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Hello everyone, I have an Assignment for you today. This assignment must be DONE by Wednesday, October 14, 2020, no later than 10 pm. By the way, I need this assignment to be PLAGIARISM FREE & a Spell Check when completed. Make sure you READ the instructions CAREFULLY. Now without further ado, the instructions to the assignments are below:
Instructions
Project (Interview)
A position in sports requires a depth of sports knowledge and understanding, education, commercialization, and experience, as well as a vast number of responsibilities. One of the best ways to learn more about the area of sports management and sports in society is to talk with someone in the field.
For this assignment, contact an athletic director, recreation manager, YMCA director, or someone who runs an athletic department. If that person is local, please schedule a time and date to meet with this person for a personal interview. If the individual is not local, you may use Skype, Join Me, Zoom, or any other conferencing application or even speak with the person on the phone, if needed.
You want to not only gain their perspective on each of the topics but also how each topic affects/impacts his or her decision-making in his or her role and within the sports industry. Create at least 12 questions to ask this individual (at least one question per topic) from the following sport-related topics:

Sport Management Theories
Responsibilities and Duties
Best Practices in Sport
Ethical Issues in Sport
Globalization of Sport
Media in Sports
Sports and the Economy (money and power)
Religion in Sports
Politics in Sports
Gender Equality in Sports
Race and Ethnicity in Sports
Children in Sports

Please provide the answers to the questions you ask the interviewee and include a section that discusses how this experience has helped you in your educational journey to better understand sport management and best practices in sport.
Include the following parts:

Title page – Include the assignment title, Columbia Southern University, and your name.
Introduction – Introduce your interviewee and describe their title/position for the purpose of this assignment.
Body – List the questions and responses from your interview.
Conclusion – Provide a brief conclusion wrapping up the elements of the interview, including how this experience has helped you in this section.
Reference page – Include a reference page that lists your interviewee as a source (proper APA format for personal communication can be found below). If you use content from our textbook, be sure to include this as a source in your reference page.

Your paper must be at least two pages in length, not counting the title and reference page. Follow APA Style when constructing this assignment, including a title page, and in-text citations and references for all sources that are used.
Example: How to cite a personal communication source:
T. S. Smith (personal communication, January 20, 2016) [content….] or
[Content …….] (T. S. Smith, personal communication, January 20, 2016)
By the way, I several attachments below. The first attachments are tips for conducting the interview and completing this assignment (P.S notes/tips will be at the bottom to help you gage in interviewing someone). The second attachment is the Study Guide which will be useful to aide you in this assignment (please use the “Suggested Unit Resources” to read chapter 3. Just simply click on the link. Or if you want I have Power Point attachments below of Chapter 3 & 10 which you can review to understand the chapters (and what’s being discussed to add to the assignment). After the first four attachments are just screen shots of of the text book pages pages 50–76, 290–332. (For referencing the book is called Sports in Society: Issues and Controversies, 12th Edition, Author: Jay Coakley). NO PLAGIARISM & Plagiarism report upon completion. Again please use the first attachment as a guide to help you in this assignment. 
I am OK with the interview being conducted through skype, email, Facetime, Zoom, phone call etc.  You don’t have to conduct it in person if that is not possible. 
*It is OK if the person isn’t a sports management professional.due to the time constraint in finding someone to interview.  I am OK with you interviewing a parent coach or someone you know who is (or was in the past) involved in sports as an athlete, coach, or administrator at some level (recreational or professional).  They could have been involved as a parent coach, local team coach, sports volunteer, or huge sports fan that follows sports in society, etc. 
I know 12 categories of questions are given.  I know that it is a lot to cover.  *If you forget to cover a topic in your interview from one of the categories — just note you forgot or there wasn’t time and discuss some of your own thoughts on that category.  
I gave you all the tools and information, please use them & form/ask good questions. Form questions that follow the sport-related topics above when conducting the interview. That first attachment will help out a lot and ask questions if you have them! No PLAGIARISM and I need a plagiarism report upon completion!Soc3301 – Assignment 2 Tips

I know this assignment may seem a bit overwhelming. The interview topics are

broad. I think the spirit of the assignment was written to showcase how a wide

variety of factors (different spheres of social life) impact decision making in sports

(whether we are conscious of them or not). Societal norms, social issues, and

culture impact community, college, and professional level sports.

*I don’t want you to spend an hour trying to guess what the assignment means –

I want you to get a meaningful experience from interviewing someone in the field.

Just do your best to create a question or two that relates to the different

categories listed in the assignment. *If you end up forgetting a category during

the interview – just discuss what you think might be some issues in that category

based on your experience.

You want to not only gain their perspective on each of the topics but also how each topic affects/impacts his or her decision- making
in his or her role and within the sports industry. Create at least 12 questions to ask this individual (at least one question per
topic) from the following sport-related topics:

• Sport Management Theories

• Responsibilities and Duties

• Best Practices in Sports

• Ethical Issues in Sport

• Globalization of Sport

• Media in Sport

• Sports and the Economy (money and power)

• Religion in Sports

• Politics in Sports

• Gender Equality in Sports

• Race and Ethnicity in Sports

• Children in Sports

*You can ask these questions in a very general manner: Can you name some sports management
theories or leadership theories impact your decision making? What ethical issues impact your job? How
does media impact your decisions at work? How does religious differences impact your decision
making?

*How you ask questions will depend on the person you are interviewing and how you are conducting
the interview.

Sport Management Theories – Some possible questions: Do you utilize any sport management theories
in your decision making? Do you use any particular leadership theories to aid in interactions or decision
making? How can a sports management professional utilize sports management theories to help make
decisions? Motivational theory? Goals theory? Another idea: Give an example of a coach/manager and
their leadership style and ask if the person you are interviewing aligns with that or identifies with another
coach/manager that follows a different leadership/management style/theory to guide their decisions.

Responsibilities and Duties – Some possible questions: What are your responsibilities and duties? What
are your most important duties? What are your most challenging responsibilities? Why? How do you
approach decision making for challenging duties?

Best Practices in Sport – Some possible questions: How did you learn about the best practices in sport as
it applies to your job? What are the bSOC 3301, Sociology of Sport 1

Course Learning Outcomes for Unit II

Upon completion of this unit, students should be able to:

1. Explore the sociology of sports.
1.1 Discuss how socialization in sports affects people differently at various stages in life.

2. Demonstrate how modern social theories are used to improve sports management decision-making.

2.1 Describe the impact social theories play in sports management decision-making.

Course/Unit
Learning Outcomes

Learning Activity

1.1
Unit Lesson
Chapter 3, pp. 50–62, 65–76
Unit II Project

2.1
Unit Lesson
Chapter 10, pp. 290–332
Unit II Project

Required Unit Resources

Chapter 3: Sports and Socialization: Who Plays and What Happens to Them? pp. 50–62, 65–76

Chapter 10: Age and Ability: Barriers to Participation and Inclusion? pp. 290–332

Unit Lesson

As we move into Unit II, we will explore the following questions: Why do most professional athletes tend to
retire or remove themselves from their respective sports at such a young age? Why are there sports
opportunities for the disabled? Why have the Paralympics grown in popularity and interest? Why are more
athletes entering the pros at a much younger age without finishing college?

Sociologists and scholars have been known to use two different approaches when gathering socialization
data: the social interaction model and the personal internalization model. Both are valuable methods;
however, the personal internalization model seems to result in increased inconsistencies. If designed and
conducted properly, though, it does have its place in studying sport socialization (Coakley, 2017).

Recall qualitative and quantitative methods introduced in the last unit. Quantitative approaches deal more with
gathering facts and figures, such as the information you gain when using surveys and questionnaires.
Qualitative approaches utilize open-ended questions and prompts, such as those used in an interview, that
allow for expanded discussion and explanation about topics. Using this method, the researcher gains a much
better idea about how the person feels, thinks, and experiences situations that occur. Because of this benefit,
the qualitative approach tends to yield the most personalized, detailed and comprehensive responses when
studying sociology.

UNIT II STUDY GUIDE

Sports: Socialization, Age, and Ability

SOC 3301, Sociology of Sport 2

UNIT x STUDY GUIDE

Title

So, who plays sports and what are the reasons for playing? Studies have identified the three main factors
below that address this question:

1. skills, talents, attributes, and means a person possesses;
2. inspiration, guidance, impact, and persuasion from those in a person’s life; and
3. accessibility and options to participate in sports that fulfill a person’s personal needs.

Most of us can look at our communities and identify a surge in children and youth sport participation, or
possibly the increaSports in Society:

Issues and Controversies

Chapter 3

Sports and Socialization:

Who Plays and What Happens to

Them?

My daughter, Danielle,

dealt directly with the
cognitive and social

abilities of six-year-olds

when she coached her
daughter Cassidy’s team

Photo by Jay Coakley

Socialization: Main definition

 An active process of learning
and social development

 Occurs as we

 Interact with others

 Become familiar with the social
worlds in which we live

Socialization is an active process

It occurs as people

 Connect with others

 Synthesize information

 Make decisions that

influence their lives and the

world around them

Structural theories

focus on the influence
of significant others in
socialization processes.

Defining socialization as an active process
involves using a combination of theories

and an interactionist model in which it is
assumed that

 Processes of social learning and development
occur through social interaction

 Social interaction is the basis for creating and
maintaining the

 Organization of our social worlds

 Cultural frameworks that we use to give them
meaning

Past research on socialization and
sports was often based on structural

theories and a personal internalization
model in which it was assumed that

 Social learning occurs as people internalize
the rules of society as they

 Grow up in their families

 Attend school

 Interact with peers

 Receive images and messages through the media

How are lifelong sport participation patterns influenced by the contexts in

which they are introduced to sports. For children who run with their parents,

are they more likely than their peers to be physical active as adults? What

conditions might disrupt the long-term influence of parents?

Photo by Jay Coakley

Becoming and staying

involved in sports

Research based on a personal internalization
model of socialization found that sport
participation is related to:
 A person’s abilities, characteristics, and

resources

 The influence of significant others

 The availability of opportunities to play and
enjoy sports

Recent research is based on an

interactionist model

 It uses qualitative methods (in-depth
interviews, fieldwork, participant

observation, and strategic conversations).

 It focuses on relationships and

decision-making processes that occur

over time.

 It recognizes that reasons for

participation change over time.

Wheeler’s findings in the UK

 Children who defined sports s important in their

lives came from families in which

 Sports were well integrated into family relationships
and seen as a normal part of everyday life

 Parents did not coach or critique their children’s

sport participation

 Parents were not obsessed with pushing their
children to excel

 Without family support, interventions are likely
to fail

 Participation barriers often exist in a child’s life

SignificantSports in Society:

Issues and Controversies

Chapter 10

Age and Ability:

Barriers to Participation and

Inclusion?

How able must you be to think of yourself as “able-bodied”?
Which abilities matter the most in determining this?

What counts as ability?

Definitions of ability are influenced by ideology
Ableist ideology = interrelated ideas and beliefs

that are widely used to identify people as
physically or intellectually disabled, to justify
treating them as inferior, and to organize social
worlds and physical spaces without taking them
into account
 Rejects physical & intellectual variation as natural

and normal among humans and ignores that
meanings given to particular abilities change over
time and from one situation to another

Non-disabled vs disabled

Who decides which impairments count when
classifying people as dis-abled—a term that
implies a condition worse than “unable.”

Who makes that decision and for what reason?

What does it mean to `dis’ able a person?

These are political questions. They are answered
politically in connection with official policies and

socially in relationships.

Photo by Elizabeth Pike

If each of these women can run 400-meters faster
than 90% of the men in the world, on what basis

do we say they are “disabled”?

Socially constructing ability

Here is an ability continuum from low to high. Where do we
draw the line to separate “disabled” from “able-bodied”?

Low ability High ability

Who should draw such a line? What criteria should be used to
draw it? What are the implications of the line after it’s drawn?
THE POINT:

Disability is related to real and often inconvenient
impairments, but it has a central social

dimension to it—in a sense, we all create it.

Ableist ideology is related to:

AGEISM—an evaluative perspective that favors one
age group—usually younger people—over others and
justifies discrimination against particular age groups
that are assumed to be incapable of full participation
in mainstream activities.

ABLEISM—an evaluative perspective in which the
label of disability is a mark of inferiority, meaning
that a person is assumed to be incapable of full
participation in mainstream activities.

Ideas and beliefs about ageing are changing, but ageism continues
to be used to age-segregate nearly all forms of sport participation.

Being practical about ability

In terms of everyday life, an IMPAIRMENT is a
physical, sensory or intellectual condition that
potentially limits a person’s full participation in
social and/or physical environments.

An impairment becomes a DISABILITY when an
official definition makes it so, or when the social
and physical environment contain barriers that
convert impairments into functional limitations.

Protocol was adopted in December

2006. It used the following

definitions:

“Disability is an evolving concept and results from
the interaction between persons with impairments

  
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