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This autoethnographic paper introduces a decolonizing methodological process termed—critical collaborative interrogation (CCI)—one offering a more radically reflexive approach to teasing out inherent power relations within sport-for-development spaces. The process of CCI utilized four autobiographical vignettes written by the first author as means of decolonizing his whiteness, vis-à-vis, an academic peer from his present and a coworker from his past. By ascribing to a decolonizing praxis, we contend that CCI offers not only a novel way to elucidate innate racial biases, complicities, and moral imperatives within sport-for-development work, but also promoting CCI as a transformative process by drawing upon "other" ways of knowing and alternative perspectives. [ABSTRACT FROM AUTHOR]

A small number of sociologists of sport has opted to produce what have been defined as autoethnographies or narratives of self. These are highly personalized accounts that draw upon the experiences of the author/researcher for the purposes of extending sociological understanding. Such work is located at the boundaries of disciplinary practices and raises questions as to what constitutes proper research. In this paper, I explore this issue by focusing upon the criteria used by various audiences to pass judgment on an autoethnography/ narrative of self that I submitted to and eventually had published, in a leading journal. The problems of having inappropriate criteria applied to this work are considered, and the charge of self-indulgence as a regulatory mechanism is discussed. Reactions to a more trusting tale are then used to signal various criteria that might be more relevant to passing judgment upon this kind of tale in the future. [ABSTRACT FROM AUTHOR]

This study examines the recollections of the Sport Education experiences of a cohort of students (15 boys and 19 girls) who had participated in seasons of basketball, soccer and badminton across grades six through eight (average age at data collection = 15.6 years). Using autobiographic memory theory techniques, the students completed surveys and interviews that asked them to recall what they remembered about the Sport Education seasons in which they had participated. Student responses were mostly from the "general" and more precise "event specific" levels of recall, and their strongest and most detailed memories were of those features that provide Sport Education participants with what is termed authentic experiences. For example, Sport Education was considered different from regular physical education in that it was more serious and organized. Further, students claimed they had a deeper understanding of these sports as a result of their participation, and in particular, as a result of their officiating roles. The findings provide evidence that the features of affiliation, authentic competition and perceived learning that students find so attractive, last well beyond initial exposure to the model, and that future delivery of the model should strongly adhere to these basic tenets. [ABSTRACT FROM AUTHOR]

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What I seek to achieve in this article is an exploration of how some of the distilled and assembled principles of behavior can be applied to human goals, aspirations, and performance writ large. I look to do this through an analysis of various areas of application, although the primary framework upon which I erect this discourse is my own autobiographical progress in science. My grounding in formal research was derived from motor learning and control and it then developed into an examination of all human interaction with technical systems under the general title human factors/ergonomics. In showing an indissoluble link between the foundations of motor control and the technological mediation of human factors and ergonomics, I hope to inform and inspire their consideration of the greater aspirations for all of kinesiological science. In terms of specifics, I discuss the work my laboratory has produced over a number of decades on issues such as driving, flight, and other human-augmenting technologies, with a special focus on performance under stress and high workload conditions. To conclude, I discuss, dispute, and finally dispense with the proposition that science and purpose (proximal understanding and ultimate meaning) can be dissociated. I hope to demonstrate why the foregoing principles and their ubiquitous application mean that science in general bears a heavy, if unacknowledged burden with respect to the current failings, especially of Western society. [ABSTRACT FROM AUTHOR]