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

2. 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

3. 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?

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

5. 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

6. 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

7. 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

8. 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

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

11. 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

12. 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

13. 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

15. 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

16. 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

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

19. 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?

20. 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

21. 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

22. 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

23. 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

24. 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

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

26. 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

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

30. 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

31. 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.

32. 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

33. 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