Participants’ views of the potential of international youth football tournaments for development in the Global South

This paper investigates the potential of international youth football tournaments for youth development in the Global South. The tournaments under study were East Africa Cup in Tanzania, and Norway Cup in Norway. Through qualitative interviews with tournament participants, we addressed the following research question: What are the participant’s views of the potentials of Norway Cup and East Africa Cup in dealing with development issues facing youth in the Global South? Our findings demonstrate that all interviewees consider the tournaments potentially beneficial for youth development in the Global South. In the analysis, we identified four different categories, mostly representing positive outcomes of tournament participation. We argue that a functionalist neo-liberal notion of sport is visible in the data material. Thus, our findings correspond with Sport for Development and Peace (SDP) research showing how reproductions of the SDP functionalist discourse ‘continue to be leveraged through sport and sealed into the success story of SDP’.     

Examining the educative aims and practices of decision-makers in sport for development and peace organizations

Sport for Development and Peace (SDP) policy-makers and practitioners continue to offer ambitious claims regarding the potential role of sport-based programs for promoting social change. Yet, it is important to put sport under a critical lens in order to develop a more balanced and realistic understanding of the role of sport in society. Whether SDP programs result in positive or negative outcomes depends on the structures and processes of the implementing organizations. Hence, SDP researchers are paying more attention to the organizational approaches of these agencies. Scholars also argue the outcomes of SDP programs depend on the relationship of these organizations with broader community education and health promotion efforts. Despite the claims of many SDP programs, little remains known about the educational goals of these programs and their relationship with broader educational efforts. Therefore, the purpose of this study was to critically examine the role of education among a randomly selected sample of nonprofit SDP organizations in urban settings across the USA. Findings from in-depth interviews with 17 executive directors indicate a broad range of educative aims, but also innovative organizational practices, highlighting a salient relationship between education and SDP in the USA. Prominent themes emerged related to program models and organizational approaches, academic enrichment programming, partnerships with educational institutions and education-focused nonprofits, and educational outcomes. These findings are examined and implications for future SDP research are also discussed. Although important work is emerging in SDP literature on how educational values are delivered in these programs [Spaaij, R., & Jeanes, R. [2013]. Education for social change? A Freirean critique of sport for development and peace. Physical Education and Sport Pedagogy, 18, 442–457], findings from this study also help stimulate a critical dialogue on the educative aims and practices of decision-makers in SDP organizations.     

‘You look like a machito!’: a decolonial analysis of the social in/exclusion of female participants in a Colombian sport for development and peace organization

Abstract

This article critically explores the relationship between the gendered nature of sport in Colombia and girls and young women’s social in/exclusion in football (soccer) through the lived experiences of female participants involved in a local Sport for Development and Peace (SDP) organization. Building on 6 months of ethnographic fieldwork and Lave and Wenger’s theory of Community of Practice (CoP), I explore the complex and connected gendered social elements that constrain girls and young women’s participation. Analyzing these processes and mechanisms through a decolonial lens, I reveal the existence of colonial residues that perpetuate and reinforce females positioning as peripheral actors in sport. The findings demonstrate how female participants are required to negotiate spaces with contradictory gendered meanings and confirm that social transformation within masculine structures is difficult to achieve. This research encourages SDP researchers to further engage with decolonial theory.     

The value of emic research in sport for development and peace programs

This paper demonstrates the value of researching the emic perceptions expressed by participants of sport for development and peace (SDP) programs about their program. An Israeli SDP program was chosen which addresses Arab children’s educational needs through sport. Ten semi-structured interviews were held with participants: two Jewish male managers, two Arab male principals and six Arab female volunteers, and a three-stage qualitative data analysis was implemented. The analysis revealed that the participants had constructed a complex array of different meanings and were switching them in the changing social contexts. In the discussion we provide the following explanatory framework: the emic data revealed an ‘impression management’ dynamic, which on the one hand exhibits the agency of the participants to control their short-term reality, but on the other hand conceals a miscommunication problem and discrepancies that weaken the impact of the program as a whole. Better dialogue between the actors may present a risk of controversy and perhaps even the dismantling of the program, yet offers a chance for reform and better development achievements. A routine of emic research could benefit SDP programs in uncovering these and other hidden phenomena.     

Negotiating a liberative pedagogy in sport development and peace: understanding consciousness raising through the Go Sisters programme in Zambia

Labelled as an alternative and more representative engine for development [Levermore, R. (2008). Sport: A new engine of development? Progress in Development Studies, 8(2), 183–190. doi: 10.1177/146499340700800204], the international sport development and peace (SDP) movement is under pressure to enhance its credibility and authenticity. The claims made are of SDP's capacity to deliver development to a world that feels let down by traditional development approaches, especially at the end of the Millennium Development Goals. However, for SDP to assume its true position of an authentic alternative, it needs to be wrestled from its neo colonialism and undemocratic tendencies that have privileged the Global Northern ways of being and knowing, invalidating and marginalising alternative ways of social betterment. In particular, the use of SDP to facilitate learning of social, health and economic skills has become popular [Spaaij, R., & Jeanes, R.(2013). Education for social change? A Freirean critique of sport for development and peace. Physical Education & Sport Pedagogy, 18(4), 442–457], yet, the dominant pedagogic approaches resemble what Paulo Freire has called ‘banking education’. This concept refers to ‘depositing’ information that learners passively receive, memorise and repeat, and is one such crucial segment that needs close examination in SDP. This article draws on Paulo Freire's critical consciousness as a theoretical framework to support analysis of empirical data that examines the negotiation of a liberative pedagogy within the Go Sisters programme. Using in-depth semi-structured interviews the retrospective views of six former Go Sisters programme participants were examined. Three broad themes, in line with a liberative pedagogy, emerged from the data: (i) critical dialogue (ii) family support and (iii) Ubuntu Sisterhood. The findings highlight how Go Sisters participants negotiated the development of critical consciousness to counter the dominant banking education paradigm in SDP. Over many years the Go Sisters developed capacity to embed collective critical dialogue in programme activities that were informed by both the EduSport Foundation's organisational philosophy of Ubuntu and Global Northern neo-liberal education focused on life skills.     

大学生休闲体育与体育消费的现状及其相互关系

运用文献法、问卷调查法和数理统计法研究大学生休闲体育与体育消费的现状及其相互关系,探索符合大学生休闲体育发展和促进体育消费的对策。结果发现:我国大学生参加休闲体育锻炼的现状与学生阳光体育运动的要求还有距离,大学生经济收入和体育消费仍处于低水平状态,目前大学生体育消费市场需要依靠广泛开展大学生休闲体育运动来推动和开发。     

Rethinking Sport for Development and Peace: the Capability Approach

In recent years, we have witnessed an upsurge in the attention given to Sport for Development and Peace (SDP). Yet, despite a burgeoning body of scholarship, SDP remains largely undertheorized. Emergent perspectives, however, point to the complex nature of SDP programmes. The purpose of this article is to assess how Sen’s Capability Approach – a normative framework rooted in human development – may help us better understand SDP at the conceptual level. In this paper, we analyse: (a) existing theories on SDP, (b) the Capability Approach and (c) implications of re-examining SDP through the Capability Approach. This includes an analysis of the applicability of the Capability Approach to SDP practice, policy and research. We conclude by suggesting that the Capability Approach provides a malleable normative framework that can promote conceptual clarity of SDP across a multitude of epistemological, theoretical and methodological perspectives.     

Development of the Sport Orientation Questionnaire

Abstract

The Sport Orientation Questionnaire (SOQ) was developed as a multidimensional, sport-specific measure of individual differences in sport achievement orientation. Exploratory and confirmatory factor analyses revealed a stable, three-factor structure across three separate samples of university and high school students. The three separate but related subscales of competitiveness, win, and goal orientation demonstrate high internal consistency and stability over time. The SOQ competitiveness score differentiates students in competitive activities from those in noncompetitive activities, providing evidence for construct validity. The overall factor stability, reliability and validity evidence suggests that the SOQ can be a valuable measure for the investigation of competitiveness and achievement behavior in sport and exercise settings.     

Sport for Social Change and Development: Sustaining Transnational Partnerships and Adapting International Curriculums to Local Contexts in Rwanda

Abstract

Local Non-Governmental Organisations and sports organizations have been recognized as important and well positioned strategic implementing bodies by the ‘Sport for Development and Peace’ (SDP) sector. Whilst they may be experienced and knowledgeable of the historical and local sociocultural landscape, many seek to form transnational partnerships, for the purpose of expanding their capacity, sustainability, and expertise. Rwanda’s history of genocide frames much of its development objectives, and sport has been an integral method for implementing programmes that speak to social impact and reconciliation aims. This paper examines a transnational partnership active in Rwanda, that uses football as a tool to achieve its shared development goals. We conducted ethnographic fieldwork in Rwanda, by volunteering with the organizations as they delivered SDP programmes across the country. In doing so we were able to deconstruct the management and intricacies of this partnership and contextualize the important negotiations, management and style of approach when tackling difficult issues. This paper contributes to both expanding our knowledge of transnational partnerships and provides unique commentary that aligns the complexities of engaging with local populations in post-genocide Rwanda with ‘Sport for Social Development’ programming.     

Shared leadership in sport for development and peace: A conceptual framework of antecedents and outcomes

A broad range of organizations are involved in the field of Sport for Development and Peace (SDP). The complex environmental factors and internal capacity challenges surrounding SDP organizations put additional pressures on SDP managers who are required to balance multiple organizational demands to achieve sustainable program outcomes. Although scholars have begun to explore managerial aspects of SDP efforts, literature on the nature of leadership in SDP remains scarce. In this article, therefore, the authors introduce the concept of shared leadership and arguments for why considering leadership as a collective phenomenon is of particular value in SDP. Specifically, a conceptual framework is developed to identify antecedents and outcomes of shared leadership in SDP. Nine propositions are presented along with a discussion of future areas of study regarding shared leadership in efforts to use sport as a means for achieving development and peace-building outcomes. Limitations of this leadership perspective are also outlined.     

Strong intentions but diminished impact: Following up with former participants in a sport for development and peace setting

Sport for development and peace (SDP) scholars have stressed the need for monitor and evaluation efforts to not simply highlight positive outcomes. Potential barriers regarding successful evaluation of SDP programs are the focus on positive and biased perspectives of participants and limited long-term data. Guided by SDP and organizational capacity literature, this study aimed to evaluate an SDP program through the lens of former participants who were willing to discuss their experience and subsequent lifestyle changes. The researchers were particularly interested in the feasibility of long-term habit change through an 8-week intervention. While findings revealed an initial positive impact (e.g. fitness, eating habits, and socializing) because of the program, these results were seemingly mitigated over time due to a lack of additional programming and influence of cultural norms.     

对未来我国体育文化产业发展定位的研究

体育化产业在我国尚属待开发阶段，必然以其内在的资源优势成为未来中国社会经济发展中新的亮点。章对我国体育化产业的内涵以及面临的一些重大理论及现实问题进行了合理定位，以期对我国体育化产业发展的理论研究及实际运作提供参考。     

普通高校落实“阳光体育运动”的管理模式研究

通过对普通高校"阳光体育运动"管理现状进行分析,应用现代管理学理论,设计出"以学生为中心"的管理模式。以高校学生在"阳光体育运动"中的活动形式——体育课及运动训练、早锻炼、运动会及运动竞赛、体育社团活动、自我锻炼——建立相应的子系统,并根据五个子系统的不同特点设计出相应的管理实施方案。通过对这五个子系统科学管理,实现"阳光体育运动"的总目标。     

体育口碑传播研究述评与展望

社交媒体时代,体育内容极易在全球用户间形成口碑传播,体育口碑传播在提升我国文化软实力和国际话语权方面发挥重要作用。基于文献计量方法,旨在梳理体育口碑传播研究的内涵特征和发展脉络,对比国内外研究、体育口碑与口碑的研究,整理体育口碑传播研究的进路框架,以期推动理论研究发展。发现：体育口碑传播研究的特色体现在对无形服务、赞助效果等问题的识别,以及体育形象、具身体验对传播过程的影响等。通过归纳常见的测量方法,本研究提出“口碑传播意愿”和“口碑接收影响”可作为体育口碑传播效果的主要测量维度。基于“前因后果×传接双方×上下层次”的矩阵分析,本研究在体育用户需求与行为模式、体育口碑传播情境化和体育赛事传播与声誉治理方面提出了未来研究的命题与思考。     

‘That is like a 24 hours-day tournament!’: using social media to further an authentic sport experience within sport education

Several studies demonstrate that Sport Education supports the development of an authentic experience of sport. Social media has the potential to further the development of an authentic sport experience since it is a key aspect of contemporary sport culture and can be a space for individuals to interact during the Sport Education. Yet the evidence-base on the use of social media within Sport Education is limited. The purpose of this study was to explore how social media supports the development of an authentic sport experience within Sport Education. The context of this study was within a female recreational community sport futsal club. Players engaged with Sport Education as a focus for their sessions for 13 weeks. The Sport Education season embedded the six key features. During the Sport Education season, players interacted with each other through Facebook. Data were generated from; (1) researcher/player field journal, (2) Facebook posts and (3) post-season player interviews. Data analysis involved inductive, constant comparison and member-checking methods. Results showed that players’ uses of Facebook supported the development of an authentic sport experience. Players’ uses of Facebook strengthened the development of three key Sport Education features; affiliation, festivity and season. Based on the limited amount of research on the impact of social media within Sport Education and community sport, future studies should continue to examine the effectiveness of social media as an interactional tool to enhance the development of an authentic sport experience.     

Teaching responsibility through sport education: prospects of a coalition

The purpose of this study was to provide a database analysis of a combined sport model and from this to develop a theory from practice. In particular, the original concern was to examine the extent to which the teaching of personal and social responsibility (TPSR) could form a coalition with the Sport Education model. Forty-five 6th-grade boys, who had a previous history of struggling with the fair play requirements of Sport Education, participated in a 26-lesson season of Xball, an invasion game designed by those students. As a general summary, it was found that some of the features of TPSR strengthened the foundation of Sport Education, but due to the need to introduce new tasks and problems for students, a hybrid model (Empowering Sport) was developed. This hybrid, with a predominately ecological integration perspective, presents a curriculum model that allows for achievement within a powerful triangle of goals--sport skill competence, social responsibility, and personal empowerment.     

Theory and theory development in sport management

Sport Management Review has been the sport management leader in publishing literature reviews and new theoretical frameworks. Despite these advances, scholars have not critically examined theory and its place in sport management scholarship. The purpose of this scholarly exchange is to address these issues, such that five scholars were invited to discuss how they conceptualize theory, the role of theory in the academia, and the process in which they engage when developing their own theories. This article provides an overview of the topic and introduces the articles.     

Managing sport for social change: The state of play

Sport-for-development (SFD) provides a platform for sport to be used as a tool or “hook” to contribute to positive outcomes in areas including economic development, social inclusion, cultural cohesion, healthy lifestyles, education, gender equity, as well as reconciliation and peacebuilding. The area of sport for social change (SFSC) represents a sub-field of SFD that uses sport as a catalyst to build social capacity and develop socially and physically healthy communities. The Managing Sport for Social Change special issue of Sport Management Review brings together a collection of conceptual advances, empirical research papers and teaching case studies from a range of social and cultural perspectives, with a focus on managing sport for social change; aimed at engaging critically with sport management theory and praxis, and discussing associated practical and policy implications. Theoretical gaps and recommendations for future research, including: local engagement, innovative research methodology, and a broadening of the scope of research are also discussed.     

Mediating Peer Teaching for Learning Games: An Action Research Intervention Across Three Consecutive Sport Education Seasons

Purpose: The purpose of this study was to provide an integrated analysis of a teacher’s peer-teaching mediation strategies, the student-coaches’ instruction, and the students’ gameplay development across 3 consecutive seasons of sport education. Method: Twenty-six 7th-grade students participated in 3 consecutive sport education seasons of invasion games (basketball, handball, and soccer). The research involved 3 action research cycles, 1 per season, and each cycle included the processes of planning, acting and monitoring, reflecting, and fact finding. Data collection consisted of videotape and audiotape records of all 47 lessons, a reflective field diary kept by the first author in the role of teacher-researcher, and a total of 24 semistructured focus-group interviews. Trustworthiness criteria for assuring the quality of qualitative research included extensive data triangulation, stakeholders’ crosschecking, and collaborative interpretational analysis. Results: Through the application of systematic preparation strategies, student-coaches were able to successfully conduct team instruction that resulted in students’ tactical development and improved performance. Aspects such as the study of predominant configurations of players’ gameplay and similar tactical principles across games within the same category prevented a setback in the complexity of the learning content addressed at the beginning of each season. Players also showed an increasing ability to adapt gameplay to game conditions. Conclusions: While sport education has the capacity to develop competent players, different levels of teacher guidance and learners’ instructional responsibility are necessary when teaching tactics.     

Reflections from a Hybrid Scholar

Abstract

In this paper, I reflect on my journey towards becoming a sport historian. I show how I find myself caught in the middle between sport history, sport management, and sport for development and peace (SDP), and how I essentially view myself as an SDP scholar. The paper further illustrate how I perceive the position of sport history in Norway, and argue that in order for sport history to grow or even continue as a subject in the Norwegian sport educations, we, the Norwegian sport historians, need to step up our game in terms of research and recruitment.