Beth G. Clarkson, Elwyn Cox and Richard C. Thelwell
Historically, men have dominated the English football workplace; as a result, the number of women in coaching positions has been limited. The aim of the present study was to explore the lived experiences of women head coaches to identify the extent that gender influences the English football workplace. Semi-structured interviews (N = 12) were conducted with women head coaches operating at the (a) youth recreational, (b) talent development, and (c) elite levels of the English football pyramid. An inductive thematic analysis was performed which informed the development of composite vignettes, a form of creative nonfiction. Three vignettes were developed comprising women head coaches’ stories at each pyramid level. Findings from the thematic analysis identified themes of gender stereotyping, proving yourself, and confidence at the youth recreational level; work-life conflicts, limited career mobility, and marginalization at the talent development level; and tokenism, undercurrents of sexism, and apprehensions of future directives at the elite level. The vignette stories demonstrate that gender negatively influences coaches’ interactions and confidence early in their career in youth recreational football; gender bias is embedded within discriminatory organizational practices which limit career mobility for coaches working in talent development; and gender is used to hold elite level women coaches to higher scrutiny levels than male colleagues. Recommendations (e.g., [in]formal mentoring, male advocacy, recruitment transparency) are made to practitioners for a targeted occupational-focused approach regarding support, retention, and career progression of women head coaches in football.
Sarah Zipp, Tavis Smith and Simon Darnell
Sport for development (SFD) research and practice has become more critically examined recently, with many scholars calling for better understanding of how and why sport might contribute to the global development movement. Developing and refining theoretical approaches is key to unpacking the complexities of SFD. Yet, theory development in SFD is still relatively young and often relies on oversimplified theory of change models. In this article, the authors propose a new theoretical approach, drawing upon the capabilities approach and critical feminist perspectives. The authors contend that the capabilities approach is effective in challenging neoliberal ideologies and examining a range of factors that influence people’s lived experiences. They have woven a “gender lens” across the capabilities approach framework, as feminist perspectives are often overlooked, subjugated, or misunderstood. The authors also provide an adaptable diagrammatic model to support researchers and practitioners in applying this framework in the SFD context.
Hebe Schaillée, Ramón Spaaij, Ruth Jeanes and Marc Theeboom
Funding bodies seek to promote scientific research that has a social or economic impact beyond academia, including in sport management. Knowledge translation in sport management remains largely implicit and is yet to be fully understood. This study examines how knowledge translation in sport management can be conceptualized and fostered. The authors draw on a comparative analysis of coproduced research projects in Belgium and Australia to identify the strategic, cognitive, and logistic translation practices that researchers adopt, as well as enablers and constraints that affect knowledge translation. The findings show ways in which knowledge translation may be facilitated and supported, such as codesign, boundary spanning, adaptation of research products, and linkage and exchange activities. The findings reveal individual, organizational, and external constraints that need to be recognized and, where possible, managed.
Jon Welty Peachey, Nico Schulenkorf and Ramon Spaaij
Jeremy Hapeta, Rochelle Stewart-Withers and Farah Palmer
Indigenous worldviews and scholarship are underrepresented and underdeveloped in sport for development and wider sport management spaces. Given many sport for social change initiatives target Indigenous populations, this is concerning. By adopting a Kaupapa Māori approach, a strengths-based stance, and working together with two plus-sport and sport-plus cases from provincial and national New Zealand rugby settings: the Taranaki Rugby Football Union’s and Feats’ Pae Tawhiti (seek distant horizons) Māori and Pasifika Rugby Academy and the E Tū Toa (stand strong), hei tū he rangatira (become a leader) Māori Rugby Development camps, the authors provide an illustration of Indigenous theory–practice. They argue sport for social change practices that focus on Indigenous peoples would be greatly improved if underpinned by the principles of perspective, privilege, politics, protection, and people. Thus, any sport for social change praxis seeking to partner with Indigenous communities ought to be informed by Indigenous philosophical viewpoints.
Alan L. Smith and Daniel Gould
Lauren Burch, Matthew Zimmerman and Beth Fielding Lloyd
Wojtek Chodzko-Zajko, Erica M. Taylor and T. Gilmour Reeve
The American Kinesiology Association identified the essential core content for undergraduate kinesiology-based academic programs. The core includes 4 content elements: physical activity in health, wellness, and quality of life; scientific foundations of physical activity; cultural, historical, and philosophical dimensions of physical activity; and the practice of physical activity. This article, expanding on the development of the core, describes the 4 elements in more detail, suggests methods for assessing student learning outcomes for the core content, and provides examples of the inclusion of the core in undergraduate curricula. Finally, a case study is presented that addresses how a department revised its kinesiology curriculum using the core elements to refocus its undergraduate degree program.