This essay discusses how Twitter can be used as a pedagogical tool for sport communication and sport management courses. Given the prevalence with which Twitter has penetrated the sport industry and the frequency with which college students use social media, Twitter is a complementary and viable classroom component. The essay provides ways in which Twitter can be used for formal assignments in the sport communication and sport management classroom. The essay concludes by discussing some challenges to using Twitter in the classroom, describing strategies for overcoming these barriers, and encouraging sport communication and sport management educators to embrace the culture of convergence that Twitter affords. The appendix offers detailed guidelines for the assignments discussed in the essay.
Jimmy Sanderson and Blair Browning
By Chuka Onwumechili. Published 2018 by Routledge , New York, NY. $44.95 . 356 pp. ISBN: 978-1-138-28187-5 Sport Communication: An International Approach presents the necessary fundamentals and practices of sport communication in a global way. The text is divided into five parts: (I
Gashaw Abeza, Norm O’Reilly and John Nadeau
Sport and communication have existed since humans began interacting with one another, with organized sport and planned communication formalized for hundreds of years. However, social science scholars have only taken a high-level of interest in sport communication over the past decade. Over the past 10 years, much has been written and researched in the field, and its formalization continues, justifying a need for a review of its current status and the articulation of its future directions. Thus, this article identifies and critically discusses the developments in the field of sport communication in terms of its academic infrastructures and the resulting body of knowledge. It also assesses how the field’s developments are affecting scholarly advancements and identifies areas of “disciplinary pain.” The work concludes by providing suggestions for future research.
Huan Yu Xiao and Andrea N. Eagleman
This commentary analyzes the growth and current status of the education, facilities, faculty, and teaching quality associated with sport communication education in China. It presents findings from a survey of Chinese sport communication students and their perceptions of the quality of education at universities offering such programs, as well as survey results from Chinese sport media professionals and their assessments of the students graduating from these programs. The results of these surveys signify problematic areas in sport communication education, such as an imbalance between the number of students in these programs and the amount of equipment and resources available, the shortage of qualified teachers, and the lack of applied sport communication opportunities available to the students. The article also details the relationship between supply and demand in academia. The commentary closes with proposed strategic solutions for the reformation and development of the academic environment related to sport communication in China.
Justin Robert Keene, Collin Berke and Brandon H. Nutting
This study, based on previous work, investigated the interaction of camera angle, arousing content, and an individual’s general and school-specific fanship on the cognitive processing of and emotional reactions to sport communication from a top-down and bottom-up perspective. Cognitive processing was defined as the resources available for encoding and was indexed using secondary-task reaction times, and self-reported positivity, negativity, and arousal were also measured as an index of emotional reactions. Results indicate that general and school-specific fanship have differential effects on cognitive processing and emotional reactions. In addition, in a replication of previous work, it would appear that different camera angles do not have different effects on cognitive processing. The implications of the top-down and bottom-up approach for the sport communication experience are discussed for both sport researchers and sport communication practitioners.
Michael L. Naraine
Darlene A. Kluka
Antonio Gramsci argued that ruling classes stayed in power as much through cultural hegemony as through economic hegemony or brute force. Gramsci maintained that the dominant class established and maintained this cultural hegemony through negotiation and persuasion. Gramsci’s theory offers much to sport communication scholars who try to ascertain why certain communities (especially their civic leaders) build stadiums to attract major-league sports teams and events despite mounting economic evidence that these ventures often fail to yield the financial benefits touted by their advocates. This paper uses Gramsci’s theory to examine how the civic leaders of Atlanta enticed the populace and sporting press to use public funds to build a new sports stadium in the mid-1960s. Atlanta’s leaders used the sports stadium not only to lure a Major League Baseball team to the city but also to persuade the city’s populace that this move made the metropolis “big league.”
Gregory A. Cranmer and Maria Brann
Coaches are recognized as important sources of athlete experiences (e.g., learning, sport satisfaction, relationships with teammates), but little attention has been devoted to how coaches foster positive self-perceptions. The current exploratory study proposes that coaches are likely sources of confirmation (i.e., feeling of recognition, endorsement, and acknowledgment). This assumption was substantiated via 12 interviews with Division I volleyball players during the 2013 season as 6 confirming acts and messages used by coaches were identified (i.e., individualized communication, personal relationships, encouragement, demands for improvement, recognition, and demonstration of investment). In addition, 4 phenomena that influence confirmation were identified (i.e., adversity, knowledge of other coaches, athletes’ roles on the team, and timing). These results extend confirmation to the sport context, provide sport communication scholars with a novel framework to understand athlete–coach communication, and illustrate that various phenomena (including starting status) can influence confirming communication between athletes and coaches.