This was an extension of research by the same authors (2010) that investigated sports reporters’ perception of their use of Twitter as part of their professional journalistic duties. Using content-analysis methodology (N = 1,008), the authors investigated how sports reporters actually used Twitter. Analysis showed a discrepancy between journalist responses and measured content. Although journalists said they were using Twitter for breaking news and promotion, the dominant result of the content analysis was commentary and opinion. There were also differences related to print and smaller media outlets. The implications of such differences are discussed, including a possible paradigmatic shift in journalists’ approaches.
Mary Lou Sheffer and Brad Schultz
Angela Lumpkin and Rebecca M. Achen
Despite what many claim, just because there is teaching does not mean there is learning. Clear and convincing evidence supports changing the instructional paradigm to a learner-centered classroom. Flipping a class shifts the delivery, often through technologically presented lectures, to free class time for student participation in a plethora of learning activities, such as think-pair-share and discussions, leading to student perceptions of greater learning and more enjoyment. In an action research approach with one class, 72% of juniors and seniors in an undergraduate sport finance and economics class reported out-of-class lectures often positively impacted their learning, and the remaining 28% responded these lectures did sometimes. End-of-course evaluations and surveys were overwhelmingly positive about class engagement, interaction, and enjoyment.
Sally Shaw, Richard Wolfe and Wendy Frisby
Sport management education has developed in a manner consistent with conventional management education, focusing on traditional instrumental performance measures and largely ignoring wider social considerations. We endeavour to contribute to the advancement of critical approaches in sport management education. While arguing for the benefits of a sport management education that addresses the complex social issues faced in sport, we provide illustrations of critical teaching in sport management, offering examples from personal pedagogical experience. We conclude with a discussion of pragmatic issues faced in adopting a critical orientation within sport management. Our aim is to provide an approach framed by critical thought that can be used to complement existing teaching paradigms to enhance and bolster the rigour and depth of teaching in sport management.
Kimberly A. Bush, Michael B. Edwards, Gareth J. Jones, Jessica L. Hook and Michael L. Armstrong
Recently, scholars of sport management have called for more research aimed at understanding how sport can be leveraged for social change. This interest has contributed to a burgeoning paradigm of sport management research and practice developed around using sport as a catalyst for broader human and community development. In order for sport practitioners to successfully develop, implement, and sustain these programs, integration of development-based theory and concepts are needed in sport management curricula. Service learning is one pedagogical approach for achieving this objective, and is well suited for promoting social change practices among students. This study assesses how participation in a sport-for-development (SFD) service learning project impacted the social consciousness and critical perspectives of sport management students. Results suggest the experience raised student’s awareness of community issues, developed a more holistic perspective on the role of service, and influenced their future careers.
Michael L. Naraine
-exchange paradigm, especially the notion of blockchain and decentralized networks. While Nakamoto’s ( 2008 ) advancement of BTC as a cryptocurrency is certainly novel, the underlying support mechanism known as blockchain is incredibly nuanced and has led to other decentralized movements including ride
Mark R. Lyberger
have passion, but no compassion. We often talk the talk but fail to walk the walk. Today’s low societal consensus suggests that our field’s dominant paradigm—culture as shared values—is a fallacy ( Morris, 2013 ). Some claim that modern society has no set moral standards, nor moral values
Florian Hemme, Dominic G. Morais and Jennifer Lukow
possible moderations and consequences arising from participation in social media venues” ( Felix, Rauschnabel, & Hinsch, 2017 , p. 119). Content and user-centric platforms have also “created a significant shift in the sports communications paradigm” ( Hambrick, Simmons, Greenhalgh, & Greenwell, 2010 , p
Jules Woolf and Jess C. Dixon
assist the instructor to debrief the exercise and facilitate learning outcomes. The simulation was constructed using a hidden profile paradigm condition ( Stasser & Titus, 1985 ), where collectively, the group has sufficient information to make an optimal decision, but individually, they do not. This
David Pierce and James Johnson
vocational psychology: Paradigms, theories, and research practices . In W.B. Walsh & S.H. Osipow (Eds.), Handbook of vocational psychology ( 2nd ed. , pp. 35 – 66 ). Mahwah, NJ : Lawrence Erlbaum Associates . Chauvin , I. , Miller , J. , & Eaton , K. ( 2011 ). The application of Holland
G. Matthew Robinson, Mitchell J. Neubert and Glenn Miller
.1108/13527590911002122 10.1108/13527590911002122 Reinke , S.J. ( 2004 ). Service before self: Towards a theory of servant-leadership . Global Virtue Ethics Review , 5 , 30 – 57 . Rieke , M. , Hammermeister , J. , & Chase , M. ( 2008 ). Servant leadership in sport: A new paradigm for effective coach behavior