Sport Rivalries - Doral Academy Preparatory

Report
IN-GROUPS VS. OUT-GROUPS
REASONS FOR RIVALRIES
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Geographic Proximity
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Frequent Meetings in
Important Games
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Events that Increased
tension between groups
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Pre-existing Social and
Political Tensions
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10 Great Sporting
Rivalries
FOOTBALL: FSU VS. UF
Two Oldest Public
Universities in Florida
 One or both of them often
highly ranked
 (1994) Choke at Doak
Game

28 Points from FSU in the
last quarter to tie game
31-31
 The Comeback - FSU vs.
UF
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FEEDING AN OLD RIVALRY
AUBURN VS. ALABAMA
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Roll Tide/War Eagle
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The Iron Bowl
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Alabama vs. Auburn
1893
SEC Division
Rivalries and In-Group
Bias.
CASE STUDY: BARCELONA – REAL MADRID
Barcelona - Real Madrid
 Why could this rivalry be
considered more than just
a soccer match? Provide
details from the video.
 How has the rivalry
changed over time?
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CASE STUDY: AC MILAN VS. INTER MILAN

Italian Derby
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Inter first allowed players
from other countries to
play when AC Milan
wouldn’t
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Differences have
dissipated since their first
match in 1908, but
tension remains.
CASE STUDY: THE OLD FIRM
CELTIC F.C. VS. RANGERS F.C.

Celtic vs. Rangers - More than
a Game
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Location: Glasgow,
Scotland
Roots of Conflict

National Identity: Native
Scots (Rangers) – Scots Irish
(Celtic)
 Religious Affiliation:
Protestants (Rangers) –
Catholics (Celtic)
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Video:
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The Football Wars
CASE STUDY:
ALI VS. FRAZIER
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(1971)“Fight of the Century”
Both undefeated
Extension of tension in the
country
Ali came to represent the
movement against Vietnam.
Frazier became symbol for
conservative America
Frazier won.
(1974) Rematch: Ali won.
(1975) Final Fight: Ali won in
the Philippines
Frazier vs. Ali - Rivals
CASE STUDY: MIRACLE ON ICE
Sport: Hockey
 U.S vs. Soviet Union
 Key Match: 1980 Winter
Olympic Games
Semifinal
 Importance:

Cold War Era
 Competition between
countries.
 U.S as the underdog story.
 Miracle On Ice

CASE STUDY: INDIA VS. PAKISTAN
SPORTS AS A MICROCOSM OF THE WORLD

India-Pakistan Conflict
Fight over region of
Kashmir.
 Both countries have nuclear
weapons

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Conflict Analysis - India vs.
Pakistan

Tension in the India/Pakistan
border

Tension rises in the Border
Rivalry in Sports
How do people live the
rivalry?
GROUP BEHAVIOR AFFECTS CONFLICT:
CONFORMITY TO OUR GROUP

Important Studies:
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Solomon Asch

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Stanley Milgram
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Group Pressure
Obedience to Authority
Irving Janis

Groupthink: the tendency
of group members to
conform by adopting a
narrow view of some issue.

How are group pressure,
obedience to authority and
groupthink part of our
allegiance as fans to a team?
ASCH EXPERIMENT
.
65% of subjects administered what they thought was lethal voltage on the shock machine.
Milgram described the dilemma as a conflict between conscience and authority.
GROUPTHINK
I THINK, YOU THINK, WE THINK
GROUPTHINK
•Groupthink: the desire for harmony or conformity in the
group results in an incorrect or deviant decision-making
outcome. Characteristics of groupthink include:
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Illusion of invulnerability
Collective rationalization
Belief in inherent morality
Stereotyped views of out-groups
Direct pressure on dissenters
Self-censorship
Illusion of unanimity
Self-appointed mindguards
GROUPTHINK: ILLUSION OF INVULNERABILITY

Creates excessive
optimism that encourages
taking extreme risks.
GROUPTHINK: COLLECTIVE RATIONALIZATION

Members discount
warnings and do not
reconsider their
assumptions.
GROUPTHINK: BELIEF IN INHERENT MORALITY
Belief that whatever the
group does it will be right
as they all know the
difference between right
and wrong.
 Tendency to overlook the
consequences of what
they decide.
 Are we born good people
or is morality taught?

GROUPTHINK: STEREOTYPED VIEWS OF OUTGROUPS
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Negative views of those
who are different creates
conflict.

Question: Are we born to
hate or are we taught to
hate?
GROUPTHINK: DIRECT PRESSURE ON
DISSENTERS

Members are under
pressure not to express
arguments against any of
the group’s views.
GROUPTHINK: SELF-CENSORSHIP

Doubts and deviations
from the perceived group
consensus are not
expressed

Why could selfcensorship be problematic
on the long run?
GROUPTHINK: ILLUSION OF UNANIMITY

The majority view and
judgments are assumed to
be unanimous.
GROUPTHINK: SELF-APPOINTED MINDGUARDS

Member of a group who
serves as an informational
filter, providing limited
information to the group
and, consciously or
subconsciously, utilizing
a variety of strategies to
control dissent
IN-GROUPS AND OUT-GROUPS
“We all see only that which we are trained to see.”
IN-GROUPS AND OUT-GROUPS

Social Identity

Social categorization
divide world into in-group
(“us”) and out-group
(“them”)
IN-GROUPS AND OUT-GROUPS
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Sport rivalries feed on the distinctions
between in-groups and out-groups. So
do other conflicts.

An in-group is a social group
commanding a member’s
esteem and loyalty; it is the one
we identify with.

An out-group is a social group
toward which one feels
competition or opposition.

In-group bias: view our own
group more favorably
JANE ELLIOTT'S "BLUE EYES/BROWN EYES“
IN-GROUPS VS. OUT-GROUPS
3rd Grade Teacher Jane Elliott
 Experiment conducted on the days after Martin Luther
King assassination (1968)
 Wanted to explain discrimination to 8 year olds.
 Experiment deals with stereotypes, prejudice,
discrimination, and the creation of in-group bias.
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GLOSSARY
Stereotypes - beliefs about attributes that are thought to be
characteristic of members of particular groups. A mental
image or judgment of a group based on opinion without
regard to individual differences. They can be either
positive or negative.
ex. Women are nurturing, car salesmen are dishonest
Prejudice - A negative judgment or opinion formed about a
group without knowledge of the facts.
Discrimination - Treating someone less favorably based on
the group, class or category they belong to.
Discrimination is prejudice in action.
JANE ELLIOTT'S "BLUE EYES/BROWN EYES“
IN-GROUPS VS. OUT-GROUPS
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1) What did you learn? Did any part of the film surprise you? What
scene or scenes do you think you'll still remember a month from
now and why those scenes?
2) How was the exercise that Elliott designed a response to the
children's question, "Why would anyone want to murder Martin
Luther King?" Did the film provide an answer to the question? Can
you answer the question?
3) What features did Elliott ascribe to the superior and inferior
groups and how did those characteristics reflect stereotypes about
blacks and whites?
4) What did the children's body language indicate about the impact
of discrimination?
5) How did the negative and positive labels placed on a group
become self-fulfilling prophecies?
JANE ELLIOTT'S "BLUE EYES/BROWN EYES“
IN-GROUPS VS. OUT-GROUPS
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6) How are the results of the experiment different when it is done
with adults?
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7) In the prison seminar, one of the white women asserts that all
people face some kind of discrimination. Another woman challenges
her, claiming that whites can't really know what it's like to face
discrimination every minute of every day. What do you think?
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8) It's easy to understand why third-graders might not refuse to obey
their teacher, but when the exercise is done with the prison guards,
why don't any of the adults object?
JANE ELLIOTT’S DIVERSITY TRAINING

Diversity Training

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