Transcript social development in early adulthood

CHAPER12
SOCIAL DEVELOPMENT AND
ITS REATIONSHIP TO MOTOR
DEVELOPMENT
Melinda A. Solmon
Amelia M. Lee
§12.1 IDENTIFYING SOCIAL AGENTS
§12.2 SOCIAL DEVELOPMENT IN
CHILDHOOD
§12.3 SOCIAL DEVELOPMENT IN
EARLY ADULTHOOD
§12.4 SOCIAL DEVELOPMENT IN
§12.5 SOCIAL DEVELOPMENT IN
LATE ADULTHOOD AND OLD AGE
§12.1IDENTIFYING SOCIAL AGENTS
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The Family and Significant Others
Siblings and Peers
Gender Influences
Culture and Race
Play
The Family and Significant Others
 The family is one of the most powerful
agents during the early years
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Children who spend time watching
their parents participate in swimming,
tennis, golf and other sport activities can
develop positive attitudes about activity
and what it means to be physically active.
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On the other hand, children who are
not encouraged to participate in physical
activity during early childhood will be
more likely to view sedentary activities as
being acceptable.
 Children’s initial views about physical
activity and their beliefs about themselves
as participants are shaped by the history
of participation and the feelings
associated with successful and non
successful movement experiences
Observational learning is a
powerful socializing process during
childhood （Bandura，1986）。
 Children model the behaviors they
observe in family members and significant
others and adopt many for themselves. The
observational learning processes and
modeling can influence social behavior,
language, and various types of motor skills.
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Siblings and Peers
Brothers and sisters might reinforce the
values and beliefs about physical activity
that have been established by the parents
and also serve as a socializing influence.
 Peer relations provide a stronger
influence, especially toward participation
in team sports.
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Gender Influences
Gender can profoundly influence an
individual’s goals, aspirations, beliefs
about what is important and actual
experiences in a society.
 Culture and Race
Race is considered to be biologically
based, some argue that the concept of
race is based on a sociological rather
than a genetic definition (Harrison, 1995).
 Racial groups were more likely to
participate in activities that were
stereotyped as more appropriate for their
race (Harrison, Lee & Belcher, 1999).
 Play
Play activities and time spent in organized
and unorganized physical activity can …
 Enhance a child’s opportunity to learn
basic motor skills
 Children can also learn to get along with
peers,
 Learn about masculine or feminine roles,
and develop attitudes toward social
groups.
 Play and game activities provide
opportunities to interact with others in
social situations
 Gain some skill that enables children to
feel competent and good about
themselves.
§12.2 SOCIAL DEVELOPMENT IN
CHILDHOOD
 In order for children to deal effectively
with their environments it has been
theorized that they have an intrinsic need
to explore, play and attempt to master
tasks (White, 1959).
 The child who is intrinsically motivated
within a mastery domain would also
perceive himself or herself to be
competent in that domain (Harter, 1978;
Harter, 1981).
 Perceived competence must be viewed
as domain specific.
Theories That Explain the Role of
Perceived Competence
 The influence of perceived competence
is grounded in the role that confidence
beliefs play in an individual’s motivation to
engage in a movement activity.
Expectancy-Value Theory
 The choices that individuals make
concerning whether or not to engage in
an activity are most affected by two sets
of beliefs: Their expectations for success,
and the value that they attach to the task.
 Two influential factors in the application of
the expectancy-value model
 values
 Gender
 family influences
Conceptions of Ability
 conceptions of ability are the beliefs
about the nature of ability, and whether or
not it is a stable factor that cannot be
changed, or malleable construct that can
be improved with effort (Dweck, 2001).
 In Nicholls’ (1984) development
approach, he characterizes conceptions
of ability as undifferentiated (ability cannot
be differentiated from effort, so ability can
be improved with effort) and differentiated
(ability is stable and distinct from effort).
 Socializing factors such as race, gender,
and prior experience can influence
individuals’ conceptions of ability in
physical activities (Li, Harrison, & Solmon,
2004; Li, Lee, & Solmon, 2006).
 Goal Theory（DUDA,2001;Nicholls,1984)
According to goal theory, two dimensions
of goals exist:
Task-involved
Ego-involved.
Self-determination Theory
 Self-determination theory (SDT) is a
means to understand and enhance the
interaction between social development
and human movement.
 Rather than viewing extrinsic and
intrinsic motivation as distinct entities,
motivation is conceptualized in SDT on a
continuum ranging from amotivation, or
the absence of motivation to intrinsic
motivation, characterized as the highest,
or most self-determined form of
motivation.
Amotivat
ion
Extrinsic Motivation
SELF-REGULATION
External
I do not
I have to
engage in
the
activity
Intrinsic
Motivatio
n
Introjected
Identified Integrat Activity
ed
as an end
in itself
I should
I want to
achieve
an
outcome
Self-Determination
Continuum of Self-determination
It is
I enjoy
importa the
nt to me activity
§12.3 SOCIAL DEVELOPMENT IN
ADOLESCENCE
 Adolescence generally is considered to
begin as children enter their teen years,
and to continue until schooling is
completed and individuals become
independent from their parents and take
on adult roles.
 Declines in Motivation to Be Active
 Both expectancies for success and task
values for sport activities show a marked
decrease with age.
 Two factors that seem to be influential in
this process are social comparison and
the role of the subjective norm.
§12.5 SOCIAL DEVELOPMENT IN
EARLY ADULTHOOD
 As adolescents complete their schooling
and begin to function as independent
adults, their roles and responsibilities
undergo majors shifts.
 The decline with age in physical activity
levels that begins during childhood
continues during adulthood.
 There are many factors that may
influence individuals’ decisions to engage
in physical activity, including the
competing priorities for time mentioned
above, as well as conditions related to
socioeconomic issues such as crime,
poverty, and lack of recreational facilities.
§12.5 SOCIAL DEVELOPMENT IN
LATE ADULTHOOD AND OLD AGE
 slow the process of age-related disability
 affords older adults opportunities to
maintain social networks and to establish
and maintain friendships with people of all
ages.
 is critical to quality of life.