CHAPER12

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• CHAPER12
• SOCIAL DEVELOPMENT AND ITS REATIONSHIP TO MOTOR
  DEVELOPMENT
• Melinda A. Solmon
• Amelia M. Lee

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• 12.1 IDENTIFYING SOCIAL AGENTS
• 12.2 SOCIAL DEVELOPMENT IN CHILDHOOD
• 12.3 SOCIAL DEVELOPMENT IN EARLY ADULTHOOD
• 12.4 SOCIAL DEVELOPMENT IN
• 12.5 SOCIAL DEVELOPMENT IN LATE ADULTHOOD AND
  OLD AGE

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12.1IDENTIFYING SOCIAL AGENTS

• The Family and Significant Others
• Siblings and Peers
• Gender Influences
• Culture and Race
• Play

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• The Family and Significant Others
• The family is one of the most powerful agents
  during the early years

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• Children who spend time watching their
  parents participate in swimming, tennis, golf and
  other sport activities can develop positive
  attitudes about activity and what it means to be
  physically active.
• On the other hand, children who are not
  encouraged to participate in physical activity
  during early childhood will be more likely to
  view sedentary activities as being acceptable.

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• Childrens initial views about physical activity
  and their beliefs about themselves as
  participants are shaped by the history of
  participation and the feelings associated with
  successful and non successful movement
  experiences

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• Observational learning is a powerful
  socializing process during childhood
  (Bandura,1986)?

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• Children model the behaviors they observe in
  family members and significant others and adopt
  many for themselves. The observational learning
  processes and modeling can influence social
  behavior, language, and various types of motor
  skills.

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• Siblings and Peers
• Brothers and sisters might reinforce the values
  and beliefs about physical activity that have
  been established by the parents and also serve as
  a socializing influence.
• Peer relations provide a stronger influence,
  especially toward participation in team sports.

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• Gender Influences
• Gender can profoundly influence an
  individuals goals, aspirations, beliefs about
  what is important and actual experiences in a
  society.

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• Culture and Race
• Race is considered to be biologically
  based, some argue that the concept of race is
  based on a sociological rather than a genetic
  definition (Harrison, 1995).

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• Racial groups were more likely to participate in
  activities that were stereotyped as more
  appropriate for their race (Harrison, Lee
  Belcher, 1999).

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• Play
• Play activities and time spent in organized and
  unorganized physical activity can
• Enhance a childs opportunity to learn basic
  motor skills
• Children can also learn to get along with peers,

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• Learn about masculine or feminine roles, and
  develop attitudes toward social groups.
• Play and game activities provide opportunities to
  interact with others in social situations
• Gain some skill that enables children to feel
  competent and good about themselves.

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12.2 SOCIAL DEVELOPMENT IN CHILDHOOD

• In order for children to deal effectively with
  their environments it has been theorized that
  they have an intrinsic need to explore, play and
  attempt to master tasks (White, 1959).

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• The child who is intrinsically motivated within a
  mastery domain would also perceive himself or
  herself to be competent in that domain (Harter,
  1978 Harter, 1981).
• Perceived competence must be viewed as domain
  specific.

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• Theories That Explain the Role of Perceived
  Competence
• The influence of perceived competence is
  grounded in the role that confidence beliefs play
  in an individuals motivation to engage in a
  movement activity.

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• Expectancy-Value Theory
• The choices that individuals make concerning
  whether or not to engage in an activity are most
  affected by two sets of beliefs Their
  expectations for success, and the value that they
  attach to the task.

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• Two influential factors in the application of the
  expectancy-value model
• values
• Gender
• family influences

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• Conceptions of Ability
• conceptions of ability are the beliefs about the
  nature of ability, and whether or not it is a
  stable factor that cannot be changed, or
  malleable construct that can be improved with
  effort (Dweck, 2001).

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• In Nicholls (1984) development approach, he
  characterizes conceptions of ability as
  undifferentiated (ability cannot be
  differentiated from effort, so ability can be
  improved with effort) and differentiated (ability
  is stable and distinct from effort).

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• Socializing factors such as race, gender, and
  prior experience can influence individuals
  conceptions of ability in physical activities
  (Li, Harrison, Solmon, 2004 Li, Lee, Solmon,
  2006).

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• Goal Theory(DUDA,2001Nicholls,1984)
• According to goal theory, two dimensions
  of goals exist
• Task-involved
• Ego-involved.

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• Self-determination Theory
• Self-determination theory (SDT) is a means to
  understand and enhance the interaction between
  social development and human movement.

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• Rather than viewing extrinsic and intrinsic
  motivation as distinct entities, motivation is
  conceptualized in SDT on a continuum ranging from
  amotivation, or the absence of motivation to
  intrinsic motivation, characterized as the
  highest, or most self-determined form of
  motivation.

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Continuum of Self-determination
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12.3 SOCIAL DEVELOPMENT IN ADOLESCENCE

• Adolescence generally is considered to begin as
  children enter their teen years, and to continue
  until schooling is completed and individuals
  become independent from their parents and take on
  adult roles.

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• Declines in Motivation to Be Active
• Both expectancies for success and task values for
  sport activities show a marked decrease with age.
  
• Two factors that seem to be influential in this
  process are social comparison and the role of the
  subjective norm.

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12.5 SOCIAL DEVELOPMENT IN EARLY ADULTHOOD

• As adolescents complete their schooling and begin
  to function as independent adults, their roles
  and responsibilities undergo majors shifts.
• The decline with age in physical activity levels
  that begins during childhood continues during
  adulthood.

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• There are many factors that may influence
  individuals decisions to engage in physical
  activity, including the competing priorities for
  time mentioned above, as well as conditions
  related to socioeconomic issues such as crime,
  poverty, and lack of recreational facilities.

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12.5 SOCIAL DEVELOPMENT IN LATE ADULTHOOD AND
OLD AGE

• slow the process of age-related disability
• affords older adults opportunities to maintain
  social networks and to establish and maintain
  friendships with people of all ages.
• is critical to quality of life.

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THANKS