Nicole M. LaVoi, Jennifer E. McGarry and Leslee A. Fisher
Kari Stefansen, Gerd Marie Solstad, Åse Strandbu and Maria Hansen
In this paper, we use data from focus group interviews with young athletes to explore their thinking about coach-athlete sexual relationships (CASRs). Our aim is to further the understanding of the ambivalence surrounding CASRs in the sports field, which are simultaneously viewed as ethically problematic and acceptable—at least when they involve high-profile adult athletes. Inspired by Swidler’s toolkit approach to culture, we analyze how athletes understand and justify CASRs. We found that three different ethics were activated in the interviews: the safeguarding, love, and athletic-performance ethics. We discuss how these ethics are linked to different underlying “imaginaries,” or cultural frames, about the meaning of sport in society and offer thoughts on how the results can inform sporting organizations’ future prevention efforts.
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.