Muscular Christianity and its makers: sporting monks and churchmen in Anglo‐Norman society, 1000–1300

This research focuses on the (scientific) interaction between civil and military institutions of physical education during the interwar period in Belgium. Based on experimental scientific research, Albert Govaerts, the Research Director of the Military Institute of Physical Education (MIPE), concluded that the Danish gymnastics method of Niels Bukh was more efficient and suitable than the traditional Swedish gymnastics method, which had become institutionalised at an academic level in Belgium since 1908. Based on Govaerts' research results, Danish gymnastics was introduced in 1934 into the entire Belgian Army as the official method of practice and, a few years later, the Danish method was also adopted ‘externally’ in a few Belgian civil institutions. A chronological transition of Scandinavian methods as a result of the modernisations that were implemented did not therefore appear to proceed so naturally in Belgium. The MIPE was to carry out a similar role as a professional profile keeper in the field of physical education in Belgium up to 1947. From a sports historiographical perspective, these Belgian results form a starting point for further international comparative research into early interaction between military and civil institutions of physical education and the associated processes of discipline building, scientification and profile keeping.     

Gendered performances and identity construction among UK female soccer players and netballers: a comparative study

This paper examines the gendered performances and identity construction of UK female University soccer players and netballers (n?=?31). Focus group interviews explored their sporting experiences with reference to body perceptions, and perceptions of their sporting bodies outside sporting contexts. Three themes resulted from data analysis, these being; (1) UK culture, body performances and femininity, (2) sporting culture, body performances and femininity and (3) transiency of body satisfaction across sport and non-sport contexts. Findings suggest that sport may not always provide an opportunity to challenge and resist dominant discourses. In both netball and soccer, a range of surveillance and management practices were used that served to perpetuate the value of a ‘feminine’ and assumed heterosexual body, and legitimize their sport participation through an emphasis on a hyper-femininity. The influence of sport subcultures on gendered performances and identity construction, along with implications for marketing sports participation to women are discussed.     

Delivering sustainable practice? A case study of the Scottish Active Schools programme

Since 1999, concerns about Scotland's future health and economic performance have profoundly impacted on the new Scottish Executive. Research highlighting an obesity crisis facing young Scots has, together with the work of Scotland's Physical Activity Task Force and Physical Education Review Group, encouraged the education of all young Scots to be more physically active. One vehicle for this is the Active Schools programme that seeks to engage all school-aged children in an active lifestyle to improve current and future health. To do this, a network of 293 primary-school co-ordinators and 343 secondary-school co-ordinators seek to integrate sport and physical activities into young people's lives before, during and after school. However, using case study material from a Scottish local authority, policy as discourse theory and Foucault's writings on governmentality, I argue that official rhetoric championing increased activity sessions ignores how the programme's generalised inclusive discourse discouraged the targeting of inactive groups, and how the initial decision to fund people not young people's preferred activities encouraged an emphasis on delivery not co-ordination. Much stems from the Scottish Executive's use of sport for public relations purposes and (relatedly) sportscotland's limited evaluations, which discouraged the injection of expertise and attention to detail necessary to reach the inactive.     

Provincial governments and China’s international mega-sports events: a case study of Guangdong

This article intends to understand factors that determine provincial governments’ attitudes in supporting China’s international mega sports events. Through examining the tasks completed by the Guangdong provincial government for the 2010 Guangzhou Asian Games and the 2011 Shenzhen Summer World University Games, the findings confirmed that the political consideration of central leaders, the personal judgements of provincial authorities as well as the factional connection of municipal chiefs were all significant. The article concludes that to scrutinize all the powerful figures of the central, provincial and municipal governments is essential for future academic works with the aim of comprehending the attitude of the Chinese provincial governments towards any sport-related issues.     

The outcomes of running a sport camp for children and youth with visual impairments on faculty members’ teaching,research, and service activities: a case study

Abstract

We explored the outcomes of running a sport camp for children and youth with visual impairment on faculty members’ roles. Seven adapted physical activity faculty members were interviewed. Questionnaires and documents were also analyzed and a variety of strategies were employed to ensure the study’s trustworthiness. Regarding the teaching role, disability knowledge and real life examples gave faculty more credibility in conducting their class. As for the research role, the outcomes were not shared by the majority of participants and seemed to rely on aspects such as camp maturity, directors’ aptitudes, and partnerships. In turn, running the camp was a means for faculty members to perform their external service roles. These potential outcomes may become a significant part of the process by which people enact their institutional roles and may serve as a framework for future studies with a more hypothesis-driven approach.     

Cortical and trabecular bone analysis of professional dancers using 3D-DXA: a case–control study

Given the lack of relevant data, the aim of this study was to examine femur cortical and trabecular bone in female and male professional ballet dancers. 40 professional ballet dancers and 40 sex- and age-matched non-exercising controls volunteered. Femoral bone density was scanned by dual-energy X-ray absorptiometry (DXA) scan. A 3D-DXA software was used to analyse trabecular and cortical bone. Anthropometry, maturation (Tanner staging), menstrual parameters (age at menarche and primary amenorrhea), energy availability and nutritional analysis (3-day record) were also assessed.Compared to non-exercising participants, dancers exhibited significantly higher volumetric density for integral, cortical and trabecular bone, and thicker cortex at the femur. Ballet dancers demonstrated lower body weight compared to controls (p < 0.01). Female dancers had their menarche later than controls, and the prevalence of primary amenorrhea were significantly higher in dancers than controls (p < 0.01). Dancer’s energy availability was below the normal range (<30 kcal/kgFFM/day). Despite the presence of certain osteoporosis risk factors such as low energy availability, primary amenorrhoea and lower body weight, professional ballet dancers revealed higher bone density for both cortical and trabecular bone compartments compared to controls.     

The mascot that wouldn’t die: a case study of fan identification and mascot loyalty

The issue of sports mascot loyalty, especially to those mascots considered offensive, was investigated through fan identification theory, and applied to the mascot controversy at a large university in the United States. Replicating a previous university survey on the mascot question, a survey of current university students (N = 3616) revealed a strong relationship between mascot loyalty and fan identification, particularly related to one’s perceptions of ‘belonging to the university sports family’, and ‘associating with sports fans’ of the university. Other important findings include age differences and the marginalization of Asian-American fans. The implications and applications of these findings were discussed.     

From a pub game to a sporting spectacle: the professionalisation of British Darts, 1970–1997

ABSTRACT

Various sport scholars have noted the transition of sports from amateur leisure pastimes to professionalised and globalised media sporting spectacles. Recent developments in darts offer an excellent example of these changes, yet the sport is rarely discussed in contemporary sports studies. The only sustained theoretical research on darts focuses primarily on the origins of the sport in its nostalgic form as a working-class, pub taproom pastime in England. This article critically examines the transformation of darts from a leisurely game to a professional sport between the 1970s and the 1990s. The change was enabled by the creation of the British Darts Organisation (BDO) and the introduction of television broadcasting, which together fed a continual process of professionalisation. Initially, this article discusses both the concept of professionalisation and similar developmental changes in a selection of English sports. Following this, via selected interviews, documentary analysis and archival information, the reasons behind the split in darts are explicated, shedding light on how the BDO did not successfully manage the transformation and the sport split into two governing bodies, from which the Professional Darts Corporation (PDC), the sport’s most successful organisation in the present day, has emerged to dominate the world of televised darts.     

Authentic inquiry-based learning in health and physical education: a case study of ‘r/evolutionary’ practice

Background: Greater understandings about how progressive pedagogies are interpreted and practiced within schools will be required if international calls to enhance relevance and meaning in Health and Physical Education (HPE) are to be realised. Little is understood about how inquiry-based units of work connected to real-life issues are enacted, engaged with, and generate deeper knowledge within a HPE context.

Purpose: This study explores learner outcomes and perceptions of engagement with an inquiry-based unit of work, Take Action, that aimed to provide young people with an opportunity to critically reflect on movement, investigate an issue important to them, and enhance their capacity to enact positive change for themselves and others.

Participants and setting: Forty-four students and three teachers from two secondary school settings participated in the research. Both schools were located in relatively low socio-economic status areas in southern metropolitan Melbourne, Victoria, Australia.

Data collection and analysis: An exploratory and evaluative study design that employed naturalistic inquiry, using qualitative semi-structured interview data, observational data, and analysis of learner-produced artefacts were used. Analysis drew upon authentic learning frames to explore elements of knowledge construction through disciplined inquiry and real-life application.

Findings: Take Action provided a unique experience of HPE for the students and teachers who engaged with it. It was a collaborative, learner-centred inquiry-based experience that most learners found to be engaging and authentic. Both teachers and learners lacked the foundational knowledge of the discipline and a sound understanding of a critical-inquiry process that would have allowed them to deconstruct and reconstruct new ideas in deep interconnected ways.

Conclusions: More support for teachers and students is needed to legitimate these types of approaches within broader curriculum contexts to support student learning. Specifically, foundational understandings of: socially critical approaches to critical inquiry that serve to enhance knowledge relating to learner-identified topics; learning intentions and authentic assessment and how these might align with inquiry-based learning; forming connections with external experts to support learners early in an inquiry process; and how to extend explorations and elaborations within the constraints of a congested and contested curriculum.