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This article examines the role of sport as it pertains to Latino male faculty. Specifically, we offer a contribution to the dearth of scholarship at the intersections of sport and how Latino male faculty make sense of their identities and academic journeys. The use of sport as a reference for understanding Latinx faculty identity is for the most part non-existent within education research that is focused on Latino males. Drawing from this context, we offer this piece as a means by which to examine sport with links to family, community, faculty navigation and resistance skills.

This paper contributes to international scholarship on racial literacy in teacher education. Specifically, we consider filmic counter stories as bodies that carry an affective charge with the potential to ignite dialogic and embodied/emotional learning. The football documentary The Final Quarter is our case study. This film traces the racially explosive final years of First Nations Australian, Adam Goodes' elite playing career. The film floodlights football as a site for public pedagogy where people learn racism, with the film offering means of developing racial literacy through examining its encounters. The paper describes racial literacy and establishes affect/embodiment as a contribution to the field. We analyse the film using an affective-discursive lens and genealogical methodology and consider implications for teacher education. We argue that language is insufficient for understanding racism and that the affective intensities activated by film may help to pedagogically illuminate the role of emotions in reproducing racism.

While youth sports can come with numerous mental health benefits, there can also be some risks. Understanding mental health in the context of youth sports involves recognizing the psychological pressures and challenges unique to this environment. This article describes a coaching model that coaches can use to teach coping strategies and motivational techniques.

Fútbol Más, which began in three communities in Santiago, Chile 17 years ago, is now a global program that has had a direct presence in 11 countries around the world. Originally, the intention was to develop an intervention through which a social worker professional and a physical education professional would promote life skills and build resilience--all while children played on their neighborhood football field. In order to exponentially increase the impact, what was originally intended for community neighborhoods was adapted to work in contexts of natural disasters, with populations in migration contexts, with children in protection shelters, and eventually in capacity-building with professionals around the world. But the bigger milestone of the program adaptation started in Haiti 10 years ago, where the "Schools" program was first initiated. This article describes how Fútbol Más adapted from community to school environments, including working with teachers and building partnerships.

This research evaluates the efficacy of a basketball-based teaching and training system supported by 5G technology in a wireless network environment. Initially are information about the Chinese basketball students is first gathered and then divided into a Control Group (CG) and an Experimental Group (EG). The control group uses the standard method of collegiate basketball instruction, while the experimental group learns the game under the background of 5G technology. For transmitting the basketball teaching data in the 5G network, we proposed a novel routing protocol named Probability-based Coupling Zone Routing Protocol (PbCZRP). An optimization technique called the Shark optimization approach is used to enhance the performance of the routing protocol. Finally, a comparison of the two groups reveals that the experimental group's basketball players fared better than the control group. The basketball training plan powered by 5G will supply students with adaptive learning services that take into account their individual needs and strengths.

With the rapid development of information technology, multimedia technology has gradually penetrated various fields, including physical education in colleges and universities. Traditional physical education teaching methods lack interaction, and it is difficult to ensure the durability and depth of the effect of teaching. In college physical education teaching, multimedia technology can be displayed through various forms of media, and it helps to stimulate students' interest and enthusiasm in learning. Therefore, we need to find a new teaching method to improve current physical education in colleges and universities. This paper expounds the applications of multimedia technology in college physical education from three dimensions: video teaching, audio teaching, and virtual reality technology. The effect of applying multimedia technology in physical education teaching is analyzed through case studies. This paper will provide a useful reference for the innovation and development of physical education teaching in colleges and universities.

The understanding that students on varsity baseball teams exhibit lower academic performance amid the growth of baseball in Taiwan is well established. However, some studies have indicated a positive correlation between sports participation and academic achievement. Therefore, this study delved into the causal relationships between baseball-team participation and academic performance among ninth-grade students in Taiwan. It further explored the influence of various background factors based on the three facets of family capital on their academic performance. Data collected from an education longitudinal survey of secondary school students. Through bivariate analysis, factor analysis, and multiple regression analysis, the following findings emerged: (a) Baseball-team students exhibited 47.5 points lower academic performance than non-baseball-team ones. (b)The low academic performance was not exclusively a result of the poorer academic performance of indigenous students. (c)The hypothesis that three dimensions of family capital impact on academic performance was supported. (d) Baseball-team participation contributed to the low academic performance, which was not caused by the low eighth-grade results of the students. They exhibited low BCT scores after their 8th-grade results was controlled.

Despite concerted efforts, LGBTQ + inclusivity is not fostered across all sporting contexts. Interpersonal relationships with teammates and coaches are particularly significant when it comes to cultivating positive and inclusive LGBTQ + experiences within sport. Using online qualitative data collected from 741 LGBTQ + adults, this study examined how relationships with coaches, teammates and sport-related staff impacted sport experiences and participation. Participant responses were independently coded using reflexive thematic analysis. Data were used to develop a new visual model to understand different types of relationships LGBTQ + individuals experience in sport and how this impacted their sport experiences. Exclusive sport relationships were characterised by experiences of discrimination and were found to greatly influence how participants viewed sport and physical activity contexts as adults. Inert or neutral sport relationships were maintained through protective self-distancing techniques. Inclusive relationships with coaches and teammates were primarily based on acceptance and associated with viewing physical activity positively. Identity-concealment strategies and athletic ability were identified as factors that impacted LGBTQ + adults' relationships within sport. Our overall findings demonstrate how discrimination in the form of overt or subtle sexual and gender prejudice can thwart feelings of relatedness among LGBTQ + athletes.

In recent years there has been substantial growth of women playing in and competing at the top levels of traditionally male-dominated sports, including Australian Football. By comparison, the number of women officials have not increased at the same rate, raising multiple questions about retention, participation and sustainability. This paper reports the experiences of girls and women Australian Football officials. 27 umpires who identified as girls, women or as non-binary participated in interviews or focus groups which were then analysed thematically. Findings indicate that regardless of their location, level of experience, or seniority, girls and women faced overt and covert exclusion and discrimination in umpiring due to their gender. These included microaggressions delivered through the framing of their appointments to games, change room practices and gendered and sexual harassment. Discursive constructions often positioned the participants as 'different' and 'lesser' in their abilities and belonging, impacting their desire to continue umpiring. We argue that the current cultural context of umpiring is at best marginalising to girls and women, and at worst hostile and dangerous. To improve these environments, commitment to and strategy for reform is needed at a broad, institutional level, and at a local, interactional level, including specific education and inclusion initiatives, targeted development pathways, investment in infrastructure and policy, and ongoing analysis of change.

This study investigates how bullying and banter are conceptualised and rationalised by those in male adolescent community football. The authors employ a social constructivist, interpretative phenomenological analysis approach using qualitative, semi-structured interviews. These methods explore the meanings behind the perceptions and experiences of male players (N = 8, M age = 15.4) and coaches (N = 4, M age = 39). Evidence demonstrated that intent was not synonymous with bullying and that bullying and banter behaviours are highly ambiguous depending on the shared understanding of learned barriers despite participants concurring with most aspects of the definitions. Moreover, banter and bullying behaviours in community football have been experienced by participants, with acts being rationalised through moral disengagement and hypermasculinity. The research indicates that although bullying and banter are conceptualised similarly to popular definitions, concrete definitions may be limited due to the fluid nature of bullying and banter and the influence of shared social understandings. Additionally, the findings gathered show bullying and banter being experienced and rationalised in male youth community sport through moral disengagement and masculinity. The implications of these findings for safeguarding players and coaches in community football are discussed.

A teacher cannot teach what they do not know. Previous studies have demonstrated that increasing teachers' content knowledge (common content knowledge [CCK] and specialized content knowledge [SCK]) enhances teachers' teaching effectiveness, which in turn results in better student learning. In the limited curricular space available in physical education teacher education (PETE) programs, maximizing the allocated time for developing content knowledge among preservice teachers is crucial. The purpose of this article is to propose strategies for teaching content courses to develop preservice teachers' content knowledge using examples from volleyball. Various pedagogical strategies to develop content knowledge that can be used in classroom settings (e.g., repeated assessment, scaffolding, and modeling in different forms) are introduced. Increasing the amount of peer teaching and teaching of preK-12 students are also effective strategies to promote preservice teachers' learning of content knowledge and its application.

Objective: Campus recreational sport activities impact college student health and well-being in a variety of domains. This multi-institutional study examined the participation of students in campus recreation during the pandemic and explored the relationship between student participation and their demographic markers, COVID-19 experience, and perceptions of risk, health and safety. Methods: Results from a survey of 1,815 American college students indicated the presence of statistical differences in sport participation based on "Gender, Race, State, Personal COVID-19 Experience, Campus Safety Efforts", and "Risk Perception Score" within various areas of analysis. Results: The impact and meaning of these cross-sectional results are discussed with reference to the ongoing pandemic and student health. Recommendations are presented within the context of this vital programming area both during and beyond the current crisis. Conclusion: These results are especially important given the health benefits associated with participation in recreational sport as tools to mitigate against the unprecedented consequences of the pandemic.

Background: Researchers in the field of sport pedagogy have highlighted questioning as a behaviour that facilitates athletes' high-order thinking and problem-solving. However, previous studies have suggested that coaches ask a reduced number of questions during training that are typically convergent and lead players to predetermined responses. Formal coach development programmes (CDPs), intended to encourage the use of questioning, have been scrutinised for their limited impact on coaches' practice. These criticisms have been made without consideration of the instances and situations during training that might present a better opportunity for asking different question types. Purpose: The purpose of this study was to explore coaches' perceptions concerning potential 'teachable moments' to ask convergent and divergent questions during training at three data collection points, and to associate changes between knowledge and behaviour after a work-based CDP. Method: Six Spanish youth football coaches working for an elite academy were recruited to a longitudinal study. The study involved a six-week CDP delivered by a coach developer, in collaboration with the club's Academy Management Team, and an experienced research team. Data collection occurred throughout 24-months interspersed by a workshop and two directed tasks organised in several stages: (1) Pre-systematic observations (Sep-Dec 2018) and (2) pre-interviews (Jan 2019), to identify coaches' baseline behaviours and knowledge; (3) a workshop & directed task 1 (Feb 2019), encouraging coaches to experiment and self-discover how to implement questioning within their training contexts; (4) a directed task 2 (Feb-Mar 2019), facilitating coaches' video-based and dialogic reflections about their questions; (5) post-systematic observations (Mar-May 2019) and (6) post-interviews (May 2019), capturing changes in knowledge and questioning after the intervention; and (7) consolidation interviews (May 2020), recording coaches' knowledge stabilisation and further developments. Results and findings: Four coaches completed the full CDP, whilst the remaining two coaches did not participate in the second directed task. Qualitative data suggest that all coaches developed their understanding of which moments might be most appropriate to ask convergent or divergent questions. However, only the first group of coaches presented congruent changes between the timing in which they asked questions and their perceptions. This involved higher use of convergent questions (during practice) and divergent questions (in-between practices and when the coach stops practice). Conversely, coaches in the incomplete CDP, decreased or maintained their questioning values within most instances and suggested organisational and contextual factors hindering their engagement in this work-based CDP. Therefore, real opportunities to implement questioning techniques combined with reflective practice assisted by a coach developer are proposed to translate knowledge gained during CDPs into observable behaviours.

Objectives: Before the Fall 2020 semester, college presidents and the NCAA made decisions about playing college football. The current study aims to examine the association between college football games and COVID-19 infections at universities. Participants: More than 1,800 college campuses nationwide from "The New York Times" database on COVID-19 cases on college campuses. Methods: Random effects negative binomial regression is used to analyze the association between college football games, membership to college football organizations, and COVID-19 cases at the universities studied. Results: The number of football games played was significantly associated with higher COVID-19 cases at the universities studied. Membership to certain college football organizations was also significantly associated with higher COVID-19 cases, particularly FBS and Power Five conferences. Conclusions: These findings provide a baseline for subsequent analyses across other sports and advocates for continued assessment of protocols that ensure the safety and well-being of student-athletes, fans, and university communities.

Optimizing diet quality is an important concept for college athletes. Purpose: To evaluate dietary quality of National Collegiate Athletic Association (NCAA) Division I athletes. Methods: Total 94 college athletes (n= 21 male, 73 female) from 19 different varsity teams at a single university completed a 24-hour dietary recall using the Automated Self-Administered 24-hour (ASA24) Dietary Assessment Tool. Diet quality was assessed using the Healthy Eating Index (HEI) with higher scores indicating better diet quality (range 0-100). Results: The average HEI score for the total sample was 59.2 ± 16.6 and only nine athletes achieved an HEI score = 80. There were no significant differences in HEI scores between sexes, class, majors, sport played, or those who did or did not report taking previous nutrition coursework. Conclusions: The dietary quality was poor based on US dietary guidelines for the general population, which could have negative effects on health and performance.

As the game of American football has evolved over the years, passing has become an essential component for offensive success. Although there are numerous other essential skills for defending the pass, footwork is the most fundamental skill for defensive backs. In this article, we provide a set of drills for footwork training for secondary school football players. These drills can be easily integrated into more complex components of defense and transfer between positions on the field.

School-age children receive a myriad of physical, social, emotional, and cognitive benefits from being involved in sport, as well as several academic benefits. Children who participate in sport are more likely to have a higher GPA, increased daily attendance, and greater high school graduation rates than their non-sport participating peers. Unfortunately, participation in sport is in decline. Although several factors are to blame for the downward trend, the overwhelming research consensus is that children do not perceive sport to be fun due to coach behaviors. To facilitate positive outcomes from participating in sport, practice settings need to include developmentally appropriate skill progressions and ample opportunities for all players to participate and contribute, as well as a team atmosphere that fosters player self-actualization. Sport coaches should utilize best practices for developing the motor skills (sport-related skills) of their athletes. Pedagogical topics covered in this article include: (1) task presentations of skills, (2) designing appropriate practice tasks, and (3) applying skills into the tactical setting.

This article describes two traditional American games and discusses how they can be implemented in a physical education curriculum. These games can be enjoyed by all students and can provide a wide range of benefits, including the continuation of the legacy of some of the most historic games in North America. Rationales such as multicultural education, promoting cultural awareness, and cross-curricular integration are discussed. Lastly, the games will be explained, along with integration strategies.

The purpose of this paper is to critique current women-only coach education initiatives, before suggesting an alternative approach to dealing with gender discrimination in coaching provision. Having increased in popularity over recent years, primarily through justifications as being "safe spaces" for participants, such initiatives have nevertheless become contested terrain. Whilst seeing some value in the initial "safe space" position, we argue that their substance should be focussed not so much on duplicating mainstream content (e.g., particular coaching pedagogies), but on developing a critical sociological consciousness, including both a deconstruction and reconstruction of (minority) coaching selves. Such a consciousness comprises (1) a judicious awareness of influencing social structures and why things are as they are and (2) a recourse to micropolitical agency in terms of a stance-related identity to develop a more secure coaching self.

The Self-Determination Theory argues that individuals are optimally motivated when their three Basic Psychological Needs (BPNs) are satisfied, which can be influenced by the learning environment created by the teachers. Student-centered frameworks are permeating worldwide. Thus, the study aimed to evaluate the effects of pedagogical models-based interventions in the promotion of students' BPNs. Four databases were searched, and twenty-five articles were retrieved. It was found that most programs had a positive impact on the students' BPNs, but they also uncovered interventions with no effects and a few with mixed results. The present review provides information not only to understand the effects of pedagogical models on the students' BPNs, but also to recognize the elements that could increase the success of future intervention programs.

The negative effects of concussion on cognitive and physical performance can linger beyond return to sport and may result in reduced sport performance. The effect of concussion history, including time since concussion and number of concussions, on sport performance is not well understood. The purposes of this study were to examine the effects of concussion history on softball batting measures, such as pitch recognition, swing timing, and swing decision making, and to compare a computerized reaction time (RT) test to a sport-specific RT test. A cross-sectional study design was used to evaluate softball batting and RT measures among collegiate softball players. Eighteen female collegiate softball players were recruited to participate. Participants were divided into two groups: those with previous concussion (n = 7; mean age, 20.7 years; mean number of concussions, 1.3; mean time since last concussion, 3.9 years) and those without (n = 11; mean age, 20.4 years). Pitch recognition, swing timing, and swing decision making were based on participants' responses to pre-recorded pitching videos. Computerized RT included simple, choice, and go/no-go tests. Pitch recognition, swing timing, and swing decision making were similar between groups. There was not a significant correlation between computerized RT and swing RT. The preliminary findings suggest that collegiate softball players with concussion history can perform similarly on sport-specific tasks to those without concussion history, and sport-specific RT tests may provide unique information beyond computerized tests about an athlete's ability to perform in their sport.

Textured grip socks are worn by soccer players worldwide to decrease foot movement within the shoe and improve athletic performance. The purpose of this study was to investigate the effects of textured grip socks on performance and in-shoe plantar kinetics during soccer-specific tasks. Eleven collegiate soccer players (4 male, 7 female) participated in this study. Performance and in-shoe kinetic data were collected under 2 sock conditions (normal soccer socks and grip socks) during 3 change-of-direction drills (45-degree, 90-degree, 180-degree changes-of-direction) and 3 soccer-specific drills (dribbling, ball striking, juggling). Kinetic data were recorded across 3 plantar regions (hindfoot, medial forefoot, lateral forefoot) via insoles worn in the shoe and utilized to calculate impulse and peak force. Performance was assessed via time-to-completion (change-of-direction and dribbling drills) or number of successful repetitions (juggling and ball striking drills). Compared to normal soccer socks, grip socks improved performance during dribbling (P = 0.02), dominant limb juggling (P = 0.03), and ball striking at 3 distances (P = 0.04, <0.01, <0.001). Grip socks decreased 180-degree change-of-direction performance (P = 0.03). Hindfoot impulse was smaller during the 45- (P = 0.02) and 90-degree (P = 0.02) change-of-direction drills in grip socks. Hindfoot peak force was smaller during the 90-degree change-of-direction (P = 0.05); medial forefoot (P = 0.02) and total foot (P = 0.02) peak force were greater during the 45-degree change-of-direction drill in grip socks. Despite improvements in soccer-specific performance with grip socks, the lack of consistent significant differences among plantar kinetics indicate that performance outcomes may be driven by at least one other mechanism (e.g., placebo, somatosensory feedback).

The traditional linear skill and drill approach prominent in secondary physical education programs may be leaving some students behind. Critics have argued that this approach fails to meet students' basic psychological needs, while separating the requisite skills from the game itself. Nonlinear pedagogy is an alternative model to teaching motor skills where the student is placed at the center of the learning environment. By promoting the design principles of nonlinear pedagogy in soccer, teachers can foster learning that leads to a shift toward hot executive functioning skills (i.e., self-management skills in emotional situations) and autonomous motivation.

Background: It has been widely accepted that Sports-based Youth Development (SBYD) programs are potentially ideal contexts to develop children socially and emotionally. However, there is a limited empirical examination on how validated models-based practices could be harnessed in SBYD programs to promote children's social and emotional development. This study was conducted in an SBYD program collaborated by a local soccer foundation and a church within a city in the mid-south of the US. Purpose: The purpose of this study was to investigate the children's experiences of social and emotional learning (SEL) in an SBYD program grounded in the Teaching Personal and Social Responsibility (TPSR) model. Methods: The study adopted a case study design (Stake, R. E. 2006. "Multiple case study analysis." New York, NY: Guilford.). Data were collected over 30 weeks, including individual interviews, focus group interviews, and field notes. Seventeen middle school boys (n = 17) from low-income families participated in this study. Inductive analysis and constant comparison were utilized for data analysis (Miles, M. B., A. M. Huberman, and J. Saldana. 2014. "Qualitative data analysis: A methods sourcebook." London: Sage.). Findings: Four main themes were drawn from the interviews with the children regarding their experiences of SEL in the current program: "love this program," "support and teamwork," "helps me understand," "when I go back to school." Conclusion: Findings from this study provided additional evidence that TPSR is an effective pedagogical practice that promotes children's SEL in SBYD programs. This study recommends more SBYD programs grounded in TPSR should be organized and provided for children during this uncertain and challenging time. This study calls for joint efforts between programs, schools, and families to create a consistent environment for children to practice and experience SEL.

While video feedback is a commonly used intervention in both professional and educational sports settings, empirical evidence on the effectiveness of training with augmented video feedback in physical education at the K12 level is quite scarce. For this reason, this study aims to investigate the effect of the training with augmented video feedback on middle school students' skill development in a team sport, handball. Based on the periodization of skill training framework, a pre and post-test quasi-experimental research design with a control group was conducted for this aim. A total of 60 middle school students voluntarily participated in the study and were assigned to the intervention and control groups. The students in the intervention group received augmented video feedback while the ones in the control group received verbal feedback only together with the use of other appropriate instructional methods. A rubric was developed and used as the measure of the pre and post-tests by ensuring its validity and reliability. The analysis of covariance was conducted to compare the skill development between the groups. The findings showed that both of the training programs with and without augmented video feedback contributed to the students' skill development. However, the training program with augmented video feedback was much more effective than the one with verbal feedback only. The findings were discussed based on the relevant literature, and implications for practice and recommendations for future research were provided, accordingly.

Sport coaching can be seen as an interdisciplinary endeavour, where coaches integrate multiple disciplinary knowledges to support participants achieving a variety of desirable outcomes (e.g. learn new skills, meet new people, develop greater confidence). Limited research however has considered "what" knowledge has been used as the basis for curricula, or how it has been structured into formal coach education courses. This is remiss because coaches not only need to learn, but need to learn something to ultimately aid their own (and others) development. Therefore, the aim of this study was to examine what content knowledge contributed to the English FA intermediate (i.e. level 2) formal coach education course, and how this knowledge was structured to form a curriculum. Data were collected using a document analysis of National Governing Body (NGB) and awarding body documents (n = 10), as well as observing two formal coach education courses, and interviewing coach developers (n = 5) that delivered those courses. A deductive thematic analysis identified three themes: (1) A Curriculum Partially Informed by Research, (2) A Strongly Classified Curriculum and (3) A Curriculum also Includes 'Professional Knowledge'. Findings reveal the socially constructed nature of content knowledge legitimised as worth knowing in formal coach education curricula. It prompts critical consideration of what knowledge is used (or not) and how this knowledge supports learners in the dynamic and often ambiguous context of coaching. The significance of the findings move beyond the case at hand, as wider educational institutions may wish to consider what content knowledge is used, and how it is structured within their own coach education and development provisions.

Beach volleyball has been one of the fastest-growing sports over the past 30 years, and its continued popularity due to the Olympics and expanded global media coverage has caused schools to see the benefits of adding beach volleyball to their curriculum. It also makes an excellent lifetime sport due to the low impact of playing in the sand. This article will share instructional ideas for teaching beach volleyball concepts with or without a sand court for physical education grades 6-12. Included in the article are offensive strategies, serving strategies, defensive strategies, and equipment

Latinxs have a long history of participation in basketball, yet links to education scholarship are for the most part non-existent. In a context of ongoing subtractive policies around curriculum, teaching, toxic immigration policies and other sociopolitical realities, Latinxs have long used "hoops" as a space for identity formation, "education," and refuge. Working through the aforementioned gap in education scholarship, I make connections to Latino males research, work on fugitivity, and draw implications for decolonizing forms of education/schooling.

Background: Since 2002, the Chinese Ministry of Education has conducted reform in the physical education (PE) curriculums of schools in China, with a focus on shifting from sports skills to regular participation in physical activity (PA) and promoting health. The aim of the study, therefore, is to examine the effects of school PE on the exercise habits of children and adolescents in China over time. Methods: Data based on 5941 observations of 3708 individuals aged 6 to 17 were collected from the China Health and Nutrition Survey (CHNS) for the period 2004 to 2015. The data were analyzed using the fixed-effect Logit model and the random-effect Tobit model. Results: The likelihood of exercising outside of school is 20.2% higher for students who have school PE than those who do not. Our study found that increasing the duration of PE at school by 100%, increases the duration of out-of-school PA by 22.3%. The variety of the types of sports schools offer encourages students to participate in out-of-school physical activity. The likelihood of students exercising outside of school increases by 5.6% when 1 more exercise type is provided in school PE. In addition, soccer, basketball, badminton, and volleyball education increases students' participation in after-school exercises. Soccer and basketball education, in particular, improves the duration of after-school PA. Conclusions: To form exercise habits in children and adolescents, we encourage the promotion of a variety of physical activities in schools, especially team sports such as soccer and basketball.

In sport, coaches often explicitly provide athletes with stable contextual information related to opponent action preferences to enhance anticipation performance. This information can be "dependent" on, or "independent" of, dynamic contextual information that only emerges during the sequence of play (e.g. opponent positioning). The interdependency between contextual information sources, and the associated cognitive demands of integrating information sources during anticipation, has not yet been systematically examined. We used a temporal occlusion paradigm to alter the reliability of contextual and kinematic information during the "early, mid- and final" phases of a two-versus-two soccer anticipation task. A dual-task paradigm was incorporated to investigate the impact of task load on skilled soccer players' ability to integrate information and update their judgements in each phase. Across conditions, participants received no contextual information (control) or stable contextual information (opponent preferences) that was "dependent" on, or "independent" of, dynamic contextual information (opponent positioning). As predicted, participants used reliable contextual and kinematic information to enhance anticipation. Further exploratory analysis suggested that increased task load detrimentally affected anticipation accuracy but only when both reliable contextual and kinematic information were available for integration in the final phase. This effect was observed irrespective of whether the stable contextual information was dependent on, or independent of, dynamic contextual information. Findings suggest that updating anticipatory judgements in the final phase of a sequence of play based on the integration of reliable contextual and kinematic information requires cognitive resources.

For centuries, Catholic schools have promoted extra-curricular activity as a means to develop well-rounded students. Sports programming has been a vital aspect of this work, but there is little research into how these programmes can support the combined educational-religious missions of the schools. In response, this paper relies on archival and interview research to present a historical case study of Canadian coach-educator Father David Bauer, who spent his lifetime as a Basilian priest educating through sport in the face of its violent tendencies. We discuss how Bauer, as an educator and prominent international figure in ice hockey, identified difficulties arising from violence over several decades. Influenced by his military experience and his religious community's educational charism, we see how Bauer drew from a Basilian intellectual tradition and other experiences to push back against several types of violence arising in sport: physical, psychological, structural, media-driven, and others. The paper concludes with seven recommendations of nonviolence for Catholic school sports programmes, where leaders can learn from Bauer's story and enable programmes of human development and bridge-building, and thereby, positively enhance school mission.

This paper analyzes the impact of college athletic reclassification for educational institutions in the United States. Most of America's colleges and universities offer athletic opportunities for their students under NCAA governance. The level of competition and associated resource requirements range from relatively low (Division 3) to high (Division 1). In recent years, there has been an increase in the number of institutions that have either reclassified to a higher division, or publicly considered such a move. The resource obligations of reclassification are significant, and administrators must carefully weigh expected benefits and costs with respect to the institution's mission and vision. While several studies (Bell, 2017; Schwarzber, 2014; Frieder & Fulks, 2007; Tomasini, 2005) have focused on reclassification from Division 1-FCS to FBS--the highest level of competition--less attention has been paid to colleges in Division 2 and 3--which comprise two-thirds of NCAA membership. Our study addresses a gap in the literature by analyzing athletic reclassification among schools moving up from Division 2 to Division 1 (FCS and no-football) during the period of 2001-2018. Drawing upon multiple data sources, we construct a panel of 33 schools (14 treatments and 19 controls) to evaluate the impact of reclassification on applications and athletic department budgets. Results from quasi-experimental methods (difference in differences, event study, and synthetic control models) suggest that reclassification significantly increased basketball program revenues and athletic department expenses among the treatment schools. However, we do not find evidence that reclassification raises student applications in the short term.

In 2016, an NCAA multidisciplinary task force published a consensus document outlining best practices for addressing student-athletes mental wellness. However, despite their recommendations and the growing development of mental health services for college student-athletes, no published literature exists reviewing the existing models of collegiate sport psychology programs. This article serves to address that gap by providing a general overview of common models, followed by an in-depth description of a successful sport psychology model at a Power Five, Division I athletic program. Considerations and recommendations for other institutions, including barriers to student-athlete wellness, availability of university resources, and advantages and disadvantages of the models, will be discussed.

Batting or striking with a long-handled implement is an important fundamental motor skill used in several lifetime activities. This article outlines basic movement concepts that are developed through batting and provides recommendations that can serve as both curricular options for physical education and a potential homework idea for kids to explore at home.

Most high school and collegiate athletic teams attend some type of camp to prepare for their upcoming season. This article provides a 30-day challenge to help high school and college dance teams to improve their overall physical fitness while they prepare for summer camp. The ideas can also be modified to meet the needs of other athletic teams.

Due to the significant growth of participants in sports around the world, this article aims to identify the effects of early specialization, as well as the roles and responsibilities of the professionals and people involved in athlete development, especially in the context of soccer. It describes the phases of Long-Term Athlete Development (LTAD) as a platform for youth sport coaches to encourage and support participants of all levels to reach their full potential and stay involved in the sport. The article provides strategies for soccer coaches to develop their activities and training sessions in alignment with the phases of the LTAD, along with an adequate pedagogical approach to avoid the negative effects of early sport specialization.

Every great shooter in the game of basketball has one thing in common: a routine. To help increase basketball shooting accuracy, this article presents a series of progressive drills that any aspiring middle school basketball player can use to develop their own routine and improve their game.

Under the current information technology development and social interaction digitalization, China shows an increasing interest in the possibilities of digital solutions improving the effectiveness of pedagogical processes when forming and developing sports competencies and skills in football players. The present article is devoted to the study of the influence of a digital game-based learning environment on the development of young football players' tactical thinking skills, football interest, and motivation to play it. The study offers an innovative football training model based upon the synergy of virtual (eFootball PES 2021 and SkillShare platforms) and real experiences. Testing of the developed model was carried out on the example of young football players (10-12 years) studying at the X sports school. The conducted educational experiment revealed the benefits of introducing game simulation in football training. The experiment results showed that game simulation and group participation in virtual football matches in eFootball PES 2021 helped master basic football techniques, facilitated the acquisition of competitive experience, fostered a culture of teamwork and camaraderie, and contributed to the rise of conscientiousness and self-discipline.

Organized out-of-school time (OST) activities are critical assets that help youth develop life and social skills. Latine youth have some of the lowest rates of participation in OST activities out of all racial and ethnic subgroups due to structural and interpersonal barriers that perpetuate and reproduce patterns of inequality. The purpose of the current study was to describe a youth-led, community-driven, sport-based positive youth development program, the Los Angeles Football Club Youth Leadership Program, and examine associations with participation across three levels: (1) alumni's enrollment and employment outcomes; (2) youth leaders' outcomes (e.g., pre- and postprogram surveys); and (3) outputs of the program's community outreach efforts (e.g., demographics and outputs associated with youth-led community-based activities). Drawing on the study's findings, authors argue that this program describes an emergent "ladder to leadership" model that can guide community engagement through the delivery of culturally responsive programming and the use of sport to support social-emotional learning during OST. These findings contribute to an important discussion of how to leverage sport to address issues of access and equity during OST for Latine youth.

Purpose: To describe the following: (a) the impact of a progressive coach education program (CEP) on two grassroots youth soccer coaches' perspectives and practices, and (b) the factors that helped and hindered the CEP's effectiveness. Methods: Occupational socialization theory framed the study. Andros and Christian were observed during the CEP and pre- and post-CEP while coaching practices and games. Data were collected with four qualitative techniques and two systematic observation instruments. Qualitative data were reduced to themes by employing analytic induction and constant comparison. Descriptive statistics were computed for the categories in the systematic observation instruments. Findings: The CEP had a significant impact on Andros and a negligible one on Christian. The two coaches' occupational socialization helped explain these differential effects. Conclusions: The study suggests that CEPs should have a greater impact on coaches if they are relatively lengthy, include follow-up support, and coach educators are aware of coaches' acculturation and organizational socialization.