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Surveillance, Disciplinary Power and Athletic Identity: a Sociological Investigation Into the Culture of Elite Sports Academies

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Surveillance, Disciplinary Power and Athletic Identity: a Sociological Investigation Into the Culture of Elite Sports Academies Durham E-Theses Surveillance, Disciplinary Power and Athletic Identity: A Sociological Investigation into the Culture of Elite Sports Academies MANLEY, ANDREW,THOMAS How to cite: MANLEY, ANDREW,THOMAS (2012) Surveillance, Disciplinary Power and Athletic Identity: A Sociological Investigation into the Culture of Elite Sports Academies, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/5900/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 Andrew Thomas Manley Surveillance, Disciplinary Power and Athletic Identity: A Sociological Investigation into the Culture of Elite Sports Academies A thesis submitted in fulfilment of the requirements for the Degree of Doctor of Philosophy School of Applied Social Sciences Durham University 2012 Copyright The copyright of this thesis rests with the author. No quotation from it should be published without the prior written consent and information derived from it should be acknowledged. i Andrew Thomas Manley Surveillance, Disciplinary Power and Athletic Identity: A Sociological Investigation into the Culture of Elite Sports Academies Abstract With the exception of work conducted by Parker (1996a) research concerning identity construction, surveillance practices and power relations within the context of a professional sports academy institution appears limited. Drawing on 30 semi-structured interviews with staff and athletes at two Premiership academies (one rugby, one football), a Foucauldian framework is utilised to provide a sociological analysis of disciplinary power and its impact upon the experiences and development of elite athletes. Foucault’s (1979) concept of panopticism is employed to explore the impact of surveillance as a disciplinary tool within the academies. The concept of surveillance as a disciplinary mechanism is furthered with the application of Latour’s (2005) ‘oligopticon’ and Deleuze and Guttari’s (2003) ‘rhizomatic' notion of surveillance networks. Foucault’s (1979; 1994b) normalising judgment and the concept of self and ‘lateral’ surveillance are employed to understand how the athletes internalise the values, attitudes and behaviours witnessed within the academies. An analysis of the regulation of the social space and time is accompanied by an application of Weber’s (1978) ‘domination by authority’ to explore the authoritative role of the coaches and their relationships with the players. The Foucauldian approach is accompanied by the work of Erving Goffman (1959; 1961a; 1961b) to understand how the role of ‘elite athlete’, bound by the notion of ‘professionalism’, is constructed and managed by the players on a daily basis. By adopting both a Foucauldian and interactionist perspective the thesis explores how the structure of the academies impacts upon the development and socialisation of those housed within them, whilst also maintaining focus upon the construction and management of identity and the presentation of ‘self’ in an institutional setting. ii Acknowledgements First and foremost I would like to thank both Dr Catherine Palmer and Dr Martin Roderick for their guidance and help throughout the project. Both have been superb supervisors throughout the lifetime of the thesis providing excellent guidance and feedback. Their constructive criticism and constant support have proved to be invaluable and I am grateful to the both of them for all they have taught me from the early beginnings through to completion. I must also extend my gratitude towards the academy managers, coaches, physiotherapists and players who agreed to participate, without their input this study would not have been possible. Thanks also go to my office mates at the University of Durham for the inspirational chats and friendly ‘banter’ that kept us all sane as we progressed. I would also like to acknowledge my colleagues at the University of Bath, especially Haydn Morgan, Andy Hibbert, Nicholas Willsmer and Alison Smith who provided a creative environment to help form new ideas and expand upon the old during the final stages of completion. From a personal perspective I would like to thank my close family who have supported me throughout. In particular I would like to thank my mother and father, Maxwell Manley and Jane Manley, for their unconditional support throughout the process. Without their help this PhD would be a mere thought and nothing more, I am sincerely grateful for all that they have done to ensure that I achieved what I set out to do. I am also indebted to my brother, Christopher, who provided a further ‘critical eye’ to cast over my work in progress. Finally, I would like to thank my wife Michelle for her patience, kindness and understanding. Her constant support and presence was always there to keep me grounded and remind me to place that which is truly important first and foremost. iii Contents Abstract .......................................................................................................................................... ii Acknowledgements ....................................................................................................................... iii Introduction ................................................................................................................................... 1 Typology of Academies .............................................................................................................. 4 Football Academies ..................................................................................................................... 6 Rugby Academies ........................................................................................................................ 9 A Week in the Life of a Valley FC Scholar .............................................................................. 12 A Week in the Life of a Derringstone Town Player .................................................................. 17 Thesis Structure ......................................................................................................................... 20 Chapter One: Elite Sports Academies ...................................................................................... 24 1.1 Introduction ......................................................................................................................... 24 1.2 Rugby and the Academy ..................................................................................................... 24 1.3 Previous Research in Elite Youth Rugby ............................................................................ 26 1.4 Football and the Academy ................................................................................................... 28 1.5 Education and the Football Academy ................................................................................. 29 1.6 Hegemonic Masculinity, Professionalism and the Football Academy ................................ 32 1.7 Authority, Identity and the Football Academy .................................................................... 34 1.8 Conclusion ........................................................................................................................... 40 Chapter Two: Theoretical Framework, Foucault, Disciplinary Power and Goffman ......... 43 2.1 Introduction ......................................................................................................................... 43 2.2 Power and Discipline ........................................................................................................... 46 iv 2.3 Techniques of Surveillance ................................................................................................. 52 2.4 Normalising Judgment and the Examination ...................................................................... 58 2.5 Institutions, Bio-power and Interaction ............................................................................... 64 2.6 Foucault and Goffman ......................................................................................................... 68 2.7 Conclusion ........................................................................................................................... 73 Chapter Three: Methods ............................................................................................................ 80 3.1 Introduction ......................................................................................................................... 80 3.2 Academy Selection .............................................................................................................. 83 3.3 Participants .......................................................................................................................... 83 3.4 Research Setting .................................................................................................................
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