Sociology of Sport VIII Power Point

SOC 3301, Sociology of Sport 1

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

3. Evaluate the impact the sociology of sports has on decision-making in high school and collegiate sports. 3.1 Explain how a high school or collegiate sports department decision-making process is impacted

by the sociology of sports.

Course/Unit Learning Outcomes

Learning Activity

3.1

Unit Lesson Chapter 14, pp. 438–476 Chapter 16, pp. 512–531 Unit VIII PowerPoint Presentation

Required Unit Resources Chapter 14: Sports in High School and College: Do Competitive Sports Contribute to Education?, pp. 438– 476 Chapter 16: Sports in the Future: What Do We Want Them to Be?, pp. 512–531

Unit Lesson Many people were involved in at least one sport during their high school years, whether it was football, volleyball, basketball, soccer, track and field, cross country, swimming, wrestling, lacrosse, baseball, softball, or any other sport that may not be listed here. For obvious reasons, the number dwindles when referring to college sports participation. Sports opportunities were likely sponsored by the respective high schools and colleges; however, that is not always the case when looking at other nations. Several countries offer opportunities that are sponsored and funded by outside sources, such as community athletic clubs and members of public or private organizations. One of the main reasons for this difference is the belief that sports participation may dominate the culture and public profiles of schools, thus affecting the main purpose for attending school—to get an education. Chapter 14 looks at sports in high schools and colleges. It examines the arguments for and against interscholastic sports opportunities and the experiences of students involved in intercollegiate sports. Recent education budget cuts and publicized issues in some sports programs have initiated the debate regarding the effect of sports participation in high schools. Many have begun to question the developmental experiences and the achievement goals of high school-funded sports programs. The table on page 441 in the textbook summarizes the main arguments. Much of the research conducted on high school student athletes who participate in sports versus those who do not participate in sports shows numerous benefits. These benefits include a more positive attitude and outlook toward school, higher GPAs, lower absenteeism, better overall health, decreased dropout rates, and a greater success rate at college and in their careers (Coakley, 2017). Obviously, many factors influence these results and contribute to educational attitude and achievements, including social class, family history, support from friends and family, and identity issues. However, it is also

UNIT VIII STUDY GUIDE

Sports in High School and College, and the Future of Sport

SOC 3301, Sociology of Sport 2

UNIT x STUDY GUIDE

Title

important to note that membership status on a team and school identification is highly valued by student athletes, which may contribute to the need to succeed in other areas of their life. Development will occur with high school students, regardless of sports involvement. Some of the other elements that may affect student academic performance and sports participation include socioeconomic levels, cognitive abilities, self-esteem, eligibility requirements, past grades and scores, and the control of parents, coaches, and teachers. These components, along with the selection and filtering processes, demonstrate the need for additional research on this topic. The question of the effect of varsity sports involvement on educational and developmental experiences in collegiate athletes is difficult to answer because not all collegiate sports programs are the same. The size of the school and the money spent on each sport varies tremendously, as does the number of coaches and staff to cover those sports. Some larger colleges and universities are affiliated with several associations, while the smaller schools may only be members of one or two. Associations such as the National Collegiate Athletic Association (NCAA) and National Association of Intercollegiate Athletics (NAIA) govern how the sports programs are categorized and run. Their guidelines include program size, the level of competition, and the rules and regulations that must be followed (Coakley, 2017). The experience as an athlete in a Division I sports program is much different from the experience in a Division III sports program. Likewise, athletes who attend Christian colleges might also experience differences in sports programs. These variations may include sports funding, scholarship availability, media coverage and publicity, coaching staff size and responsibilities, game and event scheduling, travel arrangements and accommodations, course load and college major requirements, practice demands, and student-athlete expectations (Coakley, 2017). So, do schools benefit from varsity sports? From a high school perspective, we have previously learned that public schools are generally funded by tax revenues, while private schools are funded by tuition and sports participation fees. Therefore, budget cuts usually tend to affect public school systems more often than private schools. When these reductions in appropriations occur, even though sports programs account for a small percentage of a school budget, athletic programs do tend to feel the loss. To minimize the effects of budget cuts, some school sports programs rely on fundraising, charge participation fees, or seek outside sponsorships. However, there are pros and cons for these options. Determining the relationship of school budgets and collegiate sports is complex because of the variations of accounting practices in each athletic department and hidden profits that maintain nonprofit status. While many collegiate sports programs benefit from donations from winning seasons, most colleges and universities continue to receive alumni donations that increase their resource allocations in the general fund. Some of the problems that exist with high school interscholastic sports include an overemphasis on sports development, limited participation access, and athletic privileges. Some of the challenges with collegiate sports include commercialization, lack of athletic rights, gender inequalities, and distorted racial and ethnic priorities. Chapter 14 offers several recommendations for solutions to these problems. When we attempt to envision the possible future of sports, we need to keep in mind that power and authority have greater control over how and when these changes occur. Sports in many societies continue to be driven by the ideologies of military conquest, political control, and economic expansion. The two models that society conceptualizes for the future of sports continue to include the power and performance model, and the pleasure and participation model. Power and performance sports will continue to attract those who place an emphasis on strength, speed, power, and competition; while pleasure and participation sports will continue to draw in those who seek other ways to organize and participate in sports activities that match their values and interests. Power and performance sports opportunities will continue to be funded and influenced by the wealthy, which will expand the marketing and media coverage efforts. Technology, telecommunications, and electronic media will continue to dominate as a transformational element in the sports industry. The structure of the organization, consumer behavior, commercialization of sports, and the logic and reasoning of sports are key elements behind the increased interest in sports, and this will continue to expand and increase the interest in power and performance in sports.

SOC 3301, Sociology of Sport 3

UNIT x STUDY GUIDE

Title

Those interested in pleasure and participation sports are often influenced by factors such as health and fitness concerns, participation preferences, and values and experiences, especially by women. These sports enthusiasts enjoy the interaction and relationships formed with the involvement of the activity; however, they are not concerned with status and being acknowledged for their physical and sports attributes. To become change agents in the future sports industry; we must identify goals, which may be diverse from person to person. Some of the goals Coakley mentions include growth (a conservative goal), improvement (a reformist goal), and transformation (a radical goal). To study and explain the social worlds around us, we must consider the three theories we introduced in the beginning: cultural, interactionist, and structural (Coakley, 2017).

Reference Coakley, J. (2017). Sports in society: Issues and controversies (12th ed.). New York, NY: McGraw Hill.

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 help support the lesson content on high school or college sports and the future. You may complete one, two, or all of the activities. Activity 1: Compare and contrast a situation or event that occurred to you or to someone you knew while in high school or college. How was the situation or event handled then, compared to how it might be handled now? Were the outcomes different or the same? What might you have done differently had you been the administrator in charge? Activity 2: Based on the past and current trends in sports, describe your views of the future in sports by creating a graphic organizer to present your thoughts. There are several free applications on the Internet to assist you with this project. Activity 3: Review the PowerPoint presentations on Chapter 14 and Chapter 16 to supplement the textbook reading and lesson content. Alternate formats and transcripts for the presentations are provided below. Chapter 14: Sports in High School and College: Do Competitive Sports Contribute to Education?

 Chapter 14 PowerPoint presentation

 PDF version of the Chapter 14 PowerPoint presentation Chapter 16: Sports in the Future: What Do We Want Them to Be?

 Chapter 16 PowerPoint presentation

 PDF version of the Chapter 16 PowerPoint presentation