Volume 17 (2024): Issue 1 (Mar 2024): Special Issue—Social Media and Sport Communication: Research Studies
Volume 34 (2024): Issue 2 (Mar 2024)
Volume 18 (2024): Issue 1 (Mar 2024)
Volume 38 (2024): Issue 2 (Mar 2024)
Social Media and Sport Research: Empirical Examinations Showcasing Diversity in Methods and Topics
Jimmy Sanderson and Gashaw Abeza
This commentary introduces the second of two special issues in the International Journal of Sport Communication centered on social media and sport. The empirical studies presented in this issue illustrate both the diversity of topics and methodological approaches utilized by researchers working at the intersection of social media and sport. Research articles in this issue analyze topics ranging from sport consumer behavior to online fan communities to coaches’ perceptions of activism-related content posted on team social media accounts. The research presented here also employs a variety of methodological approaches including experimental design, critical discourse analysis, rhetorical analysis, and applications of artificial intelligence and machine learning. Collectively, these studies offer a foundation on which future research in social media and sport can build to continue to enhance our understanding of social media’s impact on the sport world.
Volume 41 (2024): Issue 1 (Mar 2024)
Academic Life: The Good, the Bad, and the Ugly
Robert P. Lamberts and N. Tim Cable
Are Irish Athletic Therapy Students Confident in Concussion Assessment and Management? A Cross-Sectional Study of Final Year Students’ Self-Efficacy
Anna P. Postawa, Enda F. Whyte, and Siobhán O’Connor
Concussion is one of the most challenging injuries for sports medicine clinicians. It is crucial that students develop high self-efficacy for concussion-relevant skills during professional education, as it impacts the quality of their patient care. This study aimed to explore Irish final year athletic therapy students’ self-efficacy in concussion assessment and management and the factors that impact its development. Participants’ level of self-efficacy varied, from low to high, depending on the skill assessed. Lack of practice and lecturer’s positive feedback impacted student self-efficacy the most. Educators should provide students with an opportunity to practice their skills in an environment that facilitates feedback.
Autonomy-Supportive, External-Focus Instructions Optimize Children’s Motor Learning in Physical Education
Thomas Simpson, Mitchell Finlay, Victoria Simpson, Ayoub Asadi, Paul Ellison, Evelyn Carnegie, and David Marchant
An external focus of attention and autonomy support are identified as key factors to optimize motor learning; however, research in children is limited. Moreover, research has failed to examine these factors in ecologically valid motor learning settings, like physical education. Therefore, the present study examined the effects of external focus of attention when delivered using autonomy-supportive or controlling instructional language on children’s motor learning. Thirty-three novice participants (10.30 ± 0.52 years) practiced a land-based curling task under supportive (external-focus instructions delivered with supportive language), controlling (external-focus instructions delivered with controlling language), or neutral (external instructions embedded in the task aim) conditions before completing a retention and transfer test. The supportive group produced higher positive affect after practice and greater accuracy in the retention test compared with the other groups. The findings provide support for the OPTIMAL (optimizing performance through intrinsic motivation and attention for learning) theory of motor learning that combining an external focus and autonomy support conditions improves motor learning.
Barriers and Enablers for Physical Activity Engagement Among Individuals From India With Type 2 Diabetes Mellitus: A Mixed-Method Study
Prabhath Matpady, Arun G. Maiya, Pallavi P. Saraswat, Chythra R. Rao, Mamatha Shivananda Pai, Shekarappa D. Anupama, Jeevan K. Shetty, and Shashikiran Umakanth
Background: Type 2 diabetes mellitus (T2DM) is a complex, chronic condition that can cause multiple complications due to poor glycemic control. Self-management plays a crucial role in the management of T2DM. Lifestyle modifications, including physical activity (PA), are fundamental for self-management. This study explored the knowledge, perception, practice, enablers, and barriers of PA among individuals with T2DM. Methods: A mixed-method study was conducted among individuals with T2DM in Udupi taluk, India. A cross-sectional survey (n = 467) followed by an in-depth interview (n = 35) was performed. The data were analyzed using descriptive statistics and thematic analysis, respectively. Results: About half (48.8%) of the participants engaged in PA of which 28.3% had an adequate score in the practice of PA. Walking was the most preferred mode. Self-realization, Comprehension, perception, and source of information, PA training, Current PA practices, enablers and barriers for PA were 6 themes derived under knowledge, perception, and practice of PA. Conclusion: Despite knowing the importance of PA, compliance with PA was poor. The personal/internal, societal, and external factors constituted the trinity of barriers and enablers in compliance with PA. Behavioral changes, societal changes, policy initiatives, and PA training in health care settings may enhance PA practice among individuals with T2DM.