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
-0027 cssm.2019-0027 CSSM Case Studies in Sport Management 2372-5540 2167-2458 01 01 2020 9 S1 10.1123/cssm.2020.9.issue-S1 Special Issue: Digital Sport Communication Guest Editors: Michael L. Naraine (Brock University) and Andrea Geurin (Loughborough University London) CASE STUDY 1 10.1123/cssm.2019
Seungbum Lee, Yongjae Kim, and Tang Tang
; particularly, as a sport communication staff member. Her degrees, both undergraduate and graduate, are in communication, so she has a keen interest in the nature, role, and importance of sport communication in the context of intercollegiate athletics. For the first time in seven years, CPU’s football team, a
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.
Gashaw Abeza, Norm O’Reilly, and Jessica R. Braunstein-Minkove
identify an appropriate context for empirical research. This also serves as a practical conundrum as social media, or a platform that allows for the participation of those we often have “relationships” with, plays a primary role in sport communication strategies. Therefore, as relationships are key in
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.