Sport and Sport and GeographGeograph

yy

Steven Steven Chubb Chubb

UniversitUniversity of y of

CumbriaCumbria

Image of football globe removed Image of football globe removed for copyright reasonsfor copyright reasons

Sport – does it matter?Sport – does it matter?

Football images removed for copyright reasons

What sport is played here? Where What sport is played here? Where is this? is this?

• Answer: CricketCricket - - Sher-e-Bangla Stadium, Bangladesh

• Sport ‘ gives Geography teachers an Sport ‘ gives Geography teachers an opportunity…to challenge negative opportunity…to challenge negative stereotypical images and to help stereotypical images and to help students reconstruct their students reconstruct their perceptions’ (Roberts, 2006; 61)perceptions’ (Roberts, 2006; 61)

Sporting teams and Sporting teams and nicknamesnicknames

• Match the team to the name:Match the team to the name:• The HattersThe Hatters MorecambeMorecambe• The ShrimpsThe Shrimps SheffieldSheffield• The BladesThe Blades PlymouthPlymouth• The PilgrimsThe Pilgrims PittsburghPittsburgh• The CobblersThe Cobblers MacclesfieldMacclesfield• The SteelersThe Steelers LutonLuton• The SilkmenThe Silkmen YeovilYeovil• The GloversThe Glovers NorthamptonNorthampton

• Do sporting nicknames have any geographical Do sporting nicknames have any geographical consequence?consequence?

These flags are linked to a major sporting event of 2007 – which one?

Which is the odd flag out? Why?

Answer: Teams competing in 2007 Answer: Teams competing in 2007 Cricket World CupCricket World Cup

• Odd one out – various possibilities:Odd one out – various possibilities:• The NetherlandsThe Netherlands• West IndiesWest Indies• England, ScotlandEngland, Scotland• Links to globalisation, diffusion, Links to globalisation, diffusion,

colonialism, nature of states/nationscolonialism, nature of states/nations

Sport and Geography – Sport and Geography – advocatesadvocates

• ‘Sport is an autobiographical slice of the larger world we occupy…like work, family, education and the arts, sport is integral to our social and cultural structure’ (Raitz, 1995; 9)

• ‘The traditional neglect of sports by geographers is paradoxical… sport is a major aspect of economic, social and political life’ (Bale, 2003, 2)

• ‘Sport is closely linked to the global political economy and international state system. (It) is also closely related to cultural, racial, ethnic and gender identity. Sport is becoming recognized as an important means by which fundamental geographical concepts can be taught at various educational levels’ (De Chano and Shelley, 2004, 185)

Potential for sport in school Potential for sport in school geographygeography

• ‘‘Major sporting events offer significant opportunities Major sporting events offer significant opportunities for learning to take place in geography…the level of for learning to take place in geography…the level of interest shown by the students is often high…sporting interest shown by the students is often high…sporting events provide excellent examples of geography in events provide excellent examples of geography in action. This in turn enables teachers to demonstrate action. This in turn enables teachers to demonstrate the relevance and importance of geography in the the relevance and importance of geography in the modern world.’modern world.’ (Rawding, 1999, 33) (Rawding, 1999, 33)

• ‘‘Sustainability is a concept that students tend to find Sustainability is a concept that students tend to find either rather vague or difficult’. Using sport to teach either rather vague or difficult’. Using sport to teach the concept (ie Sydney Olympics, 2000) can make the concept (ie Sydney Olympics, 2000) can make some concrete sense of the more abstract aspects. some concrete sense of the more abstract aspects. (Digby, 2007;76)(Digby, 2007;76)

Sport and the new KS3 Sport and the new KS3 curriculumcurriculum

• Key concepts –Key concepts –• Place Place • SpaceSpace• ScaleScale• InterdependenceInterdependence• Physical and Human processesPhysical and Human processes• Environmental interaction and sustainabilityEnvironmental interaction and sustainability• Cultural understanding and diversityCultural understanding and diversity• To what extent can sport contribute?To what extent can sport contribute?

Sport and Geography – initial Sport and Geography – initial questionsquestions

• With increasing awareness of the possibilities and With increasing awareness of the possibilities and new resources, are more schools using sport as a new resources, are more schools using sport as a resource to teach Geography at KS3?resource to teach Geography at KS3?

• If so, what are the reasons for using sport?If so, what are the reasons for using sport?• Which sports are they using? Why?Which sports are they using? Why?• Is it a gimmick or are they ‘taking it seriously?’Is it a gimmick or are they ‘taking it seriously?’• Why might this topic not be used?Why might this topic not be used?• How do pupils respond to this area of Geography?How do pupils respond to this area of Geography?

Sport and Geography in school Sport and Geography in school – what is the local situation?– what is the local situation?

• Postal survey of partnership schools in Cumbria, Postal survey of partnership schools in Cumbria, Lancashire and North Yorkshire.Lancashire and North Yorkshire.

• 25 schools responded (16 L, 4 C, 5 unknown)25 schools responded (16 L, 4 C, 5 unknown)20 felt they had given time to study World Cup 20 felt they had given time to study World Cup

2006200615 felt they included some ‘sport geography’ at 15 felt they included some ‘sport geography’ at

KS3KS311 mentioned Geog.1 as key resource11 mentioned Geog.1 as key resource8 used/referred to QCA SoW module ‘World Sport’8 used/referred to QCA SoW module ‘World Sport’

• No obvious link with school type – perhaps HoD is the No obvious link with school type – perhaps HoD is the key influence?key influence?

• Football most popular example – lack of resources for Football most popular example – lack of resources for other sports?other sports?

Reasons for teaching sports geography

0 2 4 6 8 10 12 14 16

Motivate students

Topical

Range of scales

Teaching/learning styles

Key skills

Place knowledge

Male interest

Other

Reaso

n

Number

responses

Sports covered at KS3

Football

Various Netball Rugby League

0

2

4

6

8

10

12

14

16

Football Various Netball Rugby League

Sport

Nu

mb

er

response

Prominence of football?Prominence of football?

• Teacher interestTeacher interest• Pupil interestPupil interest• Resource availabilityResource availability• Topical (World Cup)Topical (World Cup)• Links to local team (largely Blackburn Rovers)Links to local team (largely Blackburn Rovers)• Global sportGlobal sport• Good for sense of place developmentGood for sense of place development

Why teach about the Why teach about the World Cup?World Cup?

• Skills, sense of place, country focus, Skills, sense of place, country focus, location of places within Germany, data location of places within Germany, data analysis, links between GNP/development analysis, links between GNP/development and success, fair-trade issues, global and success, fair-trade issues, global inequality issues, stadium location.inequality issues, stadium location.

• Links to scaleLinks to scale

General pupil feedback (noted General pupil feedback (noted by staff)by staff)

• Generally positive and engaged.Generally positive and engaged.• ‘‘Can’t wait to start that unit’Can’t wait to start that unit’• Gender feedback – 5 schools noted boys are more Gender feedback – 5 schools noted boys are more

enthusiastic, 1 noted girls prefer Olympics, boys enthusiastic, 1 noted girls prefer Olympics, boys World CupWorld Cup

• 1 school noted girls of Asian heritage appeared to 1 school noted girls of Asian heritage appeared to show least interest. Other schools noticed no show least interest. Other schools noticed no differences in feedback from different ethnic differences in feedback from different ethnic groups or the samples were too small.groups or the samples were too small.

Positive feedback…Positive feedback…• ‘‘It is relevant and can motivate’It is relevant and can motivate’• ‘‘Can be a strong motivator to some disaffected pupils’Can be a strong motivator to some disaffected pupils’• ‘‘Pupils enjoy it as they have some existing Pupils enjoy it as they have some existing

knowledge….knowledge….doesn’t seem like Geography’doesn’t seem like Geography’• ‘‘Girls enjoy it and Girls enjoy it and boys don’t think it is boys don’t think it is

Geography’Geography’• ‘‘Very engaged – even the girls’Very engaged – even the girls’• ‘‘Very good – great on place knowledge’Very good – great on place knowledge’• ‘‘Very positive from 90% but there is always 10% who Very positive from 90% but there is always 10% who

hate football’hate football’• ‘‘Generally positive but no more than for anything Generally positive but no more than for anything

else. Some pupils clearly indifferent to football’else. Some pupils clearly indifferent to football’

Less positive feedback…Less positive feedback…Reasons given for not using QCA World Sport Reasons given for not using QCA World Sport

module:module:• ‘‘Not enough curriculum time to fit everything in’ (x4)Not enough curriculum time to fit everything in’ (x4)• ‘‘Not aware of its existence’ (x2)Not aware of its existence’ (x2)• Sport...‘not of great interest to some teaching staff’Sport...‘not of great interest to some teaching staff’• ‘‘Reluctant…as it is a girl’s school’Reluctant…as it is a girl’s school’Reasons given for no curricular time allocated to Reasons given for no curricular time allocated to

World Cup 2006:World Cup 2006:• No room in the curriculum (x3)No room in the curriculum (x3)Against further incorporation of sport in future:Against further incorporation of sport in future:• ‘‘Over reliance on sport threatens the broader identity Over reliance on sport threatens the broader identity

of Geography’of Geography’• ‘‘GCSE content already full’GCSE content already full’• ‘‘Too many other topics that deserve study’Too many other topics that deserve study’• ‘‘Interesting but a limited amount of time is available’Interesting but a limited amount of time is available’

Thoughts so far and future Thoughts so far and future directionsdirections

• Value of using sport as way of engaging pupils in Value of using sport as way of engaging pupils in geography at KS3 seems to be increasingly recognised in geography at KS3 seems to be increasingly recognised in schools, however:schools, however:

• Over-reliance on football as an example – off-putting to Over-reliance on football as an example – off-putting to some?some?

• Reservations amongst some pupils and staffReservations amongst some pupils and staff• Use of major events as a ‘treat’ – ‘doesn’t seem like Use of major events as a ‘treat’ – ‘doesn’t seem like

geography’. Still a ‘gimmick’?geography’. Still a ‘gimmick’?• Curriculum development ideas and resources needed?Curriculum development ideas and resources needed?• How can sport contribute to future curriculum change at How can sport contribute to future curriculum change at

KS3/4?KS3/4?• Next step - detailed interviews with selected Next step - detailed interviews with selected

departments and with pupils in the summer term. departments and with pupils in the summer term. Olympics focus?Olympics focus?

Final thoughts…Final thoughts…This ‘short unit of work on the World Cup…will go This ‘short unit of work on the World Cup…will go some way to keeping the year 9 students interested some way to keeping the year 9 students interested for a few months. Football is, of course, just a tool’for a few months. Football is, of course, just a tool’(Hudd, 2006; 57)(Hudd, 2006; 57)

‘‘When I started studying sport I tended to use it to When I started studying sport I tended to use it to teach geography. I found that allusions to sport, a teach geography. I found that allusions to sport, a pervasive feature of modern society, helped pervasive feature of modern society, helped motivate my students and make my geography motivate my students and make my geography classes more interesting. I realise now that I was classes more interesting. I realise now that I was tending to devalue sport by reducing it to the level of tending to devalue sport by reducing it to the level of a teaching gimmick.’a teaching gimmick.’ (Bale, (Bale, 1989; cited in 2003 edition, xi)1989; cited in 2003 edition, xi)

ReferencesReferences• Bale, J (2000) Sportscapes Sheffield: G.A. publicationsBale, J (2000) Sportscapes Sheffield: G.A. publications• Bale, J (2003) Sports Geography (2Bale, J (2003) Sports Geography (2ndnd edition) London: Routledge edition) London: Routledge• Cloke, P. et al. (1999) Introducing Human Geography London: ArnoldCloke, P. et al. (1999) Introducing Human Geography London: Arnold• Dear, M (1988) ‘The Post-modern challenge: reconstructing human geography’, Dear, M (1988) ‘The Post-modern challenge: reconstructing human geography’,

TIBG, vol. 13, no. 3, p. 262TIBG, vol. 13, no. 3, p. 262• De Chano, L & Shelley, F (2004) ‘Using sports to teach geography’, Journal of De Chano, L & Shelley, F (2004) ‘Using sports to teach geography’, Journal of

Geography, vol. 103, no. 5, p. 185Geography, vol. 103, no. 5, p. 185• Digby, B (2007) ‘Teaching about the Olympics’, Teaching Geography, 32, 2, p. Digby, B (2007) ‘Teaching about the Olympics’, Teaching Geography, 32, 2, p.

7373• Holloway, S. et al. (eds) (2003) Key Concepts in Geography London: SageHolloway, S. et al. (eds) (2003) Key Concepts in Geography London: Sage• Hudd, B (2006) ‘Who will win the 2006 World Cup?’, Teaching Geography, vol. Hudd, B (2006) ‘Who will win the 2006 World Cup?’, Teaching Geography, vol.

31, no. 2, p. 5731, no. 2, p. 57• Jackson, P (2006) ‘Thinking Geographically’. Geography, Autumn 2006, p.199Jackson, P (2006) ‘Thinking Geographically’. Geography, Autumn 2006, p.199• Johnston, R et al. (eds.) (1994) Dictionary of Human Geography (3Johnston, R et al. (eds.) (1994) Dictionary of Human Geography (3rdrd edition) edition)

Oxford: BlackwellOxford: Blackwell• Rawding, C (1999) ‘World Cup Geography’, Teaching Geography, vol. 24, no.1, Rawding, C (1999) ‘World Cup Geography’, Teaching Geography, vol. 24, no.1,

p. 30p. 30• Roberts, M (2006) ‘World Cup Challenge’, Teaching Geography, vol. 31, no. 2, p. Roberts, M (2006) ‘World Cup Challenge’, Teaching Geography, vol. 31, no. 2, p.

6060• Scott, J & Simpson-Housley, P. (1989) ‘Relativizing the relativizers: on the post-Scott, J & Simpson-Housley, P. (1989) ‘Relativizing the relativizers: on the post-

modern challenge to human geography’, TIBG, vol. 14, no. 2, p. 231modern challenge to human geography’, TIBG, vol. 14, no. 2, p. 231