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Die Frage nach Stellenwert und Bedeutung von ethnographischen Ansätzen innerhalb der deutschsprachigen Sportwissenschaft könnte kurz und knapp mit einer "Fehlanzeige" beantwortet werden, wenn es allein darum ginge, explizit als ethnographisch ausgewiesene Untersuchungen in den Blick zu nehmen. Diese Einschätzung ändert sich, wenn man die Perspektive erweitert und die Idee der "Befremdung der eigenen Kultur" (hier der sportlichen Kultur) als ein mögliches Leitprinzip sportwissenschaftlichen Forschungsinteresses zugrunde legt. Allein die Dynamik der Entwicklung, Etablierung und Veränderung sogenannter jugendlicher Bewegungskulturen oder auch die Exklusivität und Extremität bestimmter tradierter sportlicher Handlungsfelder (z.B. des Hochleistungssports) enthalten für potentielle Ethnographen Fremdheitserfahrungen in erheblichem Ausmaß, ohne dass mit den genannten Bereichen bereits eine vollständige Gegenstandsbenennung angezielt wäre. In diesem Kontext gibt es in der Tat seit einigen Jahren vermehrte Anstrengungen zur Erschließung derartiger Lebenswelten, die mit dem Begriff der "lebensweltlichen Ethnographie" beschrieben werden können, allerdings ohne dass die jeweiligen Autoren und Autorinnen selbst dies getan haben. Der Artikel soll vor diesem Hintergrund unterschiedliche Funktionen erfüllen: erstens geht es um die Explikation einer Form ethnographischen Selbstverständnisses, dass für die Sportwissenschaft Anschlussmöglichkeiten eröffnet, zweitens sollen existierende sportwissenschaftliche Untersuchungen exemplarisch auf solche Anschlussmöglichkeiten hin überprüft werden und schließlich soll drittens die Frage nach dem potentiellen Nutzen einer expliziten und systematischen Einbindung ethnographischer Forschung in die Sportwissenschaft diskutiert werden. Im Mittelpunkt der zuletzt genannten Überlegungen sollen dabei dann vor allem die Teildisziplinen der Sportsoziologie und Sportpädagogik stehen. URN: urn:nbn:de:0114-fqs0301147, The question of the significance and importance of ethnographic approaches within the German-speaking sports sciences could briefly be answered with a "negative report", if one is interested in having a look at studies that are explicitly accounted as ethnographic. This estimation changes, if the perspective is widened and the idea of "estrangement of the own culture" (i.e. the sports culture), as one main principle of research interest in sports sciences, is taken as a basis. The vitality of the development, establishment and variation alone of so-called youth cultures (and their interpretations of sports) or even the exclusiveness and extremeness of particular traditional areas in sports (e.g. top-level sport) contain to a substantial extent experiences of foreignness. However, with the areas mentioned a complete naming of items is not intended. In fact, in this context efforts increased in the last few years to understand such "life-worlds", which can be described with the term "life-world ethnography", although the particular authors did not do so themselves. Against this background the article describes the following issues at hand: first, it deals with the explication of a kind of ethnographic self-conception which opens up additional possibilities for sports science, secondly, existing studies in sports science are examined for these possibilities, and finally, the question of potential benefit of a explicit and systematic integration of ethnographic research into sports science is discussed. In the conclusion, the disciplines of sport sociology and sport pedagogy are mentioned. URN: urn:nbn:de:0114-fqs0301147, Si se hace un repaso de los estudios considerados como etnográficos, la cuestión de la significación e importancia de los enfoques etnográficos en la literatura alema de las ciencias del deporte podría ser contestada brevemente con un "informe negativo". Como cambios de esta situación se proponen un enfoque ampliado y tomar las ideas "centradas en nuestra propia cultura" (p. e. la cultura deportiva) como uno de los objetivos principales del interés de la investigación en ciencias del deporte. La vigor del desarrollo, el establecimiento y la variación de las llamadas culturas jóvenes (y sus interpretaciones en el deporte) o incluso el exclusivismo y extremismo de determinadas áreas deportivas (p. e. deporte de alto nivel) aporta una cantidad sustancial de experiencias. En todo caso, con las áreas mencionadas no se ha intentado una nominación completa de items. De hecho y en este contexto, en los últimos años se han incrementado los esfuerzos por comprender "universos-vitales" con los que dar cuenta del concepto "universo-vital etnográfico", si bien los autores particulares no los llevan a cabo. Frente a estos precedentes el artículo describe los siguientes aspectos: primero, la explicación de un tipo de etnografía de concepción-propia abierta a posibilidades adicionales para las ciencias del deporte, segundo, se examinan bajo esas posibilidades los estudios existentes en ciencias del deporte, y finalmente, se discute la cuestión de los beneficios potenciales de una integración de la investigación etnográfica explícita y sistemática dentro de las ciencias del deporte. En la conclusión, se mencionan las disciplinas de la psicología deportiva y la pedagogía deportiva. URN: urn:nbn:de:0114-fqs0301147

peer-reviewed I am privileged and delighted to have been invited to react to Daryl Siedentop's 1998 McCloy Lecture to the Research Consortium I (Siedentop. 2002). I think it appropriate to honor Daryl Siedentop's contributions to sport pedagogy over the years with the review of his scholarship and what it has contributed to the field of sport pedagogy. His commitment and contributions to the intellectual development of our field deserves no less. Daryl's publications on effective teaching over 30 years have been prolific and wielded a major influence on the sport pedagogy community. His sustained line of research/writing on teaching effectiveness is well known and respected anlong sport pedagogy colleagues around the world.

Resumo: O alargamento das possibilidades de compreensao do fenomeno esporte e avancos em Pedagogia do Esporte tiveram um importante papel da ciencia, observando os diferentes personagens, cenarios, significados e finalidades do esporte. Todavia, no bojo das transformacoes que alcancaram a sociedade contemporânea, a propria ciencia viu-se em meio a crises e rupturas paradigmaticas. E e esta a alocacao deste estudo, que discute as relacoes entre os paradigmas tradicionais da ciencia e a consolidacao de metodologias e procedimentos pedagogicos pioneiros no trato com os Jogos Esportivos Coletivos (JEC), muitos dos quais ainda perduram em diferentes contextos de ensino, aprendizagem e vivencia do esporte. Assim, estando no presente (crises, rupturas paradigmatica) olhando para o passado (ciencia normal, conhecimento acumulado), sera possivel vislumbrar os pressupostos que apontem para uma ciencia contemporânea, especificamente sob a otica da Pedagogia do Esporte. Palavras chave: Ciencia; Pedagogia do Esporte; Jogos Esportivos Coletivos; Paradigma. Abstract: The enlargement of the possibilities to understand the Sport and the advances in Sport Pedagogy phenomenon had an important support of science, observing the different characters, backgrounds, meanings and purposes of the sport. However, in the wake of the transformations that have reached the contemporary society, science found itself in the midst of crises and paradigmatic ruptures. And this is the allocation of this essay, which discusses the relationship between the traditional paradigms of science and consolidation of methodologies and pioneer pedagogical procedures in dealing with Collective Sports Games (JEC), many of which still exist in different contexts of teaching, learning and experience of sport. Thus, being in the present (crisis breaks paradigmatic) looking back (normal science, accumulated knowledge), you can glimpse the assumptions that point to a contemporary science, specifically from the perspective of Sport Pedagogy. Keywords: Science, Sport Pedagogy; Team Games; Paradigm.

In der vergleichsweise jungen Querschnittsdisziplin "Sportwissenschaft" finden qualitative Forschungsansätze seit ca. zehn Jahren in sozial- und erziehungswissenschaftlichen Teildisziplinen zunehmend Berücksichtigung. Der Beitrag erörtert, welche Themen aufgegriffen, welche Methoden vor welchem Gegenstandsverständnis angewandt werden und welcher Erkenntniswert "qualitativen Ergebnissen" in der allgemeinen sportwissenschaftlichen Diskussion zugesprochen wird. Ferner wird dargestellt, inwiefern die Arbeiten auf "erprobte Forschungsdesigns" der Mutterwissenschaften zurückgreifen und welche forschungsmethodischen Variationen hinsichtlich des spezifischen Untersuchungsbereichs vorgenommen werden. Chancen, vor allem aber Probleme bei dem (derzeitigen) Versuch, sich im Rahmen qualitativer Forschung ein eigenes sportwissenschaftliches Profil zu geben, werden dabei gekennzeichnet. Anmerkungen zur konkreten Forschungspraxis bilden den Abschluß. URN: urn:nbn:de:0114-fqs000185, For the last ten years qualitative research approaches have been of growing interest in the comparatively young interdisciplinary field of sport-science, especially regarding its social and educational sections. This article discusses the subjects handled, and the methods used concerning different object understandings, as well as the importance of 'qualitative' results in our discipline in general. Moreover, it expresses how far different projects refer to proven research designs of the mother disciplines, respectively which methodical variations are used. Besides chances, mainly problems concerning the (current) efforts to find an own sport-scientific profile within the framework of qualitative research are pointed out. Finally, there are some remarks referring to concrete research practice. URN: urn:nbn:de:0114-fqs000185, URN: urn:nbn:de:0114-fqs000185

For the last ten years qualitative research approaches have been of growing interest in the comparatively young interdisciplinary field of sport-science, especially regarding its social and educational sections. This article discusses the subjects handled, and the methods used concerning different object understandings, as well as the importance of 'qualitative' results in our discipline in general. Moreover, it expresses how far different projects refer to proven research designs of the mother disciplines, respectively which methodical variations are used. Besides chances, mainly problems concerning the (current) efforts to find an own sport-scientific profile within the framework of qualitative research are pointed out. Finally, there are some remarks referring to concrete research practice. URN: urn:nbn:de:0114-fqs000185, Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, Vol 1, No 1 (2000): Qualitative Research: National, Disciplinary, Methodical and Empirical Examples

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In the last few years, studies in sport pedagogy have supplied data on the learning conditions provided to young athletes during training sessions and games. From the results of these studies, we learned that, in general, the coach spends most of his/her time observing and organizing rather than teaching. Results also show that the motor engaged time of a participant represents only one third of the training session. Based on the data available, training programs for coaches is one way to improve the learning conditions of youth sports., Au cours des dernières années, un certain nombre de recherches en pédagogie sportive ont fourni des données sur les conditions d'apprentissage offertes aux jeunes athlètes lors de séances d'entraînement et lors de matchs. La synthèse de ces études démontre, qu'en général, l'entraîneur passe beaucoup de temps à observer et à organiser mais très peu de temps à enseigner et que, lors des séances d'entraînement, le jeune en phase d'apprentissage est engagé dans la pratique d'habiletés techniques ou tactiques pendant seulement le tiers du temps. La participation des entraîneurs à des programmes de formation semble un moyen d'améliorer le contexte de la pratique sportive des jeunes et des adolescents., Trudel Pierre, Côté Jean. Pédagogie sportive et conditions d'apprentissage. In: Enfance, n°2-3, 1994. pp. 285-298.

Sport history is one of the oldest sport scientific disciplines in addition to sports medicine and sport pedagogy. Even around 1800, those associated with the earliest development of events leading to the formation of modern sport expressed an interest in the study of play forms and physical exercises in past eras. Vieth, who, apart from Gutsmuths, was probably the most important founder of school physical exercises in Germany, published the wide-ranging Contributions to History of Physical Exercises as the first part of his Attempt at an Encyclopedia of Sport Science (published in Berlin, 1794). The first edition of the classic The Sports and Pastimes of the People of England by the cultural critic Joseph Strutt appeared in London in 1801 and has subsequently been republished in revised editions and reprinted repeatedly even up to the present day. Both works have played a role in forming the consciousness of early gymnasts or athletes and have, at the same time, created the traditions (expanded and modified by later historians) that still determine general conceptions today. At the very least, they provided arguments for the legitimation of sport activities, which had been dismissed to a large extent as childish, delusive, and therefore senseless and worthless, but then gained respect in the eyes of the educated.

Aus psychologischer Sicht betrachtet, kommt verschiedenen Handlungskonzepten unterschiedliche (padagogische) Bedeutung zu (These 1). Ein Handlungskonzept kann in mehrfacher Weise padagogisch relevant werden (These 2). In der Psychologie werden Handlungskorizepte besonders stark theoretisch differenziert (These 3). Zur Erlauterung dieser Thesen werden (a) Gesichtspunkte zur Klassifikation von Handlungskonzepten vorgestellt, (b) inhaltliche und methodische Besonderheiten psychologischer Handlungskonzepte dargestellt, (c) mehrere Funktionen unterschieden, die Handlungskonzepte in sportpadagogischer Theorie und Praxis erfullen konnen (deskriptiv-differenzierende, deskriptiv-prazisierende, taxonomisch orientierende, heuristische Funktion). Abschliesend wird die deskriptiv-explanative Verwendung von Handlungskonzepten in der Psychologie mit dem Interesse an normativen Handlungskonzepten konfrontiert, das in der Padagogik, speziell auch der Sportpadagogik, vorzuherrschen scheint. Psychologically considered, various concepts of action take on different pedagogical significance (1st thesis). A concept of action can be pedagogically relevant in more than one way (2nd thesis). Within the field of psychology, concepts of action are especially differentaited according to theory (3rd thesis). For the discussion and clarification of these theses, (a) points of view for the classification of concepts of action are set forth, (b) substantial and methodological peculiarities of psychological concepts of action are presented, and (c) numerous functions are distinguished which concepts of action can serve in sport-pedagogical theory and practice (descriptive-differentiating, descriptive-specifying, taxonomic-orienting, heuristic). In conclusion, the descriptive-explanatory application of concepts of action in psychology is contrasted with the interest in normative concepts of action which seem to be dominant in pedagogy in generally and especially in sport pedagogy.

This analysis provides an overview of sports and physical education as a subject for research under the title of ‘sport pedagogy’, which is a subdiscipline within the scientific study of sport. The purpose is to provide a conceptual framework and guidelines for effective research.

This article provides a representative review of the current literature on time-related research in sport pedagogy. The reviewed studies are presented and discussed in four general areas: how time has been conceptualized, how time has been measured, what is known about how time is spent in physical education and sport settings, and what is still left to be known about time-related events. The final section suggests a six-item agenda for expanding and continuing research on time in sport pedagogy.

This is a case study in mastering of the horizontal bar exercise finely achieved by the most unskilled female students of the elementary school teacher's course in the Faculty of Education, Kanazawa University.Through this study, we invented a unique method of graded teaching which was quite different from the old methods in which we made the students imitate the skilled fellows or simply helped them to practise themselves.Our purpose is not only to prevent each student from dropping behind the rest of the class by means of enabling her to master the skill of horizontal bar, but also to realize the physical educational value of that exercise through improving the teaching efficiency.We should notice that the most unskilled students in the horizontal bar training are several times as many as those in other exercises. To our surprise, almost half of the students in the junior high schools have no experience of the horizontal bar exercise during their school days, while this exercise is included a little in the curriculum of the elementary school.In view of such a poor situation in teaching of horizontal bar exercise in the schools of our country, invention of this sort of the graded teaching method might have a great significance in the physical educational field.

After following study among several years on the lower Horizontal Bar Ability of the female students at the elementary school teacher course in Kanazawa University. It becomes clear that they have some weak points in child ages on lower school ages, and, in secondary and high school, 40 percents of all schools have never teached horizontal bar activities during there school years.On the other hand, there are some study cases on girls that have the special ability of high speed Front Hip Circle with the Horizontal Bar at Slide, of long Hanging exercise with overbar of the Hang Kenkoki and of the jumping front support with the low Horizontal Bar that requires some ability.This is a study on the view of “the sport pedagogy” by how method we might be able to develop the Horizontal Bar Ability by these case studies.

The purpose of this article is to provide an introduction to the process of writing for publication in Physical Education and Sport Pedagogy, where three issues in particular are analyzed. The first one explains how to write an article for an international scientific publication, drawing the attention that it must be in accordance to the aims and the scope of the journal and that instructions regarding structure should be followed, as well as articles must be clear in regard to theory, method, results, conclusions, summary and key words. The second issue is a step-by-step guide to the review process, which involves the editor´s first decision, the decision to return the submission to the author or select two reviewers to revise the article; the feedback given by the reviewers to the editor, which decides and communicates the author; and, if the author must re-submission the article, the way how it happens. Last issue explains how Physical Education and Sport Pedagogy acts in regard to articles written in English as a foreign language. Este artigo tem por objetivo apresentar uma introdução ao processo de escrever artigos acadêmicos para a revista Physical Education and Sport Pedagogy, em que três temas em particular são analisados. O primeiro tema explica como escrever um artigo acadêmico especificamente para uma publicação científica internacional, lembrando que ele precisa estar alinhado com o escopo e objetivos da publicação e que as instruções quanto à formatação devem ser rigorosamente seguidas, e também que o artigo deve ser claro quanto à teoria, metodologia, resultados, conclusões, resumo, referências e palavras-chave. O segundo explica o passo a passo que a publicação segue para revisar um artigo, que envolve: a decisão inicial do editor; a decisão de retornar o artigo ao autor ou de selecionar dois revisores para revisarem o artigo; o feedback dos revisores para o editor, que toma a decisão e comunica ao autor; e, se a re-submissão do artigo pelo autor é realizada, a forma como isto ocorre. O último tema esclarece como a revista se posiciona em relação a artigos escritos em inglês cujos autores tenham este idioma como língua estrangeira. El artículo tiene por objetivo presentar una introducción al proceso de escribir artículos científicos para la revista Physical Education and Sport Pedagogy. Tres cuestiones son particularmente analizadas. La primera tiene en cuenta cómo escribir un artículo para una revista internacional, destacando que tiene que corresponder al tema y objetivos de la revista y que las instrucciones en cuanto al formato deben ser seguidas con rigor. Además el artículo tiene que ser claro en relación a teoría, metodología, resultados, conclusiones, resumen, bibliografía y descriptores. La segunda explica cada paso del proceso de evaluación del artículo: la decisión inicial del editor; la decisión de enviar el artículo al autor o elegir dos evaluadores para ello; y, si hay nueva sumisión del artículo, como se la hace. Por último, aclara como la revista se posiciona frente a artículos en inglés escritos por no nativos en el idioma.

Sport is an important phenomenon on XXI Century, and sport clubs are a relevant environment for youth sport. Aim: analyze facilities, equipment and contents in social-clubs in Cáceres City (Mato Grosso State, Brazil). Method: for collecting data we applied participatory observation, with researcher journal and semi-structured questioners. Results and Discussion: we found the following facilities and equipment: swimming pools (n=8), sport courts (n=4), soccer fields (n=10), fitness rooms (n=1), tennis courts (n=2), sand fields (n=4). The most common activities are related with swimming and soccer, in a sport participation perspective. Only one club had a sport development program, just in soccer. One club has coaches with bachelor degree in Physical Education. Conclusions: clubs offer a good sport structure for systematized sport practice, however, facilities and equipment are underused, and with insufficient qualified coaches.

Background. The determination of the genetic endowment of athletic performance in sports is an important step in developing personal training sessions or nutritional supplements for success in sports. Information about the genetic parameters responsible for these metabolisms will help sport’s scientist to develop new insights for better performance. Muscle metabolism is one of the key points in better personal athletic performance. Objectives. The aim of this study is to analyze the distribution of the methylenetetrahydrofolate reductase enzyme (MTHFR) rs1801133 (C677T) genotype and allele distribution in a Turkish professional cyclist cohort. Methods. There were 25 Turkish cyclists enrolled in the study. Peripheral blood used for DNA isolation and the conventional polymerase chain reaction- restriction fragment length polymorphism (PCR- RFLP) methodology were used for genotyping. Results. There were 14 (56%), 10 (40%) and 1 (4%) cyclist who had CC, CT, and TT genotypes, respectively. C allele was counted as 38 (76%), and T alleles as 12 (24%). 9 (50%) of the male cyclist had CC, 8 (44.4%) had CT and only 1 had TT (5.6%) genotypes. C allele was counted as 26 (72.2%), and the T allele as 10 (27.8%) in the male cyclists. In the females, the respective genotypes for CC and CT were 5 (71.4%) and 2 (28.6%). C allele was counted as 12 (85.7%) and T allele as 2 (14.3%). Conclusion. In our cohort, both of the two genders, the CC genotype and C allele were found to be higher when compared to the other genotypes and T allele. Larger prospective studies focusing on the influence of MTHFR rs1801133 polymorphism in athletic performance are required for confirmation of our findings.

The basic motivation of this essay comes from the need to understand some relationships that are established in the teaching environment of sports for kids, from the transformations of contemporary sport. Our goal is to discuss the challenges to the pedagogical practice and the role of the sport educator face of changes in the sport-spectacle and its interface with sports marketing. The methodology was based on literature search in order to substantiate a theoretical discussion and build a discussion around the existing tensions between sport pedagogy and sports marketing. We concluded that it is vital that sport educators, when teaching children, include this theme in classes and educational practices, bearing in mind the importance of this content to the consolidation of cognitive and moral references, thus seeking to stimulate a broader understanding of the social significance of sports.