Voleibol escolar: caracterização das escolas/municípios participantes dos jogos escolares de Santa Catarina / School volleyball: characterization of the schools/municipalities participating in the Santa Catarina school games

RESUMO O ambiente escolar tem contribuído no processo de desenvolvimento esportivo, especialmente pela oferta diversificada de atividades nas aulas de Educação Física e em projetos extracurriculares voltados às modalidades esportivas. O trabalho realizado com as equipes escolares de voleibol no estado de Santa Catarina tem sido altamente reconhecido ao longo dos anos, porém há poucas evidências sobre as escolas que têm contribuído na formação de jogadores de voleibol no cenário catarinense. Assim, o objetivo do estudo foi caracterizar as escolas participantes dos Jogos Escolares de Santa Catarina (JESC) de voleibol. Realizou-se a análise documental dos boletins dos JESC disponibilizados pela Fundação Catarinense de Esporte (FESPORTE). As evidências revelaram que os estabelecimentos de ensino com maiores participações e conquistas, em ambas as categorias investigadas, são escolas de educação básica da rede estadual, seguidas pelas instituições de ensino da rede privada e, em menor número, por escolas municipais. Enquanto na categoria feminina as escolas estão localizadas em sua grande maioria nas regiões Leste-Norte e Sul, na categoria masculina concentram-se na região Centro-oeste, especialmente em cidades de pequeno e médio porte, com elevado Índice de Desenvolvimento Humano (IDH).

ABSTRACT The school environment has contributed to the sports development process, especially due to the diversified offer of activities in Physical Education classes and extracurricular projects focused on sports. The work done with school volleyball teams in the state of Santa Catarina has been highly recognized over the years, but there is little evidence about schools that have contributed to the training of volleyball players in the Santa Catarina scenario. Thus, this study aimed to characterize the schools participating in the Jogos Escolares de Santa Catarina (JESC, Santa Catarina School Games) of volleyball. The documentary analysis of the JESC bulletins provided by the Fundação Catarinense de Esporte (FESPORTE, Santa Catarina Sports Foundation) was carried out. The evidence revealed that the educational establishments with the highest participation and achievements in both categories investigated were basic education schools of the state school system, followed by private educational institutions and, to a lesser extent, municipal schools. While in the women's group, the schools were mostly located in the East-North and South regions, in the men's group, they were concentrated in the Midwest region, especially in small and medium-sized cities with high Human Development Indices (HDIs).

Strategies adopted in the defensive return by handball coaches from teams U-12 to U-18

Abstract Aims: to analyze the choices of handball coaches for structuring the defensive return throughout the teaching-learning process (U-12 to U-18 teams). Methods: Nineteen coaches from teams U-12 to U-18 from two leagues in the state of São Paulo were interviewed. The speeches from the semi-structured interviews were analyzed through thematic analysis, which produced two themes and their respective subthemes. Results: Most coaches structure their defensive return and emphasize content to make it difficult for an opponent to counterattack. A higher percentage of directed play was observed in teams U-12 and U-14, which suggests a possible early specialization process. In the U-16 and U-18 teams, higher percentages of free play were observed when compared to the others. In older teams, a higher percentage of directed play would be expected, mainly because these are stages with an increase in player specialization. Conclusion: The findings suggest that the simultaneous training of different teams may be leading to sports specialization procedures in the younger teams and, simultaneously, underestimating the possibilities in the older teams.

Teachers' perceptions of children's sport learning capacity predicts their fundamental movement skill proficiency.

The intrapersonal mechanism that drives and explains individual differences in motor development is still a relatively underexplored area of research. In this study, we set out to determine whether in teachers' perceptions, higher sport-learning capacity (SLC) is associated with the level of fundamental movement skills, and the changes therein over 24 weeks in 7-year-olds. We assessed 170 children from eight primary schools in the Netherlands twice (T1, T2) in 24 weeks, using a tool to assess their FMS in applied settings (Platvoet, Elferink-Gemser, & Visscher, 2018). The schools' eight PE teachers used a digital questionnaire to score their perceptions of children's SLC (Platvoet, Elferink-Gemser, Baker, & Visscher, 2015). Based on their SLC, each child was then placed in the low (n = 33), average (n = 107), or high SLC-group (n = 30). We used a MANOVA to examine group differences, with the four subtests as dependent variables. The results revealed that regardless of SLC-group, children improved their FMS over 24 weeks (F(4,163) = 10.22, p < .05, Wilks Lamba = 0.800). An interaction effect was found for FMS assessment and SLC-group (F(8,326) = 2.23, p < 0,05, Wilks Lamba = 0.899). The children in the average and high groups improved more on the moving sideways subtest than those in the low group (p < .05). The MANOVA showed a main effect for SLC-group (F(4,163) = 4.69, p < .05, Wilks Lamba = 0.804). The average and high groups outperformed the low group on the measurements for walking backwards and moving sideways (p < .05). The high group also outperformed the low group on jumping sideways at both measurements, while the average group only achieved this at T1. The high group scored better on jumping sideways than the average group at T1 (p < .05). No differences in proficiency were found between the three groups on the hand-eye coordination assessment (p > .05). In sum, we found an association between children's SLC and level of FMS and changes therein; this was especially pronounced in children with a lower SLC, who had a lower proficiency and improved less on the subtest moving sideways.

What are life skills and how to integrate them within sports in brazil to promote positive youth development? / O que são life skills e como integrá-las no esporte brasileiro para promover o desenvolvimento positivo de jovens?

ABSTRACT Sport has been identified as a favourable tool for promoting positive youth development (PYD). Moreover, the development of life skills is highlighted for supporting youth to thrive in and beyond sport. Due to the limited discussions in Brazil regarding PYD and life skills both in research and in the structuring of sport programs, this paper aims to provide understanding to scholars, coaches, and sport stakeholders on the foundations of PYD and life skills and on how to integrate them within Brazilian sport contexts. Thus, after exploring the foundations and definitions related to PYD and life skills and the approaches to their facilitation in sport, the authors present a proposal based on three principles and five procedures. The principles include: (a) reflect and develop your philosophy, (b) cultivate a positive climate, and (c) develop meaningful relationships with your athletes. Further, the five procedures are: (1) select and discuss the life skill of the day; (2) practice the selected life skill, (3) integrate the life skill during the practice, (4) discuss and reflect on the life skill application and transfer to other contexts, and (5) create opportunities to facilitate life skills transfer. Practical examples are provided throughout the proposal to support coaches in applying these concepts in sport.

RESUMO O esporte tem sido apontado como uma ferramenta valiosa para promover o desenvolvimento positivo de jovens (DPJ). Além disso, o desenvolvimento de life skills destaca-se por auxiliar jovens a ter sucesso dentro e fora do contexto esportivo. Devido as discussões limitadas no Brasil acerca do DPJ e das life skills tanto no âmbito científico quanto na estruturação de programas esportivos, este ensaio teórico tem como objetivo fornecer entendimentos iniciais a acadêmicos, treinadores e gestores esportivos sobre as concepções que sustentam estas temáticas e como integrá-las no esporte brasileiro. Assim, após explorar as concepções e definições acerca do DPJ e das life skills e as abordagens para o desenvolvimento no esporte, os autores apresentam uma proposta baseada em três princípios e cinco procedimentos. Os princípios incluem: (a) reflita e desenvolva sua filosofia; (b) cultive um clima positivo e (c) desenvolva relações significativas com seus atletas. Já os procedimentos são: (1) selecione e discuta a life skill do dia; (2) pratique a life skill selecionada; (3) integre a life skill com as atividades do treino; (4) discuta e reflita a aplicação e transferência da life skill para outros contextos e (5) crie oportunidades para facilitar a transferência da life skill. Exemplos práticos são fornecidos ao longo da proposta para auxiliar treinadores na aplicação ao esporte.

it was competitive, it was very competitive!: memories of performance sports in curitibas private schools (1980-1990) / era competitivo, era muito competitivo!: memórias do esporte escolar de rendimento em escolas particulares de curitiba (1980-1990)

ABSTRACT The present study investigated performance school sports practiced in private schools of Curitiba-PR, between 1980 and 1990, through interviews with coaches, athletes and sports managers who experienced the phenomenon in that period. The research is qualitative, and the investigation method used was pure Thematic Oral History. The analyses allowed observing that a good portion of Curitiba's schools back then had performance sports teams; the context of Curitiba's school sports was a sort of metaphor for professional sports; there was a hegemony of team sports; the women's sport sedimented on the interviewees' memory was gymnastics; teams were highly valued in schools; school teams participated in national and international championships; despite the performance character, there was already a difference from the sports played at clubs; some education institutions partnered with sports clubs.

RESUMO O presente estudo investigou a prática do esporte escolar de rendimento em escolas particulares de Curitiba-PR, entre os anos de 1980 e 1990, por meio de entrevistas com técnicos, atletas e gestores esportivos que vivenciaram o fenômeno no período. A pesquisa é de caráter qualitativo e o método de investigação utilizado foi a História Oral temática pura. A partir das análises percebeu-se que boa parte das escolas curitibanas da época mantinham equipes esportivas de rendimento; o contexto do esporte escolar curitibano era uma espécie de metáfora do esporte profissional; havia uma hegemonia dos esportes coletivos; o esporte feminino sedimentado na memória dos entrevistados foi a ginástica; as equipes eram muito valorizadas dentro dos colégios; os times escolares participavam de campeonatos nacionais e internacionais; apesar do caráter de rendimento, já existia diferença do esporte praticado em clubes; algumas instituições de ensino faziam parcerias com clubes esportivos.

Tgfu e coordenação motora: os efeitos de um programa de ensino no desempenho tático-técnico no handebol / Tgfu and motor coordination: the effects of a teaching program on tactical-technical performance in handball

RESUMO Objetivou-se categorizar as sessões de aula via TGfU e TGfU+CM para determinar a consistência da aplicação dos conteúdos dos modelos de ensino e analisar o impacto do desempenho tático-técnico de escolares iniciantes da modalidade de handebol, após o programa de ensino. A amostra compôs-se de 43 sujeitos (14,3±0,46), divididos em dois grupos (G1 - TGfU e G2 - TGfU+CM), sendo que ambos receberam unidades didáticas de 20 sessões de aula com a mesma duração. A categorização das aulas trouxe fidedignidade a aplicação dos programas de ensino empregados e, após a intervenção pelo TGfU, apenas o sexo masculino apresentou melhoras em ambos os grupos na performance de jogo, apresentando TE grande para o G2 (0,610) e TE médio para o G1 (0,487). Quanto à análise entre grupos não se encontrou diferença significativamente estatística após a intervenção para nenhuma das variáveis do estudo. Conclui-se, por meio do teste de aderência, que os programas de ensino aplicados aos dois grupos experimentais foram semelhantes, modificando apenas a inserção do conteúdo de coordenação motora para o G2, sendo ambos capazes de proporcionar melhoras significativas para o sexo masculino, considerando o efeito tempo para o desempenho tático-técnico.

ABSTRACT The study was performed aiming to categorize the class sessions through TGfU and TGfU+CM to determine the effectiveness of the teaching models application and analyze the changes on handball students tactical-technical performance after the teaching program. The sample is constituted by 43 subjects (14,3±0,46) separated in two groups (G1 - TGfU e G2 - TGfU+CM), both which received teaching units with 20 class sessions of the same time duration. The categorizing of the classes granted reliability to the teaching programs applied and after the TGfU intervention only male subjects showed better performance during the game in both groups, indicating high Effect Size for group 2 (0,610) and average effect size for group 1 (0,487). Regarding the analysis between groups, there were no statistically significant differences post intervention in any of the study variables. It stands concluded that it was possible to verify, through the adherence test, that the applied teaching programs were similar in both groups, differing only the motor coordination matter input for G2, and that the teaching program was able to cause significant improvement for the male gender subjects considering the time effect for the tactical-technical performance.

Jogos escolares da rede pública do estado da bahia: análise das edições 2009 a 2017 / Bahia state public schools championship: analysis of editions from 2009 to 2017

RESUMO A partir da análise documental de 210 relatórios dos Jogos Escolares da Rede Pública da Bahia (JERP), este estudo teve por objetivo descrever a evolução histórica do JERP de 2009 a 2017, considerando as modalidades comuns e inovadoras ofertadas, número de escolares, número de escolas, número de professores e recursos financeiros descentralizados. Verificamos que as modalidades inovadoras foram numericamente superiores às modalidades comuns e apresentaram maior diversificação das práticas esportivas; o número de escolares, escolas e professores na primeira etapa dos jogos (dentro das escolas) foi superior a terceira etapa (regional), além de aumentar ao longo dos anos em ambas as etapas; e que o valor financeiro descentralizado tendeu a crescer no período histórico analisado. Concluímos que o JERP se apresenta como uma oportunidade dos alunos vivenciarem diferentes modalidades esportivas, entretanto esta oportunidade é ressaltada apenas na primeira etapa. Em relação aos recursos financeiros descentralizados para o JERP, parece não haver planejamento prévio com relação a proporção destes recursos e a proporção de escolares participantes deste programa. Sugerimos maior concentração de recursos em competições locais do que estaduais, uma vez que atendem mais crianças e jovens e favorecem a valorização da diversificação de modalidades e respeito à cultura esportiva local.

ABSTRACT Based on the documentary analysis of 210 reports of the Scholars Games of the Bahia State Public System (JERP), this study aimed to describe the historical evolution of the JERP from 2009 to 2017 considering the common and innovative modalities offered, number of school children, number of schools , number of teachers and decentralized financial resources. It was verified that the innovative modalities were numerically superior to the common modalities and presented a greater diversification of the sports practices; the number of students, schools, and teachers in the games' first stage (inside of the schools) was superior to the third stage (regional), besides increase over the years in both stages; and that the decentralized financial value tended to grow in the historical period analyzed. It is concluded that the JERP presents itself as an opportunity for students to experience different sports modalities, however this opportunity is highlighted only in the first stage. Regarding the decentralized financial resources for the JERP, there seems to be no prior planning regarding the proportion of these resources and the proportion of students participating in this program. We suggest a higher concentration of resources in local rather than state competitions, since the local competitions serve more children and young people and support the modalities diversification and respect to the local sports culture.

Incidencia de los parámetros organizativos en la cuantificación de carga externa de las tareas diseñadas para la enseñanza del baloncesto escolar / Incidence of Organizational Parameters in the Quantification of the External Training Load of the Tasks designed for Teaching of the School Basketball / Incidência de parâmetros organizacionais na quantificação da carga externa de tarefas destinadas ao ensino do basquetebol escolar

Conocer la carga externa (external Training Load, eTL) a la que serán sometidos los aprendices durante la práctica deportiva resulta fundamental para la optimización del aprendizaje. El objetivo del estudio fue analizar, en función de las partes de sesión y los medios de enseñanza, la eTL de las tareas diseñadas por los profesores en fase de pre-servicio para la enseñanza del baloncesto escolar. Se categorizaron 283 tareas diseñadas por seis profesores en fase de pre-servicio mediante el Sistema Integral para el Análisis de las Tareas de Entrenamiento (SIATE). La cuantificación de eTL de las tareas se obtuvo a través de seis variables: grado de oposición, densidad de la tarea, porcentaje de ejecutantes simultáneos, carga competitiva, Espacio de juego e implicación cognitiva. Se realizo un análisis descriptivo e inferencial mediante los RTC y la prueba H de Kruskal-Wallis, estableciendo el tamaño del efecto a través de la d de Cohen. Los profesores en fase de pre-servicio planifican con niveles de eTL más bajos de los requeridos en las partes de animación y fundamental, dependiendo dichos niveles de los parámetros organizativos seleccionados durante el diseño de las tareas. Asimismo, el medio de enseñanza influye en la cuantificación de eTL

To know the external Training Load (eTL) of the tasks which students will develop during sports is essential for the optimization of learning. The aim of this study was to analyze, depending on the parts of session and the means of teaching, the eTL of the tasks designed by pre-service teachers for the teaching of school basketball. A total of 283 tasks designed by six pre-service teachers were categorized through the Integral System for Training Tasks Analysis (SIATE). The quantification of eTL of the tasks was obtained through six variables: degree of opposition, density of the task, percentage of simultaneous performers, competitive load, game area and cognitive involvement. Descriptive and inferential analysis were performed through TCR and Kruskal-Wallis H test, establishing the size of the effect through Cohen's d. Pre-service teachers plan with levels of eTL lower than those required in the animation part and in the fundamental part, depending on these levels of the organizational parameters selected during the design of the tasks. The mean of teaching influences the quantification of eTL

Conhecer a carga externa (external Training Load, eTL) a que os aprendizes serão submetidos durante a prática desportiva é fundamental para a otimização da aprendizagem. O objetivo do estudo foi analisar, de acordo com as partes de sessão e meios de ensino, o eTL das tarefas projetadas pelos professores na fase de pré-serviço para o ensino de basquete escolar. Um total de 283 tarefas projetadas por seis professores na fase de pré-serviço foram categorizadas através do Sistema Integral de Análise de Tarefas de Treinamento (SIATE). A quantificação do eTL das tarefas foi obtida através de seis variáveis: grau de oposição, densidade de tarefas, porcentagem de executores simultâneos, carga competitiva, espaço de jogo e implicação cognitiva. Uma análise descritiva e inferencial segundo os RTC e pelo teste H de Kruskal-Wallis, estabelecendo o tamanho do efeito através d de Cohen. Os Professores na fase de pré-serviço planejam com níveis de eTL menores do que os requeridos na parte de animação e na parte fundamental, dependendo esses níveis dos parâmetros organizacionais selecionados durante o projeto das tarefas. Da mesma forma, o meio de ensino influencia na quantificação do eTL

Investigating Youth Sport Coach Perspectives of an Asthma Education Module.

Physical activity can reduce symptoms and improve wellbeing in people who have asthma, and organized sport is one way for children and youth with asthma to engage in exercise. While asthmatic youth may experience a number of barriers to sport participation, healthy physical and social sport environments supported by coaches can help asthmatic youth athletes maintain long-term engagement in activity. This paper reports results of an assessment of an online coach education tool related to air quality, physical activity, and allergic disease (e.g., asthma). Focus groups with youth team sport coaches in southern Ontario (n = 12 participants) were conducted to explore how users experience the module and short- and medium-term outcomes of implementation. Although coaches perceive the module as relevant, it is considered less valuable in certain contexts (e.g., indoor environments) or when compared with other coach education (e.g., tactical). Although broad asthma management behaviours (e.g., athlete medical forms) were recognized, specific module-identified prevention and management techniques (e.g., the Air Quality Health Index) were less frequently described. Ensuring environment and health coach education emphasizes athlete performance while reducing risk is critical to promoting module application and providing safe and enjoyable youth team sport spaces.

Teaching handball to U-16 and U-18 women's teams: coaches' perspective on the long-term

To identify the teaching approaches preferred by Brazilian coaches in the U-16 and U-18 women's teams and whether it is possible to apply long-term goals for handball training. Methods: Six experienced coaches were interviewed individually in a semi-structured format. Data were transcribed and analyzed according to the Collective Subject Discourse (CSD) method. Results: Coaches revealed a choice for the situational approach and global-functional approach in U-16 teams. In U-18 teams, coaches' choices were for the technique and situational approaches. The change of coaches' choice might be based on players' specialization, suggested to U-18 teams when coaches highlighted the increased demand for performance. On players' transition from U-16 to U-18 teams, the coaches showed less preference for the global-functional approach and increasing evidence of the technique approach. Conclusion: Global-functional and situational approaches should be given a prominent position in these teams, especially due to the development of technical-tactical aspects. However, the technical approach was recognized as a central position in U-18 teams, probably related to players' specialization and technical improvement, although it does not offer a rich environment for the development of players' decision making.(AU)

Programas de deporte escolar en España e implicación de los agentes educativos / School sport programs in Spain and the participation of the educational personnel

Las Comunidades Autónomas de España (CCAA) tienen competencias en la promoción deportiva escolar. La participación de agentes educativos en sus planes y programas es necesaria para una correcta pedagogía del deporte. Este trabajo presenta como objetivo el análisis de los agentes involucrados en la gestión, organización y puesta en práctica de los planes deportivos escolares, así como la implicación de agentes del ámbito educativo. Se realizó un estudio transversal sobre una muestra de 15 CCAA. Los datos fueron extraídos a través de diferentes técnicas de investigación cualitativa. Los resultados muestran una falta de uniformidad en la gestión de los planes autonómicos de deporte escolar, detectándose una importante ausencia de implicación de agentes educativos (AU)

The Autonomous Communities in Spain (CCAA in Spanish) have the competency to promote sports in schools. The participation of educational personnel in their programs is necessary for the correct tutoring ability of any sport. This study’s objective was to analyze the personnel involved in the management, organization and putting into practice the school sports programs, as well as the involvement of the personnel within the educational realm. We carried out a transverse study in a sample of 15 CCAA. The data were obtained through different qualitative investigation methods. The results showed a lack of uniformity in the management of the autonomous school sports programs, detecting an important absence of implication of the educational personnel (AU)

Community-Level Inequalities in Concussion Education of Youth Football Coaches.

INTRODUCTION: USA Football has made the Heads Up Football (HUF) concussion education program available for coaches of youth football players. Existing evidence about the effectiveness of the HUF coach education program is equivocal. For HUF and other programs, there is growing concern that even effective interventions can increase inequalities if there is different uptake or impact by SES or other demographic factors. Understanding how adoption is patterned along these lines is important for understanding equity issues in youth football. This study tested the hypothesis that there will be lower adoption of HUF among coaches of youth football players in lower-SES communities. METHODS: The authors conducted a cross-sectional study of the association between community-level characteristics and number of USA Football youth league coaches who have completed HUF. Data were collected in 2014 and analyzed in 2015-2016. RESULTS: Implementation of the HUF program was patterned by community-level socioeconomic characteristics. Leagues located in communities with a higher percentage of families with children aged <18 years living below the poverty line and a smaller percentage of non-Hispanic white residents tended to have leagues with smaller percentages of HUF-certified coaches. CONCLUSIONS: As interventions are developed that reduce the risks of youth football, it is important to consider not just the effectiveness of these interventions, but also whether they reduce or exacerbate health inequities. These results suggest that relying on voluntary adoption of coach education may result in inequitable implementation. Further study is required to identify and remedy organizational and contextual barriers to implementation of coach education in youth sport.

Problematizing Social Justice in Health Pedagogy and Youth Sport: Intersectionality of Race, Ethnicity, and Class.

Social justice education recognizes the discrepancies in opportunities among disadvantaged groups in society. The purpose of the articles in this special topic on social justice is to (a) provide a critical reflection on issues of social justice within health pedagogy and youth sport of Black and ethnic-minority (BME) young people; (b) provide a framework for the importance of intersectionality research (mainly the intersection of social class, race, and ethnicity) in youth sport and health pedagogy for social justice; and (c) contextualize the complex intersection and interplay of social issues (i.e., race, ethnicity, social classes) and their influence in shaping physical culture among young people with a BME background. The article argues that there are several social identities in any given pedagogical terrain that need to be heard and legitimized to avoid neglect and "othering." This article suggests that a resurgence of interest in theoretical frameworks such as intersectionality can provide an effective platform to legitimize "non-normative bodies" (diverse bodies) in health pedagogy and physical education and sport by voicing positionalities on agency and practice.

Evaluation of Sports Nutrition Knowledge and Recommendations Among High School Coaches.

The objectives of this study were to evaluate high school coaches' knowledge in sports nutrition and the nutritional practices they recommend to their athletes. Forty-seven high school coaches in "leanness" and "non-leanness" sports from the greater region of Quebec (women = 44.7%) completed a questionnaire on nutritional knowledge and practices. "Leanness sports" were defined as sports where leanness or/and low bodyweight were considered important (e.g., cheerleading, swimming and gymnastics), and "non-leanness sports" were defined as sports where these factors are less important (e.g., football). Participants obtained a total mean score of 68.4% for the nutrition knowledge part of the questionnaire. More specifically, less than 30% of the coaches could answer correctly some general nutrition questions regarding carbohydrates and lipids. No significant difference in nutrition knowledge was observed between coaches from "leanness" and "non-leanness" sports or between men and women. Respondents with a university education scored higher than the others (73.3% vs. 63.3%, p < .05). Coaches who participated in coaching certification also obtained better results than those without a coaching certification. The most popular source of information about nutrition used by coaches was the Internet at 55%. The two most popular nutrition practices that coaches recommended to improve athlete performance were hydration and consumption of protein-rich foods. Recommendation for nutritional supplements use was extremely rare and was suggested only by football coaches, a nonleanness sport. Findings from this study indicate that coaches need sports nutrition education and specific training.

Evaluation of the Coaches Educators training implementation of the PAPA project: A comparison between Norway and France.

This study cross-culturally compares the implementation process of the Empowering Coaching™ training program to grassroots coaches (GCs) by trained Coach Educators (CEs) from the Promoting Adolescent Physical Activity project in Norway and France. This program targets children's health through coach training to create a more positive environment. Using the RE-AIM framework, indicators of implementation processes at staff level were defined for adoption, implementation, and maintenance. CEs (n = 18) were interviewed about their professional use of the training, and video-filmed delivering the intervention trial workshops. GCs (n = 185) responded to a questionnaire after the workshops. Results showed that CEs were keen to participate in this project (16/18; 89%), to stay involved (12/16; 75%), and to diffuse the principles after the research project (12/12; 100%). CE training seemed effective as results indicated that CEs applied the principles of the program during the workshops and covered a high degree of the content (78%). Cross-cultural differences were found as the French Football Federation CE dropped out of the program, as Norwegian CEs delivered the content with higher fidelity and had higher enjoyment and pace scores than French CEs. More indicators are needed to use the RE-AIM framework for cross-cultural comparison.