Sport for inclusion: between stereotypes and potential

The International Day of Sport for Development and Peace takes place every year on April 6. It was established ten years ago by the United Nations to recognize “the positive role that sport and physical activity play in communities and in people’s lives across the world” (https://www.un.org/en/observances/sport-day)

From the empowerment of women and girls, young people, persons with disabilities and other marginalized groups to the advancement of health, sustainability and education goals, sport offers – according to the United Nations – enormous potential for the progress of the Sustainable Development Goals (SDGs) and for the promotion of peace and human rights.

But how can this potential be put into practice?

According to the analyses conducted in recent years by IRPPS researchers – particularly within the activities of the Musa Research Group (Social Changes, Evaluation and Methods) – playing sport is not enough to internalize a system of rules and values for social integration. Alongside sport promotion actions, which are necessary to encourage healthy lifestyles, it is essential to promote structured sport pedagogy.

As shown by, among others, the evidence from a survey conducted in Italy in 2017, the potential educational role of sport is not an explicit value embedded in its practice. On this point, see the 2021 article by Tintori, Ciancimino, Vismara and Cerbara Sports as education: Is this a stereotype too? A national research on the relationship between sports practice, bullying, racism and stereotypes among Italian students.

The study, which involved a representative sample of 4,011 students between 14 and 16 years of age, was conducted through a questionnaire focused on socio-demographic characteristics, life experiences, interpersonal relationships and behaviors, and adherence to stereotypes and prejudices.

Some of the data of interest show that half of the sample believes it is actually better to have a male coach (but the majority of those who agree with this statement are males themselves: 27% compared to 10% of females) and about a third of students believe that some sports are not suitable for women (23% of women and 41% of males agree with this statement). About one in ten young people admits that violence when cheering for one’s team is to be considered acceptable (7% women and 17% men). A similar argument can be made for ethnic stereotypes, where it is found that about a third of students feel threatened in their safety by the presence of immigrants (32% females and 39% males). For a similar proportion of young people, foreigners are considered criminals (25% women and 35% men); finally, students usually tend to think that immigrants are people who actually steal jobs from Italians (26% women and 38% men).

The analyses show how adolescents who practice sport outside of school have an increase in their levels of tolerance towards bullying and racism. Furthermore, those who practice sport among the respondents have highly stereotyped views on gender roles and ethnic diversity.

Comparing these results with socio-demographic variables, the models developed by the researchers highlight that sports practice cannot be considered more influential than other demographic variables, such as gender, origin and the cultural status of the family of origin. Sports practice is therefore not an inhibitor of bullying and racism.

The survey therefore demonstrates the neutrality of sports practice in Italy with respect to social inclusion and the dissemination of positive values, but does not deny its potential. Alongside the promotion of individual well-being, in fact, the world of sport is an environment in which young people can expand their friendship networks and come into contact with social diversity, experiencing attitudes and behavioral models.

To spread positive social values and promote social inclusion through sport, according to the study, it is necessary to overcome two limitations: the inequality in sporting opportunities among students and the weakness of the relationship between sport and pedagogy. The need is, therefore, to train the trainers. Those responsible for the physical preparation of minors should be included in training programs that also provide preparation on inclusion issues.

Edited by Monia Torre with the scientific contribution of Loredana Cerbara.

For further reading:

• Tintori A., Cerbara C. (2022). The paradoxical relationship between sport, education and social integration. A myth to be debunked. Gnosis, Italian Intelligence Magazine, Year XXVIII, n. 4 [ISSN 1824-5900; ISBN 978-88-8251-555-3]
  
• Tintori A., Ciancimino G., Vismara A., Cerbara L. (2021). Sports as education: Is this a stereotype too? A national research on the relationship between sports practice, bullying, racism and stereotypes among Italian students. Cogent Education, Taylor & Francis, 8:1, 1938385, DOI: https://doi.org/10.1080/2331186X.2021.1938385;

• Cerbara L. (2019). Points for reflection on sport pedagogy inside and outside school based on the results of the ‘Fratelli di sport’ surveys. La Critica Sociologica, vol. LIII, n. 212 (4), Winter 2019, pp. 42-57 (7) [DOI: 10.19272/201901204005; ISSN 0011-1546 / Electronic ISSN 1972-5914]

• Tintori A. (2019). The social multimodality of sport and its lack of investment. La Critica Sociologica, vol. LIII, n. 212 (4), Winter 2019, pp. 49-55 (7) [DOI: 10.19272/201901204005; ISSN 0011-1546 / Electronic ISSN 1972-5914]

• Tintori A. (2019). Social integration as a reciprocal process. Opportunities and stereotypes in the case of sport, Le nuove frontiere della scuola, n. 49, Reciprocity, year XVI, February. La Medusa Editrice, pp. 93-100 [ISSN: 2281-9681]

• Accorinti M. Caruso M. G., Cerbara L., Menniti A., Misiti M., Tintori A. (2018). “It doesn’t matter if we are foreigners, we must all play together.”, Rome: National Research Council – Institute for Research on Population and Social Policies. (IRPPS Working papers n. 106/2018)

• Caruso M. G., Cerbara L., Menniti A., Misiti M., Tintori A. (2018). “Sport and integration for Italian adolescents. 2017 Survey”, Rome: National Research Council – Institute for Research on Population and Social Policies. (IRPPS Working papers n. 108/2018)

• Tintori A., Cerbara L. (2017). Sport for all. Values and pedagogy of social integration. In: Sports practice and social work between state, market and community, Culture e Studi del Sociale (CuSSoc), vol. 2 (1), June, pp. 43-54 [ISSN: 2531-3975];