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1.
The authors explore the sporting experiences and community strengths of Indigenous Australian women. The intention is to inform both health promotion and contemporary sport management strategies, and policies and practices, leading to better health outcomes for this cohort. The authors employ an interpretative qualitative methodology, which involves the combination of data from a range of sources, including interviews and focus groups with 22 Indigenous women living in urban and rural areas, narratives from elite Indigenous athletes and coaches, as well as findings from a recent Australian Parliamentary inquiry into Indigenous health and wellbeing. Drawing from an agency/empowerment theoretical framework, the authors posit that, given support and opportunities, Indigenous women can become empowered to improve their mental and physical health through participation in sport. Sport managers can facilitate Indigenous women's agency in the effects of colonisation, which continues to be the basis of health issues for this cohort. Listening to Indigenous women and facilitating opportunities for them to take control of their own participation can help facilitate this process. Indigenous-women's only opportunities, partnerships with health agencies and sports organisations, culturally safe spaces and Indigenous women acting as role models are some factors that may augment Indigenous women's agency, and thus empowerment. Government, sports, community organisations and health agencies which provide these conditions in their program design can help to overcome entrenched social, historical and health inequalities that Indigenous women may experience.  相似文献   

2.
Analysis of the 2012 Mission Australia Youth Survey (MAYS) finds that among Indigenous youth aged 15–19 years there is a positive relationship between self-reported participation in sport and two health outcomes: rating of overall health and risk of mental health disorder. We find that Indigenous youth who participate in sport are 3.5 times more likely to report good general health and 1.6 times more likely to have no probable serious mental illness. The significance of these findings is discussed in relation to potential future research and policy. In terms of research, the analysis illustrates the utility of brief and cost-effective measures of health outcomes that could be used in future evaluations of specific programs targeting Indigenous youth participation in sport. We also discuss the potential ramifications, for practitioners and management professionals, of the particular policy paths needed to address the current gaps in service delivery to Indigenous communities, and for the development of grassroots, evidence-based, well resourced, culturally sensitive, inclusive and community-led programs. This can, in part, be achieved by ensuring youth sport development programs are shaped by Indigenous youth themselves.  相似文献   

3.
Current research suggests that Aboriginal-controlled organizations should play a larger role in developing and implementing sports-based programmes for Aboriginal young people. In this paper, we explore the influence of an Aboriginal-controlled organization and its government-funded remote sports-based programme on Aboriginal participants and non-Aboriginal stakeholders. We consider whether this sports-based programme is meeting the needs of a remote community in Northern Territory, Australia, and argue that the influence of the Aboriginal controlled organization is somewhat minimized, due to the constraints of government policy and associated funding, which focus on the socioeconomic agenda of reducing gaps between Aboriginal and non-Aboriginal Australians in health, education and employment. The Aboriginal community members and youth would appreciate the Aboriginal-controlled organization working more closely with them to improve the influence of the programme by paying respect to the local Aboriginal culture, social systems and knowledge.  相似文献   

4.
In this collaborative article, we seek to unsettle the dominance of Western, reconstructionist accounts of Indigenous Australian sport history through reflections on our past research in the Queensland Aboriginal community of Cherbourg. That research focussed on a statue of legendary 1930s cricketer, Eddie Gilbert, and on sport exhibitions in Cherbourg's Ration Shed Museum. Here, we are less concerned with unveiling the ‘true’ account of Australian Aboriginal sporting history, or even a ‘true’ Indigenous representation of events. Rather, we are interested in analysing various perspectives in order to generate a more inclusive and complete account of Aboriginal sport history and the narrative implications of these for Indigenous and non-Indigenous Australia. Central to this endeavour is the positioning of Indigenous knowledge and understanding at the centre of history-making. The article is in two sections: reflections on our past work from the perspectives of the researchers themselves and an Aboriginal academic colleague, followed by a discussion of how those experiences and reflections will inform our pending project on the 1950s and 1960s Cherbourg marching girls teams.  相似文献   

5.
While complexity thinking features increasingly in the education and physical education literature, there remains a paucity of research presenting evidence of the influence that complexity principles have on learning. We further advocate that more work with complexity thinking is required to investigate how teacher educators engage with key complexity principles in their work with students and teachers. Accordingly, in this paper we investigate how one group of teacher educators, the Developmental Physical Education Group (DPEG), have grappled to develop their own knowledge of complexity thinking while concurrently attempting to support students and teachers in their efforts to apply these principles within local schools. Employing methodology from self-study, the paper provides data from two focus group interviews carried out in 2012 and 2014 in which six members of the DPEG discuss how they wrestled to understand, share and support the application of complexity thinking in practical contexts. In particular, the paper explores how the group members worked with complexity principles such as self-organisation, emergence and ‘the edge of chaos’ to develop innovative pedagogical strategies with children, students and teachers. Findings from the study reveal how all members of the DPEG, in their initial engagement with complexity principles, raised questions about their personal approaches to the teaching and learning process but also struggled to use the principles to inform their practice. Two years later, however, as the group’s confidence with complexity thinking grew, the members had created a shared understanding and language around complexity thinking, were more comfortable debating issues around complexity and also describing how key principles had impacted upon their pedagogical strategies in practical settings.  相似文献   

6.
ABSTRACT

This article focuses on the context of private sporting clubs, previously referred to by sports historians as ‘the long residuals of sport’, as important sites of sporting culture and sport heritage in local communities. The project explores the history and meaning of sport through intergenerational collaboration between the academic researcher, primary school children and experienced members of Glasgow Southside's sports community. The research reflects on the process of intergenerational learning, reminiscence and heritage activities to inform future cultural histories of sport, as well as sports development and future well-being. Through a focus on interpreting cultural and social change in Glasgow sport by educating children and elder members of the community in the use of sport media archives, as well affording opportunities to examine the usefulness of intergenerational communication in community settings, the project investigated the cultural transmission of sporting cultures of the past, and its influence over, or disconnection from, contemporary sporting practices of young people. The article concludes that by acknowledging and sharing the heritage of private sport clubs, such ‘communities of practice’ have an important role to play in fostering stronger socio-cultural ties between clubs, their members and young people.  相似文献   

7.
This paper considers the pedagogical properties and subsequent impact of sport-for-development programs across a variety of sites in Australia. Moreover, this research adopts a socio-personal account of learning in an attempt to examine the contributions of the social and physical worlds related to surfing programs as well as the individuals’ role in construing and constructing meaning through participation in these worlds. The major learning stories that emerged from this research were in relation to connections with and learning from the ocean, programme providers, Indigenous peers and Indigenous community members. More specifically, learning reportedly related to spiritual (re)connection with land and ocean, the (re)development of Indigenous and surf-specific cultural knowledge, and the (re)establishment of familial and community bonds. While these stories are significant in their own right, the learning affordances present in these programs are worthy of further attention. Indeed, the contributions of the physical and social environments at each site had important implications for the overall pedagogical properties of the programs. For example, the physical conditions of the surf as well as the features of the coastal landscapes served to shape the activities and interactions of individuals within the programs. In a similar fashion, the contributions of program leaders impacted directly on the nature and direction of learning through the organisation and support of the social environment as did the personal agency of the individual learners. Through a socio-personal approach it is possible to consider the contributions of the social and physical world, how individuals engage, construe, construct and reconcile their experiences and the relations between all of these components when learning in sport-for-development settings.  相似文献   

8.
Population health promotion and preventing disease remain important global policy goals. Because of the complex nature of health, and the recognition of the limits of individual-oriented health promotion strategies, recent decades have seen increased interest by public health researchers and practitioners in community-level approaches to health promotion. Increasingly, community-level approaches have been based upon the theoretical concept of community capacity. Community capacity is seen as a critical mechanism for supporting and promoting community-level health and through the sport for development (SFD) model, there is evidence of sport being an important practice for community development. However, little is known about the potential role of sport as a mechanism for building community capacity. Therefore, the purpose of this review is to examine the efficacy of sport to contribute to the process of community capacity building. Using seven established dimensions of community capacity, there is evidence that many SFD practices can effectively facilitate dimensions of community capacity when conducted in intentional, culturally relevant ways. Specifically, sport has demonstrated efficacy in building local skills, knowledge, and resources, increasing social cohesion, facilitating structures and mechanisms for community dialog, leadership development, and encouraging civic participation. More research is needed to understand sport's ability to promote capacity building through collective action, developing value systems that support democracy and inclusion, and encouraging critical reflection. To increase the usefulness of sport to support community health development, SFD principles should be included as part of sport management university curricula. Additionally, practitioners need grounding in community and human development research to support non-sport components of programs. Finally, participatory action research techniques should be used by researchers and practitioners. Sport-based development often generates high interest from residents, funders, and policy makers. By applying principles of community capacity building, sport may be uniquely positioned to enhance sustainable community health development initiatives.  相似文献   

9.
Within the Canadian context, the physical activity levels of children and youth in the after school time period has become a source of public health concern. We argue that this concern is informed by broader public health crises, in particular the ‘global obesity epidemic’ and the closely related ‘global pandemic of physical inactivity', and that these so-called ‘crises’ operate as part of a discursive regime that serves to justify after school interventions aimed at increasing the physical activity practices of children and youth. Although the objectives of such interventions are seemingly well intentioned, we suggest that such interventions nonetheless harbor difficult to discern, but potentially pernicious consequences, for the communities in which they are implemented. We focus our attention on the place-specific effects of one Public Health Agency of Canada-funded after school physical activity intervention – After the School Bell Rings (ASBR) – that was implemented in the mostly Indigenous, northern community of Placid, Manitoba. Based on a critical analysis of the ASBR program itself, along with interviews and focus groups with children, parents and recreation providers (n?=?10) from the community of Placid, we contend that the ASBR serves to govern Indigenous recreation at a distance. We argue that when implemented in the place-specific context of Placid, the ASBR functions as part of a broader governmental assemblage composed of loosely connected discourses, institutions, socio-structural conditions and individuals that, when assembled, ultimately serve to govern geographically and culturally distinct communities. We conclude by suggesting that the objectives of broad-based health interventions, such as the goal of increasing after school physical activity levels, should not be universally implemented across diverse locales, but need to account for the diverse, place-specific priorities and needs of the communities into which they are implemented.  相似文献   

10.
This article is about how Indigenous students from Year 7 to 10 at three government schools in the Australian Capital Territory (ACT) experience PE. The research question being, how do Indigenous students experience PE at the schools selected for the research? A process oriented approach was used to answer this question. In particular, figurational sociology was chosen because of its usefulness in interpreting sociological problems processually. The idea of the figuration or configuration was utilized to represent human power relationships, as well as systems and processes. The study also drew upon the complimentary figurational concept of habitus. An accompanying methodology sympathetic to figurational sociology reconstructed the macro and micro levels of the figuration studied. This figuration being the PE provision across the three sites. The macro level depicts the contemporary social structure or ‘rules’ of the figuration and the micro level the individuals that exist within this social structure. Data were collected over a two year period using semi-structured interviews, school websites, school based documentation and wider ACT Education and Training Directorate system level documents. The research found that Indigenous students experience almost entirely Eurocentric PE that lacks acknowledgment of their own culture. The PE provided is an example of ‘superior’ knowledge characteristic of dominant groups. The research also showed that the habituses of key players such as principals, Health and Physical Education curriculum writers and teachers were pivotal as long-term processes in upholding Eurocentric PE content. The findings suggest that for Indigenous perspectives to be included in PE as stipulated in national level documentation, policy directives alone are inadequate. For meaningful change to take place alteration at the habitus level of the mentioned key players has to occur and such change requires a multi-faceted approach.  相似文献   

11.
峰值摄氧量（pVO2）是国际公认的青少年有氧能力评估标准,尽管有近八十年的青少年数据,但对它的解释以及它与青少年儿童成长和成熟过程中其他健康相关变量的关系,仍存在争议。有关青少年有氧能力可训练性的争论从未停止,仍然需要解决训练导致变化的因果机制以及根据年龄、生物性成熟、性别等因素进行调整。青少年日常体育活动的特点是间歇性进行和强度的迅速变化,但大多数青少年很少进行用来确定峰值摄氧量的强度和持续时间的体育活动。在这个背景下,肺部摄氧量的瞬态动力学就可以最好地反映青少年的有氧能力。对不同强度运动开始时青少年肺部摄氧量动力学的严格研究非常少,而在运动强度的阶跃变化中,实足年龄、生物性成熟和性别因素的影响并没有得到充分证实。了解青少年肺部摄氧量动力学参数的可训练性主要基于对运动员和非运动员的少量比较研究,对训练导致变化的根本机制仍需进一步探索。文章的目标是对成长和成熟过程中的有氧能力提供简要概述,提高对其评估和解释争议的认识,找出知识差距,提出10个相关的研究问题,并指出未来研究的潜在领域。  相似文献   

12.
Abstract

The academy has not been a safe haven for Indigenous bodies, nor the epistemologies, methodologies, and practices we bring into such spaces. The omission of Indigenous views from standard historical accounts was (and remains) an essential part of asserting colonial ideologies and to the mission of colonization. There is much work to be done in the field of sport history and as an Indigenous person and sport historian, I hope to contribute to the rewriting and rerighting of sport history, in support of the larger process of decolonization. Indigenous studies is a place where I can engage in practices premised on reciprocal responsibilities, and it is a space where I feel there are substantial and urgent contributions to be made.  相似文献   

13.
This paper examines the problem of delivering a body of knowledge based on biomedical research as a school physical education discourse. The paper attempts to deconstruct the ideology of healthism upon which the discourse is based in order to show how ascetic practices in school physical education are promoted as a way of combating the hedonistic tendencies of modern lifestyles of the young. A critical examination is presented of the claims made by biomedicine in light of the paucity of evidence, the unresolved questions of individuality, the ineffective response to the consumer culture of modem youth, and the moral imperative that seem to be associated with the requirements for healthy living. The paper concludes that without reflection on what is being assumed in the recontexualization of biomedicine, a central tension will continue to exist between the dominant discourse of healthism and those it is attempting to influence. More specifically, the reduction of the disparity between healthism and the reality of consumer culture of modern youth must be achieved in order that the objectives of the discourse may be realized. Physical education teachers and biomedical experts will require a similar understanding of youth culture to those in the advertising industry if the values of physical activity are to be fully accepted.  相似文献   

14.
Purpose: This study was a 2-phase activist research project aimed at co-creating a prototype pedagogical model for working with youth from socially vulnerable backgrounds in a sport context. This article addresses the learning aspirations (learning outcomes) that emerged when we created spaces for youth to develop strategies to manage the risks they face in their community. Method: This study took place in a socially and economically disadvantaged neighborhood in a Brazilian city where we worked with a group of 17 boys aged 13 to 15 years old, 4 coaches, a pedagogic coordinator, and a social worker. During a 6-month period, we collected multiple sources of data including field journal entries/observations (38) and audio records of youth work sessions (18), coaches' work sessions (16), combined coaches and youth work sessions (3), and meetings between the lead and the 2nd author for debriefing and planning sessions (36). Results: By using an activist approach, 4 learning aspirations emerged: becoming responsible/committed, learning from mistakes, valuing each other's knowledge, and communicating with others. Conclusion: Findings suggest there is a need for more sports programs that start from young people's concrete needs and life situations and look to create places for youth to see alternative possibilities and take action.  相似文献   

15.
Academics have created typologies to divide association football (soccer) fans into categories based upon the ‘authenticity’ of their fandom practices. One of the main requirements of ‘authentic’ fandom has been assumed to be match attendance. The goal of this paper was to critically assess this assumption by considering how fans themselves talk about the significance of match attendance as evidence of ‘authentic’ fandom. In the light of the fact that the voices of English non-league fans on the ‘authenticity’ debate have so far been overshadowed by the overbearing focus of much previous research on the upper echelons of English soccer, an e-survey was conducted with 151 members of an online community of fans of English Northern League (NL) clubs (a semi-professional / amateur league based in North East England). Findings revealed that opinion was divided on the constituents of ‘authentic’ fandom and match attendance was not deemed to be the core evidence of support for a club by 42% of the sample. Elias (1978) suggested that dichotomous thinking hinders sociological understanding and it is concluded that fan typologies are not sufficient for assessing the ‘authenticity’ of fan activities.  相似文献   

16.
17 SK is a community sports club based in Stockholm, Sweden. Its members play different sports, but the football groups are by far the most popular. In this paper, we want to sketch the history of the club and reflect on the aspects of its football activities that seem most relevant from a social and political perspective: gender, integration, community building and matters of organization. We are both co-founders and board members of the club and regularly partake in its activities. The article is therefore mainly based on participatory observation and on numerous discussions we have had with other 17 SK participants over the past three years.  相似文献   

17.
ABSTRACT

Background: Pedagogical models have become an established component of physical education over the past several decades. One such model, the Teaching Personal and Social Responsibility model, has gained momentum in practice and research, though little is known regarding its use in preservice teacher training. The model follows a flexible format focused on teaching life skills (e.g. leadership) that can be applied in all lived ecologies. Occupational socialization theory provides insight into the pretraining and teacher education experiences of preservice teachers that shape their understanding and practice of physical education and associated pedagogical models.

Aims: The purpose of this study was to understand the influence of a sequence of methods courses and early field experiences on U.S. preservice teachers’ understanding and implementation of the teaching personal and social responsibility model with youth from a community affected by poverty.

Method: This study took on a phenomenological and social constructivist approach. Ten preservice teachers (9 males, 1 female) took part in the study. The participants were an average age of 22.10 years old (SD?=?4.38) and seven identified as White and three as Black. Each participant was enrolled in methods and early field experience coursework that provided scaffolded training in primary education in a community affected by poverty. Preservice teachers team-taught groups of 10–15 children twice a week along with one day committed to on-campus reflection. Data collection included autobiographical essays, critical incident reports, reflective journals, non-participatory observations and field notes, and semi-structured interviews. Data were analyzed deductively through the lens of occupational socialization theory, and inductively as theory divergent trends were sought. Open and axial coding was completed with member checking throughout, resulting in a final set of themes and subthemes.

Findings: The preservice teachers initially struggled to connect with their students due to conflicting backgrounds, but the teaching personal and social responsibility model guided the relationship-building process. As the model was continuously utilized, more empathy and care were shown towards the children. Preservice teachers felt there was a lack of progression in positive behaviors but were able to empower youth and felt that the model was culturally relevant. Overtime, the students began to appreciate the affective domain despite the challenge of working in a community affected by poverty through frustration towards the larger system limiting any potential progress was present.

Conclusions: Subjective theories transitioned to include relationship building and life skills learning, likely because of the extended field experience and faculty support. The preservice teachers desire to connect with and teach the students well displays the connection between models-based practice and positive relationships. Preservice teachers’ knowledge of their students was limited as it was based on secondhand knowledge of youth, teacher educators, and school staff. Evidence indicates some cultural responsiveness development though there were also elements of a deficit model due to white privilege and class differences. Further work explicitly integrating a culturally relevant approach and social justice in teacher education programming should occur.  相似文献   

18.
This study explores the relationship between large-scale sporting events (LSSEs) and education for sustainable development (ESD). A case study-based explorative research approach was employed utilising the 2006 Melbourne Commonwealth Games (MCG) – one of only two LSSEs that have taken place in Australia (the other being the Sydney 2000 Olympic Games) which have purposely sought to engage with a sustainable development agenda. The enquiry concludes that the MCG acted as a vehicle for ESD and in so doing impacted, to varying degrees, organisations, groups and individuals across its host community (the State of Victoria). Various factors were identified that impacted the ESD process in this context. Facilitating factors included the presence of an environmental strategy inclusive of ESD elements; a pre-existing commitment by government to sustainable development; and the use of partnerships by the event's organisers to progress its environmental agenda. Constraints on the ESD process were also identified. Central amongst these were the failure to embrace environmental considerations in the MCG's enabling legislation and the limited resources given over to, and lack of emphasis placed upon, the event's overall environmental programme.  相似文献   

19.
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.  相似文献   

20.
《Sport Management Review》2016,19(2):120-132
A growing number of sport for development and peace (SDP) organizations seek to address social issues through sport. Hall et al. (2003) created a multidimensional framework that suggests SDP and other nonprofit organizations need human resources, financial, and structural capacities to accomplish their organizational goals and objectives, but may face challenges with developing these capacities. The current study used this framework and examined the capacities of Gainline Africa – a small SDP nonprofit organization based in North America and operating programming in an East African post-conflict community – to identify critical elements that influenced the organization's ability to fulfill its mission. Semi-structured interviews (n = 10) were conducted with its North American staff members. The study's findings build upon the theoretical understanding of organizational capacity within nonprofit sport organizations, and several new elements such as community funding and managing nontraditional Global North-Global South dynamics, were revealed that could be unique to the SDP context. Practically speaking, smaller SDP organizations can use the findings to help increase their organizational capacity through leveraging local partnerships and understanding the role and usage of paid versus volunteer staff members.  相似文献   

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