Values Development Through Physical Education and Athletics

Wandzilak, Thomas

doi:10.1080/00336297.1985.10483832

Cited by 30 publications

(25 citation statements)

References 10 publications

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“…Positive social behavior in the context of good sportsmanship has been defined as leading the behaviors of peers in a productive direction, working and playing cooperatively, and resolving peer conflict without adult or authoritarian intervention (Kohlberg, 1963;Wandzilak, 1985). Although social instruction is increasingly being recognized as an important aspect of public school education, a number of factors have hindered empirical documentation of its effects.…”

Section: Kim Crider University Of Nebraska-lincolnmentioning

confidence: 99%

The Effects of a Sportsmanship Curriculum Intervention on Generalized Positive Social Behavior of Urban Elementary School Students

Sharpe

Brown

Crider

1995

J of App Behav Analysis

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This study evaluated the effects of an elementary physical education curriculum in which development of positive social skills, including leadership and conflict-resolution behaviors, was the primary focus. A second goal was to determine possible generalization effects beyond the primary intervention setting. Students in two urban elementary physical education classes served as subjects, with a third class used as a comparison. The effects of the curriculum intervention were evaluated in the training setting and in the students' regular education classrooms using a multiple baseline across classrooms design. Results showed (a) an immediate increase in student leadership and independent conflict-resolution behaviors, (b) an increase in percentage of class time devoted to activity participation, and (c) decreases in the frequency of student off-task behavior and percentage of class time that students devoted to organizational tasks. Similar changes in student behavior were also observed in the regular classroom settings.

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Section: Kim Crider University Of Nebraska-lincolnmentioning

confidence: 99%

The Effects of a Sportsmanship Curriculum Intervention on Generalized Positive Social Behavior of Urban Elementary School Students

Sharpe

Brown

Crider

1995

J of App Behav Analysis

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“…As Lickona (1993) and Lapsley (1992) point out, the key is moral action, not moral judgment. It is well known that although sports offer enormous opportunities for ethical conflicts (Shea, 1978), many moral development programmes in sport still use hypothetical dilemmas (Cantillo, et al, 2005;Fraile, 2010;Sáenz, Gimeno, Gutiérrez, & Garay, 2012;Wandzilak, 1985). This paper overcomes this issue by investigating and noting the levels of moral development achieved by these young athletes in practical sports situations, i.e., taking into account moral actions and ethical behaviours that occurred during the course of competitions and matches.…”

Section: Discussionmentioning

confidence: 99%

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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“…Wandzilak cites a number of intervention strategies, utilising Kohlberg's moral development model and social learning theories which were shown to produce improvement or modification of behaviour, moral reasoning and perception of sportsmanship [12]. Teachers and coaches should commit themselves to actively teaching positive sports-related values, and devise curricula that do so [11]. Across all types of aggression, it is given to people to be accepted for loss or be deemed excused.…”

Section: Discussionmentioning

confidence: 99%

Aggression and fouls in professional football

Gümüşdağ

Yildiran

Yamaner

et al. 2011

Biomedical Human Kinetics

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SummaryStudy aim: To assess the frequency, timing, zone and player category of fouls and of aggressive behaviour in professional football. Material and methods: Video recordings of 17 matches played by one team out of 18 of the Turkish Football Super League with all other teams were analysed with the use of observational foul analysis form. The following criteria were considered: time, score of the match, zone, players' position and foul category. The fouls were analysed in 6 periods of a match, 15 min each. Foul location in the football field was analysed in four zones according to player's positions: Defence, Defence mid-zone, Offensive mid-zone and Attack. Results: Eleven out of 17 analyzed matches 11 were won, 3 were lost and 3 were even. A total of 652 fouls were recorded, mean numbers of fouls per match amounting to 24.2, 87.0 and 41.7 in won, lost and even matches, respectively. Most of the fouls (50.8%) were committed by middle zone players mostly in the defensive and offensive middle zones (33.9%). Only 1.2% of all fouls were unintentional, 11% were intentional, hostile, the other ones were intentional, instrumental. Conclusions: The fouls could be attributed to the social learning theory that values the environmental factor in the cognitive process of aggression. The presented results may be of help to football coaches and sport psychologists teaching players how to control aggression and how to play the game wit minimum harm while increasing their performance.

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Values Development Through Physical Education and Athletics

Cited by 30 publications

References 10 publications

The Effects of a Sportsmanship Curriculum Intervention on Generalized Positive Social Behavior of Urban Elementary School Students

The Effects of a Sportsmanship Curriculum Intervention on Generalized Positive Social Behavior of Urban Elementary School Students

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

Aggression and fouls in professional football

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