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Psych development
CH 12 Social and cultural constraints
| Question | Answer |
|---|---|
| sociocultural constraints | When social or cultural factors influence the types of physical activity in which people get involved |
| ecological perspective believes | believe that social and cultural influences (in the form of environmental constraints) may greatly influence and interact with individual and task constraints |
| Sociocultural attitudes of groups of people either encourage or discourage certain motor behaviors If such attitudes are pervasive enough... | they can modify someone’s behavior |
| Title XI | -requiring equal opportunity for girls and women in sport -in 1972 drastically changed the landscape of sport in the US, making it more possible and, in time, socially acceptable for girls and women to participate in sport |
| Sociocultural elements that all direct one’s future movement behavior | gender, race, religion, and national origin, & the media encourage and promote different types of physical activities (e.g., those that are gender specific) to mass audiences |
| Social and Cultural Influences as Environmental Constraints key point: | Societal and cultural beliefs, attitudes, and stereotypes can encourage or discourage motor behaviors |
| socialization process | The process by which one learns a social role in groups with certain values, morals, and rules |
| Socializing agents | family, peers, coaches, teachers |
| Social situations | Game, play environment, toys |
| Personal attributes | Strength, Skill, Motivation, perceived |
| sex | refers to biological characteristics used to determine whether individuals are classified as male or female |
| gender | refers to culturally defined sociological characteristics used to differentiate between males and females |
| Gender typing | typing occurs when a parent or significant other encourages activities that are deemed “gender appropriate" |
| Certain sports are identified as masculine | football, baseball, and wrestling |
| Certain Sports are identified as feminine | figure skating, gymnastics, and field hockey |
| Westerners consider sport | to be important and appropriate for boys; but not for girls |
| girls still make up | less than half the overall number of participants in high school sports |
| For girls limited involvement and practice | may not allow them to develop their motor skills to their full potential |
| Boys involvement | feel forced into participating in gender-appropriate sports they dislike and may drop out of physical activity altogether rather than be subjected to participating in an undesired but gender-typed sport |
| stereotyped influences (gender) | What appear to be fitness or skill differences in boys and girls based on physiological makeup (sex) |
| What happens to girls who defy gender-role stereotypes? | early “masculine” experiences may have encouraged them to participate in athletics and physical activities |
| Family Members | -the only source of social interaction that an infant has and therefore the primary source of social constraints -They reinforce behaviors deemed appropriate through their gestures, praise, and rewards; at the same time, they punish bad behaviors |
| Family Members – Parents | -Encourage children to engage in either physical or sedentary activities. This may relate to the participation habits of the parent -The best predictor of adult sport involvement is participation during childhood & adolescence |
| same-sex parent | is most influential in the extent of that child’s sport involvement |
| Mothers | sport role models for their daughters |
| Fathers | more strictly reinforce gender-appropriate behavior, which would include sport participation for boys |
| Family Members – Siblings | form an infant’s first playgroup and thus may act as important socialization agents into PA |
| Cliques | more formalized peer groups |
| Significant Others - Peers | stronger influence for participation in team sports than for participation in individual sports during childhood and adolescence |
| Significant others - Adult peers | women, and particularly after marriage, spouses and friends of the opposite sex become more influential in either encouraging or discouraging involvement in certain activities |
| If previous peer group was sport-oriented | likely ____ in sport involvement |
| Key point: An individual’s peer group | may either encourage or discourage physical activities. As socializing agents, peer groups can be as important as family |
| Male Athletes | coaches/teachers influenced both their participation in and their selection of sports, particularly when they were adolescents and young adults |
| Female athletes | teachers and coaches influenced them during childhood and adolescence |
| Aversive socialization | when teachers or coaches embarrass children in front of their peers, overemphasize performance criteria at the expense of learning and enjoyment, or plan class activities that result in overwhelming failure rather than success |
| Significant Others: coaches ad teachers Key point | It is essential that coaches and teachers understand their potential influence in promoting or deterring PA participation among their athletes and students |
| Children who grow up in urban areas with limited play space | typically exposed to sports and activities that require little space and equipment (e.g., basketball) |
| Colder climates | provide children with an opportunity to learn ice skating |
| warmer climates | encourage swimming |
| Play environment | also act as a sociocultural constraint, especially if the play space is gender-associated (jumping rope = feminine) |
| Traditional Boys’ games | complex and involve the use of strategy; participants are encouraged to work hard in pursuit of specific goals and to use negotiation to settle disputes over rules |
| Traditional girls’ games | non-competitive, and rather than encouraging interdependence among group members, they involve waiting for turns to perform simple repetitive tasks, such as jumping rope or playing hopscotch |
| Gender typing through toys has been shown to be | Slow to change |
Created by:
rmart11
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