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CHAPTER 24

CHAPTER 24. Character Development and Sportspersonship. Session Outline. Defining Character and Sportspersonship. Approaches to Developing Sportspersonship. Moral Reasoning and Moral Behavior. Do Sport and Physical Education Enhance Character Development?.

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CHAPTER 24

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  1. CHAPTER 24 Character Developmentand Sportspersonship

  2. Session Outline • Defining Character and Sportspersonship • Approaches to Developing Sportspersonship • Moral Reasoning and Moral Behavior • Do Sport and Physical Education Enhance Character Development? • Guiding Practice in Character Development

  3. Defining Characterand Sportspersonship There is no one universally accepted definition of sportspersonship. However, character and sportspersonship fall within the general area of morality in sport.

  4. Three Components ofMorality in Sport Fair play Character Sportspersonship

  5. Three Components ofMorality in Sport Fair Play Requires that all participants understand and adhere not only to the formal rules of the game, but also to the spirit of cooperation and unwritten rules of play necessary to ensure that a contest is fair (Shields and Bredemeier, 1995)

  6. Three Components ofMorality in Sport Character Involves an array of four interrelated virtues: compassion, fairness, sportspersonship, and integrity.

  7. Three Components ofMorality in Sport Sportspersonship Concern and respect for the rules and officials, social conventions, and the opponent, as well as one’s full commitment to one’s sport and the absence of a negative approach toward participation

  8. Approaches to DevelopingSportspersonship Social Learning Approach Sportspersonlike attitudes are learned through models, reinforcement, and social comparison. Structural-Developmental Approach Moral reasoning and behavior depend on how psychological growth and development change in a child and interact with the environment

  9. Approaches to DevelopingSportspersonship Social-Psychological Approach To understand morality and character, one must consider the personal elements in the structural-development approach plus social factors that go beyond reinforcement, modeling, and social-comparison elements of the social learning approach.

  10. Components of Social Learning Modeling or Observational Learning Learning by watching what others do (or do not do) Reinforcement Being reinforced or penalized for one’s actions Social Comparison Exhibiting behaviors in an effort to fit in with one’s peer or comparison group

  11. The Structural-Developmental Approach Moral Reasoning The decision process whereby the rightness or wrongness of action is determined

  12. The Structural-Developmental Approach Moral Development The process of experience and growth through which a person develops the capacity to morally reason

  13. The Structural-Developmental Approach Moral Behavior The execution of an act that is deemed right or wrong

  14. Levels of Moral Reasoning

  15. Moral Reasoning and Moral Behavior Although aggression is linked with immature moral reasoning, the connection between reasoning and behavior is not perfectly understood.

  16. Moral Reasoning and Moral Behavior The link between moral reasoning and behavior is not absolute because several moral-action stages must be completed. These include 1. interpreting the situation as one that involves some sort of moral action, 2. deciding on the best course of moral action, 3. making a choice to act morally, and 4. implementing a moral response.

  17. Do Sport and Physical EducationEnhance Character Development? Character is not caught but taught in sport, exercise, and physical activity settings. Teaching character involves the systematic use of certain strategies.

  18. Do Sport and Physical EducationEnhance Character Development? • Research has shown that the systematic and organized delivery of moral development information can change children’s character. • Moral reasoning can be taught (e.g., Fair Play for Kids curriculum).

  19. Fair Play for Kids CurriculumSample Activities • The problem-solving running shoe approach to resolving conflicts (problem identification, alternative, consequences, solution) • Fair-play dilemma “improvisation cards” • Self-directed/organized relay games followed by “Let’s Talk” time to discuss conflicts that had to be resolved

  20. Moral DevelopmentResearch Conclusions • Professionalization of attitude occurs—winning becomes the dominant value the longer one is in sport. • Game reasoning occurs in athletes. • Athletes have lower levels of moral reasoning than nonathletes in some sports (e.g., contact sports). (Shields and Bredemeier, 2001)

  21. Moral DevelopmentResearch Conclusions • Athletes characterized by lower levels of moral reasoning are more likely to sanction and use aggression. • Females tend to use higher levels of moral reasoning than males. • Ego orientations are associated with lower levels of moral development and action while task orientations are associated with higher levels. (Shields and Bredemeier, 2001)

  22. Sport Participation and Delinquency Participants in organized sports are less likely than nonparticipants to engage in delinquent behavior. (Seefeldt and Ewing, 1997)

  23. Explanations for Delinquency-SportParticipation Relationship Differential Association Sport keeps kids off the street because they have less interaction with delinquent others. Social Bonding Children who participate in sport develop attachments with significant others who represent dominant, prosocial values.

  24. Explanations for Delinquency-SportParticipation Relationship Labeling Hypothesis Sport does not teach values; being labeled an athlete leads to special treatment, while being labeled a delinquent leads to a negative self-fulfilling prophecy.

  25. Explanations for Delinquency-SportParticipation Relationship Economic Strain Sport participation allows youngsters to gain prestige and status and reduces the strain between their dreams of a better life and beliefs about attainable goals.

  26. Explanations for Delinquency-SportParticipation Relationship KEY— Most likely, the delinquency-sport participation relationship is best explained by all four of these views.

  27. Sport Participation and Gang Behavior • Sport can serve as a deterrent for gang behavior by increasing self-esteem, providing an important source of identity, lending social support, and giving participants positive role models. • Sport will serve as a deterrent to gang behavior only if programs are properly run, organized, and implemented. (See Trulson’s 1986 study of delinquent teenagers and Tae Kwon Do.)

  28. Strategies for Enhancing Character Development Strategy 1 Define sportspersonship in your particular program. Strategy 2 Reinforce and encourage sportspersonlike behaviors and penalize and discourage unsportspersonlike behavior.

  29. Sample of Written Codeof Sportspersonship Area of concern • Behavior toward officials Sporting behavior • Questioning officials in the appropriate manner Unsporting behavior • Arguing with officials; swearing at officials (See table 24.2 on p. 536 of text.)

  30. Strategies for EnhancingCharacter Development Strategy 3 Model appropriate behaviors. Strategy 4 Convey rationales Emphasize “why.” Emphasize the “intent” of actions. Emphasize “role taking.” Emphasize empathy.

  31. Strategies for EnhancingCharacter Development Strategy 5 Discuss moral dilemmas and choices. Strategy 6 Build moral dilemmas and choices into practices and classes. Strategy 7 Teach cooperative learning strategies.

  32. Strategies for EnhancingCharacter Development Strategy 8 Create a task-oriented motivational climate. Strategy 9 Transfer power from leaders to participants.

  33. Hellison’s Levels of Responsibility As participants gain levels of personal responsibility, they can take on greater social responsibility. (See table 24.3 on p. 538 of text.)

  34. Guiding Practicein Character Development Attributes That Comprise Resiliency Social Competence The ability to interact socially with others and, by doing so, create strong networks of social support

  35. Guiding Practicein Character Development Attributes That Comprise Resiliency Autonomy Resilient youth have a clear sense of who they are, feel they can exert control, and feel they can act independently.

  36. Guiding Practicein Character Development Attributes That Comprise Resiliency Optimism and Hope Resilient youth have a clear sense of optimism and hope.

  37. Guiding Practicein Character Development Attributes That Comprise Resiliency KEY— These attributes can be developed through physical activity programs.

  38. Guiding Practicein Character Development Play an Educator’s Role Physical educators, coaches, and exercise leaders are in positions to positively influence character, behavior, and development.

  39. Guiding Practicein Character Development Fostering Resiliency Resiliency, or the ability to bounce back after exposure to severe risk or distress, is one of the most important life skills in character education.

  40. Guiding Practicein Character Development The Two Sides of Winning Pressures to win can cause individuals to cheat, but those who resist temptations may learn very meaningful lessons.

  41. Guiding Practicein Character Development Teaching for Transfer Transfer is not automatic. Discuss how values learned in sport can transfer to nonsport environments. Realistic Expectations Character development is an imperfect process. Be optimistic, but be realistic!

  42. Strategies for DevelopingResiliency in Youth • Focus on the athlete’s strengths rather than the weaknesses. Build the athlete’s self-confidence. • Don’t focus only on the sport or physical activity. Focus on the whole child and the child’s emotional, social, economic, and educational needs. • Be sensitive to the youngster’s individuality, as well as the child’s cultural differences. Get to know the child as a person. (continued)

  43. Strategies for DevelopingResiliency in Youth • Encourage independence and control over one’s life by providing the athlete with input about the program and leadership responsibilities. • Incorporate a strong set of values and clear expectations into the program. Make sure the athlete knows what you expect and value. • Help youth see possible future occupations for themselves. • Provide a physically and psychologically safe environment. (continued)

  44. Strategies for DevelopingResiliency in Youth • Keep program numbers small and emphasize long-term involvement. • Provide leadership that makes the program work despite obstacles. • Make sure the program links with community and neighborhood. • Provide quality contact with adult models who care and offer support.

  45. Finish

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