Sports and masculinity<sup>†</sup>

Kidd, Bruce

doi:10.1080/17430437.2013.785757

Cited by 77 publications

(46 citation statements)

References 6 publications

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“…Organized sports is also another critical arena where the social production and construction of masculinity is easily evident [22,28,30,31]. Sportsmen, for instance, learn through ideological tutoring that muscularity and aggressive competition are key ingredients for triumph and victory [26,30].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

‘Life is Not Designed to be Easy for Men’: Masculinity and Poverty Among Urban Marginalized Kenyan Men

Izugbara

2015

Gend. Issues

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Current analyses of poverty and economic marginality in relation to masculinity continue to ignore the direct perspectives of men whose lives form the crux of such investigations. I draw on interview and ethnographic data from two slums in Nairobi, Kenya's capital city to address poor men's constructions and performance of manliness in relation to poverty. Men acknowledged economic adversity as both a major constraint to their masculinity and a significant dynamic in their own evolution and development into 'proper' men. In striving for locallyvalued masculine identities, particularly breadwinnerhood, Nairobi's poor men advanced new values, narratives and strategies that both projected them as sociallyrespectable men and reconstituted their normatively 'un-masculine' actions as macho. Ironies suffuse masculinity in the slums of Nairobi, and are, in large part, driven by the critical and complex social dynamics and popular subjectivities, which poor men navigate while seeking to make valued masculinity both notionally and practically accessible for themselves.

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Section: Theoretical Backgroundmentioning

confidence: 99%

‘Life is Not Designed to be Easy for Men’: Masculinity and Poverty Among Urban Marginalized Kenyan Men

Izugbara

2015

Gend. Issues

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“…El uso habitual en las clases de EF de deportes en los que predominan estereotipos masculinos (como C C D c u l t u r a la fuerza o el contacto corporal) frente a otro tipo de deportes asociados a rasgos femeninos (como la esté-tica, la armonía o la plasticidad), confirma que a menudo está presente el modelo sexista en esta disciplina (Kidd, 2013;Klomsten, Marsh, & Skaalvik, 2005;Rovira, 2010).…”

Section: Género Y Bienestar Socioemocionalunclassified

Emotional Physical Education in adolescents. Identifying predictors of emotional experience

Duran¹,

Burgués²,

Salas³

et al. 2015

CCD

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ResumenLos juegos deportivos son recursos pedagógicos de primer orden cuando se trata de educar competencias emocionales orientadas a la mejora del bienestar socioemocional del alumnado. Esta investigación examinó la capacidad predictiva de seis variables dominio acción motriz (familia de juegos), competición (presencia o ausencia), género (masculino y femenino), tipo de emoción (trece emociones organizadas en positivas, negativas y ambiguas) e historial deportivo (con o sin historial) para explicar la intensidad emocional suscitada en la práctica de juegos deportivos. Participaron 220 estudiantes de ESO y Bachillerato de 5 centros educativos de las regiones de Cataluña y Valencia. Se realizaron 2 sesiones con juegos con o sin competición de los cuatro dominios de acción motriz. Tras finalizar cada juego los alumnos respondieron la escala validada Games and emotions Scale (GES) para identificar la intensidad de trece emociones básicas. El análisis de los datos se realizó mediante la técnica estadística de árboles de clasificación. Entre los hallazgos obtenidos destacamos: los juegos deportivos generan intensidades elevadas de emociones positivas. El tipo de juego (dominio) y la competición son las principales variables predictivas de la alegría, el humor y la felicidad. Las emociones negativas registraron los valores menos intensos. La competición (derrota) y el historial deportivo (disponer de antecedentes deportivos) fueron las principales variables predictivas de la ira y la ansiedad. El género (chicos) y el historial deportivo (con historial) fueron las principales variables predictivas del rechazo. Este estudio aporta criterios sobre la utilización del juego deportivo en programas de educación física emocional en adolescentes.Palabras clave: Educación secundaria, juego deportivo, emociones, árboles de clasificación. AbstractSports games are first-rate teaching resources in relation to the education of emotional skills used to improve the socio-emotional welfare of students. This research tested the predictive capacity of six motive action domain variables (family of games), competition (presence or absence), gender (masculine or feminine), type of emotion (thirteen emotions classified under positive, negative and ambiguous) and sporting history (with or without records) to explain the emotional intensity achieved by sports games practice. Two hundred and twenty students of ESO and Bachillerato from 5 schools in Catalonia and Valencia took part in the study. Two sessions with games with or without competition of the four motive action controls were carried out. After finishing each game, the students answered the validated Games and Emotions Scale (GES) to identify the intensity of thirteen basic emotions. The analysis of the data was made using the classification tree statistical method. Key findings highlight that sports games generate a high intensity of positive emotions. The type of game (control) and competition are the main predictive variables of joy, mood and happiness. Negative emotions were record...

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“…Current understandings of lads have been informed by both the specific British historical context, as well as contemporary depictions in the media which include 'lads on tour', and commodification of laddishness in popular television programmes and magazines (Willis, 1977). Previous research has shown that there are particular spheres of society in which lad culture is deemed to be more prominent than others, with institutions such as education, the workplace and leisure sites being key spaces in which lad cultures are frequently constructed and reproduced (Kidd, 2013, Dempster, 2009Schacht, 1996). Within such studies there has been recognition of the significance of place in enabling lad cultures to be practiced, with many men feeling more 'able' to behave in particular ways depending on the spatial context (Robinson and Hockey, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…This narrative describes and builds upon understandings of masculinity as a gendered identity which is learned through the process of socialization and acts to support social constructionists' understandings of identity. Previous theorising on men has suggested that there is an inevitability regarding the behaviour of boys, building on academic writing which notes that from a young age men learn 'masculine' behaviours associated with stereotypical masculine identities such as aggression, competition, domination and control (Kidd, 2013;Thompson, 2002). This implies that men have limited agency within the construction of their masculine identities, with previous work suggesting that men construct notions of what constitutes a lad through learning what a lad is not and thereby creating binaries and hierarchies in understandings of gender in society (Meth and McClymont, 2009;Hearn, 1994).…”

Section: Understanding the 'Lad'mentioning

confidence: 99%

Moving beyond ideas of laddism: conceptualising ‘mischievous masculinities’ as a new way of understanding everyday sexism and gender relations

Nichols

2016

Journal of Gender Studies

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This article engages with current debates on 'lad cultures' by questioning how we understand the term in the specific context of everyday sexism and within groups of men varying in age. Further to this, using a feminist and critical masculinity studies perspective, the article will explore how men do not necessarily comprehend their behaviour within the framework of lad culture or within the continuum of sexual violence (Jackson, 2006;Wheaton, 2000). Through discussion of ethnographic and interview data collected over a year at a site historically associated with lad cultures, that of a Rugby Union club in Northern England, an alternative way of conceptualising masculinity and everyday sexism, 'mischievous masculinities', is proposed.Men in the research practiced what I term mischievous masculinities, whereby they implemented 'banter' to aid in both the construction and de-construction of sexist ideas within the rugby space. Performing mischievous masculinity enabled men of all ages to both engage in and simultaneously challenge everyday sexism in ways they understood to be 'innocent'. However, the continual framing of banter as 'just a laugh' demonstrated that this form of sexism can be construed as problematic, due, in part, to its subtlety, in relation to more overt and violent sexist practices. A key difference between the men in my research and previous theorising of 'lad culture' is the recurring theme amongst older participants that 'I should know better', demonstrating consciousness of the sexist and problematic connotations which could be drawn from this interaction. This notion of mischievous masculinities then, in the context of a life course perspective, can be seen to challenge more established notions of an unreflexive lad culture, thus affording a more nuanced understanding of everyday sexism amongst more diverse groups of men than currently exists, as well as allowing for men's agency in a specific site.

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Sports and masculinity^†

Cited by 77 publications

References 6 publications

‘Life is Not Designed to be Easy for Men’: Masculinity and Poverty Among Urban Marginalized Kenyan Men

‘Life is Not Designed to be Easy for Men’: Masculinity and Poverty Among Urban Marginalized Kenyan Men

Emotional Physical Education in adolescents. Identifying predictors of emotional experience

Moving beyond ideas of laddism: conceptualising ‘mischievous masculinities’ as a new way of understanding everyday sexism and gender relations

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Sports and masculinity†

Cited by 77 publications

References 6 publications

‘Life is Not Designed to be Easy for Men’: Masculinity and Poverty Among Urban Marginalized Kenyan Men

‘Life is Not Designed to be Easy for Men’: Masculinity and Poverty Among Urban Marginalized Kenyan Men

Emotional Physical Education in adolescents. Identifying predictors of emotional experience

Moving beyond ideas of laddism: conceptualising ‘mischievous masculinities’ as a new way of understanding everyday sexism and gender relations

Contact Info

Product

Resources

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Sports and masculinity^†