The focus of major sport event legacy has had several iterations since the 1990s, as reflected in the efforts of a range of scholars and perspectives (see
While masters sport aligns with the holistic concept of active aging, related research has focused predominantly on the physical domain, and less is known about the psychological, cognitive, and social benefits of older adults’ participation. This study examined, in combination, the perceived psychological, social, cognitive, and physical benefits of training and competing as a masters athlete, while considering age and gender differences. Forty masters athletes residing in Canada were interviewed (21 men and 19 women; 15 who were 50–64 years and 25 who were 65–79 years), representing 15 different sports. Interviews were coded both deductively and inductively, revealing several subthemes of benefits for the broader perceived psychological, social, cognitive, and physical benefits, with few but notable differences between women and men, and those younger than 65 years and those 65+ years. Our findings provide new insights into the positive experiences of active aging associated with high levels of physical activity among older adults, such as greater self-confidence, especially for women, comradery, and feeling mentally sharper, especially for the older age group.
Masters athletes are a unique group of older adults whose experiences may provide valuable insights into the role of sport for successful aging. The purpose of this study was to explore whether masters athletes' social and psychological experiences vary with their time, frequency, and perceived exertion in training and competition. Semi-structured interviews were conducted with 40 men and women older masters athletes, aged 50–79 years (M = 66), who were active at the competitive level across a variety of sports (e.g., volleyball, curling, rowing, dragon boating, running, swimming, and basketball) at the time of the study. Results indicate that all participants experienced social and psychological benefits from engaging in masters sport. Only the high-frequency engagement subgroup (participating five to seven times per week in training and/or competition) reported social downsides, in terms of missing time with family and friends outside of masters sport. However, some participants described the positive family support (e.g., spouse who endorses sport participation) that overrides some of the social costs. These findings have implications for realizing positive experiences with minimal engagement in masters sport, yet an apparent threshold of participation beyond which negative social consequences may be experienced. This is an important consideration for the design and promotion of sport for older adults.
History textbooks are always a site of contestation. Therefore, present political struggles for maintaining hegemony or overthrowing it play on the site of history. History as discipline has always been dominated by androcentric values. Therefore, feminist historiography was emerged which not only criticized existing androcentric historiographies but suggested new ways to do history. This article tries to analyze inclusions and exclusions within history textbooks. In the first part of the article I will try to analyze why certain histories never became part of the textbook and what are the sources that are used to write history. In this article I will analyze VIII standard NCERT history textbooks in India (Central level Government textbooks) through caste and gender lenses. In 2005 the theme of NCERT History textbooks changed from ‘our past’ (singular) to ‘our pasts’ (plural). However, this change does not reflect in the content of the textbook. I am using content analysis as a method to analyze pictures and texts. I will also try to contextualize the text within time and space. The exclusion and inclusion of history in the textbooks depends on the contemporary caste, patriarchal hegemony in our society. The dominant mainstream history has become part of these textbooks, but subaltern history is excluded from it. In this article I will also talk about the Dalit histories, Dalit women histories and tribal histories which are silenced as ‘other’ and remained part of counterculture but did not become part of these mainstream textbooks. In the later part of the article, I will try to look in what way the histories are altered to fit in a particular framework especially the histories of subalterns. At the end I will focus on how textbooks always build the idea of hegemonic nation and nationalism in students mind. Therefore, through this article I will analyze the ways through which the ‘other’ is being silenced in history textbooks.
This study presents the landscape of private community sport organizations in the City of London, Ontario, Canada based on a profile of organizational features that align conceptually with critical aspects of community development. Features representing the scope—variety of sports offered, program age targets, and other offerings—and operations—nonprofit/commercial sector, open/closed program type, independent/affiliated/franchise status, and shared/exclusive facility use—of community sport organizations were captured from publicly available information about the population of 218 organizations. The location of sport delivery points for each organization was also mapped. The landscape is characterized by a balance of nonprofit and commercial organizations, offering a wide variety of sports, across all ages and City districts, but predominantly offered through closed programming that typically requires an extended financial commitment. Community sport organizations in this city are also most likely to operate independently, and share facilities. These features, and the landscape, are conceptualized as having implications for access, social inclusion, engagement and citizenship, and social capital that are fundamental to community development. Mapping the landscape in this community provides a valuable resource for understanding that potential.
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