WFRF:(Fallby J.)
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| Fältnamn | Indikatorer | Metadata |
|---|---|---|
| 000 | 03224naa a2200361 4500 | |
| 001 | oai:DiVA.org:umu-62874 | |
| 003 | SwePub | |
| 008 | 121219s2012 | |||||||||||000 ||eng| | |
| 024 | 7 | a https://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-628742 URI |
| 040 | a (SwePub)umu | |
| 041 | a engb eng | |
| 042 | 9 SwePub | |
| 072 | 7 | a ref2 swepub-contenttype |
| 072 | 7 | a kon2 swepub-publicationtype |
| 100 | 1 | a Holmström, Stefanu Umeå universitet,Institutionen för psykologi4 aut0 (Swepub:umu)stnhom99 |
| 245 | 1 0 | a The talent development environments in two Scandinavian soccer academies’ |
| 264 | 1 | c 2012 |
| 338 | a print2 rdacarrier | |
| 520 | a Current research on psychological aspects of talent development has tended to focus on individual athletes and their micro-environments. In this study the talent development environments of a Swedish and a Danish soccer academy were examined, each club with a history of successfully producing top-level senior athletes from among its juniors. The aim was to explore and compare the clubs work on individual development within specifically defined areas (managing competition, career transitions, introduction of new players, injuries, challenges and support in life, school and family). Method: A qualitative methodology was used and semi-structured interviews were conducted with a total of 17 participants: four players and three leaders of the Swedish Club, and three players and seven leaders from the Danish club. Results and Conclusion: In both the Swedish and Danish club have a specified goal that the youth academy should prioritize individual development before the outcome of the game. Work on the development of the players individual skills are organized in different ways in the Swedish and Danish club. The Danish club has a much clearer structure on how to work with individual development, they use development plans in greater degree, plans which is anchored with the players and a more individualized training plans for the player's position and needs. Both clubs stresses the importance of developing the whole individual, not just play soccer characteristics, but also school work and the wellbeing of the individual player. The combination of soccer practice and school work was one thing that players from both clubs highlighted as challenging and stressful. | |
| 650 | 7 | a SAMHÄLLSVETENSKAPx Psykologi0 (SwePub)5012 hsv//swe |
| 650 | 7 | a SOCIAL SCIENCESx Psychology0 (SwePub)5012 hsv//eng |
| 653 | a Psychology | |
| 653 | a Psykologi | |
| 653 | a Psychology | |
| 653 | a psykologi | |
| 700 | 1 | a Stenling, Andreasu Umeå universitet,Institutionen för psykologi4 aut0 (Swepub:umu)anslil01 |
| 700 | 1 | a Davidsson, P.u Umeå universitet,Institutionen för psykologi4 aut |
| 700 | 1 | a Hagström, A.u Umeå universitet,Institutionen för psykologi4 aut |
| 700 | 1 | a Långström, J.u Umeå universitet,Institutionen för psykologi4 aut |
| 700 | 1 | a Fallby, J.u Swedish Football Association4 aut |
| 710 | 2 | a Umeå universitetb Institutionen för psykologi4 org |
| 773 | 0 | t 3rd World Conference on Science and Soccer, 14-16 May 2012, Ghent, Belgium |
| 856 | 4 8 | u https://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-62874 |
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