Transcript THE INDIVIDUAL LEVEL

Chapter 10: Factors affecting access to sport and physical activity I
– the individual 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
individual level that contribute to your
participation in basketball.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
• Last Week’s Homework
• Choose the interpersonal level of
Figueroa’s framework and use it to
examine your participation rate in
basketball. In 200 words, explain
whether, at the selected level, your
access to this particular sport was
enhanced for you or diminished for you
given your personal circumstances.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
• Effective response strategy
• Basketball at the interpersonal level
• 1. Create an evaluative statement
regarding your performance or
participation in the physical activity
you are studying (Evaluation). This
could be by expressing:
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© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
• Make a decision as to the interpersonal factors that will
be explored in your response. The factors selected
should have had a significant influence over your
attitudes, beliefs and values regarding your participation
in basketball.
• interaction with parents
• interaction with peers
• interaction with coaches
• interaction with teachers.
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© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
• Evaluate how your personal experiences
during your upbringing have influenced
your opportunities to accessing physical
activities in general and how this may
relate, if applicable, to your opportunities
to participating in basketball.
• This may be, for example, due to your
interaction or incidents with certain people
in your life such as your parents, siblings,
peers, teachers’ coaches and the media.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Chapter 10: Factors affecting access to sport
and physical activity.
– THE INDIVIDUAL LEVEL
Cambridge University Press
Chapter 1 Motor learning theory
and physical
skill 2010
© Kiss, Kleoudis,
Rasi, Stewart and Johnston
Figueroa’s framework – the individual level
The individual level is one of five levels of a framework designed by
Professor Peter Figueroa to help evaluate and explore equity and access
issues within society.
The individual level explores the links between the personal values,
beliefs and behaviours of an individual and the opportunities, access and
equity experienced by that individual.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Figueroa’s framework – the individual level (cont.)
Every individual possess beliefs and values that affect their participation
in sport and physical activity.
These beliefs and values will govern their behaviour and are a product of
the individual’s upbringing and experience with sport.
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© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
The importance of the individual level
• It could be argued that when it comes to equity and access issues the
Individual Level is the most important.
• This is because in the end it is the individual’s choice that will determine
their access and level of participation in physical activity.
• Some people are able to access a physical activity despite having limited
opportunities to do so.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
The importance of the individual level (cont.)
• Others may have many opportunities created for them to participate in a
particular sport, yet they choose not to.
• Access to and participation in physical activity will always be a matter of
individual choice.
• However, it must be noted that individuals are more likely to engage in
physical activities when numerous opportunities are presented, so society
must work to establish equity through all levels of Figueroa’s framework.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Influences on access and personal choice to engage in physical activity
There are a range of factors that will influence equity and access to physical activity at the
individual level. Pg 317 Copy the diagram
Personal
temperamen
t
Individual
needs
Equity and
access to
physical
activity at the
individual level
Genetic
predispositio
n
Personal
beliefs,
values,
attitudes
and
stereotypes
Self-concept
and
self-esteem
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Personal temperament
The work of Myers-Briggs identified four distinct pairings of psychological
preferences that will determine an individual’s personality type and may shape
behaviours.
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© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Personal temperament (cont.)
Extraversion
Introversion
Sensing
Intuition
Thinking
Feeling
Judging
Perceiving
Myers-Briggs presents four distinct areas within a person’s personality. While at each end
of these areas there are two extremes, generally people lie somewhere on the continuum
between the two extremes. Depending on where your preferences lie your personality
will fall into 1 of 16 different personality types.
Complete MBTI Test
http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/
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© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Personal temperament (cont.)
• These personality types can be used to determine an individual’s
personal temperament.
• Individual temperament determines the way individuals see the world,
approach tasks and make decisions.
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© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Personal temperament (cont.)
• People with different psychological preferences will naturally have
different interests and views, behave differently and are motivated by
different things.
• Temperament can be used to explain the preferences people may display
towards participation in physical activity in general, specific types of
physical activity or indeed the roles they take up in their sporting
involvement.
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© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Complete Activity 10.2 pg 321
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© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Individual needs and choice theory
A second theory which may explain why some people choose to engage in
physical activity when equity is established and opportunities to participate are
presented is choice theory.
Choice theory asserts that all behaviours, including the action of participating
or not participating in physical activity, are need satisfying.
• That is, any action or decision made about how to behave will be made in an
attempt to meet a fundamental physical or psychological need.
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© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Individual needs and choice theory (cont.)
Choice theory categorises these needs into five need types: the survival need;
the love and belonging need; the freedom and choice need, the personal
power need, and the fun and enjoyment need.
When needs are met the individual will feel happier, more satisfied and content
– when physical activity is meeting our needs then we will be more likely to
engage in it.
Complete Activity 10.4 pg 325 q1 & 2 (choose basketball)
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Genetic predisposition
The opportunities and access to physical activity can also be governed by
an individual’s genetic makeup.
Genetic makeup will determine a person’s body type, muscle type and
amount, as well as their height and length of limbs.
These body features will allow some individuals to develop natural abilities
that are helpful in particular physical activities.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Genetic predisposition
Evaluate your ability to play basketball relating to your
GENETIC Makeup
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© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Personal beliefs, values, attitudes and stereotypes
A fourth influence on the access and the personal choice to engage in
physical activity at Figueroa’s individual level are the beliefs and values of
the individual.
At the individual level of Figueroa’s framework it is the way these beliefs
and values manifest themselves as attitudes, stereotypes and behaviours
that can affect the access to and engagement in physical activity.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Personal beliefs, values, attitudes and stereotypes (cont.)
An individual that, through the socialisation process, has learnt to value
sport and sporting participation and believes that an active lifestyle is not
only fun and enjoyable, but essential for a long and healthy life, is much
more likely to seek out and undertake opportunity to participate in physical
activity of any level.
Conversely, an individual that does not value the role of physical activity in
Australian society or believes physical activity is for ‘gym junkies’, ‘sweaty,
rough boys’ or ‘only fit people’, may avoid physical activity. Essentially,
limiting their own opportunities and creating their own inequities.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
• Complete Activity 10.6 pg 329
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
The role of self-concept and self-esteem in access and equity
A final aspect that affects opportunity and access to physical activity at
the individual level of Figueroa’s framework is a person’s self-concept
and self-esteem.
The combination of self-concept and self-esteem will influence the
behaviours an individual displays, including their participation in physical
activity.
An individual’s self-concept, not only governs how they see themselves,
but also how they want to be seen by others.
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© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
The role of self-concept and self-esteem in access and equity (cont.)
This need to project their self-concept in the ‘right’ way is vital, as a
person’s image is what establishes themselves within friendship groups.
In this way self-concept, will influence the physical activities undertaken
by an individual.
An individual’s self-concept and associated stereotypes will create
opportunities to participate in more stereotypical physical activities, while
limiting opportunities to access other activities outside what is ‘normal’.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Self-Concept, motivation and the perception of success
Self-concept will also directly affect opportunities towards access and
participation in physical activity when the mental image the individual has
of themselves as a sportsperson is explored.
Real issues with participation in physical activity begin to develop when an
individual does not see themselves as ‘being sporty’.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
Self-Concept, motivation and the perception of success (cont.)
Under these circumstances physical activity is rarely engaged in regularly
or attempts are less than productive. These negative experiences continue
to feed the individual’s poor self-concept regarding their sporting ability and
low-esteem will continue developing.
This makes participation in physical activity less likely to occur.
Cambridge University Press
© Kiss, Kleoudis, Rasi, Stewart and Johnston 2010
• 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