1. Social Considerations in Motor Development
PED 390
Perceptual Motor Development

2. What role has socialization in a motor context had for these individuals?

3. Intro:
Childhood experiences (especially successes) play large role in who we are most are centered around the physical experience of play.
Self-concept is strongly developed through movement activity and play
What is Self-Concept?
Is the sense of “who I am.”
Self-Concept-
Is how one views himself; no judgment value placed on it
Self-Esteem –
Is our personal evaluation of how we see ourselves
Self-Confidence –
One’s belief in the ability to carry out a mental, physical task
Competence –
One’s ability to meet particular achievement demands
Children’s perceived competence is a predictor of motivation and achievement in movement settings
Obese children show lower actual and perceived competence for many domains

4. The Structure of The Self-Concept

5. The Structure of The Physical Self-Concept
Body
Attractiveness
Physical
Conditioning
Sport
Competence
Physical
Strength

6. How Does Activity Change Self-Esteem?
Self-esteem change is caused by changes in mastery of skills associated with exercise; changes in specific competencies lead to changes in broader self-constructs

7. Physical Activity and Self-Esteem:
Self-esteem is tied to differences between ideal and actual self
> discrepancy = > negative affect
Children need to have early accurate sources of feedback / info for movement competence or else they will develop poor esteem in this area.
Program factors that build self-esteem:
Sense of accomplishment
Goal achievement
Somatic well-being
Social experiences
reinforcement by others

8. Physical Activity and Self-Esteem:
Competence and Acceptance are two major dimensions of self-esteem
Sonstroem’s Model:
Self-esteem change is caused by changes in perceived competence and mastering skills
Most specific focus of self-perception is physical self-efficacies
Model proposes that increasing physical self-efficacies will increase physical self-esteem
4 Major ways to increase Self-efficacy (Social learning - Bandura)
1. Successful performance
2. Vicarious experience
3. Verbal persuasion
4. Emotional feedback

9. Self-Esteem in Children and Youth - Role of Sport and Physical Education:
Deci and Ryan’s (1985) Self-Determination Theory -
Events that increase child’s sense of competence will increase intrinsic motivation
Intrinsic motivation differs from extrinsic motivation on degree of autonomy (“I do it b/c I want to):
External Regulation - behaviors are externally controlled
Introjected Regulation - motivation comes from internalized controlling factors - (I “have to” do it)
Idenitified Regulation - Behaviors are chosen b/c child values outcomes
Integrated Regulation - behaviors are motivated by a sense of self

10. Gender differences on Physical Self-Esteem

11. Consequences of Poor Self-Concept:
Children who feel bad about themselves – not likely to feel better about parts of themselves they do not know
Are fearful of attempting new skills
Are more likely negatively affected about what others think of them
This may limit movement experiences into adolescence
Teachers are important socializing agents:
Teachers emphasizing positive self-concept  have students who develop a positive self-concept

12. Achievement Goal Theory
Indicates 3 sociopsychological factors in determining how motivated students are:
1. Goal Orientation
Performance/ego-centered goals
Show superior ability to peers
Mastery/Task-centered goals
Self-improvement; master task
A person’s goal perspective is usually determined by:
1. Situational factors (emphasis on learning process or public evaluation and normative feedback)
2. Dispositional factors (how is the child socialized by parents, teachers, and coaches?).

13. Ego-oriented children seek competence through comparison

14. Ego orientation may undermine the value attached to fairness and justice.

15. Achievement Goal Theory
Motivational Climate
What does the teacher, coach, parent focus on in terms of development?
Performance Climate – Focus is very competitive; on results/outcome; “outdoing others”; winning “at all cost”
Mastery Climate – Focus is on emphasizing cooperative learning, skill building, individual improvements

16. Achievement Goal Theory
Perceived ability:
High ability – fosters sense of pride, competence, self-efficacy, and desire for persistence
Low ability – leads to lowered skill-appraisal, less self-esteem

17. Attribution Theory
Attributions – the explanation given for successes and failures (performances)
Categories of attributions:
Stability – stable or unstable
Locus of causality – internal or external
Locus of control – you can or cannot control

19. Common Attributions: Ability (stable, internal, can’t control)
Luck (unstable, external, can’t control)
Effort (unstable, can control)
Task (stable? External, can’t control?)
Others: strategies, weather, instructor

20. Making correct Attributions is a DEVELOPMENTAL process:
< 10 years of age, most children view effort as capacity:
Child reasons that greater effort leads to more success
10-14; children have a differentiated view of ability and effort:
Children understand effort yields success
Also know that some have more ability than others regardless of effort
Child understands that if 2 people perform to same level – person who works less hard has more ability.
Children make attributional errors; more likely if:
The motor learning situation is perceived as stressful
The child has low movement competence

21. You do well in PE class because … (success)
Stable – you have high ability
Internal – high effort
Control – tried different strategy
Unstable – I got lucky
External – Easy task
Can’t Control – classmates all worse than me

22. You do poorly in PE class because … (failure)
Stable -low ability ability
Internal – low effort
Control – poor strategy
Unstable – low effort
External – cold gym
Can’t control – poor teacher

23. To Enhance Motivation…
Monitor your feedback
Attribute successes to internal factors (ability, effort)
Avoid unrealistic attributions
Attribute failures to type of strategy
Assess and correct student attributions
Replace lack of ability attributions with lack of effort/type of strategy/practices
Incorrect, negative attributions need to be corrected – or will develop into dysfunctional motivation in movement settings

24. Recommendations for Self-Esteem Enhancement in Physical Activity - Motor Settings
1. Do emphasize task mastery
2. Don’t overemphasize peer comparison and competition
3. Do promote self-determination
4. Don’t make support contingent on performance
5. Do give appropriate encouragement / technical feedback
6. Don’t become reliant on extrinsic rewards or pressures
7. Do promote intrinsic fun and excitement
8. Don’t turn a “playout” into a workout
9. Do promote a sense of purpose by teaching value of PA to health and wellness
10. Don’t create amotivation by using poor practice or spreading misinformation

25. Exercise and Self –Esteem:
Other fitness-related factors may also improve self-esteem:
Increased sense of competence
Goal attainment
Feelings of physical well-being
Social interaction
Reinforcement by significant others
Kids with physical / learning disabilities
may rely on the movement setting
for increases in competence than
other children

26. Social Influences and Moral Development:
During adolescence, changes in thoughts, feelings, behavior about right and wrong enhances the strength of the conscience.
Kohlberg’s Multistage Model:
Preconventional stage- preschool age and early grade school; very egocentric; Whatever feels good is OK.
Conventional stage – mid-grade school age; stronger desire to please others; It’s OK as long as I don’t get caught.
Awards Stage – being liked and conforming to norms is concern; I’ll do it if I can get approval.
Law and Order Stage – Child recognizes that good behavior is governed by rules. I’ll do the right thing because I have to.
Social Contract – Adolescent’s personal behavior is guided by personal sense of right / wrong. I’ll do the right thing because my Self tells me it is the right thing.
Universal ethical principles stage – The youth knows right/wrong within logical, universal framework. I’ll do the right thing because my Self and society tells me.