Suchergebnisse

Cover -- Women's Cricket and Global Processes -- Contents -- List of Tables -- Preface -- Acknowledgements -- 1: Introduction -- Women's cricket: A global game -- Women's cricket, social identities and women as outsiders in the global game -- A theoretical framework for understanding gender relations and cricket -- Civilising processes and gender relations -- Cricket and civilising processes -- The theory of established and outsider relations -- Gender and global processes in sport -- The aims of this book -- 2: Cricket and Masculinity in Early Forms of Cricket

In this article we provide a sociological analysis of parental choice in pre-school sports and physical activity, as a form of concerted cultivation, to understand the uptake of sports-based physical activity (PA) enrichment activities in England. Despite a growth in the under-five pre-school enrichment market, little is known about why parents pay for their under-five child(ren) to participate in sport and/or PA enrichment or how this relates to wider patterns seen in contemporary parenting. 24 semi-structured interviews with parents of early years children from across England were conducted. Findings suggest the reasons why parents enrol their child(ren) in sports-based enrichment activities can be considered a form of concerted cultivation. In particular, parents value routine and socialisation for themselves and their children. Parents look for paid-for activities that enhance their child's social and academic skills but do not emphasise the health benefits of being physically active as important in their decision making. Instead, they prioritise opportunities to enhance their child's social and cultural skills in ways that enable the child(ren) to be accepted and interact positively with adults and other children in key institutional settings. Parents also valued spaces where their young child(ren) could expend energy, although the importance of this was distinctly gendered. We conclude by outlining that paying for under-fives sport-based enrichment is linked to wider social and cultural expectations on parenting, and highlighting that more needs to be understood about the gendered, racialised and ableist spaces of commercial pre-school sport and PA.

In this article we apply theoretical tools from the work of Elias and Connell to critically discuss the ways in which gender relations on Higher Education sport courses are manifested and experienced by students. Drawing on data from an analysis of curriculum, as well as interviews, surveys and workshops with students across a range of sport courses at one university, we explore curriculum design and the ways in which knowledge is presented which both marginalises and compartmentalises issues of gender, as well as presenting knowledge as gender neutral. This article provides a critical understanding of how knowledge about gender and women's sport features and is taught in UK Higher Education sport courses, alongside how students experiences in the classroom to provide an understanding which reinforces existing gender regimes and gender relations.

In this article we draw on critical theory to discuss how power frames the media "narratives" of Eniola Aluko, a Black, female footballer who accused an established (White) football coach of bullying, harassment, and racial comments. We critically discuss data analyzed from 80 print media articles from three British newspapers (with circulation figures ranging from 1.4 million to 135,000 a day), from August 6, 2017 to October 19, 2017. In our findings, we discuss the four dominant themes identified from our analysis to examine how race, gender, and belonging frame Aluko in ways that seek to position her as an outsider and question her legitimacy in the White male space of football. We demonstrate how frames are shaped by, as well as reinforce, existing power relations, and influence how bullying, and racial harassment are represented in media accounts. We argue this type of analysis has implications for our understanding of how the narratives bullying and harassment in sport can be reframed along dominant power lines that question the legitimacy of athletes' accounts and experiences.

This purpose of this article is to contribute to the existing research on the gendered nature of equestrian sports by discussing how power relations continue to position females on the margins of National Hunt (NH) racing. In the UK, NH racing is the most male-dominated form of racing; at the time of writing, 100 males hold a professional jockey licence, compared to just 4 females. In this article we draw on figurational sociology, specifically the concepts of the civilised body, interdependence and habitus to offer a critical analysis of the gendered experiences of eight amateur and professional female jockeys. The experiences of female jockeys cannot be understood without considering their networks of interdependencies with trainers, owners, male jockeys, breeders and the wider racing industry. We argue that early involvement in the figuration through family ties supports the development of a gendered racing habitus that influences the social identities of female jockeys who normalise their own limitations. Civilised female bodies are positioned in the figuration as weaker than males and needing protection from potentially risky horses. We argue that because safe horses are chosen by trainers and owners, these limit the opportunities and number of rides for female jockeys, these (gendered) decisions obscure issues of power that enable male jockeys to dominate in the NH figuration.

In this article, we adopt a critical sociological perspective to understanding gender relations and cricket, through the lens of The Hundred – a new, short-form tournament, described by the England and Wales Cricket Board as being part of its long-term commitment to making cricket a gender-equal sport. The Hundred is the first sporting tournament in the world which, from the outset, featured fully aligned competitions for both men's and women's teams, including equal prize money, but not equal pay, which the recent Independent Commission for Equity in Cricket condemned. Drawing on concepts of professionalisation as a gendered process we discuss data from interviews with 33 people working in cricket to consider how gender relations continue to impact opportunities for women in cricket. This article further supports the need to conceptualise professionalisation in sport as gendered by considering the ways The Hundred facilitates opportunities for men's and women's cricket differently.

Bullying is increasingly considered to be an important moral, political and social issue within modern society. Academic research on this issue has mostly been examined through a psychological lens, often using questionnaire data to examine and explain the prevalence of different types of bullying. In this position statement, we apply a figurational sociological perspective to examine issues of school-based bullying in physical education. We critically reflect on attempts to position bullying amongst young people as a 'social justice' issue and argue that core figurational principles might potentially help researchers strive towards a more reality-congruent means of conceptualizing the power-relationships that are inherent within bullying. We further maintain that the development of a more detached understanding of issues relating to bullying might provide a more adequate basis to contribute to future ongoing policy development.

This paper contributes to existing literature on gender equity within sporting organisations, focusing on the merger between the Women's Cricket Association (WCA) and the England and Wales Cricket Board in 1998. At the time of the merger those involved in the WCA debated whether the merger would be positive for the future of the women's game. In this paper we discuss the impact of the merger on the women's role in the governance of their sport through the views of 10 women who were involved in playing, administrating, managing or coaching cricket during the time of the merger. The interviewees' experiences are located within wider debates about power, gender and sport. We specifically draw on the concept of exclusionary power to highlight how gender inequities continue to impact upon the management and organisation of women's cricket in England. Our participants' testimonies suggest that since the merger, the game has unquestionably benefited from increased financial support. This has significantly boosted the elite development of the game. However, since the merger the role of women has changed. They now have limited power over the organisation and development of both elite and grassroots levels of play. This paper therefore contributes to existing research on gender relations and sporting organisations, such as the work of Stronach and Adair ((2009) 'Brave new world' or 'sticky wicket'? Women, management and organizational power in Cricket Australia. Sport in Society 12(7): 910–932) and Sibson ((2010) "I Was Banging My Head against a Brick Wall": Exclusionary power and the gendering of sport organisations. Journal of Sport Management 24: 379–399), by further applying the concept of exclusionary power to understanding gender relations within a UK sports context.