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

Sports in Society:

Issues and Controversies

Chapter 3

Sports and Socialization:

Who Plays and What Happens to

Them?

My daughter, Danielle,

dealt directly with the cognitive and social

abilities of six-year-olds

when she coached her daughter Cassidy’s team

Photo by Jay Coakley

Socialization: Main definition

 An active process of learning and social development

 Occurs as we

 Interact with others

 Become familiar with the social worlds in which we live

Socialization is an active process

It occurs as people

 Connect with others

 Synthesize information

 Make decisions that

influence their lives and the

world around them

Structural theories

focus on the influence of significant others in socialization processes.

Defining socialization as an active process involves using a combination of theories

and an interactionist model in which it is assumed that

 Processes of social learning and development occur through social interaction

 Social interaction is the basis for creating and maintaining the

 Organization of our social worlds

 Cultural frameworks that we use to give them meaning

Past research on socialization and sports was often based on structural

theories and a personal internalization model in which it was assumed that

 Social learning occurs as people internalize the rules of society as they

 Grow up in their families

 Attend school

 Interact with peers

 Receive images and messages through the media

How are lifelong sport participation patterns influenced by the contexts in

which they are introduced to sports. For children who run with their parents,

are they more likely than their peers to be physical active as adults? What

conditions might disrupt the long-term influence of parents?

Photo by Jay Coakley

Becoming and staying

involved in sports

Research based on a personal internalization model of socialization found that sport participation is related to:  A person’s abilities, characteristics, and

resources

 The influence of significant others

 The availability of opportunities to play and enjoy sports

Recent research is based on an

interactionist model

 It uses qualitative methods (in-depth interviews, fieldwork, participant

observation, and strategic conversations).

 It focuses on relationships and

decision-making processes that occur

over time.

 It recognizes that reasons for

participation change over time.

Wheeler’s findings in the UK

 Children who defined sports s important in their

lives came from families in which

 Sports were well integrated into family relationships and seen as a normal part of everyday life

 Parents did not coach or critique their children’s

sport participation

 Parents were not obsessed with pushing their children to excel

 Without family support, interventions are likely to fail

 Participation barriers often exist in a child’s life

Significant others are important, but continued participation

involves processes of social involvement and continuously making a commitment to be an athlete.

Coakley & White’s findings

Deciding to play sports depends on:  Sport’s connection with other interests and goals

 Desires to develop and display competence

 Social support and access to resources

 Memories of past experiences in sports

 Sport-related images and meanings in relevant social worlds

Donnelly & Young’s findings

Becoming an athlete occurs in the context of sport subcultures

and it involves  Acquiring knowledge about the sport

 Interacting with people involved in the sport

 Learning how participation occurs and what is expected of athletes in the sport

 Being recognized and accepted as an athlete

by other athletes in the sport

Summary

The process of becoming and staying involved in

sports involves decisions influenced by

 Self-reflection

 Social support and resources

 Social acceptance

 Cultural images and messages

 Meanings attached to gender, class, skin color,

ethnicity, age, and physical (dis)abilities in

connection with sports and sport participation

Changing or ending sport participation

Past research indicates that  People don’t drop out forever or cut all ties with

sports; they often move into other sport roles

 Dropping out is tied to other changes and

transitions in a person’s life

 Dropping out isn’t always due to negative

experiences

 Dropping out may cause problems among those

who

 Have identities grounded totally in sports

 Lack social and material resources

Sometimes people end sport participation due to unfortunate

experiences; but most often they alter what and when they play in connection with other changes in their lives.

These often are unpredictable

Photo by Lara Killick

Photo by Jay Coakley

Ending sport participation in high school or college does not

mean that participation is over forever; these 70-year olds playing this exhibition went to a national tournament.

Coakley findings on burnout

Burnout among elite adolescent athletes was most likely when:

 High-performance sports were organized so

that athletes had little control over their lives

 Sport involvement was perceived to interfere

with accomplishing important developmental tasks (due to a unidimensional identity)

Koukouris’ findings

Ending or reducing sport participation is associated with:

 The need to obtain a job and become independent

 Realistic judgments about sport skills and chances for future success in elite sports

After ending elite training, most people sought

other ways to stay physically active and connected with sports.

Wheeler’s findings

When competitive sport careers ended, the main challenges faced by athletes with disabilities were:

 Reinvesting time and energy into other activities and relationships

 Reconnecting with family members and friends

 Returning to school or initiating/continuing occupational careers

Summary

Changing or ending competitive sport

participation is related to:

 Decision-making processes in people’s lives

 Identity issues and developmental issues

 Life transitions

 Self-reflection related to the role of sports

in one’s life

Being involved in sports:

What happens?

In some cultures people mistakenly believe that playing sports

automatically builds positive traits (character) among all participants.

This is tied to their belief in

the great sport myth

Factors often overlooked in research on

character building in sports (I)

1. Sport participation offers diverse experiences, both positive and negative.

2. Selection processes in organized sports favor some characteristics over others.

3. Meanings given to sport experiences vary by athlete; lessons learned and lessons applied vary widely.

(continued)

Factors often overlooked in research on

character building in sports (II)

4. Meanings given to sport experiences change over time.

5. Social relationships mediate sports experiences and the meanings given to them.

6. The socialization that occurs in sports may also occur in other activities.

Sport participation produces positive

effects when it provides (I)

1. Opportunities to explore and develop non- sport identities

2. Knowledge-building experiences that go beyond the locker room and playing field

3. New relationships with people who are not connected with sports

(continued)

Sport participation produces positive

effects when it provides (II)

4. Explicit examples of how lessons learned in sports can be applied in non- sport situations

5. Opportunities to develop and display competence in non-sport activities and become linked with mentors and advocates in the process

General summary

 Negative socialization effects are most likely

when playing sports constricts or limits a person’s identities, relationships, and experiences.

 Positive socialization effects are most likely when playing sports expands or diversifies a person’s

identities, relationships, and experiences.

All sports are not the same when

it comes to socialization experiences. Power & performance sports involve experiences that are

different from the experiences in pleasure & participation sports

Pleasure and participation sports involve forms of cooperation

that may not occur in power and performance sports

Photo by Jay Coakley

Prolympic Versus People’s Sports

Pleasure & Participation Sports

1. Emphasis on connections

between people

2. Ethic of expression,

enjoyment, concern, and

health

3. Body = source of pleasure

4. Inclusion and accommodation

of differences

5. Democratic structures

6. Compete with others

Power & Performance Sports

1. Use power to push limits in

pursuit of victories

2. Excellence proved through

winning

3. Body = tool and weapon

4. Competence-based

inclusion/exclusion

5. Hierarchical structures

6. Opponents = enemies

Sport participation and health

 The healthiest physical activities are rhythmic, noncompetitive exercises in which people control and regulate body movements.

 Health benefits decline in competitive sports.

 Health costs of competitive sport are due to  Injuries (cuts, broken teeth, injured knees, broken bones,

spinal cord injury)

 Violence (when body is used as a weapon)

 Risk taking (when athletes exceed limits)

 Unhealthy lifestyles (disordered eating, drinking)

When people make the generalization that sports contribute

to health, they overlook sports in which injury rates are high and sport cultures encourage risky or unhealthy actions

Sport participation and obesity

 Physical activity reduces weight.

 When people equate activity with competitive sports, activity rates often decline.

 Sports in which large bodies are valued encourage overeating and other unhealthy weight gain strategies—such as in the NFL where obesity rates are high.

How to sports affect our lives?

Studies of sport experiences

The voices of sport participants indicate that

 People define and give meaning to sport experiences in connection with their social relationships.

 Meanings given to sport experiences are grounded in cultural definitions related to gender, race and ethnicity, social class, sexuality, (dis)ability, and other characteristics defined as socially important in a social world.

The meanings given to sports vary by person and

situation.

Theberge’s findings

The locker rooms of women’s ice hockey teams are key places where

 Women bond with each other and form a sense of community

 Players develop meanings for their sport participation through their relationships with each other and apply those meanings to

their lives

Some women may see these Olympians and be eager to play water polo; others

may see them and think that they would not want to wear such revealing suits.

Male athletes don’t have to deal with such an issue.

Photo by Lara Killick

Studies of the social worlds of sports

 Social world refers to a way of life and an associated

mindset that revolves around a particular sport and the people associated

with it.

 Sport experiences and the actions of people in sports

can be understood only when placed in the context of the social worlds in which they occur.

Adlers’ findings

Some athletes in high-profile sports experience “role engulfment” that

 Deeply affects their identities and how they make decisions about their academic, athletic,

and social lives

 Separates them from relationships and

experiences they require if they are to learn lessons from their sport experiences

 Influences how other people define and

respond to them

Wacquant’s findings

The social world of the boxing gym

 Was created in connection with the social forces in

the black ghetto and its masculine street culture

 Sheltered black men from the full destructive

impact of social and cultural forces in their lives

 Provided a disciplined regime of body regulation that established a positive identity and separated the men from the negative influences of a chaotic

environment

Sports as sites

for reaffirming ideology

 Sports are sites for struggling over how we think and what we do.

 Sports are sites where people create and learn “stories” they use as they give

meaning to and make sense of the world.

 Sports consist of vocabularies and images (discourses) that often support

dominant ideologies.

Socialization as a

community and cultural process

Hegemony is the process of maintaining leadership and control by gaining the consent and approval of other groups, including those who are being led or controlled.

Sports are important sites for hegemonic processes because they provide pleasure and excitement for people.

Corporate sponsors use sports to establish “ideological outposts” in people’s heads; this defuses resistance to corporate power and policies.

Gramsci: It’s difficult to fight an enemy that has outposts in your head.

When corporations pay for the ads in stadiums and on

television broadcasts, it is unlikely that sport will ever be a site for critical comments about them and what they do.

This is a form of community socialization

Photo by Ha’Eri

Corporations pay to have their names, logos, and products associated with

sports. If people believe that their pleasure depends on corporations, they’ll be less likely to interfere with corporate interests.

Photo by Jay Coakley

Nike and other corporations worked

hard to sever the “Jordan persona”

from African American experiences.

The French liked this image on a Paris

building because they could identify

with Jordan without acknowledging

the legacies of African colonialism

and racism that are part of their

culture.

This allowed them to see Jordan with

colorblind eyes—and allowed white

French people to deny racism in their

society.

Photo by Jay Coakley

Sport, socialization, and ideology

 Research shows that none of us lives outside

the influence of ideology.

 The stories that emerge in connection with

sports and sport experiences generally

reproduce dominant forms of ideology, but

they also can challenge and even transform

dominant ideology.

The most informative research on what

happens in sports deals with

1. The everyday experiences of people who play sports

2. The social worlds created around sports

3. Community and cultural processes through which ideologies are created,

reproduced, and changed