Transcript The Interpersonal Level

Chapter 11: Factors affecting access to sport and physical activity II
– the interpersonal level
Cambridge University Press
Chapter 1 Motor learning theory
and physical
skill 2010
© Kiss, Kleoudis,
Rasi, Stewart and Johnston
• Homework
• In a 300-word response, outline the
most predominant factors of the
interpersonal level that have
contributed to your participation in
basketball.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
• Last Weeks Homework
• In a 300-word response, outline the
most predominant factors of the
individual level that contribute to your
participation in basketball.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
• Homework – Textbook answer
• Decide on the most predominant factors of the individual
level that have contributed to basketball.
• Decide on three to five most relevant past experiences
that will support these predominant factors.
• Decide on the level of success your participation in
basketball has achieved and to what extent your
predominant factors have contributed towards this.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Influences on access and personal choice to engage in physical activity
YOUR ANSWER NEEDS TO COME FROM THESE 5
AREAS!!!
1. Personal
temperamen
t
2. Individual
needs
Equity and
access to
physical
activity at the
individual level
5. Genetic
predispositio
n
3. Personal
beliefs,
values,
attitudes
and
stereotypes
4. Selfconcept and
self-esteem
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Chapter 11: Factors affecting access to sport and physical activity II
– the interpersonal level
Cambridge University Press
Chapter 1 Motor learning theory
and physical
skill 2010
© Kiss, Kleoudis,
Rasi, Stewart and Johnston
Figueroa’s framework – the interpersonal level
The interpersonal level is one of five levels of Figueroa’s framework to help
evaluate and explore equity and access issues within society.
The interpersonal level focuses on the way individuals interact with one
another and the influence that these interactions will have on the
opportunities to access physical activity.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Figueroa’s framework – the interpersonal level (cont.)
Central to the interpersonal level are the links between the values, beliefs and
behaviours of people and how these are enforced or presented to the
individual.
Copy Figure 11.1 into your books
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Checking for understanding question
1.Outline in one sentence the central focus
of the interpersonal level of Figueroa’s
framework.
• The interpersonal level of Figueroa’s framework
focuses on the way individuals interact with one
another and the influences that other people have
over other individuals’ opportunities.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Socialisation
•The process by which people acquire the
values, beliefs, attitudes and behaviour.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Interacting with others – the socialisation process
Socialisation initially begins with parents who develop expectations for
their children’s involvement and achievement in sport.
Over the first years of life, as an infant and child, socialisation is more of
a passive (one way) process for the individual. Children will accept what
they see and are told by parents and teachers as being truths.
Socialising
agency
(sport)
Beliefs, values,
attitudes and
behaviours of
others are
displayed
Cambridge University Press
Individual learner
(participant)
Beliefs, values,
attitudes and
behaviours are
accepted and
replicated.
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Did you know?
•Children of two active parents were 6 times
more likely to be involved in physical activity
than children of two parents who were
inactive.
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© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Interacting with others – the socialisation process (cont.)
As children develop into adolescence socialisation becomes a much
more interactive process with people regulating the beliefs, values,
attitudes and behaviours of others against their own and choosing which
to internalise.
Socialising
agency
(sport)
Beliefs, values,
attitudes and
behaviours of
others are
displayed
Cambridge University Press
Individual learner
(participant)
Beliefs, values,
attitudes and
behaviours are
filtered and
modified
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Interacting with others – the socialisation process (cont.)
Through the socialisation process a diverse range of relationships will affect equity at the
interpersonal level of Figueroa’s framework.
Relationship &
Interactions with
parents
Relationship &
Interactions with
coaches & teachers
Access and
opportunities
created at the
interpersonal
level
Interactions &
observations of the
media
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Relationship &
Interactions with
siblings
Relationship &
Interactions with
friends & peers
Interactions &
observations of
spectators
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
• Activity 11.1 pg 340
• Read the questions and discuss your
answers
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© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
• Role models in the process of socialisation
• Read pg 341 as a class
• Complete Activity 11.2
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
• Checking for understanding questions
2. In your own words, describe what is
meant by the term ‘socialisation’.
• process by which people acquire the
values, beliefs, attitudes and behaviour.
One of the largest factors in the
socialisation process will be interactions
people have with those closest to them.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
• Checking for understanding questions
3. Explain why socialisation for a young
child can be described as a one-way
process
Socialisation at a young age is a one-way process
because children tend to accept attitudes and
beliefs without question and instead tend to
replicate them. Children generally lack the mental
capacity to see the world and themselves in more
abstract ways.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Socialisation and opportunities in physical activity – the role of parents
Generally stronger relationships will have greater influence over what an
individual believes and values or how they act.
Therefore the biggest influence on the opportunities to access physical
activity, and on the creation of values and attitudes towards physical activity,
will come from the people a child has the strongest relationship and most
regular contact with – their parents.
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© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Socialisation and opportunities in physical activity – the role of parents (cont.)
The experiences provided by parents allow opportunities for socialisation to
occur and the child learns about sport participation through observation,
imitation and modelling of parental involvement.
By having a significant member of the family providing sporting opportunity,
support and encouragement and role modelling physical activity, children are
more likely to participate in sport.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Socialisation and opportunities in physical activity – the role of siblings
The socialisation process towards physical activity and the opportunity to
engage in physical activity seems to be much stronger when children have
siblings.
This is probably due to the opportunities ‘having someone to play with’
provides.
Having at least one other person (of similar age) to actively play with will
ensure that from a young age basic movement skills are being developed
and this may see young people develop a more positive attitude towards
their own physical abilities.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Socialisation and opportunities in physical activity – the role of siblings (cont.)
While having someone to be physically active with can help to develop
positive attitudes towards physical activity, it can also hinder opportunities
in some instances.
In some cases younger siblings may be guided towards participating in the
physical activity being undertaken by older siblings.
This may occur due to a variety of factors, including convenience and
financial reasons, but this will restrict the opportunity for the individual to
engage in a variety of physical activities.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Socialisation and opportunities in physical activity –
the role of coaches and teachers
Aside from family members, studies have reported that teachers and
coaches play an influential role in generating interest in sport and
physical activities.
Not only do coaches and teachers model attitudes and behaviours, but
their interactions will also guide the self-concept of the individuals within
their teams and classrooms.
In their role, good teachers and coaches offer positive reinforcement to
their students/players and provide the necessary skills to develop the
individual’s athletic abilities and build self confidence.
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© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Socialisation and opportunities in physical activity –
the role of coaches and teachers (cont.)
The negative attitudes of a coach will quickly be taken on board by the
players as they understand that the coach represents the ‘expert’ in
sporting performance and attitudes – this is the coach’s job.
For this reason also negative comments by a coach as an ‘expert’ about
sporting performance or ability are usually very effective at reducing a
player’s self-concept about their own sporting ability.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Socialisation and opportunities in physical activity – the role of friends and peers
As children get older peer groups and friends begin to have a greater
influence over attitudes and behaviour than the family.
Adolescents compare their own physical competence against their peers; to
make judgments about how they ‘measure up’ – this comparison is used to
develop an individual’s ‘sporting self-concept’.
Peers also judge the individual and in order for some children to gain
acceptance into a group they must be competent in the areas that are
valued by the group.
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© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Socialisation and opportunities in physical activity – the role of friends and peers
(cont.)
For many Australian teen groups, particularly males, acceptance into a
peer group can be based on competence in the sporting arena.
For many, peer acceptance is more important than the need to participate
in physical activity. An individual may choose not to participate in any
physical activity as they fear the ridicule of the peer group should they try
and fail.
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© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Socialisation and opportunities in physical activity – the role of friends and peers
(cont.)
Individuals that venture outside the stereotypes of male and female
activities or what is defined as masculine and feminine by their peer group,
risk being excluded or ridiculed. As a result individuals may limit their own
opportunities in order to ‘fit in’ with peer expectations.
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© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Socialisation and opportunities in physical activity – the role of the media
To a large degree the media, and the beliefs, values, attitudes and
behaviours it displays is shaping the individual’s persona in the same way
as parents.
Through the socialisation process an individual would learn to value those
physical activities that are most commonly seen on television, believing
these activities are of most cultural significance to Australians.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Socialisation and opportunities in physical activity – the role of the media
Activities with no media exposure may be disregarded by the individual as
being culturally insignificant and therefore not worthy for their attention.
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© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Socialisation and opportunities in physical activity – the role of the media (cont.)
The media also tend to promote individual sporting ‘personalities’. They
present our sportspeople as ‘role-models’ for society, in particular our
young.
This assists the socialisation process as young individuals look to replicate
the values, beliefs, attitudes and behaviours of our sporting stars in order to
replicate their success.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Socialisation and opportunities in physical activity – the role of the media (cont.)
Poor role-models presented through the media can create negative
attitudes and stereotypes about sport, physical activities and sportspeople
and this can limit opportunities for the individual.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Socialisation and opportunities in physical activity – the role of the spectator
Many people with a positive attitude towards physical activity and a life-long
interest in sport recall their days as a youngster running around at the local
field while their mum or dad played, or attending their first big stadium event.
As children engage in competitive sport they tend to watch the older
divisions or adult competitions, many finding their own local heroes in the
same way they admire the elite performers on television.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Socialisation and opportunities in physical activity – the role of the spectator
(cont.)
In this sense, the importance of being a spectator in developing positive
attitudes towards physical activity cannot be underrated.
These types of experiences are only useful in developing a positive attitude
towards physical activity if the experience is seen as enjoyable.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Socialisation and opportunities in physical activity – the role of the spectator
(cont.)
Many large stadiums and clubs now understand the importance of this type
of experience, claiming that they are ‘family friendly’ in an effort to
encourage parents to get their children involved with the sport from a young
age.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
• Homework
• In a 300-word response, outline the
most predominant factors of the
interpersonal level that have
contributed to your participation in
basketball.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
• TEXTBOOK ANSWER
• Make a series of evaluative statements that
highlight how each of your interpersonal factors
has influenced and contributed to your
participation in basketball. These factors could
be directly or indirectly related to the skills and
techniques used in basketball, your
psychological mindset or to your general
participation, views, beliefs and attitude to
basketball.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010