مقاله انگلیسی رایگان در مورد جهت گیری تحقیقات آینده برای تحصیلات تربیت بدنی – امرالد 2018

Entrepreneurial capabilities are becoming important in the workforce due to more students starting their own businesses (Maritz, 2017). Interest in entrepreneurship education is growing amongst sport educators due to the belief that it can improve employment outcomes. The sport industry is by nature entrepreneurial and has a tradition of introducing innovations that transcend to other industries (Ratten, 2011), Ratten and Ratten (2011) identify that sport firms need to be entrepreneurial to stay ahead of their competition. Thus, sport and entrepreneurship are linked in their focus on curiosity and commitment to learning. Sport organizations need to be more involved in entrepreneurial activity due to its positive impact on performance. Entrepreneurship education provides a way for the sports industry to understand change by focusing on intellectual inquiry (Kurczewska et al., 2017). There is a changing perception within most educational settings regarding the requirements for more practical engagement with subject topics. Entrepreneurship education provides a way of incorporating a more practical orientation to sport studies. This is because there is a belief that sport education should involve more business dimensions and entrepreneurship education can provide this additional knowledge. There is now increased interest in sport education that links to emerging topic areas such as holistic wellness and alternative leisure settings such as yoga and meditation (Gerdin and Pringle, 2017). Despite this shift in change for sport education to date, minimal research has been completed that links the field of entrepreneurship education and how to teach using a more entrepreneurial approach ( Jones and Jones, 2014). Although the role of entrepreneurship in sport is undeniable, the research has neglected to focus on educational aspects. The purpose of this paper is to explore how sport education needs to adopt an entrepreneurial learning process to maximize its ability to enable change. In the global economy, educators are being required to operate more entrepreneurially in their teaching style and offering of courses. Siedentop (2002, p. 411) states that sport education is defined “as a process through which sport cultures might grow and prosper as humanizing influences in the lives of nations and their citizens.” Typically sport education courses have not traditionally taught entrepreneurship which is often viewed as a standalone discipline in itself. Entrepreneurship education teaches opportunity recognition, risk assessment and creativity (Fayolle, 2010). Traditionally sport educators have focused on physical initiatives neglecting the business aspects of sport. Recent years have witnessed the introduction of entrepreneurial policies in government directives aimed at the sport sector. This has been evident in the use of social initiatives such as having healthier lifestyles adopting a new approach. Thus, social entrepreneurship in sport has been viewed as a way to build more non-profit but innovative partnerships amongst stakeholders in the sport sector (Ratten, 2011).