Developing intercultural sport educators in Europe

Moustakas, Louis; Papageorgiou, Eleftheria; Petry, Karen

doi:10.4324/9781003002666-22

Cited by 3 publications

(4 citation statements)

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“…intersect and relate to those said structures. Critical reflection, as well as the need to centre the voices and experiences of diverse groups, are consistent recommendations throughout the broader literature [24,31,33,46].…”

Section: Discussionmentioning

confidence: 84%

“…To achieve this holistic view of intercultural education, both the school and sport settings are seen as valuable spaces where children can come together and interact with differences and otherness. In particular, researchers and practitioners typically identify three common pedagogical characteristics as essential within sport-based approaches: mixed-group, cooperative activities; discussion and (self) reflection; and strong educator-participant relationships (see, e.g., [10,22,[30][31][32]).…”

Section: Current Practices In Anti-discrimination Educationmentioning

confidence: 99%

“…Overview of good practices and pitfalls in anti-discrimination education. Adapted from [8,10,[22][23][24]28,29,[31][32][33]35,36,38].…”

Section: Current Practices In Anti-discrimination Educationmentioning

confidence: 99%

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Fighting Discrimination through Sport? Evaluating Sport-Based Workshops in Irish Schools

Moustakas

Kalina²

2023

Education Sciences

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Discrimination based on ethnicity, gender, or sexual orientation remains a pressing challenge throughout Europe, including within Ireland. Despite this, anti-discrimination education is lacking and uneven within school settings. Responding to this gap and seeking to capitalise on the perceived social potential of sport, one Irish NGO has begun delivering sport-based anti-discrimination workshops to students in primary and secondary schools nationwide. This paper presents an evaluation of these workshops, putting a specific focus on the learning outcomes generated. Data were obtained from standardised, open-ended student feedback forms and qualitatively analysed using a Framework Analysis. The results illustrate fairly consistent learning outcomes, but these outcomes generally focus on individual behaviours and attitudes. This contrasts strongly with literature on anti-discrimination education, which recognises a need to reflect on privilege and social structures while also developing clear strategies to address discrimination. To conclude, we propose recommendations and ways forward to help address both individual and structural realities within such sport-based workshops.

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Section: Discussionmentioning

confidence: 84%

Section: Current Practices In Anti-discrimination Educationmentioning

confidence: 99%

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Fighting Discrimination through Sport? Evaluating Sport-Based Workshops in Irish Schools

Moustakas

Kalina²

2023

Education Sciences

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“…Sport organisations, however, do not need to start from scratch here. There are numerous educational materials and policy guidelines already available, including as they relate to analogous areas such as intercultural education [24], anti-racism [17], and athlete safeguarding [21]. The project associated with this paper has likewise developed online learning materials and attempts to respond to the needs identified by this survey and other research within the project.…”

Section: Discussionmentioning

confidence: 99%

Discrimination in Youth Sport: Exploring the Experiences of European Coaches

Kalina,

Moustakas

2024

Youth

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Discrimination based on ethnicity, gender, or sexual orientation remains a critical concern across Europe, including within the sphere of youth sports. Research has shown that youth sports can be a fertile environment for discrimination and bullying and that coaches play a key role in preventing or mitigating discriminatory situations. Given the crucial role of coaches, it is therefore important to build our understanding of the experiences, perspectives, and needs of those coaches concerning discrimination in sports. Against this background, this paper presents the results of an applied survey of 174 European youth sport coaches conducted as part of the INCLUDE project. In particular, this survey focuses on the experiences of coaches when witnessing and reporting discrimination, as well as their perspectives on what needs to be done in the policy and educational areas to combat issues of discrimination. Results show that 25% of coaches witness discrimination on a monthly basis and that fans or spectators are perceived as the most common perpetrators. To combat the issues, coaches report a need for greater policy support, funding, training, and awareness raising. To conclude, we discuss the practical, policy, and research implications of these findings.

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Risk and Protective Factors for Bullying in Sport: A Scoping Review

Kalina,

O’Keeffe,

O’Reilly

et al. 2024

Int Journal of Bullying Prevention

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The aim of the current study was to examine risk and protective factors related to bullying in sport. Adopting the methodological approach outlined by Arksey and O’Malley (International Journal of Social Research Methodology 8(1):19–32, 2005), 37 articles met the inclusion criteria. A consistent definition of bullying could not be identified in the publications examined, and several articles (n = 8) did not explicitly define bullying. The most frequent risk factor identified was an individual’s social background (n = 9). Negative influence of coaches (n = 5), level of competition (n = 5), lack of supportive club culture (n = 5) and issues in locker rooms (n = 4) were among the most commonly cited risk factors for bullying in sport settings. Preventative policies were cited as the most common method to reduce the incidence of bullying (n = 13). Contextually tailored intervention programmes (n = 5) were also noted as a key protective factor, particularly for marginalised groups, including athletes with disabilities or members of the LGBTQ+ community. The need for sport-specific bullying prevention education was highlighted by 10 of the articles reviewed. In summary, the current review accentuates the range of risk and protective factors associated with sport participation. Furthermore, the need for educational training programmes to support coaches in addressing and preventing bullying within sport settings is emphasised.

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Developing intercultural sport educators in Europe

Cited by 3 publications

References 0 publications

Fighting Discrimination through Sport? Evaluating Sport-Based Workshops in Irish Schools

Fighting Discrimination through Sport? Evaluating Sport-Based Workshops in Irish Schools

Discrimination in Youth Sport: Exploring the Experiences of European Coaches

Risk and Protective Factors for Bullying in Sport: A Scoping Review

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