Abstract
BACKGROUND: Physical fitness and body composition are foundational to the training and academic success of sports sciences students. However, baseline physical profiles may vary across institutions and countries, reflecting differences in cultural, educational, and physical activity environments. This study aimed to compare physical fitness levels and anthropometric characteristics of first-year sports sciences students from three European institutions in France and Portugal. METHODS: A cross-sectional study was conducted with 172 first-year university students (121 males, 51 females) enrolled in sports sciences programs at one French (UMLP) and two Portuguese institutions (IPB and IPG). Participants completed a standardized physical fitness test battery assessing aerobic capacity (estimated VO₂(max)), upper- and lower-body strength (handgrip, isometric mid-thigh pull), explosive power (standing long jump), flexibility (sit-and-reach), and balance (standing stork test). Anthropometric measures included body mass, fat mass, and lean mass. Group and gender differences were analyzed using ANOVA and effect sizes. RESULTS: Students from UMLP displayed significantly higher performance in estimated VO₂max (IPB vs UMLP d = 1.08; IPG vs UMLP d = 0.81), strength (isometric mid-thigh pull [IPB vs UMLP d = 0.65; IPG vs UMLP d = 0.73]), flexibility (IPB vs UMLP d = 0.61; IPG vs UMLP d = 0.69), balance (IPG vs UMLP d = 0.91), and body composition (higher lean mass [IPB vs UMLP d = 0.19; IPG vs UMLP d = 0.28], lower fat mass [IPB vs UMLP d = 0.22; IPG vs UMLP d = 0.31]) compared to their Portuguese peers. IPG students outperformed the other groups in the standing long jump test (IPB vs IPG d = 0.51; IPG vs UMLP d = 1.38). Males consistently outperformed females across all fitness domains except flexibility. Significant group-by-gender interactions were observed for flexibility and strength measures. CONCLUSIONS: This study highlights substantial differences in physical fitness and body composition among first-year sports sciences students across institutions in France and Portugal. These findings underline the importance of assessing students' physical readiness at university entry and suggest that institutional and cultural factors may influence physical health trajectories. Targeted interventions may be warranted to ensure baseline fitness equity and promote academic and athletic success.