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on Sports and Economics |
| By: | Elizabeth Ekmekjian (William Paterson University, New Jersey, United States); Allison Snyder (Glen Ridge High School, Glen Ridge, New Jersey, United States); Tricia Coxwell Snyder (William Paterson University, New Jersey, United States) |
| Abstract: | Close to 60 million United States (U.S.) school-aged children and seventy-five percent of American families participate in organized sports annually. American families spend around $40 billion per year on youth sports, and it is estimated that this amount will exceed $75 billion by 2026. This expenditure represents more than 7% of their total household spending. The average family spends between $700 and $1, 000 per month on children's sports, with spending increasing by more than 50% during the past decade. This study examines the amount of money that the typical American family spends on youth sports and where they spend it. It also examines whether income, race, gender, and geographical location impact spending and the hours kids participate in youth sports. Using a survey questionnaire to gather data, we estimate a two-stage least squares model that examines the time and money families spend on youth sports and the demographic factors that impact whether a child participates and how many hours they play sports. |
| Keywords: | youth sports, household spending, family income, socioeconomic disparities |
| Date: | 2025–08 |
| URL: | https://d.repec.org/n?u=RePEc:smo:raiswp:0563 |
| By: | Julian Alvarez (GERIICO - Groupe d'Études et de Recherche Interdisciplinaire en Information et COmmunication - ULR 4073 - Université de Lille, Ludoscience - Ludoscience : Studying Video Games, INSPE LHdF - Institut national supérieur du professorat et de l'éducation - Académie de Lille - Hauts-de-France - Université de Lille) |
| Abstract: | This document is a synthetic reading note devoted to the book Learning with Serious Games? (Réseau Canopé, 2016). Generated using an automated summarization tool (BookNoteLM) and revised and amended on 16 January 2025, the note aims to provide a concise analytical overview of key concepts, models, and methodological contributions relevant to the study and pedagogical use of serious games. The reading note is structured around five main components: (1) definitions and terminological frameworks (serious games, serious gaming, gamification, intrinsic vs. extrinsic articulation), (2) the G/P/S classification model (Gameplay, Purpose, Sector), (3) theoretical foundations drawn from educational psychology, (4) mediation and evaluation issues through the CEPAJe model and the structuring of learning sessions (briefing, gameplay/use, debriefing), and (5) the creation of serious games by learners, based on the DICE model. The document also includes references to online academic and professional resources (HAL, Ludoscience, etc.) for further exploration. |
| Abstract: | Ce document est une fiche de lecture synthétique consacrée à l'ouvrage Apprendre avec les serious games ? (Réseau Canopé, 2016). Produite à partir d'un outil de génération (BookNoteLM) puis révisée et amendée le 16/01/2025, la fiche vise à fournir un repérage rapide des notions, modèles et apports mobilisables pour l'étude ou l'usage pédagogique des serious games. Elle organise les contenus en cinq ensembles : (1) définitions et cadres terminologiques (serious game, serious gaming, gamification, articulation intrinsèque/extrinsèque), (2) modèle de classification G/P/S (Gameplay/Purpose/Sector), (3) ancrages théoriques en psychologie de l'éducation, (4) médiation et évaluation avec le modèle CEPAJe et la structuration des séances (mise en situation, utilisation, débriefing), (5) création de serious games par les apprenants (modèle DICE). La fiche inclut également des renvois vers des ressources en ligne associées (HAL, Ludoscience, etc.) pour approfondissement. |
| Keywords: | serious games, synthetic review, reading note, game-based learning, gamification, pedagogical mediation, CEPAJe, G/P/S, DICE, assessment, educational psychology, évaluation, psychologie de l’éducation, médiation, ludopédagogie, note de synthèse, fiche de lecture |
| Date: | 2026–01–16 |
| URL: | https://d.repec.org/n?u=RePEc:hal:journl:hal-05461187 |
| By: | Yannick L'Horty; Florian Moussi-Beylie; Pierre-Olaf Schut |
| Date: | 2025 |
| URL: | https://d.repec.org/n?u=RePEc:tep:tepprr:rr25-08 |
| By: | Stefan Mladenoski (Faculty of Economics, American University of Europe-FON, North Macedonia) |
| Abstract: | Game theory is considered a key framework in understanding the market economy. That is exactly why the comparison between cooperative and non-cooperative games and their outcomes is significant. Namely, when it comes to what constitutes a cooperative game, as the name suggests, it is a game in which two or more players make decisions together. In contrast, a non-cooperative game is one in which each player independently decides how to play their move. The aim of this paper is to compare the solutions and implications of cooperative and non-cooperative games, which will be explained through theory and practical examples. The methodological approach used in this paper is based on theoretical analysis, modeling of games, and examining the solutions obtained from the structure of the games. Cooperative and non-cooperative games both involve strategic decision-making by rational players, but they differ fundamentally in the role of communication and the possibility of binding agreements. While cooperative games allow for coalition formation and the achievement of efficient outcomes, non-cooperative games focus on individual strategies in conditions of limited trust, which often lead to less optimal but more realistic equilibria. The results of this comparison highlight the importance of selecting the appropriate game model when analyzing strategic situations, depending on the level of trust, the potential for cooperation, and the nature of interests among players. This opens space for further research toward the development of hybrid models and their practical application in areas such as economic markets or international relations. |
| Keywords: | Cooperative games, Non-cooperative games, Nash equilibrium |
| JEL: | C71 C72 D43 |
| Date: | 2025–12–15 |
| URL: | https://d.repec.org/n?u=RePEc:aoh:conpro:2025:i:6:p:356-366 |