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Brody J. Ruihley and Robin L. Hardin

Fantasy sport joins competition, sport knowledge, and socialization into one interactive sport activity. This research specifically focuses on the socialization aspects of the activity. This analysis addresses overall satisfaction in fantasy sport, future intentions to return to the activity, and reasons why fantasy sport users (FSUs) do or do not use message boards. Data were collected from 322 FSUs in a questionnaire format using quantitative-scale items and qualitative open-ended questions. The results indicate 62.1% (n = 200) of the sample using message boards in their fantasy sport experience. Reasons for their use were based on the themes of logistical conversation, socializing, surveillance, and advice or opinion. FSUs chose not to use message boards for reasons based on no interest, information, time, and alternative options. Other results indicate that those using message boards have higher overall satisfaction and future use intentions than those not using message boards. This suggests that message boards enhance the fantasy sport experience.

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Blake Bennett and Glenn Fyall

learning process and inherently influence what is learned ( Moll, 2014 ). In Vygotsky’s ( 1978 ) view, the subsequent cultural mediation by the MKO should provide the necessary “social tools” to help transform the learner’s cognitive functions to higher level cognitive functioning and the capacity to

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Emmanuel Macedo

. Not only could sport, as a social tool, be infused with the values the CE wanted to promote, the CE also envisioned sport as a social laboratory where people would be able to interact and test their ability to be fair, honest, tolerant, intellectually curious, and healthy. However, doping at the elite