Test Bank for Sociology of North American Sport 11th Edition Sage

Test Bank for Sociology of North American Sport 11th Edition Sage

Test Bank for Sociology of North American Sport 11th Edition Sage

CHAPTER 1 The Sociological Analysis of Sport in North American Society Main Themes 1. Sport is a pervasive cultural practice in the United States and Canada and increasingly a worldwide endeavor.

2. The discipline of sociology uses a specialized perspective, concepts, and procedures to describe and explain the institution of sport in society.

3. Several social theoretical perspectives provide vantage points for understanding the social world of sport.

4. Sociology of sport as an organized field of study is less than sixty years old.

5. Sport involves different types of social organization.

6. Sport’s social practices and values have similarities to the wider society and are often said to be a microcosm of society.

7. Various levels of sport are identified and illustrations are given for each.

Lecture Topical Headings A. An Overview of Sociology of Sport as a Field of Study B. The Pervasiveness of Sport C. The Discipline of Sociology 1. Assumptions of the sociological perspective a. Individuals are, by tT heEirSnTaB tuA reN , sKoS ciE alLbLeiEnR gs.COM b. Individuals are, for the most part, socially determined c. Individuals create, sustain, and change the social forms within which they conduct their lives 2. Thinking as a sociologist: sociological imagination 3. Units of sociological analysis a. The micro level b. The macro level D. Sociological Theories: Contrasting Ways to See and Understand Social Life 1. Functionalism 2. Conflict theory 3. Conflict/cultural theories a. Hegemony theory b. Feminist theory c. Race theory 4. Interactionist theory 5. Sociological theories and sociology of sport: our position E. Sport as a Microcosm of Society 1. Common characteristics of sport and society a. The high degree of competitiveness b. The emphasis on materialism

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c. d. e. f. g. h.

The pervasiveness of racism The pervasiveness of male dominance The domination of individuals by bureaucracies The unequal distribution of power in organizations The use of conflict to change unequal power relationships Sport is not a sanctuary; deviance is found throughout sport

F. Levels of Sport 1. Informal sport 2. Organized sport 3. Corporate sport

Test Items True/False 1. A sociological assumption that individuals are shaped by their society implies a total social determination. (False) 2. Although psychology and sociology are similar fields, there is very little difference in the way they study and account for human behavior. (False) 3. As a field of study, the s o c i T o lEo gSyToBf A spNoK rtStrEeaLtsLsEpR or.t C anOdMphysical activities as cultural practices. (True) 4. From a sociological perspective, behaviors are considered to emanate primarily from internal individual motivations. (False) 5. Fundamental to the sociological perspective is the notion that structural forces beyond the conscious control of an individual have profound effects on human behavior.

(True) 6. Sports teams are not particularly useful research settings for sociologists to test theories about social organization because they are composed of exceptional rather than average persons. (False) 7. From the view of the textbook authors, the observer of any social arrangement must view the subject from a critical stance. (True) 8. The conflict social theory has political implications but the functionalist perspective does not. (False) 9. Hegemony theory adds ideology and culture to the importance of the economy, politics, and the cultural patterns of dominance in society. (True)

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10. According to the feminist social theory, organized sport has been a major contributor to the perpetuation of male dominance. (True) 11. The presence of rudimentary organization distinguishes informal sport from corporate sport. (True) Multiple Choice (* indicates correct answer) 1. Which of the following statements is not true of sociology?

A. Sociology stresses those factors external to the individual.

B. Sociology is the only scientific discipline concerned with the description and explanation of human behavior.* C. Sociology describes and explains social organization.

D. Sociologists study social behavior of all kinds, from interpersonal social relations to group formations to formal social organizations.

2. The sociological perspective can be uncomfortable because A. it requires acceptance of "official" explanations of the way society is organized.

B. it liberates one from social constraints and thus undermines the comfort that tradition provides.* C. it makes possible the accurate prediction of human behavior that could be used in undesirable ways.

D. All of the above

TESTBANKSELLER.COM 3. Functionalist theory focuses on A. the social bond that holds groups together.* B. the social forces that pit group against group.

C. patterns of dominance and influence in society.

D. how people give meaning to their lives.

4. The four levels of sport described in the textbook A. suggest that the levels can be placed on a continuum from play to work.* B. classify pseudosports as a form of informal sport.

C. place Little League programs at the informal level of sport.

D. classify international sport as a separate level of sport.

5. Conflict theorists tend to argue that A. sport is inspirational.

B. sport provides an excellent opportunity for minorities to move up the social class ladder.

C. sport builds character in potentially deviant youth.

D. None of the above* 6. Which theoretical perspective places the greatest emphasis on human agency?

A. Functionalism B. Conflict theory

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C. Conflict/cultural theory* 7. Conflict theorists and functionalists A. agree* B. disagree

that sport maintains the status quo.

8. Which of the following theories is not a structural theory?

A. Functionalism B. Conflict/cultural theory C. Hegemony theory D. Interactionist theory* 9. The “social construction of reality” is most closely associated with A. functionalism.

B. conflict theory.

C. critical theory.

D. interactionist theory.* 10. High school sports would generally be an example of A. pseudosport.

B. informal sport.

C. organized sport.* D. corporate sport.

TESTBANKSELLER.COM E. None of the above 11. Human agency refers to A. human beings as active agents shaping and changing social structures.* B. individuals as social beings.

C. individuals being socially determined.

D. the perfection of social arrangements.

12. The “sociological imagination” A. focuses on understanding the behavior of an individual and his or her problems.

B. focuses on human agency.

C. is similar to Karl Marx’s term “false consciousness.”

D. sees the solutions to social problems by changing the structure of society, not in terms of changing individuals.* Essay Questions 1. The textbook authors describe several major assumptions of the sociological perspective. Identify and discuss one of the major assumptions of the sociological perspective described in the text.

2. Write a brief essay supporting the statement “If you hold up football to the bright light of sociology, you will see that it mirrors modern social life.”

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3. Several major sociological theories are described in the text. Identify two of them and briefly describe how they differ.

4. Three levels of sport are identified in the text. Identify two of these and give a brief characterization of each.

5. What is your understanding of “the sociological imagination”? Does it appear applicable to sport in US or Canadian society? If so, how?

Student Project 1. As a way of illustrating the pervasive influence of sport on our lives, keep a one-week log of the ways in which you were involved with sport during that week. Involvement might include reading the sports section of a newspaper, reading a sport magazine (e.g., Sports Illustrated), viewing a sports event on television or in person, playing a sport, etc. Report on the time you were involved and the variety of ways in which you were involved.

Supplementary Readings Donnelly, Peter, ed. Taking Sport Seriously: Social Issues in Canadian Sport, 3rd ed.

Toronto: Thompson Educational Publishing, 2011.

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Eitzen, D. Stanley. Fair and Foul: Beyond the Myths and Paradoxes of Sport, 5th ed.

Lanham, MD: Rowman & Littlefield, 2012.

Eitzen, D. Stanley, ed. Sport in Contemporary Society, 10th ed. New York: Oxford University Press, 2015.

Eitzen, D. Stanley, Maxine Baca Zinn, and Kelly Eitzen Smith. In Conflict and Order: Understanding Society, 13th ed. Boston: Allyn and Bacon, 2012.

Healey, Joseph. Race, Ethnicity, Gender, and Class: The Sociology of Group Conflict and Change, updated 5th ed. Newbury Park, CA: Pine Forge Press, 2009.

Hylton, Kevin. “Race” and Sport: Critical Race Theory. New York: Routledge, 2009.

McCann, Carole, and Seung-kyung Kim. Feminist Theory Reader: Local and Global Perspectives. New York: Routledge, 2013.

Mills, C. Wright. The Sociological Imagination. New York:Oxford University Press, 1959.

Nixon, Howard L. II. Sport in a Changing World. Boulder, CO: Paradigm, 2008.

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Powers, Charles H. Making Sense of Social Theory. Lanham, MD: Rowman & Littlefield, 2010.

Ritzer, George. Classical Sociological Theory, 6th ed. New York: McGraw-Hill, 2010.

Sage, George. Power and Ideology in American Sport: A Critical Perspective, 2nd ed.

Champaign, IL: Human Kinetics, 1998.

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CHAPTER 2 Social and Cultural Sources for the Rise of Sport in North America Main Themes 1.

2.

3.

Current circumstances are related to events of the past. In the case of North American sport, changing sociocultural conditions provide excellent clues to understanding its present forms.

Highly organized sports are products of the past century and a half, and the technological and industrial revolutions played major roles in the transformation of sport.

Influential persons and groups from the clergy, the intelligentsia, social reformers, and Native American, African American, and various immigrant groups have contributed ideas that form the bases of attitudes, values, and beliefs about North American sport.

Lecture Topical Headings A. Pre-Columbian and Colonial Traditions in North America 1. The colonists restrict physical activities B. The Early Nineteenth Century: Takeoff of Early Industrialization and Technology 1. Building a framework for modern sport 2. The technological revT olE utS ioTnBaA ndNsKpS orEt LLER.COM a. New forms of transportation broaden sport opportunities b. New forms of communication enable dissemination of sport information C. The Latter Nineteenth Century: The Beginnings of Modern Sport 1. Urbanization and the rise of modern sport forms a. Technological innovations and sport: transportation b. Technological innovations and sport: communication c. Technological innovations and equipment to play modern sport d. Other technological breakthroughs and sport e. The cult of manliness and sport f. Muscular Christianity and intellectuals g. Social philosophy and modern sport D. The Twentieth Century: The Modern World 1. The maturing of modern sport 2. Twentieth-century technology and sport: transportation 3. The technological revolution and sport: communication 4. Other technological innovations and sport 5. Sport in education Test Items

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True/False 1. There was a variety of organized participant and spectator sports during the colonial period in North America. (False) 2. There was great diversity among the cultures of Native Americans, but only a few of the tribes engaged in physical play and game activities. (False) 3. After the Civil War, because of the Emancipation Proclamation issued by President Abraham Lincoln in 1863 as a war measure, African Americans were given equal opportunities in sports such as boxing, baseball, and intercollegiate athletics. (False) 4. During the decades between 1930 and 1950 the best amateur teams in basketball, baseball, and football were company-sponsored teams. (True) 5. African American jockeys dominated the event of horse racing during the nineteenth century. (True) 6. Horse racing was the first of the popular spectator sports. (True) 7. The railroad played an instrumental role in staging the first intercollegiate athletic event. (True) 8. The invention and d e v e l o T p mE eSnTt oBfAthNeKtS elE epLhL onEeRw.aC sO thM e most important advancement for communication of sports news during the first half of the nineteenth century. (False) 9. The first sports sections to become a regular feature of newspapers appeared in the early nineteenth century. (False) 10. The forms of sport in any given society evolve out of the social and cultural traditions of that particular group and can be understood only by understanding the social history of that society. (True) 11. The first professional baseball team was player owned and player controlled. (True) 12. With the impact of modernization in the latter nineteenth century, organized sports participation became a prominent source for male identity and a primary basis for gender division. (True) 13. According to the social Darwinism espoused by William Graham Sumner, winning is seen as the just reward of the superior individual; losing is the overt manifestation of inferiority. (True) 14. The National Basketball Association was formed before the National Hockey League.

(False)

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15. As intercollegiate athletics grew in popularity in the twentieth century, universities in the United States tended to model their programs after Canadian university collegiate athletics traditions. (False) 16. Radio broadcasting of sports events preceded the beginning of public network broadcasting. (True) Multiple Choice (* indicates correct answer) 1. The first significant impact of technological advances on nineteenth-century sports is found in the A. steamboats and automobiles.

B. railroads and vulcanization of rubber.

C. steamboats and railroads.* D. railroads and Pony Express.

2. Which of the following communications breakthroughs did not stimulate the growth of sport in the nineteenth century?

A. Telegraph B. Sport journalism C. Radio* D. Telephone

TESTBANKSELLER.COM 3. “Winning is the only thing” and the survival-of-the-fittest ideology in sport is a manifestation of a social philosophy called A. experimentalism.

B. social Deweyism.

C. social Darwinism.* D. the gospel of wealth.

4. In the history of African American involvement in American sport, in which sport have African Americans been involved the longest?

A. Baseball B. Basketball C. Boxing* D. Tennis 5. In the first two decades of intercollegiate athletics, administration and control were based principally on A. faculty involvement.

B. the president of the institution.

C. student initiative.* D. athletic directors.

6. The railroad played an instrumental role in the staging of the first

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A. boxing championship bout.

B. intercollegiate athletic event.* C. horse race.

D. baseball game.

7. The most powerful force for restricting sport involvement in the colonial period in North America was A. the school.

B. the church.* C. the government.

D. the military.

8. The first sporting goods corporation was formed by A. Albert Spalding.* B. Charles Converse.

C. William Rawlings.

D. James Swoosh.

9. Intercollegiate sports in the United States began A. as a form of religious ritual.

B. under the auspices of college faculty.

C. as a form of student recreation.* D. shortly before World War I.

TESTBANKSELLER.COM 10. Which early-twentieth-century Native American athlete was an all-American intercollegiate football player, an Olympic gold medalist, and a member of the Track and Field Hall of Fame.

A. Ty Cobb B. Jim Thorpe* C. Red Grange D. Roger Hornsby Essay Questions 1.

Several technological developments contributed to the rise of modern sport. Briefly, identify two of these and show how they contributed to the transformation of sport.

2.

Trace the development of one technological innovation in the rise and development of modern sport.

3.

Describe several influences of industrialization and urbanization on the rise of sport.

4.

Describe the social–cultural background for the cult of manliness that arose in the latter nineteenth century and explain its connections to sport.

Student Project

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1. Select a sport or a form of exercise that you are interested in. Conduct individual research on that sport to answer the following questions: How did the sport differ one hundred, seventy-five, or fifty years (choose one) ago, in terms of the equipment used; its presence or absence in youth programs, in high schools, in colleges, and among professionals; its rules; its playing surfaces; or any other ways that contrast with the present day? How did technological factors, such as transportation, communication, and other developments, make the activity you have chosen different? How did industrialization and urbanization make it different? How did social and cultural influences make it different? Write up the results of your research in a paper. Come to class prepared to share your research with the class.

2. You will have to use the Internet to complete this student project. Once you are online, use the following URL: http://www.nassh.org. This takes you to the home page of the North American Society for Sport History (NASSH). At the NASSH home page, click on “Publications,” then click on “Journal of Sport History.” This contains one of the world’s most comprehensive collections of articles on sports. It is an excellent database for students, athletes, coaches, academic researchers, journalists, and anyone else interested in sport.

Read one or more articles about the history of a sport topic you choose. From your reading, summarize the major points or ideas that you learned from your research.

List the references that yoTuEuS seT dBtoAdNoKySoE urLrL esE eaRrc.hCoOnMthe topic you chose.

Supplementary Readings Forsyth, Janice, and Audrey R. Giles, eds. The Aboriginal Peoples and Sport in Canada: Historical Foundations and Contemporary Issues. Seattle: University of Washington Press, 2013.

Gorman, Jerry, and Kirk Calhoun. The Name of the Game: The Business of Sports. New York: Wiley, 2004.

Gruneau, Richard, and David Whitson. Hockey Night in Canada: Sport, Identities and Cultural Politics. Toronto: Garamond Press, 1993.

Kidd, Bruce. The Struggle for Canadian Sport. Toronto: University of Toronto Press, 1996.

Kimmel, Michael. Manhood in America: A Cultural History, 2nd ed. New York: Oxford University Press, 2005.

King, C. Richard, ed. Native Athletes in Sport and Society: A Reader. Lincoln, NE: Bison Books, 2006.

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Morrow, Don, and Kevin B. Wamsley. Sport in Canada: A History, 2nd ed. New York: Oxford University Press, 2009.

Oxendine, Joseph B. American Indian Sports Heritage. Champaign, IL: Human Kinetics, 1988.

Riess, Steven A. Sport in Industrial America 1850–1920, 2nd ed. New York: WileyBlackwell, 2013.

Smith, Ronald A. Pay for Play: A History of Big-Time College Athletic Reform.

Champaign: University of Illinois Press, 2010.

Vecsey, George. Baseball: A History of America’s Game. New York: Modern Library, 2008.

Watterson, John S. College Football: History, Spectacle, Controversy. Baltimore: John Hopkins University Press, 2000.

White, Philip, and Kevin Young, eds. Sport and Gender in Canada. Toronto: Oxford University Press, 1999.

Wiggins, David K., ed. Sport in America. Vol. 2, From Colonial Leisure to Celebrity Figures and Globalization, 2nTdEeSdT . CBhAaN mK paSigEnL, L ILE: RH.u m COa nMK i n e t i c s , 2009.

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CHAPTER 3 Sport and North American Culture and Values Main Themes 1. Culture and values are the social cement that binds humans to each other.

2. There are several dominant values that are cherished in North American societies.

3. Societal values are sport values, so there is a close relationship between North American values and sport values.

4. While there are many positive outcomes from sport participation, there are a number of negative consequences from overemphasizing winning in sports. A recent national survey found over 50 percent of US adults believe that hyper-emphasis on winning is a serious issue in contemporary sport.

5. Any proposed changes in sport must be related to the values of society.

Lecture Topical Headings A. Culture, Values, and Social Theories B. The North American Value System 1. Individual striving for success 2. Competition: the fundamental social process 3. The valued means to achieve 4. Progress overcomes the status quo 5. Materialism: acquisitions TanEdScToB nsAuN mK ptSioEnLLER.COM 6. Social conformity C. North American Social Values and Sport 1. Competition and success in sport 2. The valued means to achieve in sport 3. Progress in sport 4. Materialism in sport 5. External conformity in sport Test Items True/False 1. Sport is one of the most powerful contributors to the ideology of the openness of American society and the meritocratic social order based on hard work. (True) 2. According to a recent Gallup values and beliefs survey, Americans are more than twice as likely to rate the state of moral values in the United States as “poor” rather than as “excellent” or “good.” (True) 3. Locker-room slogans used by coaches tend to reinforce and reproduce American values.

(True)

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4. Sport and American values are so intertwined that any attack on sport is often interpreted as unpatriotic. (True) 5. The relationship between American values and sport is essentially one way; values affect sport rather than sport affecting the values. (False) 6. Functionalism views sport as almost a sacred activity that socializes participants about competition values. (True) 7. The aggressiveness of humans appears to be universal as seen by the stress on competition found in all societies. (False) 8. Conformity is a characteristic of all societies. (True) 9. Sports reinforce success values for athletes but have little effect on spectators. (False) 10. There are three related, highly valued ways to succeed in North American society, and one of these is immediate gratification. (False) 11. Both feminist and racial theorists share hegemony theorists’ interpretation of the social production of cultural values. (True) 12. When winning is the primaryTstEaS ndTaB rdAfN orKeS vaElL uaLtiE onRi.nCspOoMrt, one of the negative consequences is a tendency to evaluate people by their accomplishments rather than their human qualities. (True) 13. A recent national survey found that over 50 percent of US adults believe that hyper-emphasis on winning is a serious issue in American sport. (True) 14. The authors of the textbook emphasize that the work ethic has no relation to the sports ethic.

(False) Multiple Choice (* indicates correct answer) 1. The most commonly used criterion to measure success in North American society is A. wealth.* B. power.

C. social acceptance.

D. organizational memberships.

2. Two values that are especially inconsistent with each other are A. success and progress.

B. materialism and external conformity.

C. individual achievement and external conformity.* D. success and hard work.

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3. The heavy emphasis on winning in North America A. is a natural phenomenon.

B. is a cultural phenomenon.* C. is present in all human societies.

D. was transplanted from primitive societies.

4. The foundation of the capitalist economic system is A. strong central government.

B. competition.* C. cooperation.

D. family values.

5. Which North American value orientation does the following cliché best illustrate? “It’s not the size of the dog in the fight but the size of the fight in the dog.”

A. Success in competition* B. Progress C. Materialism D. External conformity 6. The tremendous popularity of sport in North America is most likely a consequence of A. the conditions of mass society that encourage individuals to identify with a cause.

B. the emphasis by the media.

C. the close relationship betw TeEenST NB orAthNA Km SeEriLcL anEsRp. orC tsOaM nd North American values.

D. All of the above* 7. Some coaches have violated National Collegiate Athletic Association regulations by A. arranging to have transcripts altered.

B. enrolling athletes in classes they never attended.

C. allowing substitutes to take admissions tests for athletes.

D. illegally using government work–study funds for athletes.

E. All of the above* 8. How do Zuni Indians treat a runner who habitually wins?

A. He is disbarred from running.* B. He is given gold and silver.

C. He is allowed to choose any female in the tribe as his wife.

D. He is killed.

Essay Questions 1. Identify three of the six most dominant American values that were described in your textbook and explain how each is manifested in society and in sport.

2. Summarize the major points of the report in Box 3.2 titled “Two Athletes at the Rio Olympic Games” and then discuss the values exhibited. Finally, summarize your reaction to the report.

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3. According to the textbook, “coaches do all they can to socialize their athletes with the value orientation that winning is the most admired achievement in sport.” Describe and discuss several of the ways discussed in your text that coaches do that.

4. According to the textbook, “conformity is highly valued in North American sport.” Describe and discuss the ways and means by which conformity is valued in sport.

5. “By playing, watching, and reading about sports, children and adults are socialized into America’s dominant values.” Assuming that this statement is true, explain how this is accomplished.

6. In an essay on values and sport, demonstrate how sport is a window on society.

1. Identify three of the six most dominant American values that were described in your textbook and explain how each is manifested in society and in sport.

2. Summarize the major points of the report in Box 3.2 titled “Two Athletes at the Rio Olympic Games” and then discuss the values exhibited. Finally, summarize your reaction to the report.

3. According to the textbook, “coaches do all they can to socialize their athletes with the value orientation that winning is the most admired achievement in sport.” Describe and discuss several of the ways discussed in your text that coaches do that.

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4. According to the textbook, “conformity is highly valued in North American sport.” Describe and discuss the ways and means by which conformity is valued in sport.

5. “By playing, watching, and reading about sports, children and adults are socialized into America’s dominant values.” Assuming that this statement is true, explain how this is accomplished.

6. In an essay on values and sport, demonstrate how sport is a window on society.

Student Project 1. Interview three students who have not taken a course in sociology of sport. Ask the following question: “Do you think there is any relationship between sport and American society?”

Assuming the interviewees answer “yes,” follow up by asking, “In what ways?” Make notes of the interviews, and prepare a paper about the interviews. Come to class to share your findings with the class.

Supplementary Readings Aloysius, Michael. American Virtues and Cultural Values from the 1820s to 1990s: Virtuous Materialism. Lewiston, NY: Edwin Mellen Press, 2000.

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Anderson, Kurt. Reset: How This Crisis Can Restore Our Values and Renew America. New York: Random House, 2009.

Churchyard, Charles. National Lies: The Truth About American Values. Cambridge, MA: Axroide Publishing, 2009.

Eitzen, D. Stanley. Fair and Foul: Beyond the Myths and Paradoxes of Sport, 5th ed. Lanham, MD: Rowman & Littlefield, 2012.

Gibson, John H. Performance Versus Results: A Critique of Values in Contemporary Sport.

Albany: State University of New York Press, 1993.

Morgan, William. Why Sports Morally Matter. New York: Routledge, 2006.

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CHAPTER 4 Social Problems and North American Sport: Violence and Substance Abuse Main Themes 1. The United States and Canada are plagued by a number of common major social problems—poverty, racism, sexism, healthcare, environmental destruction, and crime, to name a few.

2. Violent behavior and substance abuse are major social problems in North American sports.

3. Three theories of human aggression/violence dominate the scientific literature.

4. Each of the social theories identified in Chapter 1 accounts for social problems.

5. Violent behavior has been a part of sporting practices for as long as we have records of organized sports.

6. Athletes feel pressure to be violent because coaches, owners, and fans all encourage player violence.

7. Violence on the playing field is often mirrored by sports fans.

8 Athletes are part of a much larger social community, and substance abuse is rampant in this larger society.

9. The use of substances to enhance sport performance has occurred throughout the history of organized sports.

10. Only a small minority of athletes at any level has a substance abuse problem, but there is a question of w h a Tt iE sS toTbBeAdN onKeSwEitL hLthEoR se.w ChOoMare drug abusers.

11. Use of performance-enhancing drugs corrupts the essence of fair sport competition, but there are potentially dangerous personal health risks as well.

Lecture Topical Headings A. Overview of Social Problems in Sport 1. Social theories and social problems 2. Examples of recent social problems in sport B. Violence in North American Society 1. Violence in historical context 2. Contemporary violence in North America C. Violence in Sport: Terminology, Theories 1. Is it violence or aggression? Confusion in the literature 2. Theories about the connection between violent behavior and sport 3. Aggression theories and research on sports D. Violence in North American Sport 1. Violence as part of North American sports 2. Fostering and supporting player violence 3. Violent behavior of athletes in their personal lives

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4. Sources for violence by male athletes in their private lives 5. Athletes’ violence against teammates: hazing E. Sports Fans: Violent and Abusive Actions 1. Factors associated with fan violence 2. Game and postgame violence 3. Reducing fan violence and abusive behavior F. Substance Abuse and Sport 1. Substance abuse not new to sports 2. The scope of current substance abuse in sport 3. Anabolic steroids: promises big and strong 4. Sports antidoping programs in North American 5. Social–cultural influences and substance abuse among athletes 6. Can substance abuse in sports be reduced, even prevented?

7. Drug testing and athletes’ rights 8. What are the responsibilities of athletes?

Test Items True/False 1. Functionalism views social problems occurring when members of society have not been adequately socializeT dE toS wT arBdAaN doKpS tiE ngLtL heEpRr. esC crOibMed norms and values that underlie the social cohesion and stability of that social system. (True) 2. Existing studies on catharsis and physical activity indicate that vigorous physical activity does not act as a catharsis. (True) 3. For viewers of sporting events, viewing of aggressive sport action has been shown to decrease subsequent aggressive behavior. (False) 4. Instinct theories of aggression are supported by evidence that there are cultural differences in the amount of aggression displayed. (False) 5. The instinct and frustration/aggression theories ground aggression/violence in biological explanations. (True) 6. The American Declaration of Independence was a document that literally furnished the rationales for the legitimate use of violence by the colonists. (True) 7. Surveys of sports fans’ preferences indicate that spectator enjoyment of games is unrelated to the amount of violence in them. (False) 8. At all levels of sports, incentives exist for athletes to be violent. (True)

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9. Society’s concept of masculinity is inextricably woven into aggressive, forceful, physical behavior. (True) 10. There is rather compelling evidence that the use of steroids dropped quickly once athletes realized the dangers of using them. (False) 11. The validity and accuracy of drug testing have been established to the point that there is no longer controversy about drug testing. (False) 12. The amount of cocaine, crack, heroin, and speed usage is comparable to the amount of alcohol usage by athletes. (False) 13. Use of performance-enhancing drugs corrupts the essence of fair sporting competition. (True) 14. In a survey of western Canadian cities, sport sociologists found that hazing rarely occurred in the various sports they surveyed. (False) Multiple Choice (* indicates correct answer) 1. The conflict/cultural perspective views social problems A. as arising from competition among various groups and interests for power and resources.

B. as occurring when meT mE bS erT sB ofAsN ocKieStyEhLaLvE eR no.t C beOeM n adequately socialized toward adopting the prescribed norms and values that underlie the social cohesion of that social system.

C. as occurring when the mass of population is denied access to many of the political, economic, and social resources available to the powerful and wealthy.

D. Both A and C* 2. Konrad Lorenz, a renowned ethnologist and spokesperson for the of aggression/violence, believed that if nations devoted more energy to sports, the chances of wars between countries would be reduced.

A. instinct theory* B. social learning theory C. frustration/aggression theory D. modeling theory 3. The of aggression/violence argues that aggression/violence is largely a product of a socialization process of observational learning and reinforcement.

A. instinct theory B. social learning theory* C. frustration/aggression theory D. classical conditioning theory 4. According to several sports authorities, the substance that athletes abuse more than

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any other is A. alcohol.* B. cocaine.

C. marijuana.

D. steroids.

5. Most of the drug-testing programs of the various sports’ governing bodies have been implemented without fully resolving A. the rights of athletes.

B. the provision of an appeals process if an athlete tests positive for drugs.

C. the athlete’s responsibility.

D. Both A and C E. Both A and B* 6. The mass media highlight and foster violence in sport by A. focusing on rough play.

B. sportscasters’ praising violent play.

C. replaying spectacular “hits.”

D. All of the above* E. A and C only 7. While steroid use is primarily prevalent among male athletes who are trying to bulk up, afflict female athletes.

TESTBANKSELLER.COM A. cocaine use B. eating disorders* C. sleeping disorders D. overtraining 8. Anabolic steroids have been found to cause A. testicular shrinkage.

B. reduced testosterone production.

C. bizarre and violent personality changes.

D. All of the above* E. A and C only 9. Your textbook authors suggest factors that might contribute to the alarming trail of violence by athletes against women. They are A. male bonding rituals.

B. preconditioning to violent behavior.

C. steroid use by athletes.

D. All of the above* E. B and C only 10. The NCAA recently published a manual for its member institution and athletes that includes guidelines for A. hazing.*

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B. eating disorders.

C. gambling.

D. violence by spectators.

11. According to studies of college athletes within the past decade, female athletes reported disordered eating.

A. between 20 and 33 percent* B. less than 20 percent C. over 90 percent D. between 60 and 80 percent

of

Essay Questions 1. Describe how the functionalist and conflict/cultural social theories account for social problems.

2. Identify and describe several of the sociocultural forces which encourage athletes to use drugs in connection with playing sports.

3. Three theories of aggression/violence dominate the literature on this subject. Identify those three theories and describe how they have been employed to explain either the social functions of sport or the reasons behind violence in sport.

4. Available evidence i ndi c aTt eEs S thTatBaAthNleKteSsEaL reLinEvRo. lvC edOiMn sexual assaults. What is the evidence for this? What accounts for the rather alarming trail of evidence of athlete violence against women?

5. Athletes’ rights and responsibilities are unresolved issues with regard to substance abuse in sports. Describe the features of each of these issues and discuss the efforts to resolve them.

Student Projects 1. Using newspapers, weekly magazines, and television, keep a three-week log of violent incidents in sports for that time period. For each incident, record the level of sport in which it took place, the specific sport, a description of the incident, and the various interpretations of what happened, how it happened, and who was at fault. For each incident, develop your own definition of the situation and its consequences. Try to relate each incident to one of the theories of aggression/violence. These accounts are discussed in class.

2. Develop a life history of your experiences with violence in sport. Try to relate each incident to the theories of aggression/violence.

3. Using newspapers, weekly magazines, and television, keep a three-week log of drugrelated incidents in sports for that time period. For each incident, record the level of

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sport in which it took place, the specific sport, a description of the incident, and the various interpretations of the incident. For each incident, develop your own definition of the situation and its consequences. Try to relate each incident to the description in your textbook about who or what encourages substance abuse. These accounts are discussed in class.

Supplementary Readings Assuel, Shaun. Steroid Nation: Juiced Home Run Totals, Anti-Aging Miracles, and Hercules in Every High School: The Secret History of America’s True Addiction. New York: ESPN, 2007.

Churchman, David. Why We Fight: Theories of Human Aggression and Conflict.

Lanham, MD: University Press of America, 2005.

Cooper, Chris. Run, Swim, Throw, Cheat: The Science Behind Drugs in Sport. New York: Oxford University Press, 2012.

Johnson, Jay, and Margery Holman, eds. Making the Team: Inside the World of Initiations and Hazing. Toronto: Canadian Scholars Press, 2004.

Lewis, Jerry M. Sports Fan Violence in North America. Lanham, MD: Rowman & Littlefield, 2007.

TESTBANKSELLER.COM Jamieson, Lynn M., and Thomas Orr. Sport and Violence. New York: Routledge, 2011.

McNamee, Mike, and Verner Møller, eds. Doping and Anti-Doping Policy in Sport: Ethical, Legal and Social Perspectives. New York: Routledge, 2011.

Meijer, Fik. The Gladiators: History’s Most Deadly Sport. New York: St. Martin’s Press, 2007.

Nuwer, Hank, ed. The Hazing Reader. Bloomington: Indiana University Press, 2004.

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CHAPTER 5 Sport, Social Stratification, and Social Mobility Main Themes 1. Sport is typically assumed to transcend social class, but like the larger society in both the United States and Canada, it is stratified.

2. Socioeconomic status is related to the types of sports one participates in and watches.

3. Sports participation has limited potential as a social mobility escalator.

4. Even for those few who become professional athletes, careers as professional athletes are short.

5. The myth that sport is a mobility escalator is especially unfortunate for poor minority youth.

Lecture Topical Headings A. Terminology and Theory in Social Stratification and Mobility 1. Basic terminology in social stratification a. Functional theory and social stratification b. Conflict/cultural theories and social stratification B. Dimensions of Inequality C. Social Class and Sport 1. Adult participation preferences for sports by socioeconomic class 2. Youth sport participation T byEsSoT ciB oeAcN onKoSmEicLsLtaEtuRs.COM 3. Spectator preferences for sports by socioeconomic status 4. Segregation in sports by social class D. Social Mobility and Sport 1. Sport as a mobility escalator 2. Demythologizing the social mobility through sport hypothesis a. Myth: Sport provides a free college education b. Myth: Participation in sport leads to a college degree c. Myth: A professional sports career is probable for successful high school and college athletes d. Myth: Sport is a way out of poverty, especially for racial minorities e. Myth: Women now have sport as a vehicle for upward mobility because of new opportunities f. Myth: A professional sports career provides lifelong security Test Items True/False 1. Sport is one of the most powerful contributors to the ideology of the openness of American society and the meritocratic social order based on hard work. (True)

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2. Systems of social stratification are systems of structured inequality. (True) 3. A career in professional sports is fairly easily obtained if the individual has a real dedication to becoming a pro athlete. (False) 4. In boxing, those who make it to the top typically maintain their high social status when they quit or lose their championship. (False) 5. Pseudosport depends in very large measure on the interest and attendance of blue-collar workers and their families. (True) 6. Research on sports participation shows that the lower the socioeconomic status of the individual, the more likely the person is to be actively engaged in sport and exercise. (False) 7. High-income, high-education, and high-status occupational groups have the highest rates of active attendance at sports events. (True) 8. The greatest contribution that sports participation has with regard to upward social mobility is through the opportunities that some athletes are given to extend their formal education.

(True) 9. High school sport participation provides an avenue for upward social mobility for athletes from low-income families because about 40 percent of high school athletes are awarded an athletic scholarship. (False) TESTBANKSELLER.COM 10. According to figures reported in your textbook, fewer than 15 percent of recruited athletes in Division I schools failed to meet the regular admission standards of their universities. (True) 11. Women have the majority of coaching positions for women’s intercollegiate sports teams.

(False) Multiple Choice (* indicates correct answer) 1. The the social class, the sport.

A. higher, more likely B. higher, less likely* C. lower, less likely D. None of the above

one is to participate in violent/aggressive

2. The average length of a career in professional team sports of those who make it as a pro is A. one to two years.

B. three to five years.* C. eight to ten years.

D. twelve to fifteen years.

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3. Members of the upper social classes tend to engage in than members of the lower classes.

A. individual* B. contact C. pseudo D. team 4.

sports more frequently

measures the changes in an individual’s social status through her or his life.

A. Intergenerational mobility B. Intragenerational mobility* C. Exogenous mobility D. Endogenous mobility

5. Which of the following has the highest rates of sport participation?

A. The working class B. The working poor C. The upper-middle class* D. The middle class 6. The major historical pattern of sport has been that patronage A. has been rather evenly distributed across social classes.

B. has largely been upper social class.* C. has largely been lower social class.

TESTBANKSELLER.COM D. is largely unknown.

7. Various forms of automobile and motorcycle racing may appeal to working-class persons because A. artifacts of the sport are part of working-class life.

B. the machines represent excitement to persons whose work is dull and repetitious.

C. they offer persons of this class an opportunity to prove their worth in aggressive, competitive situations.

D. All of the above* E. None of the above 8. The percentage of high school athletes who will receive Division I scholarships (full or partial) is approximately A. 1 percent.* B. 5 percent.

C. 10 percent.

D. 20 percent.

9. Which of the following is an example of a “prole” spectator sport?

A. track B. professional wrestling* C. professional baseball D. miniature golf

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Essay Questions 1. Describe the ways in which preference for participation in specific sports is related to socioeconomic status.

2. Based on the readings for this class, write a response to the following statement: “Participation in sport is an excellent avenue for upward social mobility in American society.”

3. In what ways can sport participation facilitate upward mobility? To what extent does it actually do this? Explain both parts of this question in detail.

4. Describe the characteristics of sports played by the rich. Describe the characteristics of sports played by blue-collar workers.

5. Why should we be wary of research findings that compare athletes with nonathletes on school achievement?

Student Projects 1. Select a sport that is considered to be a sport for the wealthy. Then select two or three professional athletes in that sport and compile a biographical sketch of each, with an emphasis on his or her social T clE asSsTbB acAkN grK ouSnEdL . SLeE leR ct.aCsO poMrt that is considered to be a sport for the working class. Then select two or three professional athletes in that sport and do the same. Prepare a paper to be handed in. Come to class prepared to share your findings in class.

2. Prepare a paper on how class stratification is related to sport from a historical perspective.

Discuss how it influences sport today. Provide at least two examples of steps that could be taken to minimize (or even eliminate) the consequences of this form of stratification in sport.

In preparation for writing your paper, in addition to reading the textbook chapter on this topic, read several other sources, such as books, journal articles (from journals such as the Sociology of Sport Journal, Journal of Sport and Social Issues, International Review for the Sociology of Sport, Journal of Sport History), magazine articles (such as from Sports Illustrated), to help develop a broad and informed background on the topic chosen. Come to class prepared to share your project with the class.

Supplementary Readings Eitzen, D. Stanley. Fair and Foul: Beyond the Myths and Paradoxes of Sport, 5th ed. Lanham, MD: Rowman & Littlefield, 2012.

Eitzen, D. Stanley, ed. Sport in Contemporary Society, 10th ed. New York: Paradigm, 2015.

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Hurst, Charles. Social Inequality: Forms, Causes, and Consequences, 7th ed. Boston: Allyn and Bacon, 2009.

Johnston, David Cay. Divided: The Perils of Our Growing Inequality. New York: New Press, 2014.

Kerbo, Harold. Social Stratification and Inequality, 7th ed. New York: McGraw-Hill, 2008.

Massey, Douglas S. Categorically Unequal: The American Stratification System. New York: Russell Sage Foundation, 2007.

Powell, Shaul. Souled Out? How Blacks Are Winning and Losing in Sports. Champaign, IL: Human Kinetics, 2008.

Rhoden, William C. Forty Million Dollar Slaves: The Rise and Fall, and Redemption of the Black Athlete. New York: Three Rivers Press, 2007.

Taibbi, Matt. The Divide: American Injustice in the Age of the Wealth Gap. New York: Spiegel & Grau, 2014.

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CHAPTER 6 Racial–Ethic Minorities and Sport Main Themes 1. African Americans have played a continuing and significant role in the rise and development of American sport.

2. Prejudice and discrimination in connection with race and minorities are found in functionalist and critical/cultural social theories.

3. While African American athletes have been the most prominent racial–ethnic minority in US sport, other minorities, especially Latinos and Asian Americans, are having an everexpanding role.

4. During the past thirty years, the African American presence has dramatically increased in the major team sports. There are three common explanations for this.

5. One of the best-documented forms of discrimination in sports against African Americans has been stacking.

6. Racial minorities in the United States continue to face systematic and pervasive discrimination against them.

7. There is a significant underrepresentation of African Americans in sports leadership positions.

Lecture Topical Headings A. Racial–Ethnic Minorities: Social Theories and Relevant Concepts 1. Social theories about raceTaE ndSm TB inA orNitK ieS s ELLER.COM 2. Relevant concepts about race B. Sports Participation among Racial–Ethnic Minorities 1. The history of African American involvement in US sport 2. Latino involvement in North American sport 3. Asian American involvement in North American sport 4. Native North American involvement in sport 5. The effects of globalization on ethnic diversity in North American sport C. African American Dominance in Sport 1. Race-linked physical differences 2. Race-linked cultural differences 3. Social structure constraints D. Racial Discrimination in Sport 1. Stacking 2. Explanations for stacking 3. Consequences of stacking 4. Leadership, administration, and authority

Test Items

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True/False 1. Functionalist theorists emphasize the socially constructed nature of race and consider it to be based on inherently racist social assumptions. (False) 2. The occupational limitations faced by African Americans in American society explain why they are overrepresented in all American sports. (False) 3. The Harlem Globetrotters reinforce the “Sambo” stereotype of African Americans. (True) 4. Biological explanations of positional segregation of African Americans in football and baseball are strongly supported by a number of well-designed studies. (False) 5. The main theme of the section on social mobility through sport for African Americans in your textbook is that sports serve to move large numbers of blacks into higher social class standing. (False) 6. Proportionately, there are just as many African American athletes today in professional individual sports as there are in team sports. (False) 7. During the past twenty years, one of the best-documented forms of assignment of players to a position on athletic teams based on ascribed status rather than achieved status is popularly known as “stacking.” (True) TESTBANKSELLER.COM 8. The pattern toward desegregation of sport has been primarily motivated by financial profits.

(True) 9. The situation in which minority group members are relegated to specific team positions and excluded from competing for others is called centrality. (False) 10. There have been significant positive changes in college and professional sports, and today equality of opportunity is the rule. (False) 11. Latinos were excluded from Major League Baseball until after Jackie Robinson broke the color line in 1947. (False) 12. Blacks, compared to Latinos and Asians, have the largest representation in Major League Baseball. (False) 13. Latinos participate in sports less proportionately than whites in high school. (True) 14. In the National Football League (NFL) the Rooney Rule adopted in 2002 mandated that any team with a head coach opening must employ at least one minority for the job. (False) 15. With the exception of professional basketball, the corporate and decision-making structure of

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professional sports is still about as white as it was before Jackie Robinson entered Major League Baseball in 1947. (True) Multiple Choice (* indicates correct answer) 1. Information on the racial desegregation of sport shows that African Americans A. are overrepresented in all professional sports.

B. receive the majority of athletic scholarships given in colleges and universities.

C. constitute a numerical majority in professional football and Major League Baseball.

D. were systematically excluded from racially mixed sport participation until the 1940s.* 2. The desegregation of professional sports for African Americans has been primarily motivated by A. federal legislation.

B. financial profits.* C. the concerns of liberal coaches and owners.

D. the need to appease black political leaders.

3. According to your textbook, existing empirical studies lead to the conclusion that A. African Americans actually possess physical traits superior to those of whites.

B. physical differences probably do account for differences in sport performances between blacks and whites.

C. African Americans’ personalities allow them to adapt to sports better than whites.

TE AmNeKriScaEnLs LacEtuRa.llC D. we do not know whether A friScaTnBA yO p oMs s e s s physical traits that account for differences in sport performances between blacks and whites.* 4. One reason that African American athletes have been more successful in certain sports, such as football and basketball, is that A. these sports require natural exceptional physical skills.

B. there is wide public access where these sports can be learned and played.* C. African Americans have a good chance of making it to the professional ranks in these sports.

D. these are the types of sports their ancestors brought with them from Africa.

5. Leadership positions in intercollegiate and professional sports tend to be held by .

A. proportionately/African American and whites B. disproportionately/African Americans C. disproportionately/whites* D. None of the above 6. The situation in which minority group members are relegated to specific team positions and excluded from competing for others is called A. centrality.

B. discrimination.

C. holding out.

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D. stacking.* 7. The idea that “sport is a way out of the ghetto” A. has encouraged African Americans to develop useful skills that are in relatively high demand in the job market.

B. died out in the early 1980s.

C. is a meaningless statement that distorts reality for African American youth.* D. is based on the fact that professional sports can employ a significant segment of the black population.

8. In the view of your textbook authors, the research shows that the most significant factor explaining African American dominance in some sports is A. genetics.

B. social structure.

C. culture.

D. Both B and C* 9. Daniel Snyder, owner of the Washington NFL team, has resisted efforts to change the team name, saying, A. “I’ll change it only when our fans vote to change it.”

B. “I’ll never change it.”* C. “I’ll change it when the other NFL owners demand it.”

D. “I’ll change it in 2020.”

TESTBANKSELLER.COM Essay Questions 1. Your textbook authors suggest three possible explanations for the overrepresentation of African American athletes in several popular sports. Explain what are they and describe the arguments that are used in support of two of them.

2. What is “stacking” as a form of discrimination in sports? Summarize the evidence and give examples of where it has existed in sports.

3. Respond to the following statement: “Although many positive changes have occurred, sport remains racist in many respects.” If you think the statement is true, describe the ways that racism exists; if you think it is false, describe the evidence showing that it is false.

4. About one-fourth of Major League Baseball players are Latino, with an overrepresentation of foreign-born Latinos. What is the dark side to the mining of baseball talent from the Caribbean and Central and South America?

Student Projects 1. Do a participant observation study, noting the stereotyped ideas of whites about African American athletes. Observe, read, and listen in various locales (e.g., barbershops, hair salons, dorms, fraternity or sorority houses, bars). Summarize your findings and come to class ready

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to share your results.

2. Read the book Friday Night Lights: A Town, a Team, and a Dream. Make a content analysis of the stereotyping and racism that exist in the town and on the high school football team that the author of the book studied. Summarize your findings and come to class ready to share your results.

3. Compile the arguments for and against the use of Native American symbols for sports teams.

Is this a trivial issue or a serious issue? Why? Supplementary Readings Bonilla-Silva, Eduardo. Racism Without Racists: Color-Blind Racism and the Persistence of Racial Inequality in the United States. 3rd ed. Lanham, MD: Rowman & Littlefield, 2010.

Brooks, Dana, and Ronald Althouse, eds. Diversity and Social Justice in College Sports: Sport Management and the Student Athlete. Morgantown, WV: Fitness Information Technology, 2007.

Bryant, Howard. Shut Out: A Story of Race and Baseball in Boston. New York: Routledge, 2002.

Colton, Larry. Counting Coup: A True Story of Basketball and Honor on the Little Big Horn.

New York: Warner Books, 2000.

Mhy We’re Afraid to Talk About It. Entine, Jon. Taboo: Why Black AT thEleSteTs B DAoN mK inS atE eL SpLoErtRs . anCdOW New York: Public Affairs, 2000.

Fainaru, Steve, and Ray Sanchez. The Duke of Havana: Baseball, Cuba, and the Search for the American Dream. New York: Villard, 2001.

Hylton, Kevin. “Race” and Sport: Critical Race Theory. New York: Routledge, 2009.

King, C. Richard. Asian Americans in Sport and Society. New York: Routledge, 2011.

Klein, Alan M. Growing the Game: The Globalization of Major League Baseball. New Haven, CT: Yale University Press, 2008.

Lapchick, Richard. 100 Pioneers: African Americans Who Broke Color Barriers in Sport.

Morgantown, WV: Fitness Information Technology, 2008.

Nasium, James. African Americans in Sports. Broomall, PA: Mason Crest, 2012.

Powell, Shaun. Souled Out? How Blacks Are Winning and Losing in Sports. Champaign, IL: Human Kinetics, 2008.

Rhoden, William C. Forty Million Dollar Slaves: The Rise, Fall, and Redemption of the Black Athlete. New York: Crown, 2006.

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Wigginton, Russell T. The Strange Career of the Black Athlete: African Americans and Sports.

Westport, CT: Praeger, 2006.

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CHAPTER 7 Gender in North American Sport: Continuity and Change Main Themes 1. Three of the social theories that we have identified and discussed in previous chapters–– functionalist, conflict/cultural, and feminist––have specific but different views about sport and gender relations.

2. For the past three thousand years Western cultural ideology has been grounded in patriarchy.

3. As modern sport emerged in the latter nineteenth century, it served as one of the most powerful cultural forces for reinforcing patriarchal ideology.

4. The teaching of gender-role ideology comes from a range of social sources.

5. Myths about the biological and psychological weaknesses of females have been a major deterrent to females in sport.

6. Unequal opportunity for participation in sport has been a form of social injustice for females.

7. Unequal access to the authority and power structure has been a major deterrent to females in sport.

8. Over the past twenty-five years, federal legislation and enlightened gender attitudes have improved opportunities for females in sport.

9. Gender inequality and injustice involve males as well as females.

Lecture Topical Headings A. Social Theories and Gender Relations

TESTBANKSELLER.COM B. Constructing and Reproducing Gender Relations through Sport 1. The heritage of gender inequality in sport C. Social Sources of Gender Inequality in Sport 1. Parental childrearing practices and gender construction 2. The school and gender construction 3. The mass media and gender construction 4. Nicknames, mascots, and heroines D. Females Surmount Social Barriers to Participation in Sport 1. Negative myths a. Athletic participation masculinizes females b. Sports participation is harmful to the health of females c. Women are not interested or are not very good in sports D. Women’s Struggle for Opportunity and Equality in Sport 1. From boys-only youth sports to opportunities for both sexes 2. Title IX: federal government support for gender equality 3. Toward gender equity in high school sports 4. Gender equity in intercollegiate sports a. Legislative and legal incidents involving Title IX b. Governance and control in intercollegiate sports: post-Title IX

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c. Consequences of Title IX for men’s intercollegiate sports E. Men Rule in the Coaching and Administration of Women’s Sports 1. High school and college women’s coaching positions 2. High school and college administration/management positions F. Ownership, Management, and Coaching in Professional and Olympic Sports 1. Coaching and administration in US and Canadian Olympic organizations 2. Reasons for the persistence of men in coaching and administering women’s sports 3. Women athletes’ careers at the professional and Olympic levels in sport 4. Female Olympic athletes G. Sport, Gender Identity, and Sexual Orientation Test Items True/False 1. “Gender” refers to individuals’ roles and stereotypes that are considered normal or acceptable behaviors for males and females in a given society. (True) 2. Historically, school sports programs have tended to reinforce traditional gender roles. (True) 3. Organized sport has historicalTlyEbSeT enBaAnNaK ctS ivEeLinLsE truRm .eCnO t fMo r resisting and opposing patriarchy. (False) 4. One of the moral justifications of sex discrimination in sport has been based on myths about the consequences of women's participation. (True) 5. Baron Pierre de Coubertin, the founder of the modern Olympic Games, was an ardent advocate for women's participation in the Olympics. (False) 6. The feminist movement began as a result of prejudice and discrimination against female athletes. (False) 7. The roles of woman and successful athlete were virtually incompatible in North America during the nineteenth century. (True) 9. Although there has been a significant transformation in media treatment of women in sport, there are still major differences in women’s and men’s sports coverage. (True) 10. One of the most significant consequences of Title IX is that over the past thirty years there has been an increase in the percentages of women in interscholastic and intercollegiate coaching roles. (False) 11. The Civil Rights Restoration Act reinterpreted the Title IX language to apply only to a

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specific program or departments that receive federal funds. (False) 12. Most of those who defend the progress toward gender equity in women’s intercollegiate sports are advocates of eliminating men’s sports teams to achieve that end. (False) 13. The Canadian Charter of Rights and Freedoms Constitution Act of 1982 provides legal and constitutional rights toward gender equity in Canada. (True) 14. Whether sports participation is considered feminine depends primarily on cultural definitions of appropriate feminine behavior. (True) 15. The 2016 version of the Pew Research Center survey of attitudes about homosexuality found that over 60 percent of both Canadians and Americans supported the proposition that homosexuality should be accepted by society. (True) 16. In the ten-year period between 2006 and 2017, NCAA universities had a net gain in men’s Division I-A, Division II, and Division III intercollegiate teams. (True) 17. As of 2017, positions with the International Olympic Committee were about evenly divided between men and women. (False) Multiple Choice (* indicates correct answer) 1. The teaching of sex-role ideoT loE gyScToBmAeN s fKroSm EL aL raE ngRe.oCf OcuMl t u r al sources, but the most persistent instruction comes from A. parents.* B. peers.

C. teachers.

D. siblings.

2. Traditionally, adolescent girls dropped the pursuit of serious sport involvement because A. they had no interest in continuing with participation.

B. of physical inability.

C. of societal pressure to become passive and inactive.* D. they did not like to perspire.

3. The single most significant legislation for females in sport was A. the Mann Act. B. Title IV of the Educational Opportunity Act of 1974.

C. Title IX of the Educational Amendment Acts of 1972.* D. the Taft-Hartley Act. 4. Which of the following is not an effect of Title IX: A. increased numbers of females in athletic participation at the high school level.

B. increased numbers of females in athletic participation at the college level.

C. increased percentages of females in athletic administration.*

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D. increased monies allocated for female athletic programs.

5. To argue that sexism has become institutionalized in sport means A. sexist attitudes have become the primary basis for discriminatory behavior.

B. sexist discrimination has been accepted by both men and women.

C. sexist discrimination has become a part of the structure of sport.* D. female athletes do not experience discrimination outside of organized sports programs.

6. As participation of female athletes has gone in high school and collegiate sport, the percent of women in coaching and sport administration has gone .

A. up/up B. down/down C. down/up D. up/down* 7. One of the figures in your textbook illustrates that over the history of the Winter Olympic Games, the number of female athletes competing A. has remained about the same as the number of male athletes.

B. has not increased at all.

C. has increased from about half the number of men to about the same number as men.

D. has still not come close to narrowing the gap between men and women at the Winter Olympic Games.* 8. Laura Frances Chase’s study T ofEtS heTsBoA urN ceKsSoE f pLlL eaEsuRr. eC anOdMsatisfaction for female rugby players found that many of them were attracted to rugby because A. it gave them an opportunity to participate in an aggressive, physically demanding collision sport.* B. it was not as rough as they imagined it would be.

C. it was a good way to meet male athletes.

D. they liked to wear the equipment worn in playing rugby.

E. None of the above 10. One of the outcomes of gay liberation has been the founding of sport organizations by and for gays and lesbians. The most prestigious sport organization, and event, is A. the Gay Games.* B. the Gay and Lesbian Aquatics Games.

C. the Gay Winter Olympics.

D. Gay and Lesbian NASCAR 500.

Essay Questions 1. Historically, gender differentiation has been powerfully constructed through sport and the culture of sport. Assuming that this is an accurate statement, describe the ways and means by which this has happened.

2. Title IX of the Educational Amendments Act of 1972 was a landmark piece of federal

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legislation. How did it relate to sports for females, and what have been its consequences for females?

3. Describe the employment trends over the past twenty-five years in women’s intercollegiate coaching and athletic administrations.

4. Your textbook describes several sociocultural sources of sexism in American society.

Identify two of these and describe how they contribute to gender inequality.

5. Explain why sex-testing reinforces patriarchal relations.

Student Projects 1. Discuss how gender stratification is related to sport from a historical perspective. Discuss how it influences sport today. Provide at least two examples of steps that could be taken to minimize (or even eliminate) the consequences of this form of stratification in sport.

2. Reflect about American society (historical as well as current), but also consider your own life experiences, and think about gender relations, with a particular emphasis upon equality and the conditions of opportunity. Keep in mind that the mechanisms that typically sustain social inequality of any kind are found in ideologies, social institutions (e.g., political, economic, religious, education, mass media), and cultural practices (e.g., art, music, sport). Prepare a paper discussing your reflections and experiences on this topic. Come to class prepared to share your thoughts, observatT ioEnsS, T anBdAiN nsKigShE tsLaL boEuR t t.hC i s Ot oMpi c.

3. The class will be organized into small groups. Groups respond to the following statement: From its beginnings in the latter nineteenth century, organized sport has been one of the most powerful cultural practices for perpetuating the ideology of male superiority and dominance.

As such, it has been an important vehicle by which symbols and values that are institutionalized in patriarchy have been preserved and women’s subordinate position in society has been maintained.

4. Interview a male and a female high school or college coach. Ask them for their impressions about gender equity in sports today and how they have seen it change since they began coaching. Ask them about their impressions of whether Title IX has been a good thing or a bad thing for sports. Ask them about current problems, as they perceive them, related to gender equity in sports.

Write a report about your interviews. Compare and contrast the differences in the responses you received from the male coach and the female coach. Summarize your own opinions or hunches about the differences you found in your two interviews.

Supplementary Readings Amaechi, John. Man in the Middle. New York: USPN Books, 2007.

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Berg, Barbara J. Sexism in America: Alive, Well, and Ruining Our Future. Chicago: Lawrence Hill Books, 2009.

Blumenthal, Karen. Let Me Play: The Story of Title IX. New York: Atheneum Books, 2005.

Fields, Sara. Female Gladiators: Gender, Law, and Contact Sport in America. Champaign: University of Illinois Press, 2008.

Hall, M. Ann. The Girl and the Game: A History of Women’s Sport in Canada. Peterborough, UK: Broadview Press, 2002.

Hanson, Katherine. More Than Title IX: How Equity in Education Has Shaped the Nation.

Lanham, MD: Rowman & Littlefield, 2009.

Howell, Colin D. Blood, Sweat, and Cheers: Sport and the Making of Modern Canada. Toronto: University of Toronto Press, 2001.

Kaye, Kristin. Iron Maidens: The Celebration of the Most Awesome Female Muscle in the World. New York: Thunder’s Mouth Press, 2005.

Rogers, Robbie, and Eric Marcus. Coming Out to Play. New York: Penguin Random House, 2014.

TESTBANKSELLER.COM Ross, Betsy. Play Ball with the Boys: The Rise of Women in the World of Men’s Sports.

Cincinnati: Clerisy Press, 2010.

Suggs, Welch. A Place on the Team: The Triumph and Tragedy of Title IX. Princeton, NJ: Princeton University Press, 2005.

Symons, Caroline. The Gay Games: A History. New York: Routledge, 2010.

Taggart, Lisa. Women Who Win: Female Athletes on Being the Best. Emeryville, CA: Seal Press, 2007.

Theberge, Nancy. Higher Goals: Women’s Ice Hockey and the Politics of Gender. Albany: State University of New York, 2000.

Wharton, Amy S. The Sociology of Gender: An Introduction to Theory and Research, 2nd ed.

New York: Wiley-Blackwell, 2011.

Zeigler, Cyd, and Jim Buzinski. The Outsports Revolution: Truth and Myth in the World of Gay Sports. New York: Alyson Publications, 2007.

Videos

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“Female Athletes and Sports Media,” YouTube video, September 13, 2012, https://www.youtube.com/watch?v=XRoAGcbmz2k.

“Closing the Gap—Women vs. Men in Sports,” YouTube video, UTTV San Diego, February 26, 2013, https://www.youtube.com/watch?v=KL61USxzHek. “Not Just a Game: Womanhood and Sports,” Dave Zirin discusses the history of sport and the struggle of females for equality, recognition, and encouragement in sports, December 4, 2011, https://www.youtube.com/watch?v=Ww49WBROUKk. “Women in Sports: Unequal Underdogs,” YouTube video, February 18, 2010, https://www.youtube.com/watch?v=sTYrmNY3BZc. For more information, see the University of Minnesota’s Tucker Center for Research on Girls and Women in Sport, http://www.cehd.umn.edu/tuckercenter/

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CHAPTER 8 Youth and Sport Main Themes 1. There has been an enormous increase in community-sponsored youth sports programs in the past thirty years.

2. The objectives of most youth sports programs are to provide young boys and girls an opportunity to learn culturally relevant sports skills and to develop attitudes and values about competitive sports.

3. The extent to which attitudes, values, beliefs, and behaviors of young athletes are actually influenced by organized youth sports programs is largely unknown.

4. The social context of informal, peer-organized sports activities is vastly different from that of adult-organized youth sports programs.

5. There are a number of problems in organized youth sports.

6. A number of creative efforts have been made to develop alternative youth sports programs.

Lecture Topical Headings A. Youth Sports Programs: Something for Everyone 1. Social theories and youth sports B. The Rise of Youth Sports Programs: The Takeoff and Expansion of a New Form of TESTBANKSELLER.COM Sport C. Objectives of Youth Sports Programs 1. What do young athletes, their parents, and coaches want from sports?

D. Socialization and Sport: Involvement in Sport and Its Consequences E. Socialization into Sport: Why Do Children Become Involved in Organized Sports?

1. Families 2. Parents 3. Siblings 4. Peers 5. Coaches 6. Schools 7. Mass media 8. Participants: youth athletes F. Socialization via Sport: Process and Outcomes 1. Two forms of play: peer group and adult-organized G. Development of Personal–Social Attributes through Sport 1. Youth orientation toward sport 2. Sportsmanship in youth sport

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3.

Character development in youth sports

H. Potential Psychosocial Problems of Youth Sports 1. Adult intrusion in youth sports 2. Parents and Coaches: Expectations and Pressures 3. Traveling teams and club teams 4. Sports academies and youth Olympic games 5. Violent behavior and sexual abuse toward young athletes 6. Disruption of education 7. Risk of injury 8. The “winning is the only thing” ethic and youth sports I. Sports Alternatives for the Young Athlete 1. Emphasizing personal growth and self-actualization 2. Alternative sports 3. Cooperative games 4. Youth sports coaches 5. Bill of rights for young athletes Test Items True/False 1. According to functionalisT t sEoS ciT alBthAeN orKyS ,m EaLiL ntE aiR ni. ngCO thM e social system as a whole and promoting a social value consensus and stability help to create a high degree of support for societal goals and cultural values. (True) 2. Between 70 and 72 percent of all American and Canadian youth under the age of seventeen participate in organized sports between childhood and adolescence. (True) 3. In a study of over 1,400 boys and girls from the United States, New Zealand, and Australia, there were few cultural differences in the motivations to play sports between the participants in the three countries. (True) 4. Both peer-play games and adult-organized sport emphasize opportunities for players to develop interpersonal skills and make decisions. (False) 5. Traits such as obedience and conformity are more apt to be developed in adultorganized sports programs than in peer-play sports. (True) 6. The arguments that occasionally occur in peer-play games are usually devoid of any learning experiences for the participants. (False) 7. The research on youth sport dropouts shows that most young athletes who drop out of adult-organized sports programs do not enjoy the emphasis on winning. (True)

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8. In adult-organized sports, the strategy used by many youth sports coaches serves to control and limit action rather than stimulate it. (True) 9. Opportunities for girls to participate in youth sports programs originated at about the same time as opportunities for boys began. (False) 10. Socialization begins at birth and is completed at about age twenty. (False) 11. Parents who have been queried about their children’s involvement in organized sports programs have generally shown a favorable attitude toward it. (True) 12. The president of the American Orthopaedic Society for Sports Medicine has said that 60 percent of the athletes he operates on these days are high school age or younger.

(True) 13. The steady flow of reports on the long-term effects of concussions and repeated head injuries in several sports has led public awareness to spike as parents, coaches, and medical experts now approach the injury with greater urgency. (True) 14. Many youngsters have become involved in “alternative sports” as a rejection of the norms and values of traditional youth sports. (True) 15. One of the main consequences of contemporary childhoods spent largely indoors watching TV and playing TvE idSeoTgBaAmNe K s iSs EanLiLnE c rR ea.seCiOnMobesity among youth. (True) 16. There is widespread consensus that acts of “incivility” between people have become more common in North American culture. (True) 17. Substantial research findings show that the slogan “sports builds character” is true.

(False) Multiple Choice (* indicates correct answer) 1. A perspective contends that the encroachment of adults into the world of young persons reduces the value of play as a spontaneous, expressive experience.

A. functionalist B. interactionist C. conflict/cultural* D. Marxist 2. About percent of all American and Canadian youth under the age of seventeen participate in at least one organized sport.

A. 68* B. 40 C. 83 D. 34

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3. There are several distinct differences between peer-play games and adult-organized youth sports. Which of the following is a characteristic of peer-play sports?

A. Group stability is very high.

B. The same rule structure is used that is used in adult-organized youth sports.

C. Status is based on age combined with physical abilities.* D. There tends to be an authoritarian interpersonal structure.

4. Player experiences differ in peer-play and in adult-organized youth sports programs.

Which is most likely to be learned in adult-organized sports?

A. Knowledge of game rules* B. Decision-making skills C. Interpersonal skills D. How to choose sides to equalize the playing talent on the teams 5. Studies of dropouts from adult-organized youth sports reveal that the majority of young athletes withdraw from participation because A. injuries cut short their playing careers.

B. school assignments interfered with practices.

C. too much emphasis was placed on winning.* D. parents pressured them into quitting.

6. In the compilation from various youth sport publications, the most important reason boys and girls play sport w TaEsSTBANKSELLER.COM A. to stay in shape.

B. to be part of a team.

C. to improve skills.

D. to have fun.* 7. To protect young athletes from adult exploitation in sports, A. a bill of rights for young athletes and fair play codes have been formulated. * B. congressional action has been taken with laws restricting certain coaching practices.

C. coaches are now required to become certified by each state and province.

D. each community must appoint a grievance commissioner.

8. Child labor laws A. prohibit youth sports coaches from practicing more than three hours per week.

B. have been enacted to apply to youth sports athletes in over thirty states.

C. have not been used in relation to young athletes.* D. regulate practice time, number of games, and length of seasons for most youth sports.

9. Overall, there is a strong tendency for both males and females who have been involved in organized sports to A. have more professionalized orientations toward sports than their peers.*

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B. consider playing fair the most important orientation to sports.

C. be willing to injure an opponent.

D. show higher moral reasoning than their peers.

10. The types of sanctions typically used in spontaneous play are A. formal and used for the preservation of order.

B. based on codified rules of conduct.

C. really not used at all.

D. self-imposed on a token basis or informally administered.* 11. One of the newest trends in youth sport organization is called A. municipal recreation organization.

B. commercial business support.

C. traveling teams.* D. parental sponsorship teams.

12.

have become the ultimate in coaching and preparing young athletes whose parents strive for college scholarship, professional careers, and Olympic berths for their children.

A. Amateur Athletic Union sponsorships B. Sports academies* C. Youth fitness centers D. National Youth Sports Elite sponsorships

TESTBANKSELLER.COM 13. Many youth sport organizations have adopted the as a guarantee to the young athletes and their parents that the athletes’ development and welfare will be protected.

A. National Standards Test for youth B. Amateur Athletic Union youth promotion standard C. Bill of Rights for Young Athletes* D. Good Sportsmanship Badge 14. A recent study of youth sports conducted by researchers from the universities of Missouri–St. Louis, Minnesota, and Notre Dame found that A. less than 5 percent of the coaches had encouraged athletes to hurt an opponent.

B. over 30 percent of athletes reported having tried to hurt an opponent.

C. two in ten youth sport athletes admitted cheating.* D. All of the above Essay Questions 1. Several suggestions were advanced in the textbook about desirable objectives for youth sports programs. Briefly describe several of these and explain why they are important objectives. Suggest at least two other objectives that you believe are essential for a youth sports program.

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2. Several social agents and agencies are typically responsible for guiding young people into sport involvement. Identify at least three of these and explain how and why they are important agents or agencies for socializing young people into organized sport.

3. When participants in youth sports programs are asked what they like most about their sports experiences, what are the three or four things they typically list?

4. When former participants in youth sports programs are asked why they discontinued their involvement in youth sports, what are the three or four things they typically list?

5. Describe the important differences between peer-group sports and adult-organized sports, in terms of organization, process, impetus, social implications.

6. Identify several of the sources contributing to the trend toward increasingly unsportsmanlike attitudes and behaviors in youth sports. Discuss the ways in which these sources contribute to this trend.

7. There is overwhelming agreement that one of the major problems of youth sports is the intrusion of adults into the sports life of the young athletes. Identify and discuss several of the ways in which this adult intrusion is carried out.

Student Projects 1. Attend one week of practiTceEsSaT ndBoAnNe KgS am EeLoLfEaRy. ouCthOsMports team. During the practices and games, observe and record what is happening in terms of organization, process, and impetus (review what these entail in the textbook). Also record your impressions of the social implications of your observations. Prepare a paper with your observations and impressions. Come to class prepared to share your project.

2. The purpose of this project is to introduce the idea that people don’t “just become” athletes, exercise science majors, physical education students, etc.

You become what you are because of a host of social factors. Other people your age may share similar physical abilities but did not become athletes or chose other academic majors or even chose not to pursue higher education.

Perhaps more important, some people do not have the same opportunities to be involved in sport or to pursue higher education because of the social background from which they came (minorities, women, the aged, the physically or mentally challenged, people from remote communities, etc.).

Write a 400- to 500-word essay describing the social background factors accounting for how you (1) became involved in sport, exercise, fitness, or dance and (2) came to be enrolled in the major you are pursuing.

Avoid psychological statements like “I’ve always loved sport” or “I’ve always been a competitive person.” Empirical evidence indicates that

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people learn things like competitiveness from others in their cultural environments. In your autobiography try to think carefully about social factors in your background that might account for characteristics in yourself that you may have assumed to be inherent.

Prepare a paper to be handed in and evaluated.

Supplementary Readings Dohrmann, George. Play Their Hearts Out: A Coach, His Star Recruit, and the Youth Basketball Machine. New York: Ballantine, 2010.

Farrey, Tom. Game On: The All-American Race to Make Champions of Our Children.

New York: ESPN, 2008.

Hyman, Mark. The Most Expensive Game in Town: The Rising Cost of Youth Sports and the Toll on Today’s Families. Boston: Beacon Press, 2012.

Hyman, Mark. Until It Hurts: America’s Obsession with Youth Sports and How It Harms Our Kids. Boston: Beacon Press, 2010.

Lumpkin, Angela, Sharon K. Stoll, and Jennifer M. Beller. Sport Ethics: Applications for Fair Play, 3rd ed. New York: McGraw-Hill, 2003.

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McCoglin, John. Surviving Youth Sports. Victoria, BC: Trafford Publishing, 2006.

Meier, Deborah, Brenda S. Engel, and Beth Taylor. Playing for Keeps: Life and Learning on a Public School Playground. New York: Teachers College Press, 2010.

Messner, Michael A. It’s All for the Kids: Gender, Families, and Youth Sports. Berkeley: University of California Press, 2009.

O’Sullivan, John. Changing the Game: The Parent’s Guide to Raising Happy, High Performing Athletes, and Giving Youth Sports Back to Our Kids. New York: Morgan James, 2013.

Smoll, Frank L., and Ronald E. Smith. Parenting Young Athletes: Developing Champions in Sports and Life. Lanham, MD: Rowman & Littlefield, 2012.

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CHAPTER 9 Interscholastic Sport Main Themes 1. There is a complex relationship between interscholastic sports and educational goals.

2. Social theorists have differing interpretations about the role of high school sports.

3. There are various consequences of high school sports for the schools, the communities, and the participants.

4. There are a variety of problems, dilemmas, and controversies centered around interscholastic sports.

5. Interscholastic sports could be made more educational and more personally and socially developmental if certain reforms were implemented.

Lecture Topical Headings A. Social Theories and Interscholastic Sports B. The Status of Sport in Secondary Schools C. The Consequences of Sport for Schools, Communities, and Individuals 1. The consequences of sport for the high school 2. The consequences of sport for the community 3. The consequences of sport for the participants a. Academic benefits b. Character developT mEenStTBANKSELLER.COM c. Adjustment to failure and life after school sport D. Problems, Dilemmas, and Controversies 1. Subversion of educational goals 2. Reinforcement of gender roles 3. Cheating 4. Unsportsmanlike behavior by fans 5. Autocratic coaches 6. Excessive pressures to win 7. Elitism 8. Sport specialization 9. Budget shortfalls 10. Corporate high school sport programs E. Efforts to Reform High School Sport Test Items True/False 1. Most of the countries of the world have adopted the American system of interscholastic sports. (False)

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2. In studies of social status in high school, “to be an athlete” is favored over being a nonathlete, with the highest preference being “scholar-athlete.” (True) 3. The research evidence indicates that high school athletes as a group receive lower grades than nonathletes. (False) 4. Over the past thirty years, high school sports have increasingly become another commercialized industry of popular culture. (True) 6. In addition to its other consequences, high school athletics serves a social control function. (True) 7. High school athletes are less advantaged academically before they participate in high school sports than their nonathlete peers. (False) 8. The evidence is overwhelmingly clear that high school athletics builds character.

(False) 9. Historically, high school sports have reinforced traditional gender roles. (True) 10. Because of budget shortfalls in high schools, pay-for-play plans were implemented in the sports programs, but they were unsuccessful and have been dropped. (False) 11.

High school sports proTgEraSmTsBaA reNeK ssS enEtL iaL l bEeR ca.uC seOtM hey uniformly fulfill educational goals. (False)

12. High school sports are elitist. (True) 13. The report funded by the LA84 Foundation validated that high school sports participation causes athletes to achieve higher grades than nonathletes. (False) 14. A functionalist perspective of high school sports views it as a primary social practice for promoting social and political integration, providing a common moral code for social cohesion, maintaining social control, and sorting and selecting students for their adult roles in society. (True) Multiple Choice (* indicates correct answer) 1. Which social theory views high schools as organizations having a distinctive elite orientation in the educational opportunities available for students from different minority racial and ethnic groups and for female students?

A. Functionalists B. Conflict/culturalists* C. Interactionists D. Social psychologists

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2. One of the reform efforts instituted by some school districts that requires at least a C in all subjects to be eligible to participate in extracurricular activities is called A. Proposition 48.

B. Proposition 42.

C. No Pass, No Play.* D. Stop the Pressure.

3. Which of the following social control functions is not accomplished by sport in high schools?

A. Athletes must obey school rules.

B. Athletes must achieve minimum scholastic standards.

C. Athletes tend to support the school system.

D. All of the above are social control functions of sport in schools.* E. None of the above 4. The research on sports participation in high schools reveals that it A. builds good character.

B. destroys good character.

C. can have both positive and negative outcomes as far as the “character” of the participants is concerned.* D. At this point in time, there has been no research on this topic.

5. Which of the following is a consequence(s) of interscholastic athletics?

A. The athletes receive suTbEstSanTtB iaA l sNoK ciS alErL ewLaErdRs.aC ndOrMecognition.

B. There is a unifying effect on the school.

C. It serves a social control function.

D. It may be used to encourage intellectual activities among the students.

E. All of the above* 6. Data on interscholastic athletic participation rates show that the current rates for girls A. are greater than those for boys.

B. did not increase during the 1990s.

C. increased dramatically from the 1970s to now.* D. are about the same as for boys.

7. There are three indicators that sport is already at the corporate level at some high schools. Which of the following is not an indicator?

A. Some school districts spend extraordinary amounts of money on their athletic teams, especially football and basketball.

B. The combined effect of increased exposure and commercialization is moving high school sport to more closely resemble big-time college programs.

C. Girls teams are being added to the high school athletic program.* D. The channeling of young elite athletes into a “professional” mode.

8. Among the reforms for high school sports that are recommended by the textbook authors are to

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A. resist all efforts to “corporatize” high school sports.

B. enforce an educationally defensible standard for school performance for athletes to be eligible to participate in sports.

C. minimize the elitism of sports.

D. All of the above* E. A and C only F. A and B only 9. Box 9.1 titled “Thinking about Sport: Cheerleading: Is It a Sport?” asserts that A. USA Gymnastics and USA Cheer are responsible for the National Collegiate Athletic Association adding cheerleading as a sport.

B. high school competitive sport cheerleading should be limited to four weeks.

C. USA Gymnastics and USA Cheer believe cheerleading should have a no-cut policy.

D. the issue of whether competitive cheerleading is a sport is not settled for all jurisdictions.* Essay Questions 1. A consequence of the popularity of interscholastic sports is its generation of status for males and, recently, females. Several research studies reveal interesting patterns about social status in high schools. Summarize the findings of this research.

2. Many educators, parents, T anEdShTigBhAsN chKoS olEsL tuL deEnRts.hCavOeMexpressed concern about the current situation of high school sports; and they have made suggestions for reforming high school sports to maximize educational goals. Based on your own experiences and the suggestions in your textbook, describe and discuss two suggestions for reforming high school sports to maximize educational goals.

3. Several important consequences of playing high school sports are identified in your textbook. Summarize the consequences that are described about academic benefits, character development, and adjustment to the future and life after sport.

4. A number of criticisms have been leveled at high school sports as they are presently organized, such as reinforcement of sex roles, cheating, autocratic coaches, excessive pressures to win, and corporatization of high school sport. Describe the basis for the criticisms that have been made for each of these.

5. What evidence do you see for high school sports becoming “corporate”?

Student Project 1. As a class or group project, you will be given the opportunity to volunteer for or will be assigned to one or more of the following tasks. The project is designed to obtain an in-depth understanding of a local high school’s athletic program.

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A. Obtain the entire school athletic budget and analyze the allocation of money to each sport.

B. Obtain information about the sources of money for the athletic program. Where does the money come from and how is the amount determined?

C. How are school facilities assigned for the teams and what happens when there are other groups who wish to use the same facilities as the school teams? How are decisions made the on use of the facilities?

D. How are coaches hired? Are they primarily hired to coach or to teach classes?

Which credentials are most important in hiring coaches, their coaching record or their academic teaching record?

Permission to collect this information will have to be obtained for a local high school.

Once the information has been collected, present it in class and use it as a basis for discussion and debate.

Supplementary Readings Ballantine, Jeanne H., and Floyd M. Hammack. The Sociology of Education, 7th ed.

Boston: Pearson, 2011.

Ballard, Chris. One Shot at Forever: A Small Town, an Unlikely Coach, and a Magical Baseball Season. New York: Hachette Books, 2013.

Bissinger, H. G. Friday N i g h tTLEi gShTt sB: A ANTK ow SnE, LaLTE eaRm., C anOdMa Dream. Reading, MA: Addison Wesley, 1990.

Eitzen, D. Stanley. Fair and Foul: Beyond the Myths and Paradoxes of Sport, 5th ed.

Lanham, MD: Rowman & Littlefield, 2012.

Gerdy, John R. Air Ball: American Education’s Failed Experiment with Elite Athletics.

Jackson: University of Mississippi Press, 2006.

Tufte, John. Crazy-Proofing High School Sports. Lanham, MD: R&L Education, 2012.

Wetzel, Dan, and Don Yaeger. Sole Influence: Basketball, Corporate Greed, and the Corruption of America’s Youth. New York: Warner Books, 2000.

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CHAPTER 10 Intercollegiate Sport Main Themes A. Intercollegiate sports began as a student recreation, but much of it has gradually become a major entertainment/media industry that is promoted through several myths.

1. Big-time college athletic programs are amateur athletics is a myth.

2. Intercollegiate athletic programs make money, and the profits are used to help the remainder of the institution is a myth.

3. The idea that the National Collegiate Athletic Association (NCAA) protects student-athletes is a myth.

4. Intercollegiate athletics as a character builder is a myth.

Lecture Topical Headings A. Beginning and Development of College Sports B. Student-Centered College Sport Remains C. College Sport as Big Business D. Social Theories and T heirTREoSleTi B nA CN olK leS geEsLaL ndEU Rn.iC veOrsMities 1. Functionalism and big-time college sports 2. Conflict/culturalism and big-time college sports 3. Beliefs and reality about big-time sport functions 4. Further consequences of the commercial orientation of big-time college sports 5. A contradiction: athletes as amateurs in a big-business environment E. The NCAA and Student-Athletes 1. The enforcement of “amateurism” 2. Intercollegiate sport and disability 3. Appeals for paying athletes a salary 2. The restriction of athletes’ rights F. Educational Performance and Student-Athletes 1. Academic predictions for student-athletes at college 2. Academic achievement and college athletes 3. Graduation rates and student-athletes 4. The impediments to scholarly achievement by college athletes G. Reform Initiatives and Intercollegiate Sports 1. The administration of college sports 2. Emphasizing the education of student-athletes 3. Commitment to athletes’ rights

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4. The administration of intercollegiate sports 5. Emphasizing the education of student-athletes 6. Commitment to athletes’ rights Test Items True/False 1. Intercollegiate athletes on an NCAA “full-ride” athletic scholarship at a given university officially receive financial benefits that are commensurate with their athletic ability—in other words, some receive more than others. (False) 2. It is common practice among NCAA Division I institutions that the money earned from collegiate sports is used to help other parts of the university. (False) 3. There is rather convincing evidence that alumni contributions to the general university fund increase when the university’s football and basketball teams are successful. (False) 4. Every study that has compared African American athletes with their white counterparts has found them less prepared for college and more likely to enter college as marginal students. (True) 5. The amateur ideology emT plE oySeT dBinAiN ntKerScE olL leL giEatRe.atChO leM tics has tended to keep commercialization out of college sports. (False) 6. The first intercollegiate sports event in the United States was a rowing race between Harvard and Yale. (True) 7. Examples given in the chapter on intercollegiate athletics demonstrate clearly that college athletic programs have continued to be modeled after amateur athletics.

(False) 8. In most cases scandals involving illegal and immoral behavior of overzealous coaches result in guilty coaches being fired for their transgressions. (False) 9. The NCAA has lobbied and argued strenuously to retain the amateur status of college athletes. (True) 10. Your textbook authors suggest that one of the needed reforms in intercollegiate athletics is that athletics departments must be separated from their institutions as selfcontained corporate entities. (False) 11. Illegal payments to student-athletes outside the NCAA rules are widespread. (True) 12. Division I male athletes in the revenue-producing sports have the lowest grades and

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graduation rates of any athlete category. (True) 13. Without subsidies from the schools and students (from their fees), fewer than 10 percent of Division I athletic departments would break even or make a profit. (True)

Multiple Choice (* indicates correct answer)

1. Which of the following is accurate? College athletes on an official NCAA full-ride athletic scholarship A. receive financial remuneration based on market forces.

B. receive financial remuneration that is commensurate with their athletic ability.

C. can endorse products and engage in commercialization of their talent.

D. do not receive financial remuneration based on market forces.* 2. Which category of athletes has the highest graduation rate?

A. Women* B. Whites C. Those in non-revenue-producing sports D. Those in revenue-producing sports 3. Big-time intercollegiate sports programs A. typically do not makeTaEpS roTfiB t.*ANKSELLER.COM B. usually generate enough income to support academic programs.

C. are usually profit-making.

D. None of the above 4. Football and basketball coaches at big-time universities A. are typically paid about the same as the presidents at their universities.

B. often make more than the university president.* C. typically hold the rank of at least associate professor.

D. typically are paid the same salary as full professors.

5. One consequence of an intercollegiate athletic department’s search for money is A. television often dictates schedules.

B. relatively few seats available in arenas go to students.

C. illegal offers are made when recruiting prospective student-athletes.

D. All of the above* 6. The NCAA rules enforce on student-athletes.

A. professional standing B. a code of amateurism* C. compliance with a worker’s compensation contract D. a work schedule of practices

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7. Which of the following reforms for emphasizing education of student-athletes is/are proposed in your text?

A. Admit only student-athletes who have the potential to compete as students.

B. Freshmen should be ineligible for varsity sports.

C. Colleges must insist that athletes make satisfactory progress toward a degree.

D. All of the above* E. A and C only 8. “Clustering” refers to A. athletes overrepresented in easy majors.* B. the overrepresentation of athletes by race at the various positions in team sports.

C. unsportsmanlike behaviors during contests.

D. the tendency for athletes to socialize with other athletes rather than with nonathletes.

Essay Questions 1. Your textbook authors describe three critical areas to which reform in big-time college sports should be directed. What are these crucial areas? Summarize the types of changes suggested and the research for each area.

2. Research indicates that athletes in big-time football and basketball programs do not perform at the same level academically as other athletes and the general student body.

Areas of difference are inT teE lleScT tuB alApNreKpS arEatLioLnEfoRr.cC olO leMge, academic performance, and graduation rates.

3. By maintaining that college athletics is an amateur enterprise, universities and the NCAA are able to wield a great deal of power and control over the athletes. Describe at least four adverse consequences for athletes at major universities when college sports are defined as an amateur enterprise.

4. Respond to the following: “Intercollegiate athletics thrive on the exploitation of student-athletes.” Either agree or disagree with the statement and explain the basis of your position.

5. Do you agree or disagree with the assertion that “big-time college sports are a plantation”? Support your argument with facts.

Student Projects 1. Interview a college student who was a high school athlete but does not participate in intercollegiate sports. What has sport done for him or her? What now takes the place of sport in her or his life? Are there any problems of adjustment?

2. This is a class project, so you will be either assigned to or given the opportunity to volunteer for one of the following tasks. The project is designed to obtain an in-depth

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understanding of the intercollegiate athletic program at the institution where this course is being offered. Some of the tasks are as follows: A. Obtain the entire institution’s athletic budget and analyze the allocation of money to each sport.

B. Obtain information about the sources of money for the athletic program. Where does the money come from and how is the amount determined?

C. How are campus facilities assigned for the teams and what happens when there are other groups who wish to use the same facilities as the institution’s teams?

How are decisions made on use of the facilities?

D. Obtain information about the academic life of the institution’s student-athletes.

E. How are coaches hired? What are the main criteria for their hiring? Who makes the final decision on the hiring of a coach?

F. The students and instructor can develop additional tasks.

Once this information has been collected, it can be presented in class and serve as a basis for discussion and debate.

Supplementary Readings Brooks, Dana, and Ronald Althouse, eds. Racism in College Athletics, 3rd ed.

Morgantown, WV: Fitness Information Technology, 2013.

Dowling, William C. Confessions of a SPOIL SPORT: My Life and Hard Times Fighting Sports Corruption at an Old E TaEsS teT rnBU AnNivKeS rsE ityL.LUEnR iv. erCsiO tyMPark: Pennsylvania State University Press, 2007.

Eitzen, D. Stanley. Sport in Contemporary Society, 10th ed. New York: Oxford University Press, 2015.

Feldman, Bruce. Meat Market: Inside the Smash-Mouth World of College Football Recruiting. New York: ESPN, 2007.

Gerdy, John R. Air Ball: American Education’s Failed Experiment with Elite Athletics.

Jackson: University Press of Mississippi, 2006.

Lewis, Michael. The Blind Side: Evolution of a Game. New York: W.W. Norton, 2007.

Smith, Jay M., and Mary Willingham, Cheated: The UNC Scandal, the Education of Athletes, and the Future of Big-Time College Sports. Chapel Hill, NC: Potomac Books, 2015.

Sack, Allen L. Counterfeit Amateurs: An Athlete’s Journey through the Sixties to the Age of Academic Capitalism. University Park: Pennsylvania State University Press, 2008.

Sack, Allen L., and Ellen J. Staurowsky. College Athletes for Hire: The Evolution and Legacy of the NCAA’s Amateur Myth. Westport, CT: Praeger, 1998.

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Sage, George H. Power and Ideology in American Sport: A Critical Perspective, 2nd ed.

Champaign, IL: Human Kinetics, 1998.

Shulman, James L., and William G. Bowen. The Game of Life: College Sports and Educational Values. Princeton, NJ: Princeton University Press, 2001.

Smith, Ronald A. Pay for Play: A History of Big-Time College Athletic Reform.

Champaign: University of Illinois Press, 2010.

Watterson, John Sayle. College Football: History, Spectacle, Controversy. Baltimore: Johns Hopkins Press, 2000.

Yost, Mark. Varsity Green: A Behind the Scenes Look at Culture and Corruption in College Athletics. Stanford, CA: Stanford University Press, 2010.

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CHAPTER 11 Sport and the Economy Main Themes 1.

2.

3.

4.

5.

6.

Money has become the foundation of corporate sport, even at the so-called amateur level.

The sports industry is one of the top ten largest industries in North America.

A variety of groups benefit economically from sports.

Professional sport is big business.

Professional sport is an unregulated monopoly.

Ownership of a professional sports team has been profitable because the courts have allowed sports exemption from antitrust laws.

7. The trend toward corporate sport is not restricted to professional sports.

Lecture Topical Headings A. Professional Sport as a Business 1. Social theories and the economy 2. Professional team sports as monopolies 3. Public subsidization of professional team franchises 4. Ownership for profit 5. A radical question: Are owners necessary?

B. Who Benefits Economically from Sports?

1. Professional athletes’ earnTinEgSs TBANKSELLER.COM 2. Auxiliary professions and occupations in sport 3. Sport-related businesses 4. Corporate advertising in sport C. The Relationship Between Owners and Athletes 1. The draft and the reserve clause 2. Professional team sport athletes fight for free agency D. Amateur Sport as a Business 1. The ambiguous case: intercollegiate sports and amateurism 2. The economics of collegiate sport E. Gambling and Sports 1. Issues about sports being in the United States 2. Issues about betting in Canada 3. Sports gambling and college students Test Items True/False 1. To understand the economics of sport, it is important to understand that professional sports is

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a business—it is made up of incorporated businesses whose major purpose is profit. (True) 2. The entire sports industry is one of the top four largest industries in North America. (False) 3. Professional sports teams are forms of corporate organizations that function very similarly in many respects to corporations of any other kind. (True) 4. Compared to other top professional entertainers, professional athletes’ salaries are very similar. (False) 5. Professional sport is one of several nonregulated monopolies in the United States. (False) 6. Economists Coates and Humphreys report that their research indicates that sports subsidies can be justified on the grounds of local economic development or income growth or creation.

(False) 7. The monopolistic situation of professional team sports enables a league to negotiate television contracts as a single entity without being subject to the antitrust laws. (True) 8. Presently, about 70 percent of professional sports stadiums are owned by the franchise owners. (False) 9. Intercollegiate athletics has collusive (monopolistic practices) that protect the institutions rather than the student-athleteTs.E(S TrTuB e)ANKSELLER.COM 10. The more successful (profitable) a professional team sports franchise is, the lower the admissions prices tend to be for its home games. (False) 11. Sports fans tend to resent the high salaries of athletes but do not resent the huge salaries of other entertainers. (True) 12. The trend toward greater bureaucratization, commercialization, and institutionalism is restricted to professional sports. (False) 13. As an indication of good faith on its part, the National Collegiate Athletic Association has not opposed student-athletes leaving early for professional careers. (False) 14. In describing the salary structure of a team, the mean (average) salary of the players is usually higher than the median of those salaries. (True) 15. Although the richest owners are wealthy and are worth millions of dollars, only a couple of them can be called “billionaires.” (False) 16. The strong ties between professional team owners and the decision-makers at the highest political, corporate, financial, and media levels may explain the commonly found affirmative consensus among the political and economic elites for the building of public sports venues.

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(True) 17. Gambling is a big business although, according to research, most Canadians and Americans don’t gamble. (False) Multiple Choice (* indicates correct answer) 1. Which of the following typically creates the most capital gain for a professional sports team owner?

A. Low salaries for players B. Selling advertising C. Selling a franchise* D. Tax breaks 2. Presently, about provided by taxpayers.

A. 10 B. 0 C. 70* D. 50

percent of professional sports stadiums and arenas have been

3. Compared to other top professional entertainers, professional team athletes’ salaries are A. similar.

B. much higher.

TESTBANKSELLER.COM C. slightly higher.

D. lower.* 4. Professional team sports is the only A. regulated B. publicly owned C. unregulated* D. profitable

monopoly in the United States.

5. In the sport structure of the United States, ownership of the majority of professionally organized teams and leagues is in the hands of A. private enterprise.* B. public entities.

C. mixed private and public entities.

D. None of the above 6. In general, the value of professional team sport franchises over the past decade has A. appreciated very little.

B. diminished in value.

C. appreciated greatly.* D. None of the above

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7. Public sports arenas built at taxpayers’ expense are a good investment for the city because they A. result in the lowering of admission prices.

B. add well-paying long-term jobs.

C. their construction over the past twenty years has been accomplished with gradually lower costs.

D. None of the above* 8. The reserve clause in professional sports refers to the A. right of players to “play out their option.”

B. segregation of fans by the differential price by location of seating.

C. binding of a player perpetually to negotiate only with the owner of the contract.* D. right of a team finishing last to select first in next year’s draft.

9. The is the only major professional sports team owned by the public.

A. Atlanta Hawks B. Green Bay Packers* C. Dallas Cowboys D. Colorado Rockies 10. In addition to their salary, successful professional athletes often receive benefits gained through A. product endorsements.

TESTBANKSELLER.COM B. public appearances.

C. speeches.

D. All of the above* E. A and B only Essay Questions 1. What are the major characteristics of the owners of professional sports teams in the United States? What are their reasons for investing money in the business of sport?

2. From the 1880s to the mid-1970s Major League Baseball used a reserve clause in all standard player contracts, which was protected by the Supreme Court, thus exempting baseball from federal antitrust laws. Describe what the reserve clause meant and its consequences for Major League Baseball players and franchise owners.

3. The professional team sport leagues operate as a cartel. Identify and discuss several of the advantages of the cartel arrangement to the professional sports leagues.

4. Professional team owners receive public subsidies. Identify at least two forms this takes and discuss how it benefits the owners.

5. “Operating a big-time collegiate athletic program is a business proposition.” Discuss the various ways in which this statement true.

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6. Typically, an announcer introduces the home team as “Your ” (e.g., “Your Denver Broncos”). Are they really “yours”? If they are, in what way are they “yours”? If they are not, why are they not “yours”?

Student Projects 1. Interview three people who define themselves as sports fans. Ascertain their attitudes toward owners, players, players’ unions, the demise of the reserve clause, high salaries of players, and any other issues about the economic aspects of sports that seem relevant. Summarize the results and come to class prepared to discuss the interview results.

2. Develop a proposal for library research on the subject of sport and economics. Each proposal must first be approved by the instructor. Once approval has been obtained, review data in books and/or periodical literature and write a five- to seven-page paper (typed and doublespaced) on the topic.

3. Describe three different ways one can legally gamble on sports. Be sure to include an assessment of who benefits and who loses out from these sport gambling businesses.

Supplementary Readings Delaney, Kevin J., and Rick Eckstein. Public Dollars, Private Stadiums: The Battle Over TiBckA,NNKJ:SREuLtgLeE Building Sports Stadiums. New BTruEnSsw rsRU.nC ivOeM rsity Press, 2003.

Humphreys, Brad R. Economics of Professional Sports. Holliston, MA: BRH Publishing, 2013.

Oriard, Michael. Brand NFL: Making and Selling America’s Favorite Sport. Chapel Hill: University of North Carolina Press, 2010.

Quirk, James, and Rodney Fort. Hard Ball: The Abuse of Power in Pro Team Sports. Princeton, NJ: Princeton University Press, 2009.

Smith, Ronald A. Pay for Play: A History of Big-Time Athletic Reform. Champaign: University of Illinois Press, 2010.

Snyder, Brad. A Well-Paid Slave: Curt Flood’s Fight for Free Agency in Professional Sports.

New York: Penguin, 2006.

Surdam, David G. The Ball Game Biz: An Introduction to the Economics of Professional Team Sports. Jefferson, NC: McFarland, 2010.

Yost, Mark. Varsity Green: A Behind the Scenes Look at Culture and Corruption in College Athletics. Stanford, CA: Stanford University Press, 2010.

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Zimbalist, Andrew. The Bottom Line: Observations and Arguments on the Sports Business.

Philadelphia: Temple University Press, 2006.

Videos “Nike Sweatshops: Behind the Swoosh,” YouTube video, https://www.youtube.com/watch?v=io_8EwQmQm8. This is the ultimate video for exploring the sweatshop issue. Using Nike as a case study, the film documents firsthand the widespread, oppressive, and exploitative labor practices in the developing countries.

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CHAPTER 12 Sport and the Mass Media Main Themes 1.

2.

3.

4.

5.

6.

There is a symbiotic relationship between sport and the mass media.

The rise of sport was accompanied by technological improvements in the mass media.

The mass media play a dominating role in the economic aspects of sport.

Television has had a dominating effect on sport.

With the rise of modern sport, sport journalism has grown as a profession.

Discrimination, both gender and racial, has been prevalent in mass media reporting of sports and in sport journalism.

Lecture Topical Headings A. Social Roles of the Mass Media 1. Prominent and subtle roles of the media 2. Mass media and social theories B. The Symbiosis of Mass Media and Sport 1. Enduring linkages of the mass media and sport a. Newspapers b. Magazines c. Books TESTBANKSELLER.COM d. Radio e. Motion pictures f. Television g. Other electronic media C. Television: The Monster of the Sports World 1. Increasing TV sports coverage 2. Economic aspects of televised sports D. Television’s Influence on Sport 1. Increases in sport revenue 2. Television drives shifts in popularity of sports 3. Professional sports franchise locations and the media 4. Television: the financial foundation for big-time intercollegiate sports 5. Television taps high school sports 6. Modifying sports to accommodate TV 7. Television’s own sports 8. Televised sport as a socially mediated event E. The Impact of Sport on the Mass Media 1. Increased sport in the media 2. Sport’s privileged treatment by the media 3. Sports consumers and the mass media

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F. The Internet: The Newest Form of Mass Communication for Sports 1. Integration of the Internet, television, computers, and video games 2. Social media: Facebook, YouTube, and Twitter G. Media Sport: Gender, Race, and Disabilities Issues 1. Reproduction of hegemonic masculinity in media sport 2. Media sport and gender inequities 3. Media sport and racial and ethnic inequities 4. Media sport and disabilities inequities H. Sports Journalism and the Mass Media 1. Sportscasters: narrators of mediated sport 2. Minority sport journalists and broadcasters 3. Woman sport journalists and broadcasters Test Items True/False 1. The systems of mass media communication can be grouped into two major categories: printed media and electronic media. (True) 2. The mass media is a powerfulTiE deSoT loBgA icN alKinSsE titLuL tioEnRb.ecCaO usMe the messages and images that it creates help shape and mold the national and international cultural atmosphere. (True) 3. Functionalists contend that mass media sport tends to promote and sustain the unequal distribution of power and wealth, as well as legitimizing existing unequal social relations related to class, gender, and race. (False) 4. From the mid-1920s to the early 1950s radio was the primary medium for broadcasting sports news and live sports events. (True) 5. “Rights fees” sold to commercial and cable television networks by the professional sports leagues constitute a rather small proportion of the total revenue of professional team sports.

(False) 6. In the United States, the major television networks are publicly owned. (False) 7. Television networks charge corporations advertising fees based on the anticipated number of viewers. (True) 8. In order to discourage conflicts of interest, all of the professional team sports leagues prohibit the ownership of professional team sports franchises by media corporations. (False) 9. In the world of journalism, sports journalists are held in high esteem. (False)

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10. One of the tenets of television sportscasters is that they are journalists first and sport promoters second. (False) 11. Television has enhanced the expansion and financial status of some professional sport enterprises, but the lack of network television contracts has been responsible for the demise of others. (True) 12. Television is fundamentally a journalistic enterprise. (False) 13. The Internet had its origins in US Defense Department research. (True) 14. The National Federation of State High School Associations has recently taken a position opposing national network televising of high school athletic events. (False) 15. The process of selection is one way television manipulates sports and gives coherence to the sports world. (True) 16. Although popular, sports websites do not consistently rank among Internet leaders in terms of traffic and commercial activity. (False) 17. Sportscasters mediate a sporting event and thus create the listeners’ and viewers’ experiences of the event through their intervention. (True)

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18. No women’s professional team sport league has ever secured a major national TV network contract. (False) Multiple Choice (* indicates correct answer) 1. Two of the prominent roles of the mass media are A. communication of information and entertainment.* B. social integration and social change.

C. communication and social integration.

D. social integration and entertainment.

2. The National Federation of State High School Associations has taken A. a position opposing national network televising of high school sports.

B. a position supporting national network televising of high school sports.* C. no position on national network televising of high school sports.

D. a position of televising high school sports events with its own TV network.

3. The primary source of power of the mass media is derived from A. federal government ownership.

B. constitutional protection.

C. large corporate organization.

D. A and B

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E. B and C* 4.

and are ways in which television mediates a sporting event.

A. media selection, media narrative B. media narrative, media rights fees C. media rights fees, media selection D. A and B* E. A and C

5. The first sports sections to become a regular feature of newspapers appeared in the A. early nineteenth century.

B. after World War II. C. the latter nineteenth century.* D. just before World War II. 6. Over the past fifty years, virtually every sport had had its own video game. One of the first sport video games was A. Hockey Night in Canada B. Tennis for Two* C. NBA Basketball D. John Madden Football 7. Sports is one arena in which the media’s reporting of events is A. objective and unbiased. TESTBANKSELLER.COM B. done by unqualified people.

C. blatantly manipulated.* D. held in high esteem by journalists.

8. Which of the following statements is not true? By the early 1990s, female sports writers had A. won access to locker rooms and other facilities pertaining to their work.

B. overcome all discrimination based on their gender in sport journalism.* C. held TV sports anchor positions.

D. become sports writers for major newspapers.

9. Which of the following was not one of the structures or processes of sport that was manipulated to enhance viewer appeal and accommodate programming needs of media sport?

A. Moving the sideline hash marks and kickoff spot in the National Football League B. Adopting the shot clock in the National Basketball Association C. Increasing the size of the baseball in Major League Baseball* D. Establishing a tiebreaker system of scoring in professional tennis E. Replacing match play by medal play in Professional Golfers’ Association tournaments 10. In 1995 A. ESPN* B. CNN/SI

created the X Games as a made-for-TV alternative sporting event.

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C. CBS D. FOX Sports 11. Based on empirical research, which of the following is the most accurate statement about the effects of video games playing?

A. Prolonged sports video game players exhibit enhanced violent attitudes and behavior.

B. Prolonged sports video game players exhibit poorer sportsmanship attitudes and behavior when playing organized sports.

C. There is little research demonstrating that sports video game playing influences attitudes and behaviors toward values such as sportsmanship, violence, and morality.* D. Prolonged sports video game playing improves batting averages of baseball players.

12. The current cutting edge in communications for sports consumers is A. instant replays.

B. wrap-up shows after games.

C. the Internet.* D. sports talk radio programs.

13. In 2014 Richard Lapchick and his colleagues found that women made up between percent of the total staffs of Associated Press Sports Editors (APSE) member newspapers and websites, APSE women serving as sports editors, and female columnists.

A. 10 and 22 B. 14 and 25 TESTBANKSELLER.COM C. 10 and 14* D. 20 and 26 Essay Questions 1. Each form of the mass media has made an impact on sport in its own way, but television has had the most profound impact. Describe TV’s impact on revenue, popularity shifts, game modifications, and redefining the meaning of sport.

2. What does it mean to say that media sport is mediated? Describe several of the ways in which media sport is mediated.

3. Sports journalism is a peculiar occupation. Describe the status (esteem) of sports journalists, including sportscasters, in the world of journalism and explain the reasons for this status.

4. Summarize historical and current conditions with regard to women and people of color in sport journalism.

Student Projects 1. This project calls on you to integrate the topic of the mass media and sport with the topics of American values and redefining the meaning in sport (see textbook heading “Televised Sport as a Mediated Event”).

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There are several types of team sports shown on television: college and professional football and basketball, professional ice hockey, and baseball. Television coverage of these events typically begins with a pregame show, continues with the game, and ends with postgame coverage. Television coverage of sporting events propagates American values and defines the sport through the narration of the sportscasters; the camera shots of fans, players, and coaches; and so on. Watch the television coverage of one event of the type identified here from beginning to end. Based on the readings and understandings you have acquired about American and sports values, as well as how TV redefines meanings in sports, prepare an essay on how the images, narrations, and other aspects of the television event promote and define American cultural values and meanings in sports.

Essays will be discussed in class and will be handed in for evaluation.

2. Complete a content analysis of the sports section of a newspaper covering a one-week period. The stories and photos should be analyzed in terms of the following: A. proportion of stories about male and female sports B. proportion of male and female photos C. location (cover, second page, third page, etc.) of stories on male and female sport events D. location (cover, second page, third page, etc.) of photos of male and female athletes Compile your findings and be ready to present them in class. Papers will be handed in for evaluation.

Supplementary Readings

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Aitchison, Carla Carmichael, ed. Sport and Gender Identities: Masculinities, Femininities, and Sexualities. New York: Routledge, 2007.

Andrews, Phil. Sports Journalism: A Practical Introduction. Thousand Oaks, CA: SAGE, 2013.

Baran, Stanley J., and Dennis K. Davis. Mass Communication Theory: Foundations, Ferment, and Future, 6th ed. Belmont, CA: Wadsworth, 2011.

Billings, Andrew. Olympic Media: Inside the Biggest Show on Television. New York: Routledge, 2008.

Creedon, Pamela J., and Judith Cramer, eds. Women in Mass Communication. Thousand Oaks, CA: SAGE, 2007.

Dempsey, John Mark, ed. Sports-Talk Radio in America: Its Context and Culture. Binghamton, NY: Haworth Half-Court Press, 2006.

Jeanrenaud, Claude, and Stefan Kesenne. The Economics of Sport and the Media. Williston, VT: Edward Elgar, 2006.

Kennedy, Eileen, and Laura Hills. Sport, Media and Society. New York: Berg, 2009.

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Nicholson, Matthew. Sport and the Media: Managing the Nexus. Boston: Elsevier, 2007.

Reinardy, Scott, and Wayne Wanta. The Essentials of Sports Reporting and Writing. New York: Routledge, 2009.

Steen, Rob. Sports Journalism: A Multimedia Primer, 2nd ed. New York: Routledge, 2014.

Stofer, Kathryn T. Sports Journalism: An Introduction to Reporting and Writing. Lanham, MD: Rowman & Littlefield, 2009.

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CHAPTER 13 Sport and Politics Main Themes 1. Most people either deny there is a close relationship between sport and politics or are unaware of the connections.

2. There are numerous connections between sport and politics, from the local level to the international level.

3. There are numerous political dimensions surrounding the modern Olympic Games.

4. The modern Olympic Games are badly in need of reform.

Lecture Topical Headings A. Politics as a Social Institution 1. Social theories and politics of sport B. Intertwining of Politics and Sports C. The Political Uses of Sport 1. Sport as a vehicle for propaganda 2. Sport and nationalism 3. Sport as an opiate of the masses 4. The exploitation of s pTo rEt S byTpBoAliN ticKiaSnEs LLER.COM 5. Sport as a vehicle of change in society a. Internationalization of social activism and sport D. Globalization and Sport E. The Political Olympic Games 1. Political problems and the Olympic movement a. Excessive nationalism within nations b. Use of the Olympics by political dissidents in the host country c. Use of the Olympics for political purposes by organizations outside the host nations d. Political decisions by national and international Olympic committees e. Political decisions by individual nations regarding the Olympics f. The political organization of the Olympics F. Proposals for Reforming the Olympic Games Test Items True/False 1. Success in international competition frequently serves as a mechanism by which a

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country’s ruling elite unites its citizens and attempts to impress the citizens of other countries. (True) 2. The feminist movement popularized the slogan “The personal is political” to rebut critics who accused women of “playing politics” when they sought equal treatment and opportunity in the various sectors of their lives. (True) 3. The high visibility of international sporting events has helped them become a focus for political intervention. (True) 4. The Olympic Games remained free of politics until the Palestinian terrorists killed eleven Israeli athletes at the 1972 games. (False) 5. Because the modern Olympic Games are motivated by the noble thought that international sports competition is primarily for the promotion of peace among nations, no country has ever been barred from participation in an Olympiad. (False) 6. Sport as an instrument of national policy is limited to the industrialized nations of the world. (False) 7. Displays at sporting events are not political because they support the status quo.

(False) 8. Sport has been used as a fT orEuS mTto BA prN otKeS st Ea LnL um EbRe.r Co fOsMo c i a l practices, but it was never used to protest apartheid in South Africa. (False) 9. The Olympic Games and other international games tend to promote an “us versus them” feeling among athletes, coaches, politicians, the press, and fans. (True) 10. Rituals and ceremonies commonly held in conjunction with sporting events are frequently used to promote nationalism. (True) 11. One means by which sport serves as an “opiate” is that it keeps people’s attention and energy focused on sport rather than on social injustices that may exist. (True) 12. One of the proposals that the textbook authors suggest for changing the Olympic Games is to establish two permanent sites for them. (True) 13. Congress has passed legislation that subsidizes big-time college sports programs through a variety of tax breaks. (True) Multiple Choice (* indicates correct answer) 1. The use of sport as a political propaganda tool has historically been carried out by A. Communist countries.

B. the United States.

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C. Western European countries.

D. All of the above* E. A and B only 2. The most striking example of success in international sport and the use of sport for the accomplishment of political goals before the breakup of the communist countries was A. West Germany.

B. East Germany.* C. Canada.

D. Sweden.

3. Politicians may use sports in which of the following ways?

A. They may use their fame as athletes as an aid to getting elected to office.

B. They may use the campaign support of athletes.

C. They may use athletes to support the current social order.

D. All of the above* E. A and B only 4. The persisting conflict between two Mideast countries was tragically highlighted during the Olympic Games when Palestinian terrorists killed eleven Israeli athletes.

A. 1968 TESTBANKSELLER.COM B. 1984 C. 1964 D. 1972* 5. The linkage of sport and politics is illustrated by A. legislation that gives professional sports unique treatment with respect to antitrust laws.

B. tax laws that give special concessions to owners of professional teams.

C. tours of American teams sponsored by the US State Department.

D. All of the above* 6. The very ways that the Olympic Games are organized are political. For example, A. nations select which athletes will perform.

B. the International Olympic Committee (IOC) provides ceremonies where athletes march behind their country’s flag.

C. the IOC considers political criteria in the selection of the site of an Olympic Games.

D. All of the above* E. A and B only 7. The textbook authors propose several changes in the Olympic Games. Which of the following is not one of their proposals?

A. Restrict the events to competition among individuals.

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B. Equalize the number of men’s and women’s events.* C. Make athletes represent themselves, rather than a country D. Revise the opening ceremonies so that athletes enter the arena with other athletes in their events.

8. Which of the following countries tends to receive more medals per million people in the summer Olympic Games?

A. the United States B. Russia C. Cuba* D. China E. Japan 9. In the London Olympics, 2012, the United States placed between country medal standings ranked by population.

A. first and fifth B. twentieth and thirtieth C. sixth and tenth D. fortieth and fiftieth*

in the

OR USE THE FOLLOWING QUESTION 9. In the London Olympics, 2012, Canada placed between medal standings ranked bT yE poSpT ulBatAioNnK . SELLER.COM A. first and fifth B. twentieth and thirtieth C. sixth and tenth D. fortieth and fiftieth*

in the country

Essay Questions 1. Describe various characteristics that are inherent to sport that serve to guarantee a strong relationship with politics.

2. Identify several political uses of sport and discuss each in detail.

3. Your textbook authors identify several ways of changing the Olympic Games to bring them more in line with their original ideals and aims. Identify at least four of the proposed changes and discuss how these reforms are intended to improve the games.

4. Box 13.1 describes how government tax policies serve to subsidize big-time college sports. Who benefits from this arrangement and who does not?

5. A number of protests against the policies of China occurred before and during the 2008 Olympic Games. To what degree were these efforts successful?

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6. What are the political consequences of the globalization of sport?

7. Explain the politics of the National Football League athletes’ protesting racism in the United States.

Student Projects 1. The purpose of this project is to help you understand how politics have been a persistent theme in the modern Olympic Games. Your will research will focus on one specific Olympiad. To develop an understanding of the issues and controversies for a specific Olympiad, conduct library research that will allow you to describe the political climate at the time of those Olympic Games and identify specific examples of how politics played a role in those Olympic Games.

Procedure A. Select from a lottery a specific Olympic Games (dating from 1936 to the present) to investigate. Then locate at least three references that discuss the following: • the historical circumstances • the political climate • specific examples of how politics entered and showed itself B. Prepare a 750- to 850-word paper (about three to four pages, typed, doublespaced) that includes tThE eS foTll B o wAiNngK: SELLER.COM • an introduction that sets the historical and political stage of the specific Olympic Games, discussing national or international circumstances, events, conditions, or issues that surrounded the games. Include where the games took place and consider whether or why the location may have played a role in what transpired.

• a description of the specific political events that took place at the Games, including how the political action began (first showed itself), played itself out, and was resolved.

• a conclusion that summarizes the political events.

• a reference section that lists the three major references used by your group plus any additional materials you might have found.

Come to class prepared to share your research. Papers will be handed in.

2. Over the next few weeks, personally attend or watch on television as many sports events as possible. Keep a record of political activities that are associated with the sports events (e.g., national anthem). Prepare a description of these political activities and come to class prepared to discuss your observations.

Supplementary Readings Eitzen, D. Stanley, and Maxine Baca Zinn. Globalization: The Transformation of Social Worlds, 3rd ed. Belmont, CA: Wadsworth, 2011.

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Gruneau, Richard, and David Whitson. Hockey Night in Canada: Sport, Identities and Cultural Politics. Toronto: Garamond Press, 1993.

Guttmann, Allen. The Olympics: A History of the Modern Games, 2nd ed. Urbana: University of Illinois Press, 2002.

Hilton, Christopher. Hitler’s Olympics: The 1936 Berlin Olympic Games. Charleston, SC: History Press, 2008.

Hong, Fan, and Zhouxiang Lu, eds. Sport and Nationalism in Asia: Power, Politics and Identity. New York: Routledge, 2014.

Johnson, Molly. Training Socialist Citizens: Sports and the State in East Germany.

Boston: Brill Academic, 2008.

Macintosh, Donald, and David Whitson. The Game Planners: Transforming Canada’s Sports System. Kingston, ON: McGill-Queens University Press, 1990.

Sage, George H. Globalizing Sport: How Organizations, Corporations, Media, and Politics Are Changing Sport. Boulder, CO: Paradigm, 2010.

Zirin, Dave. Game Over: How Politics Has Turned the Sports World Upside Down. New TESTBANKSELLER.COM York: New Press, 2013.

Videos “Not Just a Game: Manhood and Sports.avi,” YouTube video, December 4, 2011, https://www.youtube.com/watch?v=nUnesbnNqDA. Dave Zirin discusses sport and politics.

“The Collision of Sports and Politics,” YouTube video, September 13, 2013, https://www.youtube.com/watch?v=Rvf27hYX9qc. Bill Moyers and sports editor Dave Zirin discuss the collision of sports and politics. They analyze the ways in which sports shape our understanding of culture, such as racism, sexism, and homophobia, as well as our understanding of corporations and what’s happening to our cities.

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CHAPTER 14 Sport and Religion Main Themes 1. There appears to be little in common between sport and religion; going to religious services, singing hymns, studying scripture, and worshiping God all seem quite unrelated to sport. But, like religion, sport symbolically evokes fervent commitment from millions of people.

2. Contemporary sport and contemporary religion are related in a variety of ways. For centuries Christian church dogma ruled most of Europe.

3. With the rise of organized sport, churches and religious leaders have formed various links between these two institutions.

4. Contemporary religion uses sport.

5. Contemporary sport uses religion.

Lecture Topical Headings A. The Relationship Between Religion and Society 1. Personal and social roles of religion B. The Historical Affiliation Between Religion and Sport 1. Ancient Greece: creators of organized sporting events 2. The early Christian church and Roman sport spectacles 3. Pre-Columbian societies: sport in the Americas 4. The Reformation and ProT teE stS anTtiB sm ANinKtS heEN LoLrtEhRA.mCeOriM can colonies 5. Religious objections to sport decline in the nineteenth century 6. Religion and sport conciliation C. Sport as Religion 1. Similarities between sport and religion 2. Critical views about sport as religion E. Religion Uses Sport 1. Churches 2. Religious leaders embrace sport 3. Church colleges and universities F. Religious Organizations and Sports 1. Fellowship of Christian Athletes 2. Religion and professional sports organizations 3. Sport and religious publications 4. Missionary work of churches and sports 5. Religious evangelizing by athletes and coaches 6. Promise Keepers: patriarchy, gender, and sexuality 7. Sportianity confronting social issues G. Value Orientations of Religion and Sport

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1. The Protestant ethic and sports a. Success b. Self-discipline c. Hard work 2. Protestantism and contemporary sport H. Sport Uses Religion 1. The use of prayer and divine intervention 2. The use of magic a. The Malinowski thesis 3. Magic and its uses in sports a. Ritual b. Taboo c. Fetishism d. Witchcraft Test Items True/False 1. Religious behavior is universal among human groups. (True) 2. Some primitive peoples played games to promote fertility in crops and cattle. (True)

TESTBANKSELLER.COM 3. The early Christians supported Roman sport spectacles because the performers were highly paid. (False) 4. By the mid-nineteenth century, there was almost unanimous support among clergy and religious groups for sport. (False) 5. According to the authors of Muscular Christianity, with the social and economic transformations taking place in the nineteenth century, evangelical muscular Christians’ prejudice against pleasure through play had broken down almost completely by the beginning of the twentieth century. (True) 6. According to one Canadian professor of comparative religion, Canadian ice hockey is a religion. (True) 7. “Sportianity” refers to a drug rehabilitation program for Christian athletes. (False) 8. Religious leaders and various organizations that make up Sportianity are on the forefront of social reform. (False) 9. A central theme of the Promise Keepers, especially concerning the confusion over appropriate male and female social roles, is a lack of appropriate male leadership. (True)

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10. In his book titled The Influence of the Protestant Ethic in Sport and Recreation, the author proposes that the Protestant ethic has instilled American sport with an ethos which provides its distinct character, meaning, and guiding beliefs. (True) 11. The most frequently employed use of religion by athletes is prayer. (True) 12. According to Malinowski, magic occurs wherever the pursuit is certain, reliable, and well under the control of national methods. (False) 13. Witchcraft is one form of magic that has not been employed in sports. (False) 14. According to exhaustive research about magical practices in sport, fetishes are rarely used in baseball. (False) 15. Opposition to the use of prayers in the locker room before games, in the sideline huddles preceding games, and as public ceremonies before sports events is growing. (True) 16. In a recent US Supreme Court ruling, the court provided an unusually direct permission for school-sanctioned prayer at high school sporting events. (False) 17. An example of a taboo in sports occurs just before the start of an ice hockey game, when players skate in front of their goal and tap the goalie on the pads for good luck. (False) Multiple Choice (* indicates corrTecEt SaT nsBwA erN) KSELLER.COM 1. The most powerful force for restricting sports involvement in the colonial period of America was A. the school.

B. the church.* C. the government.

D. None of the above 2. When George Gmelch applied the Malinowski thesis about where magical practices are most likely to be found in baseball, he found magical practices in baseball to be associated mostly with A. pitching and fielding.

B. hitting and pitching.* C. hitting and fielding.

D. hitting and base running.

3. Objects used by athletes that are believed to have magical powers to attain desired ends are examples of A. the power of prayer.

B. witchcraft.

C. taboos.

D. fetishes.*

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4. Sportianity as a sport religious movement has A. been on the forefront in confronting pressing social issues in sport and society.

B. shown little noticeable social reform commitment.* C. been a leader in pressing for gender equity in sports.

D. been a leader in pressing for racial equity in sport.

E. B and D only 5. According to its website’s home page, sports.”

A. Sports Illustrated B. Inside Sports C. Sports Spectrum* D. The Christian Athlete

“is the No. 1 Christian magazine for

6. According to the discussion in your textbook about the Protestant ethic and the ideology of modern sport, A. the two share a significant equivalence.* B. the two are incompatible.

C. there is little relationship between the two.

D. A and B E. B and C 7. The first of the nondenominatTioEnSalToBrgAaN niKzaStiEo L n sLcEom R .poCsOedMof coaches and athletes for the promotion of religion was A. Athletes in Action.

B. Pro Athletes Outreach.

C. Fellowship of Christian Athletes.* D. Jocks for Jesus.

8. For society, sociologist Emile Durkheim argued that the paramount function of religion is A. achieving personal goals.

B. social control.

C. individual inspiration.

D. social integration.* 9.

, the original tenets of the Protestant ethic, are the most valued qualities of an athlete.

A. Success, self-discipline, and hard work* B. Success, hard work, and winning at any cost C. Success, self-discipline, and teamwork D. Success, teamwork, and winning

Essay Questions

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1. How do contemporary religious leaders attempt to use sport as an avenue for the promotion of religion?

2. Describe the founding of the Promise Keepers and discuss its major themes and its methods for carrying out its work.

3. What is Sportianity? Give examples of its forms and functions.

4. In what ways do coaches and athletes employ magical practices? Give illustrations from the world of sports of rituals, taboos, and fetishes.

5. Despite the parallels between sport and religion, arguments have been advanced against the notion of sport as religion. Describe and discuss several of the arguments against sport as religion.

6. If one places the values inherent in the Protestant ethic and the ideology of modern sport side by side, the two share a significant equivalence and an elective affinity. Describe and discuss this elective affinity between the Protestant ethic and modern sports.

Student Projects 1. Investigate in detail the uses that a specific religious denomination (e.g., Mormonism) makes of sport. What is the basic position of the denomination with regard to sport participation?

Does the denomination sponsT orEgSaT mB esAaNnK dS spEoL rtiLnE gR ev.eC ntOs?MIf so, why?

2. Select one of the following projects: A. Interview two athletes who belong to the Fellowship of Christian Athletes (FCA) or Athletes in Action (AIA). Ask them to describe in their own words the relationship between their religious experience and sport. Also have them describe some of the FCA or AIA functions in which they have participated.

B. Interview at least two student-athletes and ask them to describe the sport superstitions that they have. Ascertain, if possible, how the superstitions began.

C. Interview several clergy and ascertain how they view the impact of the persuasiveness of sport on religion.

Prepare a paper on your project and make a presentation about your interviews in class.

Supplementary Readings Bain-Selbo, Eric. Game Day and God: Football, Faith and Politics in the American South.

Macon, GA: Mercer University Press, 2009.

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Baker, William J. Playing with God: Religion and Modern Sport. Cambridge, MA: Harvard University Press, 2007.

Daniels, Bruce C. Puritans at Play: Leisure and Recreation in Colonial New England. New York: Palgrave, 2005.

Furseth, Inger, and Pal Repstad. An Introduction to the Sociology of Religion. London: Ashgate, 2006.

Ladd, Tony, and James A. Mathisen. Muscular Christianity: Evangelical Protestants and the Development of American Sports. Grand Rapids, MI: Baker Books, 1999.

Moore, R. Laurence. Touchdown Jesus: The Mixing of Sacred and Secular in American History.

Louisville, KY: Westminster John Knox Press, 2003.

Overman, Steven J. The Influence of the Protestant Ethic on Sport and Recreation. Brookfield, VT: Avebury, 1997.

Podnicks, Andrew. Hockey Superstitions: From Playoff Beards to Crossed Sticks and Lucky Socks. Toronto: McClelland & Stewart, 2010.

Prebish, Charles S. Religion and Sport: The Meeting of Sacred and Profane. Westport, CT: Greenwood, 1993.

TESTBANKSELLER.COM Price, Joseph L. Rounding the Bases: Baseball and Religion in America. Macon, GA: Mercer University Press, 2006.

Scholes, Jeffrey, and Raphael Sassower. Religion and Sports in American Culture. New York: Routledge, 2013.

Sexton, John. Baseball as a Road to God: Seeing Beyond the Game. With Thomas Oliphant and Peter J. Schwartz. New York: Gotham Books, 2014.

Struna, Nancy. People of Prowess: Sport, Leisure, and Labor in Early Anglo-America. Urbana: University of Illinois Press, 1996.

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CHAPTER 15 Contemporary Trends and the Future of Sport in North America Main Themes 1. This is an era of change in North America, and sport is undergoing changes in form and content.

2. Trends in population suggest continued expansion of professional sports.

3. As the average age increases, men and women are going to continue to stay active longer.

4. Sports in the future may become more “intellectual” or more violent.

5. Technosport and ecosport are two major forms of future sport.

6. Changes in value orientations have begun to make inroads into sport, and innovative programs and practices are beginning to incorporate this new vision.

7. A troubling trend in sports is incivility.

Lecture Topical Headings A. Demographic Trends in North America 1. Population composition 2. Location of population 3. Population trends and sport B. Dominating Forces in Our Lives: Work, Technology, and Sporting Activities 1. An information/service NT Tm BeArN orEthSA icK anSsEoL ciL etE y R.COM 2. The information/service workplace and sporting activities a. Four-day and flextime workweeks and employer wellness programs C. A Future Society and Sport 1. Cerebral sports of the future a. computer and video games b. fantasy sports c. competitive eSports 2. Violent sports of the future 3. Technology and future sport a. Technosport and the future 4. A counterpoint to technosports: ecosports a. Ecosports and the future D. Trends in the Economy and Future Sports 1. The rise of neoliberalism and sport for development and peace 2. The future of professional sports 3. The future of televised sports 4. Internet technology and sports viewing 5. Video technology and sports video games 6. Intercollegiate athletics and the future 7. Secondary school sports and the future

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E. Trends in Values and Future Sport 1. The quest for democracy and equality 2. Trends in sports values a. Democracy and equality in sport b. Opportunity and equality for special groups in sport c. People with disabilities and sport d. Senior populations and sport e. LGBTQ in sport f. New emphasis on participation and cooperation g. New forms of intramural sports h. A troubling trend in North American societies and in sport: rude, disrespectful, uncivil behavior Test Items True/False 1. One of the most significant trends in North America is the changing nature of its population, and estimates for the next twenty-five years indicate that the US population will actually decline slightly. (False) 2. Economically some transnational corporations exceed the size of many nation-states. (True)

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3. Regionalist professional team names, rather than single-city names, represent a trend that suggests that in the future regional considerations will take precedence over single-city loyalties. (True) 4. Under the various four-day and flextime workweek schemes tried so far, weekly work hours are reduced to between twenty-five and thirty. (False) 5. With the growth of an information/technology society, it seems likely that violent sports will gradually be abolished. (False) 6. The technosports of the future will involve natural play and unstructured games, many of them done outdoors and without codified rules. (False) 7. Cellular biologists believe that within ten years gene therapy will enable scientists to alter the muscle fibers of athletes to produce record performances. (True) 8. In late 2012 the commissioner of Major League Baseball announced that the league was planning to add four more franchises before the beginning of the 2018 season. (False) 9. Some of the trends in intramural athletic programs are to deemphasize championships, eliminate trophies, sponsor sports clubs, and include equal sport opportunities for females.

(True)

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10. Because of the financial pressures on high schools, one of the trends is called “pay for play,” which requires athletes to assume some of the costs of equipment and other expenses to the school associated with sports programs. (True) 11. One aspect of the new open visibility of gays and lesbians as sports fans is that they are now viewed as a “niche market” by commercial interests. (True) 12. The Paralympics is a sporting event for athletes with physical disabilities. (True) Multiple Choice (* indicates correct answer) 1. Over the next two decades there is expected to be a US populations.

A. continued increase* B. decrease in the proportion of older people C. decrease D. None of the above

in both the Canadian and the

2. In the four-day and flextime work schemes tried so far, the workweek A. has been significantly reduced.

B. has been significantly increased.

C. remains about the same.* TESTBANKSELLER.COM D. None of the above 3. Fantasy sport leagues have emerged as an extremely popular form of especially among young men.

A. technosport B. intellectual* C. ecosport D. simulation

sport,

4. A manifestation of technosport is A. scientific selection of future athletes in childhood.

B. increased specialization in sports.

C. domed stadiums.

D. All of the above* 5. The emergence of superior athletic performance is largely due to a pool of are knowledgeable about the newest biotechnologies.

A. sport scientists* B. techno-coaches C. sport trainers D. robotic engineers 6.

who

includes a variety of what have been called “nontraditional” or “alternative”

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outdoor activities.

A. Technosports B. Violent sports C. Simulations D. Ecosports* 7. Recent studies have shown that the trend toward decade of the twenty-first century.

A. longer working hours* B. shorter working hours C. a higher percentage of unionized workers D. worker contentment

continues into the second

8. Traditional athletic priorities and practices have begun to be challenged by a new set of standards premised on the notion that have relevance in sport as well as other sectors of life.

A. technosports B. “winning is the only thing” ideas C. democratic processes* D. extrinsic processes 9. The Paralympic Games are A. the world’s largest sporting event.

B. the world’s second larges T t sEpS orT tiB ngAeNvK enSt.E *LLER.COM C. held every four years in Sweden.

D. planning to hold the first Winter Paralympics in Canada.

10. One of the new aspects of the open visibility of gays and lesbians as sports fans is that they are beginning to A be viewed as a “niche market” by commercials interests.* B. find a great deal of opposition from professional team sports leagues to the new visibility.

C. hinder season tickets sales of professional team sports leagues.

D. None of the above 11. Competitive video and computer game play can be called development in the world of digital gaming.

A. fantasy sports B. competitive e-sports* C. video sports D. TV video gaming

, and it is a rather new

Essay Questions 1. Describe how the anticipated trends in population growth, population composition, and location of population will affect sporting practices in North America.

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2. Describe what is meant by the information/service society. Discuss the information/service workplace and its impact on sporting activities.

3. Each of the currently popular sports forms will undoubtedly undergo various modifications in the next generation or two. Identify the trends for professional sports, intercollegiate sports, and secondary school sports that are described in your textbook.

4. Values are socially constructed and thus always undergoing change. Describe the societal values and trends that the textbook suggests may become the most popular in the twenty-first century. Describe the arguments that have been made about trends in sport values.

5. Futurists claim that two forms of sports—technosport and ecosport—will play a prominent role in the sport of the future. Describe the main features of each.

6. Summarize the varieties of new opportunities and equality discussed in Chapter 15 for special groups in sport.

7. The last section of Chapter 15 is titled “A Troubling Trend.” Describe the trend your textbook authors identify, the factors contributing to this trend, and ideas of your own about how this trend could be reformed or reversed.

8. Explain how the rise of neoliberalism is connected with the rise of sport for development and peace (SDP) groups.

TESTBANKSELLER.COM Student Projects 1. Select a sport. Interview three or four coaches of that sport and ask them what changes they predict will occur in that sport between now and 2025. Write a profile of that sport in the year 2025 based on the interviews. Come to class prepared to share your findings.

2. Select a sport. Imagine you are in the year 2050. Describe what that sport is like, how it is played, what equipment and facilities are used, and so on.

3. Identify different sport for development and peace (SDP) groups that are working in your vicinity. Explain their mission and programs.

4. Select one of the special groups identified in Chapter 15 of your textbook—people with disabilities, senior populations, and gays and lesbians—and then interview three people who are members of that special group. Ask them questions about opportunities to become involved in sport for people in their special group. Ask them to describe some of the barriers to sport involvement for people in their special group. Ask them what kinds of changes they would like to see made in society at large and in sport itself to make sporting experiences more available and appropriate for persons in their special group.

Prepare a written report from your interviews. Come to class prepared to make a presentation of your project.

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Supplementary Readings Bognon, Pierre D. The Anatomy of Sports Fans: Reflections on Fans & Fanatics. Charleston, SC: BookSurge, 2009.

Canton, James. The Extreme Future: The Top Trends That Will Reshape the World for the Next 5, 10, and 20 Years. New York: Dutton, 2006.

Eitzen, D. Stanley, and Maxine Baca Zinn. Globalization: The Transformation of Social Worlds, 3rd ed. Belmont, CA: Wadsworth Cengage Learning, 2011.

Epstein, David. The Sports Gene: Inside the Science of Extraordinary Athletic Performance.

New York: Current, 2014.

Darnell, Simon. Sport for Development and Peace: A Critical Sociology. London: Bloomsbury, 2012.

Herbst, Susan. Rude Democracy: Civility and Incivility in American Politics. Philadelphia: Temple University Press, 2010.

Mishel, Lawrence, Jared Bernstein, and Sylvia Allegretto. The State of Working America, 2006– 2007. Ithaca, NY: ILR Press, 200T6.ESTBANKSELLER.COM Morgan, William. Ethnics in Sport, 2nd ed. Champaign, IL: Human Kinetics, 2007.

Orlick, Terry. Cooperative Games and Sports: Joyful Activities for Everyone. Champaign, IL: Human Kinetics, 2006.

Rinehart, Robert E., and Synthia Sydnor, eds. To the Extreme: Alternative Sports, Inside and Out. Albany: State University of New York Press, 2003.

Sage, George H. Globalizing Sport: How Organizations, Corporations, Media, and Politics Are Changing Sports. Boulder, CO: Paradigm, 2010.

Schneider, Angela J., ed. Gene Doping in Sports: The Science and Ethics of Genetically Modified Athletes. Advances in Genetics 51. New York: Academic Press, 2006.

Sennett, Richard. The Culture of the New Capitalism. New Haven, CT: Yale University Press, 2007.

Walsh, Adrian, and Richard Giulianotti. Ethics, Money and Sport: This Sporting Mammon. New York: Routledge, 2006.

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Watson, Richard. Future Minds: How the Digital Age Is Changing Our Minds, Why This Matters and What We Can Do About It. Boston: Nicholas Brealey, 2010.

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