(from St. Kitts). He is the youngest of five children and grew up in a single-parent household. To provide for her family, his mother worked as a cashier at a betting shop as well as two cleaning jobs. Rashford attended Button Lane Primary School, where he met his peers every morning to get one of his
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A Case Study of Marcus Rashford: The People’s Champion, a “National Treasure,” and an Inspirational Personal Brand
John Vincent, John Harris, John S. Hill, and Melvin Lewis
The Wimbledon Championships, the All England Lawn Tennis Club, and “Invented Traditions”
Robert J. Lake
) of The Guardian wrote, Tennis clubs such as . . . The All England Club—exclusive, expensive and . . . royally patronized—have ruined the image of the game. No amount of initiatives in primary schools will attract large numbers of children to the game so long as it is seen as the preserve of the
The Initial Intentions for Social Leveraging of a Mega Sport Event Among Stakeholders of a Newly Formed Interorganizational Relationship
Fei Gao, Bob Heere, Samuel Y. Todd, and Brian Mihalik
confused the two outcomes. A participant who was hoping to validate the social outcomes that the event might create stated, For this tournament, before and after, we will use its (FIBA) theme or influence to promote relevant activities to draw more attention from students studying at primary schools and
The Importance of Theorizing Social Change in Sport for Development: A Case Study of Magic Bus in London
Stephen Hills, Matthew Walker, and Marlene Dixon
primary school not knowing the rules for some of these key sports. You should know how to play these games so that you can develop an interest in them. That’s what they should be learning, rather than PSHE games. Another teacher from the first school reported that the lack of sport resulted in
The Use of Bricolage in a Resource-Constrained Sport for Development and Peace Organization
Mitchell McSweeney, Landy Lu, and Gareth Jones
-generation activities. As discussed by Mwajuma (staff), Because like some of them come from their countries, they’re mature, they can’t go to school again, to like primary school. Now to help them to survive in Uganda, they have to make something, maybe they can use their hands, they can use their intelligence to make
