Using examples from the world of sport, illustrate the main principles of a sociological approach.

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Using examples from the world of sport, illustrate the main principles of a sociological approach?

Sociology is the study of human social life, groups and societies... The scope of sociology is extremely wide, ranging from the analysis of passing encounters between individuals in the street up to the investigation of world-wide social processes (Anthony Giddens "Sociology", 1989)[1]. A sociological approach is one that investigates into society to record the changes and differences at an individual level but at also the larger structural level assessing norms, values and how the social environment influences individuals.  

The sociological approach can be well explained through sporting examples as there is a clear link as sport reflects the society it is played in, “Sport is all around us. Yet few of us look critically at how it affects our lives and even fewer look at how we as a society affect sport.” [2](Ronald. B. Woods, 2007) The relationship between a sociological perspective and sport in society is that way in which it intensifies and overstates contemporary issues in our society today such as gender, racism and class.

In this essay I will focus upon the how the main principles can be illustrated upon social class, its influence on sport in line with the sociological approach and the views of the Marxist perspective, the working classes are exploited by the higher classes, and Functionalist perspective, a functional prerequisite where scarce resources are allocated making room for social mobility[3] (D. Malcolm 2010).  Social class refers to the hierarchal distinctions between individuals or groups in society, these distinctions are based on “a combination of income, wealth, education, occupation, and social connections[4] (Coakley, 2009).  Sport arose out of class conflict and conflicts within classes.  The greatest example is that between the amateurs and professionals, the two tiered system amateurs and professionals, in early British sport, a good example disproving the functionalist view that scarce resources would be allocated fairly.  The middle and upper class men who dominated the sporting establishment not only had a theoretical preference for amateurism; they also had self-interest in blocking the professionalisation of sport, which threatened to make it feasible for the working classes to compete against themselves with success. Working class sportsmen didn't see why they shouldn't be paid to play as they were taking time out of work to participate. Hence there were competing interests between those who wished sport to be open to all and those who feared that professionalism would destroy the 'Corinthian spirit' showing a lack of social mobility in sport.  The best example can be seen in the total split of rugby to league and union in the 1800’s with professionals in the northern version of the game and union in the south predominantly remaining amateur for many more years as a game for the higher classes, a weakness in the functionalist argument.   Golf in Scotland and Rugby union in Wales however are clear exceptions to class segregation sharing the Functionalist view of social mobility and fair spread of scarce resources.

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In the Marxist view the wealthier and more educated members of society , Bourgeoisie, participate in sports, and attend and watch games whereas the lower socially classed individuals, Proletariat, are less involved as they cannot afford the time off work; wealthy classes want to show their wealth and power by flaunting availability of leisure time and consumption of sports[5] (Veblen, 1899).   High-income groups have more time to participate in leisure activities such as swimming, golfing, and going to the gym than low-income groups, “Social class and class relations influence who plays, who watches, who consumes information about sports, and what information ...

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