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Chapter 3 Copyright © 2016 by Holcomb Hathaway Publishers How does social behavior affect human movement development? How do movement behaviors affect an individual’s social development? Copyright © 2016 by Holcomb Hathaway Publishers An active process of forming relationships and learning from those with whom we interact. The influence of others can help determine: How and when we acquire movement abilities Which movement activities we choose Movement choices affect our ability to fit in socially and influence self-identity, attitudes, and more. Copyright © 2016 by Holcomb Hathaway Publishers Social role The position an individual has in a network (e.g., occupation, family role) Role expectations influence human motor development Norms Society’s shared, stable perceptions about appropriate behaviors in a specific context Can facilitate or inhibit movement development (e.g., male adolescents are expected to be physically active and participate in sports) Copyright © 2016 by Holcomb Hathaway Publishers Self-esteem: How much we believe ourselves to be competent and successful The value we place on ourselves as individuals Self-esteem can be significantly affected by involvement in physical activity. Perceptions of high/low athletic competence can contribute to high/low self-worth. Copyright © 2016 by Holcomb Hathaway Publishers Early childhood— Has difficulty expressing self-worth verbally Mid- to late childhood— Can distinguish among various forms of competence and express them verbally Increased cognitive capabilities (continued) Copyright © 2016 by Holcomb Hathaway Publishers Young adulthood— Self-worth is a function of perceived competence in areas that are most important to oneself Adulthood— Add new elements of self-worth; change as an individual matures (e.g., intimate relationships, ability as a provider) Copyright © 2016 by Holcomb Hathaway Publishers Family Play School Copyright © 2016 by Holcomb Hathaway Publishers Importance: A crucial part of learning society’s rules Types: Object play Interpersonal play Exploratory play Pretend play Development: Solitary parallel associative cooperative Copyright © 2016 by Holcomb Hathaway Publishers Policy makers in your home town want to make changes to the local preschool—to increase the amount of time spent on direct instruction and decrease the amount of time devoted to play. How do you convince them that playing is learning? Copyright © 2016 by Holcomb Hathaway Publishers Peer group Decreased importance of the family Team play Gender role identification Gender stereotypes Role conflicts Copyright © 2016 by Holcomb Hathaway Publishers Life events/social factors that have greatest negative impact on motor behavior and physical activity: Changed relationship status or marriage Having children Leaving school and going to work Strength, cardiorespiratory endurance, and flexibility may all begin to decrease Copyright © 2016 by Holcomb Hathaway Publishers New life events/social factors may result in a regression in movement behavior—or possibly an improvement: Children leaving home Retirement Death of a spouse Influence of family and friends Ageism Exercise–aging cycle Copyright © 2016 by Holcomb Hathaway Publishers Copyright © 2016 by Holcomb Hathaway Publishers Copyright © 2016 by Holcomb Hathaway Publishers Your grandfather has recently passed away, and your grandmother hasn’t been herself. She’s depressed and spends her days just watching TV. How can you help her break out of this cycle and feel like herself again? Copyright © 2016 by Holcomb Hathaway Publishers Watch these videos and compare the play behavior of the children shown here. Children Involved in Parallel Play Children Involved in Associative Play What characteristics of associative play do you see? Copyright © 2016 by Holcomb Hathaway Publishers