Invesigaing he Role of Spor Media in Developing Educaional Spor Moradi, Mehdi. Deparmen of Phsical Educaion, Allameh Tabaabaei Universi, Tehran, Iran e-mail: mehdi.moradi2000@ahoo.com, Honari, Habib. Deparmen of Phsical Educaion, Allameh Tabaabaei Universi, Tehran, Iran Naghshbandi, Salah. Deparmen of Phsical Educaion, Sanandaj Branch, Islamic Azad Universi, Sanandaj, Iran Jabari, Nahid. Deparmen of Phsical Educaion, Salmas Branch, Islamic Azad Universi, Salmas, Iran Absrac Ahadiani, Feresheh. Tarba Moallem Universi of Shariaai, Tehran, Iran The purpose of his research was o invesigae he role of spor media in developing educaional spor. I was applied, descripive-comparaive research. Populaion composed of media expers, spor expers, and naional ahlees. There were 150 people as sample seleced b convenience sampling. I was a researcher-made quesionnaire. Universi professors confirmed he validi and reliabili was desirable (Cronbach α=0.88). Individual characerisics, normali of daa disribuion, and significance of hpoheses were measured b descripive saisics, Kolmogorov-Smirnov es, and Wilcoxon es respecivel. Resuls showed ha here was a significan difference beween real condiion and ideal condiion of spor media role o develop componens of educaional spor (p 0.05). Values were Z=-8.645 for media expers, Z=-8.664 for spor expers, and Z=-8.652 for ahlees. I seems ha main reason of difference beween real condiion and ideal condiion based on paricipans aiudes is no o have comprehensive spor media programs or suiable knowledge of media expers abou differen dimensions of educaional spor. Kewords: Spor, Spor media; Educaional spor; Spor developmen. 29 www.hrmars.com/journals
Inroducion Mass media is one of he basic insrumens o inform, insruc, examine social problems, and model social values. I seems ha media as forh democraic pillar can pla a predominan role in enlighening people especiall he adolescens and ouh; if plaing role correcl, he media can preven hem o follow unhealh recreaion. The dominan culure among people is influenced b several social facors. Such facors can affec beliefs, aiudes, and performances. Phsical educaion and spor as one of social phenomena have been developed in recen ears. The have influenced mos of people. Mass media is considered an effecive facor in modeling social values. Spor programs and subjecs of mass media can influence considerabl o develop and improve he condiion of counr. The main roles of mass media include informing, supporing he law, supervising o obe he law correcl, creaing suiable field o affron differen opinions, providing coninuous insrucion, helping culural and hinking growh of socie, providing insrucive enerainmens, and creaing parnering, cooperaive inspiraion in order o develop programs (Moradi, 2010). Spor has been changed in par of dail life in inernaionall poliical, culural, economical, organizaional, social, and inerpersonal relaionships and spor value is higher han smbolic role of i (Eang, 2006). The major purpose of spor mass media along he naional goals can be spor developmen. Mosl mass media can be influencing on several dimensions and axes of spor developmen (Moradi, 2010). The model of phsical educaion and comprehensive spor ssem which have been designed based on comparaive sudies and expers viewpoins composed of four macro componens: developmen of sraegies and policies, developmen of spor and healh recreaion, suppor in order o developmen of spor and healh recreaion, and coordinaion and supervision. The main process of comprehensive ssem, spor and healh recreaion, has been divided ino four caegories including spor for all, educaional spor, educaional spor, and professional spor. Macro suppor process of spor developmen conains eleven subprocesses dividing ino wo groups, hardware suppor and sofware suppor. Subprocesses dedicaed o sofware suppor are o develop insiuions, ICT, human resources, legal environmen, financial resources, managemen and planning, spor culure, research and science, and sandard and evaluaion. Subprocesses dedicaed o hardware suppor are o develop faciliies and infrasrucure, and spor equipmen. Toda educaional spor coss a lo. Effecive facors are exensive in educaional spor, even birh place is influencing. Debaucher e al. (2006) coun nine pillars o develop educaional spor and succeed in spor inernaionall summarizing in hree caegories. Firs caegor includes human resources and financial resources. Second group consiss of exercise faciliies, coach, compeiion, and scienific research. Third group is o develop educaional spor resuling from numbers of medals, ahlees, and eam posiion. Heinila (1982) indicaed ha processes and crieria of spor resources and success are populaion size, educaion, spor sciences, coach raining, echnolog, managemen, and financial aciviies (cied in Moradi, 2010). 30 www.hrmars.com/journals
Jakson and Michael (1991) found ha he effecs of mass media are %87 and %30 on increasing individuals knowledge and changing individuals aiudes and reamen abou phsical educaion respecivel. Greenwood and Hinnigs (1996) showed in a research done in Ausralia ha here was a significan relaionship beween media adverising and changing aiudes owards phsical educaion. Mull (1997) sudied phsical educaion expers aiudes owards mass media focusing on educaional spor and spor for all. Media was relaed significanl o develop educaional spor and spor for all. Vincen, Imwold, Maseman and Johnson (2002) undersand ha while female ahlees are aending imporan and valid compeiions like Olmpics, news and picures of hem increase han oher compeiions; imporance of compeiions influences news coverage. Higgs and Weiller (2003) also analzed TV media coverage of summer Olmpics comparaivel in 1996 Alana and 1992 Barcelona. The seleced 60 hours TV coverage randoml among 150 hours. Resuls showed ha announcing female ahlees was improved in 1996 Olmpics han 1992 however here was a grea difference in female spor coverage han males. Tomasini (2004) examined corporaion purposes of financial spor suppor. He indicaed live TV broadcas as major purpose of financial sponsors. Srelize (2005) said ha role of TV show was imporan o arac financial sponsors. The more exensive TV and saellie shows of spor compeiions were naionall and inernaionall, he more financial sponsors were araced. Billings, Angelini and Easman (2005) sudied 34881 descripive explanaions among 243.5 hours TV news of JL and PAPA. The found imporan, criical differences beween how showing male and female news in channels. Women ended ha reasons of heir win or loss were explained more bu men ended ha personali or phsical finess of hem were shown more. Media coverage of female ahlees is less han men and mosl media is man-oriened. Benefiing from ICT is a prominen role in aciviies of naional Olmpic commiees (Finish Olmpic Commiee, 2007; Japan Olmpic Commiee, 2006; Perc, 2004; US Olmpic Commiee, 2007). Kian (2007) showed he balance beween men and women media coverage. I was resuled from imporan evens such as Olmpics, Wimbledon ennis, and clear ime periods in gender relaed fields. Besides quaniaive research in media coverage, he did qualiaive research o examine how male and female ahlees o be shown in media. Summers and Morgan (2008) showed ha public relaions and planning of media managers were devoed o creae personal sporing celebri and balance privae spor beside creae personal celebri and manage fan expecaion. Ballaard, Gra, Reill and Noggle (2009) realized ha mass media was a means o guide exercises. In fac, waching media (TV, DVD) orderl was he bes means o guide he exercise. Draer, Shapiro, Morse and Whie (2009) found ha qualiaive mehods presened informaion relaed o several media resources especiall inerne, TV, and various publishing media used in fooball. James and Pun (2011) suggesed a model as a firs level o undersand informing aiude beer all over he spor resuled in recognizing spor arena as he bes field for adverising han oher arenas. Now we are aware of obvious role of spor media o direc social beliefs, aiudes, and houghs plus creae a favorable bed in spor. In presen research, i will be examined ha 31 www.hrmars.com/journals
wheher spor managers and responsible men could consider media o develop spor goals and educaional spor. Therefore, he main quesion is wheher here is significan difference beween real condiion and ideal condiion of spor media o develop componens of educaional spor. Mehods and Maerials I was applied, descripive-comparaive research. Populaion composed of media expers, spor expers, and naional ahlees. There were 150 people as sample: 50 media expers including spor journals ediors-in-chief, spor journals ediors, spor news ediors, spor expers of TV programs; 50 spor expers including senior managers of phsical educaion organizaion, presidens, vice presidens and secrearies of spor federaions and 50 naional ahlees. The sample was seleced b convenience sampling. Individual characerisics, normali of daa disribuion, and significance of hpoheses were measured b descripive saisics (ables, mean, sandard deviaion,, ), Kolmogorov-Smirnov es, and Wilcoxon es respecivel. All he saisical calculaions were done b SPSS 18 sofware. Insrumen was a researcher-made quesionnaire. Universi professors including expers of communicaional sciences and phsical educaion confirmed he validi. This quesionnaire measured he role of spor media in developing educaional spor. Paricipans responded o 40 iems using a 5-poin Liker Scale ranging from 1 (never) o 5 (alwas). I composed of en subscales including faciliies and equipmen (4 iems), compeiions and evens (4 iems), scienific research (4 iems), alen finding (4 iems), ahlee (4 iems), coach (4 iems), financial suppor (4 iems), spor for all (4 iems), srucure of spor programs (4 iems), and managemen and planning (4 iems). The reliabili was desirable (Cronbach α=0.88). Resuls Table 1 shows disribuion of and of paricipans based on gender. Table 1. Frequenc and of paricipans based on gender Gende Media expers Spor expers Ahlees Whole r Percen Male 32 64 36 72 34 68 102 68 Female 18 36 14 28 16 32 48 32 Whole 50 100 50 100 50 100 150 100 Table 1 presened ha %68 paricipans were male and %32 paricipans were female. 32 www.hrmars.com/journals
Table 2 shows descripive saisics of paricipans age. Table 2. Descripive saisics of paricipans based on age group Age (ear) mean maximum minimum SD Media expers 30.83 67 19 7.67 Spor expers 39.27 58 24 5.05 ahlees 27.45 34 22 3.12 Table 2 presened ha age means and sandard deviaions of media expers, spor expers, and ahlees were 30.83±7.67, 39.27±5.05, and 27.45±3.12 respecivel. Table 3 shows disribuion of and of paricipans based on educaion. Table 3. Frequenc and of paricipans based on educaion Educaio Media expers Spor expers Ahlees Whole n Diploma 3 6 - - 12 24 15 10 Higher 9 18 - - 18 36 27 18 diploma B.A. 28 56 32 64 17 34 77 51.33 M.A. 8 16 11 22 3 6 22 14.67 Ph.D. 2 4 7 14 - - 9 6 Whole 50 100 50 100 50 100 150 100 Table 3 presened ha educaion level of spor expers were higher han media expers and ahlees. In general, here were %10 diploma educaed, %18 higher diploma educaed, %51.33 B.A. educaed, %14.67 M.A. educaed, and %6 Ph.D. educaed. Table 4 shows resul of firs H0. Firs H0 is ha here is no significan difference beween real condiion and ideal condiion of spor media in developing componens of educaional spor based on media expers aiudes. Table 4. Difference beween real condiion and ideal condiion of spor media in developing componens of educaional spor based on media expers aiudes Subscales Wilcoxon es (z) sig faciliies and equipmen -8.63 0.001 33 www.hrmars.com/journals
compeiions and evens -8.17 0.001 scienific research -8.647 0.001 alen finding -8.37 0.001 ahlee -8.723 0.001 coach -8.628 0.001 financial suppor -8.53 0.001 Spor for all -8.572 0.001 srucure of spor programs -8.743 0.001 managemen and planning -8.653 0.001 whole -8.645 0.001 Table 4 presened ha H0 was rejeced and here was significan difference beween real condiion and ideal condiion of spor media in developing componens of educaional spor based on media expers aiudes. Table 5 shows resul of second H0. Second H0 is ha here is no significan difference beween real condiion and ideal condiion of spor media in developing componens of educaional spor based on spor expers aiudes. Table 5. Difference beween real condiion and ideal condiion of spor media in developing componens of educaional spor based on spor expers aiudes subscales Wilcoxon es (z) sig faciliies and equipmen -8.721 0.001 compeiions and evens -8.426 0.001 scienific research -8.903 0.001 alen finding -8.543 0.001 ahlee -8.892 0.001 coach -8.711 0.001 financial suppor -8.628 0.001 Spor for all -8.745 0.001 srucure of spor programs -8.812 0.001 managemen and planning -8.835 0.001 whole -8.664 0.001 Table 5 presened ha H0 was rejeced and here was significan difference beween real condiion and ideal condiion of spor media in developing componens of educaional spor based on spor expers aiudes. Table 6 shows resul of hird H0. Third H0 is ha here is no significan difference beween real condiion and ideal condiion of spor media in developing componens of educaional spor based on ahlees aiudes. 34 www.hrmars.com/journals
Table 6. Difference beween real condiion and ideal condiion of spor media in developing componens of educaional spor based on naional ahlees aiudes Subscales Wilcoxon es (z) sig faciliies and equipmen -8.63 0.001 compeiions and evens -8.17 0.001 scienific research -8.647 0.001 alen finding -8.37 0.001 Ahlee -8.723 0.001 Coach -8.628 0.001 financial suppor -8.744 0.001 Spor for all -8.567 0.001 srucure of spor programs -8.693 0.001 managemen and planning -8.802 0.001 Whole -8.652 0.001 Table 6 presened ha H0 was rejeced and here was significan difference beween real condiion and ideal condiion of spor media in developing componens of educaional spor based on ahlees aiudes. Discussion The mehod of mos research in media field has been conen analsis and some research were surve, comparaive beween real condiion and ideal condiion. Therefore, i would no be possible o compare presen research precisel wih previous sudies. We had o discuss he resuls generall. Resuls showed ha here was a significan difference beween real condiion and ideal condiion of spor media role o develop componens of educaional spor (p 0.05). Values were Z=-8.645 for media expers, Z=-8.664 for spor expers, and Z=-8.652 for ahlees in general. The resuls are in consisen wih previous research (Ballaard e al., 2009; Greenwood & Hinnigs, 1996; Hudsond & Boewad, 2003; Jakson & Michael, 1991; Pun & James, 2011; Mull, 1997). Paricipans have declared ha despie he fac ha spor media affecs o develop educaional spor plus devoes more ime o educaional spor han spor for all. There is significan difference beween real condiion and ideal condiion of spor media in developing componens of educaional spor. Expers and ahlees believed ha spor media rivialized differen dimensions of educaional spor developmen such as faciliies and equipmen, scienific research, alen finding, ahlee, coach, financial suppor, spor for all, and managemen and planning. 35 www.hrmars.com/journals
I seems ha spor media expers have no enough knowledge abou effecive componens and differen funcions of educaional spor because he are inconsiderae o express spor problems and criicize execuive ssem of naional spor. Ma be he major reason is lack of elie and experienced spor media expers. Spor media requires a grea change in work ssem and human force o pla he role well o develop differen dimensions of educaional spor. Spor media does no creae favorable bed for differen groups o develop educaional spor because financial sponsors and privae secor rarel inves on his field. On he oher hand, spor media is no effecive o find alens in educaional spor because he mos probable reason is limiaion of spor programs and devoing more ime screen o spor evens and compeiions. Oher probable reason is o be negleced spor value b responsible persons in spor and media considering i jus as an insrumen. In general, spor media has poenial role o develop educaional spor. This role is rarel acivaed because spor media is conduced governmenall in Iran. I is suggesed o have more communicaion beween educaional spor managers and spor media b providing media commiee in differen spor federaions, periodical meeings o repor aciviies, and opinion exchanges wih media expers o presen soluions o develop componens of educaional spor finall resuling in overcome he problems. Furhermore, spor media especiall TV and oher media enjoing governmenal budge can be influencing o develop educaional spor. The can devoe more ime o overcome major problems of educaional spor and produce spor programs o develop educaional spor. Finall, spor media can produce programs relaed o each spor field using up o dae innovaions b making educaional commiee and enjoing ideas of media expers and spor expers. The can help all managers, ahlees, coaches, referees, and people involvemen in spor. References Ballaard, M., Gra, M., Reill, J., & Noggle, M. (2009). Correlaes of video game screen ime among males: Bod, phsical acivi, and oher media use. ScienceDirec, Eaing Behaviors, 10(3), 161-167. Billings, A., Angelini, J., & Easman, S. (2005). Gender differences in Televised Golf Announcing. Lowrence Erlbum Associaes, 8(2), 155-171. Draer, J., Shapiro, S., Morse, A., Dwer, B., & Whie, J. (2010). The effecs of fanas fooball paricipaion on NFL consumpion: A qualiaive analsis. Science Direc, Spor managemen review, 13(2), 129-141. Eang, J. (2006). Public relaions and spor in spor in promoional culure. Public Relaions Review, 32, 386-394. Finish Olmpic Commiee (2007). Elie spor. www.noc.fi. 36 www.hrmars.com/journals
Greenwood, R. & Hinnigs, R. (1996). Undersanding radical organizaional change: Bringing ogeher he old and new insiuionalism. Academ of managemen review, 21(4), 10-22. Higgs, C. T. &Weiller, K. H. (2003). Gender bias in he 1996 Olmpic Games: a comparaive analsis. Journal of spor and social issues (Thousand Oaks, Calif.), 27(1), 52-64. Hudsond & Boewad, J. (2003). Spor and advenure ourism, Binghamon NY. The norh press, New York. pp: 103-150. Jakson, J. & Michael, H. (1991). Phsical educaion and spor. Sage publicaion, p: 367. Japan Olmpic Commiee (2006). joc gold plan. www.joc.or.ip Kian, M. E. (2007).Will a New Medium for spors News Offer Less Trivializaion of Female Ahlees? Examining Descripors and Tradiional Sereopes in Inerne Aricles on he NCAA Women s and Men s Baskeball Tournamens. Universi of Cenral Florida. Moradi, M. (2010). Invesigaing quadruple roles of spor media in developing educaional spor and spor for all.m.a. hesis of phsical educaion and spor sciences.allamehtabaabaei Universi, Iran. Mull, R. (1997). Recreaional spor managemen. Human kineics, p: 202. Perc, R. (2004). Sraegic planning for spor revisied spor England. www.sporengland.org Pun, D. Y. & James, J. D. (2011). Aiude oward adverising hrough spor: A heoreical framework. ScienceDirec, Spor managemen review, 14(1), 33-41. Srelize, B. (2005). Relaionships in spor sponsorship: a markeing perspecive. Unpublished docoral degree disseraion. Facul of managemen, universi of Johannesburg. Summers, J. & Morgan, J. (2008). More hen jus he media: considering he role of public relaions in he creaion of sporing celebri and he managemen of fan expecaion. Public Review, 34, 176-182. Tomasini, N. (2004). NCAA corporae sponsor objecives: Are here differences beween divisions. Spor Markeing Quarerl, 13, 253-264. US Olmpic Commiee (2007). US Olmpic commiee programs. www.usolmpiceam.com Vincen, J., Imwold, C., Maseman, V., & Johnson, J. T. (2002). A comparison of seleced 'serious' and 'popular' Briish, Canadian, and Unied Saes newspaper coverage of female and male ahlees compeing in he cenennial Olmpic Games: Did female ahlees receive equiable 37 www.hrmars.com/journals
coverage in he Games of he Women? Inernaional, Review for he Sociolog of Spor, 37, 319-335. 38 www.hrmars.com/journals