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In der Jugendpolitik ist die Unterscheidung zwischen einer sportbezogenen und einer "allgemeinen", außersportlichen Jugendarbeit seit langem eine gängige Differenzierung, die weit mehr als nur analytischen Charakter hat. Sie beinhaltet auch die eher selten explizitierte Unterstellung, dass es eine Grenzlinie gäbe zwischen einer "rein sportlich orientierten Arbeit" ohne pädagogische Qualität einerseits und einer "eigentlichen" Jugendarbeit mit pädagogischem Anspruch andererseits. In diesem Beitrag werden die verschiedenen Argumentationslinien diskutiert, mit denen das (Un-)Pädagogische einer Jugendarbeit in Sportorganisationen begründet wird, um die fehlende Kohärenz in den Begründungsmustern aufzeigen. Dabei wird auch deutlich werden, dass die Grenzziehung zwischen einer "unpädagogischen" sportbezogenen und einer "pädagogisch wertvollen" allgemeinen Jugendarbeit de facto von allen Seiten - und somit auch von den Sportverbänden und insbesondere der Deutschen Sportjugend (dsj) - zumindest in den argumentativen Grundzügen anerkannt wird, so dass das "normative" Begründungsmuster der staatlichen Jugendpolitik weitgehend unkritisch übernommen und legitimiert wird. Die konkrete Praxis der Jugendarbeit in Sportvereinen hingegen, auf die sich eine programmatische pädagogische Rechtfertigung der Sport(jugend)organisationen wie auch die pädagogischen "Vorgaben" der staatlichen Jugendpolitik zu beziehen hätten, scheint weder von der einen, noch von der anderen Seite angemessen berücksichtigt zu werden.
Zwischen Gemeinschaftsorientierung und Selbstverwirklichung : Motive zu freiwilligem Engagement
(2003)
Zwischen Arbeitsmarkt und Sozialintegration : zur Bedeutung des Zweiten Arbeitsmarks im Sport
(2001)
Zur Vermittlung und intergenerationale "Vererbung" von Sportengagements in der Herkunftsfamilie
(2005)
Zur Nachhaltigkeit der Wirkung eines apparativ unterstützenden Dehn- und Relaxationsverfahrens
(2002)
Zur Muskelfunktion bei standartisierter Hüftextension bei Kindern im Alter von 7 bis 8 Jahren
(1993)
Zur Einführung
(2007)
The influence of muscular fatigue on tennis serve performance within regular training sessions is unclear. Therefore, the aim of the present study was to examine the within-session sequence of the tennis serve in youth tennis. Twenty-five young male (14.9 +/- 0.9 years) and female (14.5 +/- 0.9 years) players participated in this within-subject crossover study, and they were randomly but sex-matched assigned to different training sequences (serve exercise before tennis training (BTS) or after tennis training (ATS)). Pre- and post-tests included serve velocity performance and accuracy, shoulder strength, and range-of-motion (ROM) performance (internal/external rotation). Results showed that after one week of serve training conducted following the ATS sequence, significant decreases were found in serve performance (e.g., speed and accuracy), with standardized differences ranging from d = 0.29 to 1.13, as well as the shoulder function (strength [d = 0.20 to 1.0] and ROM [d = 0.17 to 0.31]) in both female and male players, compared to the BTS sequence. Based on the present findings, it appears more effective to implement serve training before the regular tennis training in youth players. If applied after training, excessive levels of fatigue may cause shoulder imbalances that could be related to an increased injury risk.
The integration of balance and plyometric training has been shown to provide significant improvements in sprint, jump, agility, and other performance measures in young athletes. It is not known if a specific within session balance and plyometric exercise sequence provides more effective training adaptations. The objective of the present study was to investigate the effects of using a sequence of alternating pairs of exercises versus a block (series) of all balance exercises followed by a block of plyometric exercises on components of physical fitness such as muscle strength, power, speed, agility, and balance. Twenty-six male adolescent soccer players ( 13.9 +/- 0.3 years) participated in an 8-week training program that either alternated individual balance (e. g., exercises on unstable surfaces) and plyometric (e. g., jumps, hops, rebounds) exercises or performed a block of balance exercises prior to a block of plyometric exercises within each training session. Pre- and post-training measures included proxies of strength, power, agility, sprint, and balance such as countermovement jumps, isometric back and knee extension strength, standing long jump, 10 and 30-m sprints, agility, standing stork, and Y-balance tests. Both groups exhibited significant, generally large magnitude (effect sizes) training improvements for all measures with mean performance increases of approximately > 30%. There were no significant differences between the training groups over time. The results demonstrate the effectiveness of combining balance and plyometric exercises within a training session on components of physical fitness with young adolescents. The improved performance outcomes were not significantly influenced by the within session exercise sequence.