Moral and Motor Development

Chapter 4

McGraw-Hill/Irwin © 2012 McGraw-Hill Companies. All Rights Reserved.

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IntroductionScenarios

Children playing at recessSome children share playgroup equipmentOther children “hog” equipment and take best positions in a gameWhy?

Afterschool activitiesSome adolescents encourage others, support, and try new skillsOther adolescents bully, hit, name-call, and are just plain aggressiveWhy?

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Introduction Scenario

High school basketball gameThe highly skilled team wins a blow-out playing a lower ranked, less talented teamWinning 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 thatWhose viewpoint is correct?

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Moral DevelopmentMoral development influences and is influenced by

Variables Cognitive SocialPhysical

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Morality and Moral Development

Morality People’s rights and duties

Moral growthQuantitative increase in knowledge

Moral maturationQualitative changes in moral functioning

Moral development Psychological and behavioral processes

Moral reasoningProsocial behavior

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Moral Behavior & Moral Reasoning

Moral BehaviorRefers to actions that have consequences for others’ well-being

Moral ReasoningRefers to cognitive processes individuals use when thinking about moral dilemmas

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Character Desire or motivation to do what is morally goodWillpower to control selfish desiresIntegrity to follow through with moral commitments

A person of characterConsistently acts in accord with their virtues, regardless of penalties or rewards

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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

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Theories of Moral DevelopmentSocial learning theoryStructural developmental theoryPositive youth development approach

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Social Learning TheoryChildren learn morally appropriate or inappropriate behaviors through observation of and reinforcement from significant others

Shaking handsCoach 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

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Structural Development TheoryPiaget

Two stages in moral developmentPreschool-age children adopt a morality of constraint when they exhibit a unilateral respect for authority and the rulesSchool-age children learn to adapt to a morality of cooperation from interacting with peers and develop mutual respect

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Structural Development TheoryKohlberg

Progression through three levelsPreconventional

Child does not hit another child for fear of punishment

ConventionalChild 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

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Rest’s model of Moral Development

Moral sensitivityIndividual recognizes moral situations

Moral judgmentIndividual evaluates the situationDecides an action to take based on moral ideal“What should I do?”

Moral intentionIndividual chooses one action among many possible actions

Moral characterIndividual actual behavior

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Positive Youth Development Approach

Important for young people to reach their potential to become a contributing member of societyPhysical activity

Promotes respect, responsibility, compassion, character

Physical activity can help inthe development of respect and responsibility

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Moral Development Factors

Individual DifferencesSocial-contextual

Factors

Age/cognitive developmentMoral reasoningGenderGoal orientations

Observational learningSocial approvalSport normsMotivational climate

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Moral Development FactorsIndividual differencesAGE & COGNITIVE DEVELOPMENT

Children begin toUnderstand abstract conceptsDisplay empathyDevelop perspective

What is sportsmanship?What is fair play?

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Moral Development FactorsIndividual differencesMORAL REASONING

Thought processes used to judge right from wrong in a moral dilemma

High level of moral reasoningDisapproval of unsportsmanlike aggressionRarely engages in such actionsRarely displays antisocial behavior

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Moral Development FactorsIndividual differencesGENDER

Males score lower than females in sport moral reasoning

Unsportsmanlike aggression in sport more acceptableNotions of masculinity and sport

Culture of violence toward teammates, acquaintances, women

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Moral Development FactorsIndividual differencesGOAL ORIENTATIONS

How individuals define success in a particular domainHigh level in task/mastery orientation

Learn, master skill, improve, success is inherent in the task itself

High level in ego/performance orientationCompare self with others

Based upon winning, being the best

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Moral Development FactorsRelationship between goal orientation and moral beliefs

High task; low ego goal orientationFavorable sportsmanlike attitudesProsocial behaviorsRespect social conventions, rules, officials

High ego; low task goal orientationPoor sportsmanship attitudesAntisocial behaviorsShow little response for rules and approve of actions that might harm someone in a contest

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Moral Development FactorsSocial-Contextual FactorsOBSERVATIONAL LEARNING / MODELING

Actions speak louder than wordsA positive role model

A child watching this coach react withthe umpire could result in desirable or undesirable future behavior

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Moral Development FactorsSocio-Contextual FactorsSOCIAL APPROVAL

Parents, teammates, coaches approval or disapproval

Unsportsmanlike behaviorCheatingAggressive behavior

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Moral Development FactorsSocio-Contextual FactorsSPORT NORMS

Expected behaviors when participating in a particular sportFootball and hockeyTennis and golf

If a player believes her coach approves of unsportsmanlikeconduct, defines success as winning,and teammates participate in such behavior, she will more likely follow suit

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Moral Development FactorsSocio-Contextual FactorsMOTIVATIONAL CLIMATE

Climate created by the coachTask-involving climateEgo-involving climate

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Promoting Moral Development

ELEMENTARY EDUCATION

Using theory to develop teaching strategies and activities demonstrate meaning change in moral reasoningTom Romance, K-12 physical educator

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Promoting Moral DevelopmentFAIR PLAY FOR KIDS

Theory driven interventionsSocial learningStructural development

This type of intervention is superior in developing moral judgment, intention, behavior, and high structural development

Gibbone, Ebbeck, & Weiss, 1995.

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Positive Youth Development Programs

HELLISON’S TEACHING PERSONAL AND SOCIAL RESPONSIBILITY

Respect for the rights and feelings of othersEffort in trying new tasks, on-task persistenceSelf-direction when working independently, courage to resist peer pressureHelping others and leadershipUse the above ideas outside the gym

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Positive Youth Development Programs

THE FIRST TEEYouth development program using golf as a means of achieving positive moral outcomesCan develop ability to transfer skills learned in golf to school, family, peersYouth learn to

Show respectManage negative emotionsHelp others