Sociology of Sport Essay Interview (Advise you to read the INSTRUCTIONS)

SOC 3301, Sociology of Sport 1

Course Learning Outcomes for Unit II Upon completion of this unit, students should be able to:

1. Explore the sociology of sports. 1.1 Discuss how socialization in sports affects people differently at various stages in life.

2. Demonstrate how modern social theories are used to improve sports management decision-making.

2.1 Describe the impact social theories play in sports management decision-making.

Course/Unit Learning Outcomes

Learning Activity

1.1 Unit Lesson Chapter 3, pp. 50–62, 65–76 Unit II Project

2.1 Unit Lesson Chapter 10, pp. 290–332 Unit II Project

Required Unit Resources Chapter 3: Sports and Socialization: Who Plays and What Happens to Them? pp. 50–62, 65–76 Chapter 10: Age and Ability: Barriers to Participation and Inclusion? pp. 290–332

Unit Lesson As we move into Unit II, we will explore the following questions: Why do most professional athletes tend to retire or remove themselves from their respective sports at such a young age? Why are there sports opportunities for the disabled? Why have the Paralympics grown in popularity and interest? Why are more athletes entering the pros at a much younger age without finishing college?

Sociologists and scholars have been known to use two different approaches when gathering socialization data: the social interaction model and the personal internalization model. Both are valuable methods; however, the personal internalization model seems to result in increased inconsistencies. If designed and conducted properly, though, it does have its place in studying sport socialization (Coakley, 2017). Recall qualitative and quantitative methods introduced in the last unit. Quantitative approaches deal more with gathering facts and figures, such as the information you gain when using surveys and questionnaires. Qualitative approaches utilize open-ended questions and prompts, such as those used in an interview, that allow for expanded discussion and explanation about topics. Using this method, the researcher gains a much better idea about how the person feels, thinks, and experiences situations that occur. Because of this benefit, the qualitative approach tends to yield the most personalized, detailed and comprehensive responses when studying sociology.

UNIT II STUDY GUIDE

Sports: Socialization, Age, and Ability

SOC 3301, Sociology of Sport 2

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So, who plays sports and what are the reasons for playing? Studies have identified the three main factors below that address this question:

1. skills, talents, attributes, and means a person possesses; 2. inspiration, guidance, impact, and persuasion from those in a person’s life; and 3. accessibility and options to participate in sports that fulfill a person’s personal needs.

Most of us can look at our communities and identify a surge in children and youth sport participation, or possibly the increase of local gyms and workout facilities that offer adult and recreational leagues in a variety of sports and activities. One’s culture and circumstances, in addition to the above factors, play a role in the engagement of these actions. For example, the parental involvement for children to play sports in some countries is much lower than it is in the United States. Another example might be a person that participates in sports for a while, but as his or her interests change, he or she may decide to end participation permanently or for a season. Many elements help determine a person’s decision to begin or continue playing sports. It may be because of the desire to be a part of a team, attain physical exercise, achieve a healthier lifestyle, meet other people and create friendships, fulfill personal needs, build character, or to even begin the aspiration and journey of making it to the pros. There has been much research conducted that focuses on the reasons why people choose to join sports programs and what the individual might gain from this experience. Likewise, there are also reports that consist of the negatives of sports involvement. For instance, some people firmly believe that playing sports builds one’s character and teaches teamwork. However, there are also people who might argue that if the coaching mentality is not positive and constructive, or there are issues with personalities on the team, then the athlete’s experience is more of a negative one that may not create the best qualities in the individual. Instead, it may develop undesirable traits. Regardless of which position you may have, it is concluded that sport involvement impacts and affects our lives. The second section of this unit explores the ideas of age and ability in sports. Age is something that, even though it changes once a year, is a determined and definite figure. Ability, however, is a more subjective term, and can be perceived in many different ways. For example, if you possess some level of impairment, such as visual, auditory, or kinesthetic, does that classify you as disabled? If you break your arm, are you considered impaired? Are you able-bodied if you are over a certain age? The level of ability may be a temporary and variable condition, and depending on who you ask to define it, you may receive a plethora of responses. As mentioned previously in Unit I, ideologies are used to give meaning to the environment and make sense of our experiences. Since age and ability are associated with our physical bodies, they are elements of ideology. When we were younger, we viewed people based on physical attributes, such as height, weight, and the color of hair and skin. We could also identify those who were athletic, strong, unskilled, untalented, or weak based on activity performance. In the past, many of those considered disabled or impaired had restricted access to participating in sports and sporting events because some felt they would overexert and possibly injure themselves. The term ableist ideology is used by many to give approval to the misconceptions and assumptions made about those who may be physically or intellectually challenged. Over time, this mentality marginalizes and segregates people from normal activities, specifically organized and competitive sports. The ableist ideology assumes that all abnormalities are impairments, which negates the fact that no person is completely perfect at all times. Throughout the years, these norms and ideologies have changed (Coakley, 2017). Ageism is a discriminatory belief that people, usually younger persons, are more capable and superior to older persons when it comes to athletic activities. This thought process has contributed to the fear of growing older and the age discrimination issue that exists in the world. Due to the distorted perspective of ageism, those who believe that older people are not as capable of participating in mainstream activities (and are inferior as a result) also contribute to the idea of ableism (Coakley, 2017). Ableist believers tend to overlook the fact that anyone can become impaired or disabled tomorrow, and that these abnormalities are a normal process in human nature and existence. A very healthy, non-disabled, outstanding athlete can become ill or injured in a moment’s time. Does he or she become classified as disabled once this occurs?

SOC 3301, Sociology of Sport 3

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The perspectives held regarding age vary over time, from culture to culture, and from one situation to another. When one is considered old, it usually leads to the thought that activity should cease or decline, resulting in inactivity and inflexibility. This belief also leads communities to limit funding for older-aged opportunities. However, we have learned the numerous benefits of physical activity for the human body. Regardless of the age, exercise is a very positive activity for every age group.

This chapter will delve deeper into the many issues of age and ability. As you read the assigned chapters for this week, keep the following names tucked in the back of your mind: George Blanda (football), Martina Navratilova (tennis), Gary Player (golf), Gordie Howe (hockey), Eileen Olszewski (boxing), Nancy Lieberman-Cline (basketball), John Tavares (lacrosse), Donna Vano (skateboarding and snowboarding), and Satchel Paige (baseball) (Sporting News, 2016). Age and ability are key factors in the study of the sociology of sport. Try to tell Hawaiian Eileen Olszewski she is too old to be a boxer. In 2014, at the age of 46, she transferred her skill set as a ballet dancer and member of the “Knicks City Dancers” (for the New York Knicks NBA basketball team) to become the oldest current world champion in the entire sport of boxing, regardless of gender (Williams, 2012).

References Coakley, J. (2017). Sports in society: Issues and controversies (12th ed.). New York, NY: McGraw-Hill. Olszewski, M. (2010). Eileen Olszewski holding up her W.I.B.A. title belt [Photograph]. Retrieved from

https://commons.wikimedia.org/wiki/File:Miyoko_belt_hawaii-350px.jpg Sporting News. (2016). Oldest professional athletes. Retrieved from https://www.sportingnews.com/us/other-

sports/photos/old-professional-athletes/xrhbnzlmhiaw1vetysg163pd2/32 Williams, D. (2012). Eileen Olszewski. Women Boxing Archive Network. Retrieved from

http://www.womenboxing.com/biog/eolszewski.htm

Suggested Unit Resources In order to access the following resources, click the links below. The following information discusses the socialization of sports and how youth sports are a valuable resource when studying social aspects and impacts. This section of the article comes from McGraw-Hill’s Online Learning Center for Coakley’s Sports in society: Issues and controversies (12th ed.) online version. Open the Chapter 3 readings, then scroll to Reading 1 to read “Socialization and sports: A brief overview.” The following article discusses the changes the body makes as someone ages. The article focuses on athletes, the aging process, and why the optimal age in professional sports is relatively low. You are encouraged to view this information.

Eileen Olszewski of Hawaii holds up her W.I.B.A. title belt. (Olszewski, 2010)

SOC 3301, Sociology of Sport 4

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Minson, C. (2015, July 6). How does aging affect athletic performance? The Conversation. Retrieved from http://theconversation.com/how-does-aging-affect-athletic-performance-36051.

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 sports have played a role in your youth and socialization skills. You may complete one, two, or all of the activities. Activity 1: In this unit, we have learned about the peak age of optimal performance in sports and athletics. Physical activity is vital to the elderly with the possible benefits of improved human function and prolonged life expectancy. How would you encourage the older generation to continue physical activity? What opportunities are available in your local community? Activity 2: Locate an article involving age and/or ability in sport and its impact on sports. Briefly summarize the article’s key parts, and express your reaction to the article. Activity 3: Review the PowerPoint presentations on Chapter 3 and Chapter 10 to supplement the textbook reading and lesson content. Alternate formats and transcripts for the presentations are provided below.

Chapter 3: Sports and Socialization: Who Plays and What Happens to Them?

 Chapter 3 PowerPoint presentation

 PDF version of the Chapter 3 PowerPoint presentation

Chapter 10: Age and Ability: Barriers to Participation and Inclusion?

 Chapter 10 PowerPoint presentation

 PDF version of the Chapter 10 PowerPoint presentation