Ways sport can be used for 'development' purposes Flashcards
Define international development (3)
“Processes by which there is an attempt to improve life chances throughout the world…particularly in countries considered to be lower income”
- Development never really full achieved - always in progress
Intentional use of sport to get an outcome - to engage children and integrate it with the curriculum for certain outcome
- Can talk about crucial issues about health through means of sport
- Physical education have a positive impact on school achievement and attachment
Sport Plus
Sport Plus – focused around development of sport skills, assuming other benefits will follow…
- FIFA’s “Forward” programme, and predecessor “Goal” programme, supports “national football programmes and athletes unable to support themselves”
- Supporting performance of athletes
- Where you begin a sport program and get people to join and assume positive things will happen
- Inherent benefits to sport - giving access to those who do not have it
Plus Sport
Plus Sport – focused on development outcomes first, use sport to assist with this
- Kicking Aids Out: hold a soccer program people come and get involved and through involvement they can receive other health information like - - - HIV (other positive outcomes coming from just being there)
- Right to play: use in educational setting to teach health related topics through PA and can get girls more involved in sport particularly in lower income countries (video)
- Non-profit: uses sport programs to “foster peace for children and communities” in disadvantaged parts of the world
- Health awareness, clean drinking water
- Increase in number of students attending school
- Aim of sport program is not goal to develop sport skills rather you have development goals in mind
Outline and explain concerns that have been expressed about SDP (ex. Sport for development and peace) organizations promoting ‘post-colonial’ power relationships (5)
Are ‘development’ initiatives reinforcing and/or promoting unequal power relationships?
Are ‘development’ initiatives condescending, insensitive to problems that may be reinforced through intervention?
‘Post-colonial’ refers here to legacies/consequences of colonial past – e.g., how history of unequal and violent relationships impact and are reflected in contemporary moment
Colonialism denotes the practice, policies and institutions of direct governance, wherein administrators and state officials from the colonizing nation oversee the affairs of the colonized”
“A colonial state predicated upon the subjugation of subaltern struggles for freedom”
Common concerns…
Is there appropriate dialogue between donors and recipients of sports-related aid? Is ‘donor’ always the voice of authority/expertise?
Are SDP programs pushing ‘western values’ through sport, curriculum
Are countries of the Global South being unfairly, negatively stereotyped?
Is the complexity of problems in some of these contexts recognized?
Are nations/people negatively stereotyped?
Perspectives of Poverty Project: A photo project that challenges the way we view the rural “poor.”
Excerpt from “How to Write about Africa” – a satirical essay by Kenyan writer Binyavanga Wainaina…
Wainaina winner the Caine Prize for African Writing, work appeared in the New York Times, the Guardian, and National Geographic
Response by Wainaina to concerns about one dimensional portrayals of many who live in the many countries of Africa
What is meant by a functionalist orientation to SDP programmes? (2)
- The dominant functionalist orientation detected by Darnell should be un-surprising according to Sugden (2010a), who suggests that many of those doing SDP work have had positive experiences with sport themselves, and commonly work with the assumption that ‘because sport was good for me, it must be good for others’.
- Highly positive for thinking about the good of sport
- Fund sports programmes in schools/communities (to promote organizational loyalty, attachments to schools/communities)
What might it be considered a problem to adopt a functionalist orientation when carrying out SDP programmes? (1)
Overestimates contributions of sport
- Questions from a functionalist perspective rarely acknowledge:
Negative outcomes of sport interventions
Contexts where sport effective, and not effective
Who benefits the most and least from sport
Why some sport-related interventions are not as effective as they seem
Not focus on root/structural reasons for social problem
- Tends to be favoured by those in power
- People in positions of power in society [tend to] favour functionalist theory because it is based on the assumption that society is organized for the equal benefit of all people and therefore should not be changed in any dramatic ways
- “[I]s there not a danger that by contributing to strong forms of cultural identity, sport helps to foster forms of [ ‘us and them’ thinking, and distract from] ways” that human rights might be violated, and forms of injustice, or poverty, or inequality concealed
broad assumption – sport reflects and reinforces societal inequalities…
Why would SDP programmes be more likely to adopt a functionalist orientation than a critical orientation? (1)
- Critical orientation is more focused with identifying problems as opposed to finding solutions which is the whole point of SDP programs
- Think about the impacts of international SDP programmes on local culture; exit plans?
- About safety of sport-related youth programmes
