The aim of this study was to quantify the type of offensive sequences that result in goals in elite futsal. Thirty competitive games in the Spanish Primera Division de Sala were analysed using computerised notation analysis for patterns of play that resulted in goals. More goals were scored in positional attack (42%) and from set pieces (27%) compared to other activities. The number of defence to offense “transitions” (n = 45) and the start of offensive plays due to the rules of the game (n = 45) were the most common type of sequences that resulted in goals compared to other patterns of play. The central offensive zonal areas were the most common for shots on goal, with 73% of all goals scored from these areas of the pitch compared to defensive and wide zones. The foot was the main part of the body involved in scoring (n = 114). T-pattern analysis of offensive sequences revealed regular patterns of play, which are common in goal scoring opportunities in futsal and are typical movement patterns in this sport. The data demonstrate common offensive sequences and movement patterns related to goals in elite futsal and this could provide important information for the development of physical and technical training drills that replicate important game situations.

The growing competitiveness of modern sport means that children, from very early ages, are increasingly submitted to intensive training programmes. These programmes are problematic for young athletes not only because their developing bodies are particularly susceptible to different kinds of injuries, but because athletes are also particularly vulnerable to experiences of different kinds of abuses. Using data collected through semi-structured interviews this study examines the various kinds of abuse that former Portuguese female gymnasts underwent during their sporting careers. Interviewees were asked to reflect on their past experiences and discuss aspects of the gymnastics subculture. Weight control, training/competing with injuries and corporal punishment emerged as key themes. The study therefore shows that the physical and psychological abuse of young athletes occurs even beyond the confines of elite professional sport, and thus that a broader spectrum of athletes learn to consider these forms of exploitation and abuse as normal.

In this study, we investigated whether athletes’ perceptions of coaches’ leadership differ according to their perceptions of individual and team goal achievement and their sport performance. We collected data at the beginning and end of the sport season from 180 soccer players (aged 16–18 years). We evaluated three leadership areas (transformational, transactional, and decision-making) and the participants’ perceptions of individual and team performance during the sport season. Our results showed that (a) athletes with perceptions of higher individual goal achievement evaluated their coaches more positively, (b) athletes with perceptions of higher team goal achievement started the sport season with a less positive evaluation of their coaches but ended the season with a more positive coach evaluation, and (c) athletes with higher sport performance evaluated their coaches less positively in two domains of transformational leadership but ended the season by attributing less negative feedback and passive management to their coaches. In conclusion, these athletes’ evaluations of coaches’ leadership behaviors differed according to their perceptions of goal achievement and their own sport performance.

The purpose of this paper is to provide an overview of coaching and coaching education in Portugal. In Portugal, sport coaching is traditionally considered a part-time vocation. There has been a growing concern of the Portuguese authorities to increase the standards of quality for sport coaching. Following the 1974 revolution there were profound alterations in how coaching and coach education are regulated. The legislative changes in coach education occurred mainly due to the harmonisation of the qualifications in the European Union. More recently, the responsibility for coach certification has moved from the different sports federations to a national sports organization that has created four grades of coach education. Coach education in all grades requires a general and a specific curricular component as well as an internship supervised by an accredited mentor. The academic formation is now well regulated. However, some sport federations are resistant to this academic certification process because they fear losing their exclusive control of their coach certification.

La tarea de un árbitro es compleja y muy importante y, por lo general, se asocia con un alto estrés. En este estudio buscamos comprender el papel del estrés y la evaluación cognitiva en las emociones y en la percepción del rendimiento deportivo de los árbitros antes de que se juegue un partido. Adoptamos una metodología de incidentes críticos para analizar cómo los árbitros se adaptan al estrés relacionado con su próximo juego. El estudio incluyó a 708 árbitros de fútbol (646 hombres), de entre 18 y 53 años (M= 26,81; DE= 7,32). Evaluamos las fuentes de estrés, evaluación cognitiva, emociones y percepción del desempeño individual. El análisis de regresión mostró que el estrés fue el principal predictor de las emociones negativas, la evaluación cognitiva fue un predictor de las emociones negativas y positivas y que la evaluación cognitiva también contribuyó a comprender la percepción del desempeño individual. En resumen, el estrés y la evaluación son factores importantes para comprender la experiencia de estrés de los árbitros. The tasks referees must perform are both complex and very important, and are usually associated with high levels of stress. In this study, we aimed to understand the role of stress and cognitive appraisal on referees’ emotions and sports performance perception before the realization of a game. We adopted a critical incident methodology to understand how referees adapt to the stress related to their next game. The study included 708 football referees (646 males), aged between 18 and 53 (M = 26.81; SD = 7.32). We evaluated sources of stress, cognitive appraisal, emotions, and perception of individual performance. Regression analyses pointed out that stress was a main predictor of negative emotions, cognitive appraisal was a predictor of both negative and positive emotions, and that cognitive appraisal also contributed to comprehend the perception of individual performance. In sum, stress and appraisal are important factors to understand the stress experience of referees. A tarefa de um árbitro é complexa e muito importante, estando geralmente associada a um elevado stress. Neste estudo, procuramos compreender o papel do stresse da avaliação cognitiva nas emoções e na percepção do desempenho desportivo dos árbitros antes da realização de um jogo. Adotámos uma metodologia de incidente crítico para analisar o modo como os árbitros se adaptam ao stressrelacionado com o seu próximo jogo. O estudo incluiu 708 árbitros de futebol (646 homens), com idades entre os 18 e 53 (M= 26,81; DP= 7,32). Avaliámos as fontes de stress, avaliação cognitiva, emoções e perceção do rendimento individual. A análise de regressão mostrou que o stressfoi o principal preditor de emoções negativas, a avaliação cognitiva foi um preditor de emoções negativas e positivas e que a avaliação cognitiva também contribuiu para compreender a percepção do rendimento individual. Em suma, o stresse a avaliação são fatores importantes para entender a experiência de stressdos árbitros.

Coaching philosophy is an important topic in both coaching literature and education. However, there is little research regarding the way that coaches’ philosophies translate into their practices. Additionally, there is very little information about the specific effectiveness criteria coaches use to evaluate their philosophies and practice. This study addresses the complex set of relationships among coaches’ philosophies, perceptions of their practice, and effectiveness criteria. Ten elite coaches were selected for the study (nine males; one female), all of whom had successful careers in their respective sports. The coaches responded to an interview guide that addressed the topics of philosophy, practice, and effectiveness criteria. Deductive and inductive data analysis procedures were used to organize the collected information. The results indicated four main themes: (a) the importance of athlete motivation, (b) the importance of building a relationship with athletes based on personal respect, (c) the presence of high levels of cohesion among the team, and (d) the need for formal and informal rules that regulate the team’s functioning. There were several areas in which coaches did not establish a relationship linking philosophy, practice, and effectiveness criteria. The results suggest the need to educate coaches regarding methods of establishing a relationship among their philosophies, their practices, and the effectiveness criteria they use to evaluate their performance as coaches.