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Development Flashcards

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1
Q

What are some examples of discourses in sport coaching?

A
  • Women are considered to be inferior as elite level coaches
  • Winning is evidence of effective coaching and that winning is the aim of sport
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1
Q

What is discourse?

A
  • All that can be thought, written or said about something
  • Involves certain shared assumptions
  • Implies power relations
  • Refers to bodies of knowledge
  • Discourses dictate who can speak where, when and with what authority
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2
Q

What is performance-scientific discourse?

A

Emphasises winning at all costs and frames coaches as infallible experts, potentially neglecting the holistic development and well-being of athletes

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3
Q

What is orthodox masculinity discourse?

A

Reinforces traditional gender roles and make dominance within sport, leading to underrepresentation and marginalisation of female coaches and athletes

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4
Q

Why focus on discourse?

A
  • Its a useful analytical tool to expose the ‘taken for granted’
  • Allows the possibility of making new connections and envisioning new roles for ourselves
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5
Q

What is the discourse of developmentalism?

A
  • An understanding that human beings change over time in a series of sequential, progressive stages that are roughly the same for everybody everywhere
  • It’s thought to occur in the psychomotor, cognitive and affective domains
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6
Q

Discourses can…

A
  • Create anxieties
  • Create abnormalities
  • Be gendered
  • Classify and segregate
  • Claim universalism
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7
Q

Where do developmental ideas come from?

A
  • Orthodox psychology
  • Developmental psychology
  • Piaget, Erikson and Kohlberg
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8
Q

What are the key characteristics of developmentalism?

A
  • Fixed
  • Progressive
  • Normative
  • Universal
  • Sequential
  • Cognitive mirrors ‘the physical’
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9
Q

What does ethnocentric mean?

A

Seeing other cultures from the perspective of one’s own culture

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10
Q

What does eurocentric mean?

A

Seeing other cultures from the perspective of a Euro-Western perspective

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11
Q

What are the assumptions of European developmentalism?

A
  • Development occurs in 3 domains: psychomotor, cognitive, affective
  • It happens across the life span
  • It results in gains and losses
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12
Q

What is Te Whāriki?

A

The name of NZ’s early childhood curriculum emphasising the interconnectedness of learning, culture, and development

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13
Q

What are the assumptions of Maori developmentalism?

A
  • Occurs in a least 4 domains (taha tinana, taha hinengaro, taha whānau and taka wairua)
  • Not limited to the life span
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14
Q

What are the assumptions of Vygotsky’s sociocultural theory of development?

A
  • That the people who surround a child play an important part in their development
  • A crucial part of a child’s development is growing into the culture to which they belong
  • Development can not be understood independently of its social context or social interactions with other people
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15
Q

What is a metaphor for Vygotsky’s sociocultural theory of development?

A

A metaphor for his view on development is a ‘bud to leaf.’ The idea that buds all open at different times

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16
Q

What are the 3 concepts that are essential in understanding Vygotsky’s theory?

A
  • Social mediation
  • Co-construction
  • Zone of proximal development
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17
Q

What is social mediation?

A

Implies that humans have access to their worlds in indirect ways, through tools provided by their culture

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18
Q

What is co-construction?

A
  • Means a collaborative partnership between people, used in this case, to enhance development
  • Reflects Vygotsky’s belief that development occurs through interactions between people and knowledge creation is a dynamic process
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19
Q

What is zone of proximal development (ZPD)?

A
  • ZPD is the zone in which what can be achieved by the learners alone and what he or she is able to achieve with assistance
  • Overtime the collaboration/assistance is reduced as the learners internalize what is required to perform the activity
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20
Q

What is scaffolding?

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A

Supportive activities provided by an educator, or more competent peer, to support the learner

21
Q

What is Brofenbrenner’s Ecological Theory of Development?

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A
  • Extends Vygotsky’s ideas on cultural context
  • His ecological model is based on the belief that the influences surrounding the individual are important in their development
22
Q

What is the metaphor for Brofenbrenner’s Ecological Theory of Development?

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A

Russian Matryoshka dolls - the idea that the little one in the centre is effected by all the layers outwards

23
Q

What are the 5 influences on the individual/characteristics of Brofenbrenner’s theory of ecological development?

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A
  • Microsystems
  • Mesosystems
  • Exosystems
  • Macrosystems
  • Chronosystems
24
What are microsystems?
Refers to interactions in the immediate environment eg family, whanau
25
What are mesosystems?
Refers to systems that connect the microsystems eg. school, clubs, marae
26
What are exosystems?
Refers to larger social systems eg communities, iwi
27
What are macrosystems?
Refers to large cultural patterns eg. social class, the 'green' movement
28
What are chronosystems?
Refers to how the other systems change over time
29
What are some environmental influences of the 'small town effect' on athlete development?
- Opportunities to play - there was no expectation to specialise early and they played with a range of age groups - The coaches recognised the needs of players with other sporting commitments - Less people competing for the same opportunities (chances for success are higher) - Geographical location (could choose which province to play for) - Having a driver's license made a difference to the players
30
What are some social influences of the 'small town effect' on athlete development?
- Having a number of locally based role models - Role models demonstrate physical skills - Coach facilitating particular lifestyle decisions
31
What role do stakeholders play in developing athletes in the NZ junior rugby?
- Coaches, clubs and the rugby union could place more emphasis on the importance of acting ethically - Parents could have higher expectations that coaches act ethically - If coaches act ethically then maybe there would be less need to 'police' the policy
32
What do both Vygotsky and Brofenbrenner's perspectives have in common?
- Both perspectives assume that human development is 'culturally, socially and historically mediated.' - Both perspectives adopt a Eurocentric view on development
33
Why bother with any of this development business?
- When models become 'take-for-granted' we can become blind to alternatives which may be better - They tend to focus on biological maturation
34
What are Māori perspectives on development?
There is no universal theory of Māori development, however there are some common assumptions
35
What are the common themes (assumptions) within Māori perspectives of development?
- Learning has been passed on by kaumātua to the following generations - Its present in songs, stories, traditions and karakia - Perceives the world and the universe and it is embodied in the intricate interrelationships between people and the universe
36
What is the Kaupapa Māori theory?
Founded within knowledge that derives from learning, experiences, understandings, worldviews, values and beliefs that are ancient and have been handed down through generations
37
What is the Māori human development learning theory?
A person has many dimensions as part of their personality, each as important as the other and viewed holistically (they all work together as a whole)
38
What is Mātauranga Māori?
- Māori knowledge - Mātauranga has a relationship to tikanga - The relationship is: "tikanga māori cannot be understood without making use of mātauranga māori"
39
What are the 3 kete (baskets) of Mātauranga (knowledge)?
1. Te kete tuauri: the basket of peace, love and all things good 2. Te kete tuatea: the basket of warfare, black magic, agriculture, tree or wood work, stone work and earth works 3. Te kete aronui: the baskets of incantations, literature, philosophy and all forms of ritual employed by man
40
What is Poutama?
When you mauri is supported and enhanced, you can confidently express your cultural identity in all spaces and places, regardless of who you are or where you come from
41
What is Te Whāriki?
- A way of thinking about development - In the māori world, development does not occur in isolation. Its recognised that development occurs within the context of cultural values
42
What is the metaphor for Te Whāriki?
A mat with interwoven principles and strands.
43
What are the 4 broad principles of Te Whāriki?
- Whakamana - empowerment - Kotahitanga - holistic development - Whānau tangata - family, whānau and community - Ngā Hononga - relationships
44
What are the 5 strands of Te Whāriki?
- Mana atua - wellbeing - Mana tangata - contribution - Mana whenua - belonging - Mana reo - communication - Mana aotûroa - exploration
45
How is Te Whāriki used in elite sport?
Provided insights into understanding of how identity is expressed, experienced and made sense of by māori athletes in elite-level sport
46
How can coaches use Te Whāriki approach in sport?
Coaches need to engage in sensitive behaviours that involve more than simply construing athletic identity as a mono-dimensional 'one size fits all' construct.
47
What is Kohanga Reo (Māori language nests)?
- Recognises the many influences on learning (development) and recognises that development doesn't happen in a vacuum? - The child belongs to the universe and people or anything with the universe only become less than perfect when affected by negative forces. - Any decision in some way, either directly or indirectly, affects the child
48
What are the influences on a child in the Kohanga Reo?
Personality doesn't develop in isolation. The family setting isn't the only environment where learning takes place, the child is immersed in the context of cultural values which are the essence of tikanga māori.
49
In Te Ao Māori, what are tamariki considered to be?
Tamariki are considered taonga - a precious gift connecting past, present and future generations.

SPEX207 (10 decks)

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