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Governing bodies of sport web monitoring statistics.
Source publication
Delivering Sport-for-All is a major challenge for sport organizations and policy-makers worldwide. Sport-for-All is a practical activity and a knowledge intensive field, characterized by dispersed knowledge creation and sharing processes involving numerous agencies, professionals and volunteers; in other words, it is a community of practice. Commun...
Context in source publication
Context 1
... indirect but objective way to assess this was with traffic metrics on the four websites. Table 3 provides some wellestablished web monitoring metrics. Sport England's site was used far less than those of Sport Flanders or the Australian Sport Commission, and time spent on it was shorter. ...Citations
... This social learning approach has significant implications for understanding the dynamics of various professional contexts. Willem et al. (34) examined the difficulties that sport organizations and policymakers across the world faced in implementing Sport-for-All. This field is both practical and rich in knowledge, involving a wide network of knowledge creation and sharing among various groups, including multiple agencies, professionals, and volunteers. ...
... This field is both practical and rich in knowledge, involving a wide network of knowledge creation and sharing among various groups, including multiple agencies, professionals, and volunteers. Using the concept of CoP as their theoretical framework, Willem et al. (34) investigated the role of governing bodies of sport as facilitators of knowledge exchange within Sport-for-All communities. The findings demonstrated that governing bodies facilitate knowledge sharing, new ideas exploration, and knowledge creation in Sport-for-All communities. ...
This article provides insights into a world leading athlete driven athlete education program that was initiated in the Pacific Islands in 2007. Its original intention was to increase athlete awareness on key issues around doping in sport but has subsequently expanded its scope to provide information, guidance and education in a variety of personal development areas, including doping in sport, athlete transition. It was a Regional initiative driven by the Oceania National Olympic Committees (ONOC) that is now driven in individual countries by local 'Athlete Champions'. This paper highlights the success of this program and canvases the need for expanding this concept to the rest of the world.
... In line with calls from several researchers (20,21), we argue that there is a need to turn toward learning theories that encompass an understanding of learning as structured around participation within sport communities. Grounded in the theory of situated learning in "communities of practice" (CoP), participation means more than simple physical engagement in certain activities, as participation is also the "process of being active participants in the practices of social communities and constructing identities in relation to these communities" (22). ...
In the last few decades, there has been a movement from individualistic and mechanistic notions of learning to approaches that turn attention to the significance of the context of learning. While these approaches have been utilized to point out the significance of the environment for skill acquisition, they have primarily been oriented towards performance-oriented milieus. Inspired by the theory of situated learning in “communities of practice” (CoP), the aim of the study is to analyze learning processes among members (participants, coaches, parents, etc.) of a diverse sporting community. The article is based on a multiple-case study of a Danish handball community named Lykkeliga (Happy League) that within a few years has attracted more than a thousand children with a remarkable diverse range of age, gender, diagnosis, and disabilities. The data collection included participant observation of training and tournament situations in two clubs over a 3-month period, along with informal interviews. The thematic analysis reveals a range of legitimate ways of participating for members of Happy League clubs, including sitting on the bench and even dating during practice. In sum, our case study sheds light on how situated learning in sporting communities may be directed towards inclusion and expansive understanding of what it means to be a sport participant.
... Thus, researchers in learning in sport may unintendedly strengthen the attention on how to facilitate sport performance in youth sport instead of how to facilitate participation in sport in general. In line with calls from several researchers (Culver & Trudel, 2006;Willem et al., 2019), we argue that there is a need to encompass learning theories that focus on learning through participation within communities. There is a great potential in understanding how athletes are embedded in a larger social-relational context such as a CoP and how this is related to their skill acquisition and learning as CoPs "can serve as conduits not only for learning, but also for transforming sport cultures into entities primarily concerned with developing athletes" (Culver & Trudel, 2008, p. 8) no matter if the aim of the sport participation is performance, participation or personal development (Côté, 2020).To our knowledge, no studies have investigated a sport community with exceptionally diverse youth athletes across clubs, teams or institutions based on a CoP-approach. ...
... In line with calls from several researchers (Culver & Trudel, 2006;Willem et al., 2019), we argue 88 that there is a need to turn towards learning theories that encompass an understanding of learning as 89 structured around participation within sport communities. Grounded in the theory about situated 90 learning in 'Communities of Practice' (CoP), participation means more than simple physical 91 engagement in certain activities, as participation is also the "process of being active participants in 92 the practices of social communities and constructing identities in relation to these communities" 93 (Wenger, 1998, p. 4). ...
Journal website link: www.frontiersin.org
... Knowledge brokers work collaboratively with key stakeholders to facilitate the transfer and exchange of information in a given context (Bornbaum et al., 2015). Sports management learning is enhanced by knowledge brokers, a role typically assumed by those who are called "sports agents", who act as representatives of the athletes and who usually advise the executives of sports clubs about the recruitment of certain players rather than others (Willem et al., 2019). However, few researchers have investigated the role of these knowledge brokers (Girginov et al., 2015) and there is a lack of understanding about the extent to which these brokers are able to enhance learning in sports communities and ensure a process for the creation and sharing of knowledge. ...
Purpose
This study aims to investigate the impact of technologies on the knowledge transfer process. In particular, the authors aim to analyze the topic of knowledge brokers and the relationship between broker and digital tools in the knowledge transfer process in the sport context. The study developed, therefore, aims to investigate the creating of this environment for knowledge transfer and knowledge sharing between man and machine, looking to improve the planning of technical sports projects of the clubs.
Design/methodology/approach
This paper presents a qualitative approach aimed at analyzing how platforms and the players’ agents can be useful tools in the knowledge transfer process. The research was conducted through a survey with a structured questionnaire via e-mail to 64 managers at the head of clubs playing in the Italian Series B basketball in the 2021–2022 championship. The total number of questions administered is 21.
Findings
The results demonstrate how sports directors, for the construction of a technical sports project, in addition to learning off the pitch by interactions with media, fans, pressure management, leadership skills, positive attitude, tolerance, understanding of other opinions, background and cultures, see the athletes’ agents as the main stakeholder of the managers. The research resulted, by the clubs’ managers, in both formal learning and informal-type learning. Informal learning, by far the most frequently used and most important in the general learning process of executives, is identified in the use that executives make of information available on digital platforms and of the fiduciary relationships that management has with players’ agents.
Originality/value
The results demonstrate the valuable opportunities for executives, coaches, managers and clubs to strategically manage learning and knowledge sharing. Improving and managing knowledge-sharing strategies would help increase knowledge, not only of the sports directors but also of the entire club, thus improving the absolute quality of the game within the Italian basketball divisions. The authors have developed an innovative framework regarding the construction of a “typed sports technical project”, and the authors have identified a series of crucial phases capable of determining the creation of a new roster of athletes.
... From the perspective of providing non-competitive sports services, welfare, recreation and health, disability sports and sports-for-all (Pitts and Shapiro, 2017;Willem et al., 2019), plans and strategies should be developed with pillars that consist of motivations for people who seek physical activity or sports that are fun, enjoyable and dynamic. For example, the development and evolution of different directed activities or personalised training that is focussed on the achievement of objectives and innovative activities in all sessions of the service. ...
This is a cross-sectional, empirical study set in Spain and Colombia to examine the main motivations and attitudes towards physical and sports activity in different population groups. An empirical model is proposed which integrates two existing models that explain the behaviour of physical exercise and sports practice: the physical activity and leisure motivation scale (PALMS), and the theory of planned behaviour (TPB). The results show neither significant differences between the two countries nor any differences in other categories, such as gender or age group. The motivation to take part in sports is seen as an improvement in physical condition and mental state and as a desire for mastery in sports practice. This is one of the most complete studies carried out in two countries at the same time to examine the process of consumer behaviour regarding sports services. Reference to this paper should be made as follows: Sánchez-Torres, J.A., Arroyo-Cañada, F-J., Argila-Irurita, A.M. and Rivera, J. (2023) 'Sports services: motivations and attitudes in the practice of physical activity and sports in Spain and Colombia', Int.
... Corresponding literature shows the importance of placing coaches (i.e. learners) at the centre of the educational process (Carson & Walsh, 2019;Cassidy et al., 2006;Gordon, 2017;Stoszkowski & Collins, 2017;Voldby & Klein-Døssing, 2020) to create nurturing learning contexts (Trudel et al., 2013), with sport governing bodies (SGBs) considered knowledge brokers (Willem et al., 2019). Coach education encapsulates formal, informal, establishing them as facilitators of a blended-learning approach (ICCE, 2014). ...
... The 'habits of hand', as identified by Carson and Walsh (2019), of prioritising integrated, simulated methods to develop learning within formal coach education applied to this context. Equally, knowledge sharing among coaches is highly valued (Willem et al., 2019), and the SGB's pedagogical approach demonstrates this through simulations that replicate real-life situations in coaching environments (Roberts & Ryrie, 2014). In line with the work of Campbell et al. (2021), participants advocated for the practical, social learning elements of the reflective practice mechanisms and the need for ongoing development. ...
Developing coaches as reflective practitioners is a key tenet of coach education frameworks, with coach developers playing a significant role in facilitating reflection. Consequently, the aim of this research was to explore the exercises, mechanisms, and challenges coach developers utilise and face when facilitating reflective practice within formal coach education. In-depth, semi-structured interviews were conducted with six active coach developers within an Irish sport governing body (SGB), with transcripts subject to a reflexive thematic analysis process. Findings indicated that while coach developers' understanding and conceptualisation of reflective practice varied, they each attempted to facilitate reflection through similar pedagogical practices. Specifically, coach develo-pers' roles included adapting sessions to utilise learning opportunities , addressing the needs of coaches struggling with reflective practice mechanisms, and active engagement through prompts and feedback. While the relationship between the coach developer and coach was deemed significant in facilitating reflection, time constraints were highlighted as a major challenge when seeking to enable meaningful reflection. Furthermore, learners' motivations for, and attitudes towards, coach education influenced their engagement in reflective discussions. This research adds to the growing body of literature on coach developers by specifically highlighting the practical demands they face in facilitating reflective practice.
... From the perspective of providing non-competitive sports services, welfare, recreation and health, disability sports and sports-for-all (Pitts and Shapiro, 2017;Willem et al., 2019), plans and strategies should be developed with pillars that consist of motivations for people who seek physical activity or sports that are fun, enjoyable and dynamic. For example, the development and evolution of different directed activities or personalised training that is focussed on the achievement of objectives and innovative activities in all sessions of the service. ...
... Methods of communication appear to have benefited significantly from developments in technology (Lucas et al., 2021), by providing greater ease of communication, in a sport governance setting (Ferkins & Shilbury, 2015). Governing bodies play an important role in delivering development opportunities, where the adoption of technology has enabled mutual responsibility in their management, especially with the use of online platforms (Willem et al., 2019). These processes have been highlighted with reference to match officials. ...
... There is an apparent need for effective application of knowledge sharing across a multilevel perspective and committing to inclusivity across communities (Ratten, 2020). Governing bodies could influence and stimulate the sharing and creation of knowledge, particularly through online platforms (Willem et al., 2019), yet that transfer of knowledge might be a critical factor to its effectiveness, particularly when considering differing stages of development across nations (Schenk et al., 2015). As such, creating opportunities to experience effective practice on a broader scale, such as support from mentors (Cunningham et al., 2014), could allow enhanced learning and development to occur. ...
Research aim
This research sought to explore the role of technology within development pathways in netball match officiating.
Research methods
A qualitative methodology was employed to gain insight into technology within development pathways. 28 participants were sampled across the five global netball regions, fulfilling single and mixed umpiring (N = 21), assessing (N = 7), coaching (N = 5), tutoring (N = 5), mentoring (N = 3), administration (N = 3), and bench officiating (N = 1) roles, with thematic analysis using inductive coding adopted to investigate perspectives specifically towards technology use.
Results and findings
Video within assessment processes and its implementation in analysis practices was highlighted as important for providing effective feedback. The effect might not be due to the technology alone and interactions between the individuals providing and receiving feedback should also be considered. Creating learning provision, enabling the sharing of resources and greater access to development opportunities were discussed as crucial, especially in developing world regions. However, socio-cultural differences might impact upon personal preferences in using technology or its perceived need, and regular monitoring of provision is crucial to ensure impact is occurring. Adopting processes to share knowledge across regions and creating greater assessment and mentoring opportunities were also seen to enhance development and learning. Implementation of technology should be considered in relation to different stages of development that are apparent across nations, with factors such as cost, required skills, and the compatibility being crucial to ensuring needs are met appropriately.
Implications
The findings identify how technology could act to benefit match officiating pathways. The crucial factor is ensuring that equity is sought in providing mechanisms of this manner, adopting policies that are aimed at effecting the global development landscape. This might, however, be impacted by cost and availability, and as such considerations need to be made towards accessible opportunities, irrespective of geographical location.
Research contribution
This research provides detail on the role of technology within development processes of sport officials and in a previously under researched sport.
... Forthcoming trends in sport federations' Sport-for-All policies Sport-for-All reflects an ideology and related institutionalised practices of improving access for all people to participate in sport (Dobbels et al., 2018;Willem et al., 2018). In many European countries, the responsibility to deliver Sport-for-All is shared among several actors, including local authorities and municipalities, non-profit and voluntary organisations, and sport federations and their members (i.e. the sport clubs). ...
Background
Sport-for-All emphasises that every individual has the right to participate in sport. Despite all efforts to deliver Sport-for-All during the past decades, studies indicate that sport participation rates stagnated, whereas social inequalities in sport continue to exist. Our study specifically explores how the dual mission of sport federations, i.e. providing Sport-for-All and high performance sport, affects their Sport-for-All delivery. By applying institutional theory this study sheds light on how the underlying institutional logic of Flemish sport federations affects their Sport-for-All contributions.
Method
A cross-sectional field study of the sport federations was applied in the study. In particular, the sport federations selected for our study are the 47 Flemish sport federations. Methodologically, qualitative research methods (i.e., document analysis) as quantitative research methods (i.e., a new questionnaire was developed based on institutional theory) were applied in the study.
Results
Results indicate that sport federations are important partners in support of Sport-for-All projects (n=218), but that there is a discrepancy between the projects of the high performance-oriented and the Sport-for-All-oriented federations. Specifically, the high performance-oriented federations aim on youth participants, whereas Sport-for-all-oriented aim to reach disadvantaged groups. Furthermore, the results indicate that high performance-oriented federations endure more institutional pressure than Sport-for-All-oriented federations.
Conclusion
This study provides insights in the amount of Sport-for-All projects the Flemish sport federations support and organize. Moreover, the conducted mapping of projects offers findings on which specific target groups the projects aim to reach. Our study indicates that the competitive federations especially aim on target groups like youth and open for all. Remarkable is that their Sport-for-All projects lack a focus on disadvantaged groups.
... Deze sociaalnetwerksites worden door verenigingen in toenemende mate gebruikt als kanalen voor communicatie met en tussen leden (ClubSNSs). Gebruik van ClubSNSs kan bijdragen aan de ledenbinding (Eimhjellen, 2014a(Eimhjellen, , 2014b, de vrijwilligerswerving (Østerlund, 2012), meer deelname aan de communicatieprocessen Willem, Girginov, & Toohey, 2019) en het onderhouden van contacten . Kenmerkend voor sociaalnetwerksites is de directe feedbackmogelijkheid, waardoor leden elkaar online kunnen ontmoeten en in dialoog kunnen treden . ...
... Deze directe feedbackmogelijkheid zou het toenemende gebruik van ClubSNSs kunnen verklaren. Door dit toenemende gebruik van ClubSNSs en van andere digitale kanalen ontstaan geleidelijk aan online gemeenschappen binnen de sportverenigingen -de virtuele community's -naast de offline gemeenschappen op het sportveld en in het clubhuis (Porter 2004, Willem et al., 2019. Onduidelijk in deze studies is welke aspecten verantwoordelijk zijn voor de gevonden effecten: welke motivaties, welke onderwerpen, welke contenttypen (bijvoorbeeld informatie of conversatie) en welke contentvormen (bijvoorbeeld tekstberichten, filmpjes, livestreaming, of interacties in chatberichten)? ...
... Verder kan de snelheid en indringendheid van de informatiemogelijkheden van de online kanalen bewerkstelligen dat de clubcommunicatie kan aansluiten op het communicatiegedrag van de jongste generaties (Castells, 2010a;De Haan, 2008;Verčič & Verčič, 2013). Dit potentieel van online-instrumenten om de gemeenschappen te versterken wordt wellicht nog te weinig gebruikt in de georganiseerde sport (Willem, Girginov, & Toohey, 2019). Participanten van de essaystudie (hoofdstuk 7) zouden graag zien dat ClubSNSs een 'plek is om ideeën uit te wisselen, openlijk te communiceren, direct onder de aandacht komen van het bestuur van de club', hetgeen aansluit bij de ontwikkeling dat dialoog met leden steeds meer van belang is binnen organisaties (Greenberg & MacAulay, 2009). ...
Sports clubs in the Netherlands contribute to a healthy lifestyle, social cohesion, and inclusive sports participation. Despite the fact that sports participation is increasing, clubs have difficulty maintaining their membership levels. Various developments play a role in this. The focus of the research in this dissertation is on two social trends, 'increasing individualisation' and 'increasing digitalisation'. Seven studies answer two research questions: 1) how can the membership involvement of members of voluntary sport clubs (MI) be conceptualized in terms of dimensions, predictors and benefits and 2) how can social networking sites of voluntary sport clubs contribute to the development of membership involvement of members? These studies together form a multi-method research project. Results show that membership involvement (MI) refers to members' emotional attachment to their club based on participation, relevance and the social world of the club. Membership involvement is related to bonding aspects such as the intention to support the club and stay as a member. Social networking sites of sports clubs can help to develop this membership involvement, preferably by using the channels for information and interaction about the club, the sport and the members. The online channels together form the virtual community of the club, which, depending on the approach of the club and its members, reflect the online identities of the club. With their virtual community, voluntary sports clubs offer, besides the accommodation, an online meeting place for sports and other activities with which they can stimulate membership involvement among their members. With this dissertation, Nanny Kuijsters provides insights for the development of virtual communities for clubs, professionals and interested parties in organized sports.
