KIN 207 Lecture 16 Psychosocial Constraints PDF

KIN 207 Lecture 16 Psychosocial Constraints Fall 2024 Instructor: Amanda Ebert [email protected]  Learning Outcomes Explain the relationship between social influences and an individual’s feeling of self-esteem Discuss the effect of self-esteem on mo...

KIN 207 Lecture 16 Psychosocial Constraints Fall 2024 Instructor: Amanda Ebert [email protected]  Learning Outcomes Explain the relationship between social influences and an individual’s feeling of self-esteem Discuss the effect of self-esteem on motivation to participate in sport and physical activity Provide reasoning for individuals involvement (or lack of) in sport Explain how children attribute success/failure in physical activity  Self Esteem Self-evaluation of individual capability ○ General ○ Specific (physical ability, appearance, social skills) Person’s belief in correctness of self- evaluation more important than accuracy of self-evaluation (Weiss, 1993) Specific domains (social, academic, physical)  Development of Self-Esteem Social interactions Emotions Begin to compare Emotions influence with others by age 5 participation and motivation Under age 10 – rely on parent appraisals and Enjoyment = higher outcomes self esteem Over age 10 – rely on comparisons with and feedback from peers.  Development of Self-Esteem Children under 10 depend on appraisals of and comparisons with peers to determine physical competence Children of all ages develop self- esteem from feedback and appraisals from teachers and coaches  Causal Attributions Causal attributions are the reasons people give for their successes and failures. People tend to act in ways that confirm their beliefs. A person with high self- esteem makes the A person with low self- following causal esteem makes the attributions: following causal Internal—person attributions: responsible for own success External—success and or failure failure due to influences Stable—outcome- outside the person influencing factors Unstable—outcome based consistent from one on fluctuating influences situation to next (e.g., luck) Controllable—person in Uncontrollable—person control of outcome- unable to control or influencing factors influence outcome Causal Attributions  Adult Attributions Adults evaluate themselves in 4 ways: 1. Actual experiences: Observing past and present accomplishments and failures 2. Vicarious experiences: comparing self with others 3. Verbal persuasion from others 4. Observing their physiological state or fitness level  Motivation to Participate Self-esteem and motivation to participate are related in both children and adults. High motivation level is essential for beginning or maintaining participation in sports and physical activities. Persistence is continued engagement in physical activity and sport. Dropping out and discontinuing engagement in physical activity and sport can occur by controllable or uncontrollable factors.  Motivation to Participate Reasons for Persistence Reasons for Dropping out be competent by Dislike of coach improving skills or Lack of playing time Too much pressure attaining goals Too much time affiliate with or make required new friends Overemphasis on be part of a team winning undertake competition Lack of fun and be successful Lack of progress have fun Lack of success improve fitness  Developmental Relationships Early childhood Adolescence De Meester et al. (2016) found four clusters: Perception of actual motor ability is inaccurate. Low perception, accurate judge of competence Giving effort is equated to high levels of Low perception, overestimated competence competence. Average perception, accurate judge of competence Moderate positive relationship seen between Average perception, overestimated competence perceived and actual motor competence. Middle childhood Perception improves. Increasing research support Boys perceive their motor competence to be saying perceived motor higher. competence mediates the Girls perceive their locomotor skills to be less than relationship between actual they are. Boys perceive their object control skills to be motor competence and level of physical activity higher than they are.  Teacher Centered vs Student centered Teacher centered approach Student centered approach ○ Instructor designs and ○ Student has optimal control presents over engagement related decisions developmentally appropriate activities in ○ Student effort is recognized as connected to the class outcome ○ Instructor chooses when to progress students to the next task Adult Activity Levels Participation may be limited by: Stereotypes of appropriate activity levels Limited access to facilities and programs Childhood experiences Concerns over personal limitations on exercise Belief that exercise is harmful to health Lack of role models Lack of knowledge about appropriate exercise programs