Bordieu+on+Sport+fans

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home developments = Document. SOCIOLOGY How Can One be a Sports Fan?Where does global media fit in here? where do questions of identity fit in here? (Read Audience appeal) =

// Author Pierre. Bourdieu.( 1963 - 68) * //

**The Production of Supply**
Q. What social conditions make possible the constitution of a system of institutions and agents directly or indirectly linked to the existence of sporting activities and entertainments?


 * 1) Public associations

**a Dallas cheerleader** The associations function is to represent and defend the interests of the practicioners of a given sport and impose the standards governing the activity, the producers and vendors of goods( equipment, instruments, special clothing etc.) and services required in order to pursue the sport ( teachers, instructors, sports doctors, sports journalists etc.) and the producers and vendors of sporting entertainments and associated goods(T-shirts, photos of stars etc)
 * 1) Private associations[[image:Dallsm.jpg align="right"]]

Q How was this body of specialists, living directly or indirectly off sport, progressively constituted?  Q When did this system of agents begin to function as a field of competition?

One cannot directly understand what sporting phenomenon are at a given moment in a given social environment by relating them directly to the economic and social conditions of the corresponding societies for the history of sport is a relatively autonomous history which, even when marked by the major events of economic and social history, has its own tempo, its own evolutionary law, its own crises, in short, its specific chronology.

**Autonomy**
__Educational institutions.__

// Elites // The educational establishments reserved for elites shifted games to sport. Sport is characterized as disconnected form ordinary social occasion e.g religeous dance, agrarian feast)

Physical art for arts sake ( amateurism is one dimension of aristocratic philosophy )

The sports were rationalized. i.e. universally applied rules, disciplinary power( banning, fines etc.) Sport was taught as a disinterested practice. It targeted males. Sport for manly virtues of future leaders – a training in courage and manliness- to win within the rules ( same time as the feminine qualities of artistic practice - piano and watercolour practice). ( See the loss of most aristocrats taught with this attitude in the first years of World War from England, Germany and France )

This philosophy becomes one of Middle class education beyond sport. Q What is at stake?

A definition of the middle class as having energy, courage, willpower (industrial or military). Above all, it is about personal initiative private), enterprise, as opposed to knowledge, erudition, scholastic submissiveness symbolized in army barracks.

**__Social definition of sport as an object of struggle__**

Topics: Amateurism versus professionalism Participant sport versus spectator sport Distinctive sport versus popular sport

This can be a larger struggle over the definition of the legitimate body and the legitimate use of the body. It asks questions about the monopolistic capacity to impose the legitimate definition of sporting practice. These ideas can reach to moral issues, especially for clergy, doctors,(especially health specialists ) educators in the broadest sense ( marriage guidance counsellors etc.)For example, doctors and ,say, gymnastics teachers work with two forms of specific authority( pedagogic verses scientific )

__Recent developments__

Television has made sport a mass spectacle. This challenges the ‘connoisseur’.

The more superficial the perception, the less a mass audience finds pleasure in the spectacle contemplated in itself for itself, and the more it is drawn to the search for the ‘sensational’. IT is concerned with suspense and anxiety, as a result, thereby encouraging players and especially organizers to aim for victory at all costs.

**Laws of profitability**
__Professionalism__

Maximise efficiency while minimize risk. This leads to specialized personnel and scientific management techniques that can rationally organize the training and upkeep of the physical capital of the professional players.

=**Students, after reading Bourdieu visit a Sports Stadium. AMI**= then they went to a different audience. They looked at boutique cinema audience == Investigate the ways in which media audiences are identified.
 * Ideas for research**

Wide Demographic.  More targeted at males.  Pubs that sell beer, do samplings (until we reach 30) and see how many of said people like Rugby.  We need to target those who are ‘TRUE FANS’. Those which who will go to the Rugby even when there is unfavourable weather, plague of locusts…  Radio, TV, Newspapers Ads.  The hype comes from the fans themselves therefore the media only have to advertise the date of the match.  Shield Matches. Q How do we begin to speculate two audiences in relation to AMI Stadium?

1. Family. 2. ‘Sports Fan’ OR 3. Corporate Box Set.

A sport audience has to have a member of the family who has been directly affiliated to said sport. TVNZ? Which Channels play sport? (Rugby TV3) Age Demographics. 3 Key Demos. Not to do with social class or age. So far discussion agrees that there is a wide age range in relation to the viewing and going to of sport. Product Placements. The audience is live and virtual. Debate between amateurism vs. professionalism Participant sport vs. Spectator sport. Laws of Profitability: Physical Capital. Values and interests of those who are viewing the sport. Class. Ethics. Packaged physical spectacle entertainment.

1. Families: Entertainment such as horses, mascots. a crusader toy a mascot ? Free food/drink. Large screen replay. CHEERLEADERS!!!!!!!

2. ‘Typical Fan’ LOUD raucous music, Pre Game Warm Up. Beer. (Different Brands etc.) Merchandise (t-shirts, flags etc.) TV: Advertising, Promotions. Radio: Free Tickets. Public Figures: ‘Famous’ Rugby stars etc.

=**Who is Dan Carter? Boutique Cinema Audience**=
 * (Note.This is an introductory lesson for all students of Audience. It is followed by a study of the option, Boutique Cinema Audience or radio) **

= = = =
 * After both of these class lessons, students next view Youth Participatory Audience or **
 * Television e.g mini -series **