Social Considerations in Motor Development

1. Social Considerations in Motor Development PED 390 Perceptual Motor Development

2. What role has socialization in a motor context had for these individuals?

3. Intro: • Childhood experiences (especially successes) play large role in who we are most are centered around the physical experience of play. • Self-concept is strongly developed through movement activity and play What is Self-Concept? • Is the sense of “who I am.” • Self-Concept- • Is how one views himself; no judgment value placed on it • Self-Esteem – • Is our personal evaluation of how we see ourselves • Self-Confidence – • One’s belief in the ability to carry out a mental, physical task • Competence – • One’s ability to meet particular achievement demands • Children’s perceived competence is a predictor of motivation and achievement in movement settings • Obese children show lower actual and perceived competence for many domains

4. The Structure of The Self-Concept

5. The Structure of The Physical Self-Concept Physical Self Concept Body Attractiveness Physical Conditioning Sport Competence Physical Strength

6. How Does Activity Change Self-Esteem? Self-esteem change is caused by changes in mastery of skills associated with exercise; changes in specific competencies lead to changes in broader self-constructs

7. Physical Activity and Self-Esteem: • Self-esteem is tied to differences between ideal and actual self • > discrepancy = > negative affect • Children need to have early accurate sources of feedback / info for movement competence or else they will develop poor esteem in this area. • Program factors that build self-esteem: • Sense of accomplishment • Goal achievement • Somatic well-being • Social experiences • reinforcement by others

8. Physical Activity and Self-Esteem: • Competence and Acceptance are two major dimensions of self-esteem • Sonstroem’s Model: • Self-esteem change is caused by changes in perceived competence and mastering skills • Most specific focus of self-perception is physical self-efficacies • Model proposes that increasing physical self-efficacies will increase physical self-esteem • 4 Major ways to increase Self-efficacy (Social learning - Bandura) 1. Successful performance 2. Vicarious experience 3. Verbal persuasion 4. Emotional feedback

9. Self-Esteem in Children and Youth - Role of Sport and Physical Education: • Deci and Ryan’s (1985) Self-Determination Theory - • Events that increase child’s sense of competence will increase intrinsic motivation • Intrinsic motivation differs from extrinsic motivation on degree of autonomy (“I do it b/c I want to): • External Regulation - behaviors are externally controlled • Introjected Regulation - motivation comes from internalized controlling factors - (I “have to” do it) • Idenitified Regulation - Behaviors are chosen b/c child values outcomes • Integrated Regulation - behaviors are motivated by a sense of self

10. Gender differences on Physical Self-Esteem

11. Consequences of Poor Self-Concept: • Children who feel bad about themselves – not likely to feel better about parts of themselves they do not know • Are fearful of attempting new skills • Are more likely negatively affected about what others think of them • This may limit movement experiences into adolescence • Teachers are important socializing agents: • Teachers emphasizing positive self-concept  have students who develop a positive self-concept

12. Achievement Goal Theory • Indicates 3 sociopsychological factors in determining how motivated students are: 1. Goal Orientation • Performance/ego-centered goals • Show superior ability to peers • Mastery/Task-centered goals • Self-improvement; master task • A person’s goal perspective is usually determined by: 1. Situational factors (emphasis on learning process or public evaluation and normative feedback) 2. Dispositional factors (how is the child socialized by parents, teachers, and coaches?).

13. Ego-oriented children seek competence through comparison

14. Ego orientation may undermine the value attached to fairness and justice.

15. Achievement Goal Theory • Motivational Climate • What does the teacher, coach, parent focus on in terms of development? • Performance Climate – Focus is very competitive; on results/outcome; “outdoing others”; winning “at all cost” • Mastery Climate – Focus is on emphasizing cooperative learning, skill building, individual improvements

16. Achievement Goal Theory • Perceived ability: • High ability – fosters sense of pride, competence, self-efficacy, and desire for persistence • Low ability – leads to lowered skill-appraisal, less self-esteem

17. Attribution Theory • Attributions – the explanation given for successes and failures (performances) • Categories of attributions: • Stability – stable or unstable • Locus of causality – internal or external • Locus of control – you can or cannot control

19. Common Attributions: • Ability (stable, internal, can’t control) • Luck (unstable, external, can’t control) • Effort (unstable, can control) • Task (stable? External, can’t control?) • Others: strategies, weather, instructor

20. Making correct Attributions is a DEVELOPMENTAL process: • < 10 years of age, most children view effort as capacity: • Child reasons that greater effort leads to more success • 10-14; children have a differentiated view of ability and effort: • Children understand effort yields success • Also know that some have more ability than others regardless of effort • Child understands that if 2 people perform to same level – person who works less hard has more ability. • Children make attributional errors; more likely if: • The motor learning situation is perceived as stressful • The child has low movement competence

21. Stable – you have high ability Internal – high effort Control – tried different strategy Unstable – I got lucky External – Easy task Can’t Control – classmates all worse than me You do well in PE class because … (success)

22. Stable -low ability ability Internal – low effort Control – poor strategy Unstable – low effort External – cold gym Can’t control – poor teacher You do poorly in PE class because … (failure)

23. To Enhance Motivation… • Monitor your feedback • Attribute successes to internal factors (ability, effort) • Avoid unrealistic attributions • Attribute failures to type of strategy • Assess and correct student attributions • Replace lack of ability attributions with lack of effort/type of strategy/practices • Incorrect, negative attributions need to be corrected – or will develop into dysfunctional motivation in movement settings

24. Recommendations for Self-Esteem Enhancement in Physical Activity - Motor Settings 1. Do emphasize task mastery 2. Don’t overemphasize peer comparison and competition 3. Do promote self-determination 4. Don’t make support contingent on performance 5. Do give appropriate encouragement / technical feedback 6. Don’t become reliant on extrinsic rewards or pressures 7. Do promote intrinsic fun and excitement 8. Don’t turn a “playout” into a workout 9. Do promote a sense of purpose by teaching value of PA to health and wellness 10. Don’t create amotivation by using poor practice or spreading misinformation

25. Exercise and Self –Esteem: Other fitness-related factors may also improve self-esteem: • Increased sense of competence • Goal attainment • Feelings of physical well-being • Social interaction • Reinforcement by significant others • Kids with physical / learning disabilities may rely on the movement setting for increases in competence than other children

26. Social Influences and Moral Development: • During adolescence, changes in thoughts, feelings, behavior about right and wrong enhances the strength of the conscience. Kohlberg’s Multistage Model: • Preconventional stage- preschool age and early grade school; very egocentric; Whatever feels good is OK. • Conventional stage – mid-grade school age; stronger desire to please others; It’s OK as long as I don’t get caught. • Awards Stage – being liked and conforming to norms is concern; I’ll do it if I can get approval. • Law and Order Stage – Child recognizes that good behavior is governed by rules. I’ll do the right thing because I have to. • Social Contract – Adolescent’s personal behavior is guided by personal sense of right / wrong. I’ll do the right thing because my Self tells me it is the right thing. • Universal ethical principles stage – The youth knows right/wrong within logical, universal framework. I’ll do the right thing because my Self and society tells me.