Chapter 15

Question 1

What are sociocultural constraints?

Answer 1

• type of environmental constraint
• social values, morals, ideals, norms, stereotypes
• culturally specific concepts about movement behaviours

Question 2

What are some social values, morals, ideas or norms that fall on the Kinesiology Sport and Recreation faculty?

Answer 2

• collectively more experience in sport
• better experiences with physical activity
• positive value to physical activity

Question 3

What are social coinstraints?

Answer 3

• pervasive group attitudes, values, and beliefs that influence behaviours of individuals within the group
• they create an atmosphere encouraging “socially acceptable” and discouraging “social unacceptable activities

Question 4

What are the 3 elements of the socialization process diagram?

Answer 4

• socializing agents e.g. family, peers, coaches, teachers
• Social situations e.g. games, play, environment, toys
• personal attributes e.g. strength, skill, motivation, perceived ability

Question 5

What does sex refer to?

Answer 5

refers to male or female biological characteristics (individual constraint)

Question 6

What does gender refer to?

Answer 6

refers to socially defined characteristics
- often these characteristics are seen as masculine or feminine
- socially constructed
- not all gender identities fit on a binary

Question 7

What is gender typing?

Answer 7

socializing agents, including significant others, often encourage children to participate in “gender appropriate” activities based on their sex
Boys: football, wrestling
Girls: gymnastics, figure skating

Question 8

What are some examples of physical barriers for women and girls?

Answer 8

• low physical fitness
• presence of illness/disease
• lack of physical literacy

Question 9

What are some examples of psychological barriers for women and girls?

Answer 9

• limited confidence in their physical abilities or knowledge
• low perceived behavioural control
• low physical self efficacy

Question 10

What are some examples of time-based barriers for women and girls?

Answer 10

• too much work or school work
• responsibilities to care for family
• house work or chores
• parental or family expectations for women and girls to be at home

Question 11

What do women often report in terms of time based barriers?

Answer 11

report feelings of guilt or experience difficulty prioritizing sport and physical activity participation over other responsibilities and interests

Question 12

What are some examples of interpersonal barriers for women and girls?

Answer 12

• low family support
• lack of social support
• limited positive feedback
• limited role models
• concerns about being perceived as unfeminine or having a certain sexuality
• contradictory marketing messages and strategies

Question 13

What are some examples of access and opportunity barriers for women and girls?

Answer 13

• cost
• access to appropriate equipment
• language and literacy barriers
• discrimination
• accessibility issues for girls with a disability

Question 14

What are some examples of programming barriers for women and girls?

Answer 14

• lack of choice and variety
• no female-only opportunities
• low quality/untrained instructors and coaches
• undesired focus on competition

Question 15

What are some considerations as a coach/teacher to girls

Answer 15

• give feedback
• discuss what bodies can do instead of what they look like
• ensure gender equity policies are in place and enforced
• provide diverse opportunities to explore movement

Question 16

What is title IX?

Answer 16

Title IX gives women athletes the right to equal opportunity in sports in educational institutions that receive federal funds, from elementary schools to colleges and universities

Question 17

What is the influence of Title IX?

Answer 17

• increase of female playing sport
• more boys and girls select gender-neutral sports than highly gendered sport

Question 18

What is intersectionality?

Answer 18

• refers to the interconnected nature of social categorizations such as race, class, gender and other aspects of identify

Question 19

What are significant others?

Answer 19

influential people who are considered socializing agents
e.g. parents, siblings, peers, teachers, coaches

Question 20

How is gender of parent and child significant in a relationship?

Answer 20

gender of both child and parent appears to matter
- fathers tend to reinforce gender typing in boys
- same sex parent may be more influential

Question 21

How are siblings significant in an athletes life?

Answer 21

• constitute a child’s first playgroup
• might be more of a reinforcement of parents’ influence and values
• as a person leaves childhood, sibling influence tends to diminish

Question 22

How are peers significant in an athletes life?

Answer 22

• peers provide a strong influence for group activities, including team sports and non-sport clubs
• peer groups preference for passive activities can lead once-active children into sedentary adolescence

Question 23

How are coaches and teachers significant in an athletes life?

Answer 23

• research suggests they act primarily to reinforce existing socialization patterns
• teachers and coaches must avoid aversive socialization, which discourages participation

Question 24

How can environments and games act as constraints?

Answer 24

• lack of adequate space can diminish opportunities for gross motor activity
• gender-typed play environments, games and toys can deprive groups of opportunities to perform complex, difficult skills

Question 25

Explain gender typing via toys?

Answer 25

• toys marketed to boys tend to be more complex and encourage more vigorous activity than those marketed to girls
• toys can encourage traditional gender roles
• marketing, advertising and packaging of toys can lead to gender typing