Module 5 Notes - KIN 232 PDF

lOMoARcPSD|24375404 Module 5 Notes - kin 232 Physical Activity in Society (University of Saskatchewan) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by Ty Flory (floryt58@gmai...

lOMoARcPSD|24375404 Module 5 Notes - kin 232 Physical Activity in Society (University of Saskatchewan) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by Ty Flory ([email protected])  lOMoARcPSD|24375404 This document, including all content within it, is the intellectual property of the KIN 232 instructor. The only allowable sharing is from one student to another student and both students must be registered in KIN 232, Winter Term, 2023. Permission is not granted to share this document in any other way, shape, or form. Module 5: Physical Activity and Income/Social Class Module 5, Part 1 Objectives l To explain differences between income and social class. l To understand social mobility. l To understand physical activity disparities by income and social class in Canada. l To understand types of physical activity participation by social class. l To identify barriers to physical activity among low income/social class populations. l To explain strategies that aim to provide equitable opportunities to be active. Income and Social Class  Income = Amount of money received through paid labour and/or investments.  Social class = A grouping based on social factors, including income, wealth, education, and occupation  Implies a shared standard of living based on these social factors.  Gender does not make up social class l We can’t get rid of social class in industrialized countries l Can’t create a social/equity approach.  Social class impacts how much power and prestige individuals have.  People in the same social class share similar life chances/opportunities.  Share opportunities to succeed and gain economic power, health, physical activity (or not).  Social classes exist in all industrial countries.  Systemic social inequalities in life chances/ opportunities always exist.  Success is not always a direct result of how hard one works. l What does this idea of effort-outcome reflect? l Rugged individualism l Meritocracy (does not exist) What are the social classes in Canada?  Upper, middle, lower  social gradient in health.  Consistent association between social class position and health status  The association: as the social class position goes from lowest to highest, health status improves. l Least healthy and lives the shortest number of years: Lower social classes 1 Downloaded by Ty Flory ([email protected])  lOMoARcPSD|24375404 This document, including all content within it, is the intellectual property of the KIN 232 instructor. The only allowable sharing is from one student to another student and both students must be registered in KIN 232, Winter Term, 2023. Permission is not granted to share this document in any other way, shape, or form. Upper Class  Wealthiest and most powerful class.  Powerful: corporate leaders whose decisions affect job status of millions.  Have control over their lives and their economic positions gives them power to control others’ lives.  Examples o Own media companies that shape our identity. o Start charitable organizations that influence the social causes we support. o Contribute to political parties who protect their economic interests.  Upper class can be further subdivided into: o Old money: Inherited wealth, passed along to the next generation. o New money: Wealth earned by oneself. (Hockey players) o Less social connections than old money circles. Middle Class  Most tend to have a minimum of a bachelors or two-year college degree.  Comfort is a key descriptor of middle class.  Work hard and have comfortable lives.  White collar jobs, including being lower-level managers, and highly skilled blue collar workers.  White collar workers: o Performs non-manual labor/tasks (not physically demanding). o Salaried (make x amount of money a year not based on hours)  **Name comes from traditional white, button-down shirts worn by professionals. The white shirts are easily soiled and therefore distinguish the workers who "do not get their hands dirty."  Blue collar workers:  Performs manual labor.  Hourly wage (make x amount of money depending on hours work and overtime pay)  Can be further subdivided into: Upper middle class o Bachelors or postgraduate degrees. o Comfortable incomes, allowing holidays (e.g., cabin, skiing, boating) o Children receive quality education. Lower middle class 2 Downloaded by Ty Flory ([email protected])  lOMoARcPSD|24375404 This document, including all content within it, is the intellectual property of the KIN 232 instructor. The only allowable sharing is from one student to another student and both students must be registered in KIN 232, Winter Term, 2023. Permission is not granted to share this document in any other way, shape, or form. o Bachelors or associates degrees (community or technical colleges). o Hold jobs supervised by upper middle class. o Decent lifestyle but struggle to maintain it. o More likely to lose their jobs and thus their grip on being middle class. o Also threatened in recent years by higher taxes, education costs, and shelter costs o Called the ‘middle class squeeze’ Lower Class  Have less education and usually earn smaller incomes than the middle class. Working class o Perform blue collar jobs requiring little skill or experience with benefits (e.g., holidays, sick days). o Perform routine tasks under close supervision. o Blue collar work; hourly wage. o Physically demanding (blue overalls). o Perform pink collar occupations: low-paying, semiskilled positions traditionally held by women o E.g., nannies, receptionists, server/waitress o Arose: o Women in industrialized countries entered the workforce to earn their own income. o Kept out of blue and white collar jobs by physical requirements and discrimination, many women found ways to take their domestic skills into the world of paid work. Working poor o Perform blue collar jobs requiring little skill or experience without benefits. o Usually seasonal or temp work (construction workers, tree planting, gardening/lawn care, snow removal) o Many have not graduated from high school. o Even if they work full time, they earn less than a living wage. (Afford adequate food, shelter, other necessities) - In red is what you can get with a living wage o = amount needed to meet basic needs (food, shelter, clothing) and participate in community life. o Varies by location and number of family members Underclass o Live mainly in inner cities. o Unemployed or underemployed (low pay for basic tasks). o Homeless. o Rely on government assistance (food, medical care, housing). 3 Downloaded by Ty Flory ([email protected])  lOMoARcPSD|24375404 This document, including all content within it, is the intellectual property of the KIN 232 instructor. The only allowable sharing is from one student to another student and both students must be registered in KIN 232, Winter Term, 2023. Permission is not granted to share this document in any other way, shape, or form. Social Mobility  Ability to change social class positions.  A high degree of social mobility, upwards or downwards: suggests that equal opportunities exist for all people.  Intergenerational mobility: differences in social classes between family generations  Intragenerational mobility: differences in social classes between different members of the same generation. l Make more than your siblings and move up a class.  Structural mobility: societal changes enable a whole group of people to move within the social ladder. l Covid caused many people to lose their jobs and therefore dropped a social class. How does social mobility happen?  If equality of opportunities exists, then access to rewards would exactly equal one’s personal efforts and merits to achieve those rewards.  Social class standing does not impact the relationship between efforts/merit and rewards.  Alternative viewpoint: equality of opportunities is a myth, aimed to keep people motivated to work hard…  …and gets them to not see social inequality, instead as a lack of personal efforts or merit.  Ideology of equality of opportunities is a mirage that masks inequality in society.  In Canada, a little bit of both exists – some social mobility and some inequality of opportunities.  Action: Does social class matter to being physically active? ___________________________________________________________________________ Module 5, Part 2 Objectives l To explain differences between income and social class. l To understand social mobility. l To understand physical activity disparities by income and social class in Canada. l To understand types of physical activity participation by social class. l To identify barriers to physical activity among low income/social class populations. l To explain strategies that aim to provide equitable opportunities to be active. Social Mobility  Action: Does social class matter to being physically active?  Yes social classes do not have equality of oppourtunities u Have different participation rates 4 Downloaded by Ty Flory ([email protected])  lOMoARcPSD|24375404 This document, including all content within it, is the intellectual property of the KIN 232 instructor. The only allowable sharing is from one student to another student and both students must be registered in KIN 232, Winter Term, 2023. Permission is not granted to share this document in any other way, shape, or form. u Have distincit types of physical activities that they participate inb Reflective of different oppourtunities Participation in Physical Activity and the Upper Class 1) Social exclusivity: o Private clubs with expensive membership fees and strict requirements. o Emphasizes the idea that wealthy and influential people deserve special places to play sport. 2) Conspicuous consumption: o Personal trainers, sport coaches (e.g., golf pro). o Expensive sporting equipment. 3) Control over time: flexibility in work hours.  Have flexibility to go yachting, skiing, golfing, etc. where they can take time away from work. 4) Sport and physical activity as purely “leisured” activity.  Aesthetic and/or expensive team sports.  e.g., gymnastics, figure skating, archery, hockey, lacrosse.  These characteristics work to support class differences and the ideology that the upper class are special. Participation in Physical Activity and the Middle Class 1) Team sports – cheaper, higher number of players.  Basketball, volleyball.  Schools, community-based. 2) Structured leisure:  Sport and exercise are regulated around work times.  Creates demand for weekend, evening, and summer leisure, and early-bird fitness. 3) Home-based physical activity:  CV/strength training machines. Participation in Physical Activity and the Lower Class 1) Physical activity related to job. 5 Downloaded by Ty Flory ([email protected])  lOMoARcPSD|24375404 This document, including all content within it, is the intellectual property of the KIN 232 instructor. The only allowable sharing is from one student to another student and both students must be registered in KIN 232, Winter Term, 2023. Permission is not granted to share this document in any other way, shape, or form. 2) Reject workplace fitness programs. 3) Prole sports.  Avoided by the upper class and therefore associated with the working class (proletariat).  Incorporate violence, physical strength, and daring.  4) Team sports (like middle class).  Difference: 5) Watch pseudosports: nonlegitimate or contrived/made-up activities for audience entertainment.  Many emphasize strength, power, and/or violence.  Wrestling (WWE), eSports. ___________________________________________________________________________ Module 5, Part 3 Objectives l To explain differences between income and social class. l To understand social mobility. l To understand physical activity disparities by income and social class in Canada. l To understand types of physical activity participation by social class. l To identify barriers to physical activity among low income/social class populations. l To explain strategies that aim to provide equitable opportunities to be active. Physical Activity and Low Income/Social Class  Why lower social class focus?  Least active- more equitable opportunities at community and institutional level Barriers  PA guidelines assume 6 Downloaded by Ty Flory ([email protected])  lOMoARcPSD|24375404 This document, including all content within it, is the intellectual property of the KIN 232 instructor. The only allowable sharing is from one student to another student and both students must be registered in KIN 232, Winter Term, 2023. Permission is not granted to share this document in any other way, shape, or form.  e.g., Costs  enroll, equipment, membership, travel, etc. Barriers  Costs.  Work schedule of parent(s) – less time to be active with children and/or transport them (8 – 12 hours).  Daily needs of food, shelter, and clothing.  Unsafe (crime, traffic, speed), low walkable neighborhoods (interconnected streets, safe crosswalks, trails, commercial/residential mix)  Low-income neighborhood schools: fewer facilities and less diversity of intramural (lunch gym/school sports) programs  Limited/no playgrounds and green spaces, more perceived threats (e.g., gangs, illicit activities). o Less likely to engage in PA due to unfavorable features of physical environment.  Physical/built environment barriers create physical activity unfriendliness.  Social capital is low = Collective aspects of social environment o e.g., trust, shared sense of values, willingness to intervene against unacceptable behavior and/or to do help each other. o When low income/social class, more people do not use free physical activity resources, including parks  What strategies can be implemented that do not put the responsibility on individuals with low income/social class?  Rather strategies aim to provide. Equitable opportunities to be active compared to middle- and high-income individuals.  Facilitators at a societal level. Ideas?  Costs (lack of affordable options): sports organizations waive fees for volunteerism (e.g., coach, board of directors).  Reduce user-fee for recreation facilities.  Equipment swapping programs set up in the community.  Improving local parks and recreation facilities. o Renovate (e.g., basketball courts encourage more people to be VPA than tennis courts). o New (middle to higher income neighbourhoods tend to get new).  Subsidizing transportation. o e.g., Bus fee to get to an activity center. 7 Downloaded by Ty Flory ([email protected])  lOMoARcPSD|24375404 This document, including all content within it, is the intellectual property of the KIN 232 instructor. The only allowable sharing is from one student to another student and both students must be registered in KIN 232, Winter Term, 2023. Permission is not granted to share this document in any other way, shape, or form.  Local schools offering more PA opportunities outside of school time.  Develop activities for all ages of children. Neighborhood improvements: sidewalks, crosswalks, traffic-calming measures, etc.  See Finkelstein et al. reading for more ideas that target improvements in opportunities.  Key  increase in equitable opportunities at community and institutional (e.g., school) levels  Understand the unique barriers within each low income/social class area.  Do not assume barriers are the same across all areas  TEST impacts to provide evidence-driven decision-making.  No simple single strategy exists to address physical activity disparities in populations with low income/social class.  However, a need exists to create equitable opportunities! 8 Downloaded by Ty Flory ([email protected])