AbstractThroughout the late nineteenth century, many women turned their talents to improving horse sports as authors, equipment inventors, clothing designers, and trainers. Although these were male-dominated domains, many women quickly realized that there was a demand for their expertise and innovation as men did not ride side-saddle nor understand it. Thus, women became writers of sporting manuals (non-fiction) and sporting novels (fiction), which aided other women in improving and understanding riding and hunting. They also made significant innovations in equipment construction, such as saddles and stirrups, and clothing design, in fashioning specialized sporting garments. Finally, they also became riding instructors, training other women to ride and hunt well. Though some women forged ahead for their own benefit, seeking profit out of writing or teaching, there were also many other women who pursued new ideas to improve horse sports as a whole and encourage greater, safer, and better participation for other women. In these ways, female equestrians consciously acted as sporting entrepreneurs and are significant but underappreciated agents of change not only for equestrianism but for larger social, sartorial, and sporting transformations. 相似文献
Introduction: Social roles in physical education (PE) classes have been much studied, especially mentoring and coaching roles. The studies have shown that mentoring and coaching are beneficial not only for motor learning, but also for methodological and social learning. To our knowledge, the role of the student referee in PE lessons has never been specifically studied. Yet refereeing is essential in many sports, including team sports, and provides an experience of responsibility that many teachers want to offer their students. Encouraging students to take on this role can nevertheless be difficult.
Objective: The objective of the present study was to gain access to students’ lived experiences as referees in order to determine their strategies for being effective. We particularly wanted to determine which concerns organized their activity so that we could identify a refereeing typology that would be useful for PE teaching. Our study is original in that we did not rely exclusively on experiential data to understand student refereeing activity. We also collected data on the students’ motivation in order to better understand their experiences. For this purpose, the study was conducted within the methodological framework of course-of-action theory and self-determination theory.
Method: Seventy-four students from three classes in the third year of middle school (about 13 years old) participated in the study. Among them, four (two girls and two boys and not experts in the sports in which they were going to referee) had volunteered to be filmed and to participate in self-confrontation interviews. The other students completed two questionnaires to provide information on their motivation for refereeing. The situations studied were basketball and handball matches held at the end of the lessons.
Two categories of data were collected: qualitative and quantitative. The qualitative data were based on audiovisual recordings of the students as they refereed matches and verbalization data from self-confrontation interviews; these data were used to document the students’ courses of experience during the activity period under study. The quantitative data were collected using two questionnaires, one to assess the determinants of motivation and the other to assess self-determined motivation.
Results and discussion: The qualitative analysis highlighted three typical student involvements: fulfilling the role of referee, getting help, and occasionally dropping out of the role. The quantitative analysis revealed that the students in the social role of referee mainly expressed amotivation, external regulation, and intrinsic motivation toward knowledge and accomplishment.
The results are discussed around two major points: (1) the students’ strategies of alternation from which their refereeing activity emerged and (2) proposals for PE teacher interventions. 相似文献
Building on Geraldine Biddle-Perry's 2014 discussion of Gamage's department store, and seeking to address the still existent historical dearth on sporting retail, the following article highlights the case of Eddie O’Callaghan, an Irish bicycle and physical culture retailer operating in fin de siècle Ireland. Focused exclusively on O’Callaghan's trade in ‘Sandow Developers’, an elastic workout device sold by famed physical culturist Eugen Sandow, the article examines three distinct marketing approaches taken by O’Callaghan's company from 1898 to roughly 1906. To do so, the article begins with a brief discussion of cycling and physical culture in Ireland, so as to provide a background to O’Callaghan's situation. Following this, the article explores three distinct marketing approaches taken by O’Callaghan and his associates at the dawn of the twentieth-century. The article concludes by exploring the possible reasons for O’Callaghan's retreat from physical culture commerce by 1906. In doing so, it is argued that O’Callaghan and his affiliates called upon ideas of gender, strength and health in their bid to attract Irish consumers. The article thus sheds light on the then nascent physical culture market alongside larger questions of gender and sporting retail in the Irish sphere. 相似文献
‘Enterprise’ has increasingly become part of the United Kingdom’s political grammar and efforts to develop entrepreneurial traits and activities in young people have been a key strand of this policy focus. As the 2008 economic recession saw a curtailed youth labour market, enterprise emerged as an appealing policy ‘solution’ to youth unemployment. Traditional measures of enterprise chart the numbers of new businesses and their survival rates. This article argues these measures tell us little about new business owners: who they are, their motivations, experiences or, own definitions of success. Further, and crucially, such measures ignore the structural constraints surrounding enterprise and the range of social factors that may determine the extent of ambition, and willingness or capacity to take risks. This article argues that although gender and life stage were contributing factors, the young people’s structurally disadvantaged positions emerge as the most significant feature of why the move into self-employment did not tend to increase their economic stability as promised. This provides an important insight into the real-life experiences of young people who are engaging in enterprise activities in the contemporary economic context, as well as the role of third sector organisations in overseeing the transition from education to work. 相似文献
This paper details findings from an evaluation of a gender-transformative sexual and reproductive health and rights group education programme facilitated with young men aged 15–24 years in South Africa. A total of 475 young men participated in the group education programme. A self-administered pre- and post-questionnaire survey was conducted with a sample of the participants, and focus group discussions were facilitated. A total of 265 young men completed both the pre and post-questionnaires. Findings from the surveys as well as the focus group discussions showed positive changes in gender equitable attitudes, contraception and condom use. Results indicate that the young men who participated in the group education learned to identify harmful gender norms and actively questioned these constructs both within their personal lives and in the broader community. The intervention enabled some participants to envision alternative versions of masculinity and femininity, thus enabling them to adopt a new way of being, with transformed attitudes concerning household and gender roles. 相似文献