Moral and Motor Development Chapter 4 © 2012 McGraw-Hill Companies. All Rights Reserved. McGraw-Hill/Irwin

Introduction Scenarios Children playing at recess Some children share playgroup equipment Other children “hog” equipment and take best positions in a game Why? Afterschool activities Some adolescents encourage others, support, and try new skills Other adolescents bully, hit, name-call, and are just plain aggressive

Introduction Scenario High school basketball game The highly skilled team wins a blow-out playing a lower ranked, less talented team Winning coach says it would be dishonest not to let the team play their hardest to win Losing coach says that it just isn’t right to run the score up like to that Whose viewpoint is correct?

Moral Development Moral development influences and is influenced by Variables Cognitive Social Physical

Morality and Moral Development People’s rights and duties Moral growth Quantitative increase in knowledge Moral maturation Qualitative changes in moral functioning Moral development Psychological and behavioral processes Moral reasoning Prosocial behavior

Moral Behavior & Moral Reasoning Refers to actions that have consequences for others’ well-being Moral Reasoning Refers to cognitive processes individuals use when thinking about moral dilemmas

Character Desire or motivation to do what is morally good Willpower to control selfish desires Integrity to follow through with moral commitments A person of character Consistently acts in accord with their virtues, regardless of penalties or rewards

Sportsmanship and Fair Play Refers to social norms and conventions associated with sport participation , such as shaking hands after a match or congratulating an opponent on a good performance

Theories of Moral Development Social learning theory Structural developmental theory Positive youth development approach

Social Learning Theory Children learn morally appropriate or inappropriate behaviors through observation of and reinforcement from significant others Shaking hands Coach says, “good job” Pat on back Children externalize these behaviors at first, but later internalize them as standards for acceptable behavior Child develops ability to regulate own behavior

Structural Development Theory Piaget Two stages in moral development Preschool-age children adopt a morality of constraint when they exhibit a unilateral respect for authority and the rules School-age children learn to adapt to a morality of cooperation from interacting with peers and develop mutual respect

Structural Development Theory Kohlberg Progression through three levels Preconventional Child does not hit another child for fear of punishment Conventional Child does not hit another child because she has learned the golden rule, a normative rule in society Postconventional Person responds based upon universal principles and justice for all Individual thinks about the other individual before acting

Rest’s model of Moral Development Moral sensitivity Individual recognizes moral situations Moral judgment Individual evaluates the situation Decides an action to take based on moral ideal “What should I do?” Moral intention Individual chooses one action among many possible actions Moral character Individual actual behavior

Positive Youth Development Approach Important for young people to reach their potential to become a contributing member of society Physical activity Promotes respect, responsibility, compassion, character Physical activity can help in the development of respect and responsibility

Moral Development Factors Individual Differences Social-contextual Factors Age/cognitive development Moral reasoning Gender Goal orientations Observational learning Social approval Sport norms Motivational climate

Moral Development Factors Individual differences AGE & COGNITIVE DEVELOPMENT Children begin to Understand abstract concepts Display empathy Develop perspective What is sportsmanship? What is fair play?

Moral Development Factors Individual differences MORAL REASONING Thought processes used to judge right from wrong in a moral dilemma High level of moral reasoning Disapproval of unsportsmanlike aggression Rarely engages in such actions Rarely displays antisocial behavior

Moral Development Factors Individual differences GENDER Males score lower than females in sport moral reasoning Unsportsmanlike aggression in sport more acceptable Notions of masculinity and sport Culture of violence toward teammates, acquaintances, women

Moral Development Factors Individual differences GOAL ORIENTATIONS How individuals define success in a particular domain High level in task/mastery orientation Learn, master skill, improve, success is inherent in the task itself High level in ego/performance orientation Compare self with others Based upon winning, being the best

Moral Development Factors Relationship between goal orientation and moral beliefs High task; low ego goal orientation Favorable sportsmanlike attitudes Prosocial behaviors Respect social conventions, rules, officials High ego; low task goal orientation Poor sportsmanship attitudes Antisocial behaviors Show little response for rules and approve of actions that might harm someone in a contest

Moral Development Factors Social-Contextual Factors OBSERVATIONAL LEARNING / MODELING Actions speak louder than words A positive role model A child watching this coach react with the umpire could result in desirable or undesirable future behavior

Moral Development Factors Socio-Contextual Factors SOCIAL APPROVAL Parents, teammates, coaches approval or disapproval Unsportsmanlike behavior Cheating Aggressive behavior

Moral Development Factors Socio-Contextual Factors SPORT NORMS Expected behaviors when participating in a particular sport Football and hockey Tennis and golf If a player believes her coach approves of unsportsmanlike conduct, defines success as winning, and teammates participate in such behavior, she will more likely follow suit

Moral Development Factors Socio-Contextual Factors MOTIVATIONAL CLIMATE Climate created by the coach Task-involving climate Ego-involving climate

Promoting Moral Development ELEMENTARY EDUCATION Using theory to develop teaching strategies and activities demonstrate meaning change in moral reasoning Tom Romance, K-12 physical educator

Promoting Moral Development FAIR PLAY FOR KIDS Theory driven interventions Social learning Structural development This type of intervention is superior in developing moral judgment, intention, behavior, and high structural development Gibbone, Ebbeck, & Weiss, 1995.

Positive Youth Development Programs HELLISON’S TEACHING PERSONAL AND SOCIAL RESPONSIBILITY Respect for the rights and feelings of others Effort in trying new tasks, on-task persistence Self-direction when working independently, courage to resist peer pressure Helping others and leadership Use the above ideas outside the gym

Positive Youth Development Programs THE FIRST TEE Youth development program using golf as a means of achieving positive moral outcomes Can develop ability to transfer skills learned in golf to school, family, peers Youth learn to Show respect Manage negative emotions Help others