Globalisation Of Modern Day Sport Flashcards
Define globalization
Globalisation of sport refers to the process by which sport has spread across the world and become part of a global culture. It involves the worldwide movement of players, teams, spectators, merchandise, and media.
Key features of globalization
-International Movement: Athletes and teams compete globally.
-Media Coverage: Global broadcasting of sports events.
-commercialization : Global brands sponsor sports and athletes.
-Migration of Talent: Athletes play for clubs and countries worldwide.
-Cultural Exchange: Sports introduce people to different cultures and traditions.
-Rule Standardisation: Common rules and governing bodies promote consistent play.
Impact of globalization on sport and society
• Increased participation and viewership
• Economic growth through sponsorships and media rights
• Promotion of international unity and diplomacy
• Cultural awareness and integration
• Potential issues: loss of traditional/local sporting values, commercial dominance
What was the British empire
- commonwealth games
- since 1931
- it was called the British empire games
- it only involved countries part of the empire
-Sport followed the flag and sports developed at the same time as the British Empire
-As the British settled in colonies in the Empire they took their sport with them.
-These British settlers came from the Army; the Church, as missionaries; and Traders such as the East India Company.
-Indigenous nationalities wanted to copy and emulate the British which encouraged them to play these “new” sports.
How did Britain globalize sport
-UK 1st modern society
-UK 1st country to rationalize
-sport followed the flag, sports developed the same time as the empire
-UK citizens took the sport and played it in many countries
-other nationalities wanted to copy
-religion spread sports as a mean of civilizing cultures
-army influence
-trade links under the UK influence
How British Institutions Spread Sport
Army-Soldiers played sports for fitness and morale; spread games to colonies.took sports to solve boredom
Colonial-boys left school helping to govern empire colonies
Administration
Church-Promoted ‘muscular Christianity’; introduced sports in missionary schools.careers in church were popular as education had religious backgrounds
Teaching
Industrial-Factory teams encouraged for health and loyalty; often sponsored sport.
Clubs
University
Patronage
Education-British public schools codified sports and taught values like teamwork and discipline; exported these via colonial schooling systems.
-Stage 3: (Athleticism) of the development of school sports, saw the boys from the public schools attended universities such as Oxford and Cambridge taking their school games with them. Again, the regional variations of games created a ‘melting pot’ and hybrid versions were developed. Sets of rules were established for these games and ‘rational sport’ began to emerge.
-As these students graduated, they took these sports with them and filled positions in society such as in industry, churches, the army and some became school masters.
-These new enthusiastic teachers, who had ‘been through the system’, introduced their sports to the pupils and became involved in coaching; some schools introduced professional coaches, improved facilities such as games fields and courts which were paid for by additional contributions from the schools ‘old boys’. Headmasters supported the sport by making games compulsory and changed the patterns of the school day to include afternoon games, allowing for inter-house and inter-school fixtures.
-Games playing soon became an obsession and special festivals such as sports day were organised.
-Oxford and Cambridge University were key in the development of modern sport and alumni of these universities where known as “Blues” because of the colour of the university varsity matches sports kits.
-As previously mentioned these universities were a “Melting Pot” for sports which became rationalised with standardised rules for example the Cambridge rules of football (1848)
-The graduates took up powerful positions upon leaving which can be remembered with the mnemonic A Cacti Cup
Explain what is meant by the phrase exporting the games ethic
This refers to athleticism developed in public schools, the concepts of fair play, honesty, communication, integrity, loyalty, leadership, following rules and sportsmanship.
Exporting
-This refers to the initial role of the “Blues” taking the sport to the wider British society as detailed in A CACTI CUP and diffusing the ethics into society.
-Expanding to the role of the British Empire. Colonies taking the sports up and the associated ethics. The notion of sportsmanship and “shaking hands” is a British custom that has been successfully transported across the globe.
British empires impact on the sport of rugby
-In Australia, Rugby was introduced by the army, where visiting ships crews would play the resident army and locals. The first formal RFC in Australia was set up in 1864, Sydney University Club.
-in New Zealand the game was introduced in 1870, by a New Zealander who had gone to England to be educated at a London Public School. By the mid 1870s most of New Zealand had taken up the sport.
-In South Africa an Englishman became Headmaster of a Religious school in Cape Town in 1861 and introduced rugby, which he had learned at his school. By 1883 rugby had been adopted all over South Africa.
- there was a rise of international fixtures in the 1870’s/home nations
British empires impact on the sport cricket
-India (which was eventually broken up to become India, Pakistan and Bangladesh) was colonised from 1612 onwards, and the East India Company (a British Trading Company) introduced cricket at this time.
-The West Indies began to be colonised in the 1670s, and cricket was introduced straight away.
-Cricket was introduced to Australia almost as soon as it was colonised in 1788.
-New Zealand and South Africa were both colonised in the early 1800s and cricket followed soon after.
- fixture USA V CANADA cricket 1844/ashes
Development of International Sport
-British sports like cricket, football, and rugby became global.
-Introduction of formal competition structures and international fixtures (e.g. The Ashes, international rugby tours).
-Standardised rules allowed global competitions.
How international sport was affected by the empire
Military
- games were spread by soldiers, teachers and missionaries, commonwealth games
Transport
- to other countries increasing their awareness of colonial causing the use of colonies to spread
Christianity
British education system
- copied by colonies
British armies
- there was a desire to encourage fitness in colonies to stock British armies
Rugby and the empire
- Australia: the army introduced rugby
- New Zealand introduced rugby by New Zealander boy that went to public school
- South Africa- Englishman became head master
Cricket
- India was broken up and was colonised and the east india company
- British trading company introduced cricket
Creation, Development and Impact of National and International Governing Bodies
Examples:
• National: The FA (Football Association), ECB (England and Wales Cricket Board)
• International: FIFA, IOC (International Olympic Committee), World Rugby
Roles:
• Regulate and govern the sport.
• Maintain standardised rules.
• Organise competitions and leagues.
• Develop talent pathways.
• Promote inclusivity and fair play.
Impacts:
Positive:
-Professionalism and structure in sport
-Global competitions and growth
-Support for grassroots and elite development
Negative:
-Potential for corruption (e.g. FIFA scandals)
-Inequality in resource distribution
-Cultural dominance of Western norms
When did ngb’s start to develop
At the same time as the rationalisation and globalisation of sport, National Governing Bodies of sports began to emerge in Britain.
What were the reasons for the development of NGB’S
-need for compromise over rules and transport developments meant need for national rules
-role of education and the boys leaving schools taking up positions of administration
-need for national competitions, leagues and fixtures
-decline of popular recreation society frowned on violent sports, with the rise of urban sports it was an era of rational recreation
-perpetuation of middle class control, in positions of authority. Middle classes maintained control of working class professionals
-no government control so autonomous governing bodies set up
-role of the blues in taking up influential positions in sports clubs and governing bodies / led to formation of NGB’s e.g. FA
-sport was being exported across Europe resulting in a rise of international fixtures
development of professionalism
-NGBs were established to formally write the rules by which a sport should be played and unify a set of codes.
-NGBs took control of the leagues, regular competitions and fixtures as well as discipline, providing referees and support in the form of punishments to players who were unruly.
-Although clubs have autonomy, NGBs have developed a system of affiliation by insisting that first clubs and then players become registered with them for which they provide insurance, magazines, discounts for conference attendances etc. NGBs (e.g. the Football Association; FA) are also responsible for selecting international managers and the representation of that given sport on the international stage.
-NGBs have a role to play in helping to achieve sporting equality by setting equity policies, establishing inner-city schemes, and creating affordable facilities (e.g. through schemes such as the ‘Football Foundation’).
-They also aim to increase awareness of the sport via Sport Development Officers and the PESSYP programme etc. -Finally, they can employ and utilise positive role models such as Dame Tanni-Grey Thompson, Kelly Holmes, Rebecca Adlington, Denise Lewis, Sir Steven Redgrave to act as patrons and spokespeople.
International governing bodies
-Tend to oversee international competitions such as World Championships/Cup.
-They make decisions over venues and where to host these events.
-IGBs regulate rules and dictate rules to national governing bodies which results in them takeing a lead in discipline matters.
-IGBs set their drug policies and are responsible for doping control (in conjunction with WADA).
-Finally IGBs make commercial and media deals in the interest of their sport.
The benefits of Governing Bodies of sports:
-The development of sport to national & international commodities.
-The facilitation of national & global competition
-The rise in status of the sport and the sports star
-The increased national importance of sporting success as viewed by governments
-The importance of sport for financial revenue at local, regional and national level.
-The use of media sources to both promote and generate income and facilities
-Many NGBs have been able to evolve in light of societal changes
The criticisms of Governing Bodies of sports:
-Increased levels of corruption both at an individual, sport and national level e.g. athletes taking drugs, sports association with deviance, institutionalised/state sponsored doping
-Increased levels of gamesmanship/cheating
-The contradictory expectation of a NGB to both promote and police its own sport
-The exploitation of media sources at the expense of sport
-Some NGB’s have remained somewhat archaic
The Modern Olympic Games, World Cups, and Major International Events-context and impact
Context and Impact:
-Symbol of unity: Peaceful competition among nations.
-National pride and identity: Success can boost morale and nationalism.
-Economic impact: Tourism, investment, job creation.
-Urban regeneration: Infrastructure improvements (e.g., London 2012)
Issues in Bidding, Staging, and Competing:
• Bidding:
• Costly and competitive
• Political motivations
• Allegations of corruption/bribery (e.g., FIFA World Cup bids)
• Staging:
• High costs and potential debt
• Environmental and social disruption (e.g., displacement of communities)
• Security concerns
• Competing:
• Doping and cheating
• Political boycotts
• Pressure on athletes and national teams
The Modern Olympic Games, World Cups, and Major International Events- issues in bidding, staging and competing
Bidding:
-Costly and competitive
-Political motivations
-Allegations of corruption/bribery (e.g., FIFA World Cup bids)
Staging:
-High costs and potential debt
-Environmental and social disruption (e.g., displacement of communities)
-Security concerns
Competing:
-Doping and cheating
-Political boycotts
-Pressure on athletes and national teams
