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Deontological Ethics, Naomi Osaka, and the 2021 French Open: A Teaching Case Study for Deontological Ethics

Chuck Provencio

This simulation scenario is based on the events surrounding Naomi Osaka’s decision to withdraw from the 2021 French Open tennis tournament, in which Osaka chose not to participate in media obligations due to mental health concerns. Tournament officials attempted to address her concerns, but Osaka did not find the response substantial enough and viewed the response as worsening the situation. Sport managers, athletes, and other stakeholders have responsibilities toward one another that may be best viewed through deontological ethics. Students will analyze the situation from the perspective of a sport manager using deontology as their guiding ethical framework. Learning objectives include developing a deeper understanding of Kant’s categorical imperative and Ross’s prima facie intuitionism, as well as providing opportunities for students to practice ethical leadership in a classroom setting.

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Examining the Use of Postcolonial Management Theory in Sport Management Education: Strategies to Enhance Student Learning of Colonial Histories and Challenge Dominant Ideologies

Mitchell McSweeney, Georgia Teare, and Helen Liu

There remains limited work that examines the use of postcolonial theory in sport management, and even less so in sport management education. The purpose of this paper is to outline a performative approach, guided by postcolonial management theory, and its utilization within sport management classrooms. The paper highlights two forms of performativity—critical and progressive—and identifies and discusses specific pedagogies that educators may adopt for student learning about the dominance of Westernized understandings of management and organizations. Integrating a postcolonial management theory, performative approach in sport management education in conjunction with socially just pedagogies seeks to acknowledge and disrupt a reliance on Westernized ideologies. The paper concludes by discussing the significance of postcolonial management theory for sport management education.

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Volume 16 (2022): Issue 1 (Apr 2022): Special Issue: Diversity and Inclusion in Sport Management Education

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Implementation and Evaluation of Mock Trial Within Undergraduate Sport Law Curriculum

Makena R. Lynch, Leeann M. Lower-Hoppe, Shea M. Brgoch, James O. Evans, Richard L. Bailey, Mark Beattie, Moetiz Samad, and Ashley Ryder

Mock trials serve as useful experiential learning tools for undergraduate kinesiology students. In the current study, Kolb’s experiential learning cycle was employed over the course of a semester through a comprehensive mock trial project that aimed to provide undergraduate students with an interactive learning experience as a means to achieve desired learning outcomes. The primary purpose of this study was to empirically evaluate the mock trial as a learning tool. The researchers conducted a total of 32 semistructured focus groups with 175 students. Overall, students expressed positive experiences and outcomes as a result of engaging in the mock trial project. Four distinct themes emerged from the data: learning mechanisms, learning outcomes, the student learning experience, and suggested improvements for future courses. Each of these themes is substantiated by excerpts from the comments of the students who participated in the focus groups and discussed in detail, as well as implications for instructors who wish to similarly implement mock trials into their classrooms.

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Breaking Down Barriers in Sport Management Internships Using the Universal Design for Learning

Michael A. Odio, Joshua R. Pate, and Thomas J. Aicher

Sitting at the intersection of the sport management workplace and educational setting, internships are both an important curricular component within undergraduate sport management programs and a common entry point for people beginning careers in sport. Drawing from the literature on diversity and inclusion pertaining to the sport industry, sport management education, and internships, we discuss existing pedagogical and systemic barriers to student learning and professional development within internships. In this paper, we demonstrate the utility of the Universal Design for Learning framework for addressing the pedagogical barriers and how it can help to improve sport management policies and practices.

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Updating Policy Within Youth Sport Organizations Through Problem-Based Learning

Daniel Wigfield

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Introduction to the Special Issue on Diversity and Inclusion in Sport Management Education

Jacqueline McDowell, Andrew C. Pickett, and Brenda G. Pitts

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The Coin Model of Privilege and Critical Allyship: Confronting Social Privilege Through Sport Management Education

Daniel L. Springer, Sarah Stokowski, and Wendi Zimmer

Sport management programs are disproportionately represented by students and faculty who possess multiple advantaged identities. This trend is indicative of the broader sport industry, which is troublesome given sports’ prominent role in conversations around racial injustice and inequity during the past century. It is incumbent on sport management educators to equip our students to recognize their role in and productively contribute to such conversations. Thus, this manuscript issues a call to action for sport management educators to utilize and build upon Nixon’s Coin Model of Privilege and Critical Allyship to understand, address, and normalize discourse around inequity, privilege, and oppression in their pedagogical approaches to education.

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Application of Social Work Theory in Sport Management Curriculum: Ecological Systems Theory

Amy E. Cox, Lauren Beasley, and Robin Hardin

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Eliminating Barriers to Youth Sport in Greenville, North Carolina

Emma O’Brien, Stacy M. Warner, and Melanie Sartore-Baldwin

This case study helps students better understand barriers to youth sport participation that low-income families face and then offer solutions to alleviate some barriers and create a more inclusive sport community. The case focuses on the struggle that many sport organizations face when trying to increase diversity and inclusiveness, regardless of socioeconomic status. Greenville Recreation and Parks Department Development Intern Sarah identifies issues with the department’s current financial assistance program and collects parents’ feedback detailing community needs that are not being met. This case provides an opportunity for students to (a) examine how sport organizations unintentionally create barriers for some community members and (b) find innovative ways to reduce barriers to youth sport participation and create more inclusive systems.