Social Considerations in Motor Development

PED 390 Perceptual Motor

Development

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

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

The Structure of The Self-Concept

E n g lish H is to ry M ath S c ien ce

A cad em icS e lf-con cep t

P eers S ig n ifican t O th ers

S oc ia lS e lf-C on cep t

P articu la rE m otion a l S ta tes

E m otion a lS e lf-C on cep t

P h ys ica l A b ility P h ys ica lA p p earan ce

P h ys ica lS e lf-con cep t

G en era l S e lf C on cep t

The Structure of The Physical Self-Concept

Physical SelfConcept

Body Attractiveness

Sport Competence

Physical Conditioning

Physical Strength

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

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

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 performance2. Vicarious experience3. Verbal persuasion4. Emotional feedback

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

Gender differences on Physical Self-Esteem

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

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?).

Ego-oriented children seek competence through comparison

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

Achievement Goal Theory

2. Motivational Climate

What does the teacher, coach, parent focus on in terms of development?

1. Performance Climate – Focus is very competitive; on results/outcome; “outdoing others”; winning “at all cost”

2. Mastery Climate – Focus is on emphasizing cooperative learning, skill building, individual improvements

Achievement Goal Theory

3. 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

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

A ttib u tion s fo r S tu d en t S u ccess an d F a ilu re

s tab le u n s tab le

S tab ility

in te rn a l exte rn a l

L ocu s o f C au s lity

In on e 's con tro l O u t o f on e 's con tro l

L ocu s o f C on tro l

B as ic A ttrib u tion C a teg ories

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

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

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)

You do poorly in PE class because … (failure)

Stable -low ability ability

Internal – low effort

Control – poor strategy

Unstable – low effort

External – cold gym

Can’t control – poor teacher

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

Recommendations for Self-Esteem Enhancement in Physical Activity - Motor Settings

1. Do emphasize task mastery2. Don’t overemphasize peer comparison and competition3. Do promote self-determination4. Don’t make support contingent on performance5. Do give appropriate encouragement / technical

feedback6. Don’t become reliant on extrinsic rewards or pressures7. Do promote intrinsic fun and excitement8. Don’t turn a “playout” into a workout9. Do promote a sense of purpose by teaching value of PA

to health and wellness10. Don’t create amotivation by using poor practice or

spreading misinformation

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

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:1. Preconventional stage- preschool age and early grade school; very

egocentric; Whatever feels good is OK.2. Conventional stage – mid-grade school age; stronger desire to please

others; It’s OK as long as I don’t get caught.3. Awards Stage – being liked and conforming to norms is concern; I’ll do it if I

can get approval.4. Law and Order Stage – Child recognizes that good behavior is governed by

rules. I’ll do the right thing because I have to.5. 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.

6. 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.