Children's Moral Reasoning and Their Assertive, Aggressive, and Submissive Tendencies in Sport and Daily Life

Bredemeier, Brenda Jo

doi:10.1123/jsep.16.1.1

Cited by 103 publications

(95 citation statements)

References 24 publications

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“…These improvements coincide with the attached results of other studies about PSRM [9,18] or other similar Education in Values Models [21][22][23][24][25][26].…”

Section: Discussionsupporting

confidence: 80%

The Development of a Sport-based Personal and Social Responsibility Intervention on Daily Violence in Schools

Martínez¹,

Mármol²,

Valenzuela³

et al. 2014

AJSSM

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This research assess the improvements that the implementation of Personal and Social ResponsibilityModel produces on observed and suffered violence among teenagers. In order to this, a training course was taught to 9 teachers (5 from primary school and 4 from secondary school), who implementated the Responsibility Model during 24 Physical Education lessons. The participants, 215 students from primary education and 189 from secondary education, were divided on 9 control groups and 9 experimental groups. Postest results point that observed violence as well as suffered violence improved significantly on experimental groups, in contrast to control groups, where there were not significant differences in any of both variables. Therefore, Personal and Social Responsibility Model is an efficient teaching methodology to improve the quotidian scholar violence in Physical Education lessons.

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“…These improvements coincide with the attached results of other studies about PSRM [9,18] or other similar Education in Values Models [21][22][23][24][25][26].…”

Section: Discussionsupporting

confidence: 80%

The Development of a Sport-based Personal and Social Responsibility Intervention on Daily Violence in Schools

Martínez¹,

Mármol²,

Valenzuela³

et al. 2014

AJSSM

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show abstract

“…Specifically, in past work, males were higher than females in aggressive tendencies (Bredemeier, 1994) and unsportsmanlike attitudes (Duda et al, 1991) and more likely to judge injurious acts as legitimate (Duda et al, 1991;Kavussanu & Roberts, 2001). Males also scored lower than females in indices of moral functioning (Kavussanu & Roberts, 2001), maturity of moral reasoning , and prosocial behavior (Kleiber & Roberts, 1981).…”

mentioning

confidence: 99%

The Effects of Goal Involvement on Moral Behavior in an Experimentally Manipulated Competitive Setting

Sage

Kavussanu

2007

Journal of Sport and Exercise Psychology

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In this experiment we examined the effects of task and ego involvement on three measures of moral behavior-prosocial choice, observed prosocial behavior, and observed antisocial behavior-in a competitive setting. We also investigated sex differences in moral behavior. Male (n = 48) and female (n = 48) college students were randomly assigned to a task-involving, an ego-involving, or a control condition. Participants played two 10-min games of table soccer and completed measures of prosocial choice, goal involvement, goal orientation, and demographics. The two games were recorded, and frequencies of prosocial and antisocial behavior were coded. Players assigned to the task-involving condition were higher in prosocial choice than those in the ego-involving or control conditions. Individuals in the ego-involving condition displayed more antisocial behaviors than those in the task-involving or control conditions. Finally, females displayed more prosocial behaviors than males.

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“…They seem to confirm the superiority of the final value "self-sacrifice" (Rokeach, 1973;Durán 2013), and the prosocial and universalist power (Schwartz, & Bilsky, 1987). Furthermore, in contrast to the legitimate criticism of Fraleigh (1984) and Bredemeier (1994) on how difficult it is to achieve the highest of ethical behaviours in competitive sports, our work demonstrates real examples of the behaviours of young athletes who have achieved this. The next to score is level 4 which reflects a concern for others (rivals and opponents), however with behaviours that do not involve the sacrifice of one's own interests.…”

Section: Discussionmentioning

confidence: 72%

Moral development in sports at school age: Towards a fair play behaviours typology expressed in theWhite Card(Tarjeta Blanca) programme

Vila

González

Martín

et al. 2015

Mov Sport Sci/Sci Mot

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Abstract. This paper aims to contribute to a better understanding of the moral development in sports at school age. A fair play behaviours typology has been developed, arranged into five stages of ethical progress and performed by young athletes within the White Card programme at the Fundación Real Madrid (FRM) basketball schools. In order to ascertain its validity, descriptions of the behaviours were submitted to the coaches at the FRM (n = 18), and a group of experts in sports and values from the actual FRM (n = 6) in order to rate them on a scale from 1 to 5 depending on the moral value they attribute. The result obtained confirm, with few exceptions, the five proposed stages of progression.

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Children's Moral Reasoning and Their Assertive, Aggressive, and Submissive Tendencies in Sport and Daily Life

Cited by 103 publications

References 24 publications

The Development of a Sport-based Personal and Social Responsibility Intervention on Daily Violence in Schools

The Development of a Sport-based Personal and Social Responsibility Intervention on Daily Violence in Schools

The Effects of Goal Involvement on Moral Behavior in an Experimentally Manipulated Competitive Setting

Moral development in sports at school age: Towards a fair play behaviours typology expressed in theWhite Card(Tarjeta Blanca) programme

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