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Despite the importance placed on the design and delivery of formal coach education programs by Football Australia, there remains a lack of research relating to how formal coach education strategies support Australian football (i.e., soccer) coaches and their coaching practices. Through a series of semi-structured interviews, 20 highly qualified and experienced Australian senior football coaches shared their perspectives on: (i) coach education, (ii) their role as coach, and (iii) practice design. Findings revealed that formal coach education in Australia was largely ineffective in preparing senior coaches for the realities of senior football. Coaches attributed this to a number of factors, including the content's quality, structure and delivery, which they viewed as rudimentary, outdated, repetitive and lacking in relevance and depth. Coaches also revealed there was an expectation of conformity to the content and practices endorsed by the National Football Curriculum, limiting the value and impact of formal coach education in supporting the development of coaches' theoretical and practical dispositions. These findings point towards a number of broad and systemic issues relating to the conceptual, theoretical and practical foundations of the National Football Curriculum and subsequent courses. If Football Australia are to reach their goal in designing and delivering effective and meaningful coach education programs that support the highly complex and multifaceted role of senior coaching, formal coach education may need to adapt and evolve in a manner that better supports the multi-dimensional and context-specific needs of Australian senior football coaches., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2023 Selimi et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

The purpose of this paper is to present a player-centred performance analysis method as an effective mechanism to enhance expert players' performance in professional soccer. Data were collected through an application of a developed performance analysis method and subsequent unstructured interviews to explore participants' experience of the applied methodology. Grounded by an enactive perspective of human activity, the applied methodology foregrounds the player's intrinsic experience and places the player at the centre of the analysis and interpretation process. The sample included thirty professional soccer players with professional playing experience ranging from 2 years to 19 years and representing three professional teams. Using an interpretive data analysis approach results were considered from a methodological perspective concerning the core functions of a performance analysis method. Categories regarding performance analysis and performance development were highlighted. Findings demonstrate that adopting a player-centred approach to performance analysis in professional soccer provides advancement of the understanding of the collective performance of the expert player and may increase the opportunity for sustained learning.

Dynamic visualizations such as videos or animations have been developed to exchange information that transforms over time across a broad range of professional/academic contexts. However, such visual tools may impose substantial demands on the learner's cognitive resources that are very limited in current knowledge. Cognitive load theory has been used to improve learning from dynamic visualizations by providing different instructional designs to manage learner cognitive load. This paper reviews a series of experimental studies assessing the effects of certain instructional designs on learning of tactical scenes of play through dynamic visualizations. An electronic database search was performed on the Web of Science and PubMed/Medline databases from inception to July 2020 using a combination of relevant keywords. Manual searches were also made. The search was limited to English language. A total of 515 records were screened by two researchers using the Population/Intervention/Comparison/Outcome(s) (PICO) criteria. The quality and validity of the included studies were assessed using "QualSyst". Learning indicators in students and/or players (male and female) at any age category and competitive level were considered. Eleven studies met the inclusion criteria for this review, which focused on the effects of four instructional designs (i.e., using static visualizations, employing sequential presentation, applying segmentation, and decreasing presentation speed) on learning various game systems through dynamic visualizations. These studies indicate that (i) the effectiveness of all instructional designs depend upon the level of learners' expertise when learning soccer/Australian football scenes through animations/videos, (ii) the effectiveness of using static visualizations instead of animations/videos showing soccer/basketball scenes depend upon the type of the depicted knowledge (i.e., motor knowledge or descriptive knowledge) for novice learners, (iii) the effectiveness of employing static visualizations and decreasing presentation speed when learning soccer/basketball scenes from animations/videos depend upon the level of content complexity, for novice learners. The current review demonstrated important practical implications for both coaches and physical education teachers using either animations and/or videos to communicate game systems. Indeed, findings suggested that adapting instructional designs to the level of learners' expertise, type of depicted knowledge, and level of content complexity is a crucial part of effective tactical learning from dynamic visualizations.

Penalty kicks often play a decisive role in the most prestigious international football tournaments. The present study investigated whether shooting performance of the penalty kick in football would be improved by providing specific attentional and motivational instructions. Twenty-four experienced male volunteers were asked to kick a ball at one of four targets located in a regulation-sized goal. Using a goalkeeper-independent strategy, subjects performed the penalty kicks under external focus (EF; targets in the goal), autonomy support (AS; choice of target order), combining external focus and autonomy support (EF/AS), and control conditions (C). A goalkeeper tried to save the ball during each attempt. The mean number of scored goals and kicking accuracy of goal scored were used to determine penalty kick performance. The EF/AS combination enhanced the number of goals scored compared to the C condition. No other significant differences were observed between the conditions in the number of goals scored. The EF/AS group displayed greater kicking accuracy of goals scored relative to the AS and C conditions. Also, the kicking accuracy of the EF condition was significantly better than the C condition. Additionally, the results demonstrated that the EF/AS condition resulted in fewer missed shots compared to the C condition. There were no significant differences in blocked shots between the conditions. The findings suggest that promoting an external focus of attention and autonomy support collectively may enhance penalty kick performance.

The aim of this pilot study was to evaluate the impact of a novel coach development intervention (MASTER) on coaching practices of football coaches. The study involved six coaches (of 10-12 year old) from one representative football club (Australia February-July 2017). The 15-week multi-component intervention included a face-to-face workshop, ongoing mentoring, modelled training sessions, peer assessments and group discussions. MASTER is underpinned by positive coaching and game-based coaching practices and aimed to educate coaches on how to implement and operationalise a number of evidence-based coaching elements. At each of baseline and immediate post-intervention coaches were filmed three times and evaluated using a modified version of the Coach Analysis Intervention System. Using linear mixed model analysis, significant changes were observed for time spent performing playing-form activities [+15.4% (95% CI 6.01-24.79)(t(15) = 3.5, P = 0.003], with significant changes in the type of interventions undertaken and the nature of feedback given to athletes. Program feasibility was examined using measures of recruitment, retention, adherence and satisfaction. Results indicate program feasibility and high coach evaluation ratings. MASTER demonstrated effectiveness for improving coaching practices of football coaches during training sessions. Further large-scale trials will build evidence for the utility of MASTER for guiding coaching practices in football and other sporting codes.

The present study examined the efficacy of a coaching curriculum, based on non-linear pedagogy, on improving attacking players' individual learning objectives (ILOs) in elite-youth football. Participants included 22 attacking players (i.e., centre-forwards, wide-players and attacking midfield players) from a professional football academy in England. The players were randomly appointed to both control (CON) and intervention (INT) periods following baseline measures. The INT (non-linear) and CON (linear) periods were both designed to support the ILOs provided to each player as part of the elite player performance plan. The study adopted a randomised cross-over design and ILOs considered important for attacking players (i.e., strong foot finishing, weak foot finishing, 1-v-1 and decision-making) were evaluated using the Loughborough Shooting Skill Test. The results showed significant differences for INT in 1-v-1 ( P < 0.02) and decision-making ( P < 0.01). However, there were no significant differences for strong foot finishing, weak foot finishing or time taken. These results support non-linear pedagogy in developing 1-v-1 game play and decision-making but not for technical shooting proficiency.

The study of declarative and procedural knowledge makes it possible to ascertain what cognitive processes are like during motor learning. This study aimed to compare, according to the methodology, gender and experience (football practise), and the levels of declarative and procedural knowledge after the implementation of two intervention programmes on school football including one based on the tactics learning and the other on the technique learning. A total of 41 students in the 5th year of primary education from a state school from Spain, distributed in two class groups, participated in the study. Each class group participated in a different intervention programme. The sample of subjects was equal (tactical programme ( n = 20) and technical programme ( n = 21)). A panel of 13 experts validated both programmes. Levels of knowledge were measured using the Tactical Knowledge Assessment test in football. A descriptive analysis was performed to characterise the sample. Moreover, a t-test for independent samples, a t-test for related samples, and a 2 × 2 ANOVA (analysis of variance) were performed to compare the levels of knowledge between the pre-test and the post-test, according to the methodology, gender, and experience of the students. Results indicate that both intervention programmes induced higher levels of declarative and procedural knowledge in the post-test. Similarly, there were no significant differences with regard to the applied methodology. This fact is due to the heterogeneous character of the class groups with gender and experience showing effects on the levels of knowledge. The boys possessed greater experience and a higher level of knowledge compared to the girls., Competing Interests: The authors declare no conflict of interest.

We used systematic observation tools to explore the structure (i.e., activity and inactivity) and sequencing (i.e., the types of activities used) of football coaching sessions in Australia following the implementation of a new National Curriculum. Youth soccer coaches (n = 34), coaching within the Skill Acquisition (U11-U13 n = 19) and Game Training (U14-U17 n = 15) phases of the Football Federation Australia National Curriculum participated. Participants were filmed during a regular coaching session, with systematic observation of the session undertaken to provide a detailed analysis of the practice activities and coach behaviours. Findings indicated a session comprised of Playing Form activities (40.9%), Training Form activities (22.3%), inactivity (31%), and transitions between activities (5.8%). Coaches prescribed more Training Form activities (e.g., individual (5.4%) and drills (15.1%)) early in the session and progressed to Playing Form activities (i.e., small-sided games (15.3%) then larger games (24.8%)) later in the session. Most inactivity reflected the players listening to the coach - either in a team huddle (9.9%) or frozen on the spot during an activity (16.5%). In addition, coaches generally spent over 3 min communicating to players prior to explaining and introducing an activity regardless of when in the session the activity was scheduled.

The aim of this study was to analyze the effect of a comprehensive teaching program, based on questioning on decision making, and execution in football. The intervention program, based on teaching games for understanding model and including the application of questioning in a context of modified games, was applied during 21 training sessions. A quasi-experimental study with a prepost design with 18 male football players (M = 10.7 year, SD = 0.6) was developed over 18 weeks. Participants were divided into experimental group (n = 9) and control group (n = 9). A total of 1532 actions were observed (1120 passes and 412 dribbling). Results showed that after applying the intervention program, the players in the experimental group showed better decision making in the pass and dribbling actions, and better execution in the pass action, compared with the players from the control group. These results suggest that the application of questioning in a context of modified games must be taken into account to promote tactical training in young footballers and to improve their tactical behavior., (© The Author(s) 2016.)

The authors examined the relative effectiveness of explicit internal-oriented instructions, explicit external-oriented instructions, and unguided discovery learning on the performance, acquisition, and learning of a motor skill using novice youth soccer players. Thirty-seven players (age = 9.9 ± 0.7 years) underwent 3 × 30 trials of instruction-specific blocks of practice. The accuracy of lofted soccer kicks was assessed under practice conditions (prior to and after the practice period and after each practice block) and transfer conditions (prior to and after the practice period). Our findings indicated that generalized explicit instructions have detrimental effects on performance, whereas the benefits of unguided discovery learning increase with the amount of practice undertaken and when performing under transfer conditions.

This study cross-culturally compares the implementation process of the Empowering Coaching™ training program to grassroots coaches (GCs) by trained Coach Educators (CEs) from the Promoting Adolescent Physical Activity project in Norway and France. This program targets children's health through coach training to create a more positive environment. Using the RE-AIM framework, indicators of implementation processes at staff level were defined for adoption, implementation, and maintenance. CEs (n = 18) were interviewed about their professional use of the training, and video-filmed delivering the intervention trial workshops. GCs (n = 185) responded to a questionnaire after the workshops. Results showed that CEs were keen to participate in this project (16/18; 89%), to stay involved (12/16; 75%), and to diffuse the principles after the research project (12/12; 100%). CE training seemed effective as results indicated that CEs applied the principles of the program during the workshops and covered a high degree of the content (78%). Cross-cultural differences were found as the French Football Federation CE dropped out of the program, as Norwegian CEs delivered the content with higher fidelity and had higher enjoyment and pace scores than French CEs. More indicators are needed to use the RE-AIM framework for cross-cultural comparison., (© 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.)

Objectives: Evaluate the effect of a anterior cruciate ligament injury prevention program coaching workshop on elite-level youth soccer coaches' behavioral determinants to implement a injury prevention program and describe coaches' subsequent injury prevention program implementation compliance., Design: Descriptive study., Methods: We evaluated a soccer club's coaches' behavioral determinants regarding injury prevention programming implementation before and after a coaching workshop using pre- and post-workshop surveys. We then described the club's coaches' subsequent adoption of and implementation compliance with the injury prevention programming during the following season., Results: The injury prevention workshop increased coaches' attitudes toward conducting a program at the beginning of practice (p<0.05), substituting the program for a warm-up prior to practice (p<0.05), and improving player cutting and landing technique by implementing the program (p<0.05). The injury prevention program workshop increased coaches' perceived behavioral control; feeling more comfortable in their ability to teach their team a program (p<0.05), and more confident leading a program if given instructions (p<0.05). The injury prevention program workshop increased coaches' intent to implement a program the next season (p<0.05), to implement a program for 15min (p<0.05), and 20min (p<0.05) prior to the start of a training session. Only 53% of the club's teams implemented the injury prevention program, with implementers demonstrating high variability in program fidelity., Conclusions: Coaching workshops can effectively increase coach attitudes, perceived behavioral control, and intent to implement a injury prevention program. However, high levels of behavioral determinants do not appear to translate to high levels of implementation compliance., (Copyright © 2014 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.)

Objectives: This 40-week workplace physical training RCT investigated the effect of soccer and Zumba, respectively, on muscle pain intensity and duration, work ability, and rating of perceived exertion (RPE) during work among female hospital employees., Methods: 107 hospital employees were cluster-randomized into two training groups, and a control group. The training was conducted outside working hours as two-three 1-h sessions per week for the first 12 weeks, and continued as one-two 1-h sessions per week for the last 28 weeks. Muscle pain intensity and duration, work ability, and RPE during work were measured at baseline and after 12 and 40 weeks., Results: After 12 weeks, both the soccer (-1.9, 95% CI, -3.0, -0.8, P = 0.001) and the Zumba group (-1.3, 95% CI, -2.3, -0.3, P = 0.01) reduced the pain intensity (on a scale from 0 to 10) in the neck-shoulder region (eta squared = 0.109), whereas only the soccer group (-1.9, 95% CI, -3.2, -0.7, P = 0.002, eta squared = 0.092) showed a reduction after 40 weeks referencing the control group. After 40 weeks, both the soccer (-16.4 days, 95% CI, -29.6, -3.2, P<0.02) and the Zumba group (-16.6 days, 95% CI, -28.9, -4.2, P<0.01) reduced the pain duration during the past 3 months in the neck-shoulder region (eta squared = 0.077). No significant effects on intensity or duration of pain in the lower back, RPE during work or work ability were found., Conclusions: The present study indicates that workplace initiated soccer and Zumba training improve neck-shoulder pain intensity as well as duration among female hospital employees., Trial Registration: International Standard Randomized Controlled Trial Number Register ISRCTN 61986892.

Vocal load related to heavy voice use in particular professions increases the risk of occupational voice disorders. Research on professional voice use has primarily focused on educators, singers, and call-centre advisors. This paper describes the daily experiences of professional soccer managers' occupational voice use through qualitative methods. Four global themes were identified: 1) voice uses, 2) factors affecting voice change, 3) impact of voice use, and 4) the importance of voice in soccer management. All describe the nature of soccer managers' vocal demands. Risk factors for voice disorders include intense and prolonged voice use in environments with adverse acoustic properties for speakers and poor phonation methods. Research on vocal behaviours and early prevention programmes for this population group is warranted.

Background: Most states in the United States have passed laws regarding concussions, but little is known regarding the implementation of these laws. Hypothesis/, Purpose: The purpose of this study was to survey high school coaches 3 years after the passage of a concussion law to evaluate the variation in concussion education and knowledge in the context of this law as well as measure the effects of sport (football vs soccer) and urban versus rural locations. The hypothesis was that concussion education and knowledge would be more extensive in football compared with soccer and in urban locations compared with rural locations., Study Design: Descriptive epidemiology study., Methods: A mixed-methods (paper and online) survey was conducted in 2012 to 2013 on a random sample of public high school football, girls' soccer, and boys' soccer coaches in Washington State, stratified by urban and rural locality. The survey covered the extent of concussion education for coaches, athletes, and parents as well as coaches' concussion knowledge and experience., Results: Of 496 coaches contacted, 270 responded (54.4%). Nearly all coaches answered concussion knowledge questions correctly, and nearly all coaches received education via ≥2 modalities (written, video, slide presentation, test, and in person). Athlete education was less extensive, with 34.7% exposed to ≥2 modalities and 29.5% only signing a concussion information form. Parent education was even more limited, with 16.2% exposed to ≥2 modalities and 57.9% only signing a concussion information form. Significantly more football than soccer coaches gave their athletes an in-person talk about concussions (59.1% vs. 39.4%, respectively; P = .002) and provided concussion education to athletes via ≥2 modalities (44.1% vs. 29.7%, respectively; P = .02). Concussion education for coaches and parents was similar between sports, and concussion education for all parties was similar in urban and rural localities., Conclusion: Three years after the passage of a concussion law in Washington State, high school football and soccer coaches are receiving substantial concussion education and have good concussion knowledge. Concussion education for athletes and parents is more limited. Football players receive more extensive concussion education than do soccer players., Clinical Relevance: Clinicians should be aware that athletes and parents may not be receiving significant concussion education.

The authors' aim was to investigate the speed-accuracy tradeoff in soccer kicking with the dominant and nondominant foot by using different types of instructions prioritizing speed or accuracy in experienced soccer players. Ten male soccer players were randomly given 1 of the 4 instructions that differed in aspects of the kick they should emphasize and what the secondary aim would be (speed or accuracy). It was found that ball velocity was affected by instruction in the expected way: emphasis on accuracy and ball velocity reduced for both kicking feet. In addition kicking accuracy increased when emphasizing this, but only with the dominant foot indicating that Fitts' law only was found in kicks with the dominant foot.

Perceptions of wellness are often used by athletes and coaches to assess adaptive responses to training. The purpose of this research was to describe how players were coping with the demands of elite level Australian football over a competitive season using subjective ratings of physical and psychological wellness and to assess the ecological validity of such a monitoring approach. Twenty-seven players completed ratings for 9 items (fatigue, general muscle, hamstring, quadriceps, pain/stiffness, power, sleep quality, stress, well-being). Players subjectively rated each item as they arrived at the training or competition venue on a 1-5 visual analog scale, with 1 representing the positive end of the continuum. A total of 2,583 questionnaires were analyzed from completions on 183 days throughout the season (92 ± 24 per player, 103 ± 20 per week; mean ± SD). Descriptive statistics and multilevel modelling were used to understand how player ratings of wellness varied over the season and during the week leading into game day and whether selected player characteristics moderated these relationships. Results indicated that subjective ratings of physical and psychological wellness were sensitive to weekly training manipulations (i.e., improve steadily throughout the week to a game day low, p < 0.001), to periods of unloading during the season (i.e., a week of no competition, p < 0.05) and to individual player characteristics (e.g., muscle strain after a game was poorer in players with high maximum speed, p < 0.01). It is concluded that self-reported player ratings of wellness provide a useful tool for coaches and practitioners to monitor player responses to the rigorous demands of training, competition, and life as a professional athlete.

The aim of this study was to investigate the coaching behaviors of elite English youth soccer coaches in different practice settings and gain insight into the coaches' cognitive processes underpinning these behaviors. The practice setting was split into two types of activities, "training form" and "playing form," and behavioral data were collected using a modified version of the Coach Analysis and Intervention System. Interpretive interview data were triangulated with the behavioral data to ensure that both the "what" and the "why" of the coaches' behavior and practice were considered. The results showed the coaches using more "training form" activities than "playing form," and using high levels of prescriptive instruction, regardless of practice type, in contrast to a stated desire to "developing the whole player," creating "decision makers," and being a "facilitator of knowledge creation." The interviews revealed that the coaches had a low self-awareness about their behavior, with an epistemological gap identified between understanding and practice, with statements of intent not being matched by knowledge and action., (© 2011 John Wiley & Sons A/S.)

Purpose: The primary aim of this study was to objectively examine the physical activity (PA) levels of girls during organized sports (OS) and to compare the levels between games and practices for the same participants. The secondary aims of this study were to document lesson context and coach behavior during practices and games., Methods: Participants were 94 girls recruited from 10 teams in three OS (netball, basketball, and soccer) from the western suburbs of Sydney. Each participant wore an ActiGraph GT3X monitor for the duration of one practice and one game. The System for Observing Fitness Instruction Time was concurrently used to document lesson context and coach behavior., Results: Girls spent a significantly higher percentage of time in moderate-to-vigorous PA (MVPA) during practices compared with games (33.8% vs 30.6%; t = 2.94, P < 0.05). Girls spent approximately 20 min·h(-1) in MVPA during practices and approximately 18 min·h(-1) in MVPA during games. An average of 2957 and 2702 steps per hour were accumulated during practices and games, respectively. However, girls spent roughly two-thirds of their OS time in light PA or sedentary. On the basis of the System for Observing Fitness Instruction Time findings, coaches spent a large proportion of practice time in management (15.0%) and knowledge delivery (18.5%). An average of 13.0 and 15.8 occurrences per hour were observed during games and practices where coaches promoted PA., Conclusions: For every hour of game play or practice time, girls accumulated approximately one third of the recommended 60 min of MVPA time and approximately one quarter of the 12,000 steps that girls are recommended to accumulate daily. For this population, OS seems to make a substantial contribution to the recommended amounts of MVPA and steps for participating girls. OS alone, however, does not provide amounts of PA sufficient to meet daily recommendations for adolescent girls.

Development of skill in young soccer players relies on progressive improvement in different professionally important sensorimotor cognitive abilities. Development of seven leading abilities was based on the results of 23 tests provided for experimental and control groups. 600 elite young soccer players of both sexes, ages 11 to 19 years, were assessed over a period of 4 years. Experimental groups were given different exercises to aid development of selected abilities. At the end of the monitoring period, the experimental groups demonstrated a significant improvement in contrast to the control groups, and the greatest improvements in different test performances were observed in the 11- to 13-year-olds. The test-retest ata show the testing process to be reliable. The study provides standard pedagogical models and data for trainers, coaches, and researchers working with young soccer players. Future research on talent identification and selection should adopt amultidimensional approach.

Coaches are central to talent development in youth soccer and what they say and do impacts on players' achievements and well-being. Researchers have systematically observed coach behaviour and practice activities within this setting (i.e. 'what coaches do'). We review this research in light of contemporary discussion that highlights a potential 'theory-practice' divide. Our main example focuses on the discrepancy between coaching behaviour and research from the sports science sub-discipline areas of motor learning and skill acquisition that relate to how best to design practice sessions and provide instruction (i.e., 'what coaches should probably do'). The underlying reasons for this discrepancy are discussed and recommendations made to address this disparity in research, education and coach behaviours.

Growing enthusiasm for 'Sport for development and peace' (SDP) projects around the world has created a much greater interest among critical scholars seeking to interrogate potential gains, extant limitations and challenges of using sport to advance 'development' and 'peace' in Africa. Despite this interest, the role of sport in post-conflict peace building remains poorly understood. Since peace building, as a field of study, lends itself to practical approaches that seek to address underlying sources of violent conflict, it is surprising that it has neglected to take an interest in sport, especially its grassroots models. In Africa, football (soccer) in particular has a strong appeal because of its popularity and ability to mobilise individuals and communities. Through a case study on Sierra Leone, this paper focuses on sports in a particularly prominent post-civil war UN intervention—the disarmament, demobilisation and reintegration (DDR) process—to determine how ex-youth combatants, camp administrators and caregivers perceive the role and significance of sporting activities in interim care centres (ICCS) or DDR camps. It argues that sporting experiences in ddr processes are fruitful microcosms for understanding nuanced forms of violence and healing among youth combatants during their reintegration process.

The First World War is traditionally considered in history as a temporary halt for cultural and sporting activities. If the Olympic Games and the Tour de France were actually cancelled, football and rugby were in fact stimulated by the circumstances of war. Indeed, the gathering of allied nations behind the Western Front emerged as the main factor in the development of these two sports. Reading the sporting press and military archives shows that international sporting exchanges were stimulated during the Great War. To be specific, France benefited from the golden opportunity provided by the presence of the masters of the game to strengthen its practices and affirm its status as a sporting nation. Inter-allied sporting exchanges were primarily characterised by informal encounters between military selections. Then, following the recognition of these sports by the military authorities, the number of exchanges increased. At the end of 1917, the official status acquired by sport within the military forces created the conditions for the structuring of the French sporting elite. From that point, we can witness the birth of the first French military rugby and football teams, as they demonstrate, through their good performances during the demobilisation period, the progressive build-up of the international dimension of French sport during the war years.

Sport is a social institution that perpetuates gendered ideologies in the wider society through appealing to discourses of the naturalness of men's privilege and domination in society. Heteronormativity regulates the roles, behaviours, appearances and sexualities of, and relationships between and among, women and men. Moreover, heteronormative discourses normalise a particular relationship between sex, gender and sexuality that posits woman/feminine/heterosexual (and man/masculine/heterosexual) as a natural order from which variance is considered a punishable deviance. This paper outlines the effects of heteronormative discourses in the lives of women footballers in South Africa, through drawing on interviews with a wide range of women footballers. The paper shows how heteronormative discourses nurture homophobic attitudes that serve to regulate the appearances and performances of South African women.

This study investigates the efficacy of intermediate penalty kickers by comparing the effect of applying an automated WiFi system on the field of play to simulate a strategy that takes account of goalkeeper action (dependent) with another for which goalkeeper strategy is irrelevant (independent). Intermediate penalty kickers (n=12) took a pretreatment test of 32 kicks in a "real-play" situation with intermediate goalkeepers (n=3). Two groups of kickers underwent 11 treatment sessions using different strategies and then were administered a posttreatment test. The variables measured were the number of goals scored, whether the direction of the shot was the same or different from the direction of the goalkeeper's move (DDG), ball speed, and the duration of the kicking movement. Data suggested the goalkeepers had a greater capacity to identify advance cues when faced with independent strategy kickers and that dependent strategy kickers achieved lower ball speeds.

This study examined the effects of on-field combined strength and power training (CSPT) on physical performance among U-14 young soccer players. Players were assigned to experimental (EG, n = 28) and control groups (CG, n = 23). Both groups underwent preseason soccer training for 12 weeks. EG performed CSPT twice a week, which consisted of strength and power exercises that trained the major muscles of the core, upper, and lower body. CSPT significantly (p < 0.05) improved vertical jump height, ball-shooting speed, 10 m and 30 m sprint times, Yo-Yo intermittent endurance run (YYIER), and reduced submaximal running cost (RC). CSPT had moderate effect on vertical jump, ball-shooting, 30 m sprint, and YYIER, small effect on 10 m sprint, RC, and maximal oxygen uptake. YYIER had significant (p < 0.05) correlations with 10 m (r = -0.47) and 30 m (r = -0.43) sprint times, ball-shooting speed (r = 0.51), and vertical jump (r = 0.34). The CSPT can be performed together with soccer training with no concomitant interference on aerobic capacity and with improved explosive performances. In addition, it is suggested that CSPT be performed during the preseason period rather than in-season to avoid insufficient recovery/rest or overtraining.

The development of sport in Ireland was, contrary to some arguments, highly influenced by English examples and Anglo-Irish institutions. Trinity College and prestigious Irish schools did have an impact, as did the number of Irish students sent to England for public school or university education. Athleticism was evident in Ireland as it was in England. Although the development of soccer did follow a slightly different trajectory from other sports, as was also the case in both England and Scotland, this does not mean that it departed from this broad evolutionary model of Irish sport. Yet this was Ireland: and Ireland was different. As opposition to British rule intensified, forms of sporting participation took on more and more of a national symbolism. The outcome was the emergence of a very potent form of athleticism: an Irish athleticism for an Irish people.

In 2004, Netball New Zealand and New Zealand Football adapted a generic 10-point action plan for sports injury prevention, SportSmart, to create NetballSmart and SoccerSmart, as part of their coach education programmes. A small-size descriptive study was conducted in both sports, to assess the efficacy of integrating sports injury prevention into coach education. NetballSmart was evaluated at the end of 2005, via a telephone survey of 217 coaches (53% response rate) who had attended a NetballSmart course earlier in the year. SoccerSmart was evaluated at the start of 2007, via an Internet questionnaire completed by 71 coaches (20% response rate) who had attended a SoccerSmart course in 2006. The evaluations focused on the quality and use of the course resource material, as well as assessing the extent to which coaches had incorporated injury prevention behaviours into player practices. After attending a NetballSmart course, 89% of coaches changed the way they coached, with 95% reported using knowledge from the course and passing it on to players. Ninety-six percent of football/soccer coaches also changed the way they coached, with most change relating to warm-up/cool-down and stretch (65%), technique (63%), fitness (60%) and nutrition/hydration (58%) practices. Although this was a descriptive study in nature, with a small sample size, we conclude that integration of injury prevention content within coach education courses and resources may be a viable and effective strategy to help community coaches--and therefore community players--help reduce their risk of injury., (Copyright (c) 2008 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.)

Historians have almost universally seen association football in the north of Ireland as a divisive influence. The impacts of sectarian and political tensions on the game have been stressed, alongside the extent to which this sport supposedly feeds into existing divisions. Much of the work carried out has concentrated on the last four decades, though even studies outside this period of widespread civil disorder have highlighted these problems. This paper uses the surviving records of the Ballymena Football and Athletic Club, the local press, census returns and other records to consider aspects of one particular Northern Irish club in the 1920s and 1930s. This short consideration of the players, supporters and shareholders suggests that at least in this case football was successful in bringing together and developing cooperation between men of widely differing political and religious views. While the club was a not a financial success, it was a social and sporting one. The evidence available suggests there was little exhibition of sectarian tension at any level.

Based on Harter's (12,13) competence motivation theory, this study examined the relationship of coaches' performance feedback and motivational climate with female athletes' perceived competence, enjoyment, and intrinsic motivation. Female adolescent soccer players (N = 141) completed measures of relevant constructs toward the latter part of their season. Canonical correlation analysis revealed that athletes' perceptions of greater positive and informational feedback given by coaches in response to successful performance attempts, greater emphasis placed on a mastery climate, and less emphasis placed on a performance climate, were significantly related to greater ability perceptions, enjoyment, and intrinsic motivation. Exploratory analyses also showed that the relationship between feedback and the psychosocial outcomes may vary as a function of the perceived motivational climate. Overall, these results suggest that coaching feedback and motivational climate are important contributors to explaining adolescent females' continued motivation to participate in sport.

The influence of the Big Five factors on the fit between demands and abilities in soccer was examined for school and boarding home domains for newcomer trainees of soccer academies. 81 male trainees from 4 academies participated in the survey (M age = 16.3 yr., SD = 1.1). The fit between demands and abilities was measured three times during the academic year. In each domain, three repeated measures were aggregated into a single composite measure to define the fit index in the soccer, school, and boarding home domains. Results from the NEO Personality Inventory-Revised revealed that Neuroticism and Conscientiousness were, respectively, negatively and positively correlated with the school and boarding home fit index, Extraversion was negatively related to the boarding home fit index, and no personality factors were related to the soccer fit index. Stepwise regression analyses showed that Conscientiousness was the strongest predictor of the school and boarding home fit indexes. The individual differences approach to predict the success of newcomer trainees of soccer academies is discussed.

The aim of this study was to develop a questionnaire to measure adjustment of teenagers at soccer training centers, particularly newcomers. The Soccer Trainee Adjustment Scale was adapted from the Institutional Integration Scale and assesses the trainee's adjustment to operating and social activities. The scale was tested on a sample of 136 trainees from four soccer centers. Exploratory analysis indicated that the 13 items formed five factors: peer adjustment, boarding supervisor adjustment, soccer adjustment, scholastic adjustment, and boarding adjustment. These factors had internal consistency reliability ranging from .76 to .94.

The purpose of this study was to investigate the effects of the Technique and Games approaches on girls' soccer performance and motivation. The Technique approach focuses on technique instruction using drills, whereas the Games approach places emphasis on tactic instruction with modified games. 37 girls, 12 to 13 years old, were taught 15 soccer lessons by the Technique approach and 35 girls by the Games approach. At the beginning and at the end of the research soccer matches were videotaped and evaluated by Oslin, Mitchell, and Griffin's Game Performance Assessment Instrument. Girls' motivation was assessed on the Intrinsic Motivation Inventory. The Games group had significantly better scores after training on tactical behaviour and intrinsic motivation than the Technique group. There were no significant differences in skill execution between groups trained under the two approaches. Considering the importance of intrinsic motivation for a lifelong, physically active lifestyle, researchers could focus study on the approaches and girls' motivation.

The purpose of this study was to determine the relationship between the aims of course providers and events during the delivery of two soccer coaching accreditation courses. A secondary purpose was to evaluate performance-analysis methods for assessing the course instructor's performance. A case analysis approach was developed to evaluate the courses and the data-gathering process. This research approach was chosen to amalgamate the sources of evidence, providing a multi-dimensional view of course delivery. Data collection methods included simple hand notation and computer logging of events, together with video analysis. The hand notation and video analysis were employed for the first course with the hand notation being replaced with computer event logging for the second course. Questionnaires, focusing on course quality, were administered to participants. Interviews and document analysis provided the researchers with the instructors' main aims and priorities for course delivery. Results of the video analysis suggest a difference between these aims and the events of the courses. Analysis of the questionnaires indicated favourable perceptions of course content and delivery. This evidence is discussed in relation to intent and practice in coach education and the efficiency of employing performance-analysis techniques in logging instructional events.

The roles of coach and parent are often synonymous in youth sport, but little data-based research has been conducted on the parent-coach/child-athlete relationship. Six boys in U-12 competitive soccer were interviewed regarding positive and negative aspects about playing for their father-coach. Similar questions were posed to father-coaches and two teammates. Inductive content analysis indicated that, among the benefits, sons identified perks, praise, technical instruction, understanding of ability level, insider information, involvement in decision making, special attention, quality time, and motivation. Costs of being coached by one's father included negative emotional responses, pressure/expectations, conflict, lack of understanding/empathy, criticism for mistakes, and unfair behavior. For father-coaches, positive themes included taking pride in son's achievements, reason for coaching, positive social interactions, opportunity to teach skills and values, enjoying coaching son, and quality time. Negatives included inability to separate parent-child from coach-player role, placing greater expectations and pressure on son, and showing differential attention toward son. While teammates perceived some favoritism by the parent-coach, they cited mostly positive instructional experiences. Results are discussed within motivational theories that highlight the influence of significant adults on children's psychosocial development in the physical domain.

Apologists of sports praise them as an ideal way to prevent addiction and violence. Sports critics see it rather as a socialization authority on the morals of the fair foul. This contradiction was investigated based on an examination of fairness behaviour and fairness education in youth soccer as well as the question of the connection between sports and violence and the preventive possibilities of sports. Our results point to differences in understanding fairness according to age, sex and primarily performance/success orientation. Teenagers learn al ready at the latest in the C youth that it is important and right in the interest of success to break rules. Thus it applies that the more distinctive the success orientation, the more in formal and formal fair play degenerate into fictitious action morals of competitive sport and make way for morals of the "fair foul". The coaches play an important, even quite obviously the central role as socialization agents. In stead of learning fairness, the opposite is often conveyed to many young people in the organizations. However, our examinations also show that coach es can positively influence both fairness understanding and fairness behaviour of young footballers. Coach es are thus challenged as role models to exemplify fair play by their own actions.

The purpose of this study was to investigate the importance of training leading to repetition failure in the performance of 2 different tests: 6 repetition maximum (6RM) bench press strength and 40-kg bench throw power in elite junior athletes. Subjects were 26 elite junior male basketball players (n = 12; age = 18.6 +/- 0.3 years; height = 202.0 +/- 11.6 cm; mass = 97.0 +/- 12.9 kg; mean +/- SD) and soccer players (n = 14; age = 17.4 +/- 0.5 years; height = 179.0 +/- 7.0 cm; mass = 75.0 +/- 7.1 kg) with a history of greater than 6 months' strength training. Subjects were initially tested twice for 6RM bench press mass and 40-kg Smith machine bench throw power output (in watts) to establish retest reliability. Subjects then undertook bench press training with 3 sessions per week for 6 weeks, using equal volume programs (24 repetitions x 80-105% 6RM in 13 minutes 20 seconds). Subjects were assigned to one of two experimental groups designed either to elicit repetition failure with 4 sets of 6 repetitions every 260 seconds (RF(4 x 6)) or allow all repetitions to be completed with 8 sets of 3 repetitions every 113 seconds (NF(8 x 3)). The RF(4 x 6) treatment elicited substantial increases in strength (7.3 +/- 2.4 kg, +9.5%, p < 0.001) and power (40.8 +/- 24.1 W, +10.6%, p < 0.001), while the NF(8 x 3) group elicited 3.6 +/- 3.0 kg (+5.0%, p < 0.005) and 25 +/- 19.0 W increases (+6.8%, p < 0.001). The improvements in the RF(4 x 6) group were greater than those in the repetition rest group for both strength (p < 0.005) and power (p < 0.05). Bench press training that leads to repetition failure induces greater strength gains than nonfailure training in the bench press exercise for elite junior team sport athletes.

The purpose of this study was to investigate the effect of a combined heavy-resistance and running-speed training program performed in the same training session on strength, running velocity (RV), and vertical-jump performance (VJ) of soccer players. Thirty-five individuals were divided into 3 groups. The first group (n = 12, COM group) performed a combined resistance and speed training program at the same training session, and the second one (n = 11, STR group) performed the same resistance training without speed training. The third group was the control group (n = 12, CON group). Three jump tests were used for the evaluation of vertical jump performance: squat jump, countermovement jump, and drop jump. The 30-m dash and 1 repetition maximum (1RM) tests were used for running speed and strength evaluation, respectively. After training, both experimental groups significantly improved their 1RM of all tested exercises. Furthermore, the COM group performed significantly better than the STR and the CON groups in the 30-m dash, squat jump, and countermovement jump. It is concluded that the combined resistance and running-speed program provides better results than the conventional resistance training, regarding the power performance of soccer players.

Objective: This chapter reviews the existing epidemiological studies on pediatric soccer injuries and discusses possibilities for future research., Data Sources: A comprehensive, web-based search of existing soccer injury literature was performed with an emphasis on the pediatric population. The search encompassed all available studies, including European journals and texts, and initial investigations from the 1970s which serve as a basis of comparison to more recent work., Main Results: Youth soccer is a relatively safe sport with an injury incidence ranging from 2.3 per 1,000 practice hours to 14.8 per 1,000 game hours. Similar to adults, youth soccer injuries occur mostly in the lower extremities, specifically the knee and ankle. Contusions are the most common injury, and minor/moderate injuries predominate. Extrinsic risk factors for youth soccer include: dangerous play, play on small fields, and inclusion of youth players on adult teams. The most important intrinsic risk factor is the relation of knee injury and female gender., Conclusions: Adolescent females suffer a disproportionate number of knee and anterior cruciate ligament injuries compared to adolescent males, but recent injury prevention studies yielded encouraging results. Head injuries in youth soccer are low, and rarely, if ever, occur from head to ball contact. Adherence to the rules of the game, proper coaching, and adequate refereeing are important factors in youth soccer injury prevention.

'Playing Hurt/Playing Tough', a dominant ideology in today's football (soccer, rugby, American 'gridiron'), is by no means new. Many books, monographs, and articles have examined the historical development of these games, but the attention given to them in the medical press during the late 1800s/early 1900s has been overlooked. The Lancet, Journal of the American Medical Association, and other turn-of-the-century medical publications regularly included accounts and descriptions of injuries and deaths. More telling were the many editorials in which physicians in both Britain and the United States expressed enthusiasm while also lamenting the games' physical and morale effects upon players, asking whether 'football' should be mended or ended.

The article deals with the founding circumstances of German sport associations. It argues from a sociological point of view bringing together the structural changes of modern society and the development of youth as a societal group of its own. The author holds that the beginning of the German sport movement was closely connected to the phenomenon of group building processes furthered by the Central Board for Furthering Folk and Youth Games, a social initiative whose activities have been underestimated by sporthistorians as well as sportsociologists. In the organisation's publication organ The Yearbook for Folk and Youth Games many of the elements were first outlined which characterize German sport associations until today.

This short review is an attempt to establish the balance of strengths and weaknesses in Harvey's essay. Its strengths seem to be principally two: (i) although he exaggerates its significance, Harvey is right to draw attention to the vibrant football culture that grew up in the Sheffield area in the 1850s and 60s; (ii) he is also right (and so is Goulstone) to point to the evidence for matches between pub sides of equal though variable numbers in the early nineteenth century. To my knowledge, this evidence is new and alters our understanding of the development of football in that period. However, the weaknesses in Harvey's case arguably outweigh its strengths. For example, he misconstrues the meaning of 'football' in medieval and early modern sources, wrongly assuming that the term referred to an entirely kicking game. Furthermore, Harvey's grounds for rejecting the influence of the public schools, especially Eton, on Sheffield football are flimsier than the admittedly scarce counter-evidence. Most importantly of all, Harvey shows a limited awareness of the variety of types of football that there were in these islands in the early nineteenth century and fails to situate his claims adequately in relation to the wider literature. In this connection, in his desire to downplay the role of the public schools, he neglects altogether the sociologically plausible suggestion that the initial bifurcation of rugby and soccer can be traced to Rugby-Eton rivalry in the 1840s.

By the 1860s the two most prominent football cultures in Britain were in London and Sheffield. In 1863 the football culture in London created the Football Association, but within weeks a coup by those members who opposed a game that incorporated elements from that played at Rugby School led to the latter's supporters leaving. The fragmented FA continued to loose both members and influence and by 1867 was on the point of dissolving. By contrast, in terms of both rules and organization, the football culture of Sheffield was remarkably uniform and was the dominant centre of the game. The example set by Sheffield, coupled with the immense support that it provided to the ailing FA, enabled the London-based organization to survive and prosper.

In any consideration of cultural diffusion, what matters is not only what happens to a cultural form when it arrives, but that it arrives. In the twentieth century, Latin America, like too many other areas of the world, has been a place of diplomatic turmoil, social inequality, political paranoia, capitalist exploitation and class conflict. However, despite all this, and through all this, it may be stated factually and without sentimentality, that it has also been a place where people have survived and thrived, worked, loved and played. Modern sport has brought to their play both unhappy moments of disillusion and disappointment and marvellous opportunities for illusion and pleasure. Modern sport, with its beauty spots and warts, is the reality and while there are things to criticize, there are also many things to applaud. Along with others, the English middle class played a not insignificant part in the arrival of modern sport in Latin America.