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Nov 15 - Sociocultural constraints continued.doc

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Physical Education and Sport
Jody Virr

Nov 15 – Social Cultural Constraints Gender Typing: Example of a Sociocultural Constraint • Sex refers to male or female biological characteristics • Gender refers to socially determined masculine or feminine characteristics • Socializing agents Socialization Process 3 things play a part in social role This process involves acquiring skills and knowledge for motor development 1.) Socializing agents: these are our significant others and includes family, peers, coaches, teachers 2.) Social Situations: environments we are given to participate in. games, play environment, toys 3.) Personal Attributes: perceived sport ability There are 3 ways to we can be socialized by socializing agents. One way is direct instruction (someone passing on specific ideas through language). Another way is shaping (our experience shapes what is accrdtable and unacceptable in society so they are accepted into society). The 3 way is modelling (we choose to model a specific behaviour that a significant other is doing). These agents are constraints because they either encourage or discourage certain activities. Significant others: Parents • Parents are particularly important during early childhood Gender of both child and parent matters • Fathers tend to reinforce gender typing in boys • Parents that are active will have an influence on their child • If you participate in sport in adolescence, you will most likely keep playing sport throughout your life • Same-sex parent may be more influential Significant Others: Siblings • Siblings constitute an individual’s first playgroup • Girl’s sport participation is influenced by brothers and sisters • As an individual leaves childhood, sibling influence tends to diminish • In single parent homes, the child may have a slower development of motor development due to inability to drive kids to practices all the time. When you are a single parent, you also try to put them in the same sport so they are on the same team and playing at the same time. Significant Others: Peers • Peer groups are particularly important after childhood • Peers provide a strong influence for group activities • Peer group preference for passive activities can lead a once-active child into sedentary adolescence Significant Others: Coaches and Teachers • Research is inconclusive regarding their role in socialization into physical activity • Research suggests they act primarily to reinforce existing socialization patterns • Teachers and coaches must avoid providing aversive socialization which discourages participation • Coaches and teachers can either pro
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