Theory into Practice: Developing Individual and Team Character in Sport

Gaines, Stacey A.

doi:10.1080/08924562.2012.10592180

Cited by 3 publications

(5 citation statements)

References 12 publications

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“…The isolation can be explained in the light of widespread examples of unethical behaviour in adult sport. 45,46,47 A participating teacher felt strongly that there is a need to minimise the infiltration of such behaviour into PE, physical activity and youth sport:…”

Section: Presentation and Discussion Of Findingsmentioning

confidence: 99%

Values-based Physical Education for the intermediate schooling phase in a diverse South African context

Jones

Roux

2021

TDSA

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Participation in physical activity, Physical Education (PE) and sport has been recognised as a powerful learning tool for education, providing a universal language for contributing to valuable life principles. Values-based education implies that learners are educated about the aspects determining their behaviour. Values-based PE, physical activities and sport have the potential to transcend diversity and achieve cohesion, promote tolerance and trust and affirm respect between individuals and communities. The goal of PE can be to contribute to the acceptance of the infinite qualities of South Africa’s diversity and to claim the country’s diversity as a source of strength that forms a bond of a common set of values. There has been a global change in the interaction of learners with their environment; their lives are shaped by forces that do not necessarily assist them to learn and apply values. A PE programme infused with the values of Olympism and Ubuntuism can offer an investment in individual and societal improvement as the co-evolutionary interaction of these values and how they affect each learner can add to the celebration of human diversity. The question this study set out to answer was how can PE be used as a tool to teach values. Thus, the study aimed to inform the development of a values-based PE programme for the intermediate schooling phase. This qualitative study, from a constructivist paradigm, has enhanced the understanding of individuals’ cultures, beliefs and values, human experiences and situations. Purposeful sampling, of 10 intermediate phase teachers from five different public primary schools sought information-rich cases. The theoretical perspectives of the experiential learning theory were applied to teaching PE during in-service PE teacher training workshops. The process was documented by collecting data from multiple sources. Participatory action research was used, determining how data were collected, analysed and presented on an ongoing, cyclical basis. This study developed material for the intermediate phase PE curriculum that underpins the values of Olympism and Ubuntuism as core values, which were modelled by teachers and guided their work. The PE programme included key elements of and aligned with the study aims of the subject Life Skills. The outcomes of using PE as a tool to teach values propose recommendations to the Department of Basic Education of South Africa, to improve and implement a quality PE curriculum that is applicable to practice and that will optimise the chances of meeting National Curriculum Statement standards. Further research is recommended on the rest of the intermediate phase PE curriculum over the entire year, which includes other movement phenomena infused with values.

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Section: Presentation and Discussion Of Findingsmentioning

confidence: 99%

Values-based Physical Education for the intermediate schooling phase in a diverse South African context

Jones

Roux

2021

TDSA

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“…With the development of these values, a seemingly negative culture surrounding the sports environment can be changed. Thus, gaining a more positive experience for all involved [11].…”

Section: The Role Of Physical Education and Sports Subjectmentioning

confidence: 99%

The Formation of Student Character through the Active Role of Physical Education Teachers as a Role Model

Adi¹

2019

Proceedings of the 2nd International Conference on Sports Sciences and Health 2018 (2nd ICSSH 2018)

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The central role of physical and sports education teachers as the main actor of interaction in learning, providing flexibility in displaying a positive role for students, in which will affect both the character and behavior of the students. The projection of this role can be done when the teacher conducts the learning inside and outside of the classroom. However, the teacher should prepare the material well and present it with an interactive language. The teacher's perspective is that students are part of future generations whose success or failure is the responsibility of the adults as the agent of change. The superior quality of teachers as adults will have a direct impact on the strong positive character for students. Therefore, the role model of qualified and superior teachers of physical and sports education. in terms of knowledge, attitude/character, and action are required to be continuously increased all the time.

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“…There is considerable debate about what impact, if any, participation in intercollegiate athletics has in the development of student character and moral growth (Doty, 2006;Edmundson, 2012). There has been a long-standing common belief, supported by many anecdotal accounts, that character is developed through the challenges and unique experiences of college sport (Bredemeier & Shields, 2006;Chu, 1989;French, 2004;Gaines, 2012;Ogilvie & Tutko, 1985;Stevenson, 1985;Stoll & Beller, 2000).…”

Section: Effects Of Athletic Participation On Post-college Outcomes mentioning

confidence: 99%

“…Bredemeier and Shields (1986) (Bredemeier & Shields, 2006;Doty, 2006;Feezell, 2004, pp. 141-142;Gaines, 2012;Jones & McNamee, 2003, pp. 50-51;Stoll & Beller, 2000).…”

Section: Effects Of Athletic Participation On Post-college Outcomes mentioning

confidence: 99%

“…Although the idea that athletic participation builds character has been longstanding, the empirical research does not support this notion (Baldizan & Frey, 1995;Beller, Stoll, Burwell, & Cole, 1996;Bredemeier & Shields, 1986French, 2004;Lumpkin, Stoll, & Beller, 1999;Ogilvie & Tutko, 1985;Rudd & Stoll, 2004;Stevenson, 1985;Stoll & Beller, 2000). Several scholars have noted that athletic participation can enhance moral and character development, but only if it is purposefully and deliberately structured and administrated to do so (Bredemeier & Shields, 2006;Doty, 2006;Feezell, 2004;Gaines, 2012;Jones & McNamee, 2003;Stoll & Beller, 2000).…”

Section: + Exposurementioning

confidence: 99%

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A Description and Comparison of the Perceptions of NCAA Division II and Division III College Presidents regarding the Impacts of Intercollegiate Athletics at their Institutions

Huffman¹

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The purpose of this study was to describe and compare the perceptions of NCAA Division II and NCAA Division III college and university presidents regarding the impacts of intercollegiate athletics at their institutions. The data were collected with an anonymous online survey instrument developed by the researcher and sent via email using SurveyMonkey. The survey included Likert-type items that were divided into four subscales constructed from phenomena that were gleaned from the literature: (1) Financial Impact subscale, (2) Enrollment Impact subscale, (3) Marketing Impact subscale, and (4) Student Impact subscale. The survey was emailed to the entire population of all NCAA Division II and NCAA Division III college and university presidents (N=760). When data collection was complete, 323 responses (42.5%) were determined to be usable-147 NCAA Division II responses and 176 NCAA Division III responses. Four separate independent samples t-tests were used to compare the presidents' perceptions regarding the impacts of athletics on each of the four subscales.

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Theory into Practice: Developing Individual and Team Character in Sport

Cited by 3 publications

References 12 publications

Values-based Physical Education for the intermediate schooling phase in a diverse South African context

Values-based Physical Education for the intermediate schooling phase in a diverse South African context

The Formation of Student Character through the Active Role of Physical Education Teachers as a Role Model

A Description and Comparison of the Perceptions of NCAA Division II and Division III College Presidents regarding the Impacts of Intercollegiate Athletics at their Institutions

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