{"id":354,"date":"2009-10-05T13:49:17","date_gmt":"2009-10-05T13:49:17","guid":{"rendered":""},"modified":"2013-11-25T19:36:13","modified_gmt":"2013-11-25T19:36:13","slug":"an-ethnographic-study-of-the-skateboarding-culture","status":"publish","type":"post","link":"https:\/\/thesportjournal.org\/article\/an-ethnographic-study-of-the-skateboarding-culture\/","title":{"rendered":"An Ethnographic Study of the Skateboarding Culture"},"content":{"rendered":"
Linda Moore; Senior Director, Business Administration; ESPN Productions Inc.<\/div>\n

Abstract<\/h3>\n

Skateboarders are often seen as outsiders. However, understanding the culture of skateboarding can be insightful for politicians, adults, or scholars who seek to develop stronger relationships with young people who participate in skateboarding (Freeman & Riordan, 2002). In this ethnographic study, skateboarding culture is described through observations of professional skateboarders in a segment of the DVD, Planes, Trains and Skateboards. The findings suggested themes of acceptance, energy and drive, concern for safety, self-expression of style, and progression. Leaders who understand the culture of skateboarding may be able to communicate more effectively with the younger generation.
\n<\/p>\n

Introduction<\/h3>\n

Ethnography describes a culture and provides an understanding of that culture from an insider\u2019s perspective (Neuman, 2003). Through observation, inferences can be made from how members of a culture act, speak, or think within specific cultural contexts to give meaning to actions and behaviors of the group. This study uses an ethnographic design to identify characteristics of the skateboarding culture by documenting characteristics, action, and behaviors of participants in the video compilation of Planes, Trains and Skateboards<\/em>.<\/p>\n

World Cup Skateboarding captured the essence of competitive skateboarding in the 2004 release of Planes, Trains and Skateboards from video recorded at X Games X in Los Angeles, CA. Through observation of communication styles and cultural artifacts manifested in the video, the culture of competitive skateboarding is described and generalizations to the overall culture that envelopes skateboarding are discussed. From the discussion of the video content, inferences are synthesized to provide a greater understanding of the skateboarding culture.<\/p>\n

Population, Sampling, Data Collection Procedures, and Rationale<\/h3>\n

Planes, Trains and Skateboards<\/em> is a video compilation of skateboarding events held around the world during 2004. Each of the 15 chapters highlights the social scene enveloping the competition and the athletes who participated. For purposes of this analysis, Chapter 13, X Games X, which includes skateboard street, vert best trick, and big air competitions, was selected because of the variety of genres included in the compilation and the competitive nature of the event.<\/p>\n

The population for this study consists of professional skateboarders participating in skateboard competition at X Games X in Los Angeles, CA. While not all skateboarders become professional athletes, the sample for this study included street skaters, vert skaters, and big air skaters. Street skaters are those who predominantly skate on streets and other public domains where concrete and obstacles offer an interesting playground. Vert skaters are those who skate on a half-pipe, usually made of wood or concrete shaped like half of a pipe cut through the diameter. Big air skaters are the newest genre to the culture as these athletes are the most experienced group of skaters and choose a mega-ramp that rises as high as seven stories in the air from which they \u201cdrop-in\u201d to gain enough speed to carry them across the bottom, up the opposite side, and above the ramp by as much as 15 or 20 feet above the rim. While each group of skaters is different, by identifying the similarities between them, a greater understanding of the skateboarding culture is gleaned.<\/p>\n

Data was collected through an ethnographic analysis, noting unspoken language, behaviors, and cultural artifacts such as dress, hair, and body art. A description of what is observed in the video is detailed. As the competition begins, a standing room only crowd is observed. No whistles, balls, referees, or coaches can be found. Instead, the competition is on the sidewalk behind Staples Center in downtown Los Angeles. Just before the competition, one athlete is break dancing for the crowd. Another is signing autographs. One athlete hides his face from the camera as his family sports hats that look like wedges of cheese in the background. Another athlete dances to the music as he eyes the young, thin, attractive girls in the front row of the crowd. From these observations, inferences can be made to the general population of skateboarders that might suggest that skateboarders are more concerned about having fun and connecting with the audience than winning competitions.<\/p>\n

Validity and Bias<\/h3>\n

Bias is inherent in qualitative research (Neuman, 2003). In particular, because the researcher is the instrument, personal background, interests, and point of view become part of the analysis. In this study, the researcher has an interest in understanding the culture of skateboarding and has participated in the action sports industry for 13 years. Yet these years have not provided an opportunity to discover how skateboarders think or why these athletes do what they do. While bias cannot be erased, bias is identified as a mediating factor that may influence the results of this study.<\/p>\n

The single source of data for this study limits the validity. However, repeated observations of the same participants improved the internal validity, or interpretability of the data (Newman, 2003). Further research may be necessary to confirm the external validity, or generalizability of the findings (Newman).<\/p>\n

Data Analysis<\/h3>\n

Data from this ethnographic study was collected by watching the DVD repeatedly to identify the demographic characteristics of the skateboarding participants, including athletes, judges and announcers who were presented in the footage, then observing behaviors and appearances from which meaningful inferences could be drawn.<\/p>\n

Agar (2006) suggests that ethnography is about the study of human differences through the identification of similarities. By studying the similarities among the participants in the video, the researcher identified differences between these participants to draw meaning that connects these participants to outsiders such as the researcher.<\/p>\n

To understand what was happening in the video, the researcher looked to identify \u201crich points\u201d or patterns across certain kinds of people in certain situations (Agar, 2006, p. 5). After preliminary notes were taken and reviewed, the DVD was again reviewed repeatedly to confirm the original notes and to make additional observations. Special attention was given to communication and action that took through participant interaction and crowd responses. Through a careful analysis of participant characteristics, participant interaction, and crowd responses, explanations for the overall increase in participation in skateboarding and the rationale for increased acceptance of skateboarding by mainstream sports enthusiasts can be garnered.<\/p>\n

Findings<\/h3>\n

The data from this study were recorded and analyzed for patterns within observed responses and actions. Demographic observations were made. Actions and behaviors were then analyzed. The analysis revealed several themes: acceptance, energy and drive, concern for safety, self-expression of style, and progression.<\/p>\n

The demographic characteristics revealed limited diversity among the professional skateboarders who participated in the study competition. Of the 30 participants, 10% were female and 90% were male. 73% were observed to be of Caucasian ethnicity, while 16% were observed to be of Hispanic origins and 1% of African American ethnicity. Age ranged from early teens to late thirties and appeared to have some correlation to the discipline as younger skaters tended to be involved in street skating, while the older, more experienced skaters dominated the vert and big air disciplines. The demographic characteristics are presented in Table 1.<\/p>\n

Table 1
\nDemographic Characteristics of Skateboarding Participants<\/p>\n\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Skater #<\/p>\n<\/td>\n

\n

Discipline<\/p>\n<\/td>\n

\n

Gender<\/p>\n<\/td>\n

\n

Observed Ethnicity<\/p>\n<\/td>\n

\n

Observed Age<\/p>\n<\/td>\n<\/tr>\n

\n

1<\/p>\n<\/td>\n

\n

Street<\/p>\n<\/td>\n

\n

Female<\/p>\n<\/td>\n

\n

Caucasian<\/p>\n<\/td>\n

\n

Teens<\/p>\n<\/td>\n<\/tr>\n

\n

2<\/p>\n<\/td>\n

\n

Street<\/p>\n<\/td>\n

\n

Female<\/p>\n<\/td>\n

\n

Caucasian<\/p>\n<\/td>\n

\n

Teens<\/p>\n<\/td>\n<\/tr>\n

\n

3<\/p>\n<\/td>\n

\n

Street<\/p>\n<\/td>\n

\n

Female<\/p>\n<\/td>\n

\n

Hispanic<\/p>\n<\/td>\n

\n

Teens<\/p>\n<\/td>\n<\/tr>\n

\n

4<\/p>\n<\/td>\n

\n

Street<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Caucasian<\/p>\n<\/td>\n

\n

Twenties<\/p>\n<\/td>\n<\/tr>\n

\n

5<\/p>\n<\/td>\n

\n

Street<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Caucasian<\/p>\n<\/td>\n

\n

Early Teens<\/p>\n<\/td>\n<\/tr>\n

\n

6<\/p>\n<\/td>\n

\n

Street<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Hispanic<\/p>\n<\/td>\n

\n

Twenties<\/p>\n<\/td>\n<\/tr>\n

\n

7<\/p>\n<\/td>\n

\n

Street<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Caucasian<\/p>\n<\/td>\n

\n

Late 20s<\/p>\n<\/td>\n<\/tr>\n

\n

8<\/p>\n<\/td>\n

\n

Street<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Hispanic<\/p>\n<\/td>\n

\n

Late 20s<\/p>\n<\/td>\n<\/tr>\n

\n

9<\/p>\n<\/td>\n

\n

Street<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Caucasian<\/p>\n<\/td>\n

\n

Late teens<\/p>\n<\/td>\n<\/tr>\n

\n

10<\/p>\n<\/td>\n

\n

Street<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Caucasian<\/p>\n<\/td>\n

\n

Twenties<\/p>\n<\/td>\n<\/tr>\n

\n

11<\/p>\n<\/td>\n

\n

Street<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Caucasian<\/p>\n<\/td>\n

\n

Twenties<\/p>\n<\/td>\n<\/tr>\n

\n

12<\/p>\n<\/td>\n

\n

Street<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

African American<\/p>\n<\/td>\n

\n

Twenties<\/p>\n<\/td>\n<\/tr>\n

\n

13<\/p>\n<\/td>\n

\n

Street<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Caucasian<\/p>\n<\/td>\n

\n

Twenties<\/p>\n<\/td>\n<\/tr>\n

\n

14<\/p>\n<\/td>\n

\n

Vert<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Caucasian<\/p>\n<\/td>\n

\n

Twenties<\/p>\n<\/td>\n<\/tr>\n

\n

15<\/p>\n<\/td>\n

\n

Vert<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Caucasian<\/p>\n<\/td>\n

\n

Twenties<\/p>\n<\/td>\n<\/tr>\n

\n

16<\/p>\n<\/td>\n

\n

Vert<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Hispanic<\/p>\n<\/td>\n

\n

Twenties<\/p>\n<\/td>\n<\/tr>\n

\n

17<\/p>\n<\/td>\n

\n

Big Air<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Caucasian<\/p>\n<\/td>\n

\n

Twenties<\/p>\n<\/td>\n<\/tr>\n

\n

18<\/p>\n<\/td>\n

\n

Big Air<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Caucasian<\/p>\n<\/td>\n

\n

Thirties<\/p>\n<\/td>\n<\/tr>\n

\n

19<\/p>\n<\/td>\n

\n

Big Air<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

African American<\/p>\n<\/td>\n

\n

Thirties<\/p>\n<\/td>\n<\/tr>\n

\n

20<\/p>\n<\/td>\n

\n

Big Air<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Caucasian<\/p>\n<\/td>\n

\n

Thirties<\/p>\n<\/td>\n<\/tr>\n

\n

21<\/p>\n<\/td>\n

\n

Big Air<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Caucasian<\/p>\n<\/td>\n

\n

Thirties<\/p>\n<\/td>\n<\/tr>\n

\n

22<\/p>\n<\/td>\n

\n

Big Air<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Caucasian<\/p>\n<\/td>\n

\n

Thirties<\/p>\n<\/td>\n<\/tr>\n

\n

23<\/p>\n<\/td>\n

\n

Big Air<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Caucasian<\/p>\n<\/td>\n

\n

Thirties<\/p>\n<\/td>\n<\/tr>\n

\n

24<\/p>\n<\/td>\n

\n

Big Air<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Caucasian<\/p>\n<\/td>\n

\n

Late Thirties<\/p>\n<\/td>\n<\/tr>\n

\n

25<\/p>\n<\/td>\n

\n

Big Air<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Caucasian<\/p>\n<\/td>\n

\n

Thirties<\/p>\n<\/td>\n<\/tr>\n

\n

26<\/p>\n<\/td>\n

\n

Big Air<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Hispanic<\/p>\n<\/td>\n

\n

Late Twenties<\/p>\n<\/td>\n<\/tr>\n

\n

27<\/p>\n<\/td>\n

\n

Big Air<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Caucasian<\/p>\n<\/td>\n

\n

Late Twenties<\/p>\n<\/td>\n<\/tr>\n

\n

28<\/p>\n<\/td>\n

\n

Big Air<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Caucasian<\/p>\n<\/td>\n

\n

Twenties<\/p>\n<\/td>\n<\/tr>\n

\n

29<\/p>\n<\/td>\n

\n

Big Air<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Caucasian<\/p>\n<\/td>\n

\n

Late Twenties<\/p>\n<\/td>\n<\/tr>\n

\n

30<\/p>\n<\/td>\n

\n

Big Air<\/p>\n<\/td>\n

\n

Male<\/p>\n<\/td>\n

\n

Caucasian<\/p>\n<\/td>\n

\n

Twenties<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Regardless of gender, discipline, ethnicity, or age, the participants in this study routinely embraced each other, supported each other by showing encouragement and appreciation, and showed no signs of negative emotion toward other participants, despite the fact that prize money was on the line. This lack of negative emotions infers an inclusionary construct within the skateboarding culture.<\/p>\n

Another central theme of this study was the energy and drive of the participants. While each participant was competing, facial expressions suggested the presence of passion and determination, fun, excitement, and desire to do their best at that moment. Participants did not appear tired or winded, even at the conclusion of their turn in the competition rotation. Although the exact time of each run was not apparent from the video, many athletes continued to show energy by dancing, jumping, or engaging in other celebratory acts. Observed behaviors included applauding each other, dancing, smiling, and other congratulatory behaviors. The unique behaviors of participants and spectators, which were captured in the video, are included in Table 2.<\/p>\n

Table 2<\/p>\n

Unique Behaviors of Participants<\/p>\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Skater #<\/p>\n<\/td>\n

\n

Unique Behaviors<\/p>\n<\/td>\n<\/tr>\n

\n

4<\/p>\n<\/td>\n

\n

Break dancing before competition<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

5<\/p>\n<\/td>\n

\n

Smiling<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

6<\/p>\n<\/td>\n

\n

Fans enjoying the run<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

9<\/p>\n<\/td>\n

\n

Family supported participant by wearing shirts spelling out last name<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

10<\/p>\n<\/td>\n

\n

Moved around the course, spectators applauded, many spectators filming the run<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

14<\/p>\n<\/td>\n

\n

High-five with fellow competitor<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

15<\/p>\n<\/td>\n

\n

Smiled, happy<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

16<\/p>\n<\/td>\n

\n

Received congratulatory slap and hugged competitors on deck, started dancing to the music, showed medal to group of reporters following competition, hugged female reporter<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

17<\/p>\n<\/td>\n

\n

Described Big Air Mega Ramp, suggests he’s lost money by betting on these competitions, but laughs as if he’s joking, <\/span><\/p>\n<\/td>\n<\/tr>\n

\n

18<\/p>\n<\/td>\n

\n

Gave advice to “hang on, you’ve got 4 tries, that’s it,” joked with camera<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

19<\/p>\n<\/td>\n

\n

Moving things forward<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

21<\/p>\n<\/td>\n

\n

Describes this as “history in the making” “gladiator skateboarders” <\/span><\/p>\n<\/td>\n<\/tr>\n

\n

22<\/p>\n<\/td>\n

\n

Making of “super heroes” today<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

23<\/p>\n<\/td>\n

\n

Indicated he was “gearing up for getting slammed”<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

24<\/p>\n<\/td>\n

\n

“Awesome,” “sick” suggests athletes must have guts to try this<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

25<\/p>\n<\/td>\n

\n

Held small child on the medal stand and waived to crowd after winning gold medal, appeared very happy<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

26<\/p>\n<\/td>\n

\n

Nervous, anxious look on face prior to taking jump <\/span><\/p>\n<\/td>\n<\/tr>\n

\n

29<\/p>\n<\/td>\n

\n

Skate competitors shown watching, enjoying competition<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

30<\/p>\n<\/td>\n

\n

Smiled, happy, camera pan of crowd revealed jammed parking lot full of people cheering and applauding<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

While danger is inherent in most sports, the potential for falls in skateboarding appears quite high. Helmets, kneepads, elbow pads, wrist guards and gloves were observed in both the vert and big air disciplines. The use of safety equipment appeared to be routine for all competitors, suggesting a concern for safety.<\/p>\n

The participants did not wear uniforms or jerseys that identified their team or sponsors. Rather, each participant had an individual sense of style that provided for self-expression. However, similarities in style suggest certain appearance constructs of the skateboarding culture. Comfortable attire such as baggy jeans and loose-fitting t-shirts that allow for movement were common among participants. Style appears to be important to members of the skateboarding culture, but style is not what everyone else is doing or wearing. Rather, style appears to be an expression of individuality. The presence of tattoos, body piercing, or other expressions of individuality could not be gleaned from the video in this study.<\/p>\n

Finally, with the variety of disciplines within skateboarding, the theme of progression appears to play a prominent role. While street skating was the original discipline of early skateboarders back in the 1950s, the vert competition was introduced in the mid-1970s as skaters found empty swimming pools provided an interesting playground for skateboarding activities (Hayes, 2005). Not until X Games X was the big air discipline introduced as a competitive event. The progression of the sport through these disciplines suggests skateboarding is an evolving culture that pushes members to try new things, take bigger risks, and progress the sport to new levels.<\/p>\n

Conclusions<\/h3>\n

Critics argue that the skateboarding culture represents a youth activity that embraces anti-establishment values in opposition to middle class norms and values inherent in traditional team sports (Kusz, 2003). However, popular culture can be a means of projecting social resistance, and skateboarding is no exception, despite originating under the Boy Scouts of America umbrella (Beal, 1995).<\/p>\n

To outsiders, skaters are thought of as rebels, social deviants, or simply different. Participants are banned from public areas and signs are routinely posted prohibiting the activity (Nolan, 2003; Woolley & Johns, 2001). However, understanding the culture of skateboarding can be insightful for politicians, adults, or scholars who seek to develop stronger relationships with young people (Freeman & Riordan, 2002).<\/p>\n

In a study of female skaters, participants described skateboarding as fun, adventurous, confidence building, and nonconformist with a casual, comfortable style (Kelly, Pomerantz & Currie, 2005). These same themes can be inferred from the current study. Even with the status of professional athlete, the subjects in this study were observed as happy, comfortable, and inclusive.<\/p>\n

Skateboarding allows for individuality as rules are minimal and self-expression is encouraged. This freedom to be creative and express oneself through skateboarding activity can be a means of empowerment. Through the cultural values of inclusion, having fun, self-expression, and progression, participants can build confidence to become leaders. By understanding the culture of skateboarding, today\u2019s leaders are in a better position to understand tomorrow\u2019s leaders and develop communication styles to improve interaction between generations.<\/p>\n

References<\/h3>\n

Agar, M. (2006, June). Culture: Can you take it anywhere? International Journal of Qualitative Methods<\/span>, <\/span>5<\/span>(2). \u00a0<\/span><\/p>\n

Beal, B. (1995). Disqualifying the official: An exploration of social resistance through the subculture of skateboarding. <\/span>Sociology of Sport Journal<\/span>, <\/span>12<\/span>. Retrieved September 22, 2006, from EBSCOhost database. <\/span><\/p>\n

Bostick, D. & Bostick, D. (Executive Producers) & Kanights, B. (Producer). (2004). <\/span>Planes, trains and skateboards<\/span> (DVD). United States: Come Together Productions. <\/span><\/p>\n

Freeman, C. & Riordan, T. (2002). Locating skateparks: The planner\u2019s dilemma. <\/span>Planning, Practice & Research<\/span>, <\/span>17<\/span>(3). \u00a0<\/span><\/p>\n

Hayes, A. (2005). Dogtown and Z-Boys: Teaching the documentary. <\/span>Screen Education<\/span>, <\/span>40<\/span>. Retrieved September 22, 2006, from EBSCOhost database. <\/span><\/p>\n

Kelly, D. M., Pomerantz, S., & Currie, D. (2005, August). Skater girlhood and emphasized femininity: \u2018you can\u2019t land an ollie properly in heels\u2019<\/span>. Gender and Education,<\/span>17<\/span> (3). \u00a0 <\/span><\/p>\n

Kusz, K. (2003). <\/span>BMX, extreme sports, and the White male backlash. <\/span>In Brayton, S. (2005). \u201cBlack-Lash\u201d: Revisiting the \u201cWhite Negro\u201d through skateboarding. <\/span>Sociology of Sport Journal<\/span>, 22. Retrieved September 22, 2006, from EBSCOhost database. <\/span><\/p>\n

Neuman, W. L. (2003). <\/span>Social research methods <\/span>(5th ed.). Upper Saddle River: Prentice Hall.<\/span><\/p>\n

Nolan, N. (2003, November). The ins and outs of skateboarding and transgression in public space in Newcastle, Australia<\/span>. Australian Geographer<\/span>, <\/span>34<\/span>(3). \u00a0<\/span><\/p>\n

Woolley, H. & Johns, R. (2001). Skateboarding: The city as a playground. <\/span>Journal of<\/span>Urban Design<\/span>, <\/span>6<\/span>(2).<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Linda Moore; Senior Director, Business Administration; ESPN Productions Inc.<\/div>\n

Abstract<\/h3>\n

Skateboarders are often seen as outsiders. However, understanding the culture of skateboarding can be insightful for politicians, adults, or scholars who seek to develop stronger relationships with young people who participate in skateboarding (Freeman & Riordan, 2002). In this ethnographic study, skateboarding culture is described through observations of professional skateboarders in a segment of the DVD, Planes, Trains and Skateboards. The findings suggested themes of acceptance, energy and drive, concern for safety, self-expression of style, and progression. Leaders who understand the culture of skateboarding may be able to communicate more effectively with the younger generation.<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"jetpack_publicize_message":"","jetpack_is_tweetstorm":false,"jetpack_publicize_feature_enabled":true,"jetpack_social_options":[]},"categories":[290,296],"tags":[131,127,25],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4btio-5I","jetpack-related-posts":[{"id":347,"url":"https:\/\/thesportjournal.org\/article\/the-origins-and-development-of-ultimate-frisbee\/","url_meta":{"origin":354,"position":0},"title":"The Origins and Development of Ultimate Frisbee","date":"July 10, 2009","format":false,"excerpt":"Submitted by: Gerald Griggs - University of Wolverhampton, U.K. Abstract Over recent years what have been variously termed alternative or lifestyle sports have increasingly become the focus of academic study. These sports are considered \u2018alternative\u2019 as they have sought to challenge accepted conceptions of modern Western achievement sport and typically\u2026","rel":"","context":"In "Contemporary Sports Issues"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":3594,"url":"https:\/\/thesportjournal.org\/article\/olympic-sports-of-the-future\/","url_meta":{"origin":354,"position":1},"title":"Olympic Sports of the Future","date":"March 30, 2016","format":false,"excerpt":"Authors: Dr. Ray Stefani*(1) (1) Dr. Ray Stefani is a Professor Emeritus, California State University, Long Beach *Corresponding Author: Dr. Ray Stefani 25032 Via Del Rio Lake Forest, CA, 92630 Raymond.stefani@csulb.edu 949-586-1823 ABSTRACT This paper explores possible future Olympic sports by examining the past. The ancient Olympic Games began in\u2026","rel":"","context":"In "Contemporary Sports Issues"","img":{"alt_text":"1","src":"https:\/\/i0.wp.com\/thesportjournal.org\/wp-content\/uploads\/2016\/03\/Table-One-811x1024.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":71,"url":"https:\/\/thesportjournal.org\/article\/ioc-culture-and-olympic-education-forum-thesis-on-culture\/","url_meta":{"origin":354,"position":2},"title":"IOC Culture and Olympic Education Forum : Thesis on Culture and Olympism","date":"February 13, 2008","format":false,"excerpt":"Submitted by: Dr. Ren Hai In the human species individuals are born cultureless. Ancient Greeks successfully used sport in building up their brilliant civilizations. Impacts of culture and education on sport are undeniable. Sport is not only the exalting of physical activities. \"To place everywhere sport at the service of\u2026","rel":"","context":"In "Sports History"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":72,"url":"https:\/\/thesportjournal.org\/article\/ioc-culture-and-olympic-education-forum-linking-sports-with-culture\/","url_meta":{"origin":354,"position":3},"title":"IOC Culture and Olympic Education Forum : Linking sports with culture and education in the framework of the Cultural Olympiad","date":"February 13, 2008","format":false,"excerpt":"Submitted by: Constantinos Cartalis As far back as Geometric times, athletic exercise, music and dance constituted the three basic elements in the education of the young Athenians. The education of the young people of Athens had one central goal: to train them to grasp a sense of rhythm and control\u2026","rel":"","context":"In "Sports History"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":70,"url":"https:\/\/thesportjournal.org\/article\/ioc-culture-and-olympic-education-forum-the-ideal-policy\/","url_meta":{"origin":354,"position":4},"title":"IOC Culture and Olympic Education Forum : The ideal policy to link sport with culture and education","date":"February 13, 2008","format":false,"excerpt":"Submitted by: Mrs. Miriam C. Moyo Of the three components of this topic: sport, culture and education, culture is the most important and the most basic. Distinct cultures are passed on without being expressly taught. Education is the process through which cultures continue to exist. In traditional societies, sport and\u2026","rel":"","context":"In "Sports History"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":254,"url":"https:\/\/thesportjournal.org\/article\/book-review-learning-culture-through-sports-exploring-the-role-of-sports-in-society\/","url_meta":{"origin":354,"position":5},"title":"Book Review: Learning Culture through Sports: Exploring the Role of Sports in Society","date":"March 14, 2008","format":false,"excerpt":"Reviewed by: Glaucio Scremin In a day and age when we are inundated with clich\u00e9s and superficial analyses about sports, Learning Culture through Sports: Exploring the Role of Sports in Society is a refreshing, thought-provoking departure from the sociobabble presented by mainstream sports media. The authors critically evaluate the role\u2026","rel":"","context":"In "Contemporary Sports Issues"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"_links":{"self":[{"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/posts\/354"}],"collection":[{"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/comments?post=354"}],"version-history":[{"count":2,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/posts\/354\/revisions"}],"predecessor-version":[{"id":750,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/posts\/354\/revisions\/750"}],"wp:attachment":[{"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/media?parent=354"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/categories?post=354"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/tags?post=354"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}