time to shift mindsets in clubs. Many were focused only on performance, and we had to show that these other activities are valuable too.
Did the girls feel more motivated?
Yes, especially those who weren’t competing anymore. They found joy again—in training, in mentoring, and in simply being part of the club. Mentoring had a big impact. Younger girls felt supported, and older girls felt proud to give back. It boosted confidence on both sides.
How did you make activities accessible?
We were flexible with time and commitment. Girls could join when they could, and choose roles that suited them. Coaches made a big effort to personally invite girls who had stepped away. That one-on-one contact helped many return.
What are your next steps?
We’ll continue with mentoring, recreational sessions and life skills workshops—these are now part of regular club plans. We’ll also train staff to build inclusive, girl-centred environments, share our learnings with other clubs, and apply for new funding to grow this approach.
Any advice to other clubs?
Offer different ways to be part of sport—not just as players. Let girls help lead, create, and connect. Listen to their ideas, and make your club a place where everyone feels they belong. That sense of belonging is just as important as winning.
Through the STAY project, Športna Unija Slovenije created space for every girl to find her place in sport—on or off the field. Thanks to a mix of creativity, flexibility, and care, they showed that keeping girls involved isn’t about lowering expectations—it’s about broadening horizons.
Stay tuned for more inspiring stories from across Europe, where sport is becoming more inclusive, more flexible, and more human.
For some, sport means competition. For others, it’s routine. But for Lea, a long-time rower from HAŠK Mladost, sport became a space for growth, development, and discovering new ways to stay connected to what she loves, even after stepping back from daily training.
Meet Lea: a student, judge, sport enthusiast and a living example that sport continues beyond the boat.
Lea, can you briefly introduce yourself?
Hi! I’m Lea, a student at FER (Faculty of Electrical Engineering and Computing), and I’ve been rowing for seven years. Although I train less now due to university responsibilities, I’m still an active member of the club, just in a slightly different way.
What motivated you to stay involved, even if you’re training less?
Rowing practices are intense, and with university and other extracurricular activities, I didn’t have the energy for daily training anymore. But I didn’t want to lose my connection with the club and the sport. The club gave me the opportunity to help write project proposals and funding applications, which turned out to be a great way to stay involved.
We’ve heard you’re now also a certified judge?
Yes! The club supported me in obtaining my judging license, and now I participate as a rowing judge at competitions. Even though I’m not competing anymore, I feel like I’m still contributing to the club and the sport and that means a lot to me.
How would you describe what rowing has given you?
Rowing is definitely one of the best decisions I’ve made in my life. I’ve met incredible people and gained knowledge and experiences I never expected, not just in sport, but in life in general.
What did you learn through the STAY! project?
The most important realization for me was that sport is more than just the physical part. Through the project, I got a behind-the-scenes look at everything — organisation, administration, communication — and it opened my eyes. Sometimes I find that world even more interesting than competing!
Are you still staying active in sport?
Absolutely. Sport gives me structure, a sense of belonging, and joy. I’m happiest when I’m active and surrounded by people from the sport.
Lea’s story proves that leaving sport doesn’t mean leaving the community. Through the STAY! project, she found a new perspective and her club gained a dedicated member who may no longer sit in the boat, but is still rowing with the same heart.
How can sports clubs keep young people involved when competition alone isn’t enough? For Levski – Sport for All, the answer lies in connection: to family, to community, and to the deeper values that sport can bring. As part of the STAY project, Levski explored new ways to engage youth, encourage responsibility, and ensure that no one is left behind – even when life takes them off the pitch.
We spoke with the team at Levski about what worked, what challenged them most, and what they plan to keep doing long after the project ends.
Why did you decide to include families and friends in sports training?
When we involve children’s loved ones—friends and family—in training, it motivates the young athletes to give their best. The chance to perform in front of people they care about boosts their self-esteem and confidence.
At the same time, this approach attracts new members to the club—volunteers, sponsors, and fans. In our case, family support is essential: they help with event organisation, transport to competitions, and even with repairing and maintaining sports facilities.
How did young people respond to taking on assistant roles, like coaching or refereeing?
At first, young people are unsure and a bit nervous. But they are also curious. With guidance from our coaches, they quickly build confidence and learn skills that will help them in the future.
Some of them now see a future in sport—not just as athletes, but as coaches, referees, event organisers, or even sports journalists and analysts.
Which activity was the most challenging to organise?
Organising sporting events in another city—like judo or karate competitions—is especially challenging. While young people are eager to help, it often involves logistical obstacles: getting time off school, written parental consent, and arranging travel, food, and accommodation.
Did you see any young people re-engage in sport through these activities?
Yes. One example is a karate athlete who is now studying engineering. He remains deeply connected to the sport. In addition to offering technical support to the club and helping with communications, he’s started training to become an assistant coach.
For him, karate is more than a sport—it’s a way of life. He may have chosen another profession, but he will be able to teach and inspire others through karate for the rest of his life.
What skill development did you observe most among participants?
We saw significant growth in several areas: communication, teamwork, leadership (especially in running training sessions), presentation during events, and patience—particularly in judging roles.
What advice would you give to other clubs wanting to retain young athletes?
Start by analysing your own club’s needs and then consider what resources you already have—your coaches, admin team, athletes, and their families. From there, set realistic goals.
For example, there’s no need to train someone to assist at ceremonies if your club doesn’t host events. The key is to develop roles that genuinely support your club’s daily work and long-term mission.
Which of your STAY activities do you plan to continue?
We plan to continue all of them:
Assistant coach
Event assistant
Club influencer
Ceremony assistant
Assistant referee
Each of these roles has proven valuable for both the club and the young people involved.
Vanina’s insights reveal the power of a supportive, inclusive approach to youth sport. The story of Levski – Sport for All is a powerful reminder that sport can be much more than winning and losing. It can be a space for growth, learning, and lifelong connection. Through the STAY project, Levski has shown that when clubs invest in people—not just performance—they build a stronger, more resilient future for everyone involved.
Stay tuned as we continue sharing stories from across Europe that are reshaping the future of youth sport.
