Case study details in file
The Current State of Youth Sport: An Environment Permitting of Maltreatment? Week 4 January 28th 1 2 POSITIVE CONNOTATIONS OF SPORT “Sport Evangelists” Positive outcomes occur for all individuals who engage in or consume sport Sport is an effective activity for solving problems and improving quality of life for individuals and society Funding policies and programs based on assumed benefits (Coakley, 2011) 3 POSITIVE CONNOTATIONS OF SPORT Youth Sport Beliefs Personal development (i.e., fertilizer effect) Reforms “at risk” young people (i.e., car wash effect) Personal success and civic engagement (i.e., guardian angel effect) (Coakley, 2011) 4 SPORT: A SELF-REGULATING AND AUTONOMOUS DOMAIN The sporting movement developed under the principles of self-organization and self-regulation Exempt from oversight by governments and judiciaries Lack of accountability and monitoring Conflicts of interest (David, 2005; Donnelly & Kerr, 2018) 5 Precludes alignment with society’s standards and expectations for the treatment of young people Insulates sport and coaching from the child-centred approaches used in parenting and education Sport organizations avoid formal scrutiny and addressing safe-guarding issues SPORT: A SELF-REGULATING AND AUTONOMOUS DOMAIN (David, 2005; Donnelly & Kerr, 2018) 6 PRIVATIZATION AND SPECIALIZATION Early Specialization: Adult-centered Performance excellence Isolation from other experiences Isolation from other relationships Privatization of Youth Sport Programs: Adult-centered Performance excellence Highly skilled and talented athletes Funding practices 7 MASCULINITY Sport was (and for some still is) a male-heterosexual dominant environment, representing highly gendered practices Sport enforces masculine values Sport ethic (Hughes & Coakley, 1991): Performance excellence via self-sacrifice, unyielding dedication and commitment to “the game,” taking risks, challenging limits, and winning (Clément-Guillotin et al., 2011; Pronger, 1990): 8 AM I MENTALLY TOUGH? Mental toughness (Gucciardi & Gordon, 2011; Crust & Clough, 2011): Optimistic thinking Emotional awareness and regulation Perseverance Attentional control Mental toughness in youth sport culture: A successful athlete is a “mentally tough” athlete Invitation or encouragement to overlook ethical boundaries Uncompromising and insensitive to the young athlete’s physical and emotional needs Misconceptions that maltreatment practices are an effective tool 9 WIN-AT-ALL-COSTS Winner-take-all-rewards Unique rewards The cost of losing (Roberts et al., 2020) 10 PLEASURE/PARTICIPATION MODEL Healthy and enjoyable context Meaningful connections between stakeholders (e.g., coach-athlete, peer-peer) Personal empowerment of the athletes Inclusive participation Balance between personal and performance development Democratic leadership (Coakley, 2007; Coakley & Pike 2014) 11 POWER/PERFORMANCE MODEL Using strength speed, and power to push human limits and achieve performance excellence Excellence achieved through competition and sacrifice Viewing opponents as enemies to be conquered Selection/de-selection impacted by performance Willingness to risk personal well-being Autocratic leadership (Coakley, 2007; Coakley & Pike, 2014) 12 ISOLATION Physical Isolation: Remote locations Restricted training access Extensive time commitment to training Psychological Isolation: Ostracized by coaches or team members Limited exposure to alternative environments/experiences/relationships Lack of understanding regarding appropriate versus inappropriate behaviour (Roberts et al., 2020; Stirling & Kerr, 2014): 13 OBEDIENCE AND COMPLIANCE TO AUTHORITY Sport administrators, coaches and medical staff- assumed to have the specialized knowledge necessary to develop the athletes’ skills and keep them safe Any deviation from the prescribed methods is believed to enhance the probability of failure Repercussions for those who fail to demonstrate obedience/compliance Bystander inaction (Roberts et al., 2020; Stirling & Kerr, 2009) 14 “NO TOUCHING”- RISK AVERSION Sport personnel and coaches are fearful and unsure of how to be around children and young people they teach and coach Positive touch: appropriate interactions which ensure athletes’ safety, health, and psychosocial development Negative touch: inappropriate/harmful interactions which are detrimental to athletes’ psychosocial development (Kerr et al., 2015; Piper et al., 2012) 15 SPORT CULTURE IN THE MEDIA Media Messages: Culturally accepted violence and aggression Glorification of coaches Lack of intervention or consequences for inappropriate actions Normalization of maltreatment as “part of the game” (Kerr et al., 2016) 16 IMPLICATIONS: CULTURE OF SILENCE Lack of oversight, reporting, and consequences Conformity to dominant values Normalization/socialization of maltreatment Power imbalances (e.g., coaches) Bystander inaction 17 CASE EXAMPLE: LARRY NASSAR No ministry of sport to oversee athletic activity Lack of sport governing structures afforded the USOC broad authority over its national governing bodies USOC and USAG adopted a passive “service-oriented” approach Reporting procedures that silenced athletes (Kerr et al., 2019; McPhee & Dowden, 2018) 18 CASE EXAMPLE: LARRY NASSAR Early specialization (intensive all year round training) Power/performance model USOC and USAG enforced “win-at-all-costs mentalities” Funding and resource allocation linked to youth sport performance (Kerr et al., 2019; McPhee & Dowden, 2018 19 CASE EXAMPLE: LARRY NASSAR Isolated training camps (Karolyi Ranch) Unwavering obedience to figures of authority Frequency of touch Experiences of pain and suffering (Kerr et al., 2019; McPhee & Dowden, 2018) 20 CASE EXAMPLE: LARRY NASSAR Implications: Reports were often hidden from stakeholders: Protection of USAG’s image USAG helped to inform safe sport policies Prioritization of performance excellence Success served as a shield against maltreatment allegations Experiences of touch and physical discomfort Culture of silence (athletes’ voices suppressed) 21 SPORT CULTURE AND YOUTH ATHLETES’ NEEDS Desires to develop and display competence: Hyperaware of flaws Feelings of inadequacy relative to other athletes Reliant on feedback and interactions from important social agents: Performance-oriented feedback and inter-personal dynamics 22 Desires for individuality (autonomy): Individuality silenced and prescribed behaviours (e.g., obedience) emphasized Desires to be accepted and validated (social connectedness): Acceptance and normalization of negative behaviours Bystander inaction Increased perspective skills: Inability to determine appropriative vs inappropriate behaviours SPORT CULTURE AND YOUTH ATHLETES’ NEEDS 23 SUMMARY When understanding maltreatment in youth sport it is important to consider a macrosystem perspective: Sport is often considered a “closed system” Philosophies and values fail to consider the needs of athletes Isolation Obedience and compliance Touch Media messages condoning maltreatment practices 24 Self-governance and autonomy Philosophies and values Isolation Obedience and compliance Touch Media messages condoning and normalizing maltreatment 25 NEXT WEEK Module 4 Case Study 2- Due May 19th Module 5- May 17th: Lecture: Understanding Safe Sport Education and Policies Practice/Review Quiz List of Safe Sport Initiatives Required Reading: Donnelly et al. (2016) Module 6- May 19th- Q & A Safe Sport Critique 26 Module 4 Case Study: Sport Culture Introduction: Through this week’s lecture we discussed the current state of sport culture and its impact for maltreatment experiences and youth’s development. The following describes the case of Mary Cain, a former elite youth athlete and her sport experiences. Mary Cain’s male coaches were convinced she had to get “thinner, and thinner, and thinner.” Then her body started breaking down. At 17, Mary Cain was already a record-breaking phenom: the fastest girl in a generation, and the youngest American runner to turn professional. In 2013, she was signed by the best track team in the world, Nike’s Oregon Project, run by its star coach Alberto Salazar. Then everything collapsed. Her fall was just as spectacular as her rise. Instead of becoming a symbol of girls’ unlimited potential in sports, Cain became yet another standout athlete who got beaten down by a win-at-all-costs culture. Unfortunately, girls like Cain become damaged goods and fade away. We don’t typically hear from the causalities of these systems. We often fail to protect these athletes and if they fail to pull of what we expect them to, we abandon them. But Mary Cain’s story isn’t over. By speaking out, she’s making sure of that. (https://www.youtube.com/watch?v=qBwtCf2X5jw) Instructions: You are required to complete the following questions related to the case by integrating lecture material and peer-reviewed sources to demonstrate critical thinking of the topic at hand. Your submission should be no more than 2-3 pages (double spaced, 12 pt. Times New Roman font) and should include a minimum of 4 references. Case studies must follow APA 7th edition formatting. For additional detail on marking criteria please see the Case Study Rubric. Questions: 1. In class, we discussed Coakley’s notion of two models emphasized in sport culture. According to Mary Cain’s story, which model best represented her sport experiences (i.e., how was the sport program/environment organized) and how did this influence the nature and quality of her experiences? Please explain. 2. Identify and describe two aspects of the sport culture that contributed to Mary Cain’s experiences of maltreatment. 3. Provide one suggestion at the cultural level for how Nike Oregon’s Project could have been improved to foster more developmentally appropriate experiences for Mary Cain. Please explain.