The current study examined the impact of a recently restarted football program and a new on-campus stadium on the alumni and students of a Division I FCS commuter school. Results showed that alumni felt more connected to the university because of the new football program, they were more satisfied with their overall game-day experience, and the new football stadium was more likely to increase their game attendance when compared to students. Supplementary analysis highlights key differences in how each group rated individual elements of the game-day experience and the mediums used by each group for obtaining team-related information.

The primary purpose of this study was to determine the relationship between the effects of winning percentage and specific demographic data on the perceived burnout of varsity male head high school football coaches within the public secondary schools of Texas. Data were obtained from 226 varsity head high school football coaches during the 1990-1991 school year in Texas. Instruments used were the Maslach Burnout Inventory and a personal demographic data sheet. A one-way analysis of variance (ANOVA) and Pearson's product-moment correlation coefficient were used. Significance was set at .05. A relationship was found between burnout and career winning percentage, age, years as a coach, salary, coaching preparation, and school enrollment.

Made available in DSpace on 2016-04-27T16:32:48Z (GMT). No. of bitstreams: 1 Alvaro Jose Camargo Vieira.pdf: 2108739 bytes, checksum: ce732f96ced29f1e6376d63e7c7baa7d (MD5) Previous issue date: 2013-07-31 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The proposed study aim to understand, from the perspective of Critical Social Theory, the experience afforded to children in elementary school for football and behaviors triggered by this competitive activity. It s supposed that the game is an way of development because it provides intense social experiences it also considered, however, its ambiguity the participants can join violent forms of competition or can understand that the desire of winning should not exceed the respect to the colleague of the team and even the opponents, developing solidarity. The social experiences need to be considered historically, because they are not immune of what happens in society. It was established as a general hypothesis that football , although being an interesting activity as a mean of experimentation and learning of the social relationship at school its practice can t amplify the perception of individuals in society and can t promote critical reflexion. Additionally, it was proposed as derived hypothesis: 1st) football practice as it is realized at school doesn t encourage the formative experience of the mutual respect, solidarity and tolerance. 2nd) school football can provide violence among individuals. It was used as method observation protocols, sociometric tests in order to develop the sociograms elaboration and questionnaires directed to children and teachers. Found three types of recurring behaviors in football game: the respect and solidarity among the participants of the activity, the violent, practiced by those who attack physically or verbally colleagues, and the indifference or passive coldness, those who do not position themselves in the face of violence and fragility of other children. It was found, too, that the relationship between children are guided by performance during the football and in the classroom, what motivates the violence of exclusion and rejection of students during activities, and also, that prejudice and discrimination can motivate this violence that precedes the competitive activity, so we can not say that violence is based only in the competition / O estudo proposto tem como objetivo compreender, sob a perspectiva da Teoria Crítica Social, a experiência propiciada às crianças do ensino fundamental I pelo futebol escolar de salão e os comportamentos desencadeados por essa atividade competitiva. Pressupõe-se que o jogo é um meio de formação dos indivíduos, por proporcionar intensas experiências sociais. Considera-se, contudo, a sua ambiguidade, pois os participantes podem aderir a formas violentas de competição, ou podem compreender que o desejo de vitória não deve se sobrepor ao respeito pelos colegas de time e pelos adversários, desenvolvendo a solidariedade. As experiências dos indivíduos precisam ser consideradas historicamente, uma vez que não são imunes ao que acontece em sociedade. Formulou-se, como hipótese geral, que a prática do futebol, embora seja uma atividade que favoreça a experimentação e o aprendizado das relações sociais, no âmbito escolar, não consegue ampliar a percepção dos indivíduos sobre as relações sociais na sociedade e promover uma reflexão crítica. Adicionalmente, propõe-se como hipóteses derivadas: 1ª) a prática do futebol, tal como é realizada na escola, não estimula a experiência formativa, de respeito mútuo, solidariedade e tolerância; e 2ª) o futebol escolar pode propiciar a violência entre os indivíduos. Utilizouse, como método, protocolos de observação; testes sociométricos, visando à elaboração de sociogramas; e questionários propostos às crianças e aos professores. Constataram-se três tipos de comportamentos recorrentes em jogos de futebol: o de respeito e solidariedade entre os participantes da atividade; o violento, praticado por aqueles que agridem fisicamente, ou verbalmente, os colegas; e o de indiferença, ou frieza passiva, daqueles que não se posicionam diante da violência e da fragilidade de outras crianças. Verificou-se que as relações entre as crianças são pautadas pelo desempenho durante o futebol e em sala de aula, o que motiva a violência das exclusões e rejeições de estudantes durante as atividades. O preconceito e a discriminação podem motivar essa violência que antecede à própria atividade competitiva, portanto, não se pode afirmar que a barbárie tem como base exclusiva a competição