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The organization structure of Football Academy in Malbork
Source publication
The main sports aim of Football Academy is teaching and improving soccer skills of
talented players from Malbork administrative district and the nearby areas as well as
creating a two-stage sports training system targeted at young juniors (middle school –
3 years) and juniors (high school – 3 years). The main socio-educational aim is to
support you...
Context in source publication
Context 1
... organization structure of The Football Academy in Malbork is shown in Figure 1. The Academy also makes use of facilities belonging to the Local Sports and Recreation Center in Malbork: -four full-size football pitches with natural grass surface -a full-size football pitch with artificial surface -local park area (perfect for cross-country running). ...
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Citations
... Olahraga mampu mengantar seseorang menjadi individu yang peduli dan beretika, mengembangkan harga diri, memiliki orientasi masa depan yang positif dan mampu beradaptasi dengan lingkungan (Brunelle, Danish, and Forneris 2007). Istilah kompetensi; karakter; berhubungan dengan orang lain, percaya diri dan peduli yang dapat dicapai melalui aktifitas olahraga (Barnat et al. 2011). Clement menyatakan bahwa olahraga pada usia muda bermanfaat untuk eksplorasi identitas, refleksi identitas, penetapan tujuan, usaha, pemecahan masalah, manajemen waktu, regulasi emosional, keterampilan kognitif, keterampilan fisik, hubungan teman sebaya yang beragam, norma pro-sosial, keterampilan proses kelompok, umpan balik, kepemimpinan dan tanggung jawab, keterpaduan hubungan dengan keluarga, hubungan (Clements and Meyler 2017). ...
Penelitian bertujuan untuk mengetahui hubungan perilaku kepemimpinan pelatih terhadap keterampilan bermain sepakbola pemain sepakbola usia muda. Penelitian ini adalah penelitian korelasional dengan sampel berjumlah 109 pemain sepakbola dengan usia rata-rata 14,7 tahun. Pemain yang dipilih menjadi sampel memiliki syarat-syarat minimal telah 6 bulan dilatih oleh pelatih yang sama secara teratur minimal 3x setiap minggu. Pemain sepakbola berasal dari lima sekolah sepakbola yang berkedudukan di wilayah kabupaten Sleman, Provinsi DIY, Indonesia. Perilaku kepemimpinan pelatih diukur dengan menggunakan alat ukur CBS (Coach Behaviour Scale) dan keterampilan teknik bermain sepakbola diukur dengan tes keterampilan keterampilan teknik bermain sepakbola RMF UNY, dan sikap kerjasama dan hormat pada orang lain diukur dengan lembar pengamatan. Hasil analisis data dengan teknik regresi linier berganda menunjukkan kepemimpinan memiliki hubungan yang dengan keterampilan, sikap kerjasama dan menghormati orang lain. Hubungan antar varibel dalam kategori lemah sehingga implikasi pada masa yang akan datang model pendidikan dan pelatihan pada pelatih sepakbola diperbaiki agar kepemimpinan pelatih memiliki pengaruh yang kuat terhadap keterampilan dan perilaku pemain sepakbola. Leadership Coach: Its Relationship with Skills, Teamwork, and Respect Attitude Youth Football Player AbstractThe research aims to find out the relationship of coach leadership behavior to the football playing skills of young football players. The study was a correlational study with a sample of 109 football players with an average age of 14.7 years. Players selected into a sample have minimum conditions of having 6 months trained by the same coach regularly at least 3x each week. Football players come from five football schools based in Sleman, DIY Province, Indonesia. The leadership behavior of coaches is measured using CBS (Coach Behaviour Scale) measuring instruments and football-playing technique skills are measured by the RMF UNY football playing technique skills test, and attitude of cooperation and menghormati for others is measured by observation. The results of data analysis with multiple linear regression SPSS 22 techniques show leadership has a relationship with skills, attitudes of cooperation and menghormati for others. Relationships between the varied in categories are weak so that the implications of future models of education and training in football coaches are improved so that coach leadership has a strong influence on the skills and behavior of football players.
... During the course of studies and coaching, future footballers should lean life skills, which include communication, emotional skills, goal setting, leadership, social skills, teamwork and time management (Yilmiz, 2020). Team spirit influences personality development of footballers, which may be observed in (Barnat et al., 2011): ...
This paper reviews and analyzes factors contributing to the rise and the fall of football game in Lyari Town. This town has the passion and the talent for football, which should be groomed to produce international players. A model football academy on the pattern of Grêmio (Brazil), Altınordu (Turkey), La Masia (Spain) and INF Clairefontaine (France) is proposed with football-oriented curriculum and international-level-football-training facilities on a green campus. The players are to be inducted at the age of 5 years after rigorous psychological and physical examinations as well as fitness testing. They study and play football here till they pass their Higher Secondary Certificate Examination. Measures are suggested for safety and security at campus as well as use and abuse of controlled substances. A survey was conducted to obtain opinions of footballers, coaches and general public in order to determine causes of decline of football in Lyari. The questionnaire was divided into 3 parts-lack of physical resources, noises influencing football game and shortage of human resources. The responses were indicative of the community"s strong feeling that Lyarites can become international-standard footballers, if they are given the infrastructure and the facilities combined with motivation to achieve distinction. The proposed football academy should be the first step to change mindset of Lyarities from indulging in drugs and crime to healthy sport activities.
... The effects of demographic and contextual factors on youth participation in organized sports and positive youth development have gained considerable attention in the past two decades [7,19,86]. This is particularly true in sports academies, where researchers have increasingly recognized that athletic and education performances may be affected by individual and institutional conditions [87,88]. Previous research shows that youth-athlete engagement in sports may be associated with multiple outcomes, especially during enrollment years [6,11]. ...
This study aimed to explore a social-contextual view of talent development in sports by which the demographic and contextual factors of engagement, psychosocial development, and satisfaction, and the extent of their relationships, maybe investigated concurrently. The sample (n = 257, female = 122, and male = 135) consists of youth athletes (mean age = 17.87 and standard deviation = 1.10), and cross-sectional survey data from two randomly selected sports academies in Ethiopia. Analyses involve group comparisons to identify differences and multiple regressions to examine predictions. Group comparison results show that enrollment in a sports academy accounted for a significant difference in youth athletes' measured engagement. Moreover, results of regression analyses indicate that higher psychosocial development and more satisfaction of youth athletes were associated with higher engagement and some demographic and contextual factors. Results also show that higher engagement of youth athletes was associated with some demographic and contextual factors. The group comparison results support the self-determination theory, providing evidence regarding the importance of social-contextual conditions in determining the engagement of youth athletes. The results of multiple regression analyses validate engagement theory and substantiate the results of previous studies on talent development. Specifically, it may be inferred that youth athletes' engagement is not only one of the results of participation in sports but also one of the processes contributing to higher levels of reported psychosocial development and satisfaction. The implications of these results for theory and practice are discussed.
