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Stefan Walzel, Jonathan Robertson and Christos Anagnostopoulos

Professional team sports organizations (PTSOs) are highly influential in our society. They can both positively and negatively shape the public discourse around responsible norms of behavior. The purpose of this article is to describe and critically review the literature on PTSOs’ corporate social responsibility (CSR) to develop a comprehensive understanding of current and future research directions in the field. Our analysis reviewed articles on CSR within PTSOs and identified publication year; geographical dispersion; journal type; sports contexts; social issues investigated; research approaches and methods; and how CSR was conceptualized, defined, and theoretically supported. The findings indicate that CSR within PTSOs has primarily been investigated in community programs, using qualitative research methods and pragmatically conceptualizing CSR on the basis of return on investments to the organization in European and North American contexts. Our discussion provides a critical review of the literature before outlining avenues for future research and practice.

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Melissa Pangelinan, Marc Norcross, Megan MacDonald, Mary Rudisill, Danielle Wadsworth and James McDonald

Experiential learning provides undergraduate students rich opportunities to enhance their knowledge of core concepts in kinesiology. Beyond these outcomes, it enables students to gain exposure to, build empathy for, and affect the lives of individuals from diverse populations. However, the development, management, and systematic evaluation of experiential learning vary drastically across programs. Thus, the purpose of this review was to critically evaluate the experiential-learning programs at Auburn University and Oregon State University with respect to best practices outlined by the National Society for Experiential Education. The authors provide examples of lessons learned from these two programs to help others improve the implementation and impact of undergraduate experiential learning.

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Kwame J.A. Agyemang, Brennan K. Berg and Rhema D. Fuller

How people reflect on and discuss protests at sporting events is a relevant question of interest to sport management scholars. This article uses qualitative data to understand how institutional members reflect on and discuss a disruptive act that violates institutional rules and norms. The authors study the historical case of Tommie Smith and John Carlos’ silent protest at the 1968 Olympic Games in Mexico City. Relying on interview data from Smith and Carlos’ teammates (59) on the 1968 U.S. Olympic Team, the study highlights the connections between institutional maintenance work, institutional logics, and institutions. Specifically, the authors argue that when institutional logics align with actors’ institutional maintenance work, acts seen as disruptive to the institution will not change the institution. Identifying multiple institutional logics within the Olympic Games, the authors also find that institutional logics do not always have to be competing as suggested by much of the literature. Instead, tension may be temporarily allayed when rival logics are threatened by an action (i.e., protests) that would disrupt the institution. The authors refer to this as an institutional cease-fire and discuss their findings in relation to the preservation of institutions.

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Chad M. Killian and Amelia Mays Woods

Millennial college students are typically digital natives who prefer experiential and active learning. This preference is in contrast to the traditional lecture method of teaching in higher education. Flipped instruction provides instructors with a means to integrate technology into their courses and expand active-learning opportunities. In flipped courses, students engage with technology-assisted learning opportunities outside the classroom. Corresponding in-class active-learning opportunities encourage students to apply foundational knowledge. This article summarizes research and provides an authentic case example to illustrate the way in which flipped instruction was applied in a physical education teacher education course to expand learning opportunities in the field.

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Christopher Rumpf and Christoph Breuer

Current knowledge on the behavioral response to sponsorship is to a large degree based on field studies measuring self-reported purchase intentions. In an effort to provide more solid evidence for the impact of sponsorship-linked communication on brand choice behavior, a controlled lab study was carried out. A fictitious brand was created and virtually embedded into real sport broadcasts serving as stimulus clips. To measure the cognitive, affective, and behavioral outcomes, multiple methods such as eye tracking, a brand feeling scale, and a spontaneous choice test were applied. Compared with the control group, participants in the stimulus group were significantly more likely to choose the fictitious target brand. Moreover, the study finds that brand choice behavior is sensitive to changes in brand feelings. The results can be regarded as a next step in predicting the behavioral outcomes from sponsorship as the basis to calculate its financial return.

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Julia S. Glahn

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Yonghwan Chang, Yong Jae Ko and Brad D. Carlson

The researchers explore consumers’ emotional responses toward athlete brands by developing the associative evaluation–emotional appraisal–intention (AEI) model. The AEI postulates that unconscious (implicit attitudes) and conscious (explicit affective attitudes) levels of emotional responses systematically flow following assessments of perceived fit in athlete endorsements. Implicit attitudes were measured through the implicit association test, whereas pleasure, arousal, and pride captured explicit affective attitudes. Contrary to dominant beliefs about successful athlete endorsements, findings from a lab experiment indicate that low perceived fit affected implicit attitudes, which in turn affected arousal for consumers with high involvement. Pleasure, arousal, and pride were interrelated and systematically determined behavioral intentions of viewership and online friendship with athletes. Studies investigating athlete brands and endorsement success should consider the influence of both implicit and explicit attitudes on fan behavior. Managers should strategically utilize both low and high fit endorsements to facilitate emotional experiences and optimize desired consumption behavior.

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George B. Cunningham, Erin Buzuvis and Chris Mosier

The purpose of this article is to articulate the need for a strong commitment to transgender inclusion in sport and physical activity, including in locker rooms and team spaces. The authors begin by defining key constructs and offering a theoretical overview of stigma toward transgender individuals. The focus then shifts to the changing opportunities for transgender athletes at all participation levels, case law and rulings germane to the topic, and the psychological, physical, and social outcomes associated with inclusion and exclusion. Next, the authors present frequently voiced concerns about transgender inclusion, with an emphasis on safety and privacy. Given the review, the authors present the case for inclusive locker rooms, which permit access by transgender athletes to facilities that correspond to their gender identity. The authors conclude with the official AKA position statement—“The American Kinesiology Association endorses inclusive locker rooms, by which we mean sex-segregated facilities that are open to transgender athletes on the basis of their gender identity”—and implications for sport and physical activity.

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Peter F. Bodary and M. Melissa Gross

Although the use of active-learning strategies in the classroom is effective, it is underutilized due to resistance to change from the traditional classroom, a limited evidence base for optimizing engaged learning, and limited support for faculty to overhaul their course structure. Despite these barriers, engaged learning is highly relevant, as the expected job skills of graduates continue to grow and are biased away from rote memorization and toward critical thinking and communication skills. The STEM (science, technology, engineering, and math) disciplines continue to accrue evidence demonstrating that different engaged-learning formats provide for better learning and preparation for careers. This article describes 2 innovative course formats the authors have used to increase student engagement and enhance competence in the areas of critical thinking, evidence gathering, and scientific communication. Furthermore, the authors discuss what they have learned while applying these teaching approaches to the development of new courses and the enhancement of established courses.

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Mark Urtel, Sara F. Michaliszyn and Craig Stiemsma

The purpose of this paper is to summarize the 2018 American Kinesiology Association preworkshop on best practices in internships. This preworkshop contained 2 keynote speakers, 5 ignite sessions, and 6 round-table discussions looking at the status of internships in departments of kinesiology, nationally. It is clear that kinesiology does not have a common practice for implementing internships. Given the many variables in respect to offering an internship, such as curricular mandates, faculty workload policy, community partner availability, program outcomes, student learning objectives, and assessment tools, this is not surprising. Perhaps we should rethink the notion that there is a set of best practices that guide internship development and consider the possibility that internships will look different at various institutions for valid reasons.