The field of sport-for-development (SFD) has grown substantially in recent years ( Schulenkorf, Sherry, & Rowe, 2016 ). As a result, various forms of interorganizational relationships (IORs) and hybrid organizations have emerged in response to opportunities for organizations and stakeholder groups
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Katherine Raw, Emma Sherry, and Katie Rowe
Travers and Jennifer Berdahl
still lags far behind that of boys while adult volunteer leadership is highly gendered and inequitable ( Chafetz & Kotarba, 1999 ; Messner, 2000 ; Messner & Bozada-Deas, 2009 ). We argue that male dominance results from how gender is “done” and “redone” in accordance with a hybrid form of masculinity
Pierre-Alban Lebecq, Yves Moralès, Jean Saint-Martin, Yves Travaillot, and Natalia Bazoge
“the observation of the forms of mixing and hybridity.” 20 Through the analysis of Tissié’s discourse (books and the journal Revue des Jeux Scolaires ), the aim is to understand why Tissié has never been confined to the analytical movement repertoire of Swedish gymnastics and how he resolutely
Ghada Regaieg, Sonia Sahli, and Gilles Kermarrec
) revealed that games situations enhance FMS in children with ID. Thereby, no study has examined the effect of a hybrid program based on real and virtual games situations. While relying on the playful and pleasant aspect of the games allowing children to engage more in APE, we decide to include Kinect Xbox
Alexander Gil-Arias, Stephen Harvey, Óscar M. Morante, Fernando Claver, and Javier Fernández-Río
. Thus, the ability to interact with other students is promoted, making students learn from the experiences they create ( Dyson et al., 2004 ). Based on the aforementioned considerations, a hybrid SE/CL model could be an effective resource to impact the students’ different learning domains, while also
Ryan Charles Luke and Jaye K. Luke
At many institutions introductory exercise physiology courses are required for all kinesiology students. The laboratory portion of these courses usually involves development of knowledge, skills, and abilities (KSAs) connected with content presented in lecture. Due to scalability issues, the Kinesiology Department at California State University Monterey Bay cannot offer traditional laboratory experiences. Therefore, online and hybrid laboratory experiences were created to provide similar opportunities for students, address scalability issues, and enhance student engagement and learning. Creation of these carefully crafted laboratory experiences allowed instructors to (a) highlight and explain key foundational principles, (b) provide experiences involving practical application of material presented in lecture, and (c) present students with additional learning experiences while maintaining high learner expectations. The following article outlines the process used to create these virtual laboratory experiences for students in an undergraduate introductory exercise physiology course.
Irene Rocamora, Ashley Casey, Sixto González-Víllora, and Natalia María Arias-Palencia
to PE via the hybridization of existing models (see Casey & Dyson, 2009 ; Hastie & Mesquita, 2016 ). In their systematic review of hybridizing PMs, González-Víllora et al. ( 2019 ) identified 20 articles of moderate/high quality that reported on the use of hybrid models. This review highlights the
Marlene A. Dixon and Per G. Svensson
, Raynard, Kodeih, Micelotta, & Lounsbury, 2011 ). Examining how a nascent SDP organization responds to institutional complexity is essential to advancing SDP theory and practice. The case organization presented in this study responded to this complexity through a process of organizational hybridity, much
Cláudio Filipe Farias, Isabel Ribeiro Mesquita, and Peter A. Hastie
The impact of a hybrid Sport Education-Invasion Games Competence Model (IGCM) unit of instruction on students’ game performance and game understanding in soccer was examined in this study. Pre- and posttest measures were collected from one fifth grade class of students (n = 24, mean age 10.3) residing in Portugal during a 17-lesson unit of instruction (season). Students’ game performance during multiple 10-min long matches was assessed using the coding instrument of Blomqvist, Vänttinen, and Luhtanen (2005). An author developed game understanding test was used to assess knowledge on decision making and skill execution. Performance differences between males and females were examined using the Mann-Whitney test and student improvement pre- to poststudy was examined using the Wilcoxon test. The combined application of Sport Education (authentic learning environment) and the IGCM (with learning tasks focused on the specific tactical-content and skills of soccer) promoted improvements in students’ game performance and understanding, and increments on the correlations between both constructs.
Per G. Svensson and Chad S. Seifried
Sport leaders are redefining organizational paradigms by blending elements from traditional forms of organizing. Leaders of emergent hybrid forms face unique challenges in managing tensions associated with the paradoxical elements they embody. This paper introduces the concept of hybrid organizing and examines its applicability to Sport for Development and Peace (SDP). Specifically, Battilana and Lee’s (2014) multidimensional framework is used to examine the core practices, workforce composition, organizational design, interorganizational relationships, and organizational culture of hybrid SDP entities. Findings from this exploratory empirical work with nine organizations indicate SDP hybrids operate under a multitude of legal structures yet are underlined by shared beliefs that these new forms provide better opportunities for achieving social impact and organizational sustainability. Organizational leaders appear to use a multitude of internal mechanisms for managing the seemingly paradoxical nature of hybrid organizing. Strengths and challenges associated with these efforts were revealed and are critically examined.
