With rising globalization and professionalization within sports, athletes are increasingly migrating across national borders to take up work, and their athletic and nonathletic development is thereby shaped and lived in different countries. Through the analysis of interviews with female professional transnational athletes, this article contextualizes and discusses arguments for developing an interdisciplinary framework to account for lived experiences of the close intertwining between transnational migration and career development in professional sports. By combining our psychological and sociological perspectives, we identify three normative career transitions for transnational athletes. First of all, transnational recruitment that draws on social networks as well as individual agency. Secondly, establishment as a transnational athlete that is connected to cultural and psychological adaptation as well as development of transnational belonging, and thirdly, professional athletic career termination that for transnational athletes is connected to a (re)constitution of one’s transnational network and sense of belonging.
Sine Agergaard and Tatiana V. Ryba
Trygve B. Broch and Eivind Å. Skille
Pope in the Vatican and was appointed Vice President of the World Anti-Doping Agency (WADA). In the aftermath, the General Secretary of NIF, Inge Andersen, became Norwegian sport’s scapegoat that had to resign for NIF’s uncivil conduct. To develop cultural sociology perspectives in sport sociology
Maureen Connolly and William J. Harvey
Critical pedagogy owes much of its emergence, development, and ongoing relevance to the work of Paulo Freire whose legacy remains relevant for a next generation of scholars who seek to explore issues of inclusion, oppression, social justice, and authentic expression. An interdisciplinary dialogue between critical pedagogy and adapted physical activity is timely, appropriate, and should focus on complex profiles of neurodiversity, mental illness, and mental health, with emphasis on pedagogic practices of practitioners in service delivery and teacher educators who prepare them for professional practice. A case-based scenario approach is used to present practitioner and teacher educator practices. Concrete examples are provided for analyzing and understanding deeper issues and challenges related to neurodiversity in a variety of embodied dimensions in educational and activity contexts. We work with Szostak’s approach to interdisciplinary research and model an analysis strategy that integrates and applies the methodological features of interdisciplinarity, adapted physical activity, and critical pedagogy.
What do disability labels give us and what do they steal from us? How possible is it to live our lives without categories when life is necessarily categorical? In this brief provocation, I want to explore the disability labels through recourse to three perspectives that have much to say about categorization, disability, and the human condition: the biopsychological, the biopolitical, and, what I term, an in-between-all politics. It is my view that disability categories intervene in the world in some complex and often contradictory ways. One way of living with contradictions is to work across disciplinary boundaries, thus situating ourselves across divides and embracing uncertainty and contradiction to enhance all our lives. I will conclude with some interdisciplinary thoughts for the field of adapted physical activity.
Fiona Moola, Caroline Fusco and Joel A. Kirsh
Despite the benefits of physical activity for youth with congenital heart disease (CHD), most patients are inactive. Although literature has addressed medical and psychological barriers to participation, little is known about the social barriers that youth encounter. This qualitative study explored sociocultural barriers to physical activity from the perspective of 17 youth with CHD. The main theme, “what I wish you knew,” was related to all other themes-youths’ efforts to resolve “disclosure dilemmas,” the barriers they encounter during physical education, and their struggle to understand themselves as normal. The participants’ narratives illuminate the centrality of their sociocultural world to physical activity. The findings call on researchers and educators to attend to the social and cultural environments where these youth live and play.
Danielle Peers, Nancy Spencer-Cavaliere and Lindsay Eales
Adapted Physical Activity Quarterly (APAQ) currently mandates that authors use person-first language in their publications. In this viewpoint article, we argue that although this policy is well intentioned, it betrays a very particular cultural and disciplinary approach to disability: one that is inappropriate given the international and multidisciplinary mandate of the journal. Further, we contend that APAQ’s current language policy may serve to delimit the range of high-quality articles submitted and to encourage both theoretical inconsistency and the erasure of the ways in which research participants self-identify. The article begins with narrative accounts of each of our negotiations with disability terminology in adapted physical activity research and practice. We then provide historical and theoretical contexts for person-first language, as well as various other widely circulated alternative English-language disability terminology. We close with four suggested revisions to APAQ’s language policy.
Maureen M. Smith
As women age, society assigns stereotypes that suggest that older women are no longer capable of being competent athletes. In considering the experiences of older women in sport from a sociological perspective, this article provides a short summary of works examining older women in masters sport settings, as well as three brief case studies of older women engaged in sport and movement. As American women age, more of them will have experienced organized high school sport (after the passage of Title IX), suggesting that the experiences of older women in sport will take on new dimensions and meanings worthy of exploration.
Trevor Williams and Tarja Kolkka
The aim of this paper is to demonstrate the use of the structural functionalist sociological perspective in a disability sport inquiry. A study of socialization into wheelchair basketball is used to show how the ontological and epistemological assumptions of structural functionalism underlie decisions about the research problem and subproblems, data collection method, explanation of the results, and conclusion. Wheelchair basketball is conceptualized as a social system, and socialization as a process that ensures pattern maintenance within the system. A critique is offered of how the perspective has been interpreted in the disability sport literature, its capacity to incorporate variance, and theoretical and heuristic utility for examining disability sports.
D. Stanley Eitzen and Susan Hyatt-Hearn
This is a case study of the consequences of a “sport and society” course for students. Data from a pretest and posttest of one class in sport and society suggest that students changed in “desired” directions. At the conclusion of the course they tend to adopt the sociological perspective, as indicated by a greater probability of criticism rather than the acceptance of societal arrangements, a greater willingness to change social structures, and a greater tendency to consider society rather than individuals as the cause of social problems. Students also became less sexist, and the posttest indicated that the course challenged conventional wisdom and thus demythologized the social reality of sport. Since this study was of one class, the results are tentative. The paper concludes with suggestions for further study.