Enjoyment in youth soccer: its portrayals among 12- to 14-year-olds

Abstract

This article reports on a qualitative study that explored the experiences of adolescents in Norwegian soccer teams. The sample included players aged 12–14 years who participated in the promoting adolescence physical activity (PAPA) project. The data were generated by twelve focus groups with seven girls’ teams and five boys’ teams and indicated that a central component of the soccer players’ experience was simply enjoyment. Their descriptions of this enjoyment resemble the psychological phenomenon of flow, the experience of feeling fully engaged and of having concentrated energy, focus and positive emotions. The results also suggest six components of their enjoyment of youth soccer: being with friends, collaborating with teammates, choosing to play the sport, having a supportive coach, and learning new skills and demonstrating mastery of them. The findings support previous conclusions in the literature about what constitutes enjoyment for young athletes, but enhances understanding of other aspects of adolescents’ experiences specifically in Norwegian soccer. A particular emphasis on learning and enjoyment for all appears evident in Norwegian youth soccer, regardless of the level of talent or competitiveness of individual players.

Acknowledgement

The research leading to these results has received funding from the European Community's Seventh Framework Programme FP7/2007-2013 under grant agreement n 223600. The authors also want to acknowledge David Huegel for insightful and valuable language revision.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Bakker et al., ‘Flow and Performance’, 442; R.J. Keegan et al., ‘Exploring the Motivational Climate’, 361 and T.V. Ryba, ‘Cartwheels on Ice’, 58.

2. ‘FIFA Magazine, Big Count 2007’.

3. Norwegian Football Federation (NFF) Facts and History about Norwegian Football. http://www.fotball.no/toppmeny/english/Facts-and-history-about-Norwegian-Football/.

4. McCarthy et al., ‘Enjoyment Youth Sport’, 143.

5. Kjonniksen et al., ‘Tracking of Leisure-time’, 2.

6. Ulrich-French and Smith, ‘Relationships with Parents and Peers’, 202.

7. Scanland, ‘Sources of Enjoyment’, 202.

8. McCarthy, ‘Enjoyment Youth Sport’, 143.

9. Ibid.

10. MacPhail et al., ‘Young People’s Socialization’, 260.

11. Ibid.

12. Ulrich-French and Smith, ‘Relationships with Parents and Peers’, 202.

13. Ibid.

14. Allenderet al., ‘Understanding Participation in Sport’, 830; Ulrich-French and Smith, ‘Social and Motivational Predictors’, 87.

15. Wold et al., ‘Comparing Self-reported Leisure-time’, 328.

16. Gagne, ‘Autonomy Support’, 372.

17. Larson, ‘Positive Youth Development’, 174.

18. Bakker et al., ‘Flow and Performance’, 447; Ryba, ‘Cartwheels on Ice’, 58.

19. Ryba, ‘Cartwheels on Ice’, 70.

20. Bakker, ‘Flow and Performance’, 447.

21. Seifert and Hedderson, ‘Intrinsic Motivation and Flow’, 277.

22. Bakker et al., ‘Flow and Performance’, 443.

23. Ryba, ‘Cartwheels on Ice’, 70.

24. Bakker, ‘Flow and Performance’, 447.

25. Duda and Nicholls, ‘Achievement Motivation’, 290.

26. Fraser-Thomas et al., ‘Adolescent Sport Dropout’, 320.

27. Duda et al., ‘Promoting Adolescent Health’, 319.

28. Ibid., 114.

29. Hennessy and Heary, ‘Exploring Children’s Views’, 236; Keegan et al., ‘Exploring the Motivational Climate’, 361.

30. Ibid.

31. Keegan et al., ‘Exploring the Motivational Climate’, 361.

32. Kvale and Brinkman, InterViews, 3.

33. Barnett et al., ‘Adolescents’ Perception’, 275.

34. Keegan et al., ‘Exploring the Motivational Climate’, 364.

35. Ibid.

36. Bakker et al., ‘Flow and Performance’, 447.

37. Ibid.

38. Leversen, ‘Leisure Activities and Adolescents’, 1595.

39. Bjorneby, ‘The Mission of Soccer’, 1.

40. Light, ‘Social Nature of Games’, 289.

41. Scarpa and Nart, ‘Perceived Sport Competence’, 203.

42. Elbe et al., ‘Experiencing Flow’, 112.

43. Ryba, ‘Cartwheels on Ice’, 70.

44. Bjorneby, ‘The Mission of Soccer’, 3.

45. Fraser-Thomas et al., ‘Youth Sport Programs’, 28.

46. Gagne, ‘Autonomy Support and Needs Satisfaction’, 372.

47. Bergo, Ferdighetsutvikling i fotball [Skill development in football], 62.

48. Bunker and Thorpe, ‘A Model for the Teaching of Games’, 5.

49. Griffin et al., ‘Teaching Games for Understanding’, 221.

50. Light, ‘The Social Nature of Games’, 292.

51. Dyson et al., ‘Sport Education, Tactical Games, and Cooperative Learning,’ 228.

52. Griffin, et al., ‘Teaching Games for Understanding’, 221.

53. Deci and Ryan, ‘The What and Why of Goal Pursuits’, 227.

54. Larsen et al., ‘Creating High-quality Motivational Climates’; T. Larsen et al., ‘Coach Efficacy and Youth Soccer’.

55. Ibid.