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http://www.bbc.co.uk/news/uk-england-london-39302804

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https://www.youtube.com/watch?v=eUdxsQ0Qsrc

BM

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Discrimination has changed but is still prevalent.

Racism may not be visible on the street to same extent as it used to in the 70's etc BUT it's hidden and disguised by the patriarchal system.

Racism - Less chance to gain employment after graduation/ pay difference/ assumptions of race and crime/behaviour

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We would like you to consider whether the ‘isms’ are still relevant or whether we are indeed ‘Post-isms’. You need to be able to situate your response within the wider socio-cultural context and to be consider the consequences for sport, physical activity, health policy/practice/development/management/marketing?

BM

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We will consider some of the long standing equity issues in sport and physical activity and their contemporary manifestations. The concept of intersectionality will be introduced as a means to understand contemporary concerns related to identity and inclusion in sport, coaching and physical activity.

BM

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Posthumanism –

-       Optimization – making everything function to the best of its ability. Making sure everything is operating at a high level. Functioning to maximum capacity.

-       Freeing yourself from the burden of the physical ‘fleshy’ body – e.g. amputees using blades.

-       Eventually moving beyond the physical body.

Post – surface about after humanism but it’s more about troubling/blurring humanism.

A literal coming together of bodies and technologies. Conflation of ‘thing’ and flesh. Things we imbed or wear on the body. E.g. Nano technologies.

Humanism – what it means to be human? Life, liberty and happiness. People should be free and values we ascribed to being a person and part of society.

Together - Posthumansim – developing the capacity to modify our genes, this raises questions about what it a human? Is this for the better/worse. Does it make a society more/less equal? Some of the ideas of ‘what it means to be a human?’ is thrown into disarray.

Transhumanism –

-       The idea that people should make themselves better than well. Examples, visions (Tiger Woods – superior eyesight).

Trans – going beyond human capacity and the typically boundaries of human ability

People who are transhumanist view this as a positive (Feenburgs instrumental viewpoint).

Cyborgification –

-       Having technology completely exposable. E.g. google glasses.

Incorporating the technology into the body e.g. inserting technology into the body to help – compass into the chest.

Discussions;

-       Ethics around techno purely as a way of helping people who are disadvantaged. Should people be allowed to use techno if it is for the disadvantaged and should be allowed to bring yourself back to a normal state? However, normal people using drugs, surgery to better themselves in sport isn’t acceptable. As soon as it goes into a sporting environment to break new records isn’t acceptable. Raises questions about where to draw the line.

For example, if you’re born without a bicep, and nanotechnology can bring you to a level on par with others – At what age do you make the choice/ are your parents making the decision. If you chose to take part in sport, will you be rejected because you have enhanced your body? In a sporting context; if the person with the nanotech bicep is serving in a tennis match at a very fast pace, is that fair? Do we need to know what the ‘general’ strength of the bicep? If so, the child then cannot play tennis.

Difficult to answer in a time whereby technology is enhancing all the time.

Example of Caster Semenya – perceived to exceed what is normal. 800m runner, elevated levels of testosterone. In London 2012, forced to take drugs to suppress her testosterone, after that was ‘deemed not acceptable’ she then had to compete without the suppressants. Unfortunate as she is born in a time when there is a blur between ‘what is accepted and what isn’t’? Her Nationality hasn’t helped, if she was GB she would be accepted.

-       Diet pills – lead to anorexia, reduce someone’s appetite – give you anorexia as an obese person. This is because society deems obese to be negative and this is what drives people to take them anyway.

(Biomedicalization – using techno, genetic modification to improve heath instead of using naturally occurring things. Presentation of biology in medical terms.

Breaking it down – medicalizing of biology. Using a medical lens and applying that to our expanding/growing understanding of biology. What is an illness, and what isn’t?).

-       Can/should we keep the divide between techo? Sport is reliant on techno.

-       Slimming technologies – can complete in lunch break, kills fat. Focus gone away from curing ill health to focus on the image of the body. The focus should be on curing cancer, helping people who are ill, and not the people with a slight bit of fat.

-       Also, the DNA test – testing children to see if they have slow twitch/fast twitch fibres. Negative – parents push their child into it – no choice. Teachers focus only on children that have talent, further dividing those that have and those that have not. Putting off other people that could be good at sport, also, lose out on talent that might develop later on. Parents and coaches – if they see ‘fast twitch’ pushes child into this.

Other option - could take a swab test, send a letter home and let parents know a list of 10 sports that their child would be suited for. Not a specific sport that would push a child into a certain sport, it just offers a different way for people to develop.

-       In Australia -   talent programmes – selected by teachers to go to these and then channelled into sports based on their talents/abilities. Doesn’t hamper grassroots performances because it’s seen as a positive if you’ve been selected, and not negative if you haven’t been selected. Those at grassroots can continue with sport. Doesn’t determine future, it just offers a different route. Another opportunity for kids that don’t have a chance to play in certain sports because they didn’t know they have an ability in that sport. However, issues with stigma, labelling. Would it work in the UK? However, different culture in the UK.

-       Could we have an automated PE teacher?

-       Ex-Machina – ethical consequences of this. Would a boxing match between 2 AI technologies be different from dog/cock fighting? If the artificial intelligence wants to fight, is that ok? Is it in our nature to fight, and if the artificial intelligence wants to fight and it’s safe for everyone then is this ok?

-       Questioning human values, and to whom do we apply the rights that we assigned to human beings? How do people get along with these changes?

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We may have a female Prime Minister, equal access to education and more female sporting role models than ever, however, we do not yet live in an era of ‘post-sexism’. As Warrell (2016), suggests sexism is so normal – so embedded within our culture - ‘we often fail to recognise it’. Not only are women less likely to be promoted based on their potential, than men but, as demonstrated recently*, they are also much more likely to be criticised for being overly ambitious. Why is this? Because, despite their new-found freedom, girls and women are still expected to be ‘pretty, slim, gentle, caring, sensitive, submissive, non-competitive, dependent and…people-oriented’ (Browne 2011, p.21).

*Jeff Weaver, manager of the Bernie Sanders’s campaign, recently criticised Hilary Clinton for showing a manly quality - being overly ambitious (http://www.teenvogue.com/story/hillary-clinton-laughs-too-ambitious-attack)

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The Devil Wears Prada (1/5) Movie CLIP - Gird Your Loins! (2006) HD

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The term ‘cyborg’ typically conjures up the image of Darth Vadar. Having engaged with the flipped material, and attended the seminar, I acknowledge that the term ‘cyborg’ can be used to describe any ‘human’ that has been altered, modified and enhanced by technology. Therefore, the growth of the ‘cyborg’, can be said to signify a shift in what it means to be human. Haraway (1985) reinforces this: she argues that the ‘cyborgification’ of society has not resulted in us all becoming robots; instead, it has destabilized the boundaries between humans, animals and machines. According to the transhumanist movement, that has developed over the past two decades, this destabilization is highly beneficial because it enables us to overcome fundamental human limitations, and thus, to greatly enhance human intellectual, physical and mental capacities (Vita-More 2002).

Whilst I recognise that technology can improve the human condition, I would not regard myself as a transhumanist. Like many sport studies scholars (Hoberman 1992; Rintala 1995), I believe that attempting to make oneself ‘better than well’ can actually result in ‘dehumanization’ – a process whereby a person or group becomes deprived of their ‘human element’ (Rintala 1995), and thus, that the conflation of technology and the body should be resisted. One of my fellow students concurred: he argued that “the notion of performance enhancing technologies is inherently dehumanizing” and thus, proposed that “we should be only using technology for repairative purposes; not to enhance the “average” or “normal” body”.

-NP

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- Creating more elitism though technology as they are not given the same opportunities to obtain the technology 

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- Creating more elitism though technology as they are not given the same opportunities to obtain the technology 

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- People should be alloweds to use technology if they are at disadvantage to become an adverage human

-  Becoming over reliant on tecnology for health

- Optimiseation can reduce self esteem through not being able meet the high requirements of society

- Increased pressure on elie athletes to take perfromance enhancing drugs

- What technology is acceptable for elite sport. Medicalised treatments come with a stigma, yet technology such as advanced clothing or training is acceptable

- Makes the olympics not just a demonstration of atheltic ability but instead a demonstration of technology and training

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Link to watch Gattaca (Box of Broadcasts)

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Link to watch Gattaca (Box of Broadcasts)

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https://learningonscreen.ac.uk/ondemand/index.php/prog/001B88FE?bcast=56582154

BM

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SEMINAR 5: Seminar & Reflective Journal Tasks

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SEMINAR 5: Seminar & Reflective Journal Tasks

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(1) Share your views on the artefacts--what broader social discourses/developments inform these views?

(2) What are the implications of this technology for sport, athletes, coaches, overweight individuals etc (e.g. what new modes of subjectivity are created and managed)?

(3) Who should decide the future of your chosen (& other) biotechnologies in sport & health? E.g. medical profession, ethicists, parents, teachers, organisations?

(4) Will this decision to treat biological technologies are morally impermissible stand the test of time in an era where people are increasingly willing to modify themselves & where sport is a spectacle?

BM

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In this session we will explore how  bodies are minds are being shaped in what are being perceived as ‘controversial’ forms of technology utilised to enhance sport, health and physical activity. Increasingly, a range of technologies are available for athletes to optimize their biology and enhance their performance. These can include genetic tests, genetic modification, and prosthetic enhancements -- all of which bring forth new concerns beyond those traditionally considered within anti-doping. The long terms impact of enhancements of these kind may be unclear, but in this session we will explore how new technologies and the emergence of the cyborg athlete relate to new capacities and understandings of the physically active/healthy body and bring forth tensions between modernist naturalistic notions of the body and postmodern and posthuman readings of the body.

BM

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Post humanism; Genetic testing on children 

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Post humanism; Genetic testing on children 

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Using Feenbergs determinist manner, genetic information and testing to direct a child’s participation can be problematic and appears to disrupt the right to an open future.

Genetic testing to decide which children or young people could benefit from specialised sports training may lead to parents, teachers and coaches proposing what they believe the child should specialise in, rather than allowing the child to decide what they would like to experience. Genetic information could then become yet another tool for stratification in sport. This could take place in schools through selection for talent ID programmes and scholarship schemes, or more generally, at an interpersonal level whereby coaches and teachers could devote more time to young people that show ‘genetic potential’ at the expense of others (Miah & Rich, 2006).

In the UK, discourses of ‘ability’ are now separating the able and less able and therefore identifying the winners and losers at a very early age, permitting ongoing checks to make sure the predicted successful ones reach their potential. However, this raises concerns about premature stratification, for example, what abilities might be overlooked that may later develop in young people?

Moreover, where genetic testing is involved, the instinctive and enjoyable aspects of physical activity may be overlooked. Therefore, this questions whether genetic testing will not only gain information about the body, but may also constitute it, through framing and guiding young people’s experiences and opportunities in physical activity. Consequently, this can increase the pressure on the ‘able’ ones to follow a specific sport and practise to a certain level to achieve the ‘potential’ they are expected to reach (Miah & Rich, 2006).

http://www.nytimes.com/2008/11/30/sports/30genetics.html

CT

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1.       UltraShape

UltraShape is a ‘state-of-the-art fat-reduction device that uses gentle ultrasound technology to destroy fat’ (UltraShape 2015) that is otherwise, impossible to get rid of. It has been described as the ‘new fat erasure’. Whilst it does not provide a means to solve obesity, and thus, cannot beat liposuction or a tummy tuck, it does provide an effective and ‘wince free’ means of losing weight and achieving a slimmer waistline (Krieger 2015). A package of three treatments typically costs $2700.

https://www.youtube.com/watch?v=LXjycDLiBGc

2.       Curb Appetite Suppressant

Curb Appetite Suppressant is a drug that you can buy off websites such as Amazon. It kills hunger cravings, and thus, enables rapid weight loss.

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Two articles on workplace wellness programmes

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Two articles on workplace wellness programmes

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This is the one I mentioned in class on changing perceptions of privacy in workplace wellness programmes:
http://dl.acm.org/citation.cfm?id=2858352

This is another one on workplace wellness and neoliberalism:
http://bath-ac-primo.hosted.exlibrisgroup.com/44BAT_VU1:CSCOP_44BAT_DEEP:TN_tayfranc10.1080/09581596.2015.1015489

BM

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Article on measurement and motivation referenced in class

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Article on measurement and motivation referenced in class

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https://academic.oup.com/jcr/article/42/6/967/2358309/The-Hidden-Cost-of-Personal-Quantification

BM

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Prior to engaging with the flipped material, and attending the seminar, I had not come across the term Web 2.0 before, and thus, did not have any real understanding of what it meant, other than that it was related to the World Wide Web. I found the online panopto really useful. In an effort to define ‘Web 2.0’ Emma divided the term into two parts (‘web’ and ‘2.0’). This helped me grasp that Web 2.0 is a new way in which individuals utilize the World Wide Web; that is, as a platform whereby content can be continually created, published, updated and modified by anyone, regardless of their identity, location or status.

Although I remained open-minded to other student’s ideas during the seminar, comments such as: Web 2.0 is “an emerging structure of platforms, that enables and encourages active participation, and in doing so, has totally transformed and revolutionized the way in which individuals use the web” (Student A), only served to reinforce my views.

In addition to reinforcing my views, the seminar discussions encouraged me to consider both the risks and opportunities of Web 2.0. A number of my peers, were particularly concerned with the impact that multi-media platforms, such as facebook and twitter, are having on elite sport. One even commented on the padlet that ‘with the media having such a large influence in sport, it is becoming apparent that sports are becoming more and more unstable which is a massive issue’. Whilst I agree that social media can have a detrimental impact on sports performance, I am more concerned with the impact that it has on health; particularly that of children and young people.

- NP

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FITBIT challenge: is the gamification of fitbit good or bad?

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FITBIT challenge: is the gamification of fitbit good or bad?

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Good:
- Encouraging people who don't normally engage in exercise to get up off the sofa and get active! http://uk.businessinsider.com/fitbit-step-tracking-motivation-and-competition-2015-4?r=US&IR=T
- Measurement can increase output

INSTRUMENTALIST VIEW OF TECHNOLOGY

Bad:
- Increases extrinsic motivation, not intrinsic motivation
- Reproducing social hierarchies
- Endorses unhealthy behaviours...'With society increasingly embracing a sort of "techorexia" that rewrites compulsive behaviour as healthy, it is becoming easier for people with serious eating disorders to pretend there's nothing wrong'
https://www.theguardian.com/commentisfree/2014/jan/03/unhealthy-wearable-fitness-devices-calories-eating-disorders-nike-fuelband
- Increasing health but not wellness??

CRITICAL VIEW OF TECHNOLOGY - PANOPTIC POWER

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RR

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"The world is your gym"
http://human.co/

BM

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http://www.huffingtonpost.com/janell-burley-hofmann/the-slow-tech-movement_b_5267326.html
BM

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What is the impact of web 2.0 on this socio cultural issue? How does it contribute to it, challenge or disrupt it?

Fitness technologies such as tracking devices or mobile apps have become a new way of regulating society and disciplining individual’s in the neoliberal moment. As the roll back of state well fare and cuts to organisations like the NHS continue, the amount of people taking individual responsibility through bio-technologies increases.  The need for people to protect themselves has led to shift towards what Atkinson (1995) calls ‘surveillance medicine’. The emergence of surveillance technologies and the regulation of health have arguably created further inequality within schools because as Rich and Miah note, “focus of medicine is on the healthy population rather than the ill”, health is now concerned with the minimalizing of risk as opposed to the treatment of illness. If schools begin to focus on using so called ‘bio-technologies’ on a wide scale I strongly believe that inequality levels will rise between those that have access to these technologies and those who do not. Naturally private funded schools which have greater budgets will be able to afford fitness technologies, while state funded schools or academies will struggle, supported by Rich and Miah who point out that health will be focused towards those that are already healthy.

The greater inequality that would result from the use of technologies will arguably decrease the levels of high quality physical education and school sport being delivered to pupils in schools with less funding. This will only exacerbate the issues surrounding continued participation after school and therefore contribute to the so called ‘obesity epidemic’.

Blast motion - tracks things like hang time in Basketball, Swing in gold etc... and send the information to a device. https://blastmotion.com/

https://www.theguardian.com/teacher-network/2015/jul/28/wearable-technology-classroom-virtual-reality - Article explaining some of the available technology that could be used in schools. Not sport specific however the general conclusion is that current technologies or too expensive and aren’t useful enough.

AC

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One example in which Web 2.0 has affected a sociological issue in sport is exergaming in Physical Education. This is apparent because obese bodies are being commercialized to sell games which involved physical activity. This is because these games are trying to market themselves as a cure for obesity. However there are some challenges to this. e.g. cost and exercise velocity.

FS

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Under 16 athlete digital footprint. Morning-Night.
-Wake up and check social media: teammates, idols, fitness 'experts'
-Check meal plan provided with mhealth device/sent by coach via social media messaging/acquired through 'followed' athletes promotion
-Log calorie intake with mhealth device
-Travel to school listening to your favourite athletes workout playlist, maybe even ascribe to its brilliance through social media post
-All quanitifiable components of the schoolday logged in mhealth device. Distance covered, calories burned, calories consumed
-Push messages on smartphone maintain 24/7 engagement with social media world
-Read pushed through post by role model
-Receive interaction from coach regarding the evenings training expectations
-Take an Uber to training
-Carry out training session consistently monitoring performance figures using mhealth device
-Determine the success of the training session dependent upon these same figures
-This will determine also the amount of calories you are entitled to for dinner tonight
-Create a poll amongst teammates on social media regarding the ability of the coach
-Search for new teams by following girls from rival sides on Twitter and initiating purely digital relationships
-Complete homework (not forgetting to listen out for push messages)
-Turn sleep tracker on for bed
-Spend an hour on social media before you sleep arranging what you will do tomorrow, what team to play for in the future, which meal plan to use tomorrow, which playlist to listen to. Take your only time to switch off spent switched on to a screen.

The challenges of such a day relate to the constant presence of technology. Quantifying the body sets a dangerous precedent with regards to overlooking the importance of unquantifiable components of wellbeing- such as emotion. The under 16 athlete can now be, through their own choice at times, but also dangerously through the choice of parents/coaches, be constantly engaged in training and self surveillance. Web 2.0 in this regard operates as a panopticon- the youngster moderates herself due to the constant updates coming from her phone.
The opportunities regarding this system are abundant for adult athletes. There will likely be elements of enjoyment for the youngster regarding engagement in interaction with teammates and athletes through her social media account, but consistent surveillance of the self by children, be it for the means of sport or more generally just due to the pervasion of social media and the aching fear of stigma and non-conformity not only denies them the freedom to a childhood but potentially sets a dangerous precedent for their adult life.

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Incorporating Dance Exergaming in PE Curricula

Dance has a proven positive effect on young people within Physical Education as it develops young peoples ability to express themselves through movement (Bajek, 2015; Mattsson and Lundvall (2015). However we are beginning to see Dance becoming obsolete within contemporary PE curricula despite its advantages but it has also become frequently regarded as 'boring' by both boys and girls (Lundvall and Meckbach, 2008; Puhse and Gerber, 2005).

Developments in Web 2.0 has encouraged the enhancement of the an Exergaming because of the movement towards body sensitive controllers and capture camera systems (Thin and Poole, 2010). As we see the rise in sedentary behaviours of young people due to stereotypical forms of gaming and the limited success of traditional health promotions, Exergaming has significantly become popular tool for health agencies to utilize in innovative ways of promoting health (Thin and Poole, 2010).

Dance based exergaming are a popular form of exercising due to the success of 'Just Dance' and 'Dance Dance Revolution' and as a result has begun to be implemented in Physical Education to promote healthy active lifestyles (Booth et al. 2002). In a study by Gibbs et al (2016) they observe and state:

"all the students standing in front of one large screen on which a dance video game was projected and mimicked the avatar’s movements to the best of their abilities. This can be seen as a way away from gaming since no individual feedback is given and no points are recorded. However, the context of the introduced game in terms of the exergame design, and students’ immediate engagement with the game, made us conclude that many aspects of the gaming in question were still present even though the individual feedback was deleted from the process.

This ultimately incorporates fun and enjoyable variations of Dance within the PE curriculum whereby the technology being used can stimulate, engage and allow young people to become more creative with their learning (Casey and Jones, 2011; Sinelnikov, 2012) especially when they are choreographing their own pieces of work.

Whilst on placement this was a key educational tool deployed only when it was unpleasant to use outdoor facilities or within tutorial times at the start of the day. Although it is good that teaching is beginning to utilize these technologies I believe that it should be a vital tool to be utilized in dance lessons to focus the mindsets of more sedentary individuals who have an interest in gaming to become active and engaged in PE and Dance content. Furthermore by placing emphasis on the usage of Just dance through YouTube clips allows young people to develop wider societal skills such as communication as they dance in pairs and groups. However this is only possible if we begin to educate teachers on the advancements of Web 2.0 technologies and they are confident at applying these in a way that will substantially improve the progress of every single child.

SE.

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Opportunities and Risk of Web 2.0

Opportunities
- Social media has provided companies with new platforms to connect and engage with new and potential customers in a way that can allow for a 2-way conversation. people can now receive better customer feedback, in time communication with some companies, customers can talk to companies online in real time to receive help or advice.

- According to Todd Conaway, an instructional designer at Yavapai College, None of these tools of web 2.0 can replace the passion you have for your content or for teaching, but they can help you demonstrate that passion and carry it forward to your online students” (Bart, 2009) It can allow for teacher to do what is already working but in a easier and more streamlined way. (Kirton, 2015)

Risks
- Going back on last week's moral crisis, with youth gaining more and more knowledge of technology, there is a risk of youth crime as new platforms of mass communication for example with WhatsApp, during the riots, mass Whatsapp groups were being created by youths to let people know who were/wanted to get involved where and when another area was going to be hit. Presenting the risks of technological advancements.

- With the media having such a large influence in sport, it is becoming apparent that sports athletes are becoming more and more unstable which is a massive issue. Media can be seen to deteriorate performance in athletes, which is curving athletic performance downwards for the worse.

- issues with athletes adopting media - artefact for example, glorification of athlete
- issues with the media highlighting performance and the life of athletes - negative judgement?

RR

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Rise of Virtual Reality in health & fitness

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Rise of Virtual Reality in health & fitness

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Virtual Reality (VR) is on the market. It is currently being used to treat mental health conditions , such as anxiety & paranoia  (see below). However start up companies such as Widerun. In partnership with occulus rift and samsung this startup is selling a headset that allows the user to bike indoors but "escape" the mundane.

These technologies are part of a grander narrative, one where individuals conduct their own conduct through self-quantification and self surveillance. As individuals take responsibility for personal health, it results in state forces withdrawal of spending on public health. Other technologies such as Wii fit have also been critiqued for their ability to diagnose individuals and attempt to assert behavior change.

https://www.theguardian.com/science/blog/2016/may/05/virtual-reality-isnt-just-for-gaming-it-could-transform-mental-health-treatment

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Young people are participating in physical activity less than ever before (Hills et al., 2014) and current societal issues have all pointed to the long-term concerns about the quality and quantity of PE and if this is fulfilling the health requirements of youths (McKenzie et al., 2016; Green, 2012; Dollman et al., 2006). The World Health Organization estimates that physical inactivity is associated with more than 2 million deaths each year (World Health Organization, 2010). Consequently, the stressing on young people’s health has led to a plethora of initiatives (Coalter, 1999) and appeals for the promotion of PE in young people’s lives. Many formalized attempts have been made to encourage people to be more physically active. These interventions have become technologically sophisticated.

Regarding my grand challenge that is based on inequalities in school; the use of technologies can further exacerbate inequalities in schools. Typically, it is assumed that if an individual has a private physical education, they have greater chances of achieving elite success (Sutton Trust, 2012; Smith, Haycock & Hulme, 2013).  Private or independently funded schools have greater resources and access buy or experiment with technology compared to state funded institutions. Therefore private educated students may have greater opportunities to engage in various technologies, for example, using IPad’s and Video analysis programmes and therefore will undergo a more scientific, accurate, professional and technological analyse of their performance.

The use of technology and enhancing sport facilities and equipment is generally an expensive proposition, and therefore the benefits derived tend to be limited to the upper end of sports hierarchy, for example elite athletes, of which often attend a private institution (Rosandich, 2008). Hence, due to the expense of technology, this process continues to increase the gap between those who can afford to acquire the “latest and the best” and those who cannot (Rosandich, 2008).

Artefact - http://www.independent.co.uk/student/shu/evolving-athletic-performance-with-the-help-of-new-sports-technologies-10218641.html

CT

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Web 2.0 - social media risks and opportunities

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Web 2.0 - social media risks and opportunities

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Challenges:

·         According to Goffman (1959) people have the desire to control how others see them. Social media enables individuals to do this. The image that they create through social media, with the purpose of creating a good impression of themselves, may not be consistent with their true self.

·         Computer mediated communication can result in people making altered (and often wrong) impressions of others, i.e. that someone is always happy, or that they have the perfect body.

·         Chou and Edge’s (2012) study reinforces this: it found that Facebook users often report that ‘life is not fair.’

·         Researchers have now proposed a new phenomenon called ‘Facebook Depression’. This term is used to describe the depression that develops when preteens and teens start to exhibit depressive symptoms having spent a great deal of time on social media sites (O’Keeffe and Clarke-Pearson 2011)

·         Companies now have less control over the information available about them in cyberspace due to social media sites, such as Wikipedia.

·         As social media sites may take the place of face-to-face interactions, they may negatively influence social relationships, lead to loneliness, social isolation etc (Kraut et al 1998).

·         Social media sites (blogs, collaborative projects, social networking sites) provide a platform in which people can critique products/ companies (Ward and Ostrom 2006) and harass/ bully individuals (O’Keeffe and Clarke-Pearson 2011; Patchin and Hinduja 2006)

·         Lenhart’s (2009) study found that social media use is linked with bullying, clique-forming and sexual experimentation.

·         Content communities, such as YouTube, may be used as platforms for the sharing of illegal content/ copyright-protected materials (Kaplan and Haenlein 2010).

Opportunities:

·         Social media can be used by companies to share recruiting videos, promote their products (Kaplan and Haenlein 2010), and for marketing research purposes (Kozinets 2002).

·         It can also be used in a similar way by athletes, sporting NGO’s etc.

·         Social media sites offer a means of socialization and communication. As a result, they can lead to increased social networks and raised self-esteem (Gonzalez and Hancock 2011)

·         They also offer:

o   Opportunity for community engagement

o   Enhancement of individual and collective creativity

o   A site for expression.

·         People can access health information easily and anonymously via social media (unfortunately this information isn’t always accurate)

·         You can also meet people who is suffering from the same illnesses/ conditions as you and thus, develop your support network (Lenhart et al 2010)

·         Finally, and possibly most importantly, they offer a means to challenge dominant ways of thinking (Betton et al 2015) i.e. to highlight the problem of mental health in young people, or to change people’s attitudes towards mental illness. In other words, to operate as a public pedagogy (Sandlin et al 2011)!

https://www.ymadvocacy.org/social-media-mental-illness-the-good-and-the-bad/

-NP

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Seminar Questions/Prompts for the Assignment

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Seminar Questions/Prompts for the Assignment

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(1) Identify a particular socio-cultural issue/problem in sport.

(2) What is the impact of Web 2.0 on this socio-cultural issue? How does it contribute to it, challenge or disrupt it?
BM

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In the last five years mobile and internet based environments have developed at a rapid pace leading to the advent of what has been described as Web 2.0. The capacity for information sharing and knowledge construction through a range of web based platforms which focus on user experience, online interaction and participation and increased capacity for data sharing. In this session we will examine the various ways in which these new media are shaping sports events and embodied subjectivities. We will examine how new multimedia platforms and in particular social media, are shaping sports (eg the Twitter Olympics). With new technological tools for the monitoring and surveillance of our bodies (online calorie counters, personal traininers) and the incorporation of ‘exergaming’ in Physical Education, we will also examine the potential and realized capacities for increased forms of disciplinary practices undertaken on our bodies. Finally, we will explore some of the challenges these new technologies present in relation to young people and embodiment brought about by the blurring of the boundaries between private/public issues (eg facebook) and the way in which information is being instantly reported (eg through twitter).
BM

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Prior to today’s seminar, I understood moral panic as an instance of public anxiety that occurs when a ‘condition, episode, person or group of persons emerges as a threat to societal values and interests’ (Cohen 2002, p.1). The seminar reaffirmed and further broadened my understandings of the concept of ‘moral panic’. During the initial discussions, a number of students, alluded to the fact that a moral panic is a moment of public alarm, that is intentionally generated or triggered to flush out social ills – undesirable bodies, behaviours and traits that are believed to threaten our very existence. They also suggested that a ‘moral panic’ relies on 3 key players: Folk Devils – person or group of people who are viewed and portrayed as deviant – moral entrepreneurs – an individual who reports about and sensationalizes problems, with the purpose of generating public support – and finally victims – a group of vulnerable people, in need of protection.

In addition to reaffirming and further broadening my understandings of the concept of ‘moral panic’ the seminar enhanced my awareness of some of its criticisms. For instance, I learnt that public anxiety surrounding particular conditions, episodes, persons or group of persons are more constant than the concept of ‘moral panic’ has led us to believe. Having since engaged with Hunt’s (1999) work on ‘moral regulation’, I would agree that such anxiety does not just appear and then disperse; instead it is a long-term process, that occurs to monitor the moral conduct of society as a whole.

-NP.

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EE

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Interesting Journal Article on contemporary Moral Panics 

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Interesting Journal Article on contemporary Moral Panics 

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http://www.bodmincollege.cornwall.sch.uk/mediastudies/Bodmin_College_Media_Emporium/A2_Media_Studies/Entries/2011/11/12_Moral_Panic_files/Moral%20Panic%20Journal%20Article.pdf

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Mcrobbie, A. & Thornton, S. (1995). Rethinking 'moral panic' for multi-mediated social worlds. British journal of sociology, 46(4), 559-574.

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Mcrobbie, A. & Thornton, S. (1995). Rethinking 'moral panic' for multi-mediated social worlds. British journal of sociology, 46(4), 559-574.

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http://bath-ac-primo.hosted.exlibrisgroup.com/44BAT_VU1:CSCOP_44BAT_DEEP:TN_proquest38817700

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Dudley Sargent book on PE from early 1900s

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Dudley Sargent book on PE from early 1900s

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Referenced by Brad in class:

https://archive.org/stream/physicaleducatio00sarg#page/n5/mode/2up

BM

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- Is social media etc. an example and emphazisation of how competitive its always been or a reflection of the growth of capitalism and neoliberalism with the contemporary thirst of tangibility a basis for the need to rate each other and measure individual worth. I would argue that people were not rated against one another in times and places of socialism/communism to a degree.

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- Moral Panic - crisis of youth
- Moral Entrepreneur - DC
- Folk Devils - Youth
- Victims - Rest of population

In his language DC isolates and problematizes young people, suggesting a better understanding of that demographic is needed to prevent crime rather than a more critical analysis of their environment and the system in which they live in.

Through the creation of this moral panic he seeks to switch the lens from the government's lack of social provision and 'scale backs' to the convenience of the young population.

This could possibly highlight the requirement for sport development initiatives to create more inter-generational environments to develop a more sustainable form of social capital. This, in opposition to current contemporary development frameworks which seek to reinforce this narrative through the segregation of youth from the rest of society

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Crisis of Masculinity.
Public pedagogy produced in response by mens mental health charity

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Contemporary Moral Crises
- Obesity crisis http://www.telegraph.co.uk/sport/othersports/schoolsports/11895384/My-solution-to-the-obesity-crisis-competitive-games-every-morning.html
- Refugee crisis http://www.express.co.uk/news/world/722698/Two-thirds-of-child-refugees-coming-into-Britain-are-actually-ADULTS
-Paedophillia crisis http://www.bbc.co.uk/sport/football/38211167
https://www.theatlantic.com/education/archive/2015/01/the-benefits-of-touch/384706/
- Hood crisis     http://news.bbc.co.uk/1/hi/england/kent/4534903.stm

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Hull City FC Refugee Football Club http://www.bbc.co.uk/sport/football/38106191

UKIP: EU Brexit Poster

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- Obesity (Childhood or otherwise).

- Children and Internet Exposure.

- Parental pressure and behavior in grass-root sport.

- Health Inequalities (SD of Health/Ignorance).

- Masculinity Crisis (Bigorexia/Ladism)

- Neoliberalism? (Welfare State retrenchment).

- Austerity? (Health, Old Age)

- Refugees (Syrian 'Crisis')

- Football Hooliganism (Racism/Violence).

- NGO (Fifa Corruption and Gender Diversity)/IOC (Qatar/Russia).

- Gender Equity

- Performance Enhancement in Elite Sport

- Fake News?
- Political crises: Fascism in America: Liberals v Conservatives.

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Emma rich stated that masculinity is facing crisis because the backdrop of social and economic changes have adapted and influence social norms and behaviors. Men also feel like they are not good enough due to body satisfaction. This is because a healthism discourse ridicules obese bodies.  Therefore to regulate the crisis you can use public pedagogues and sport as a vehicle to overcome the problem.

FS

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The obesity crisis has been portrayed as a critical concern, particularly childhood obesity. There has been increasing coverage of the obesity crisis through media formats which has intensified and exaggerated the issue, creating a state of moral panic.

This has been reflected in PE policy since the curriculum is now including health related fitness lessons and young children are encouraged to have a greater awareness of obesity and participate in physical activity in order to reduce the chances of it.

This era of healthism is pervasive and its being reinforced by a number of sites. It is socially constructed and shames some bodies and privileges others. Citizens are encouraged to take responsibility for their own health and those overweight are considered lazy and irresponsible. On this platform, surveillance technologies become internalised through self-monitoring the body.
KL

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•   Identify a particular contemporary crisis associated with sport, physical activity & health & describe how it has emerged at this conjunctural moment.

A major issues regarding sport, physical activity and health would be the increasing issues of inactivity (Hills et al., 2007). Young people are participating in physical activity (PA) less than ever before (Hills et al., 2014), and without school PE some children would simply not participate in any form of PA per week (Green, 2014). It is commonly stated that cases of obesity and sedentary lifestyles and multiplying, and gaining knowledge and understanding on the factors that affect physical activity habits are of immense importance (Dagkas & Stathi, 2007). The crisis reached the conjunctural moment when obesity levels rose at the same time as levels of physical activity dropped. As a result, the media portrayed this crisis and it has now become a leading issue that this nation is facing.

•   How is this impacting the particular grand challenge you are interested in?

My grand challenge is looking at class based inequalities. Here, is can suggested that an individual’s social class impacts accessibility and opportunities to participate in physical activity. For example, an individual’s access to open spaces within a community, or opportunities to participate in schools (Sallis et al, 1992). With the increased pressure to reach academic results and top league tables, some state schools are substituting PE lessons for extra academic lessons. As a result, students educated in a state-funded school can be getting as little as 1 hour of PE a week, compared to counter private educated athletes receiving almost triple the amount of sports (Telegraph, 2015). Subsequently, the effects of having a reduced or negative experience of PE can hinder participation in students and most importantly negatively influence habitual behaviour leading into adulthood (Smith & Parr, 2007). This leads to repercussions on the current health status of many young people (Sallis et al., 1992; Patterson, 2004) and fuels the obesity epidemic (HM Government, 2016).

·      How would you address this through a public pedagogy approach?

In order to address this issue, I would use Public Intellectualism. By inviting a person with power to educate people on the importance of physical activity, and how a strong habitus positively correlates with future participation rates, I believe this could help contribute to the debates surround the lack of state school PE, and attempt to bring about change.

Artefact

http://www.telegraph.co.uk/education/educationnews/11490591/Independent-schools-do-almost-triple-amount-of-sports-than-state-counterparts.html

CT

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Identify a particular contemporary crisis associated with your sport, physical activity and health and describe how it has emerged at this conjunctural moment

Youth crime -

There are few social issues that get as much media attention as youth crime. At the time of the North London riots around 4000 people were arrested due to involvement in various crimes, however since then there have been multiple long term interventions that have come into place to help get youths involved in sport throughout school times, holidays and peak times during the days such as:

Kickz project – National programme, funded by the Premier League and Met Police, that uses football as a vehicle to work with youths at risk of participating in crime within deprived areas.

The Boxing Academy – Acts as an alternative provision school in Hackney, catering for children who are on the verge of exclusion or have been permanently excluded from mainstream school, to keep them off the streets and create an environment where the normal school academic year is followed but combines various aspects of academic, vocational and life skill qualifications with sports.

With the help of some larger scale projects but shorter term initiatives such as:

Nike Winner Stays – Which is a tournament held across North, East, South and West London, inviting youths to put together a team and battle to see who the best team in that area is to go and represent their area in the regional tournaments.

Pro Direct Soccer: Master Control Tour – A challenge for youths to get involved in for free where you come to compete against one another.

How would you address this through a public pedagogy?

Organized sport programs can contribute to reducing youth crime by giving young people a positive identity, feelings of empowerment and by helping youth acquire leadership, teamwork and self-governance skills under adult supervision (Jamieson and Ross, 2007). A lot of youth claim that they are a ‘product of their environment’ therefore believe that not having the resources around them to be able to go into sport makes them into what the media portray them as. With the media obsessed with presenting youths as criminals and delinquents this is all that some youths see, therefore do end up illustrating what the media poses them as, if the media instead presented youth in a better light, then maybe there could be an impact on the behaviour of the masses.

RR

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The unmanaged side of sport.

Identify a particular contemporary crisis associated with sport, physical activity & health & describe how it has emerged at this conjunctural moment.

Sport is now widely viewed as a microcosm of society. But elite level sport with its burgeoning significance brings with it a widening array of issues. Within the contemporary world of commercialized sport, as large sums of money have become ever-available, increased legal regulation and litigation has become a reality.The illegal sports gambling world was recently estimated to have an economic value of £320 billion per year (Singh,2013). The potential for profit in this market far outweigh the risks of being caught, and thus match-fixing in football hasbecome an irresistible business proposition for organized crime (Haberfeld & Sheehan, 2013). It is widely held that this problem cannot be managed by sport institutions themselves. This is largely because of a lack of international sports gambling governance (McNamee, 2013).

The proliferation of gambling and problem gambling in the late 20th and 21st centuries is in part a result of the commercial expansion of the industry itself. But equally important is the growth of new discursive formations that develop in con-

junction with changes in the structure of Western economies and reflect wider contradictions within them. These trends of liberalization and proliferation can be located within wider changes in Western economies, most notably, the move toward political and fiscal policies of neoliberalism and the rejection of broadly Keynesian principles of market regulation. These are characterized by the state’s reduced intervention in social and economic life, its decreasing responsibility for the provision of public services, and its promotion of competitive enterprise. In particular, this “minimal state” is characterized by increasing unwillingness to levy unpopular taxation on voting populations. In the revenue vacuum created by such policies, the economic utility of gambling as a voluntary, albeit regressive, form of taxation to state and federal coffers is obvious. Through direct involvement in lotteries and extensive taxation of commercial operations, states extract vital revenue from games of  chance with which to fund public services.

How is this impacting the particular grand challenge you are interested in?

Gambling with your health and well-being?

Turner et al. (2006) found that severity of problem gambling was strongly correlated with depression, anxiety and reliance on escape to cope with stress, suggesting that emotional factors play a larger role in the development of problem gambling. According to the general theory of addiction model proposed by Jacobs (1988;see also Gupta and Derevensky

1998b), a person develops a gambling problem because of a chronic stress condition. Medical practitioners see first-hand the devastating consequences of gambling, which impacts not only on the physical and mental health of individual gamblers, but also on the well being of their families. Problem gamblers have a higher than average number of visits to a GP, and experience an increased incidence of physical illnesses such as hypertension, insomnia, migraine and other stress-related problems. Patients with problem gambling often present symptoms that appear unrelated to gambling, such as depression, anxiety, stomach upsets, headaches, and other stress-related symptoms of physical and psychological ill health.

How would you address this through a public pedagogy approach?

Research carried out in 2014 by the ICSS in conjunction with the University of Sorbonne, Paris, revealed that 80% of global sport betting is illegally transacted and therefore invisible to regulators and investigators (ICSS, 2014). As part of its findings the report recommended a number of methods that governments, sports organizations, betting regulators,

and operators could adopt in order to combat match-fixing and unlawful gambling. These recommendations included creating a sports-betting tax to finance investigations into match-fixing and illegal betting; establishing an integrity risk assessment and management system for sports organizations; and prohibiting players, coaches, and administrators from

betting on competitions and matches within their sport (ICSS, 2014).

H Booth

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Identify a particular contemporary crisis associated with sport, physical activity and health and describe how it has emerged at the conjunctural moment.

One contemporary crisis that is affecting more and more school children across the UK is the emphasis placed on competitive school sport and the resulting decline of physical activity for all. Ofsted has recently called for state schools to ensure that competitive sport is able to thrive within state schools and is not primarily reserved for private schools. This means that those who are deemed ‘not good enough’ but are still keen to enjoy physical education and school sport could easily miss out. This not only has impact on problems surrounding the obesity epidemic, but it becomes a social justice issue. Hills (2007 and Cockburn & Clarke (2002) all note that PESS has the potential to bring about great positive change in relation to obesity, body image, confidence and social skills; however, they also note that the pressure placed on students to be competitive and the continued drive towards fostering elite athlete’s means that those who aren’t good enough miss out. They miss out on an essential part of their development as people and they often become disinterested in physical activity later in life as a result of bad experiences.

http://www.telegraph.co.uk/education/educationopinion/11350940/Not-on-the-team-Then-no-more-sport-for-you.html- Anecdotal article discussing how a group of women’s children have essentially been omitted from sport because they didn’t make the team.

AC

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1) Identify a particular contemporary crisis associated with sport, physical activity & health & describe how it has emerged at this conjunctural moment.

One crisis associated with sport, physical activity and health, that has emerged within the contemporary moment is physical inactivity.

According to the World Health Organization (WHO), physical inactivity is a global public health problem that causes approximately 3.2 million deaths every year. The World Heart Federation reinforce this: they claim that insufficient physical activity is the fourth leading risk factor for global mortality. Physical inactivity was first recognised as a public concern, in the 1950s, when biomedical research ‘pointed to a range of associations between inactivity and illhealth’ (Gard and Wright 2001, p.536). However, it is only recent years, as a result of the decline in physical activity levels (Bauman et al 2008) and the increase in obesity and chronic disease (Borodulin et al 2007; Tjepkema 2005), that concerns have begun to dominate political policy and rhetoric.

2) How is this impacting the particular grand challenge you are interested in?

Many scholars have identified a link between the physical activity level and mental health of adolescents. Such scholars suggest that physical activity can have beneficial effects on the mental health of adolescents (Paluska and Schwenk 2000). For instance, Craft and Perna (2004) argued that physical activity may alleviate depressive symptoms as it leads to an increased release of B-endorphins. Similarly, Ekeland et al (2004) claimed that physical activity can both directly and indirectly enhance self-esteem. Therefore, despite concern about the quality of such studies (Van Dijk et al 2016), there is reason to believe that the increase in mental illness (i.e. depression) amongst adolescents, may be linked to the ‘physical inactivity crisis’ – the global decline in physical activity levels.

3) How would you address this through a public pedagogy approach?

One way in which you could address the growth of mental illness amongst youths, is through blogging. According to Boniel-Nissam and Barak (2011) regularly writing a blog can improve self-esteem, reduce distress, and increase engagement in social activities. Kazdin and Rabbitt (2013) reinforce this: they argue that the very nature of blogs and social networking sites (e.g., sharing thoughts, feelings, information with others) makes it possible for individuals to dispel their stress. They also suggest that blogging is ‘an ideal forum for identifying high-risk individuals and those in need of mental health resources’ (ibid p.181).

For more on this see: http://www.sun.ac.za/english/entities/welgevallen-community-psychology-clinic/Documents/Kazdin%20delivering%20mental%20health%20services.pdf

-NP.

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https://solvecolab.mit.edu/challenges/2016/cure-chronic-diseases/c/solution/1329321

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SEMINAR 3: Seminar Questions & 'Prompts' for Analysis

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SEMINAR 3: Seminar Questions & 'Prompts' for Analysis

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Identify a particular contemporary crisis associated with sport, physical activity & health & describe how it has emerged at this conjunctural moment.

How is this impacting the particular grand challenge you are interested in?

How would you address this through a public pedagogy approach

BM

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SEMINAR 3: Physical Activity, Sport & Health: Contemporary 'Moral Crisis'In recent years, physical activity practices, school sport and physical education policy and practice have been radically shaped by contemporary moral panics. In this session we will draw on the concept of moral panic to explore how contemporary crises impact sport, health and physical activity, but shape our understandings of youth citizenship and responsibility. We will begin by thinking about the range of 'crises' associated with sport, health and physical activity. The concept of moral panic will be introduced and your task is to identifiy a moral crisis in relation to your grand challenge. As you do so, think about the broader social, historical and cultural transformations that shape a crisis and how it might lead to potentially negative policies and practices

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SEMINAR 3: Physical Activity, Sport & Health: Contemporary 'Moral Crisis'In recent years, physical activity practices, school sport and physical education policy and practice have been radically shaped by contemporary moral panics. In this session we will draw on the concept of moral panic to explore how contemporary crises impact sport, health and physical activity, but shape our understandings of youth citizenship and responsibility. We will begin by thinking about the range of 'crises' associated with sport, health and physical activity. The concept of moral panic will be introduced and your task is to identifiy a moral crisis in relation to your grand challenge. As you do so, think about the broader social, historical and cultural transformations that shape a crisis and how it might lead to potentially negative policies and practices

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SEMINAR 3: Physical Activity, Sport & Health: Contemporary 'Moral Crisis'

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SEMINAR 3: Physical Activity, Sport & Health: Contemporary 'Moral Crisis'

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In recent years, physical activity practices, school sport and physical education policy and practice have been radically shaped by contemporary moral panics. In this session we will draw on the concept of moral panic to explore how contemporary crises impact sport, health and physical activity, but shape our understandings of youth citizenship and responsibility. We will begin by thinking about the range of 'crises' associated with sport, health and physical activity. The concept of moral panic will be introduced and your task is to identifiy a moral crisis in relation to your grand challenge. As you do so, think about the broader social, historical and cultural transformations that shape a crisis and how it might lead to potentially negative policies and practices.

BM

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Although I engaged with all the flipped material prior to the seminar, during the initial discussions about the definition of ‘neoliberalism’, I felt massively overwhelmed and out of my depth. A number of the students were clearly much more knowledgeable about ‘neoliberalism’ than me, as they engaged in the discussion and offered their own interpretations. One student’s own interpretation of neoliberalism was ‘a radical push for market ideas to extend beyond private corporations and into other aspects of life, such as healthcare and education’. At the time, this interpretation made little sense to me; however, by the end of the seminar, having explored how ‘neoliberalism’ manifests itself within various real life contexts, such as elite sport, the education system, and healthcare, I was able to knowingly agree with this definition.

Exploring how ‘neoliberalism’ manifests itself within various real life contexts, also enabled me to realize that in most social policy contexts, the Government have not withdrawn their support completely; instead, they have cultivated individualization, self-monitoring and responsibilisation by cutting costs for efficiency, decentralizing services, and increasing the number of performativity measures. Therefore, having attended the seminar, I now believe that neoliberalism is a lot less clear and straightforward in the real world than it is in theory. Given that this idea is further demonstrated by the literature on mental health (Ferguson 2007; Monblot 2016) I intend to take it forward, and expand on it in my reflective journal, in relation to my grand challenge – mental illness amongst youths.

- NP

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The external threats that teachers may face (privatization/). Dehumanising of children as a result of competitive individualism.
Marketing (Mcdonalds, all american)
Economic lens on the social welfare state. Things are being sold or they are plundered for profit.
Nike - Selling health for economic gain.
Third sector used because the state are not stepping in to provide any interventions. Rise of the park run. Volunteers celebrated.

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Privatisation of health could lead to the widening of the rich and poor gap! Those that 'have' can access health but those who 'dont have' will struggle to access health practices in a world where the welfare state is disappearing.

Example:
Neoliberalism operating in Brazil
Liberal-paternalist government - liberal towards those at the top and paternalistic and punitive to those at the bottom
Two mega events in two years: at a time where the Government should be prioritising long term public security and social welfare strategies, it can be said that implementation of the Olympic Games did completely the opposite.
This was hardly surprising when considering that the build up to the games came at a time where the government was in a state of financial catastrophe, and so it was plain that privatisation was to become the force behind Olympic funding.
The resultant gentrification of the favelas in Rio de Janiero served the economic agendas not only of the Government but of private investors in return for real estate development and tourism.

- Favela context an example of the concentration of corporate social provision on urban areas and neglect of rural communities. They operate in areas and in situations which are commercially and financially viable.

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- Barriers to sport and physical activity

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- Barriers to sport and physical activity

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Communism still believe in freedom, although seen as alternative view

funding based on success, leads to a lackk of expansion for other sports

creating individual accountability - not meeting specific targets for funding

creates surveillance to ensure accountability

"succeed or die"  - Millington 2017

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According to Macdonald (2011) Neoliberalism is the governing a society in a way that makes individuals responsible for their life choices, be it their education or their lifestyle. Therefore we are beginning to see this happening within contemporary society through the establishment of academies, who in essence are able to create and abide by their own individualised curriculum. Because of this schools, especially privatised education, can begin to employ external companies or professionals who do not hold a teaching qualification to deliver Physical Education which falls in line with Ball (2004) who observes more and more freelance and agency workers being employed by schools to work 'with' them rather than 'for' them.

SE

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Individualized Politics and Reebok’s Days Campaign

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Individualized Politics and Reebok’s Days Campaign

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Artifact- Reebok Days Campaign
https://www.youtube.com/watch?v=bcJGh32e2Mw&t=2s
The average human lifespan is 71 years. That’s 25,915 days. 25,915 opportunities to make the most of our time, honoring the body you’ve been given through a commitment to physicality. So what are you waiting for? The clock, and your days, are ticking. Calculate yours at http://Reebok.com/CountYourDays.

In this campaign, Reebok sell a lifestyle, one which is laden with Reebok clothing and equipment. Part of grander individualised politics, this campaign advocates individual agency to determine health and in a sense promotes a hyper-active form of Carpe Diem In which the elusive figure hangs ominously determining how many days (preferably active) she has left.  Is the Reebok campaign profiting over individual anxieties of people's sense of impending mortality, promoting an egalitarian healthism agenda or does this campaign do both?

Pros: Advocacy of conducting conduct in a decentralized manner, away from government spending on health campaigns. Therefore Reebok save money on government initiatives like Change 4 Life. Reebok advocates healthy quotidian activity in order to make use of Your Days. Big Societies success is on the conduct of its citizens if all are assuming daily activity they are averting risky behaviors.

Cons:

·         Ignores Structural Determinants of health

·         Selling products for a profit? Plastic Altruism?

·         Essentialize’s life to  global mortality rates and quantifies health

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ECR Artifact 2

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ECR Artifact 1

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A reflection on public pedagogy.

Before the lecture I feel I had a full grasp on what public pedagogy, but I didn't really think about the implications of this type of pedagogy or whether it is a positive or negative influence to society as a whole.

During the lecture we discussed this at length and although some saw public pedagogy as a negative component of social norm, I believe public pedagogy to be an essential part of life that is responsible for our very first development of knowledge.

With this in mind it is important to realize that we can not necessarily change the method of gaining/developing knowledge, but we can change the designed outcome of this knowledge as well as the facilitators of learning.

As with formal education, facilitators often come from a position of authority within that micro political climate. In the past these authority figures were experts in the chosen field but with the ever more present effect of media and the development of social networking, famous figures and even the public have all become pedagogues within the society. Without the media making effort to focus on experts, this is only set to perpetuate.

A good example of this would be the artifacts I brought to the session surrounding the change towards the male body image and fitness and the medias affect upon it. Which include some pictures of heroes then and now as well as the first picture of a male i found on instagram with the #fitness

ECR
https://www.instagram.com/p/BRDaQw8gYFC/?tagged=fitness&hl=en - Arifact 3

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Theresa May ditches Cameron's ' big society' for the ' shared society'.
David Cameron: http://www.bbc.co.uk/news/uk-10680062
Theresa May: http://blogs.spectator.co.uk/2017/01/theresa-mays-shared-society-really-mean/
Shared Society video: http://www.standard.co.uk/news/politics/theresa-may-announces-shared-society-plan-a3435336.html
H BOOTH

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Sport, Physical Activity & Health in an Era of Neoliberalism 

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Sport, Physical Activity & Health in an Era of Neoliberalism 

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Artifact - Change for life.

Change for life is a state intervention to improve health, but it still places the responsibility on the individual. E.g. If you stop drinking fizzy drinks and exercise every day, then you will be healthy. It body shames the people in the advert so people feel morally wrong and adjust their ways. This is to relieve the financial burden placed on the NHS. (Rail & Jette, 2015) support this as they suggest that the state is trying to manipulate the population to become ‘biocitizens’; which signifies “a public-minded, socially responsible individual who is concerned about the common good and well-being of society.

However this creates inequalities because if 'health' is the responsibility of the individual, then some people are more equipped than others - De Pian's Knowledge deficit model.

FS

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Seminar 2: The 'big society' invites entrepreneurship, corporate sponsors and commercial partnerships to sport, physical activity and health contexts. What are your views on this? 

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Seminar 2: The 'big society' invites entrepreneurship, corporate sponsors and commercial partnerships to sport, physical activity and health contexts. What are your views on this? 

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Evidence such as that shown by Silk and Andrews, suggests that 'healthiness' of an area is not measured using scientific data. Instead, it is measured on areas such as the use of fitness facilities or diet patterns. This way of measuring health does not take into account the wider social determinants of health, it does not account for peoples inability to access gyms or eat good food because of lack of social capital or food deserts.

The increased consumerist nature of health is leading to a "privatised public culture" whereby people are responsible for their own health. Arguably this means that those who are unable 'buy' health (go to gyms etc...) are almost disregarded and marginalised because of the privatisation of health.

While it is argued that the notion of neoliberalism has exacerbated social inequality in relation to health, it could be argued that the ideas of entrepreneurship and corporate sponsors etc. bring about positive social change in terms of the regeneration of deprived areas such as that seen in Baltimore. However, with respects to health, the increased privatisation of the market results could lead to the disregard of the responsibility to provide basic social services and welfare, I.E access to good food and so on.

"Amenities such as libraries, parks, swimming baths, sports facilities, youth clubs and community centres will either be privatised or disappear." (The Guardian).

Artefact - Reviews on the best fitness tracking equipment http://www.techradar.com/news/wearables/10-best-fitness-trackers-1277905.

"In the name of good health, you deserve a new fitness tracker"

In this websites review of the 'best' fitness trackers for 2017, there are messaged everywhere that suggest that to be healthy you have to own one of the watches they are reviewing and advertising. In the opening like of the article they suggest that to have "good health" you "deserve" one of the fitness trackers spoken about in the article. This article demonstrates the idea of privatised public culture and the consumerist nature of our society, to be healthy you need to buy into it, in this case by purchasing one of the fitness watches spoken about.

The privatised and commercialised ideas of health fail to take those with differing social and cultural circumstances into account; this marginalises those who cannot access this form of health and with the roll back of state welfare and the increased reliance on corporate companies to spread public health messages this could arguably increase the gap between healthy and un-healthy within a sporting context.

AC

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1) What are the current barriers to developing sport & physical activity within an era of neoliberalism?
The growth of individualised politics – neoliberalism - has had a significant impact upon the development of grassroots level sport.

In 2014, following a minor drop in grassroots participation, Sport England announced its plans to cut funding to 6 sports: football, hockey, rowing, golf, netball and mountaineering. As noted by Jerrard (2014) ‘the most high profile of these cuts was a £1.6 million reduction in funding for football.’

In the wake of this announcement, Sport England’s chief executive Jennie Price not only called for private corporations to do more to develop grassroots sport (Bond 2014), but also, requested that people volunteer more. Whilst some private corporations, such as Chelsea and Arsenal have the money to invest in grassroots sport, most people are not in the position to be able to take up ‘unpaid work’. As Kelemen et al (n.d.) suggest ‘people’s participation in volunteering work may be conditioned by constraints related to other activities, such as paid work and personal caring commitments’ (p.3).

Therefore, replacing state funding with individual action may seem like a great idea on paper, however, it is totally infeasible. The infeasibility of relying on sport volunteers, will inevitably have a profound impact on the development of grassroots level sport.

2) What are the potential positive and negative implications for your potential future Professions?
As an aspiring primary school teacher, the shift towards neoliberal governance, is likely to have a profound impact upon me in my future profession. Since the advent of neoliberalism, teaching, as a profession has been dramatically reformed (Levin 1998). These reforms, have engendered what Lyotard (1984) refers to as the terrors of performativity.

As suggested by Ball (2003) performativity is quintessential form of neoliberal governance - ‘a technology, a culture and a mode of regulation that employs judgements, comparisons and displays as a means of incentive, control and change – based on rewards and sanctions’ (Ball 2003, p.216). Whilst research demonstrates that the intensification of performativity measures, within schools, may enhance teacher’s professional confidence (Kable 2001; Kilderry 2015), it suggests that intensification of performativity measures can also have serious negative implication on teachers, and thus, on the way in which they teach. For instance, Bradbury’s (2014) study, that explored the impact of statutory assessment on teachers, found that some teachers feel that they have lost ‘legitimacy’ and thus, no longer feel confident in their own teaching abilities. Similarly, Barblett’s (2000) study, revealed that teachers feel threatened and de-professionalised by new performativity measures, as their professional autonomy is undermined, and their professional judgement disregarded. Therefore, there is copious evidence to suggest that an era of neoliberalism will have negative implications for me in my future profession, as a primary school teacher.

3) The 'big society' invites entrepreneurship, corporate sponsors and commercial partnerships to sport, physical activity and health contexts. What are your views on this? Prepare a position for or against.
The privatization of the health care system is, in my opinion, a bad thing because:

·         By transforming the citizen into a consumer, it undermines the ability of poorer socio-economic groups to access healthcare.

·         It reduces the quality of healthcare; private companies prioritise making money, over providing quality care.

·         Health care professionals would move across to the private system, and thus, waiting times, in the public system, would increase.

http://nhap.org/whats-wrong-privatising-nhs/

4) How do your cultural artefacts/readings/understandings of neoliberalism inform this perspective?
My understandings of neoliberalism, as a political economic and social ideology that advances the market driven orientations of late capitalism by levying ‘a mantra of personal responsibility and accountability through individualizing social control and governance, thereby relieving city government from civic obligation’ (Silk and Andrews 2006, p.317)  inform this perspective because it enables me to view the privatization of the healthcare system as a purely profit-driven enterprise.

- NP

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SEMINAR 2:Pros and Cons of corporate sponsorship in sport.

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SEMINAR 2:Pros and Cons of corporate sponsorship in sport.

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PRO: How Sponsorship Impacts Sport Participation in the UK.
http://www.slingshotsponsorship.com/sponsorship-impacts-sport-participation-uk/

CON:https://www.theguardian.com/women-in-leadership/2015/jul/01/its-not-just-sports-all-womens-initiatives-lack-corporate-sponsorship
“I think it’s a no-brainer for companies to sponsor women’s sports,” Morrissey says. “The prices are compelling and it’s totally in tune with the zeitgeist. It’s key though that when assessing the opportunities, companies look at the potential. Inevitably there’s no history of viewing figures or brand impact. A vision, not a spreadsheet, is what’s required.”

PRO: Companies in all fields are turning to sport to drive awareness of their own products – with increasingly impressive results
http://www.telegraph.co.uk/investing/business-of-sport/promoting-leading-brands/

CON: Comedian and soccer fan John Oliver was only half-kidding when he called corporate sponsors  “the only group even more powerful than world government,” and offered to abase himself by drinking a Bud Light Lime, if Budweiser, a major FIFA sponsor, helped bring about a Blatter resignation.
https://www.outsideonline.com/2061026/should-we-hold-corporate-sponsors-responsible-corruption-scandals

PRO: Phil Smith, Sport England’s Director of Sport, said: “From grassroots through to the highest level of performance with the Great Britain Cycling Team, the HSBC UK and British Cycling commitment to the whole sport is ambitious and impressive.http://www.about.hsbc.co.uk/news-and-media/british-cycling-and-hsbc-uk-announce-lead-partner-deal

CON: Commercial gambling providers (CGPs) have recently intensified the promotion of their products and services through sport sponsorship, television audiences and fan-bases can include youth, at-risk and problem gamblers, who may be prompted to gamble, or to increase their gambling, by the direct marketing, alignment of gambling with a ‘healthy’ activity and increased normalisation of gambling http://epubs.scu.edu.au/cgi/viewcontent.cgi?article=1573&context=tourism_pubs

H BOOTH

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Seminar 2: Individualised Politics: ARTEFACT

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Seminar 2: Individualised Politics: ARTEFACT

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The almost unfettered expansion of Neoliberalism (individualised politics) within Western countries, such as the UK, is exemplified by the following newspaper headlines:

Parents to blame for obese children

By JENNY HOPE, Daily Mail

If your child is fat then you are a bad parent

By JULIA HARTLEY-BREWER, The Telegraph

Child obesity: Why do parents let their kids get fat?

By DENISE WINTERMAN, BBC News

Judy Murray blames parents for childhood obesity epidemic as they’re not keeping kids active

By ANDREW GREGORY, The Mirror

Ignorant parents are blamed for creating an obese generation

By KATIE GIBBONS, The Times

By representing children as innocent victims of poor parenting , they shift the blame, for childhood obesity, away from food advertising, food corporations, and ultimately, the state, towards parents (Zivkovik et al 2010) .

The shifting of blame away from the state, towards parents, typifies neoliberal governance, since children are unable to take responsibility for their health, and thus, challenge the neoliberal ideal of individualised embodiment (Evans et al 2011).

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SEMINAR 2: Seminar Questions & Prompts for Analysis

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SEMINAR 2: Seminar Questions & Prompts for Analysis

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What are the current barriers to developing sport & physical activity within an era of neoliberalism?

What are the potential positive and negative implications for your potential future Professions?

The 'big society' invites entrepreneurship, corporate sponsors and commercial partnerships to sport, physical activity and health contexts. What are your views on this? Prepare a position for or against.

How do your cultural artefacts/readings/understandings of neoliberalism inform this perspective?

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SEMINAR 2: Individualised Politics: Sport, Physical Activity & Health in an era of Neoliberalism

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SEMINAR 2: Individualised Politics: Sport, Physical Activity & Health in an era of Neoliberalism

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Since the advent of the coalition government in Britain, greater emphasis is being placed on civic responsibility and cultural shift towards everyone everywhere taking up more responsibility. This has been termed ‘the big society’ and involves empowering individuals and communities, encouraging social responsibility and creating an enabling and accountable state. Ostensibly, the government has suggested the intention is to give citizens, communities and local government power and information so that they can take greater responsibility for solving problems. In this political context, more than ever perhaps, sport is heralded as a panacea for social problems from empowering young people, generating capital, bringing communities together and breaking down barriers and prejudices

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I am a big lover of Disney Films. I have watched ‘Jungle Book’, ‘The Lizzie McGuire movie’ and ‘Parent Trap’ at least 50 times. Learning about ‘public pedagogies’ through engaging with the Panopto, reading various academic journals and attending the seminar, has completely altered the way I view these films. It is no longer possible for me to just watch them and move on; I can’t help but consider their purpose; the version of reality that they construct; and the way in which they reproduce and challenge dominant cultural ideologies, such as neoliberalism, femininity and racism. For instance, when watching the ‘Jungle Book’ I question why it is that the funny character is a big fat bear (named Baloo) and not a slender animal, such as an antelope, and consider what impact such representations have on the ways of thinking, speaking, writing and being of its viewers. Thus, as the concept of ‘public pedagogies’ is a theoretical construct, that offers scholars a platform to examine the socially reproductive and the resistant dimensions of various pedagogical sites that exist beyond formal schooling (Sandlin et al 2011), I would argue that it has enabled me to engage in critical thinking – to question, analyse and evaluate phenomena, such as Disney Films – and to form my own judgements of such phenomena.

- NP

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Public pedagogy includes analysis of the domains of cultural education, public space, popular culture and political struggle.  It has been defined by Sandlin et al (2011) as comprising five domains:-

-          Citizenship within and beyond schools

-          pedagogical theory on popular culture and everyday life

-          Informal institutions and public spaces as educative arenas

-          Dominant cultural discourses

-          Public intellectualism and social activism

Essentially meaning Public Pedagogy explores the wider context of transferring knowledge from one source to another (beyond schooling). E.G. social media affects contemporary society, as public pedagogy governs cultural discourses. e.g. Instagram shames obese bodies and promotes healthism. -  This is supported by Supported by (Miah and Rich 2008) as they suggests –

“Various institutions, popular and cultural sources such as reality television, consumer culture, internet-based tools and video gaming technologies focused on weight loss and body perfection provide new means through which young people come to understand their bodies, weight and social worth”.

Felix Savedra

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The new and improved barbie - challenging the cult of slenderness/ notion of 'femininity'

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The typical barbie - reproducing the cult of slenderness/ notion of 'femininity'

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http://www.urbandictionary.com/define.php?term=chav
1) Identify a contemporary issue within sport/ physical culture. Drawing on the public pedagogy positions outline why it is problematic and why as public pedagogues we might intervene to challenge this issue.
The contemporary issue within sport/ physical culture, that I have identified is the cultural reproduction of class inequalities, through the media.

In 1999, Tony Blair declared that ‘the class war is over’ (BBC News 1999). Ever since then, it has been assumed that we live in a classless society. Not only is this assumption highly detrimental, as it prevents policy makers from speaking about, addressing, and intervening with class inequalities, but it is fundamentally flawed. Woodward et al (2014) reinforce this: they claim that social class is an ‘absent presence’ (p.427) – it is absent from political rhetoric but very much present in popular discourse. I am particularly interested in exploring the cultural reproduction of class inequalities, through the media. As ‘public pedagogy’ is a theoretical construct, that enables scholars to examine the socially reproductive and the resistant dimensions of various pedagogical sites that exist beyond formal schooling (Sandlin et al 2011), I will draw upon the concept of ‘public pedagogy’ to outline why the reproduction of dominant class ideologies through the media is problematic and thus, why as public pedagogues we might intervene to challenge this issue.

The representation of the ‘chav’ – the ‘white poor’ (Tyler 2008) – through the media (i.e. newspapers, television and the internet), ‘has become a vehicle for explicitly exhibiting ontological class antagonisms’ (Francombe-Webb and Silk 2016). Tyler (2008) reiterates this: she argues that the image of the ‘chav’ depicts the working classes as ‘dole-scroungers, petty criminals, football hooligans and teenage pram-pushers’ (Lewis 2004), and in doing so, reproduces culturally dominant working-class stereotypes – that all working-class people are troublesome, lazy and ‘work shy’.

The reproduction of culturally dominant working-class stereotypes, has ‘real’, and sometimes detrimental effects on individuals. By invoking middle-class disgust (for the working classes) (Adkins and Skeggs; Lawler 2005; Sayer 2002; Tyler 2008), it not only has negative implications on the health and well being of working class individuals (Fuller-Rowell et al 2012), but it functions to maintain power relations, social hierarchies and patterns of inclusion and exclusion (Ahmed 2004). Tyler (2006) supports this: she argues that ‘the level of disgust mobilized by the figure of the chav… marks a new episode of class struggle in Britain’ (p.1). Given that the media is a public pedagogy that enables the maintenance of hegemony (Giroux 2000), via the reproduction of culturally dominant ideologies and discourses, it is essential that public pedagogues intervene to challenge the cultural reproduction of class inequalities, through the media.

2) Choose a public pedagogical approach and outline how this might disrupt dominant narrative.

One pedagogical approach that has the potential to disrupt classism is blogging. As suggested by O’Donnell (2006), blogging is an intentioned pedagogic practice, situated beyond formal sites of schooling, that enables individuals to publicize personal and professional knowledge, problematize policy, raise awareness, engender support, and ultimately, challenge public opinion. The blog ‘Class Action’ demonstrates this: it provides a ‘safe space, for people of all backgrounds to identify and address issues of class and classism’ (Class Action n.d.). As a pedagogical approach, that engenders dissenting voices, blogging creates the possibility of alternative futures (Dennis 2014).

- NP

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SEMINAR 1: Key Points for Discussion in the Seminar

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SEMINAR 1: Key Points for Discussion in the Seminar

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Sandlin et al’s (2010) paper pointed to the way that public pedagogies can be both culturally reproductive or offer a site for public resistance. Therefore the way that you engage with public pedagogies is crucial and determined by your research interest and that important interventionist agenda that you are seeking to mobilise. Sandlin et al. suggests that the public pedagogy can be categorised in the following ways and that these provide the conceptual basis for researchers (we will discuss these in the seminar):

(1) Public intellectualism and social activism

(2) Informal and public spaces

(3) Citizenship within and beyond schools

(4) Popular culture and everyday life

(5) Dominant cultural discourses

- BM

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Seminar Questions & Prompts for Analysis

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Seminar Questions & Prompts for Analysis

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1) Identify a contemporary issue within sport/physical culture (related to your grand challenge) drawing on the public pedagogy positions outline why it is problematic and why as public pedagogues we might intervene to challenge this issue.

2) Choose a public pedagogy approach and outline how this might disrupt dominant narrative/discourse

3) In recognising that not everything everywhere can be pedagogy – what makes your chosen approach a more potentially powerful educational force (consider your audience) for social change i.e. why is this public pedagogy approach useful?
-BM

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SEMINAR 1: How Can you Have an Impact?: Thinking about Public Pedagogy

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SEMINAR 1: How Can you Have an Impact?: Thinking about Public Pedagogy

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Using this information and that garnered from your independent study this seminar is an opportunity for us to explore the concept of public pedagogy and examine how we might use this to challenge dominant discourses, issues and inequality. We will looked at how learning occurs in a range of public spaces rather than just 'formal education'. This will be a particularly relevant session for your reflective journal in terms of thinking about how you can have an impact and underpin this using a specific public pedagogy approach.
- BM