Social Justice in Sport and Exercise Psychology: A Position Statement

Autor/inn/en	Schinke, Robert J.; Middleton, Thierry; Petersen, Brennan; Kao, Sanfu; Lefebvre, Deborah; Habra, Bahaa
Titel	Social Justice in Sport and Exercise Psychology: A Position Statement
Quelle	In: Quest, 71 (2019) 2, S.163-174 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6297
DOI	10.1080/00336297.2018.1544572
Schlagwörter	Stellungnahme; Social Justice; Foreign Countries; Exercise; Sport Psychology; Athletes; Athletics; Indigenous Populations; Physical Activities; Capacity Building; Praxis; Youth; Organizations (Groups); Immigrants; Refugees; Canada + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Ausland; Übung; Athlet; Leichtathletik; Sinti und Roma; Jugend; Jugendlicher; Jugendalter; Immigrant; Immigrantin; Immigranten; Flüchtling; Kanada
Abstract	There are varied approaches that have been used in sport for development (SFD) projects. This article is focused on the move by sport and exercise psychology researchers toward community-based SFD projects where marginalized groups are centralized. The authors have chosen two of their projects to exemplify different approaches to SFD. An initial project with an Aboriginal community is critically examined to reveal cultural missteps that perpetuated cultural colonization--something antithetical to community capacity building. The second project is then considered because of its closer alignment with cultural praxis and community capacity building. This second project focuses on the initial developments of a YMCA physical activity project designed to meet the needs of forced immigrants (a self-titled name developed by the refugee community members) and the staff who work with them. We culminate with five postulates proposed for SFD project teams derived from our vantage in sport and exercise psychology, where community engagement and eventual self-governance are imperatives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01