Reference no: EM132309183 , Length: word count : 700
Report : Gender/Sexuality and Ability/Disability
Criteria: Case Analysis
• Ability to discuss critically the main arguments related to a sexism/homophobia and/or the ability/disability cases (see cases below).
• Identification and discussion of relevant ethical principles (e.g., rights, fairness/justice), values or other ‘goods’ (e.g., health, welfare) in each case.
• Effective use of lecture material and readings (assigned and other) to support the arguments/discussion in each case.
Gender, Sexuality and Sport
Case 1: Redressing homophobia in sport
In order to combat homophobia in sport, some contend that gay male athletes should come out ‘loud and proud’. It is also thought that straight athletes need to step up to call out homophobia. However, former AFL footballer, Jason Akermanis, thought that the AFL wasn’t ready for it and gay players should stay in the closet.
Discuss the risks and benefits associated with coming out ‘loud and proud’. What does it mean to say that straight athletes (and clubs/leagues) have to step up to address the issue? What is it about footy culture (e.g., hegemonic/toxic masculinity) that would support Akermanis’ comments about the AFL not being ready for gay players to come out?
Be sure to identify relevant reasoning and ethical principles, goods, values or other evidence, where applicable, to elaborate your points about redressing homophobia and promoting sexuality inclusion in sport. Be sure to use lecture materials and readings to back up your points.
Case 2: Redressing homophobia and sexism in sport and school
• “That’s so gay”
• “You’re throwing like a girl”
• Poorly performing male footballers are referred to as playing like a “bunch of nannas”
• The shift in participation of young boys from football to soccer has been attributed to the ‘mother factor’, a move that legendary AFL coach Ron Barassi referred to as the “feminisation of the game”.
• Stephen’s lack of skill at dodgeball results in him being called ‘Stephanie’ and poked in the crotch by the other boys.
• Russian tennis coach refers to Serena and Venus Williams as the ‘Williams brothers’.
Discuss the context and meaning of each of the comments below; then lay out the strongest argument to support the claim that “homophobic and sexist comments like these have no place in sport and schools”. Be sure to examine hegemonic and toxic masculinity in sport as the foundation of these comments and the impact they can have on the dignity, welfare and health of those subjected to the comments.
Be sure to identify relevant reasoning and ethical principles, goods, values or other evidence, where applicable, to explain your points about redressing homophobia and promoting sexuality inclusion in sport.Be sure to use lecture materials and readings to back up your points.
Ability and Disability in Sport
Case 1: Holiday Sport Camp
An elite level state hockey player, with several family members who have represented Australia in international and national competitions, is studying at university part-time and working part-time as a hockey program coordinator/coach for a two-week school holiday program.
Keen to get the young boys and girls involved, she organises daily hockey matches and a competition schedule, which will produce not only a champion in a fortnight’s time, but a ‘best and fairest’ award as well. Four of the most athletic children are selected as captains of the respective teams.
The parents of one child have told the coordinator/coach that their son has a motor disability, so the coach decides to leave him off the team rosters and assign him to a tournament management role. When the boy asked the coach why he wasn’t rostered on a team, the coach said: “You seem a bit awkward out there, and I really need someone to help with the tournament management; and besides, it wouldn’t be fair to the others on your team if we had unbalanced competition”.
What models of disability, discourses of sport, and ethical principles can be used to evaluate the coach’s ‘ableism’ in the case below.Be sure to identify relevant reasoning and ethical principles, goods, values or other evidence, where applicable, to explain your points.Be sure to use lecture materials and readings to back up your points.
Case 2: Taking Care and Pushed to the Limit
Case 1: Taking Care
I was asked on relatively short notice to cover a colleague’s exercise-to-music class, which I was happy to do. I had taught at this leisure centre once before, but I always found it refreshing to work with a different group of people in new surroundings.
As I strode past the reception desk I could see the swimming pool ahead of me and the exercise studio just beyond it. Walking past the pool I happened to notice out of the corner of my eye a woman in distress.
On the stairs leading to the pool deck, there she was: hands clawing the handrail for dear life as her legs dragged limply behind her. I immediately ran to her aid, and as I reached down to support her, I was met with a gruff: “Leave me alone; I can do this myself!” I backed off and watched as the woman literally dragged herself along the pool deck and into the pool, where she proceeded to swim like a champion.
Extract from: Cameron, M., Hemphill, D., Andersen, M. and Webb, H. (2011) ‘Setting the tone: Practitioner self-care’, Clinical Exercise
Science: A case based approach. Edited by M. Cameron, S. Selig, and D. Hemphill, Chatswood, NSW: Elsevier.
Case 2: Pushed to the Limit
Two students undertaking a disability awareness training exercise spend half a day in a suburban shopping centre, one student pushing the other in a wheelchair, trying to get a feel for what it would be like to be wheelchair bound in daily life. The pair entered the Forever Fitness Club and approached the front desk person, the student in the wheelchair asking a few questions about the club’s facilities, programs and costs. “Can you please show me your facilities?”, asked the student in the wheelchair.
The front desk person looked directly at the student pushing the wheelchair and said: “Sure, come with me”. Each time the student in the wheelchair asked the Club staff member a question, the answer was directed at the person pushing the wheelchair. After leaving the shop, the student in the wheelchair was noticeably angry and frustrated.
Discuss how the notion of ‘parentalism’ (i.e., paternalism) and relevant ethical principles can be used to evaluate the behaviour of the instructor (in Case 1) and the front desk person (in Case 2) and to guide how they should have acted toward the client in each case.
Reading - Obeying Unit It Hurts: Coach-Athlete Relationships By Michael Burke.
Report Format
Option 1: a single author report that applies critical and ethical reasoning to issues related to a gender/sexuality case (see options below)oran ableism/disability case (see options below)
Option 2:a dual author report that applies critical and ethical reasoning to issues related to one gender/sexuality case (see options below) andto an ability/disability case (see options below)
Criteria:
• Ability to concisely, but comprehensively cover the main arguments/issues relatedto the gender/sexuality caseand/orto the ability/disability case
• Effective use of tutorial discussion material, lecture material and assigned/other readings (see readings in the sub-modules in Collaborate to support the discussion/evaluation.
• Ability to write in a scholarly manner, with special attention to grammar, spelling, punctuation, sentence construction, clarity, correct format for in-text citations and end-of-paper references. APA format is recommended, but other formats are acceptable as long as you are consistent.
Format Requirements: 700 word maximum (not inclusive of references) per topic.
Scholarship
• Ability to write in a scholarly manner, with special attention to grammar, spelling, punctuation, sentence construction, clarity, correct format for in-text citations and end-of-paper references. APA format is recommended, but other formats are acceptable as long as you are consistent in use.
Attachment:- Case- The Sheldon Kennedy.rar