Managers’ perceptions, attitudes, and roles in fostering inclusion and addressing exclusion in competitive sport for youth from low socioeconomic backgrounds
Bibliographic record
Abstract
Purpose/Rationale To explore the roles and decision-making processes of competitive sport program managers related to the inclusion and exclusion of youth from low socioeconomic backgrounds.Methods This qualitative research employed purposeful sampling to interview 11 Sport-études program managers from 11 different sports. The study, conducted through semi-structured interviews, delves into the perspectives of these managers, emphasizing the exploration of perceptions, attitudes, and roles regarding social inclusion within the context of amateur sport, with a focus on Bourdieu's concepts of habitus, capital, and fields.Findings Program managers’ dispositions toward accessibility issues in competitive sports programs highlight their substantial decision-making powers, which are tempered by external factors such as government regulations and sports federations. The findings underscore how institutional coherence inadvertently contributes to higher participation fees, reinforcing the status quo, and reveal well-intentioned cost-reduction strategies that may perpetuate exclusion.Practical Implications In Canada, where both federal and provincial governments determine sports policies, the interaction between these levels creates a complex environment with conflicting priorities, such as sport performance versus accessibility. Provinces have significant influence over local policies. Understanding how funding and program recognition impact resource allocation is crucial for managers navigating these complex challenges and promoting effective policy outcomes.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".