Sociology of Sport III Essay
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Course Learning Outcomes for Unit III Upon completion of this unit, students should be able to:
4. Convey how organized sports programs impact the socialization of children. 4.1 Discuss the impact of youth sports and how they contribute to the social development of
children.
7. Explain how the commercialization of sports has influenced and contributed to changes in status, money, and authority. 7.1 Examine how social class has impacted sports and the commercialization of sports.
Course/Unit Learning Outcomes
Learning Activity
4.1 Unit Lesson Chapter 4, pp. 78–97 Unit III Article Critique
7.1 Unit Lesson Chapter 9, pp. 254–287 Unit III Article Critique
Required Unit Resources Chapter 4: Sports for Children: Are Organized Programs Worth the Effort?, pp. 78–97 Chapter 9: Social Class: Do Money and Power Matter in Sports?, pp. 254–287
Unit Lesson Think back to your childhood and youth. What types of activities did you participate in during your free time? Did you play outside with local friends? Were you on a team playing a sport you enjoyed? Were you a member of your school’s athletic team(s)? Do you remember a great coach who served as a mentor to you in your life? Perhaps, you had a negative experience with a coach, team, or particular sport that resulted in an undesirable opinion toward that sport altogether. Were you able to participate in multiple sports, or were you only able and allowed to play in one or two? Maybe you did not play sports at all. Maybe your time was spent involved with another organization such as scouts, learning music and playing an instrument, or even helping with the family business. These are questions that sociologists explore. One would like to believe that sporting opportunities are open and available to everyone equally, that the chances of being selected to participate on a team are equal for everyone; however, that is not always the case. More money is required to play on sports teams and is involved with sports these days, especially due to privatization and the expansion of specialty and elite sporting options. As a result, many sports are being categorized as those more frequently played by those with the resources to participate or classified as expensive sports to play. While it is not evident to all, it is certainly obvious to many, that a person’s social class defines who they are, what they do, and how they react to environmental situations. Discussions regarding one’s social class or social relations are rarely had, but understanding a person’s social class, as well as socioeconomic status, social stratification, and life events are important when exploring the sociology of sport. Social class is linked
UNIT III STUDY GUIDE
Social Class and Sports for Children
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to power and authority in the sporting industry. Therefore, it becomes a very critical element when we discuss sports opportunities and the inequalities that exist in sports (Coakley, 2017). Disadvantages in sports are very real and apparent in many communities. The term class ideology is used to describe the shared ideas and beliefs used to make sense of inequalities in economics, identification of class position, and the impact of these disadvantages on social worlds. It is based on the American Dream and meritocracy. Most people’s idea of the American Dream involves high aspirations, success, and the attainment of opportunities and materials that contribute to happiness. Meritocracy is a belief that people receive rewards and opportunities based on their abilities, talents, skills, qualifications, and merit (Coakley, 2017). These two ideas are often challenged because their foundation requires society to believe that the only way to earn the rewards is through competitive measures, which is why those with money and power often use sports as a means of identification. Class relations and social class are also associated with patterns of team ownership, participation, sponsorship, and media coverage, as we’ve addressed in previous units. Sports such as boxing, basketball, and soccer are sports that are typically played with minimal expense; whereas sports like ice hockey, lacrosse, and golf require additional money to play, to purchase equipment and essentials, and to secure the playing or practice environments. Those who have the money to fund these opportunities are also the ones who sponsor and promote the events, build the new facilities, and own the teams (Coakley, 2017). In the first unit, the term socialization was introduced. We will continue to address what it means and the part it plays when we discuss sociology of sport. As we review the term, socialization involves the way individuals are shaped and molded into the people they are and the personalities they have by interacting with others. The process includes things such as what we say, how we act, how we respond, and the decisions and choices we make. In this unit, the discussion will continue to focus on socialization in sports. This includes the decision we make to become involved in sports, how we become part of the team and interact with teammates, how we maintain those relationships, how we perform and act around with others on and off the field, and how we react to others’ comments and actions. (Coakley, 2017). Part of this unit addresses being involved in sports, deciding to change or end participation, and the consequences (positive/negative) with sport involvement.
We are introduced to physical activity at an early age. As babies, we play with toys and begin to interact with people. In grade school, we are shown how to play various sports and are involved in competition when placed on teams in our physical education classes. From there, some of us begin to find interests in certain
sports, while others choose other activities on which to focus their time and energy. As previously mentioned, the research conducted on sports involvement suggests that several qualities and traits are learned and fostered through sports participation. Character, teamwork, mental toughness, injury tolerance, obedience, discipline, and basic interactive and social skills are just some of the possible benefits from playing sports. Because of this, many parents also encourage their child’s involvement with sports. It should be noted here that before World War II, parents encouraged their boys to play sports through their local schools, churches, and other organizations to achieve the above-mentioned attributes. However, at the same time, girls were persuaded to learn more
skills related to the home and family. After the war, specifically beginning with the Baby Boom years, organized sports began to take off—boys started playing sports, fathers volunteered as coaches, mothers became the transportation hub, and the girls cheered the boys. It was not until the early 1970s, with the push from the government and the women’s and fitness movements that girls began to make a breakthrough in the sporting industry (Coakley, 2017).
Teamwork is one of the benefits of playing sports. (Johnston, 2014)
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While there are still opportunities to gain activity and physical fitness via unstructured organizations and groups, the interest in organized sports has really boomed in the last decade or two. Parents of girls and boys alike encourage sports participation with the hope that their children will gain the above attributes. Additionally, the involvement in structured, organized sports allows parents to know their children are in a safe and controlled environment, and hope that their children are finding productive ways to stay out of trouble. With the trend and popularity of youth sports on the rise and government agencies struggling to fund public sports programs, these opportunities are being replaced and funded by private and commercial outlets. This shift has created several negative impacts, especially for low-income families who cannot afford to pay the high cost of association or membership fees, specialized training charges, traveling expenses, and other financial needs related to being labeled elite. Additionally, when sports are controlled by private entities, they are not always required to abide by governmental laws and guidelines, such as Title IX, which often excludes many sport enthusiasts (Coakley, 2017). As parents become more vested and experienced in the increased demands and pressures from promoting and supporting their children in specialized sports programs, they tend to become more aggressive and assertive in their behavior. Many reports have shared this disruptive and often violent conduct, which can be very detrimental to the social development of the child. This type of behavior has led many children to find interests in alternative and action sports, where the environment is less structured and less controlled by parental influence. These activities have become so popular that media outlets have tapped into them as a way to seek additional profits. Of course, for those seeking even less control from outside influences, there are always opportunities for informal, player-controlled sports, that allow the athlete complete power—there is no coach, no parents, and no referees to offer their opinions or comments. Whichever type of environment one chooses, there are many lessons to be learned, and this is why sociologists study sports. Title IX was passed in 1972 and is anchored in the Civil Rights Act of 1964. Keep in mind, “Title IX says nothing about athletics; instead, its focus is on educational programs” (Fawver & Spengler, n.d., p. 3, para. 2). The focus was to combat discrimination based on sex. Birkey, (2015) stated “Congress added a small but powerful provision that states that an educational institution that is ‘controlled by a religious organization’ does not have to comply if Title IX’ would not be consistent with the religious tenets of such organization” (para. 2). While this is not an editorial to endorse or condemn any particular line of thinking, it is important for us to recognize that when private entities begin to replace a public institution in the delivery of sport, there are some very fundamental questions we need to be ready to address. Are we creating a situation packed full of the haves and have nots, and what might be the unintended consequences be of such a social situation?
References Birkey, A. (2015, December 1). Dozens of Christian schools win Title IX waivers to ban LGBT students. The
Column. Retrieved from http://thecolu.mn/21270/dozens-christian-schools-win-title-ix-waivers-ban- lgbt-students
Coakley, J. (2017). Sports in society: Issues and controversies (12th ed.). New York, NY: McGraw Hill
Education. Fawver, B., & Spengler, J. O. (n.d.). Funding for youth sport: Learning from the past and aligning resources
for the future. The Aspen Institute’s Project Play: Research Brief. Retrieved from http://www.aspeninstitute.org/sites/default/files/content/docs/UF_SPARC_Funding_Youth_Sport_Res earch_Brief.pdf
Johnston, K. (2014). Team-girls basketball team [Photograph]. Retrieved from
https://pixabay.com/photos/team-girls-basketball-team-girls-1474506/
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Learning Activities (Nongraded) Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information. The following activities will help you understand how money and power play into how sports develop our lives and affect aging in sports and social class. Review the PowerPoint presentations on Chapter 4 and Chapter 9 to supplement the textbook reading and lesson content. Alternate formats and transcripts for the presentations are provided below.
Chapter 4: Sports for Children: Are Organized Programs Worth the Effort?
Chapter 4 PowerPoint presentation
PDF version of the Chapter 4 PowerPoint presentation
Chapter 9: Social Class: Do Money and Power Matter in Sports?
Chapter 9 PowerPoint presentation
PDF version of the Chapter 9 PowerPoint presentation