The external dimension of EU justice and home affairs after the Lisbon Treaty::analysing the dynamics of expansion and diversification

The article introduces a research framework for analysing the external dimension of EU Justice and Home Affairs after the Lisbon Treaty. The dynamics of expansion and diversification, discernable for both the EU policy-making and the scholarly work dedicated to it, are at the centre of the article and constitute a common reference point for the present Special Issue. These dynamics have been triggered through deliberate decisions of involved policy-makers as well as through unintended spillover effects from other policy areas and/or decisions. The article also engages with the theoretically informed literature on the subject, which struggles with the definition of what this dimension actually constitutes, as well as how to best capture the practices of this field.We take stock of the scholarly debates by comparing the diverse approaches and discussing how much they complement each other and/or present different dimensions of a single ‘policy universe’.

A (szabadidő)sport alapfogalmai és kutatott területei = The basic concepts and researched areas of (leisure)sport

A tanulmány a jövőbeni szabadidősport-kutatásokhoz egyfajta alapként fogalmi áttekintést ad a szabadidőről és a sport különböző aspektusairól, kutatott területeiről, valamint a szabadidősport közgazdasági értelemben vett hasznosságáról, egyén, társadalom, gazdaság és vállalatok szintjén. = This paper would like to give an overview about the different concepts and aspects of leisure and sport, list the different areas researchers deal with, and show a picture about the utility of leisure sport in connection with human being, society, economy and companies, with the purpose of founding the coming leisure-sport researches.

Milyen értéket teremt a szabadidő sport és mi a kapcsolata a versenyképességgel? (What value is created by leisure sport and what is its relationship with the competitiveness?)

A sport egyre fontosabb tényezővé válik a társadalomban, és gazdasági súlya is egyre szignifikánsabban jelentkezik. A sportgazdaságtani írások nagy része azonban a hivatásos sporttal foglalkozik, a szabadidősport nem kap elég súlyt. Downward és szerzőtársai még 2009-ben is az elméleti és gyakorlati munkák hiányára hívták fel a figyelmet. Jelen cikk a szabadidősporttal kíván foglalkozni, és célja, hogy bemutassa, milyen értéket teremt a szabadidősport az egyén, a vállalatok, a társadalom és a gazdaság számára, valamint azt, hogy az egyes szereplők a szabadidősport által milyen módon lehetnek versenyképesebbek. A szabadidősport és a versenyképesség rövid fogalmi definiálása után a szerző bemutatja az irodalom-feldolgozás és a 31 kvalitatív mélyinterjú kapcsolódó eredményeit. ___________________ Sport has always been an important part of society but it is now becoming an increasingly important part of the economy. The sport management literature mostly deals with competitive sport, leisure sport has a week position. Downward et al.have written about the lack of theoretical and empirical works in the area of leisure sport. This article deals with leisure sport, the aim of the author’s work is: to present the value creation of leisure sport for individuals, companies, for society and economy, and to examine how they could be more competitive through leisure sport. After presenting short definitions of leisure sport and competitiveness, the author does literature review and presents the most important thoughts of the articles and the results of my 31 qualitative in-depth interviews.

The 3 per cent Barcelona Target: A Critical Appraisal of the Failure of the Lisbon Strategy’s Knowledgebased Economy and Society Project

Ten years after the unanimous approval of the Lisbon Strategy at a special meeting of the European Council on 23-24 March 2000 in Lisbon, it will be inevitable for the European Council, the European Commission and the majority of the EU member states to face with its fi asco and to account for the reasons of their fundamental policy, governance and economic failures in 2010. The recent turbulence of the global economy offers some excuses for the underperformance of the main objectives of the Lisbon Strategy in the essential social and economic domains, like job creation, economic growth, and environmental sustainability. Negative growth rates, macroeconomic and fi nancial instability, the contraction of the internal and external markets of the European economy, drop in demand for capital investment, goods and services, sinking corporate revenues, depreciation of corporate assets, increasing private and public indebtedness, falling rate of employment, weakening social cohesion, widening social inequality, and so forth not only deprive the majority of the EU member states of fulfi lling the main objectives of the Lisbon Strategy but also drive them into worse social and economic conditions in many policy domains than they were in 2000.

Developmental Paths and Activities of Successful Sport Coaches

The purpose of this research report is to present an overview of an ongoing, international project designed to chart the developmental paths and activities of sport coaches. This brief report includes three sections: (a) conceptual framework used to guide the project, (b) project design and methodology, and (c) results from pilot studies with a sample of 15 successful coaches working in different sport contexts in the United States Unlike the findings for athletic profiles, where several trends across coaching contexts were evident, only one trend was found in how these diverse groups of coaches invested their time in coach developmental activities. In relation to other coaching activities very little time was devoted to formal coach education on an annual basis. The results reinforce the need to consider the coaching context when examining coach development and when designing coach development initiatives.

The Social Environment in Children’s Sport: Cohesion, Social Acceptance, Commitment, and Enjoyment

The primary purpose of the current study was to determine whether perceptions of cohesion mediated the relationship between social acceptance and individual commitment and enjoyment in children’s sport. A secondary purpose involved the assessment of the temporal nature of cohesion over the course of an athletic season. A total of 209 (Mage = 9.87 years; SD = 1.34) recreational soccer players completed questionnaires at three time points (T1 – social acceptance, cohesion; T2 – cohesion; T3 – commitment, enjoyment, cohesion) during an athletic season. Using structural equation modeling, the results indicated that task cohesion mediated the relationship between social acceptance and commitment and enjoyment, whereas social cohesion did not. In addition, individual perceptions of cohesion did not vary significantly over the course of the season. These results will be discussed in terms of their theoretical and practical implications. As one example, the relative stability in terms of perceptions of cohesion in this population could inform future intervention work aimed at enriching the social environment

Bullying Victimization and Perpetration Among Adolescent Sport Teammates

Purpose: Bullying is a specific pattern of repeated victimization explored with great frequency in school-based literature, but receiving little attention within sport. The current study explored the prevalence of bullying in sport, and examined whether bullying experiences were associated with perceptions about relationships with peers and coaches. Method: Adolescent sport team members (n = 359, 64% female) with an average age of 14.47 years (SD = 1.34) completed a pen-and-paper or online questionnaire assessing how frequently they perpetrated or were victimized by bullying during school and sport generally, as well as recent experiences with 16 bullying behaviors on their sport team. Participants also reported on relationships with their coach and teammates. Results: Bullying was less prevalent in sport compared with school, and occurred at a relatively low frequency overall. However, by identifying participants who reported experiencing one or more act of bullying on their team recently, results revealed that those victimized through bullying reported weaker connections with peers, whereas those perpetrating bullying only reported weaker coach relationships. Conclusion: With the underlying message that bullying may occur in adolescent sport through negative teammate interactions, sport researchers should build upon these findings to develop approaches to mitigate peer victimization in sport.

The Role of Enjoyment and Motivational Climate in Relation to the Personal Development of Team Sport Athletes

Sport has been identified as a context in which youth encounter positive and negative experiences. However, relatively little is known about the factors that lead to positive and negative personal development among sport participants. The purpose of this study was to investigate the role of enjoyment and motivational climate on positive and negative personal development of team sport participants. A sample of 510 athletes between the ages of 9 and 19 completed questionnaires on positive and negative personal development, enjoyment, and motivational climate. Stepwise multiple regression analyses examined the effects of enjoyment and motivational climate on the personal development of the athletes. Results demonstrated that positive experiences in sport were most strongly predicted by affiliation with peers, self-referenced competency, effort expenditure, and a task climate. Negative experiences were most strongly predicted by an ego climate and other-referenced competency. Results suggest that creating an environment that encourages peer affiliation and personal achievement can result in the positive personal development of youth sport participants.

Understanding Adolescents’ Positive and Negative Developmental Experiences in Sport

The purpose of this study was to gain understanding of adolescents’ positive and negative developmental experiences in sport. Twenty-two purposefully sampled adolescent competitive swimmers participated in a semistructured qualitative interview. Content analysis led to the organization of meaning units into themes and categories (Patton, 2002). Athletes suggested their sport involvement facilitated many positive developmental experiences (i.e., related to challenge, meaningful adult and peer relationships, a sense of community, and other life experiences) and some negative developmental experiences (i.e., related to poor coach relationships, negative peer influences, parent pressure, and the challenging psychological environment of competitive sport). Findings underline the important roles of sport programmers, clubs, coaches, and parents in facilitating youths’ positive developmental experiences in sport, while highlighting numerous important directions for future research. Implications for coach training and practice are outlined.

Applied Research Sport Experiences, Milestones, and Educational Activities Associated With High-Performance Coaches' Development

What experiences are needed to become a high-performance coach? The present study addressed this question through structured retrospective quantitative interviews with 10 team- and 9 individual-sport coaches at the Canadian interuniversity-sport level. Minimum amounts of certain experiences were deemed necessary but not sufficient to become a high-performance coach (e.g., playing the sport they now coach and interaction with a mentor coach for all coaches, leadership opportunities as athletes for team-sport coaches only). Although coaches reported varying amounts of these necessary experiences, general stages of high-performance coach development were traced. Findings serve to identify and support potential high-performance coaches and increase the effectiveness of formal coaching-education programs.

Youth sport coaches’ reflections on leadership behaviours during games and practices

Youth sport coaches shape the developmental sporting experience for their athletes (Camiré, Trudel, & Forneris, 2014). Specifically, coaches who form individualized, supportive relationships with their athletes can increase the development of personal and social skills (Fraser-Thomas, Côté, & Deakin, 2005). In light of the value of these relationships, increasing evidence is prompting the application of leadership theories, such as Transformational Leadership (TFL), in youth sport (Vella et al., 2013). The aim of this study was to explore coach perceptions of how and why leadership behaviours are applied in the youth sport context. Eleven coaches (Mage= 42.3, SD= 15.2) were recruited from competitive youth soccer and volleyball clubs (athletes’ Mage= 15.8, SD= 1.9) in Eastern Ontario and participated in a stimulated recall interview. During the interviews, coaches reflected upon their own coaching behaviours and provided insight into the application of leadership behaviours in youth sport. Responses were prompted by relevant video sequences from recorded practice and game sessions. A thematic content analysis revealed that; i) coaches use a variety of leadership behaviours in youth sport, ii) the use of leadership behaviours vary across sport contexts or settings, and iii) contrasting leadership styles (e.g., transactional vs. transformational) are associated with distinctive coach objectives (e.g., promoting confidence vs. establishing respect). These findings have helped identify gaps within coach education, and provide theoretical insight for applying leadership theories, and more specifically TFL, to help improve the sport experiences of young athletes.

Teaching Empowerment Through Sport: An Analysis of Fast and Female

This project is about Fast and Female, a community-based girls’ sport organization, that focuses on empowering girls through sport. In this thesis I produce a discourse analysis from interviews with six expert sportswomen and a textual analysis of the organization’s online content – including its social media pages. I ground my analysis in poststructural theory as explained by Chris Weedon (1997) and in literature that helps contextualize and better define empowerment (Collins, 2000; Cruikshank, 1999; Hains, 2012; Sharma, 2008; Simon, 1994) and neoliberalism (Silk & Andrews, 2012). My analysis in this project suggests that Fast and Female develops a community through online and in-person interaction. This community is focused on girls’ sport and empowerment, but, as the organization is situated in a neoliberal context, organizers must take extra consideration in order for the organization to develop a girls’ sport culture that is truly representative of the desires and needs of the participants rather than implicit neoliberal values. It is important to note that Fast and Female does not identify as a feminist organization. Through this thesis I argue that Fast and Female teaches girls that sport is empowering – but, while the organization draws on “empowerment,” a term often used by feminists, it promotes a notion of empowerment that teaches female athletes how to exist within current mainstream and sporting cultures, rather than encouraging them to be empowered female citizens who learn to question and challenge social inequity. I conclude my thesis with suggestions for Fast and Female to encourage empowerment in spite of the current neoliberal situation. I also offer a goal-setting workbook that I developed to encourage girls to set goals while thinking about their communities rather than just themselves.