insight into the social-interactional factors associated with these outcomes. Thus, the purpose of the current study was, first, to explore classroom teachers’ patterns of social interaction related to intervention activities (i.e., social capital) and, second, to investigate relationships between social
Michelle E. Jordan, Kent Lorenz, Michalis Stylianou and Pamela Hodges Kulinna
Allison Ross, Ja Youn Kwon, Pamela Hodges Kulinna and Mark Searle
environment (PE). 13 – 16 Although this single factor has merit, there is a need to better understand how the shared beliefs of parents and/or children within the community might also influence behavior. Social capital (SC) has the unique potential to reveal elements within the social environment that may
Kirstin Hallmann, Anita Zehrer, Sheranne Fairley and Lea Rossi
practice relating to emotions and passion for sport diverges from that of males ( Knoppers & Anthonissen, 2008 ). This might be also related to having or not having a shared history in participating in men’s sport ( Knoppers & Anthonissen, 2008 ). Gender roles may influence social capital ( Riddel, Wilson
Jean Harvey, Maurice Lévesque and Peter Donnelly
This study focuses on the relationship between sport volunteerism and social capital, defined here as a resource that stems from participation in certain social networks. A position generator and a resources generator were used to measure the social capital of respondents. Results from this pilot study survey, exploring several aspects of volunteerism in sport in two Canadian communities (one in Québec, the other in Ontario), show a strong relationship between volunteerism in sport and social capital but do not allow a precise measure of the direction of this relationship. Results also show stronger relationships between sport volunteerism and social capital when we control for gender, language, and age.
Julianne A. Wenner, Kimberly M.B. Tucker, Hannah G. Calvert, Tyler G. Johnson and Lindsey Turner
, promoting, and leading the implementation of a CSPAP, this research attended to characteristics of PE teachers and school cultures as they relate to PA opportunities. Specifically, the research investigated how social capital ( Coleman, 1988 ) relates to PE teachers’ abilities to facilitate PA outside of PE
methods and methodology. In the next section, I will detail the methods, methodology, and framework for this study. The description of the conceptual framework for this study also functions as a review of literature explaining testimonial, social capital, and otherfathering. Following the literature
Chia-Yuan Yu, Su-I Hou and Jonathan Miller
encountering changes in life such as retirement, bereavement, shifting social roles, 9 and limited physical function. Social capital greatly affects the health risks faced by older adults. 10 Social capital, in its emphasis on the social connections among groups of people, 11 , 12 has been found to have
Jon Welty Peachey, Jennifer Bruening, Alexis Lyras, Adam Cohen and George B. Cunningham
Much sport-for-development (SFD) research has focused on the impact initiatives have on participants, and not on other stakeholders such as volunteers. Some research suggests volunteerism enables social capital gains, while other scholars have been skeptical, with even less known about how volunteers are impacted by working for SFD events rather than for ongoing programs. Therefore, the purpose of this study was to investigate how, if at all, a large, multinational SFD event contributed to social capital development of volunteers. Findings revealed volunteers experienced social capital development through building relationships, learning, and enhanced motivation to work for social change and reciprocity. As very little research has examined the efficacy of SFD events in contributing to social capital development, the findings extend the literature on SFD events. It would be prudent for SFD events to target programming to impact the experience of volunteers to retain them and contribute to social capital development.
Brent D. Oja, Henry T. Wear and Aaron W. Clopton
legacy and social capital creation that often results in a sense of community connectedness ( Chalip, 2006 ; Gibson et al., 2014 ; Schulenkorf, 2010 ). Relatedly, changes in social capital stemming from hosting sport events have also been examined, and while results have been mixed, social capital
Little research has been done to date on the contribution of sport to a lifestyle of community participation. This is despite theoretical support from the social capital literature for the suggestion that the relationships and trust fostered through sport participation should lead to involvement in community activities outside of sport. The present study addresses this gap in the research by testing whether participation in organized youth sport positively predicts involvement in particular community activities as an adult. Based on an analysis of survey data collected from a representative sample of Canadians, the findings show that youth sport participation was positively related to adult involvement in community activities, although the predictive effects of youth sport participation were small. The findings also show that the effects of youth sport participation on adult participation in community activities lasted throughout the lifecycle. Both findings are consistent with the social capital literature.