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In human sciences field, there are two ways to study football : amateur football and professionnal, which got a widely media coverage. Seen like two worlds split, the coming up to professional from amateur football achieved by a handful of young players is rarely studied. Accounts of football star life's, often written in an hagiographic style, does not mention fondations of the sport entry or the years past in specialized centres of formation. This work aim, by sociological approaches, to the signature of a contract. Inside of this process, the time spent in instructive football clubs has to be studied in details. This work, conceived in an interactionist way, focuses on interindividual relationship which contributes on the access to high-level career. With this point of view, the Lionceaux school, in Sochaux, bring a good exampleof the way to train candidate, because of its youth politics and its good results. Our data comes from three kind of sources : the questionnaires sent to French football clubs, the watching of matches and lifetime in centers, and the interviews of players and coaches. It permits us to detailed candidates' careers, who succeed or not in the purchase of becoming a high-level footballer. Indeed, each year, from about forty players, only one or two will sign a contact, whereas the other will have to return to their lives, away from stadiums. Beyond individual career, we would see here the whole dynamics and maintenance of high-level football clubs. ; Dans les travaux en sciences humaines, le football est abordé selon deux axes : le football amateur et celui, plus médiatisé, des professionnels.Imaginés comme des monde imperméables, il est rarement fait mention du passage de l'un à l'autre que réalisent une poignée de jeunes passionnés. Présentés le plus souvent de manière hagiographique, les récits de vie des vedettes du ballon rond ne font pas mention des fondements de l'engagement sportif et des années passées en apprentissage dans les pôles d'excellence. La recherche présentée ici vise à ...

In human sciences field, there are two ways to study football : amateur football and professionnal, which got a widely media coverage. Seen like two worlds split, the coming up to professional from amateur football achieved by a handful of young players is rarely studied. Accounts of football star life's, often written in an hagiographic style, does not mention fondations of the sport entry or the years past in specialized centres of formation. This work aim, by sociological approaches, to the signature of a contract. Inside of this process, the time spent in instructive football clubs has to be studied in details. This work, conceived in an interactionist way, focuses on interindividual relationship which contributes on the access to high-level career. With this point of view, the Lionceaux school, in Sochaux, bring a good exampleof the way to train candidate, because of its youth politics and its good results. Our data comes from three kind of sources : the questionnaires sent to French football clubs, the watching of matches and lifetime in centers, and the interviews of players and coaches. It permits us to detailed candidates' careers, who succeed or not in the purchase of becoming a high-level footballer. Indeed, each year, from about forty players, only one or two will sign a contact, whereas the other will have to return to their lives, away from stadiums. Beyond individual career, we would see here the whole dynamics and maintenance of high-level football clubs. ; Dans les travaux en sciences humaines, le football est abordé selon deux axes : le football amateur et celui, plus médiatisé, des professionnels.Imaginés comme des monde imperméables, il est rarement fait mention du passage de l'un à l'autre que réalisent une poignée de jeunes passionnés. Présentés le plus souvent de manière hagiographique, les récits de vie des vedettes du ballon rond ne font pas mention des fondements de l'engagement sportif et des années passées en apprentissage dans les pôles d'excellence. La recherche présentée ici vise à mieux saisir, sociologiquement, les étapes d'entrée dans le haut niveau, des premières balles échangées en famille à la signature du contrat. Au centre de ce processus d'inclusion, le séjour dans un club formateur doit être examinée de manière approfondie. Ce travail, conçu dans une perspective interactionniste, étudie de façon compréhensive les relations interindividuelles au fondement de l'accès à la carrière de haut niveau. Dans cette optique, l'étude de l'école des Lionceaux, à Sochaux, constitue un bon exemple de la prise en charge des aspirants de par sa politique tournée vers la jeunesse et de ses bons résultats. Les données utilisées repose sur une triangulation des sources : des questionnaires, envoyés dans les centres de l'Hexagone, des observations des matchs et des temps de vie en pensionnat, des entretiens -enfin- auprès des apprentis et des entraîneurs. Les éléments collectés permettent de déconstruire le parcours de ceux qui s'engagent dans l'aventure de l'excellence sportive, qu'ils accèdent au Graal ou non. En effet, sur chaque promotion d'une quarantaine d'aspirants, seuls un ou deux signeront un contrat, les candidats éconduits devant renouer avec un quotidien loin des stades. Au-delà des trajectoires individuelles, c'est toute la dynamique de recrutement et de maintien des clubs au haut niveau que l'on entrevoit.

Competitive teamsport at university level is predominantly segregated by gender in many western countries, despite concerns that gender segregation in sport can perpetuate sexism and gender inequality. While policies and activities seek to challenge sexism and gender inequality, the use of gender collaboration within a gender-segregated system as a method to achieve this has received little attention. In this article, we draw on a year-long ethnography of elite sport and 48 in-depth interviews with elite male and female athletes at a British university to explore the impact of various forms of gender mixing during training, which we call 'gender-collaborative training'. While men's and women's teams competing against each other in practice matches resulted in gender-essentialist narratives attributing difference to biology, gender-integrated practices and workouts provided opportunities for men and women to train together without the gendered sport-specific associations that can reproduce sexism. We call for gender-collaborative training to be adopted by gender-segregated teams, and suggest that where there is resistance to any integration, teams start with mixed physical workouts and progress to mixed sport-specific training and then mixed competitive training.

На основе аналитического обзора научно-методической литературы, анализа и обобщения собственного опыта спортивной и педагогической деятельности с позиций системного и деятельностного подходов в статье представлена модель спортивной подготовки гиревиков в процессе обучения в спортивной школе. Концептуальные положения теории деятельности позволили построить модель в соответствии с сущностью и содержанием гиревого спорта как вида деятельности. Системный анализ и системный синтез привели к идее выявления целевой, содержательной, технологической и управляющей составляющих модели. Цель спортивной подготовки - сформировать мастерство гиревика-спортсмена на основе рационального планирования и организации процесса тренировки как интегральной характеристики, обусловливающей готовность к демонстрации наивысших спортивных результатов. Содержательный компонент состоит из теоретических, практических и методических знаний, умений и навыков (знаний-знакомств, знаний-копий, знаний-творений). В процессуальный компонент включены теоретические знания основ гиревого спорта, методические знания, умения и навыки эффективного планирования, рациональной организации и продуктивного проведения тренировочных занятий, судейства соревнований и инструкторской деятельности. В процессуальном компоненте также содержатся практические знания, умения и навыки, выражающиеся в овладении способностью подготовиться технически, физически, тактически и психологически к результативному участию в соревнованиях. Внедрение модели спортивной подготовки в отделениях гиревого спорта спортивных школ позволит эффективно планировать и организовывать тренировочные занятия по формированию готовности к демонстрации высоких спортивных результатов.
The article presents a model of sports training for kettlebell-lifters at a sports school, basing on the analytical review of scientific and methodological literature, analysis and generalization of the author's experience in sports and pedagogical activities from the standpoint of systemic and activity approaches. Conceptual provisions of the theory of activity made it possible to construct a model in accordance with the essence and content of kettlebell-lifting. System analysis and system synthesis led to the idea of identifying the target, meaningful, technological and control components of the model. The goal of sports training is to form the skill of a kettlebell-lifter on the basis of rational planning and organization of the training process as an integral characteristic that determines the readiness to demonstrate the highest sports results. The content component consists of theoretical, practical and methodological knowledge, skills and abilities (knowledge-acquaintance, knowledge-copy, knowledge-creation). The procedure component includes theoretical knowledge of the basics of kettlebell-lifting, methodological knowledge, skills and abilities of effective planning, rational organization and productive conduct of training sessions, judging competitions and coach activities. The procedure component also contains practical knowledge, abilities and skills expressed in mastering the ability to prepare technically, physically, tactically and psychologically for effective participation in competitions. The introduction of a model of sports training in the kettlebell-lifting departments of sports schools will effectively plan and organize training sessions to form readiness to demonstrate high sports results.

The aim of the study was to examine the differences between the sports training and services provided by local governments in Istanbul, a metropolitan city, and the city of Bursa. The sample of the study was chosen randomly among the residents of both provinces. There were a total of 519 participants, 288 (55.5%) selected in Istanbul and 231 (44.5%) selected from Bursa. The research used a questionnaire consisting of two parts. The first part consists of 10 single-item demographic questions developed by the researcher (age, gender, marital status, chronic illness, education, occupation, economic status, participation in activities, weekly sports time, and city of residence). In the research, the "Opinion of Public about Sports Services of Local Authorities" scale developed by Tekin (2013) for his thesis on Keçiören Municipality in Ankara province was used. The scale consists of 4 sub-dimensions. These sub-dimensions are: Sports Services (items 1, 2, 3, 4, 5, 6), Sports Management (items 7, 8, 9, 10, 11, 12), Sports Facility Operation (items 13, 14, 15, 16, 17, 18) and Sports Facility Usage (items 19, 20, 21, 22, 23). The SPSS (25.0) program was used for the analysis of the data. Frequency and percentage values were used in descriptive statistics. The Mann-Whitney U test was used to compare two independent groups for data that did not show normal distribution. A statistically significant difference was found between the scores for sports management, sports facility operation and sports facility usage provided by local governments in the cities of Bursa and Istanbul (p <0.05). Participants in Istanbul were found to have higher scores in sports management, sports facility operation and sports facility usage compared to participants from Bursa, and the difference was found to be significant (p<0.05).

Individualisierung als Strategie des gesundheitsorientierten Trainings wird immer beliebter. Der Band gibt einen Überblick darüber, wie dies nicht nur auf der Ebene von Trainer und Trainiertem, sondern auch organisatorisch und technisch umgesetzt werden kann. Anhand der Adaptionstheorie und neuster wissenschaftliche Erkenntnisse zeigt der Band Herausforderungen auf.

AbstractPurpose. The Hungarian government and the National Sport Strategy aim to preserve the results of our internationally recognized competitive sport by supporting youth-training. One of the components of youth-training is the system of sports schools. According to the Sport Law, the sports school is either an institution of public education, a commercial company, a sport club, or a foundation in which youth-training is done in an organized manner.Methods. We were interested to see if these sports schools would have an equal spatial distribution within the country, what is the age-distribution of their pupils, and, finally, do they have the necessary infrastructural background for their work. The research was conducted through a telephone survey in which 52 out of the 54 schools were included.Results. Half of the schools do not own all the necessary infrastructure that they would need to conduct proper training. This they try to solve by leasing them. Many of the schools (37%) specialize in three or four sport disciplines, and only a handsome (20%) coaches at least eight. While all together almost 36000 students are involved in the program, their number shows a large variation, from 50 to 1800, between the different schools.Conclusion. Sport infrastructure in Hungary in respect to youth-training shows a back-lag as compared to European standards. Nevertheless, due to the infrastructural developments and the subsidy of certain sports in the past few years, the opportunity to get engaged in sports and the available services have increased. Sports schools thus have a positive effect on youth-training and, through this, on physical education within the country.

AbstractPurpose. The Hungarian government and the National Sport Strategy aim to preserve the results of our internationally recognized competitive sport by supporting youth-training. One of the components of youth-training is the system of sports schools. According to the Sport Law, the sports school is either an institution of public education, a commercial company, a sport club, or a foundation in which youth-training is done in an organized manner.Methods. We were interested to see if these sports schools would have an equal spatial distribution within the country, what is the age-distribution of their pupils, and, finally, do they have the necessary infrastructural background for their work. The research was conducted through a telephone survey in which 52 out of the 54 schools were included.Results. Half of the schools do not own all the necessary infrastructure that they would need to conduct proper training. This they try to solve by leasing them. Many of the schools (37%) specialize in three or four sport disciplines, and only a handsome (20%) coaches at least eight. While all together almost 36000 students are involved in the program, their number shows a large variation, from 50 to 1800, between the different schools.Conclusion. Sport infrastructure in Hungary in respect to youth-training shows a back-lag as compared to European standards. Nevertheless, due to the infrastructural developments and the subsidy of certain sports in the past few years, the opportunity to get engaged in sports and the available services have increased. Sports schools thus have a positive effect on youth-training and, through this, on physical education within the country.

The social composition of an unselected sample of 282 English children and adolescents aged eight to 16 years involved in intensive training in four sports, football, swimming, tennis and gymnastics, was investigated. Working class children and children from lone parent families were under‐represented in all sports. The costs of participation in intensive training were determined, and it was concluded that financial considerations as well as difficulties of access to training facilities were major deterrents to participation by disadvantaged children. Over a period of a two year follow up, working class children were more likely to withdraw from intensive training than middle class children. Copyright © 1999 John Wiley & Sons, Ltd.