Simon R. Walters

‘It just makes you feel invincible’: a Foucauldian analysis of children's experiences of organised team sports

The childhood years are highlighted as a crucial time when ongoing participation in physical activity can be nurtured and maintained. The nurturing of a childs proclivity to participate in organised sport normally falls into the domain of adults. While both parents and coaches have been identified as key influences on childrens enjoyment of sport, some negative perceptions exist about their roles. Although childrens perspectives are increasingly being acknowledged as valuable, it would appear that young children are still marginalised as active participants in areas of health-related research. The primary objective of this study was to give space to childrens views of organised sport and to examine how adult behaviours affected these childrens enjoyment of sport. This qualitative study utilised eight focus group interviews with a total of 30 children (aged 6–11 years) in the Greater Auckland area of New Zealand. This paper presents a Foucauldian discourse analysis of childrens views relating to their sporting experiences. Children articulated three discursive constructions of sport: sport as competition, sport as fun and sport as fair play. The dominance of sport as competition would appear to serve the needs of coaches and parents more than those of children. Coaches who appear to be firmly positioned within a competitive discourse of sport use their power to support coaching practices that clash with the guidelines provided for them by their sporting bodies. Our analysis shows that many children may be exposed to discursive practices that are not conducive to a child-centred sporting environment. Through the exercise of disciplinary measures, there is pressure on children to conform to the normative behaviours associated with a dominant competitive sport discourse.

Someone Is Watching You: The Ethics of Covert Observation to Explore Adult Behaviour at Children’s Sporting Events

Concerns have been expressed about adult behaviour at children’s sporting events in New Zealand. As a consequence, covert observation was identified as the optimal research method to be used in studies designed to record the nature and prevalence of adult sideline behaviour at children’s team sporting events. This paper explores whether the concerns raised by the ethics committee about the use of this controversial method, particularly in relation to the lack of informed consent, the use of deception, and researcher safety, were effectively managed. This is achieved by reflecting on the conduct and findings of the research and by drawing on the perspectives of research assistants who carried out the covert observation. The authors argue that in the context of these studies, the ends have justified the means and with careful attention to the design of the study the complex ethical tensions arising from the use of this method can be managed.

It's all about winning, isn't it? Competing discourses in children's sport in New Zealand

Abstract Children participating in organized team sports are both the objects and subjects of competing discourses, which can create contradictory and sometimes confusing experiences for those involved. Influenced by Foucault’s concept of discourse and drawing upon the experiences related by a focus group of sports administrators, this article argues that the construction of children’s sport is heavily influenced by the collision between three dominant discourses each of which constructs sport in a particular way: one of sport as a long term development of sport specific skills (progressive-developmental discourse); another of sport with a pre-occupation with winning (competitive discourse); and another of sport that is more child-centred (fun discourse). This analysis increases our understanding of the complexities and tensions that shape a child’s sporting experience.

Enhancing the Ability of Students to Engage With Theoretical Concepts Through the Creation of Learner-Generated Video Assessment

Even though technology has become a key driver in preparing sports management students for an increasingly globalized industry, it is unclear whether the affordances of these technologies contribute to the transformation of the learning environment. The purpose of this study was to investigate how a learner-generated video assessment develops students’ critical thinking and engagement with the theoretical concepts taught in an undergraduate second-year Sociology of Sport course. Data were gathered using a qualitative case study approach. Students found the video assessment enjoyable; it promoted critical thinking and engagement with theory. However, students were less interested in technology-based assessment than the need for courses to align learning strategies and assessment methods to the graduate capabilities required to transform their discipline in the workplace. We argue that it is this alignment that will lead to a transformation in the learning environment and quality student engagement, rather ...

‘Real Play Families’: a New Zealand case study

ABSTRACT This case study examined the experiences of three New Zealand families selected to participate in a four-week ‘Real Play Families’ project. The overall aim of the project was to explore the issues faced when embedding traditional, unstructured, and largely unsupervised play practices in the modern family environment. The project commenced with an initial workshop day, including a two-hour information seminar for parents, real play activities for the children, and a combined debriefing session. Data from parent and child focus group interviews and social media postings were reviewed to generate a comprehensive, triangulated picture of the experiences of each family. The analysis focused on how the families derived meaning and value out of real play, drawing upon their initial perspectives, experiences, challenges, and post-project reflections. Our findings suggest that providing families with appropriate advice and social support around real play can prompt positive and rewarding outcomes for children and parents.