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What is a reason cited for persistence in participating in physical activities?
What is a reason cited for persistence in participating in physical activities?
Which factor is identified as contributing to individuals dropping out of physical activities?
Which factor is identified as contributing to individuals dropping out of physical activities?
How do boys generally perceive their motor competence according to the developmental relationships outlined?
How do boys generally perceive their motor competence according to the developmental relationships outlined?
In early childhood, how is the perception of actual motor ability characterized?
In early childhood, how is the perception of actual motor ability characterized?
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What is a common misconception among adolescents regarding their motor competence?
What is a common misconception among adolescents regarding their motor competence?
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How does self-esteem influence an individual's motivation to participate in sport and physical activity?
How does self-esteem influence an individual's motivation to participate in sport and physical activity?
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At what age do children begin to heavily rely on peer comparisons to develop their self-esteem?
At what age do children begin to heavily rely on peer comparisons to develop their self-esteem?
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What is more important in determining self-esteem according to Weiss (1993)?
What is more important in determining self-esteem according to Weiss (1993)?
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What do causal attributions refer to in the context of physical activity?
What do causal attributions refer to in the context of physical activity?
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Before the age of 10, whose evaluations do children typically rely upon to form their self-esteem?
Before the age of 10, whose evaluations do children typically rely upon to form their self-esteem?
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What type of attribution does a person with high self-esteem typically make regarding their success?
What type of attribution does a person with high self-esteem typically make regarding their success?
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Which of the following factors is linked to a person with low self-esteem in relation to causal attributions?
Which of the following factors is linked to a person with low self-esteem in relation to causal attributions?
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What is one of the ways adults evaluate their self-esteem?
What is one of the ways adults evaluate their self-esteem?
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How does high motivation relate to participation in physical activities?
How does high motivation relate to participation in physical activities?
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Which of the following describes a factor that may cause a person to drop out of physical activity?
Which of the following describes a factor that may cause a person to drop out of physical activity?
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Study Notes
KIN 207 Lecture 16: Psychosocial Constraints
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Learning Outcomes:
- Explain the relationship between social influences and an individual's self-esteem.
- Discuss the effect of self-esteem on motivation for sport and physical activity.
- Provide reasoning for individual involvement (or lack thereof) in sport.
- Explain how children attribute success/failure in physical activity.
Self-Esteem
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Self-evaluation of individual capability:
- General (e.g., physical ability, appearance).
- Specific (e.g., social skills).
- Person's belief in the correctness of self-evaluation is more important than accuracy: Weiss (1993)
- Specific domains: Social, academic, physical.
- Social interactions: Parental appraisal, comparison with others, teacher/coach feedback.
- Emotions: Enjoyment, pride (success), disappointment/stress (failure).
Development of Self-Esteem
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Age-based comparisons:
- Ages 5 and under: Compare with others, influenced by parental appraisals and outcomes.
- Ages 10 and over: Comparisons with peers, feedback from peers.
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Children under 10: Rely on peers' appraisals and comparisons to assess physical competence.
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Children of all ages: Develop self-esteem based on feedback from teachers and coaches.
Causal Attributions
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Causal attributions: Reasons people give for successes and failures.
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Belief confirmation: People tend to act in ways that confirm their beliefs.
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High self-esteem:
- Internal attribution for success/failure.
- Stable, consistent factors.
- Controllable outcome.
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Low self-esteem:
- External attributions for success/failure.
- Unstable factors (e.g., luck).
- Uncontrollable outcome.
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Retraining strategies (for low self-esteem):
- Emphasize improvement through effort.
- Emphasize continued practice.
- Provide progressive learning experiences.
- Encourage goal setting.
- Provide accurate feedback.
Adult Attributions
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Adults make attributions based on four methods:
- Observing past and present accomplishments and failures.
- By comparing themselves to others.
- Via verbal persuasion from others.
- By observing their physiological state or fitness level.
Motivation to Participate
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Relationship between self-esteem and motivation: High self-esteem tends to align with motivation in both children and adults.
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Importance of high motivation: Essential for initiating and maintaining participation in sports and physical activity.
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Persistence in participation Is sustained engagement in physical activity and sport.
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Reasons for dropping out:
- Dislike of coach.
- Lack of playing time.
- Too much pressure or time requirements.
- Overemphasis on winning.
- Lack of fun.
- Lack of progress or success.
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Reasons for persistence:
- Achieving competence by improving skills or reaching goals.
- Developing friendships.
- Being part of a team
- Engaging in competition, and achieving success.
- Enjoyment.
- Improving fitness.
Developmental Relationships
- Early childhood: Inaccuracies in motor ability perception, effort is associated with competence, moderate relationship between perceived and actual competence.
- Middle childhood: Improves motor competence perception; boys perceive their motor competence higher than girls; girls perceive locomotor skills to be less than they are.
- Adolescence: Perceptions of motor competence vary by individuals. Research suggests perceived competence relates to actual motor skills and physical activity levels.
Teacher-Centered vs. Student-Centered Approaches
- Teacher-centered: Instructor designs and delivers, chooses progression.
- Student-centered: Students have control over engagement and decisions, student effort recognized as outcome.
Adult Activity Levels
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Factors that limit participation:
- Stereotypes of appropriate activity levels.
- Limited access to facilities and programs.
- Childhood experiences impacting perception of exercise.
- Concerns about limitations related to exercise.
- Perception of exercise as harmful to health.
- Lack of role models.
- Lack of knowledge about exercise programs.
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Description
This quiz explores key concepts related to children's participation in physical activities and how self-perception and self-esteem impact their engagement. It covers factors influencing persistence and dropout from sports, boys' perceptions of motor competence, and the role of peer comparisons in developing self-esteem. Test your understanding of these important developmental relationships!
