ASPECTOS DE LA COMUNICACIÓN DE ENFERMERÍA QUE FAVORECEN

The second major theme is integration and the first sub-theme established is family identity and rugby tradition. With that most initial life experiences arise through family members, social activities such as sport are often introduced within family circle. A lot of sport experiences shared among families include spectating, and it is here where the level of attachment to sport is developed for a person. This attachment tends to help connect family members together. Watching a game on TV or live at the ground together becomes a special occasion. An example of this one participant explains the custom her family shares of watching every All Blacks game together. This not only involves her parents and sibling but the partners of their family members as well. This tradition is so strong in her family that her elder brother would Skype during the game while being overseas.

Influence is the second theme of family identity where behaviour and attitudes of family members influence these same factors in others. An example of this is from participant four whose current passion and participation for rugby was created by her Dad. He took her to join their local rugby 58

club at the age of four. He shared his passion for rugby with his children where his daughter adopted this passion too. Obviously participant four has enjoyed her time playing rugby and sharing this activity with her Dad, because she remains involved in the sport and sees it has part of her future.

The third and last sub-theme is affiliation which is related to affiliating to a sports organisation and/or cultural society. One participant discusses his Samoan family’s affinity to Auckland rugby and the Blues. This is simply in part because these teams have a lot of Samoan players; therefore they find it easy to identify with these teams. Because this participant has grown up with his family connecting with Auckland and the Blues, he easily affiliates with the same teams adopting this fan behaviour from his family.

These examples of family perspectives, is evidence of the notion that family members play a strong part in influencing an individual’s fan behaviour. Ninety – five percent of participants identified family as a major factor towards being a rugby fan. Having these early experiences with family and rugby is a defining factor shaping one’s self concept, because these participants have aligned their self-concept with rugby. This example strengthens the notion that part of one’s self identity is influenced by the activities and values their family identifies with.

Proposition: 6 – The cycle of influence and connection incorporates the grass-roots identity of membership

Table 10: Integration - Family Identity Family Identity

Key Elements

Interpretation Evidence Tradition Fan consumption

predetermined before birth by family, rural orientation and is almost intrinsic as DNA.

Q - So your family now, how do you deal, get together to watch rugby or how, what do you do as a family now around rugby or what have you done?

R3 - Every All Blacks game we always watch together.

It was a little bit different when my brother was overseas where it was a phone call and he was sitting on the phone while we were watching.

Q - Like the whole game or?

R3 – “Oh you know Skype yeah.”

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Q – “Oh yeah.”

R3 – “Yeah, he would get us in the morning and if he had missed it, it would be the first thing he would call mum and dad in the middle of the night to figure out what they thought on it and da, da, da”.

Influence A transfer of rugby passion from Father to player. And my dad’s a big fan of rugby and supports me and my siblings with our rugby and sports. And yeah, my dad was the one that encouraged us to play, even though we were girls. But he made us play for, like, boys teams and stuff”.

Q - So when did you start playing rugby?

R4 - When I was, like, oh four, I just played, you know, the ripper. Started off with that.(18).

Q - And where did you play that? (Ripper rugby) R4 - That was at Manukau Rovers. I just started in my own neighbourhood and stuff, and then got up to when I was, like, nine, I played for the mixed boys team.(19).

Q - Yep, tackle?

R4 – “Yeah. And then from there I got into primary and we started playing from there to intermediate to high school and now here”.

Q - And when did you start supporting the Blues?

R9 – “When I was in Samoa my dad and my whole family also were with the Blues, that’s where I knew the Auckland Blues”.

Q - And why did they start supporting the Blues?

R9 –“Because they, because as I said the Auckland Blues, they have more Samoans”.

Q - In the team?

R9 - “In the team, and that’s why they support the 60

Blues, coz they have Samoan boys”.

Q - And does that make you –

R9 – “Like it makes our family, not our family, but our country do, like be proud because there are some Samoan players playing for them, from Auckland. So even though they stay in different countries but, you know back in Samoa everyone’s proud of them, what they're doing and what they're achieving in life so, you know”.