Moral thinking, sports rules and education

Hsu, Leo

doi:10.1080/1357332042000175854

Cited by 13 publications

(9 citation statements)

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“…There are a lot of situations in PES which require self-critical, sometimes even intuitive thinking in order to resolve the conflicting situations arising in the "heat of the PES action." Appropriate moral competences and awareness of a sport discipline specific code of behaviors allow youth to select between the option with "keeping the rules" seen as prima facie principle or duty of sports participants [63].…”

Section: Discussionmentioning

confidence: 99%

“…However, he adds that this does not mean that moral education cannot take place during these classes through, e.g., the cultivation of moral attitudes or development of moral character [ 62 ]. There are a lot of situations in PES which require self-critical, sometimes even intuitive thinking in order to resolve the conflicting situations arising in the “heat of the PES action.” Appropriate moral competences and awareness of a sport discipline specific code of behaviors allow youth to select between the option with “keeping the rules” seen as prima facie principle or duty of sports participants [ 63 ].…”

Section: Discussionmentioning

confidence: 99%

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The Role of Sports Practice in Young Adolescent Development of Moral Competence

Bronikowska

Korcz²,

Bronikowski³

2020

IJERPH

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The study examined the moral competence levels in adolescents participating in individual/team sports compared with those not undertaking sports at all. In total, 827 students aged 15–17 years old (45.4% boys, 54.6% girls) from randomly selected secondary schools in the Wielkopolska region in Poland participated in the study. The moral competences were assessed using the Lind’s Moral Competence Test. The students also answered questions concerning their statues of involvement in sport (not involved; amateur; professional), years of involvement, and the type of sport they partook in (individual/team). The results highlight that the moral competence level in most of the examined adolescents (71.6% girls, 76.8% boys) was low. Those who presented a high moral competence level were 10.4% in girls, 8% in boys. There was no interaction between modes of involvement in sport and moral competence when comparing adolescents. The moral competence levels were not correlated with years of training in either mode of involvement or with type of sports. Therefore, we assume that, at this age, the type of sport and the level of engagement do not differentiate moral competence level and that there must be more factors contributing to this. This opens new directions for further research on the role of external factors stimulating the socio-moral growth of youth.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The Role of Sports Practice in Young Adolescent Development of Moral Competence

Bronikowska

Korcz²,

Bronikowski³

2020

IJERPH

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“…The main theme that emerges from the pages of this article is that of the humanization of punishment: the rights of detained persons must always be respected and protected, not only at the level of empty lexical formality. The right to sport and physical activity, to education, to participate in treatment activities, to socialization and so on are not frills to "flaunt" on public and formal occasions, but must become a true ground zero for a new "penitentiary community" (see Hsu, 2004;Esposito, 2016).…”

Section: Discussionmentioning

confidence: 99%

The Right to Physical Activity in Italian Prisons: Critical Considerations on Official Data

Esposito¹

2020

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The article deals with the importance of practicing physical activity and sport in prisons, not only from a health and physical point of view but especially from a social and relational point of view. A prodromal examination of the sense of punishment between a security paradigm and a treatment paradigm opens up the analysis of the sense of practicing physical activity in prison. From a brief description of the main codes and rules in context and of some Memorandum of Understandings at a comparative level, it will then go on to outline the case studies of some social projects conducted in Italian prisons, as an example of good practices in the sector. The official data, provided by Italian Ministry of Justice, referring to the year 2017, show the absolute and relative rates of the participation of prisoners in sports activities, data which show a relatively low participation in them, especially regarding female prisoners. The conclusion attests that sport is not enough: only with the transformation of total institution in a social institution, prison can become the place where prevention strategies can offer the possibility to prevent the prisoner, once released, returns to his community with even greater problems than those who lived before entering the institute, with all possible consequential damages in terms of recidivism and social security.

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“…As outlined above the use of game-based 'live' environments within training allows athletes to experience moments of moral conflict. Hsu (2004) suggests that, when faced with problems of moral conflict within competitive situations, it is impossible for athletes to resolve these situations without critical thinking skills. Hsu (2004: 149) continues: Not all sports participants or relevant agents are wise enough or capable enough to think critically … thus moral education regarding how to develop participants' critical thinking in sport plays a very important role.…”

Section: Participant Needs-led Coaching Through a Re-evaluation Of Thmentioning

confidence: 99%