school experiences have been examined, students sharing these experiences regarding competitive activities with each other on electronic platforms such as YouTube have not been explored. This is of interest, as electronic platforms are a common place for sharing experiences for middle school students
Teresa Gil-Lopez, Saifuddin Ahmed, and Laramie D. Taylor
“El Clásico,” the soccer competition between Real Madrid and Barcelona FC, is one of the most fervent events in Spanish popular culture. Over the years, the related fandom has acquired an increasingly global reach, in part due to the availability of Web 2.0 technologies that allow for the sharing of content and the creation of multilingual spaces for discussion. The structural and communicative affordances of Web 2.0 technologies allow scholars to investigate multilingual fandom irrespective of geopolitical boundaries; yet scholarly research on such soccer fandom behavior is limited. By analyzing 2,343 Spanish and English fan-posted comments on YouTube related to El Clásico, this study compares the similarities and differences between 2 distinct fan communities surrounding the same context. The findings indicate that, aside from some similarities, both communities differed in their degree of identification with teams and the presence of political references. Implications of the findings and limitations of the study are discussed.
Emil Steiner, Matthew Pittman, and Brandon Boatwright
instance, a fan watching a game on television while second screening on Twitter is different from a fan watching a specific play from that game later on YouTube, and both are different than debating the ramifications of that play on Facebook ( Billings et al., 2020 ; Tamir, 2020 ). Lewis et al. ( 2021
Heon Jin Kang, Chee Keng John Wang, and Stephen Francis Burns
a list of YouTube channels and URL links and was encouraged to watch and follow those guided exercise videos. A variety of exercise channels was given to the participant, such as yoga, Pilates, boxing, and Zumba. The main benefit of self-guided exercise via YouTube channels was the flexibility it
Gareth N. Sandford, Simon Pearson, Sian V. Allen, Rita M. Malcata, Andrew E. Kilding, Angus Ross, and Paul B. Laursen
used to medal at an OG or WC event in the recent competition era (2000–2016). Methods The tactical behaviors of 800-m medalists across 13 championships (5 OG and 8 WCs from Sydney 2000 to Rio de Janeiro 2016) were characterized using readily available footage from YouTube. In total, coverage of 12
Luca Filipas, Emiliano Nerli Ballati, Matteo Bonato, Antonio La Torre, and Maria Francesca Piacentini
International Association of Athletics Federations ( https://www.iaaf.org/records/toplists ). Overall race times and 0-to-200-m, 200-to-400-m, 400-to-600-m, 600-to-800-m split times were obtained from YouTube, uploaded to Kinovea, and analyzed using frame-by-frame playback; this method was previously validated
Online learning has grown at a rapid pace in the last decade (Allen & Seaman, 2005). The purpose of this paper is to present some of the most recent technologies associated with online coaching education in academic settings. The effectiveness of the online learning environment is controversial (USDOE, 2009; Jaggars & Bailey, 2010). Therefore, it is critical to examine strategies that can be used to ensure learning outcomes. A series of tips for online educators are offered. Multiple tools for educators, including blogs, wikis, Google Cloud, instant messaging and YouTube are discussed in relation to possible course assignments within a coaching education curriculum. The paper concludes with a few suggestions for educating large groups.
This case study considers how audience labor performed via information and communication technologies (ICTs) helps sports organizations monitor professional athletes. Three incidents are examined—(a) National Basketball Association (NBA) player Greg Oden participating in a pickup (casual) basketball game while he was rehabilitating an injured knee, (b) photographs posted on the Internet that captured National Football League player Matt Leinart posing with several young women in a hot tub and holding a beer bong, and (c) a video posted on YouTube that depicted NBA player Josh Howard disparaging the U.S. national anthem. The case study explores how ICTs enable sports organizations to capitalize on free labor provided by audience members to intensify surveillance of professional athletes and how fans’ ability to comment on news coverage of these stories reinforces organizational control, further reifying professional athletes as commodities.
Linda J. Schoenstedt and Jackie Reau
The objective of this case study was to create and execute a proactive new-media public relations plan for the 2009 Cincinnati Flying Pig Marathon. Although the economic activity surrounding this marathon has been studied by Cobb and Olberding (2008), the 11th running of the popular marathon offered a chance to launch a social-media newsroom inside the traditional media center. Social-media tools like Twitter, YouTube, blogs, Facebook, Twitpics, and other multimedia postings have revamped news forums through their immediate transmission of news while traditional media must wait until press time. Few sporting events have actively planned to use social-media platforms to create ad campaigns, generate buzz, or track digital participation for selling, marketing, and measuring various responses to the event.
Peter Han, Mark Dodds, Tara Mahoney, Kristi Schoepfer, and Justin Lovich
Social media platforms, such as Facebook, Twitter, Instagram, YouTube, and Snapchat, have become extremely popular; they serve as tools to connect individuals in a public forum. However, collegiate student-athletes use social media to send messages that may reflect poorly on their educational institutions. For example, student-athletes have posted profanity, obscene messages, compromising photographs, and even threatened the President of the United States while using social media. These messages create negative publicity for the college since athletics and student-athletes are a visible aspect of the institution. As such, inappropriate social media use has become a major concern with college athletic departments. Because the NCAA requires member institutions to adequately and consistently monitor social networking activity, colleges have responded to the actions by disciplining student-athletes that use social media negatively to voice their opinions; in some cases, this punishment has been as severe as actually dismissing the student-athlete from his or her team. But, how does this action impact the public relations of the athletic department? Further, does it subject the college to possible legal action?