Спортивная фиджиталогия как ответ на вызовы цифровой трансформации физкультурно-спортивной сферы

Who makes sport policy and why do we need it? What is the purpose of sport development programmes? Sport Policy and Development answers these questions and more by closely examining the complex relationships between modern sport, sport policy and development and other aspects of the wider society. These important issues are explored via detailed case studies of key aspects of sport policy and sport development activity, including: school sport and physical education social inclusion health elite sport sporting mega-events. Each case study demonstrates the ways in which the sport policy and development fields have changed, and are continually changing in response to the increasing political, social and cultural significance of sport. The book helps the reader to understand the complexities of the sport policy-making process, the increasing intervention of government in the sport policy and development fields, and how the short-term, ever-changing and frequently contradictory political priorities of government come to impact on the practice of sport policy and development. Accessible and engaging, this textbook is an invaluable introduction to sport policy and sport development for students, practitioners and policy-makers alike.

Virtual reality technology is of high immersion, interaction and dynamic multidimensional digital information, which are necessary for combining the development of modern sports with the advance of science and technology. Application of virtual reality technology in sports field will not only benefit sport scientific training and digital research on technical theory, but also make for the rapid development of modern sports. With the attention and investment in the development of sports in the world, the virtual reality technology has begun to frequent in the application of such fields like event broadcast, theory digital sports training and sports teaching.

PurposeThis paper aims to describe the immersive atelier model (IAM), a pedagogical model for remote inter-university studios that promotes quality education. The IAM uses multi-user virtual environments (MUVEs) in two atelier types: A predefined MUVE and a student-shaped one. The study questions how the IAM, using MUVEs, meets the needs of remote inter-university studios. The research explores how MUVE types are used and experienced by students.Design/methodology/approachForty-six students that participated in a remote studio course involving three universities were monitored through observations and a post-course questionnaire, responded to by twenty-five students.FindingsFindings provide insights into the learners’ experience and a rich description of the teaching and learning acts that emerged while using the MUVEs types. Student-shaped MUVEs were found particularly supportive of acts associated with indirect learning and conceptualization. The study identifies subtypes of student-shaped MUVEs that support these desired educational acts.Research limitations/implicationsFindings provide encouraging insights for expanding the traditional atelier beyond its physical constraints and supporting sustainable quality education in remote inter-university studios.Practical implicationsThe IAM can assist tutors in designing future virtual design studios to achieve diverse knowledge and learning progress.Social implicationsThis paper fulfills an identified need to update the atelier pedagogical model to support sustainable quality education in remote inter-university studios. Based on the affordances of MUVEs, the IAM expands the traditional atelier with types of virtual ateliers to support the learners’ sense of belongingness and engagement.Originality/valueInnovatively, the IAM simultaneously uses MUVEs as educational and design spaces that enhance learning.

Virtual geographic environments long simulated real-world scenarios in urban planning, monument preservation, city infrastructure management, education, and entertainment. Their web-based visualisation and distribution made these environments widely accessible. However, many systems remain static, lacking real-time data integration and multi-user collaboration, while virtual worlds designed for the Metaverse emphasise dynamic interaction yet often omit essential geospatial context. Bridging this gap is critical for advancing virtual geographic environments into the next generation. In this paper, we present a modular system architecture for applications demonstrating geospatial virtual worlds over the web. Our goal is to provide a generic, well-structured framework that exposes the essential classes and interfaces needed for building 3D virtual worlds with geospatial data at their core. Our work focuses on defining specific geospatial components, methods, classes, and interfaces that form the foundation of a modern geospatial virtual environment in the Metaverse era. The proposed architecture is organised into three layers: access, world, and integration, which together enable accurate mapping and integration of real-time sensor data, digital twin synchronisation, and support for location-based services. Our analysis reveals that while most current solutions excel in either multi-user interaction or geospatial data management, they rarely combine both. In contrast, our model delivers enhanced geospatial focus, real-time collaboration, and interoperability between physical and digital realms. Overall, this work lays a solid foundation for future innovations in creating immersive, interactive, and geospatially grounded virtual experiences over the web, marking an important step in the evolution of virtual geographic environments for the Metaverse era.

Disability sport is a relatively recent phenomenon, yet it is also one that, particularly in the context of social inclusion, is attracting increasing political and academic interest. The purpose of this important new text – the first of its kind – is to introduce the reader to key concepts in disability and disability sport and to examine the complex relationships between modern sport, disability and other aspects of wider society. Drawing upon original data from interviews, surveys and policy documents, the book examines how disability sport has developed and is currently organised, and explores key themes, issues and concepts including: disability theory and policy the emergence and development of disability sport disability sport development in local authorities mainstreaming disability sport disability, physical education and school sport elite disability sport and the Paralympic Games disability sport and the media.   Including chapter summaries, seminar questions and lists of key websites and further reading throughout, Sport, Disability and Society provides both an easy to follow introduction and a critical exploration of the key issues surrounding disability sport in the twenty-first century. This book is an invaluable resource for all students, researchers and professionals working in sport studies, disability studies, physical education, sociology and social policy. Nigel Thomas is Head of Sport and Exercise at Staffordshire University, UK, where his research focuses on the history, mainstreaming, and media coverage of disability sport. He previously worked for ten years with young disabled people as a sports development officer in local authorities and national governing bodies. Andy Smith is Lecturer in the Sociology of Sport and Exercise at the University of Chester, UK. He is a co-editor of the International Journal of Sport Policy, and a co-author of Sport Policy and Development: A Sociological Introduction, and An Introduction to Drugs in Sport: Addicted to Winning? Both books are published by Routledge (2009).

Wakeboarding holds a prominent place among extreme sports, with a continuous increase in its popularity worldwide. The most significant development of this extreme sport has been achieved in Europe, America, and Australia. The purpose of the study is to identify the characteristic features, global trends in the development and popularization of wakeboarding in different countries, and to conduct a comparative analysis of wakeboarding functioning worldwide. Methods and organization of research. In the course of the research, the following methods were used: analysis of scientific, methodological, and specialized literature, Internet data; surveys; comparison; methods of mathematical statistics. Results. The leading countries developing wakeboarding, such as the USA, Canada, Australia, European countries, and others, have similar approaches to the organization and development of this sport. These approaches include a club system, a system of qualification categories and training levels for athletes, participation in competitions, and the presence of water infrastructure equipped with tracks. Several European countries develop wakeboarding through the adoption and implementation of long-term development programs for the sport, supported by the government and state institutions. Distinctive features include differences in the perception of wakeboarding as a hobby (USA and Canada) or a sport (Australia, Brazil, Colombia, and Uruguay), the organization of mass events (Germany, Italy, and France) or professional competitions (Great Britain and Spain), sources of funding (Australia and Brazil prioritize state funding, while other countries rely mainly on private organizations and sponsors), the age at which wakeboarding begins (ranging from 6 to 12 years old), their own systems for assessing the level of athletes’ training and classification, and the varying quantity and quality of water bodies and parks. The main features of the competition system in wakeboarding are the competition format, participant categories, trick evaluation, team competitions, and judging. Each of the reviewed countries has its own system of national and recognized international wakeboarding competitions. The greatest popularity and spread of wakeboarding development have been identified in Europe, North America (USA and Canada), Australia, and Oceania, making them leaders in the development of wakeboarding worldwide. In Asian countries, wakeboarding is at an initial stage of development, while in African countries, there is increased interest in the sport with a small number of participants. Conclusions. The analysis confirms that wakeboarding is a dynamic and promising extreme sport that is actively developing in various countries around the world.

PurposeThe purpose of this paper is to explore innovations in customer experience at the intersection of the digital, physical and social realms. It explicitly considers experiences involving new technology-enabled services, such as digital twins and automated social presence (i.e. virtual assistants and service robots).Design/methodology/approachFuture customer experiences are conceptualized within a three-dimensional space – low to high digital density, low to high physical complexity and low to high social presence – yielding eight octants.FindingsThe conceptual framework identifies eight “dualities,” or specific challenges connected with integrating digital, physical and social realms that challenge organizations to create superior customer experiences in both business-to-business and business-to-consumer markets. The eight dualities are opposing strategic options that organizations must reconcile when co-creating customer experiences under different conditions.Research limitations/implicationsA review of theory demonstrates that little research has been conducted at the intersection of the digital, physical and social realms. Most studies focus on one realm, with occasional reference to another. This paper suggests an agenda for future research and gives examples of fruitful ways to study connections among the three realms rather than in a single realm.Practical implicationsThis paper provides guidance for managers in designing and managing customer experiences that the authors believe will need to be addressed by the year 2050.Social implicationsThis paper discusses important societal issues, such as individual and societal needs for privacy, security and transparency. It sets out potential avenues for service innovation in these areas.Originality/valueThe conceptual framework integrates knowledge about customer experiences in digital, physical and social realms in a new way, with insights for future service research, managers and public policy makers.

Computer technology is widely used in the sports industry. It can help athletes to train, analyze the physical condition of athletes, improve the fairness of sports competitions, and promote the development of modern sports. Therefore, it is very necessary to study the application of computer information technology in modern sports. The article analyzes that computers provide good technical support for the development of modern sports, achieve scientific and reasonable arrangement of various sports activities, and strengthen the implementation of sports activities. This paper studies the application of computer technology in modern sports, and discusses the influence of computer technology on modern sports industry, the application of computer technology in sports training, and the application of computer technology in sports competition broadcasting.

This position paper looks at the design and pedagogical model for using virtual worlds in a collaborative multicultural learning environment. Virtual worlds are gradually becoming an integral part of education and this paper discusses the place of virtual worlds to connect between learners and cultures. The paper presents different pedagogical designs, perspectives, projects and models, stressing the need for incorporating design theory with collaborative learning and multicultural considerations. It shows the development of these pedagogies and how these can be integrated within virtual worlds. The paper shows the need for the design of a new pedagogical working model, TEC Town, for working in virtual worlds allowing for collaborative online learning between groups from different cultures. This model is a combination of previous models for virtual worlds; social, gaming, building and collaborative models. In the new model, the participants share a virtual apartment in a virtual world and working in diverse cultural groups, they design and build the interior. They add games according to the class topic together with children from conflicting cultures.

SEX, TECH, AND FAITH: Ethics for a Digital Age by Kate Ott. Grand Rapids, MI: Eerdmans, 2022. 207 pages. Paperback; $22.99. ISBN: 9780802878465. *I have to admit that I approached the task of reviewing Kate Ott's latest book Sex, Tech, and Faith: Ethics for a Digital Age with a certain amount of trepidation. As an engineer by training and a faculty member at a Christian university by experience, I have some confidence in my ability to evaluate technology developments from a Christian perspective. However, I can claim very little expertise in the scientific analysis or ethical evaluation of human sexual behavior (beyond my own personal experience of being married for almost 35 years). As the product of a traditional Christian upbringing in which sex was rarely discussed openly, I admit a certain amount of squeamishness (although I hope not prudishness) in addressing the subject in the public sphere. The controversies in the church surrounding issues of human sexuality add additional complexity to this topic. *Ultimately, the courage to overcome these concerns stems from agreement with the author about the value of bringing these topics out into the open, as well as from the author's candid invitation to open dialogue. Ott's book-cover promise of "a values-based, shame-free, pleasure-positive discussion of Christian sexual ethics in response to a range of pressing issues in the digital age" is compelling. I suspect some Christians might be unaware of what's out there in the digital realm that could nourish or pervert our sexual desires. On the other hand, it's clear from the research presented in this book that many readers might be engaging with some of the digital topics and technologies uncritically, and in ways that are antithetical to Christian commitments. *The introduction sets the stage by noting the need for better understanding in two areas which might in the past have been viewed as non-overlapping: sexuality and digital literacy. Ott is aiming for a more nuanced understanding and integration of both. The approach to sexual ethics promoted in the book recognizes that, although Christians have traditionally focused their attention on sexual behaviors, relationships and values should also be centered as inputs in sexual decision making. Ott presents a list of values that attempt to capture the holistic aspects of human sexuality and provide guidance toward sexual flourishing (as opposed to focusing on boundaries). The goal to live out the call to love our neighbors and ourselves in the sexual realm is captured in the concept of "erotic attunement," which consists of an attentiveness to our sexual desires, the capabilities of our bodies, and the needs of others to cultivate healthy intimate relationships. With respect to digital literacy, the author emphasizes that experiences online and in the virtual world are still embodied experiences. This is a helpful corrective to the common assumption that interactions with software involve only our minds. *The book includes five chapters, each of which focuses on a particular sex-related digital technology topic. In each of these chapters, readers will find examples of available apps and products, along with analyses of some of the benefits and dangers associated with adoption of these technologies at the personal and societal level. Ott also provides some concrete case studies that help to illuminate the questions and assumptions surrounding sex-tech use. *Chapter 1 focuses on digital pornography. Two key effects of digital technology advances related to online viewing of sexual activity are highlighted: (1) the availability of increasingly realistic and explicit depictions, and (2) the increasing ease of anonymous viewing. While some Christians might argue that depictions of nudity or eroticism can express appreciation of the beauty of God's creation, the digital experience tends to promote consumption, rather than appreciation. Despite reporting results from research studies that clearly identify the tendency of online pornography use to contribute to compulsivity and sexual dysfunction, Ott concludes that "online pornography use can have positive and negative effects on our sexual embodiment" (p. 34). She includes as a positive the potential for pornography viewers to educate themselves about sexuality and promote creativity (part of the pursuit of erotic attunement). While the author emphasizes here and in other sections of the book the potential for use of digital technology to shape us in ways that are not always easy to discern, I'm not certain that she takes this potential seriously enough in making recommendations. As an engineer who has been trained to identify and manage risks, I wonder if the value of avoiding harm (to individuals and society) has been weighted appropriately in the overall evaluation. *The second chapter considers the world of online matchmaking apps. Although many believers already use these tools to find partners and might view them as innocuous, the author points out the problems with the criteria and algorithms used to sort and match people. The standards of beauty and status markers that are promoted by online dating sites may be biased against minorities. Here, Ott describes the goal of forming a lifetime marriage partnership as a "myth" that is generally not in alignment with the values that contribute to erotic attunement. She also points out that using these apps for casual "hookups" is unlikely to promote erotic attunement. *Chapter 3 lays out the dangers of digital technologies that enable individuals to threaten others and invade their privacy. Ott is correct to point out in this chapter the ways that some aspects of Christian theology and practice have been used in the past to justify intimate violence and relationship abuse. Believers should be encouraged to increase their awareness of the potential for abuse of power in the digital realm and commit to promoting privacy protections and advocating for victims of online bullying and stalking. *The fourth chapter explores sex in the virtual world. The author describes examples of online universes and suggests that our avatars in these digital domains might be ethically used for exploration of sexual identity as long as the values of love and honesty are prioritized in these interactions. She can foresee a time when virtual reality will allow humans to interact in ever more "realistic" ways with others and with artificially intelligent entities in these constructed worlds. *In chapter 5, the analysis of technologically mediated sexual activities is extended to human interactions with robots. Ott sees robot companionship as potentially having positive influences on sexual health for some people. I would propose that the extent to which we might consider robots as participants in human sexual activities depends on whether we categorize them as tools (just more-sophisticated sex toys) or as potentially sentient persons. Either way, believers who situate sexual activity within a normative framework that directs it toward a lifelong committed relationship between two consenting human beings will be far less accepting than Ott is in this chapter. It seems inevitable that sex robots will be designed and made available to the public, and while Ott argues that this technology could be designed to encourage the development of Christian virtues in its users, I suspect most Christians will remain unconvinced. *In the end, reaction to the author's perspectives on sex-tech will depend strongly on the reader's prior personal experience and understanding of biblical norms for sex and marriage. Those who have struggled with gender identity and stereotypes, same sex attraction, and involuntary singleness, as well as those for whom the effort of trying to conform to overly constrictive expectations around sexual activity has been damaging to their mental health, will certainly be open to the progressive values championed in the book. On the other hand, those who hold that sex is in-tended only in the context of a lifelong covenantal marriage will be resistant to many ideas in this book. I did not find the tone of the book to be particularly conducive for convincing "traditional" Christians to be more open. Although Ott's stated goal is to avoid shaming and to honor a range of perspectives, she applies that goal unequally. She seems to assume that any Christian understanding of sexual ethics that attempts to set boundaries must be directly opposed to erotic attunement and be motivated by the desire to control the behavior of others. *Read this book to expand your horizons and stimulate reflection--both on the place of sexuality in our Christian walk and on the risks and opportunities for integrating technology into that sphere of human flourishing. But keep in mind that, ultimately, the only way to banish shame, particularly around our tech-enabled sexual behaviors, is not to banish all boundaries, but to discern God's will for this area of life and to be reminded that our Savior Jesus Christ died so that we all might be considered blameless for the things we get wrong. *Reviewed by Gayle Ermer, Department Chair and Professor of Engineering at Calvin University, Grand Rapids, MI 49546.

Bolton’s et al. paper, “Customer experience challenges: bringing together digital, physical and social realms,” discusses the trends in digital, physical, and social areas and their impact upon the development of customized customer experiences. This experience is comprised of multiple interactions with a focus on the design and delivering of an optimized experience. The digital realm has changed customer’s behavior and thereby their experience for content, expertise, and customized solutions in real time. The physical realm aided by technology enhances convenience and comfort. The social realm is the heart of the customer experience and is defined by the interactions among customers, employees, and others. That relationship increasingly involves technological interfaces. Word of mouth (WOM), smartphones, and social networks can be used to influence customers, both in a positive (convivial) and negative (crowding) direction.

The research explores the concept of “digital hybridity” in Patricia Lockwood’s work No One Is Talking About This. It explores the interplay between physical and digital realms in the life of the protagonist. It studies the formation of identities in a culturally hybrid environment. Further extends the work of hybridity by Homi K. Bhabha and moves it towards the digital hybridity, is a vital approach in this research. The psychological aspect of the protagonist plays a crucial role as she forms a culturally hybrid identity. Her actions, thoughts, and behavior are all affected by the virtual world. By examining the journey of the protagonist, the article provides crucial insights into the lives of people living in the digital era. With the help of this research, we can find how literature contributes to the study of people living in virtual environments, which effects on cultural and psychological development of individuals.

Although the pandemic increased the adoption of non-education platforms for teaching, it brought challenges to online higher education. These challenges encompass fatigue from excessive use of video conferencing applications, frustration experienced by instructors when students keep their cameras off during online classes, low student engagement, and notable silence in response to questions or concerns. As digital education and online interaction continue to evolve, the concept of the metaverse has emerged as a potential solution to enhance engagement and collaboration within virtual spaces (Mistretta, 2022). The metaverse, as defined by the Acceleration Studies Foundation, represents the convergence of virtually enhanced physical reality and physical-persisted virtual space (Kye et al., 2021). It constitutes an interactive, three-dimensional virtual environment where individuals can interact with one another and digital entities, mirroring real-life interactions. The metaverse encompasses virtual worlds, online games, social networks, augmented and virtual reality experiences, and more. It blurs the line between the physical and digital realms, allowing for seamless and integrated experiences. Built upon the maturity of technologies such as virtual reality (VR), augmented reality (AR), big data, and blockchain, represents the future of education (Wu & Gao, 2022, cited in George, E. 2023). Hybrid and flexible environments facilitate the integration of these technologies, overcoming physical limitations and enabling students to immerse themselves in a completely virtual environment. Within this environment, students can engage in creative activities that foster learning, critical thinking, collaborative work, socialization, and positively impact student motivation (Almaguer et al., 2021; Burnett et al., 2021; Zhang et al., 2022). Virbela is a virtual reality platform that recreates real-world settings, dynamics, and human interactions in virtual environments. Unlike video conferencing, digital collaboration tools, and online forums, Virbela provides the ability to replicate physical offices, events, or learning spaces while maintaining a sense of community and culture (Virbela, 2023). Tec Virtual Campus is a Tecnologico de Monterrey virtual world created using Virbela. Accessible through a desktop application, this platform offers students a digital space where they can access using customizable avatars and enjoy freedom of movement as if they were on the physical campus (Villanueva, A. 2022). This environment enables the presentation of projects, complete class sessions, participation in forums, organization of educational events, and various other activities, all within an interactive 100% virtual space that utilizes three-dimensional animations and voice-enabled avatars. In this context, we will provide examples of two educational activities implemented within the Virtual Campus for high-enrollment online courses encompassing over 100 students from diverse regions in Mexico. These courses span distinct disciplines: Engineering and Sciences, and Social Sciences and Government. These examples aim to demonstrate that regardless of the subject being studied or course characteristics, this immersive resource can be utilized to add value and innovation to virtual classrooms.

The article highlights the approaches to the development of sports and health activities and sports tourism in various spheres of society. It is proved that the current standard of quality of life in Ukraine is characterized as not satisfactory. Many factors affect the quality of life: lifestyle, genetic and environmental factors. However, one of the main issues remains the underfunding of development. The work investigates the state of financial support for health care, which is closely related to the level of low healthy life expectancy. It is determined that in modern conditions physical culture and sports are a necessary element of life of every Ukrainian. It is justified that grant programs are the main financial source for the development of physical culture and sports. It is proved that the state and non-state policy of development of physical education and sports should be built on creation of the corresponding concept for the next five years, which will include the appropriate strategy and program of development of physical culture and sports. The purpose of the article is a study of the peculiarities of organizing sports and health activities in different spheres of society and mechanisms of financing physical culture and sports in Ukraine. To achieve this goal, the following tasks are solved: to reveal the role and importance of organizing sports and health activities in different spheres of society; to conduct an analysis of the current state of financing of health care, physical education and sports; outline strategic guidelines for improving state and non-governmental policies on financial provision for physical education and sports. Subject and object of study. The subject of the research is theoretical and practical aspects of organization of sports and health activities in different spheres of society. The object of the research is the process of managing sports and health activities in different spheres of society. Research methods. For a comprehensive study of the necessary information the basic methods of information research in management were used. In the study of the current state of financing the health care, physical education and sports the methods of statics and dynamics were used. The dynamic method was used to analyze health care expenditures in percentage terms to GDP and total expenditures, average life expectancy at birth in Ukraine, transition from one equilibrium state to another for the period from 1995 to 2017. The static method involved a comparison of the amount of annual funding from the State Targeted Social Program for the Development of Physical Culture and Sports and the actually allocated funds. An economic model of the dynamics of health care expenditures in percentage terms to GDP and total expenditures, average life expectancy at birth in Ukraine in the form of a graph is constructed.

Virtual worlds (VWs) are providing welcome opportunities for the development of innovative curricula in higher education. These environments potentially allow educators to provide their students with more authentic learning experiences that more closely replicate real-life contexts through the provision of credible tasks and activities. In addition, virtual worlds can provide a learning venue for students learning to execute tasks that are too costly or hazardous to perform in the real world (Haptics-e 2(2):1–7, 2001). Carefully designed simulations deployed in virtual world environments can offer safe and economical simulations of real-world contexts that can enhance learning, especially when coupled with tactile precision and haptic feedback. This chapter, while acknowledging the enormous potential of virtual worlds for higher education, will investigate the range of challenges also associated with implementing these environments into curricula. These include the use of appropriate pedagogical models and the large learning curve for novice users. The chapter will conclude with a discussion of how these challenges can be mitigated, taking into account the latest technical developments in virtual worlds and associated hardware.