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3The Netherlands came late to 19th-century industrial revolution but when modernization occurred, it prompted an almost feverish cultural and social 'Anglomania'. Elite youngsters enthusiastically appropriated sports such as cricket and football, which were introduced and promoted by English native speaker teachers at boarding and private schools, and by anglophile teachers and pupils at municipal institutes of secundary education. As a contribution to the study of this process of 'sportfication', this article provides evidence of how at the Noorthey elite Protestant private school physical and mental training not only went hand in hand, but that social, educational and age differences and boundaries between pupils and teachers fell away. By utilizing action photo's and visual archive sources this paper demonstrates that, in addition to research based on texts and numbers, images can be a highly valuable source in sport history research, utterly worthy of critical commentary and independent interpretation.
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The Sport Empowers Disabled Youth 2 (SEDY2) project encourages inclusion and equal opportunities in sport for youth with a disability by raising their sports and exercise participation in inclusive settings. The SEDY2 Inclusion Handbook is aimed at anybody involved in running or working in a sport club, such as a volunteer, a coach, or a club member. The goal of the handbook is to facilitate disability inclusion among mainstream sport providers by sharing SEDY2 project partners’ best practices and inclusive ideas.
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This book fills an important gap in the sport governance literature by engaging in critical reflection on the concept of ‘good governance’. It examines the theoretical perspectives that lead to different conceptualisations of governance and, therefore, to different standards for institutional quality. It explores the different practical strategies that have been employed to achieve the implementation of good governance principles. The first part of the book aims to shed light on the complexity and nuances of good governance by examining theoretical perspectives including leadership, value, feminism, culture and systems. The second part of the book has a practical focus, concentrating on reform strategies, from compliance policies and codes of ethics to external reporting and integrity systems. Together, these studies shed important new light on how we define and understand governance, and on the limits and capabilities of different methods for inducing good governance. With higher ethical standards demanded in sport business and management than ever before, this book is important reading for all advanced students and researchers with an interest in sport governance and sport policy, and for all sport industry professionals looking to improve their professional practice.
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The impact of organized youth sport on youth development depends on various conditions in the pedagogical climate, such as how sport is delivered by youth sport coaches. While this is broadly acknowledged and provides a basis to improve youth sport and its developmental outcomes, little is known about the pedagogical perspectives of youth coaches on their practice. This study uses semi-structured interviews with 32 youth sport coaches in diverse youth sport contexts in the Netherlands. Reflexive data analysis is employed to garner insights into coaches’ role perceptions, coaching goals, and underlying values. The findings show that while youth coaches focus on sport-centered activities, many foreground non-sport dimensions such as life mentoring and working towards social inclusion as critical elements of their work, reflected in five pedagogically-oriented goals: discipline, autonomy, resilience, social abilities, and aspirations. Underlying these goals are pedagogical values such as building and maintaining caring relationships with participants. These goals and values echo scientific literature on pedagogical sport climate conditions (e.g. positive youth development), and challenge notions of youth sport as a performance-oriented and uncaring setting. The results contribute to existing knowledge about youth coaches’ pedagogical orientations, and inform the development of strategies to stimulate positive sport practices and developmental outcomes for participants.
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This report is an introduction in into the topic of sustainability and the world of sports. It contains literature studies and several empirical studies. It provides overviews of current academic and professional sources and suggests further research.
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This article investigates the relationship between four major life events and stopping sport participation in young adulthood. We employ a neo-Weberian theoretical framework related to changes in temporal and social resources to explain how beginning to work, starting to live on one’s own, starting to cohabit or getting married, and the birth of one’s first child affect the risk to stop practising a sport and to end a sport club membership. We used detailed retrospective life-course data from the Dutch SportersMonitor 2010 on 3540 individuals to examine the sport careers and major life events of young adults (aged 18–35). Our event history analyses indicate that the risk to stop practising a sport increases when young adults begin to work, move out to live on their own, and start cohabiting or get married. The risk of ending a sport club membership rises when young adults start to live on their own and when they cohabit or get married. The birth of the first child increases the risks of both stopping a sport and ending club membership for young women, but not for young men.
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A novel life stage, a fresh new sport? Life course transitions and their effect on starting a sport In this study we establish the effects of major life course events on the odds to start a sport and on the odds to start a competitive sport. To answer our research question we employ retrospective life course data from the Dutch SportersMonitor2010 on 3.540 individuals. Event history analyses show that the chance to start a sport decreases at the moment people start living together or get married, and they have a first child. The chance to start a sport increases when they start working, start living on their own, their children leave the parental home and when they retire. Finally, being active in competitive sport foremost is stimulated by the transition to paid work and leaving the parental home.
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Sports are activities enjoyed by many across the globe, regardless of age. The existence and promotion of youth sports has often been based on various assumptions about its value and role in society. Sports participation is assumed to be fun and good and is assumed to contribute to the development of young people. As a result, sports are often seen as an essential part of life for youth. Participation in sports and physical activity is assumed to help young people to develop in a context in which they are able to learn important positive societal values (Fraser-Thomas et al., 2005; Holt, 2008). Although there is a widespread belief in the positive dimensions of sports participation for young people, there is a need for research and theory that identifies and critically looks at the processes through which sports participation by youth is experienced and shapes their lives (Coakley, 2011). I return to this critical perspective after I elaborate on the ways sports are viewed as important effective activities for positive youth development.
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There are approximately 250,000 Orthodox Reformed Christians (ORC) in the Netherlands, who live according to a strict adherence to the Bible. The ORC dissociate themselves from the mainstream sport discourse in the Netherlands that regards sport as a societal good. We draw on post-structural perspectives to explore how governmentality enables Dutch ORC youths to resist dominant societal discourses about sport. We used four dimensions to examine how governmentality acts on individuals in: rationality, history, culture and technology. We analysed publications that concern themselves specifically with sport within the denomination of the ORC church and also conducted a combination of semi-structured interviews and focus groups with 32 ORC youths. The results show the power of governmentality and also how ambiguity enables moments of resistance to emerge.
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Over the last decade, sport and physical activity have become increasingly recognised and implemented as tools to foster social cohesion in neighbourhoods, cities and communities around Europe. As a result, numerous programmes have emerged that attempt to enhance social cohesion through a variety of sport-based approaches (Moustakas, Sanders, Schlenker, & Robrade, 2021; Svensson & Woods, 2017). However, despite this boom in sport and social cohesion, current definitions and understandings of social cohesion rarely take into account the needs, expectations or views of practitioners, stakeholders and, especially, participants on the ground (Raw, Sherry, & Rowe, 2021). Yet, to truly foster broad social outcomes like social cohesion, there is increasing recognition that programmes must move beyond interventions that only focus on the individual level, and instead find ways to work with and engage a wide array of stakeholders and organisations (Hartmann & Kwauk, 2011; Moustakas, 2022). In turn, this allows programmes to respond to community needs, foster engagement, deliver more sustainable outcomes, and work at both the individual and institutional levels. The Living Lab concept - which is distinguished by multi-stakeholder involvement, user engagement, innovation and co-creation within a real-life setting - provides an innovative approach to help achieve these goals. More formally, Living Labs have been defined as “user-centred, open innovation ecosystems based on a systematic user co-creation approach, integrating research and innovation processes in real-life communities and settings” (European Network of Living Labs, 2021). Thus, this can be a powerful approach to engage a wide array of stakeholders, and create interventions that are responsive to community needs. As such, the Sport for Social Cohesion Lab (SSCL) project was conceived to implement a Living Lab approach within five sport for social cohesion programmes in four different European countries. This approach was chosen to help programmes directly engage programme participants, generate understanding of the elements that promote social cohesion in a sport setting and to co-create activities and tools to explore, support and understand social cohesion within these communities. The following toolkit reflects our multi-national experiences designing and implementing Living Labs across these various contexts. Our partners represent a variety of settings, from schools to community-based organisations, and together these experiences can provide valuable insights to other sport (and non-sport) organisations wishing to implement a Living Lab approach within their contexts and programmes. Thus, practitioners and implementers of community-based programmes should be understood as the immediate target group of this toolkit, though the insights and reflections included here can be of relevance for any individual or organisation seeking to use more participatory approaches within their work. In particular, in the coming sections, this toolkit will define the Living Lab concept more precisely, suggest some steps to launch a Living Lab, and offer insights on how to implement the different components of a Living Lab.
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