Gender and Sport Participation
01 Jan 2013-pp 1-20
TL;DR: In ancient times, sport served various social functions, from spiritual and religious expression to applied practice for warfare as mentioned in this paper, and sport has been used as spectacle for the public, both for entertainment and social purposes.
Abstract: Sport is both one of the most celebrated and contested institutions in our society. In ancient times, sport served various social functions, from spiritual and religious expression to applied practice for warfare. Historically, sport has been used as spectacle for the public, both for entertainment and social purposes. Sport also provides professional opportunities for athletes and coaches.
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Dissertation•
01 Sep 2016
16 citations
Cites background from "Gender and Sport Participation"
...Part 2 In sport, it is particularly apparent that perceptions of gender norms can affect participation, attitudes and beliefs (Appleby and Foster 2013)....
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...In sport, it is particularly apparent that perceptions of gender norms can affect participation, attitudes and beliefs (Appleby and Foster 2013)....
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TL;DR: In this article, the authors examine how pole is taught and embodied within pole studios, and how pole dancers are trained from the field of adult ensembles and demonstrate how to perform pole dance from the human body.
Abstract: Taking an ethnographic approach, this article examines how pole is taught and embodied within pole studios. Pole studios stand at the nexus of the expansion of pole dance from the field of adult en...
9 citations
Cites background from "Gender and Sport Participation"
...Existing literature on sport has viewed female-only fitness and athletic endeavours as positive in attracting women’s participation (Appleby and Foster 2013)....
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Dissertation•
01 Jun 2015
TL;DR: In this article, the authors evaluated the reliability and predictive validity of five impairment specific tests of activity limitation in participants who have impaired coordination (hypertonia, ataxia, and athetosis), impaired range of movement and impaired muscle power.
Abstract: Numerous benefits have been associated with participation in sports by persons with a disability. Classification in Paralympic sport is aimed at increasing participation by reducing the impact that impairment has on the outcome of competition. Eligible impairments are classified according to how much activity limitation they cause in a sport. The observed activity limitation also gives an indication of an athlete‟s level of training in that sport. In an effort towards evidence-based classification research, an activity limitation test battery was developed by an expert panel for use in Paralympic classification for running events. It was found valid and reliable on a non-disabled sample. Besides activity limitation evaluation, other contextual factors may influence how an athlete with an impairment participates in sport activities. The purpose of this study was to evaluate the reliability and predictive validity of five impairment specific tests of activity limitation in participants who have impaired coordination (hypertonia, ataxia, and athetosis), impaired range of movement and impaired muscle power. In addition, personal and environmental factors that could influence performance and participation in sport were also investigated. The study used a descriptive research design. 67 male and female athletes who had been purposively sampled participated in the study. The athletes performed physical activities in an activity limitation test battery and filled a questionnaire related to the contextual factors. Descriptive statistics (mean, standard deviation, frequencies and percentages) were used to summarize the subjects‟ characteristics. Reliability was evaluated using Intraclass Correlation (ICC). Independent t-tests were used to compare means of two independent groups with continuous data (gender). One-Way ANOVA was used to test differences where there were more than two means (age groups). To evaluate the strength of association between the criterion activity and the 5 supplementary tests, Pearson Product- Moment correlations was computed. Predictive validity of the 5 tests were evaluated for the running activity. Multiple regressions was done to examine which combination of tests would explain the most variance in performance on the criterion activity. Significance was set at p< 0.05. Results indicated that there were significant difference between the male and female mean scores in 30 m sprint (female, t(64) = -2.86, p = 0.006), standing broad jump (male, t (67) = 3.48, p = 0.001), 4 bounds for distance (male, t(66) = 3.99, p = 0.001) and 10 m speed skip with female scoring higher (t(50) = -3.53, p = 0.001). There was an inverse correlation between the criterion activity and performing the 4 bounds, r = -.641 and Broad jumps, r = -.581 as well as a moderate positive (direct) association with the speed skip, r = .467. Standing broad jump/H, 4 bounds for distance/H and 10 m speed skip statistically significantly predicted the performance measure of the 30 m sprint, F (3, 46) = 10.153, p < .05. Both male and female participants were differently intrinsically motivated. The male (mean=4.38, SD= .61) participated to experience stimulation while the female (mean=4.30, SD= .66), engaged to learn more of the sports available to them. 52.2% of the athletes did not have access to other sport training facilities while 82.6% did not have appropriate equipment to facilitate serious training in their sport. It can be concluded that some of the variables in the supplementary tests in the Activity Limitation Battery can be validly employed in decision making during the classification process. However, research using more competitive athletes is recommended. The findings on contextual factors can be used by disability sports associations to inform and enhance the pedagogical and training practices in athletes with physical impairments. The Ministry of Sports should formulate policies to promote and further enhance inclusive participation in sport and physical activity by individuals with disabilities in Kenya.
5 citations
TL;DR: In this article, the authors show that even young ages (11 years) can be upskilled in studying with historical sources, designing and asking questions, having an awareness of gender, appreciating the pioneer women of the past, feeling excited in a short time through the well-organized small scale, oral, and local history studies.
Abstract: Problem Statement: Contrary to traditional historiography, which mainly focuses on men‘s experiences and ignores the women, historiography today includes all people, genders and social groups. Accordingly, school history also needs to regard female actors of the past in order to present a more gender-balanced past that makes visible not only the men‘s but also the women‘s experiences. However, objectives on the subjects of women, women‘s history and gender in the social studies/history curricula in Turkey are very limited. In this sense, teachers need to think about how studies/activities/projects, where women and women‘s pasts are more visible in environments outside the school, can be conducted considering the skills in the curricula of social studies/history in order to make students aware of women‘s experiences in the past, empowerment of female students through investigating the pioneer/successful/challenged women in the past and provide gender equality on the educational base. Women‘s history, which is not sufficiently covered in the curricula and textbooks, could be studied by being integrated with the local and oral history studies. Purpose of the Study: The study aims to show that students could be upskilled in terms of the history discipline in general and women‘s history and gender education in particular by ensuring they work on the women‘s history/experiences based on local and oral history approaches taking part in the current social studies curricula in Turkey. Method: The study employs a qualitative research design and the action research method. The study was conducted, having a preparation period of two weeks and also two weeks for application, with 19 students who had just finished the 5th grade. The students studied the past sportswomen of the Sinop Black Sea Sail Club. Video footage of the process, observation notes of the researcher and the opinions of students received in writing constitute the data set of the study. The triangulation method was adopted and the opinions of two expert academicians were asked in order to ensure validity and reliability. The data were analyzed using the descriptive analysis method. Findings and Results: In this study, it was found that even students at relatively young ages (11 years) can be upskilled in studying with historical sources, designing and asking questions, having an awareness of gender, appreciating the pioneer women of the past, having an eagerness for researching the lives of these women and feeling excited in a short time through the well-organized small scale, oral, and local history studies. Conclusion and Recommendations: This study showed that awareness could be raised in both the history discipline and the history of women in students via the oral and local history studies. In this respect, it was recommended that teachers design studies that make women in the local environment visible, people to be researched in the first stage to be chosen among the pioneer women who were successful in their fields, providing sufficient quality and quantity of sources to conduct oral history studies and preferring subjects from socio-cultural fields such as the recent history and sports history, where students can easily perceive change and continuity. Key Words: Women‘s history teaching, source-based history teaching, social studies teaching, gender equality.
4 citations
Cites result from "Gender and Sport Participation"
...These views of Ozcu are in parallel with the proposition that families were determinant in girls’ participation in this branch of sports (Appleby & Foster, 2013, p. 11) and Uzel (2012, p.48, 94) also stated that approximately one third of the children sailing in Turkey were girls, considering the…...
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References
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TL;DR: There remains a need to better understand environmental influences and the factors that influence different types of PA and longitudinal and intervention studies will be required if causal relationships are to be inferred.
Abstract: Purpose To review and update the evidence relating to the personal, social, and environmental factors associated with physical activity (PA) in adults. Methods Systematic review of the peer-reviewed literature to identify papers published between 1998 and 2000 with PA (and including exercise and exercise adherence). Qualitative reports or case studies were not included. Results Thirty-eight new studies were located. Most confirmed the existence of factors already known to be correlates of PA. Changes in status were noted in relation to the influence of marital status, obesity, smoking, lack of time, past exercise behavior, and eight environmental variables. New studies were located which focused on previously understudied population groups such as minorities, middle and older aged adults, and the disabled. Conclusion The newly reported studies tend to take a broader “ecological” approach to understanding the correlates of PA and are more focused on environmental factors. There remains a need to better understand environmental influences and the factors that influence different types of PA. As most of the work in this field still relies on cross-sectional studies, longitudinal and intervention studies will be required if causal relationships are to be inferred.
2,730 citations
Book•
01 Jan 1978
TL;DR: The socology of sport has been studied extensively in the past and the present, see as discussed by the authors for a survey of some of the main areas of interest in sport in the social sciences.
Abstract: 1: The Sociology of Sport: What is it and why study it? 2: Producing Knowledge About Sports in Society: What is the Role of Research and Theory? 3: Studying the Past: Does It Help us Understand Sports Today? 4: Sports and Socialization: Who Plays and What Happens to Them? 5: Sports and Children: Are Organized Programs Worth the Effort? 6: Deviance in Sports: Is It Out of Control? 7: Violence in Sports: How Does It Affect Our Lives? 8: Gender and Sports: Does Equity Require Ideological Changes? 9: Race and Ethnicity: Are They Important in Sports? 10: Social Class: Do Money and Power Matter in Sports? 11: Sports and the Economy: What Are the Characteristics of Commercial Sports? 12: Sports and the Media: Could They Survive Without Each Other? 13: Sports and Politics: How Do Governments and Globalization Influence Sports? 14: Sports in High School and College: Do Varsity Sport Programs Contribute to Education? 15: Sports and Religion: Is It a Promising Combination? 16: Sports in the Future: What Can We Expect? References Name Index Subject Index
1,776 citations
Book•
01 Jan 1995TL;DR: This chapter discusses motivation, group and team Dynamics, and leadership in the context of sport and exercise psychology.
Abstract: Chapter 1. Welcome to Sport and Exercise Psychology Chapter 2. Personality and Sport Chapter 3. Motivation Chapter 4. Arousal, Stress, and Anxiety Chapter 5. Competition and Cooperation Chapter 6. Feedback, Reinforcement, and Intrinsic Motivation Chapter 7. Group and Team Dynamics Chapter 8. Group Cohesion Chapter 9. Leadership Chapter 10. Communication.
1,502 citations
TL;DR: Results highlight links between the physical environment and children's physical activity and suggest additional research using a transdisciplinary approach and assessing moderating and mediating variables is necessary to appropriately inform policy efforts.
Abstract: Many youth today are physically inactive. Recent attention linking the physical or built environment to physical activity in adults suggests an investigation into the relationship between the built environment and physical activity in children could guide appropriate intervention strategies. Thirty three quantitative studies that assessed associations between the physical environment (perceived or objectively measured) and physical activity among children (ages 3 to 18-years) and fulfilled selection criteria were reviewed. Findings were categorized and discussed according to three dimensions of the physical environment including recreational infrastructure, transport infrastructure, and local conditions. Results across the various studies showed that children's participation in physical activity is positively associated with publicly provided recreational infrastructure (access to recreational facilities and schools) and transport infrastructure (presence of sidewalks and controlled intersections, access to destinations and public transportation). At the same time, transport infrastructure (number of roads to cross and traffic density/speed) and local conditions (crime, area deprivation) are negatively associated with children's participation in physical activity. Results highlight links between the physical environment and children's physical activity. Additional research using a transdisciplinary approach and assessing moderating and mediating variables is necessary to appropriately inform policy efforts.
987 citations
TL;DR: In this article, the authors inventoried adolescents' reports on different developmental and negative experiences in organized youth activities, including extracurricular and community-based activities, and found that youth activities were associated with experiences related to initiative, identity exploration and reflection, emotional learning, developing teamwork skills and forming ties with community members.
Abstract: This research inventoried adolescents' reports on different developmental and negative experiences in organized youth activities, including extracurricular and community-based activities. High school students' experiences were assessed using a newly developed instrument, the Youth Experiences Survey (YES). These youth reported higher rates of learning experiences in youth activities than in 2 other major contexts of their lives. Youth activities were associated with experiences related to initiative, identity exploration and reflection, emotional learning, developing teamwork skills, and forming ties with community members. The findings also suggest that different youth activities offer distinct patterns of learning experiences. Service, faith-based, community, and vocational activities were reported to be frequent contexts for experiences related to identity, prosocial norms, and links to adults. Sports were a frequent context for those related to identity work and emotional development.
819 citations