Cash, Sinkholes and Sources. How are Community Sport and Recreation Organisations Funded and What are the Implications for Their Future Viability? Research Report 2: Football Clubs

2012 ◽  
Author(s):  
Carolyn J. Cordery ◽  
Rachel F. Baskerville
Keyword(s):  
Research Report ◽  
Community Sport ◽  
Football Clubs ◽  
Future Viability ◽  
Sport And Recreation

Every Body Active: A Sports Council National Demonstration Project in England

1989 ◽  
Vol 6 (2) ◽  
pp. 100-108 ◽  
Author(s):  
Ian Stafford
Keyword(s):  
Physical Education ◽  
Implementation Phase ◽  
Community Sport ◽  
Research Findings ◽  
Education Act ◽  
Two Phases ◽  
Set Up ◽  
Sport And Recreation ◽  
Mass Participation ◽  
External Community

The 1981 Education Act implies that, in England, provided certain conditions are satisfied, schoolchildren with special needs should be taught in an integrated setting (Advisory Centre for Education, 1981). In 1982 the English Sports Council set up national demonstration projects to promote mass participation in sport throughout all sections of the community. Every Body Active (E.B.A.) is such a project, based at Sunderland Polytechnic, and it focuses on the participation and integration of young people (11–24 years) with physical or sensory disabilities in community sport and recreation and school physical education. The project is divided into two phases. The research phase, initiated in January 1987, ran for a period of 15 months during which data were collected in order to establish needs. Subsequently several schemes were established to be undertaken in the implementation phase, initiated in April 1988. The focus of this paper is the physical education scheme and the research findings that preceded its formation. On the basis of the research phase, a physical education scheme has been implemented that focuses on a special school for pupils with physical disabilities, its physical education program, and links with mainstream schools and external community sport and recreation agencies.

scholarly journals Linking secondary school physical education with community sport and recreation for girls: a process evaluation

2014 ◽  
Vol 14 (1) ◽  
Author(s):  
Meghan M Casey ◽  
Amanda Telford ◽  
Amanda Mooney ◽  
Jack T Harvey ◽  
Rochelle M Eime ◽  
...  
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Process Evaluation ◽  
Community Sport ◽  
Sport And Recreation

scholarly journals Linking Physical Education With Community Sport and Recreation

2012 ◽  
Vol 14 (5) ◽  
pp. 721-731 ◽  
Author(s):  
Meghan Casey ◽  
Amanda Mooney ◽  
Rochelle Eime ◽  
Jack Harvey ◽  
John Smyth ◽  
...  
Keyword(s):  
Physical Education ◽  
Community Sport ◽  
Sport And Recreation

Capital structure and corporate governance of soccer clubs

2014 ◽  
Vol 37 (7) ◽  
pp. 658-678 ◽  
Author(s):  
Panagiotis Dimitropoulos
Keyword(s):  
Corporate Governance ◽  
Capital Structure ◽  
Content Type ◽  
Financing Decisions ◽  
Corporate Governance Mechanisms ◽  
Football Clubs ◽  
Future Viability ◽  
Corporate Governance Quality ◽  
The Impact ◽  
The Capital Structure

Purpose – The present study aims to examine the impact of corporate governance quality on the capital structure of European soccer clubs and specifically on the level of debt that soccer clubs decide to issue. Design/methodology/approach – A sample from 67 European soccer clubs over the period of 2005-2009 was analyzed, and panel data techniques were performed to assess the impact of specific corporate governance provisions on the capital structure of football clubs (FCs). Findings – Evidence indicate that efficient corporate governance mechanisms such as the increased board size and independence and the existence of more dispersed ownership (managerial and institutional) result in a reduction in the level of leverage and debt, thus reducing the risk of financial instability. Practical implications – This evidence suggests that corporate governance could be used as a monitoring mechanism for reducing the fictitious level of debt that characterizes the majority of European soccer clubs. This study could prove useful to Union of European Football Associations (UEFA) regulators because it provides an additional insight for the importance of establishing sound governance principles in European soccer so as to enhance the effectiveness of the recent “financial fair play” regulation which was launched in 2010, as well as to improve the financial status of the clubs and sustain their future viability. Originality/value – This is the first study internationally that examines capital structure within FCs, thus extending the existent empirical evidence in the literature and adding to a growing body of research on the issues of corporate governance and financing decisions.

Transition of Students with Disabilities into Community Recreation: The Role of the Adapted Physical Educator

1992 ◽  
Vol 9 (4) ◽  
pp. 305-315 ◽  
Author(s):  
Patricia L. Krebs ◽  
Martin E. Block
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Life Skills ◽  
Skills Training ◽  
Adapted Physical Education ◽  
Developmental Approach ◽  
Community Sport ◽  
Physical Educator ◽  
Sport And Recreation

The mission of education is to prepare all students with and without disabilities for adult life in the community. Recent amendments to Public Law 94-142 now require transition services, which promote movement from school to postschool activities, for all students with disabilities to begin as early as age 14 and to be included in the student’s IEP. Most special education programs provide vocational, domestic, and community independent living skills training. However, the same cannot be said for lifelong sport and fitness training. A life-skills model for teaching sport and fitness skills that are chronologically age appropriate, functional, and community based is preferred to the traditional developmental approach for teaching adapted physical education. The life-skills model for teaching adapted physical education changes the setting–from school sport facilities to community sport and recreation facilities–in which adapted physical education classes are conducted. It also expands the role of the adapted physical educator from direct service provider to include transition team member, consultant to regular physical education and community sport and recreation agencies, trainer of support personnel, and environmental analyst.

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