From the presence of legal courses to their delivery in Science and Technology of Physical and Sports Activities (STAPS)

This article explores the role and methods of teaching law within university programs in STAPS (Science and Technology of Physical and Sports Activities). Although law is not a core discipline in these curricula, it is essential for training future sports professionals to understand the legal responsibilities related to their activities. A quantitative analysis of forty-eight curriculum frameworks (bachelor’s, master’s, DEUST, and professional bachelor’s degrees) shows significant variation in the volume of law courses depending on level, specialization, and region. Legal education is more prevalent in the later stages of study (third year of bachelor’s and second year of master’s), particularly in the “Sports Management” (MS), “Sports Training” (ES), “Adapted Physical Activity and Health” (APA-S), and “Education and Motor Skills” (EM) tracks. Courses are mostly taught by part-time lecturers or professionals from other disciplines, with very few full-time law professors in STAPS. Content-wise, the teaching of law in STAPS strikes a balance between general legal foundations (basic principles, legal norms, responsibility, legal sources) and specialized knowledge (Sports Code, professional obligations, sport-specific regulations). Course titles and themes are adapted to the objectives of each specialization. Pedagogically, a range of teaching methods is used: real-world applications, case studies, legal document analysis, flipped classrooms, and digital resources. The aim is to make legal knowledge accessible, relevant, and applicable to students’ future careers. In conclusion, the article highlights the critical yet undervalued role of law in STAPS education and the shortage of legal experts available to meet the demand for quality instruction.