Women, sport and new media technologies:Derby grrrls online

Sport has long been viewed as a public ‘good’ — a space for the creation and enactment of the ‘good, healthy citizen’. Yet this public ‘good’ has also been gendered masculine: competitive, public and ‘tough’, with women’s participation historically marginal to men’s. In Australia in recent years, the participation of women and girls has fluctuated, with decline or stagnation in more traditional organised sports (netball, basketball) and growth in other areas, such as roller derby and football. However, women’s sports are still largely invisible in the popular sport media. In this chapter we focus on roller derby as one particular women’s sport that has undergone a global revival, mobilised through ‘new’ youth-oriented media forms. We examine four diverse websites that form part of the ‘social web’ of derby: two official league sites, a blog and a Facebook group. The reinvention of roller derby is intimately connected to the alternative mediated spaces made possible by the social web. Roller derby players and organisers have used online spaces for various ends: to promote the sport community, to make visible the relations of power between those involved, to create and maintain boundaries of inclusion and exclusion within the sport, and to express ‘creative’ aspects of identity. This chapter provides examples of the strategies and tactics used to establish and maintain roller derby as a ‘women’s only’ sport and some of the challenges and possibilities inherent in this highly mediated space.No Full Tex

Individual differences in implicit learning abilities and impulsive behavior in the context of Internet addiction and Internet Gaming Disorder under the consideration of gender

Introduction: In three consecutive studies, we aimed to investigate the relationship between problematic Internet use (PIU), Internet Gaming Disorder (IGD) and implicit learning abilities, and impulsivity/risk-taking among online video gamers and control participants. Methods: In study 1, male visitors, recruited at the “Gamescom” in Cologne (2013), filled in a short version of the Internet Addiction Test (s-IAT), the Online Gaming Addiction Scale (OGAS), and completed an experimental task to assess implicit learning abilities. In study 2, a group of WoW gamers and control participants completed the same set up, in order to replicate the results of study 1. Study 3 used a modified version of the experiment to measure impulsivity/risk-taking in a group of healthy participants. Results: In study 1, results revealed a significant negative correlation between the s-IAT score and the measure of implicit learning among male Gamescom participants. In study 2, the s-IAT and WoW addiction scores were negatively correlated with implicit learning only in male WoW players, which mirrors the results from study 1. In study 3, the OGAS score was positively correlated with the experimental measure of impulsivity/risk-taking. Conclusion: In the current research project, deficient implicit learning was linked to PIU only in male participants with (a tendency towards) IGD. These findings might help to disentangle some opposing results on this relationship, when considering the gender of participants. Furthermore, higher risk-taking tendencies were associated with IGD among healthy participants, thus, suggesting the potential of risk taking as a predictor of IGD in a non-gamer population

Children coping with COVID-19: Intersectional understandings of film and media access in a crisis

As a result of the global COVID-19 pandemic and resulting lockdowns across the world, digital access has become paramount, as most aspects of education have moved online. Drawing together five case studies located in South Africa, Argentina, the Netherlands, India and Ethiopia, this article assesses the role of film education during the COVID-19 pandemic, with a specific focus on the impacts of digital access. We examine multimodal forms of film education, and how these were used to inform, entertain and educate children during the crisis by the varying work undertaken by the organizations. Applying theories of intersectionality, we address the need for context-specific approaches to film education, focusing upon the impact that the societal and individual contexts had on the dissemination of film education in each country