In this paper, which is a revised and modified version of the 2019 North American Society for the Sociology of Sport Alan Ingham Memorial lecture, the author shares four views, contributions, and opportunities that sports sociologists might consider useful in how to decolonize as well as indigenize our discipline together. The need to actively engage in the theory and practice of how to decolonize while understanding what it also means to work toward becoming an accomplice, activist, ally, or co-resistor are important threads underpinning the nature and scope of this paper. The author concludes with a plea to sports sociologists that decolonizing our minds is as much a collective effort as it is an act of reconciliation while maintaining the promise of inclusion, equity, and human rights. As sports sociologists, understanding what it means to be in “good relations” with Indigenous Peoples is fundamental to how we continue to build on and improve our discipline together.
James Brighton, Robert C. Townsend, Natalie Campbell, and Toni L. Williams
In this paper we explore current theoretical approaches available from the discipline of critical disability studies (CDS) for conceptualizing physical disability and advocate how these understandings can advance sociological research on disability sport. After reviewing a dominant “models” approach that has historically been employed, we illuminate how theoretical architecture provided by selected sociological theorists (Pierre Bourdieu, Michel Foucault, and Zygmunt Bauman) and from aesthetic, cyborg, and new materialist approaches can help reveal the materialist conditions, sociocultural structures, and lived realities of disability. In doing so, we appeal to researchers of disability sport to develop critical understandings of why alternative theoretical approaches are valuable, what theoretical choices to make, and how we can use theory to highlight oppression and empower those involved in disability sport.
Scott W.T. McNamara, Matthew Shaw, Kylie Wilson, and Angela Cox
Educational podcasts are developed specifically for learning purposes. Preliminary research suggests that many college courses and practitioners regularly use educational podcasts and that this medium is a beneficial tool to use to supplement the learning process. However, there is limited scholarly work examining the use of educational podcasts within kinesiology fields. Thus, the purpose of this study was to conduct a scoping review of the literature on the use of educational podcasts in the field of kinesiology. The Preferred Reporting Items for Systematic Reviews extension for Scoping Reviews Checklist guided this investigation. Six databases were searched. Fourteen articles met the full inclusion criteria. Of these, 11 were data-driven research articles, and three were practitioner articles. Much of the research identified lacked critical information related to research design, instrument development, and findings. Thus, the authors recommend that more rigorous research in this area be conducted to discern the impact of educational podcasts within the field of kinesiology.
L. Jayne Beselt, Michelle C. Patterson, Meghan H. McDonough, Jennifer Hewson, and Scott MacKay
Physical activity (PA) and social support have known benefits for the well-being and health of older adults, and social support is associated with PA behavior and positive affective experiences in PA contexts. The aim of this study was to synthesize qualitative research conducted on the experiences of social support related to PA among older adults (age ≥55 years). Following meta-study methodology, the authors searched nine databases and extracted information from 31 studies. Results were synthesized in terms of common themes and in light of theoretical and methodological perspectives used. The qualitative literature identifies supportive behaviors and social network outcomes which may be useful for informing how best to support older adults to be physically active. This literature rarely reflected the experiences of vulnerable populations, and future research should aim to further understand supportive behaviors which enable older adults to overcome barriers and challenges to being physically active.
Katherine Holland and Justin A. Haegele
The purpose of this article is to review qualitative inquiries examining the perspectives of students with disabilities toward physical education (PE) published from 2014 to 2019, as an update to the 2015 review by Haegele and Sutherland. Keyword searches were used to identify articles from nine electronic databases, and seven articles met all inclusion criteria. The seven selected articles were subjected to a narrative analysis, and three thematic clusters emerged: (a) an “inconvenience”: the PE teacher’s influence on quality of experience, (b) “we play together and I like it”: friendships central to the quality of PE experience, and (c) “no lift access to the gym”: barriers to successful participation. Findings from this review support the notion that students with disabilities may have positive experiences in PE if they are offered appropriate modifications and accommodations and are provided with increased kind and supportive interactions with staff and peers.
The purpose of this study was to understand students’ experiences through digital YouTube clips focusing on middle school competitive activities in physical education class. This study was guided by the transactional framework, which states that individuals and institutions, in this case students and competitive activities in physical education class, create certain transactions, and these transactions are shared. Twenty-six YouTube posts were examined. The data were analyzed using the constant comparative method to find patterns in the posting of students’ experiences of participating in these activities. Three major themes of the digital clips clearly emerged. These themes included (a) perceived skill level—the low-skilled student, the athlete, and the Olympian; (b) student demonstration of skills; and (c) teacher-directed experience. These findings suggest that students share transactions in both images and the spoken experiences they are having during competitive activities.
Exercise remains greatly underutilized in clinical practice for reasons that are only partly understood. This critical review situates the problem within the broader political and economic context. It focuses on depression, the leading cause of disability worldwide, and the processes that followed the inclusion of exercise as a treatment option in clinical practice guidelines in the British National Health Service. The review highlights previously unaddressed phenomena, including antiexercise lobbying by primary care physicians and efforts to present the evidence for the antidepressant effects of exercise as weak, nonexistent, or methodologically flawed. Notably, the field of kinesiology remained silent while these processes unfolded. This information suggests that the path from research evidence to implementation in clinical settings remains dependent on factors beyond the amount and quality of research evidence. The review underscores the need to vigilantly monitor, critically appraise, and actively participate in the clinical research literature and the development of guidelines.
Lucy V. Piggott and Jordan J.K. Matthews
Within this article, the authors explore the extent to which the administrative and governance hierarchies, rules, and processes of two English national governing bodies (NGBs) reproduce or resist gender segregation and male dominance within their leadership and governance. Drawing on Bourdieu’s theory of practice, the authors expand upon current literature to better understand the workings of gender power relations at the structural level of organizational practice. Semistructured interviews with male and female leaders were supplemented by an analysis of formal documents. The authors found that gender power relations privileging men were simultaneously conserved and resisted within the two NGBs. While resistance to male-dominated leadership and governance was evident, transformational organizational change was lacking. This highlighted the limitations of strategies being primarily driven through top-down, policy-based approaches. The authors end the article by emphasizing the importance of a combined approach at the structural, cultural, and individual levels to enable sustainable and transformational organizational change.
Christine E. Wegner, Bradley J. Baker, and Gareth J. Jones
Volunteers provide essential services to community sport organizations; thus, it is important to understand the underlying factors in successful volunteer–organization relationships. Organizational identification, an integral component of relationship building for members in an organization, is a useful yet underutilized concept to understand how and why volunteers create lasting, deep relationships with sport organizations. This research utilizes a sequential mixed-method design to examine the evolution of organizational identification among volunteers in a community sport organization. The survey results indicate that new volunteers formed their organizational identification over the course of a single program season, such that, by the end of the season, they were similar to returners. Subsequent qualitative analysis of focus group data indicated that the content and evolution of organizational identities varied for newcomers and returners. These results provide important contributions related to the ongoing nature of identity work of volunteers and offer practical implications for volunteer management within community sport organizations.