KIN 207 Lecture 15: Sociocultural Constraints Fall 2024 PDF

KIN 207 Lecture 15 Social & Cultural Constraints Fall 2024 Instructor: Amanda Ebert [email protected]  Learning Outcomes Discuss the role of sociocultural constraints in motor development Define the role of specific social agents, such as parents and...

KIN 207 Lecture 15 Social & Cultural Constraints Fall 2024 Instructor: Amanda Ebert [email protected]  Learning Outcomes Discuss the role of sociocultural constraints in motor development Define the role of specific social agents, such as parents and schools, in individual development Explain the socialization process and how it differs for various groups  Sociocultural Constraints With an ecological perspective, we know our culture greatly influences our sport choices We have culturally specific concepts about movement behaviours Group attitudes that affect motor behaviours of an individual – environmental constraint ○ Social values, norms, morals, ideas  Social Constraints Age These are pervasive group attitudes, Gender values, and morals that influence behaviors of individuals within the group. They create an atmosphere encouraging Disability socially acceptable and discouraging socially unacceptable movement activities. Race Sexual Orientation Socioeconomic Religion Status  Intersectionality the overlap of various social identities People often identify in numerous ways tied to both oppression and privilege  Some Sociocultural Constraints Racial characteristics are biological based and relate to genetic similarities within groups. Ethnic characteristics are culturally based and relate to cultural similarities that connect groups Socioeconomic characteristics can sometimes be interrelated to racial and ethnic characteristics. It is important to examine differences among groups without suggesting a priority that differences are biological in nature. Stereotyped threat of a stigmatized group can result in pressure to perform below one’s actual capabilities.  The Socialization Process  The Socialization Process Our socialization process impacts what we will choose to participate in Three main elements lead to us learning our societal role ○ Socializing agents ○ Social situations ○ Personal attributes  Socializing Agents Significant and influential people Peers Families: Parents Important later on. Can have Most influential in early childhood stronger influence than families Praise and reward involvement Group preference for passive Same sex parent may be more activities can lead once active kids influential to sedentary Families: siblings Infants first playgroup. Strong influence Coaches and teachers Same sex sibling more influential Inconclusive results – strong After childhood, sibling influence tends to potential to influence! diminish  Social Situations Play environments and games can act as constraints Lack of adequate space can diminish opportunities for gross motor activity. Gender-typed play environments, games, and toys can deprive girls of opportunities to perform complex, difficult skills Play with toys can act as constraints (gender typing…) May encourage children to be active or inactive Gender typing via toys Toys markets to boys are more complex and vigorous Toys encourage traditional gender roles Parents enjoy giving children the same toys they had or didn’t have. Sometimes reinforce gender typing by negatively reinforcing play with toys that are gender inappropriate  Personal Attributes We will explore these more in chapter 16…  Women & Girls in Sport  Statistical Snapshot CHILDREN AND YOUTH Only 4% of girls (compared to 9% of boys) achieved the recommended levels of daily physical activity (Colley et al., 2011). Boys aged 5 to 19 took more daily steps than girls (about 1,300 more daily steps) (CFLRI, 2010a). Only 70% of girls participated regularly in sport during the previous 12 months, compared to 81% of boys. Fewer girls (27%) than boys (35%) participated in sport four or more times a week (CFLRI, 2011).  Women in Sport - Historically Beliefs around women participating in sport included: The increase in “energy” produced during a workout would be harmful to women ○ Would cause infertility Physical activity would “desex” women and negatively impact future generations Women could not handle pain or injury that may result from participation Was foolish to take any risks during childbearing years (yet strong, Women’s tennis team 1922 hearty, farm women were preferred…) Some sports (ie: tennis) were associated with status. Strict dress code required.  Title IX - 1972 “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination 1976: Challenged by the NCAA under any education program or activity receiving federal financial assistance.” 1988: Gradual approval to expand budgets and scholarships for female athletes Currently, a lot of discussion about how title IX applies to athletes who have experienced sexual assault. Information modified from: https://www.womenssportsfoundation.org/advocacy_category/title-ix/  Influence of Title IX Before Title IX legislation was passed in 1972, 4 million males and fewer than 300,000 females participated in high school sports. In 2016–2017, 4.5 million males and 3.4 million females participated. More boys and girls select gender-neutral sports than highly gendered sports. Constraint to girls’ participation was the sociocultural environment rather than an individual constraint.  Barriers Today PHYSICAL BARRIERS e.g., low physical fitness; presence of illness/disease; lack of physical literacy PSYCHOLOGICAL BARRIERS e.g., limited confidence in their physical abilities or knowledge; low perceived behavioural control; low physical self efficacy. TIME-BASED BARRIERS e.g., too much work or school work; responsibilities to care for family; housework or chores; parental or family expectations for women and girls to be at home. Women often report feelings of guilt or experience difficulty prioritizing sport and physical activity participation over other responsibilities and interests.  Barriers Today INTERPERSONAL BARRIERS e.g., low family support; family belief that sport is not as important for females as for males; lack of social support; limited positive feedback; limited role models; concerns about being perceived as unfeminine or a lesbian; and contradictory marketing messages and strategies. ACCESS AND OPPORTUNITY BARRIERS e.g., cost; access to appropriate equipment; transportation; access to quality facilities; lack of culturally relevant activities; language and literacy barriers; experiences of discrimination or racism; accessibility issues for girls with a disability. PROGRAMMING BARRIERS e.g., lack of choice and variety, no female-only opportunities; low quality/untrained instructors and coaches; undesired focus on competition or specialization; commitment requirements.  Still Today… Women occupy 19% of the head coach positions and 17% of the athletic director positions in Canadian university sport (Donnelly & Kidd, 2011). 20% of the coaches of carded athletes are female (Coaching Association of Canada, 2009). Women comprise 25% of reported coaches and 29% of reported technical officials (Sport Canada, 2009). “Positive sport experiences can contribute to the full inclusion of girls and women by enhancing their health and well-being; fostering their self-esteem and empowerment; facilitating their social inclusion and integration; changing gender norms; and providing opportunities for female leadership and achievement.” (CANADIAN CENTRE FOR ETHICS IN SPORT, 2008, P.25)  Gender Typing Societal attitudes about gender- appropriate activities can restrict physical activity options for boys and girls. In the United States, these attitudes linger, but the number of girls participating in sports has dramatically increased. Girls still lag behind boys in number of participants. Girls are more likely to drop out of sport after high school.  Gender Typing: An example Sex: refers to male or female biological characteristics (individual constraint) Gender: refers to social determined masculine or feminine characteristics (sociocultural constraint) Gender typing: when parents or significant others encourage activities that are deemed “gender appropriate‘ *‘masculine’ sports for boys (football, wrestling) * ‘feminine’ sports for girls (gymnastics, figure skating)  What can YOU do? Give feedback! Girls rely more on feedback than boys do! ○ Feedback needs to be SPECIFIC, not generic. Let the kids/girls see you sweaty ○ Model that it is okay to not do your hair and makeup to perfection. That you can workout and be messy and sweaty and that does not make you any less feminine. Discuss what bodies can DO instead of what the LOOK like Ensure gender equity policies are in place and ENFORCED Provide diverse opportunities to explore movement! Girls who play a team sport before age 8, and stay in that for at least 2 years are more likely to be healthier, have better relationships, and do better in school. STOP making cuts when there is no alternative for participation!! Modified from: https://activeforlife.com/keep-daughter-from-saying-i-suck-at-sports/  Age Discrimination  Ageism is: Discrimination (altered treatment or behavior) based on age or assumed age “the negative attitudes toward older adults and the lack of knowledge about aging (that) combine to form an extremely pessimistic picture of older adults and the aging process” (Bonneson and Burgess, 2004, pg. 125) “the third great “ism” in our society, after racism and sexism” (Bennett and Gaines, 2010)