The aim of this research was to evaluate the influence of the mechanical properties of artificial turf systems on soccer players’ performance. A battery of perceptive physiological and physical tests were developed on four different structural systems of artificial turf (System 1: Compacted gravel sub-base without elastic layer; System 2: Compacted gravel sub-base with elastic layer; System 3: Asphalt sub-base without elastic layer; System 4: Asphalt sub-base with elastic layer). The sample was composed of 18 soccer players (22.44±1.72 years) who typically train and compete on artificial turf. The artificial turf system with less rotational traction (S3) showed higher total time in the Repeated Sprint Ability test in comparison to the systems with intermediate values (49.46±1.75 s vs 47.55±1.82 s (S1) and 47.85±1.59 s (S2); p<0.001). The performance in jumping tests (countermovement jump and squat jump) and ball kicking to goal decreased after the RSA test in all surfaces assessed (p0.05). The physiological load was similar in all four artificial turf systems. However, players felt more comfortable on the harder and more rigid system (S4; visual analogue scale = 70.83±14.28) than on the softer artificial turf system (S2; visual analogue scale = 54.24±19.63). The lineal regression analysis revealed a significant influence of the mechanical properties of the surface of 16.5%, 15.8% and 7.1% on the mean time of the sprint, the best sprint time and the maximum mean speed in the RSA test respectively. Results suggest a mechanical heterogeneity between the systems of artificial turf which generate differences in the physical performance and in the soccer players’ perceptions.

The aim of this research is to understand the experience of the football sector on the use of artificial turf (satisfaction, safety, sporting feature, or the advantages and disadvantages). The study was conducted on a random selection of 627 male participants (404 amateur/semi‐professional footballers, 101 coaches and 122 referees) that regularly train/compete on artificial turf in Spanish football leagues. The results of the skin abrasion, muscle strain and the possibility of sustaining an injury, on a Likert‐type 10‐point interval scale, gave a perception of ‘somewhat dissatisfied’ for the participants. The main advantages of artificial turf were their sports features, the evenness of the surface and the good state of conservation. Participants were satisfied with the artificial turf surface. Approximately three out of four participants gave an overall ranking of highly satisfied. The players were significantly less satisfied than the coaches and referees. The overall satisfaction with artificial turf fields was strongly influenced by previous experience, particularly those who had previously played on dirt pitches. These results highlight the versatility of artificial turf to adapt to any circumstance or requirement for local sport and top‐level professional competitions alike.

The practice of sport by adolescents is influenced by multiple factors, which could create differences in sports participation according to gender. The objectives of this study were to determine which types of sports were most practiced by adolescent males and females; and to analyze the relationship of gender stereotypes, the type of sport observed and the personal environment, to the type of sport practiced, depending on the adolescent’s gender. To this end, a total of 632 adolescents completed the questionnaire “Lifestyle in Sport with a Gender Perspective”. The results showed significant differences according to gender in the type of sport practiced (p < 0.05), in the membership to sports clubs (p < 0.001), and in the participation in competitions (p < 0.001). It was found that family (p < 0.005) and friends (p < 0.05) were the social agents that most influenced the choice of the type of sport practiced, and that the type of sport watched live (p < 0.005), and in the media (p < 0.001), was related to gender and the type of sport practiced. In contrast, the gender stereotypes of the adolescents themselves were not related to the practice of sports. In conclusion, the environment closest to the adolescents was related to the type of sport practiced by those adolescents.

Due to the increase of sports events in local communities, it has become essential to organize such events in a socially responsible way at the environmental, social, and economic levels. The aim of this research was to develop a measurement tool to help determine the degree of social responsibility perceived by residents at small-medium scale sports events, to guide sports managers towards the design of socially responsible sports events. From the elaboration of a questionnaire developed ad-hoc, the perception of the residents was analyzed (n = 516). The psychometric properties of the tool, composed of 35 items, were analyzed by means of an exploratory and confirmatory factor analysis. As main conclusions, we were able to contrast the validity and reliability of the questionnaire on the perception of corporate social responsibility in small-scale sports events, around the dimensions of Sustainable Sports Activity, Social Cohesion, and Well-Being. As a consequence, it allowed us to identify three strategic management areas towards which the organizers of these events should focus special attention if they want to progress towards the achievement of socially responsible sports events.

Previous scientific literature has not determined the influence exerted by trainers and teachers of adolescents on the development of gender stereotypes in sport. For this reason, the aims of the present research were to establish differences in gender stereotypes in sport among teachers and trainers as a function of profession and sex and to analyze the influence of age and years of experience of male and female trainers and teachers on the gender stereotypes in sport. For this purpose, 127 teachers and trainers completed the questionnaire “gender beliefs and stereotypes towards physical activity and sport”. The results showed a significantly higher score of the teachers in “beliefs about physical activity and gender” (p = 0.048) and of the trainers in “physical education classes and gender” (p = 0.006). Concerning sex, women showed higher scores in “sport and gender” (p = 0.005), and men in “beliefs about physical activity and gender” (p = 0.045). Regarding covariates, age showed significant differences in “sport and gender” (p = 0.029), with female teachers showing higher values with respect to female trainers and male teachers, while years of experience showed differences in “beliefs about sport and gender” (p = 0.044), with male teachers showing higher values than male trainers and female teachers.

Physical Education classes are a key context for the development of creativity due to interactions with peers and the resolution of complex motor skills. Therefore, the aim of this study is to analyze the influence of the teacher’s social behaviors on the mindwandering, emotional state, and academic performance of Physical Education students. The study involved 606 high school students and 36 physical education teachers. A structural equation model was used to analyze the relationship between the variables of the study. The results showed how the teacher’s prosocial and antisocial behaviors had a negative influence on mindwandering. In turn, mindwandering negatively predicted creative intelligence. Likewise, creative intelligence positively predicted a positive emotional state and academic performance and negatively predicted a negative emotional state. Finally, a positive emotional state positively predicted academic performance, while a negative emotional state predicted it negatively. Therefore, the results achieved in the study showed how mindwandering should be promoted in the educational field as a means of encouraging creativity and therefore increasing the well-being of students, which is conducive to academic performance.