This qualitative study of Youth Training (YT) is centred specifically around the experiences of trainee professional footballers.
Presenting a case-study analysis of one professional English Football League club, it utilizes those methods of sociological enquiry traditionally associated with ethnography (i.e. participant observation, unstructured interviews, and documentary analysis) in order to explore the day-to-day lives of the individuals concerned.
The study depicts the way in which YT recruits are socialized into professional football club culture and how their career expectations and aspirations are subsequently shaped by the detailed complexities of institutional experience. In turn, it looks at how trainees learn to adapt to their chosen occupational position, and uncovers their attitudes towards such diverse topics as educational attendance, inter-personal relations and masculine construction.
Set against the historical development of football apprenticeship within England, the work examines the impact of new vocational policy upon the football industry as a whole and portrays the role of the Professional Footballers' Association (PFA) - and its subsidiary body The Footballers' Further Education and Vocational Training Society (FFE & VTS) - in relation to the implementation of YT provision. To this end, it attempts to determine the extent to which modern-day forms of football traineeship differ from those methods of indenture employed in previous years. At the same time, the study provides insight into the personal and social lives of the trainees in question. Notably issues of class, sexuality and gender are raised in terms of individual experience and interpretation. Furthermore, the influence of club officials is also considered in relation to the pressures, pitfalls and constraints of trainee development.
Editor's comments - [ The above is the abstract from an original PhD thesis; the final publication in the study for the author in pursuit of a doctorate; such works result in the author being awarded a PhD and the title of Dr. by an appropriately accedited University. PhD's are the culmination of a number of years work by the author supervised by two (normally PhD or MPhil qualified) academics and, with the addition of a further appropriately qualified academic (not normally from the same University) as part of a viva-voce examination team. Successful research work at PhD level is designed to add to the body of knowledge in the study area at some level.
A PhD thesis often forms the foundation for journal articles for the author and leads to further enquiry in the form of what is called post-doctoral research. These works are characterised by comprehensive literature reviews, sometimes traditional yet multiple (and often mixed) methods, interesting if not ground breaking discussions and always directional signs toward further research; they provide for undergraduates not only a model for the possibilities for further study but a gift in terms of references in any given subject areas.
To reference an eThesis the convention in the text is the same as a book; author (date), in the reference list there is some debate; theses are more often than not, unpublished works, yet when listed on databases at Universities or elsewhere it could be argued that they are published.
Our best advice is to reference list internet sourced theses as ‘published’…. ie.; Author, (date). Title (emphasised). Place of publication and (university) publisher. Available from: URL reference. See our example reference below. ]
Reference : Parker, A. (1996). Chasing the "Big-Time" : football apprenticeship in the 1990s. PhD thesis, Warwick: University of Warwick. Available at http://wrap.warwick.ac.uk/36183/
The above reference is in the APA style: See why this is important in our [how to reference] us guide.
PhD publications are normally published under Creative Commons Licence conditions in that you must attribute the work appropriately (use the reference above), must not distribute for commercial means and must not alter the work in any way. For a full copy of the CCL please see here. [Use of this document may be limited by © copyright ; by downloading you consent to our terms and conditions ]