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The Supreme Court's 1947 incorporation of the Establishment Clause (1) through the Due Process Clause of the Fourteenth Amendment in Everson v. Board of Education of Ewing (2) continues to [...]

Formal coach education, such as courses experienced by coaches, is part of a wider education system, constructed by policy developers, course designers and coach educators. To date, research has explored the complex micro-pedagogical interactions between coach educators and coaches on courses, yet there is little understanding of the historical and social influences on the development of these systems. In response, this study analyses the social construction of The English FA's coach education system over 50 years (1967–2019). Specifically, this study aimed to (1) identify 'social architects' who influenced the development of FA coach education and (2) analyse the wider social, economic, and political influences on these architects and their development of FA coach education over time. To do so, this work re-examines data from 16 semi-structured interviews (with participants who have held significant roles within The FA e.g. Head of Coaching) and 47 policy documents (e.g. course materials). Through a deductive crystallisation process the findings recognise (1) the military's influence in positioning the coach educator as powerful, (2) how insights from PE and education have informed FA coach education development and (3) how economic opportunities from the 1990s and onward prompted an expansion of FA coach education provision. This important contribution provides a platform for further research to explore the historical social construction of coach education systems. [ABSTRACT FROM AUTHOR]

This article examines the career development of international football coaches in the context of their transnational migration. Previous research has mainly relied on the normative stages models to explain coaching career development, which has limitations in capturing the complexity and diversity of coach career trajectories, particularly in terms of unique individual experiences and contextual impacts on their career development. Drawing upon the theory of careership, this article seeks to bridge the gap by focusing on how individual coaches navigate their careers according to their horizon for action. Careership theory provides a useful lens through which to examine the interactions between individuals and their contexts, in gaining a more nuanced understanding of how these interactions shape career trajectories. Semi-structured interviews were conducted with eight international coaches who worked in China to gather qualitative data. The results show that the migration of coaches closely intertwined with their career development in a variety of ways, which were manifested in different career horizons for migration within two distinct stages of career development: (1) 'career-consolidation' reflecting the willingness to stabilise and solidify the career pathways, and (2) 'career-reformulation' highlighting the desires or needs to change the current career trajectories. The findings of this article suggest that career development is a multifaceted process encompassing normative, longitudinal steps, individualised approaches, objectives, constraints and unexpected events. Analysing coaches' horizons for action allows researchers and practitioners (e.g. coach educators) to gain a holistic picture of individual and contextual distinctions within the longitudinal stages of coaching career development. [ABSTRACT FROM AUTHOR]

Through analysis of coaches' playing history and players' post-retirement career choices in these fields in Israel, this article identifies significant different patterns in the transition from the role of player to that of a coach in basketball and football. In football the majority of coaches are former senior players, and the majority of senior players go on to become coaches, whereas in basketball the situation is the complete reverse. Explanations for these significant differences are related to the athletes' social status in each field, the substantive and philosophical differences between the fields, and their different social norms. [ABSTRACT FROM AUTHOR]

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. 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. 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. 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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Investing in athletics is one approach that universities have taken to better appeal to potential students. We analyze whether football success, as measured by win percentage, is correlated with a higher number of student applicants. We find that for schools in the major "Power‐Five" conferences, win percentage does not significantly change the number of students who apply. However, in the smaller "Group‐of‐Five" conferences, win percentage is associated with an increase in the number of applications. This is a particularly relevant finding because smaller universities may often be the ones struggling to maintain the size of their student body. [ABSTRACT FROM AUTHOR]

This study aimed to determine the attitudes and opinions of football academy coaches towards match analysis in football and assess if these vary based on demographic variables. Using a descriptive survey method, data were collected from 210 football academy coaches participating in training in Istanbul during the 2022-2023 season. The study included coaches from 21 clubs in the Spor Toto Super League and Spor Toto 1st League, within the Turkish Football Federation's Football Academies Project. No sampling was used; instead, the entire population was targeted with voluntary participation, resulting in 112 respondents. Data were collected using the Football Specific Match Analysis Scale by Gürkan et al. (2023). Due to non-normal distribution of data, Mann-Whitney U Test and Kruskal-Wallis Analysis of Variance were employed for statistical analysis, with significance set at 0.05. Findings revealed that technology use in football, specifically match analysis, is seen as highly beneficial by coaches. Match analysis was considered significantly important and contributive to their development. Coaches generally rated match analysis as "very high" in importance and contribution to player development. It was also found that: • Younger coaches and those with less experience in the academy league rated match analysis more positively. • Coaches with higher education levels and higher monthly incomes were more likely to value match analysis highly. • Differences in attitudes and opinions were significant across age groups, tenure in the academy, education levels, and income brackets. These results indicate the growing importance of match analysis in football training and development, influenced by demographic factors. [ABSTRACT FROM AUTHOR]

The professional survival of a coach can be explained by the ability of the team that he or she trains to achieve a reasonable number of points in relation to the total team's budget. In this work, we test the microeconomic indicator of average cost as an important (and so far unassessed) dimension in the survival of a professional football coach in the face of recurrent defeats. For this purpose, we use empirical methods associated with survival analysis considering recurrent events. We analyse 1077 contract durations between the 2009/2010 and 2019/2020 seasons of the professional leagues in Spain, England, Italy, Germany, France and Portugal. We conclude that the average cost (total budget divided by points achieved in the national championships) is an important dimension. We also discuss other dimensions – such as clubs' financial characteristics, neighbouring teams' competitiveness or coaches' individual characteristics – which, in certain leagues, also prove to be determinant. [ABSTRACT FROM AUTHOR]

Athletes are at risk for cardiac arrest and arrhythmia due to high physical activity during intense training and matches. When such a situation occurs, it is crucial that those around the athlete are able to provide basic life support (BLS) to prevent death from out-of-hospital cardiac arrest. Therefore, in this study, football coaches were given both online and traditional face-to-face BLS training, and then it was aimed to investigate whether the training model affected the increase in BLS knowledge. The study was conducted between 21 April and 21 May. A pre-test measuring theoretical BLS knowledge was applied to 261 football coaches. Then the coaches chose voluntarily basis what type of BLS training (traditional or online) they would receive. After the training, the post-test was applied to the participants. The obtained results were evaluated and the score increases between the 2 groups were compared. The overall level of knowledge was significantly higher in both course models after education (64>86.5 for the Traditional group and 63.9>83.6 for the Online group). Results showed that the mean increase in post-test scores was higher in the traditional education group (22.5 points for the traditional group and 19.6 points for the online group, p<0.001). In conclusion, although traditional education seems to be more successful than online education in our study, there is no clear answer about the effectiveness of tranining models. Online BLS education may serve as an alternative to traditional education for groups that cannot participate in traditional education. Rather than choosing one over the other, an adaptive approach can be tailored to the needs of different groups. [ABSTRACT FROM AUTHOR]

This research aimed to develop and compare the effects of a combined training program on the agility of football players. The sample group was male football players from the National Sports University, Yala Campus, obtained from the purposive sampling of 30 people, divided into an experimental group of 15 people trained through a combined training program created by the researcher. At the same time, 15 football players of the control group were trained by a regular agility training program for eight weeks, three days per week, and 1 hour and 5 minutes per day. The SEMO agility test was used to measure agility. All data were analyzed by averaging and calculating standard deviation. The Wilcoxon signed ranks test was used to compare the results of agility training within the control and experimental groups' pretest and posttest. The Mann-Whitney U test was used to compare the pretest and posttest between the control and experimental groups. The research found that the combined training program created by the researcher was suitable. It was also found that the experimental group had better agility than the control group at the significant level .05. Both within the experimental and the control group, it was found that the agility posttest was better than the pretest at the significant level .05. The study results will serve as guidelines for enhanced players, coaches, and those who interested the football in the future. [ABSTRACT FROM AUTHOR]

Purpose: This article seeks to enhance the understanding as to why head coaches and general managers (GMs) in the National Basketball Association (NBA) and the National Football League (NFL) exit from their positions. Design/methodology/approach: Three hypotheses were investigated using a series of quantitative and qualitative data from the past 30 years. The samples analyzed are comprised of 891 GM and coach annual observations for the NBA clubs and 949 GM and coach observations for the NFL clubs. Analyses include a logit analysis for coach exit/retention, a logit analysis for GM exit/retention and textual analysis via topic modeling via latent Dirichlet allocation. Findings: Results show a correlation between a coach exiting and a GM exiting simultaneously, thus amplifying the importance of these two roles in enhancing or destroying the success of a club and supporting the need for a deeper understanding of both roles, particularly the GM. The results further highlight cultural differences across clubs in terms of GM and coach turnover, a factor that often is heavily influenced by club ownership. Originality/value: The results support the role of owners in exits, confirm the importance of winning in avoiding an exit, find a high level of interrelationship between GM and coach exits and show that past culture of firings influences future exit decisions. [ABSTRACT FROM AUTHOR]

The ability to interact and communicate effectively in different cultural contexts has never been more relevant for football coaches because cultural diversity in football has increased in the past decades. Yet, there is a reduced number of institutions that are currently offering cultural training to coaches, and it is unknown whether coaches feel the need for such training. This study aimed to explore the cross-cultural training needs of 115 football coaches with national and/or international experience (M = 13.4 years; SD = 8.53). To maximise recruitment reach, an online survey with open-ended questions was used followed by a qualitative thematic analysis. There were four master themes: cross-cultural training needs in the global football market; cross-cultural awareness is important in football; football-specific cultural training; and training by migrant coaches, no matter how. Most coaches perceived a benefit from cultural training in preparation for international appointments, but some felt that coaches already had cultural awareness because they manage individuals and adjust easily to different cultures. Preferences were shown for cross-cultural training delivered by migrant coaches and with a football-specific focus. This is the first study to explore the perceptions of football coaches about cross-cultural awareness and training needs and provides insights to providers of coach education. [ABSTRACT FROM AUTHOR]

This article provides a historical account of Italian American football coach Louis P. DeFilippo, who achieved success both on and off the field. DeFilippo, known for instilling a "never quit" attitude in his players, emphasized the value of leadership, discipline, and teamwork. The article traces DeFilippo's journey from his high school and college football career to his time as a coach at various institutions, including Fordham University and East Meadow High School. It also highlights his hiring as the head coach for the Derby High School Red Raiders football team after being turned away by Shelton High School. The article offers insights into DeFilippo's coaching philosophy and his impact on his players. [Extracted from the article]

PURPOSE This study aimed to extract football coaches’ categories of performance evaluation factors (PEF) and examine the reflective characteristics of the football coaches’ player and casting judgments. METHODS PEF were extracted through an open-ended questionnaire and categorization from 80 AFC C or higher football coaches. Reflection was calculated in player and casting judgments through an analytic hierarchy process. The difference between the football coaches’ player and casting judgments was examined using SPSS 21.0. RESULTS First, the PEF of football coaches were categorized into four general categories: physical intelligence, psychological intelligence, growth potential, and competition intelligence. Second, the importance of football coaches’ player judgments were reflected by the PEF as football intelligence, situation judgment, football talent, tactical understanding, tactical operation, etc. The importance of the casting judgment were reflected by the PEF as tactical understanding, mediative skills, fitness, tactical operation, situation judgment, etc. Third, a statistically significant difference was noted between player and casting judgments. Football coaches tended to value growth potential and talent as sub-factors in the player evaluations. Football coaches’ PEF were aligned with the importance of player and casting judgments in psychological and competition intelligence as sub-factors such as skills, physical, attitude, passion, etc., but differed from physical intelligence and growth potential as sub-factors including mediative skills, physical, football talent, and tactical understanding. CONCLUSIONS In the football coaches’ player evaluations, the idealistic principle centered on growth potential. However, in the casting evaluation, the realistic principle centered on victory takes effect.