Research on brand communities has burgeoned over the past 2 decades. Today many, if not most, sport organizations are entertaining dedicated brand communities. This article traces the development of community thinking in the field of sport management and marketing. Key articles on brand communities in leading journals in the field are identified, reviewed, and their core contributions distilled. By drawing on literature from adjacent fields, seven areas of future research are proposed: make or buy community, getting value from community, building a community capability, solving the community engagement puzzle, focusing on effective community engagement practices, analyzing the full community life cycle, and community for Web 3.0. The article provides a number of recommendations for future research on brand communities in sport management and marketing, enabling scholars to advance knowledge for both research and practice.
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A Review and Research Agenda for Brand Communities in Sports
David Wagner
Effects of a School-Based Physical Activity Intervention on Adolescents’ Mental Health: A Cluster Randomized Controlled Trial
Kazi Rumana Ahmed, Sharon Horwood, and Asaduzzaman Khan
Adolescent mental health problems are an ongoing public health concern, with approximately 10% to 20% of children and adolescents experiencing a mental health problem of some type. 1 Poor mental health among adolescents has been associated with poor academic achievements, low school attendance
“We Know What We Like to Do:” Effects of Purposefully Negotiating the Curriculum on the Girls in One Middle School Class and Their Teacher
Tasha Guadalupe and Matthew D. Curtner-Smith
purposeful negotiation of the physical education curriculum within an “activist approach” that involves teachers attempting to improve the relevance of school physical education for girls with the ultimate goal that they come to value a physically active life. This, they argued, could be achieved through
The Effects of COVID-19 School Closures on Physical Fitness in Adolescents
Alex M. Wolfe, Maria A. Pessman, Kelly R. Laurson, Dale D. Brown, and Ryan A. Brown
were shut down, including educational institutions ( Bozkurt et al., 2020 ; Viner et al., 2020 ). Consequently, remote education practices were implemented in lieu of face-to-face learning ( Bozkurt et al., 2020 ). The inability to attend regular school activities, including physical education, sport
Process Evaluation of a Scaled-Up School-Based Physical Activity Program for Adolescents: Physical Activity 4 Everyone
Matthew Mclaughlin, Jed Duff, Elizabeth Campbell, Tom McKenzie, Lynda Davies, Luke Wolfenden, John Wiggers, and Rachel Sutherland
Additionally, adolescence is considered a critical period in the establishment of PA habits, which track into adulthood. 5 To support adolescents, school-based PA programs are recommended by the World Health Organization Global Action Plan on Physical Activity (2018–2030) 6 , 7 and are one of the
School-Based Exercise Intervention Improves Blood Pressure and Parameters of Arterial Stiffness in Children: A Randomized Controlled Trial
Sascha Ketelhut, Sebastian R. Ketelhut, and Kerstin Ketelhut
international Health Behavior in School-aged Children survey, only 13.9% of children and adolescents meet the current activity guidelines ( 21 ). To counteract this problem, the school setting may offer an ideal environment to reach a large group of children irrespective of social-economic factors. Different
Middle School Students’ Team Cohesion Development Within a Sport Education Season: A Mixed Methods Investigation
Baofu Wang and Senlin Chen
addressing two research purposes: (a) to examine middle school student (all girls) teams’ longitudinal change of team cohesion within a SE season (early-, mid-, and late-season) and (b) to identify facilitators and barriers associated with cohesion development throughout the SE season. Methods Setting and
The Impact of Pandemic Lockdowns and Remote Learning on Student Fitness: An Investigation of Changes to High School Student Fitness Levels
Ryan Nolan and Matthew D. Zbaracki
for society, work, travel, and most importantly education. In one study of U.S. college students during 3 months of lockdowns, Giuntella et al. ( 2021 ) found that physical activity (PA) declined by a third, average steps taken by over half, and screen time (that is not related to school or work
Effects of Intervention Programs on Child and Adolescent BMI: A Meta-Analysis Study
Catarina Vasques, Pedro Magalhães, António Cortinhas, Paula Mota, José Leitão, and Vitor Pires Lopes
Background:
This meta-analysis study aims to assess the efficacy of school-based and after-school intervention programs on the BMIs of child and adolescents, addressing the correlation between some moderating variables.
Methods:
We analyzed 52 studies (N = 28,236) published between 2000–2011.
Results:
The overall effect size was 0.068 (P < .001), school (r = .069) and after-school intervention (r = .065). Programs conducted with children aged between 15–19 years were the most effective (r = .133). Interventions programs with boys and girls show better effect sizes (r = .110) than programs that included just girls (r = .073). There were no significant differences between the programs implemented in school and after-school (P = .770). The effect size was higher in interventions lasting 1 year (r = .095), with physical activity and nutritional education (r = .148), and that included 3–5 sessions of physical activity per week (r = .080). The effect size also increased as the level of parental involvement increased.
Conclusions:
Although of low magnitude (r = .068), the intervention programs had a positive effect in prevention and decreasing obesity in children. This effect seems to be higher in older children’s, involving interventions with physical activity and nutritional education combined, with parent’s participation and with 1-year duration. School or after-school interventions had a similar effect.
An Exploration of the Use of Twitter as a Professional Development Platform for In-Service Secondary School Physical Educators
Olivia Haslam and Ashley Casey
schools have been criticized ( Carpenter & Krutka, 2014 ). Physical educators, as Amour and Yelling ( 2004 ), Casey ( 2013 ), and Richards et al. ( 2018 ) have independently argued, engage in comparatively little PD opportunities compared with other subjects. Furthermore, because of its marginalized
