KIN110 Sociology Of Sports

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KIN110 Sociology Of Sports

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KIN110 Sociology Of Sports

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Course Code: KIN110
University: University Of Regina

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Country: Canada

Question:
Socialization, social worlds: Think back to your early experiences of playing physical games and sports and describe them in terms of when they occurred (year / generation), the context in which they occurred (e.g., city, small town, provincial, country), and what was going on in your life as they occurred. How were those early experiences related to your age, social class, race or ethnicity, family, education, and neighborhood or community?
Youth sport: When children first play sports (or not), they do so in connection with ideas about themselves, about their bodies, and about the meaning of their experiences. Where did these ideas come from in your childhood (ages 4-12)? How did they influence the patterns of your experiences and the emotions that accompanied them? Have they changed in your life since age 12? How have they influenced your experiences since childhood up to the present time?
Social identities: Opportunities to play sports and the character of sport experiences often are different for boys and girls and for children from different racial or ethnic groups, and from different social class backgrounds. Write about how gender, race/ethnicity, and social class influenced the sports and recreational activities you did or did not play as a child. Have factors related to gender, race-ethnicity, and social class influenced your experiences through your life to the present?
Social institutions: Does your participation is sport involve the consumption of goods and services? What impact has this commercialization had on your participation? Think of a time when sport governing bodies and / or governments impacted your sport or recreation experiences (e.g., access to facilities, new rules)? Does the media cover your sport? What forms of media cover your sport? How is your sport typically depicted by the media? Are there other ways in which the media has influenced your participation or interest in sport?
Social issues: Was your participation in sport or recreation considered deviant (different from the norm)? If yes, in what ways is the sport deviant? Or was it normal for you? How did you explain and rationalize the deviance? Is violence part of your experiences in sport or recreation? If yes, what did other people (e.g., family, friends, society) think of the violence in your sport? Has your opinion about violence in sport changed over time? If so, why?
Answer:

Introduction
Sports and recreation activities have been practised by societies for over a long period of time in life (Coakley, 2009).  They are taken as very important events by the society. Recreation activities are very healthy and helpful to a society (Ditton, Loomis, & Choi, 2012). They are practices in the dimensions of family, friends and society, communities and nations as a whole. They affect the media, the economy, ethnicity, social classes etc. Every age group has especially different gaming activities. Each group of individuals has reasons why they practice a certain sporting activity. Sporting activities are very important to families and friends. Some activities are very healthy and also enhance peace and harmony in society. The lifestyle of sports and games contributes much to healthy living among people (Sinclair, 2015). Generally, sporting Activities are very important in life.
Media houses are also well affected by sporting activities in different ways. Many have commercialized sporting activities over many years ago. Many media houses have even time set aside daily for them to view or report sporting activities (Krassel, 2016). World economies of people who practice sporting and gaming activities for commercial purposes have their economies well impacted by these activities. It’s a major contributor of nation’s world economy. Different social classes practice different kinds of sporting activities. Many of high profile people practice sporting activities for pleasure and to keep fit (Müller, 2014).
Sporting activities have affected societies for over a long period of time in history. People are born in different localities and different societal setups. These different setups affect the kind of sporting activities people find themselves in. sports and games are also taken as a means of taking off people from daily chores. People believe sporting also improve people’s capabilities. They improve people efficient to take studies or work (Hasselstrøm, Hansen, Froberg, & Andersen, 2012).
Socialization and social worlds
Human beings are naturally born as social beings. In my early years as I grew up games were very common. Actually every day we rose up to go gaming. These games occurred in my early years as early as I find myself I could understand and interpret things. However even before I could comprehend life we used to go sporting and gaming and watch of carers and our parents (Coakley, 2014). Our parents took sporting very important for the games were taken as a source of good health. They kept us fit unlike children who didn’t play and ended up becoming obese which was a burden to their parents. From the ages of 4-12, we practiced games which required minimal equipment such as “jump rope”. This was the most common game we used to practice in our lives as we grew up (Ponchillia, Armbruster, & Wiebold, 2015). The game needed minimal equipment and the rules of the game could be understood by each and every one of us in these age groups. Sometimes we could do this gaming as a competition among one another as friends or as different families (Macnamara, Hambrick, & Oswald, 2014). This gaming was very enjoyable in these early ages of development. In school and everywhere we met most times we used our times doing this kind of gaming. In a social gathering where we found ourselves with our parents we used to do gaming too.
Soccer was also practiced in the ages of 7-12 (Green, & Jones, 2015). During these ages, we could make teams and pray against one another. We had senior people who use to help us, especially in football. This is a game very addictive to children of this age. We could play this game until we forget whether we are supposed to eat or go home at sometimes. We also played volley ball in high school.  
Most of our gaming took place in a small town where we were born in our early years. This was because in this small town is where we could meet often and is where our friendship was strong. This was advantageous also because we knew each other and we could meet in the same school almost all of us. However, with time we could meet in competitions in big cities in provincial level in children competitions (Coakley, Riemer, & Pittman, 2009). The society used to organize that we meet with different other kid teams and play. This created bonds within communities and talents were easily identified. During all this period of sports, I was learning much about how to live with my peers. I was also learning how to appreciate people from a different background (Chin, 2010).  I was also becoming fit day by day and I remained healthy.
This early experiences affected my age, social class, race or ethnicity, family, education, neighborhood and community. I was becoming mature in my age and developing a physical feature which was making me more fit (Wankel, & Kreisel, 2015). I could understand community and society even at my tender age. My social class was also affected because I felt accepted and also could associate with different people of different caliber (Harris, & Parker, 2009). I learned also to appreciate different races and ethnicity. Sporting made me appreciate every race and treat people equally because I could see the same abilities from my friends. Since playing was teamwork discrimination wasn’t possible. Families lived in unity for their children could play together. There was a strong bond joining the community making a better society. Neighbors knew each other in different dimensions making them cooperate in societal issues.  The community became strong and could help each other in different aspects of life. Every aspect of sports affected me, family and society as a whole. This is because meeting together and gaming creates unity among people for they mostly spend time together.
The social worlds create the best human relationships in all the parts of the world. Human beings are social beings and need one another. These bonds are created by sporting and games activities (Bendíková, 2014). When people meet together they interact and know each other better and this enables them to live well.
Youth Sport
During my childhood, we used to play games with a certain imagination especially at ages 4-12. There are feelings which we felt always that made us follow or chose a certain sport. We were also influenced by the society, in how people behaved towards the winner and the loser. In most cases the winner is liked the most. The ideas of choosing a certain game come mostly from families and society (Andersen, Lawlor, Cooper, Froberg, & Anderssen, S. 2009).  The games and cartoons we watched also influenced the kind of game we took. The society also had influences on the kind of ideas we formed. Our families also had expectations on what their children will become and they became a source of ideas too.
The source of the ideas determined what kind of feeling we could carry around with. Most sporting activities always made us feel proud of ourselves always. When you win always there is that emotion of feeling great and they made us live a joyful life always. Most of these feelings haven’t changed over time (Robertson, 2017). The feeling of taking everybody important and understanding differences in humanity has remained. Only childish behaviors of those ages have been left behind. Games made societies and communities live in harmony and that I have carried even now. My life has been one of the joys explicable for being able to cope with different environmental conditions at different times in life. Since training has challenges which every player has always to adhere to, they molded us and that I have carried till the present age. Changing conditions of life don’t beat me down for I am able to adapt. Some of the game activities I even practice them even to date (Gratton, & Jones, 2010).
The youthful sports have influenced my life positively. The lessons of oneness and teamwork I have carried even to date. Appreciating every ethnicity was also learned during this youthful age and I am able to live with different people from all parts of the world. Some of the challenges and success I have achieved in this present time I learned all from our early sporting times (Trudeau, & Shephard, 2008).
Social identities
Gender affected games we played during our early lives. The game like “jump rope” was largely taken by girls. Football was mostly practiced by boys. They were set beliefs with grew with because we found them in the society. There are things which we found in our society that affected the gaming activities that we practiced in terms of our gender (Khan, ul Islam, & Khan, 2011). These rules couldn’t be broken that time for those who trained us had a big say on what we could do. Soft training was done to girls but hard and heavy training was done for the boys. The game practiced by girls didn’t require any strenuous activities but lessons learned from these sporting activities were the same.
The race wasn’t a challenge or a point of deferential gaming. This is because we discovered whatever the race or ethnicity one came from we all had equal potential. Ethnic differences were not acceptable in our small city. No matter which race you came from in a team it didn’t matter for the victory was always for all (Davis, Bull, & Saiz, 2010).  Social classes in our times just made our sporting better. Since all of us were children, social class and status weren’t much recognized. However, those from a higher class and status from the society helped us to make our sporting activities better. They made all of us feel a sense of beginning. So for us as children, our focus was seeing victory and not seeing our backgrounds.
The issues of gender, race and social class I learned from my early years have carried some to date. Gender issues helped me to know how to treat people of the opposite sex. Since in sports we were trained values of relations have carried most even unto to date (Lenskyj, 2013).  Racial issues and ethnicity which comprise the major challenge in the world have helped me so much (Grundy, 2013). As other people see differences in abilities based on race, I normally see everyone having an equal ability to accomplish his or her purpose. Issues of discrimination are none issues to me always. Growing and seeing people of different ethnicity do a common thing and achieve great things together shaped my mind to see people equal (Rosen, & Peterson, 2010). Social classes were seen that if someone is more advantaged he/she is supposed to help others in society. Have had this mentality in the whole of my life and instead of looking down upon those who are lower than me I make it my goal to help them to become better. My present life is much affected by our early gaming activities and I am happy for having had such opportunities.
Social institutions
My participation in sports involves the consumption of goods and service. We pay the trainers for their good work but many also volunteer themselves. Sometimes when we go far there are things to carry with us and also higher modes of transport (Gratton, & Henry, 2012).  There are also recommended foods which are for the players at certain points in time and other goods are part of our lifestyles. This commercialization has helped me see the sports as a big contributor to the economy. Commercialization of sports also has helped me see different financial opportunities in sporting activities which is very important.
The government at times has been very helpful in our sporting and recreational activities. Many times they have been funding our activities. The government also has been offering trophies making a point of meeting with one another (Hickman, Lawrence, & Ward, 2015). The authorities are interested in sporting activities in such that the ministries dealing with sports are very keen on our sporting and recreational activities (Coakley, 2012).  In different places, they have helped us build recreational facilities. The government also has lessened rules related to sporting and recreational activities. Many restrictions that used to be have been removed making our small sporting and recreational facilities free for access.
At times the media covers our activities. This is mostly aided by local authorities with the aim of developing talents. The media is very cooperative in such a way that some time they cover our activities for free (Misener, & Mason, 2016). The media that cover our events include a TV station which air our events live. Radio stations also cover our event too. The national media also publicize our events. The intervention of media in our activities makes our events very popular. Our sporting was depicted by media due to our good performance. The networks we form have also enabled the media houses to create some interest in our sports activities. Winning several trophies organized by the government has also made the government to note us. The media also has been benefiting from airing our events (Hartmann, & Depro, 2016). Due to the involvement of media in our sporting activities we have improved in our sporting activities performance. It has made some of us get scholarships in their education for the media exposes these talents to the whole world. Media has made many of us committed and creating high interests in our sporting activities (Pitts, & Stotlar, 2007). 
Social issues
Our participation in sports and recreation activities has been considered very different from the normal way this happens. Being a group of people from different races, ethnicity and social classes and being able to live together has amazed people (Saito, 2009). Media houses have been amazed and the people who hear this aired.  We differ from the rest of the people by the way we handle our matters in terms of gender, race and social classes. For me to see different people united and doing things in common is not normal at this age. The deviance is influenced by doing things differently. This has been due to our background training which is based on unity. Violence happens at some point but it’s very easily solved for our goal is to remain united and make difference in this current world (Loes, Dahlstedt, & Thomee, 2010). This minor violence does not affect the family, friends and society. For the violence is very minor in our sports and recreational activities. My opinion on violence in sports has changed over time.  This is because I think there are always ways in which people can avoid violence.
Conclusion
In future recreational activities and sports should involve many people from different big areas. A team should not be composed of people from only one small place but rather a bigger locality. These activities should involve all age groups for recreational activities help people to keep fit. People in all classes should choose sports to keep them fit. Technology should be employed to teach/train people on sports activities.
References
Andersen, L. B., Lawlor, D. A., Cooper, A. R., Froberg, K., & Anderssen, S. A. (2009). Physical fitness in relation to transport to school in adolescents: the Danish youth and sports study. Scandinavian journal of medicine & science in sports, 19(3), 406-411.
Bendíková, E. (2014). Lifestyle, physical and sports education and health benefits of physical activity. European researcher. Series A, (2-2), 343-348.
Chin, L. (2010). Cultural heritage of Sarawak. Sarawak Museum. Comparative education, 34(2), 119-130.
Coakley, J. (2009). Socialization and sport. The Blackwell encyclopedia of sociology. Educational Management Administration & Leadership, 39(5), 603-620.
Coakley, J. (2014). Sports in society: Issues and controversies. McGraw-Hill Higher Education. Educational Management Administration & Leadership, 31(3), 63-79.
Coakley, J. J. (2012). Sport in society: Issues and controversies (No. Ed. 2). CV Mosby Company. Educational Management Administration & Leadership, 37(4), 89-110.
Coakley, J., Riemer, B., & Pittman, B. (2009). Guidelines for Teaching Undergraduate Sport 24(1), 33-51.
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Davis, B., Bull, R.,& Saiz, M. (2010). Physical education and the study of sport (p. 388). London: Mosby. Comparative education, 34(2), 119-130.
Ditton, R. B., Loomis, D. K., & Choi, S. (2012). Recreation specialization: Re-conceptualization from a social worlds perspective. Journal of Leisure Research, 24(1), 33-51.
Gratton, C., & Henry, I. (Eds.). (2012). Sport in the city: The role of sport in economic and social regeneration. Teachers and Teaching: theory and practice, 14(4), 295-306.
Gratton, C., & Jones, I. (2010). Research methods for sports studies. Teachers and Teaching: theory and practice, 14(4), 295-306.
Green, B. C., & Jones, I. (2015). Serious leisure, social identity and sport tourism. Sport in Society, 8(2), 164-181.
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Hartmann, D., & Depro, B. (2016). Rethinking sports-based community crime prevention: A preliminary analysis of the relationship between midnight basketball and urban crime rates. Journal of sport and social issues, 30(2), 180-196.
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Krassel, K. (2016). Sportography: kreative Möglichkeiten der Sportfotografie. Egoth-Egon-Theiner-Verlag. Teachers and Teaching: theory and practice, 14(4), 295-306.
Lenskyj, H. (2013). Out on the field: Gender, sport, and sexualities. Toronto: Women’s Press.
Loes, M. D., Dahlstedt, L. J., & Thomee, R. (2010). A 7?year study on risks and costs of knee injuries in male and female youth participants in 12 sports. Scandinavian journal of medicine & science in sports, 10(2), 90-97.
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Misener, L., & Mason, D. S. (2016). Creating community networks: Can sporting events offer meaningful sources of social capital?. Managing Leisure, 11(1), 39-56.
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Pitts, B. G., & Stotlar, D. K. (2007). Fundamentals of sport marketing. Fitness information technology. Comparative education, 34(2), 119-130.
Ponchillia, P. E., Armbruster, J., & Wiebold, J. (2015). The National Sports Education Camps Project: Introducing Sports Skills to Students with Visual Impairments through Short-term Specialized Instruction. Journal of Visual Impairment & Blindness, 99(11), 587-598.
Robertson, L. (2017). Youth in sports. The ANNALS of the American Academy of Political and Social Science, 194(1), 73-78.
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Sinclair, D. (2015). Sports education–a priority for Caribbean sports tourism. International Journal of Contemporary Hospitality Management, 17(6), 536-548.
Trudeau, F., & Shephard, R. J. (2008). Physical education, school physical activity, school sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity, 5(1), 10.
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