RSU LASE Prof. Ļubinska: 'Being alongside stronger people is not a problem – it’s an opportunity for growth'

Photo: Courtesy of RSU and RSU LASE

At the end of last year, the Rīga Stradiņš University (RSU) Senate confirmed Asst. Prof. Inese Ļubinska (pictured) as the head of the ‘Sports’ study field at RSU. This marked a significant milestone not only in her professional career but also in the academic development of sports education at the university. In this article, we reflect on her experience with the merger between RSU and the RSU Latvian Academy of Sports Education (LASE), the challenges and tasks it entailed, and her ambitions for the future.

The consolidation

How would you describe how you adapted after the consolidation of RSU and RSU LASE? What were the greatest challenges and achievements you experienced during this process?

To be honest, I would not define this process as “adaptation”. For me—whether in life, work, or in terms of my core values—being surrounded by strong individuals is not a challenge, but a source of motivation. It gives me the opportunity to become more knowledgeable, more attentive, and more professional. I have always sought out people who inspire me with their expertise.

This is exactly what the consolidation offered: the chance to work alongside people with more experience and wisdom, and to grow as a result.

In my view, the greatest benefit has been the opportunity to reassess and strengthen the academic field of sports education. In addition, RSU LASE has a key role to play in facilitating a generational transition—something that should not be seen as negative. Every professional must take responsibility for passing on their knowledge, skills, and values so that these are not lost. We cannot wait for someone else to do it. If we don’t, who will?

Academic sports education: heritage and future

What do you think of the discussions with employers and representatives of the sports industry on the development of sports education?

These conversations gave me confidence that we are heading in the right direction. Employers, including our alumni, encouraged us to involve more industry professionals in the academic study of sports education. And they are right—a student needs both theoretical and practical experience. Only then can they understand how to apply their knowledge in real-life situations. Sport is not just about theory; it’s also about practice. We must share this practical experience with our students as much as possible.

What does it mean for you to be appointed as the Head of the Sports study field at RSU?

It is both a responsibility and an opportunity. The fact that the Senate confirmed my nomination in a highly competitive process proves that my vision is both needed and relevant. It is important for me to develop a study field that meets today’s requirements.

We must no longer live in our own “bubble”—we must open a window to the world.

My goal is to restore sport to sports education—not just as a leisure activity, but as a deeper understanding of how to teach movement and apply scientific knowledge in practice. Our students must learn how to teach, not just demonstrate.

What are your main priorities as the head of the study field?

The most important goal is to ensure competitive, high-quality education. At present, intensive work is underway to transform the RSU LASE study programmes.

Students today expect more: innovation, digital skills, and knowledge of sports medicine. They want to become competent and versatile professionals.

Surveys and conversations with students at the academy confirm this.

The study programme will be adapted to meet the demands of both the labour market and national priorities. We must ensure that the new programme becomes a springboard, giving students the confidence that their education meets high standards—not only in Latvia, but also across Europe.

From the left: RSU LASE lecturer Rodrigo Laviņš with Inese Ļubinska

Insights from across borders: What to learn from others and what to contribute

You mentioned cooperation with international universities. What experience have you gained from your visits to universities abroad, and how do you intend to integrate that here?

We have visited several universities in Europe, including the German Sport University Cologne, the Lithuanian Sports University in Kaunas, the Norwegian School of Sport Sciences in Oslo, and the Swedish School of Sport and Health Sciences in Stockholm. Each country has its own legislation and education system, but some ideas and principles are transferable. We also aim to invite international guest lecturers—not for prestige, but to broaden our students’ perspectives and provide them with an international outlook.

While education systems, including sports education, are shaped by national legislation and cannot be directly compared,

it is precisely these differences that offer us valuable insights and inspiration.

For example, several years ago Lithuania passed a law requiring anyone teaching sport in schools or working as a coach—whether with adults or children—to hold a bachelor’s degree. I believe this is an important and forward-thinking step.

In Norway, children do not specialise in a particular sport until the age of 14. This is a deliberate decision that allows them to develop a wide range of abilities rather than focusing on one discipline too early. It helps prevent both physical overload and burnout, allowing children to retain the joy of movement.

I also had an interesting experience at the German Sport University Cologne. The entrance exam includes a physical fitness test, including swimming as a compulsory component. These are not simple exercises—they are serious tests, and, frankly, some of our students would not currently be able to pass them. Swimming in this context is not just about staying afloat; it’s about being able to teach others how to swim, with a thorough understanding of methodology and safety.

Unfortunately, equal opportunities for learning to swim are still not available across all regions of Latvia. In some municipalities, the quality of training is very high, while in others children have never even been in a swimming pool. This is why it is still too early to introduce a unified national standard—though it remains a goal for the near future, not something we should postpone for another 20 years.

We are also lagging behind in other areas, such as survival skills. This becomes evident in the context of the National Defence Service—some young people are unable to meet the basic physical fitness requirements when applying to join the National Guard or the National Defence Service.

This again points to a broader issue in our education system: why are candidates so differently prepared? The answer lies in the lack of a unified assessment system. The same requirement may be evaluated in four completely different ways at four different schools across four municipalities, resulting in four different assessments all marked with 10 points.

During our visit to Stockholm, we encountered a number of interesting approaches, but we also saw areas where Latvia is ahead. For example, our bachelor’s programme offers students the opportunity to obtain two qualifications—such as Sports Teacher and Coach, or Coach and Sports Manager. This is not common elsewhere in Europe and has attracted interest from international universities keen to learn more about our approach.

It is a very targeted system—our graduates often work as sports teachers at schools in the morning and train children as coaches in the evening. This dual-role approach is tailored to Latvia’s specific context, where one qualification complements the other.

A teacher who is also a coach can encourage children to take part in sporting activities outside school hours. Conversely, a coach who works in a school environment gains a better understanding of a child’s long-term development. It is a two-way synergy that benefits everyone involved.

So, would you say that international cooperation not only helps us learn from others but also allows us to recognise our own strengths?

Exactly. It helps us see our weaknesses—such as gaps in swimming provision, the lack of a unified physical fitness assessment system, and insufficient survival skills training—but also our advantages.

This kind of knowledge exchange is essential if we want to move forward with a clear and informed vision, rather than merely respond to challenges as they arise.

These insights also encourage us to focus on balance and quality right from the start of students’ academic journey.

Short-cycle programmes as a bridge to a bachelor’s degree

Do the planned changes include specific improvements to the structure of sports studies, such as linking short-cycle programmes to bachelor’s studies?

Yes, this is already being implemented. In the first two years of the short-cycle programme, students take courses that largely overlap with those in the bachelor’s curriculum. This enables them to continue their studies without repeating content. It is a logical, motivating, and long-term solution that benefits both students and the university.

What is your vision for the future of sports education in Latvia?

I see sports education as a dynamic and open environment where science, technology, and practice work in synergy.

Our students must feel that they are not simply part of the process – they are the process. As teaching staff, we share responsibility for their development.

If each of us secures our own “link” in the chain, then the whole team becomes stronger. I believe in the motto: a team is only as strong as its weakest link.

Outside of work – arts, culture, and sport

How would you describe yourself as a person?

I would describe myself as a very happy person who is always seeking balance. I am demanding and ambitious in my professional life, but outside of work, my privacy is very important to me. I love reading, going to the theatre and concerts, and, of course, engaging in sports – preferably by the sea, which is where I feel most at home.

Theatre means a great deal to me. It is one of the ways I switch off my mind and enter another world. Art – particularly theatre – allows you to experience emotions and reflect on life from a different perspective. I always try to find time for the theatre, to stay connected to cultural events, and to immerse myself in literature, the arts, and film.

I have a grown-up daughter whom I raised with love. She did not choose a path in sport, but we gave her the freedom to follow her own direction. I am proud of her achievements. She often helps me stay grounded and maintain balance in life.

Do you have any hobbies that help you relax from your job?

I love artistic gymnastics – it’s no secret that it has been my favourite sport since childhood – as well as tennis. Both are excellent ways to stay in shape and relieve stress. Walking in nature is also an essential part of my daily routine, helping me to recharge and find inspiration.

You mentioned your eating philosophy... What is important for you when it comes to choosing food?

I believe that eating is not only a necessity, but also an art. Artistic gymnastics has, in a way, shaped my approach to food and set certain boundaries around eating culture. I pay great attention to the quality of my food, opting only for fresh, organic ingredients. I enjoy experimenting with healthy recipes that are rich in flavour yet well balanced. For me, food is a meaningful part of life – it should nourish the body while also being aesthetically pleasing.

What would you like to say to your students, colleagues, and anyone else who is reading this interview?

I believe that everyone can find their own balance between discipline and inner peace.

No matter how demanding our work or fast-paced our lives may be, it is essential not to lose sight of ourselves – of what inspires us, fulfils us, and keeps us grounded. Endurance, self-respect, respect for others, a desire to learn, and a commitment to remaining humane – these are the values I strive to live by, and the ones I wish for everyone.