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Introduction:
The following essay has the aim to critically analyse the impact of project
work on youth football development .
The Football Leadership Project in Applemore Technology College,
Southampton is being delivered by 2-nd year football Studies Students, as part
of Football Development Unit, focusing in youth male sport participation. The
project work includes practical delivery of football sessions once a week, for
year 6 and 7 students and it has been monitored by Hampshire FA mentors
and the PE teachers.
The objectives of the project are to research the role National Football
Association initiatives play in schools and colleges across Hampshire and to
look at ways educational institutions deliver these projects. To consider ways
in which they could be developed within their selected institution and view
possible barriers and ways in which to overcome these. Academic literature
related to the demographic focus group of this project would be investigated
and compared to existing practices from England and Europe. In order to
better understand the efficacy of such initiatives, their strengths and
weaknesses would be analysed and critically examined.
In England, sport has the unique and unmatched ability to excite and unite
the nation in numbers (Trimble, 2010). Sport: Raising the game plan (1995)
was the first official document in the modern history of English football to
promote and encourage weekly sport activities in every school in England. A
plan that started in 1995 and got its GBP 300 million per year funding from
the National Lottery. John Major, Prime Minister at that time, was the first to
support the establishment of a link between school teachers, parents, athletes,
clubs and governing bodies. That set a solid foundation of the sport and
football development, in particular, as a process linking all three leisure
sectors: Public, through schools and government funding, Volunteer, mainly as
workforce, in coaches and parents, and Private, in facilities and leisure
structures organising and running events (Trimble, 2010). The concept of
National Lottery funding for sport was later on adopted by the Department for
Culture, Media and Sport (DCMS) and Sport England and they have invested
GBP 2.8 billion between 1997 and 2008. Furthermore, since 1994 the
government invested additional GBP 550 million in order to develop sport,
improve the sporting infrastructure, and promote physical activity at
grassroots level in England in preparation for the London 2012 Olympic
Games (Sport England, 2009).
Another FA initiative is The FA Vision, addressing the problem with the 1,1
million 5-15 years old youth who want to join a team but have not got a clear
idea how exactly to do it (The FA, 2012). That initiative and Sport: Raising the
game from 1995 are strongly related to the projects this essay is focusing on,
as these also sets the standards of a partnership between schools, colleges,
universities and local clubs.
Participation:
In England, the latest National Game Strategy 2015-19 (NGS) has a focus in
four main areas. These are participation – with target of 11% increase in
female participation rates by the end of the period; player development or
talent identification and pathways for future progress; football workforce,
such as volunteers, referees and qualified coaches; and better training and
playing facilities.
On the other side, according to the latest report by Sports England (March
2017) on participation rates, results show an increase in female participation
and that was one of the targets in NGS (2015-19). Furthermore, more than 7.2
million women participated in sports for at least 30 min a week in 2016. That
is the most significant increase in female participation since the launching of
“This girl can” campaign in 2015. As this may be seen as success, the report
also shows decrease in disabled participation, with almost 21 000 less people
took part in sport activities, compared to the year before (Sports England,
2017).
In the context of the live project this essay is focusing on, the academic
literature suggests that there are three main barriers to participation for
youth males within school initiative programs: lack of enjoyment and fun,
socializing with peers or family and negative coaching experiences (Quested
et al., 2013; Parnell et al., 2013; Allison et al., 1999). The findings of Petlichkoff
(1996) also strengthen that theory, as he suggests that the highest chance of
dropping out of sport have the youths in their mid-teens. The main reason for
the participants to drop out of the sport in their 15-16’s is that in this
particular age they have many distractions, such as studies, peer or family
relationships, new interests and the change of physique (Petlichkoff, 1996). In
addition, Quested et al. (2013) in their study examines 6641 youth grassroots
football players from England, Spain, Greece, Norway and France and their
level of football activity satisfaction, suggest that coaching experience is the
most important setting for the young participants (Quested et al., 2013).
Football workforce:
Player development:
Linked to the current NGS idea of talent identification, Vaeyerns et al. (2006)
project examined 490 youth male football players, grouped in under 13 (U13),
U14, U15 and U16 age groups and competing in four different youth football
divisions in Belgium for a period of five full seasons. The multivariate
approach used in this study identified that elite youth football players have
greater football skills and dynamic capacities than non-elite players. This can
be explained with the fact that training time decreased from top to bottom on
the elite-amateur scale, from 6-7 hours per week for elite players to 3-4 hours
per week for the lowest division team ones. Authors also find that
characteristics like speed and football technique play important role in U13
and U14 age groups, whereas with the older ones, U15 and U16, anaerobic
performance was suggested to be most important talent predictor. However,
limitations to their study is the fact that only outfield players were analysed
and results are not relevant to goalkeepers and their talent indicators
(Veayerns, et al., 2006).
Conclusion:
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