Sport event studies have demonstrated that relevant stakeholders must share objectives and coordinate efforts to leverage a large-scale sport event to secure positive legacies. However, the challenging and complex task of collaboration between networks of diverse organizational stakeholders to secure legacies has received little scholarly attention. In this conceptual paper, the authors explore, through a political economy lens, differences between the political economies of sports and sport events pertaining to mass sport participation legacies. The authors focus on the mesolevel and consider how divergences in political economy elements—structure and context, stakeholders and ideas/incentives, and bargaining processes—influence the likelihood of mass sport participation legacies from large-scale sport events. The authors suggest a need for event legacy stakeholders to engage more meaningfully with the complexities surrounding securing mass sport participation legacies. In addition, they provide pragmatic, actionable implications for policy and practice to assist stakeholders in addressing the challenges they face to maximize legacy outcomes.
Alana Thomson, Kristine Toohey, and Simon Darcy
Erianne A. Weight, Elizabeth Taylor, Matt R. Huml, and Marlene A. Dixon
As thousands of professionals are drawn to work in the sport industry known for celebrity, action, and excitement, a growing body of literature on the industry’s culture describes a field fraught with burnout, stress, and difficulty balancing work–family responsibilities. Given this contradiction, there is a need to better understand employee experiences. Thus, the authors utilized a human capital framework to develop employee archetypes. Results from a latent cluster analysis of National Collegiate Athletic Association athletics department employees (N = 4,324) revealed five distinct employee archetypes utilizing inputs related to human capital development and work experiences (e.g., work–family interface, work engagement, age). Consistent with creative nonfiction methodology, results are presented as composite narratives. Archetypes follow a career arc from early-career support staff to late-career senior leaders and portray an industry culture wherein the human capital is largely overworked, underpaid, and replete with personal sacrifice and regret.
Niels B. Feddersen, Robert Morris, Louise K. Storm, Martin A. Littlewood, and David J. Richardson
The purpose was to examine the power relations during a change of culture in an Olympic sports organization in the United Kingdom. The authors conducted a 16-month longitudinal study combining action research and grounded theory. The data collection included ethnography and a focus group discussion (n = 10) with athletes, coaches, parents, and the national governing body. The authors supplemented these with 26 interviews with stakeholders, and we analyzed the data using grounded theory. The core concept found was that power relations were further divided into systemic power and informational power. Systemic power (e.g., formal authority to reward or punish) denotes how the national governing bodies sought to implement change from the top-down and impose new strategies on the organization. The informational power (e.g., tacit feeling of oneness and belonging) represented how individuals and subunits mobilized coalitions to support or obstruct the sports organization’s agenda. Olympic sports organizations should consider the influence of power when undertaking a change of culture.
Fraser Carson, Clara McCormack, Paula McGovern, Samara Ralston, and Julia Walsh
This best practice paper reflects on a pilot coach education program designed for women coaching Australian Rules football. Focused on enhancing self-regulation, and underpinned by a growth mindset framework, the “Coach like a Woman” program was delivered to a selected group of female coaches either working in or having been identified with the potential to coach at high-performance levels. This manuscript describes the program content and discusses the key insights identified by the delivery team. Creating a community of practice encouraged the transfer of knowledge and experience between the enrolled coaches, which increased competence and self-confidence. Providing an understanding of behavioral tendencies enhanced positive self-talk and aided self-regulation by the coaches. The delivery of the program and challenges experienced are also discussed. This reflection on the program is provided to assist future developments in coach education.
This article is based on a keynote address at the 2021 American Kinesiology Association’s Annual Leadership Workshop, for which I was asked to talk about the future of work in connection to higher education. I am familiar with the kinesiology field in my role as Dean of the School of Professional Advancement at Tulane University. This article touches on issues important to the field of kinesiology that may also be applied across other academic disciplines. Technology is changing the nature of work; the global pandemic has sped up the pace of that change. Beyond this, the potential for future pandemics and other transformational events and trends mean that work is in a state of permanent flux. Preparing students for future success in this environment requires educators to think more broadly and holistically about their roles. Higher education institutions also, arguably, have a responsibility not just to educate, but to model workplace culture.
Matthew T. Mahar, Harsimran Baweja, Matthew Atencio, Harald Barkhoff, Helen Yolisa Duley, Gail Makuakāne-Lundin, ZáNean D. McClain, Misty Pacheco, E. Missy Wright, and Jared Russell
The aim of this paper is to emphasize the value of developing cultural awareness in kinesiology students to prepare them to enter the workforce in a world where the principles of justice, equity, diversity, and inclusion are evolving. The authors provide examples of sustained and impactful practices from three kinesiology units in higher education that have been recognized with the American Kinesiology Association Inclusive Excellence Award. The case studies demonstrate that institutional support for inclusive excellence is instrumental in development of sustainable experiences. Kinesiology leaders can demonstrate commitment to inclusive excellence by supporting faculty who conduct teaching, research, and service activities that meet their institution’s inclusive excellence goals. Other areas where kinesiology units can influence student development include curriculum, student engagement activities, university and community partnerships, and leadership for inclusive excellence.
Pamela Beach, Melanie Perreault, and Leapetswe Malete
As the importance of intercultural competence increases for future professionals, kinesiology faculty should consider internationalizing their curriculum. Faculty can promote intercultural competence through a variety of experiences, including studying abroad, attending international conferences, or adding a virtual exchange component to their classes. Global engagement in the classroom allows students to examine problem solving by scholars globally and enhances soft skills and career readiness skills. Because international travel through study abroad programs poses many challenges, this paper will focus upon an alternative, virtual exchange that can be implemented in any kinesiology or related course. Faculty can implement virtual exchanges with either an international class or a nonprofit organization on a large (e.g., complete course) or small scale (e.g., collaborative project). A sample design and tips for developing a collaborative project in a kinesiology course will be discussed to provide kinesiology faculty with a framework to begin a partnership around international course collaboration.
Katherine Raw, Emma Sherry, Katie Rowe, and Shelley Turner
Sport for development (SFD) is often used to engage young people in programs that target a range of issues, such as disengagement or marginalization. However, if designed inappropriately, SFD can do more harm than good by reinforcing social divides or past trauma. Consequently, scholars suggest that future research should delve beyond program impacts and examine the importance of safe spaces within SFD programs. In light of this, we explored how program design, delivery, and staffing can impact the creation and maintenance of a safe space and continuity in an SFD program targeting young people and how this can change over time. Adopting an ethnographic approach, findings highlighted how safety and relational continuity was fostered via social networks, support, belonging, and external opportunities. Conversely, instability and discontinuity became an issue with staff departures and participants’ personal difficulties.
Duane Knudson and Melissa Bopp
The COVID-19 pandemic shifted kinesiology courses into more hybrid and online delivery, creating new challenges and opportunities for evaluating learning and online testing. Research using the Biomechanics Concept Inventory indicates that both high-tech and low-tech active learning experiences implemented in hybrid and online formats in biomechanics courses improve student learning above levels for lecture alone. However, online pre- and posttesting using concept inventories or major exams are vulnerable to cheating. Experience and research on proctoring online testing indicate only partial success in detecting cheating absent substantial faculty commitment to investigate suspicious behavior. These difficulties with online testing provide an opportunity for kinesiology faculty to implement more authentic, holistic assessments that are less vulnerable to violations of academic integrity. The importance of well-designed, rigorous assessment methods that uphold academic integrity standards will continue to evolve as kinesiology departments expand online learning.