Student Diversity Psychology Application Katherine Ault CEPD D Summer 2012

West Georgia Gymnastics Center (WGGC) 0 Villa Rica, Georgia. 0 About 20 miles, 30 minutes from UWG Campus. 0 Thursday June 21 st – 4:00 P.M. – 9:00 P.M. 0 Tuesday June 26 th – 4:00 P.M. – 9:00 P.M. 0 Thursday June 28 th – 4:00 P.M. – 9:00 P.M. 0 TOTAL HOURS of observation: 15

Purpose of WGGC 0 The driving force behind this gymnastics center to introduce children to the basics of gymnastics, promote self-esteem and confidence, while developing the strength, coordination and skills needed for other sports and physical activities. 0 They offer classes to all ages, sexes, schooling situations, races, and those participating in other sports such as cheerleading.

Observation Details 0 Within each five hour observation I completed at WGGC there were three classes that began and ended in that time period. 0 The amount of gymnasts in each class varied, but usually averaged around ten, ranging in age from two to eighteen years of all different races. 0 The children in each class were around a similar age and skill level, mostly females but males still participated.

Observation Details Cont. 0 There were always three coaches present on the floor at all times, all female, and one female in the office answering phone calls and doing paperwork. 0 Parents were allowed to either drop their child off and pick them up after class or stay and watch on the bleachers off to the side of the floor.

Project Findings 0 The two older classes always began with 10 laps and a peer-led stretching, supervised by the coach. Some girls more flexible than others, of course, causing the less flexible girls to require more assistance and attention from the observing coach. 0 Coaches were always encouraging and never condescending. 0 After warm-up, the classes would be split and they would rotate through stations.

Project Findings Cont. 0 Youngest class’s warm up was led by the coach and consisted of two laps followed by music being played and dancing/jumping around. 0 More of a game to entice the children into participating in the warm up and enjoying it. 0 This youngest class would go through stations together with the coach.

Project Findings Cont. 0 The main differences I noticed between the younger group and the older group: 0 Younger children would socialize and laugh more while the coach was trying to instruct. 0 Younger children would also linger at stations longer than they should and had a harder time listening and carrying out instructions. 0 The youngest group was the only class with a male child participating, who’s sister was in the older class.

Project Findings Cont. 0 Oldest group would go home with instructions from the coach on what they can do to improve at home. 0 Younger groups would go home with stamps on their hand and a coloring page to enjoy on the way home.

Project Findings Cont. 0 Younger children brought soda and candy for break time. 0 Older girls brought water or sports drink and fruit. 0 The last day I observed, all children were distracted throughout class because of the upcoming week off for Independence Day.

Theory 0 Erik Erikson’s Psychosocial Development Theory: 0 Highlights the role that cultural goals, aspirations, expectations, requirements, and opportunities play in personal growth. 0 There are eight stages of development laid out in this theory: 0 I will focus on three, the age groups from the classes I observed.

Relevance of Theory 0 Initiative V. Guilt: 4-5 years old: 0 Previously developed sense of autonomy sets stage for initiative and attacking tasks by their ability to participate in physical activity and use of language.

Supporting Evidence This age group stayed together in one group going through their stations. 0 Difficult for coach to keep them together because their initiative made them hurry on to the next station or linger at an old station because they were proud they completed it.

Relevance of Theory Cont. 0 Industry V. Inferiority: 6-11 years old: 0 Develop a sense of industry by learning to win recognition by producing things.

Supporting Evidence Children in this age group would look to their coach for recognition that they were completing the activity correctly. 0 Would linger until recognition was received. 0 Coaches realized this and made sure to give positive reinforcement as encouragement.

Relevance of Theory Cont. 0 Identity V. Role Confusion: years old: 0 Development of roles and skills that will prepare them for meaningful place in adult society. 0 Role Confusion: no clear understanding of what behaviors others will react to well.

Supporting Evidence Oldest group were driven not by recognition from their coach but by their need to improve as much as possible for the possibility of doing gymnastics in college. 0 Their role in adult society. 0 WGGC holds these higher level classes so that these children can develop a sense of identity.

My Argument 0 Because a student is of an age outlined in a certain stage does not necessarily mean they have developed that particular skill yet. 0 Keeping in mind the role of cultural goals and opportunities play a large role in this development, each student is diverse with their unique background.

My Argument 0 With an understanding of the diversity among students according to this theory, instructors (in this case coaches) can know how to react with the children in order for them to develop the favorable characteristic of each stage. 0 The coaches in my observation reacted well with the children enabling the majority of them to develop initiative, industry and then identity.

References 0 All Psych Online. “Erickson’s Stages of Psychosocial Development.” Psychology Web. 16 July Clifton, Alan. Davis, Doug. “Psychosocial Theory: Erickson.” Web. 16 July Learning Theories Knowledgebase. “Erikson’s Stages of Development.” Learning-Theories. theories.com/eriksons-stages-of-development.html Web. 17 July McLeod, Saul. “Erik Erikson.” Simply Psychology Web. 15 July 2012.