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In recent years there has been a significant increase in the number of students who choose to pursue university studies related to the field of sports. However, there are no studies that have investigated the existence of differentiated profiles within students whose preferred vocational area is sport. The main objective of this study was to establish the profiles of students in the second year of Spain Bachillerato whose preferred vocational interest is sport, according to the two representative vocational values: (a) “to have a fun professional activity”, and (b) “to have a professional activity whose schedule makes it possible to reconcile personal and professional life”. In addition, the resulting groups were compared according to their perception of general and academic wellbeing and their identification with the other vocational values. Two hundred and thirty participants (MAge = 17.47, DTAge = 0.669, N = 171, 74.3% male and N = 59, 25.7% female) completed some validated measures. Three clusters emerged which did not differ in terms of general and academic wellbeing. Differences were found though in terms of some vocational values such “to help people”, “to develop one’s entrepreneurial initiative” or “to be self-employed”. The findings invite us to rethink the differences in the specific profiles of vocational values and their impact on employability opportunities, and to consider these approaches in the orientation of students who have among their priority options to study sport sciences.

Students&rsquo, engagement in Physical Education has been linked to several adaptive consequences. Even though the existing literature suggests that perceived autonomy support can predict engagement, research is scarce on how teachers&rsquo, antecedents might influence this behavioural outcome. This study sought to compare the influence of teachers&rsquo, basic psychological needs&rsquo, satisfaction and basic psychological needs&rsquo, thwarting on students&rsquo, behavioural engagement and on the relationship between perceived autonomy-support and the students&rsquo, behavioural engagement. The sample included 29 Physical Education teachers and 644 students who were taught by the participants teachers. Data were collected using both paper and online surveys and they were analysed using multilevel modelling techniques. The results revealed that, while teachers&rsquo, autonomy satisfaction might be significant in the explanation of students&rsquo, engagement (&beta, = 0.33, p &lt, 0.01), it seems that needs thwarting could be a better predictor of this outcome (&beta, autonomy thwarting = &minus, 0.17, p &lt, 0.01, &beta, competence thwarting = &minus, 0.06, p &lt, 0.05). These findings suggest the impact of certain external pressures on teachers&rsquo, practices which, in turn, might affect students&rsquo, behavioural outcomes.