Tomi-Pekka: Elite Athlete, Paramedic Student, and Mixed Cheerleading Ambassador

Could you describe the responsibilities of METKA’s Sports Coordinator? The role of METKA’s Sports Coordinator varies slightly from year to year depending on current needs and the expertise of the board members. However, certain responsibilities remain the same annually. These include participating in meetings organized by the Finnish Student Sports Federation (OLL) several times a year, culminating in the federation’s annual assembly in November, where the activities for the following year are decided and, for example, the next board is elected. During the past couple of years, Sports Coordinators have had the opportunity to participate in the Elite Sports-Friendly Higher Education Institution audit process, as well as in the planning of new sports services following the end of Zone, the joint sports service operated by student unions in the Helsinki Metropolitan area. This year, I also have the opportunity to offer my expertise to other higher education institutions, as the organizations previously involved in Zone are likewise developing new sports services. Regarding MeMove sports and wellbeing services, I am primarily responsible for member services, including resolving issues, answering questions, and activating memberships. In addition, I write our newsletter and help create social media content. There have also been discussions about making greater use of my wellbeing expertise. Last year, I had the opportunity to share this knowledge across different schools in Metropolia by providing insight into how teaching could be developed in a way that better supports wellbeing, helping students maintain their focus throughout lectures. Autumn 2025, Metropolia was awarded the Elite Sports-Friendly Higher Education Institution quality label. How was METKA involved in the process? METKA was involved from the very beginning of the process. My predecessor participated in writing the audit report, while I, together with our former Executive Director, was invited to take part in the audit interviews. Our role in these interviews was to highlight both the strengths related to sport, physical activity, and studying, as well as the areas requiring improvement, particularly from the perspective of balancing academic studies and athletic careers. Receiving the quality label is a significant achievement, as it is by no means guaranteed. Considerable effort is required to earn the label and, importantly, to retain it in the future. Although the label has been awarded, it can also be withdrawn if the identified areas for improvement are not addressed. In my opinion, this is an excellent way to ensure that Metropolia continues to enhance the support available to student-athletes. In my role, this naturally brings some additional responsibilities, but it is always rewarding to work on issues that I care deeply about. I see this as an important step toward creating a more sport-friendly higher education culture. Looking ahead, I hope to see an increasing number of students at Finnish higher education institutions representing their schools at events such as the SELL Games, the student sports competition organized in rotation by Finland, Estonia, Latvia, and Lithuania, as well as at the European Universities Championships. Competing at the European level can be particularly expensive, however, and students will need some form of support if they wish to combine their studies with high-level sport. You are a member of Metropolia’s Sports Team. What is your role within the team? In addition to myself, Metropolia’s Sports Team includes members of Metropolia staff, and its goal is to promote opportunities for student-athletes to pursue dual careers. Within the team, I represent the student perspective and bring attention to potential challenges related to combining studies and sports. I am always happy to hear directly from student-athletes about these challenges, as I am no longer competing at a high-performance level myself. Nevertheless, this role is my way of continuing to work within the field of sports. During upper secondary school, I was a competitive athlete and had the opportunity to experience how studying and sports can successfully be combined. Of course, challenges arose, but solutions were always found. This same mindset is something I now bring to Metropolia. Balancing sports and studies is not always easy, but whenever both sides are willing to collaborate, solutions can always be found. My expertise and experience in sports add significant value to the Sports Team. For example, I have been able to provide alternative approaches to networking-related challenges. In addition, as an active sports coach, I can offer insights into issues affecting athletes and potentially suggest solutions. When I first joined the Sports Team, I was not yet the Sports Coordinator; I was part of METKA’s advocacy team and supported the sports sector specifically because of my expertise in the field. How do the student union METKA and the Sports Team work together in practice to support student-athletes in balancing their studies and sports careers? Both parties contribute to improving opportunities for student-athletes in their respective capacities, and when necessary, we jointly bring development needs to the attention of university leadership. During Sports Team meetings, we discuss current topics affecting student-athletes. Sometimes these topics originate from the student union, allowing other members of the Sports Team to contribute their expertise and support. At other times, the process works in the opposite direction. One of our key development initiatives is improving networking opportunities among student-athletes. Because student-athletes represent a relatively small student group, it can be difficult for them to find and connect with one another. We are therefore working to develop effective solutions to address this challenge. We have also sought input from students themselves, for example through projects developed as part of the Metropolia Minno® course. What would you like to say to a student-athlete who is considering starting their studies at Metropolia? Metropolia is continuously developing opportunities and support services for student-athletes. For example, the services provided by Urhea are easily accessible from several campuses via excellent transport connections, making sport-specific training more convenient, even when carrying larger amounts of training equipment. Two campuses also feature gym and sports hall facilities that enable independent supplementary training. In addition, the surrounding area offers excellent opportunities for training in facilities operated by various sports clubs, where such cooperation is a natural part of the sport’s culture. If balancing sports and studies is a concern, we also have skilled study counsellors who can assist with questions and direct students to the appropriate experts if they do not have the answers themselves, including sport-related matters. As Finland’s largest university of applied sciences, Metropolia offers a broad range of study options across different fields, ensuring that everyone can find a suitable path. Depending on the field of study, programmes may be available in daytime, blended, or fully online formats, making it even easier to combine academic studies with athletic commitments.

How can networking among Metropolia’s student athletes be supported? On the Minno course, students developed concrete solutions to this need. In the interview, students Saana Norring and Eemeli Tuovinen, as well as course teacher Ulla Marjosola, share their experiences and insights. What kind of concrete solutions or operating models did you develop during the course to support networking among student athletes? Eemeli Tuovinen Eemeli: My team developed the Metropolia Student Athletes network as a solution to the challenge. The aim of the network is to support networking and a sense of community among student athletes at Metropolia. The operating model would function as a low-threshold community, where students with student athlete status are included from the very beginning of their studies. In addition, other students interested in the network would also be welcome to join. This would enable the formation of a broader network and make it easier to form one’s own community right from the start of studies, also beyond one’s own class and courses. Within this network, we also developed various sports-related events and encounters, such as joint meetings and networking events. Their purpose is to increase interaction, peer support, and the sharing of experiences among student athletes. In addition, member benefits and services were planned to support the network, such as access to various sports facilities, cooperation with HyMy-Village and the movement laboratory services, and possibly study modules designed specifically for student athletes. Overall, the Student Athletes network combines structural and functional solutions (events and services) as well as social support (a peer community), which would support networking among student athletes in a long-term way. Saana Norring Saana: Our team started developing a shared visual logo for student athletes. Our goal and idea was to create something that would promote networking among student athletes and create a sense of belonging, without taking time from students’ calendars. Everyday life as a student athlete can be hectic at least at times, which is why such a simple idea came to mind. Once the logo is designed, the intention would be to develop some kind of merchandise collection, which could include, depending on demand, for example shirts, tote bags, and badges. The selection can be expanded based on what students wish for! How do the ideas you developed strengthen interaction and a sense of community among student athletes at Metropolia? Eemeli: The Metropolia Student Athletes network strengthens interaction and a sense of community among student athletes in many ways. First, automatic inclusion in the network at the beginning of studies lowers the threshold for connecting with others. Student athletes immediately identify themselves as part of the same group, which facilitates the creation of contacts and the initiation of interaction already at an early stage of studies. Second, the events and joint meetings organized by the network create opportunities to meet others. In these situations, students can share their experiences, receive peer support, and form friendships, which is essential for building a sense of community. Third, shared benefits and services, as well as study modules designed for student athletes, bring students together in everyday life. When the activities are continued regularly, interaction becomes continuous. Overall, our ideas support both everyday encounters and community building, which strengthens interaction among student athletes at Metropolia. Saana: Our idea was that a shared visual symbol creates a sense of belonging among student athletes and helps identify other student athletes, for example in school corridors or at the gym. Why not also outside the campus! When you see another student wearing merchandise with the same logo, it creates a feeling like “hey, they know what I’m going through and what it’s like to be a student athlete.” The idea was that this would also lower the threshold for, for example, greeting each other or exchanging a few words. How did the working method of the Minno course help move ideas from thoughts toward concrete solutions? Eemeli: The working method of the Minno course helped turn ideas into concrete solutions through a phased and easily progressing process. At first, we started by identifying the problem, namely the everyday challenges of student athletes and the lack of community. This helped to narrow down the development work and direct ideation toward the right need. Next, we utilized an ideation phase, during which we produced several different solution options. Teamwork enabled the combination of different perspectives, which developed the ideas further. Once the idea was selected, we started developing it together within our own team. At this stage, the idea was built into a clear operating model, the Metropolia Student Athletes network, for which the target group, operating methods, and concrete content were defined. In addition, continuous feedback from the teacher and other team members helped to refine the idea and make it more realistic. Saana: The Minno course provided many tools to support ideation and the concretization of ideas. The process quickly transformed theoretical reflection into practical action! We started by working in smaller teams to dive into the problem and consider possible solutions. The challenges identified at the beginning took on a concrete form through the tools used in the ideation phase. The guided working method and clear stages of the process helped to understand that a good idea is only a small part of the entire process. Continuous interaction with one’s own team, other teams, and the teacher made it easier to stay on schedule and focused on the objectives. The process forced us to consider the realism and practical feasibility of the solution. Ulla: At the beginning of the project, students were divided into smaller multidisciplinary teams, where they immediately addressed the core of the problem and considered what a student athlete needs and what is missing at Metropolia. As students themselves, it was easy for them to relate to this, and some students in the project were studying at Metropolia with student athlete status, so the topic was very current for them. The most essential aspect of problem-solving is achieving an atmosphere in which everyone can safely bring their ideas forward. We started by getting to know each other through various tools in small groups. Everyone was able to think about and present their own strengths, skills, and areas where they would like to develop. It was a pleasure to notice together with the students how much expertise they have that is useful in teamwork and how they were able to utilize their skills in this innovation project. The project progressed through six different modules from ideation to implementation, where the developed idea was published and its usefulness justified. During this seven-week project, the work was intensive both among the student team members and between the sports team and the supervising teacher. Continuous feedback moves students forward, but it needs to be such that the student themselves reflects, ideates, and implements, while the teacher merely walks alongside and poses questions. Why, how, and who benefits from this? What problem does this solve? How can it be made to work in practice? What is the role of the teacher in a project like this? Ulla: The role of the teacher is extremely versatile in this type of project. In addition to first introducing the teams to each other, the teacher guides each team and walks alongside them, supporting, encouraging, and challenging the process at every stage. At first, we spend more time in the classroom, and later, as the project progresses, we meet online weekly. Students present their teams' outputs and refine them through continuous feedback. It is a dialogue in every direction. It is a joy to see and hear how students’ problem-solving skills develop in multidisciplinary teams, where they even surprise themselves. Students are genuinely proud of their innovations and what they have developed. I feel that at Metropolia there could be more projects like this for students, where they can innovate and create something new. In the role of a teacher, I feel successful when the final report shows that students’ preconceptions have changed in a positive direction during their studies. When students realize how important ideation, foresight, innovation, teamwork skills, and problem-solving capability are, they understand that succeeding in working life requires more than just subject-specific expertise. This, to me, is particularly rewarding as a teacher. How does supervision support students’ work? Eemeli: I feel that supervision supports the progress of the students’ project (goals, scheduling, and tasks) step by step. This also improved teamwork. Supervision helped our team, especially in problem-solving and decision-making. Saana: Supervision played an important role, as it created a framework within which it was possible to experiment creatively and also to fail safely. The teacher did not merely follow the progress of the process, but encouraged us to recognize our own skills and bring them into teamwork. We were able to work independently, but we knew all the time that we had background support to rely on if needed. Supervision also helped prevent the idea from branching out too much, as with this kind of schedule there is not much time for that. Continuous feedback kept us alert and ensured that we stayed on schedule with our projects. What kinds of insights emerged during the course about the role of student athletes in the higher education and the importance of their networking? Eemeli: During the course, a key insight for me was that student athletes easily remain an invisible group within the higher education community, even though they certainly have a lot to offer to the community. They are not just students or athletes; they set an example through their goal orientation, time management skills, and strong commitment, benefiting the entire community. In addition, we understand that networking among student athletes does not happen by itself, but requires structures and conscious support, as well as personal initiative. Without clear operating models, student athletes may remain separate both from each other and from the wider student community. Another important insight was the significance of peer support. Interaction among sporting students who are in the same life situation helps them cope and find solutions to the challenges of a dual career. A network would certainly be a factor supporting well-being and the progress of studies for many student athletes. We also understood that when networking is supported, it can strengthen the entire higher education community. Student athletes can act as connectors between students from different fields and increase community more broadly. The role of student athletes in higher education could be more significant, and supporting their networking benefits both individuals and the entire community, also at Metropolia. Saana: For me as well, it became clear right at the beginning of the project that student-athletes are not always visibly represented within the higher education community. This was a perspective that I had not previously considered. We realized that networking does not happen by itself, but requires clear structures and active support. Another key insight was the importance of peer support: meeting people in the same life situation helps in coping with the challenges of a dual career. Networking can therefore promote the well-being and resilience of student athletes, and that is why it is important! Ulla: Students fully understand the role of student athletes in the higher education community and why it is important. If networking is siloed, this enormous potential will remain unused at Metropolia. I see that the entire higher education institution benefits from networking, and different students learn from each other, just as, for example, international students in our community do. The recognition of being a elite sports-friendly higher education institution is not granted to just anyone. The designation awarded to Metropolia shows that the potential has been recognized, and therefore networking among student athletes should be developed in a determined manner.

Briefly describe what HyMy Village is and what your role is in its operations HyMy Village (short for Hyvinvointia Myllypurosta, or Wellbeing from Myllypuro) is a people-centered and multidisciplinary learning and development environment where innovations and services are born through inspiring collaboration. This authentic learning environment enables Metropolia students to gain future skills and provides working life with the competent professionals it needs. We offer diverse and affordable wellbeing and healthcare services for everyone – easily and accessibly. At HyMy Village, students practice key professional methods in customer work, individual service design, new service concepts, and innovative development. Our operations are multidisciplinary, and our students also take part in developing the activities. Our services are overseen by supervising teachers, who are professionals in the healthcare field. I work at HyMy Village as a planner, and I’ve been employed at Metropolia for about a year. My role is very versatile, including both operational and strategic tasks. No two days are alike. In short, I coordinate HyMy Village’s activities and services and take part in its development. How are the specific needs of elite athletes considered in HyMy Village, for example from the perspective of services or the learning environment? HyMy Village offers a wide range of services—from head to toe. We can examine clients’ and patients’ situations from a multidisciplinary perspective and offer a variety of services. We recognize that many of our services are particularly beneficial for elite athletes. For example, we have a top-level motion laboratory that conducts walking and running analyses as well as isokinetic muscle strength measurements. From the students’ perspective, HyMy Village is a great learning environment where they have the opportunity to interact with elite athletes and consider their specific needs from the viewpoint of their own field of study. Additionally, one of HyMy Village’s strengths is its ability to provide a genuine and flexible learning environment. When needed, we can create tailored study implementations. Flexibility and customized study modules can help elite athlete students combine their academic studies with high-level athletic goals. You have participated in the HUMKK self-assessment process and audit interviews. What observations or insights did this process reveal? I had never participated in a process like this before, so it was a great opportunity to be involved and to learn something new. I contributed to writing the self-assessment text from the perspective of HyMy Village’s activities. I mapped out what HyMy Village offers to elite athletes from both client and student perspectives. The goal of the self-assessment was to identify our opportunities and think about how we could further develop our operations. Since innovative development is at the core of what we do at HyMy Village, it is essential that we continuously reflect on what HyMy Village could be in the future. Part of the audit process included participating in the audit interview and presenting HyMy Village’s facilities to the audit group during their visit to the Myllypuro campus. A big thank you to the entire Metropolia sports team for the excellent collaboration! Even though I’ve previously known how unique and valuable HyMy Village is, the audit process made visible just how great the work we’re doing really is. We realized that we offer a vast number of services that especially benefit elite athletes. What concrete development actions or good practices emerged during the audit process? The audit process encouraged us to genuinely examine what HyMy Village offers elite athletes, both as clients and students. We were able to list the services available to athletes. Now, HyMy Village is in a much better position to initiate collaboration discussions, and we are more aware of our potential for supporting elite athletes. As a result of this reflection, we also created a section on our website titled “Urheilijan HyMy-kylä” which clearly presents the services we offer from an athletic perspective. This webpage lowers the threshold for elite athletes to contact us. What thoughts or hopes do you have for the development of HyMy Village and the support of athletes in higher education? It would be great if HyMy Village’s collaboration with various sports clubs and athletes became even closer. It is extremely valuable to encounter athletes in as many different ways as possible and thus offer our students excellent learning opportunities. The customization of study modules for athlete students is already possible, but with further development and clear operational models, I believe we can make these customizations a standard part of HyMy Village’s operations and learning environment.