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PHYSICAL EDUCATION AND FAIR PLAY GUIDELINES.
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Discusses growth of bad behaviors in spots arenas.... More...
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Paper Abstract:
Discusses growth of bad bahaviors in spots arenas. Behavioral decline due to moral decay in society. Concept of fair play. Importance of fair play in physical education curriculum to instill positive character traits in students. Elements of fair play (honesty, respect). Impact of "must win" concept.
Paper Introduction:
APPLICATION OF FAIR PLAY GUIDELINES IN PHYSICAL EDUCATION
Introduction
Over the past three decades, once abnormal and abhorred behaviours have become the norm in sports arenas —- both on the field and in the stands —- in many parts of the world. Some observers attribute the behavioural decline to the democratisation of sport wherein control over games passed to lower social orders (Butcher & Schneider, 1998), while others attribute behavioural deterioration in sports to moral decay in the broader society (Peiser, 1995).
An argument stemming from the first explanation is that reprehensible behaviour spreads from commercial athletes (it is the utmost foolishness to refer to such athletes as professionals) to young people in schools as school athletes atte
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. (Eds.). The remainder of this paper addresses theissue of applying fair play guidelines in physical education. According to Telama, Heikkala,& Laakso (1995), the majority of 1 -to-16 year old ... Gibbons, S. 33). The application offair play guidelines in physical education is an effective means initiatingdesired behavioural changes. This approach differentiates between sport and athletics, e.g., sport is play, while athletics involves a contest. Butcher, R., & Schneider, A. Such "fair fouls" differ, according to this line of argument, from behaviours intended to harm an opponent (such as head butting). (p. This is the approach supported by Butcher and Schneider (1998). Within the contest of this approach, a rule breaker cannot win the contest. The system developed for the application of fair playguidelines involves giving equal weight to athletic performance and fairplay. Theelements of fair play are as follows (Canadian Commission for Fair Play,199 ): > Honesty, straightforwardness, and a firm and dignified attitude when others do not play fairly; > Respect for team members; > Respect for opponents, whether they are winning or losing, stemming from an awareness that an opponent is a necessary partner in sport, to whom one is bound by companionship in sport; > Respect for the officials, which is displayed through positive efforts to cooperate with them at all times. Physical education and sport: Changes and challenges. > Fair Play as a Contract or Agreement. (2 , March). (Eds.). (1995). Motivation for fairness in sports: Psychologicalconsiderations as a basis for pedagogical consequences. (p. Rather, the definition of fair play is anything that is not unfair, e.g., whatever does not impinge on the rules of the contest. (2 , February). Fair play for kids: A resource manual.Ottawa, Ontario: Commission for Fair Play Committee on Sports Medicine & Fitness, 1999-2 , American Academy ofPediatrics. The readiness to break the rules, to resort to unfair behaviour, or to be aggressive increases with age. In Doll-Tepper, G., & Brettschneider, W-D. The Committee on Sports Medicine & Fitness of the AmericanAcademy of Pediatrics found that the implementation of fair play guidelinesin ice hockey games as a part of physical education found that: When the fair-play and regular rules portions of the tournament were compared, the injury rate was 4 times higher during the regular rules portion of the tournament. Specifically, activities highlighting fair play in physical education alone or in a combination of physical education and academic classrooms were just as effective in implementing significant changes in judgment, reason, intention, and behaviour. This approach is legalistic in character (Butcher and Schneider, 1998). (Eds.). Pediatrics, 1 5(3), 657-658. 34) As stated above, fair play guidelines reward good behaviour and punishbad behaviour. InDoll-Tepper, G., & Brettschneider, W-D. Application of Fair Play Guidelines in Physical Education Introduction Over the past three decades, once abnormal and abhorred behaviourshave become the norm in sports arenas -- both on the field and in thestands -- in many parts of the world. This approach emphasises being true to the spirit of the rules as opposed to being true to the letter of the rules (Butcher & Schneider, 1998). . Game reasoning andstrategic thinking in sport: Attitudes among young people toward rules. 657) Conclusion The deterioration of behaviour in sports and athletics dictates theimplementation of programs to reverse the situation. Can moral development be promoted inphysical education? F. An argument stemming from the second explanation is thatbehaviours on commercial sports fields and in the stands of the sportsarenas are simply extensions of the social learning that occurs in schoolsand society generally. Fair play as respect for thegame. The concluded that theresearch results suggest that an understanding of moral issues in the physical domain may be effectively addressed in classes inside or outside the gymnasium. 259) Fair play guidelines are protocols that reward good behaviour andpunish bad behaviour in games. Fortunately, over time, most participants and administrators come to realize the educational and developmental value of this program. There are no instances of any behaviour resembling a lack of respect for the opponents, the officials, the opposing coaches, or the integrity of the game. Butcher and Schneider (1998) identified fiveapproaches to determining the meaning of fair play. Safety in youth ice hockey: The effects of bodychecking. Getting beyond winning and losing in determining the ... References Butler, L. 245-251 Silverman, S. (1995). (p. Telama, R., Heikkala, J., & Laakso, L. athletes are inclined to observe the rules and the ideal of fair play, but the number of young athletes who are ready to resort to transgression against the rules and foul play is also large. Sports and moral education: Fair plan andaggression in physical education. (1998, May). Depending on how competitive sports programs are conducted, they can either teach students to lie, cheat, and steal, or they can promote positive behaviours. The alternative explanations and implications are important becauseone's perception of the issue influences the solution approaches one willpropose and that one will support. An argument stemming from the first explanation is that reprehensiblebehaviour spreads from commercial athletes (it is the utmost foolishness torefer to such athletes as professionals) to young people in schools asschool athletes attempt to imitate the behaviours of the commercialathletes. The proponents of this approach appear to believe that some rules of the game exist only to be broken as a part of a game strategy. A major problem, however, is the concept of the "fair foul" or the "professional foul" (Butcher & Schneider, 1998). The focus in play is one the activity, while the focus in a contest is on victory (Butcher & Schneider, 1998). Butler (2 ) observed that,while character development, "sportsmanship, and fair play ideals have longbeen lauded by educators, coaches, parents, and administrators as desiredoutcomes of competitive sports programs," fair play principles rarely ifever are included in the paradigm of commercial athletics and sports, wherethe behaviours of participants "occasionally border on the criminal" (p.33). Physical education is an ideal venue forthe application of fair play guidelines. In Doll-Tepper, G.,& Brettschneider, W-D. Aachen, Germany: Meyer & Meyer Verlag, pp. Gabler, H. Fighting, punching, kicking, throwing, or directing profanity at the officials, opposing players, or opposing coach. Physical education andsport: Changes and challenges. Research Quarterly for Exercise and Sport, 66(3), 247-255. The principal objection raised to this approach is that it does not define fair play directly. (1995, September). (p. Thus, a superior athletic performance might not be a victoriousperformance if a substandard fair play score accompanies that performance.The fair play guidelines define good behaviour, below average behaviour,and unacceptable behaviour as follows (Butler, 2 ): > Good Behaviour. A doubling of the number of penalties and injury rate during the championship round occurred when fair-play rules were suspended. This approach does not differentiate between sport and athletics or play and contest. L., Ebbeck, V., & Weiss, M. (1995). A better approach would be to follow the rules because one values honourable behaviour within honourable society. . > Fair Play as Respect for the Rules of the Game. Within the context of this concept, the development offair play requires one to demonstrate "respect toward all individuals,regardless of their role, at all times in the competitive sportsenvironment" (Canadian Commission for Fair Play, 199 , p. Aachen, Germany: Meyer & Meyer Verlag, pp.252-265. Journal of the philosophy of Sport, 3 , 1-22. TheJournal of Physical Education, Recreation & Dance, 71(2), 32-35. Physical education and sport: Changes andchallenges. Within the context of this concept, one does not break a rule when one commits an offence the intention of which is simply to stop one's opponent from a sure score (such as a basketball player illegally blocking an opponent or an association football player illegally tackling an opponent). Fair Play Guidelines Fair play should be a part of the physical education curriculum as ameans of inculcating students with positive character traits and moralvalues (Telama, Heikkala, & Laakso, 1995). Commission for Fair Play: Minister of State Fitness and Amateur Sport,Government of Canada. Therefore, deliberate structuring of fair play activities in the physical education classroom is sufficient for effecting changes in moral indexes. Because of the win at all costs approach of many people incontemporary society, the implementation of fair play guidelines is a toughsell. . Striving to win and playing aggressively while treating one's opponents and the officials with respect and civility. Words or actions directed at officials, the opposing team, and/or the opposing bench that demonstrate a lack of respect. Butler (2 ) observed that: Most people have been taught since early childhood that winning is critical. J. Verbally or physically taunting an opponent (trash- talking). champion can be a psychological and emotional challenge for many people, even those who pay verbal homage to the ideals of fair play. 35) Research studies validated the fair play guidelines approach.Gibbons, Ebbeck, & Weiss (1995) found that enhancing moral growth is not"an automatic consequence of participation in physical activity, but ratherthat systematic and organized delivery of theoretically grounded curriculais necessary to make a difference" (p. . . > Below-Average Behaviour. This two-faceted approach holds that participants observe the rules of the game because they value the game for its own sake (Gabler, 1995). Butler (2 ) went on the state that: Participation in competitive sports is neither inherently positive nor negative in terms of character development. (1998). Other behaviours in this category include: unnecessary roughness, pushing that goes beyond normal aggressive play, and instances of frustration-induced profanity that is self- directed rather than directed at opponents or officials. (p. Some observers attribute thebehavioural decline to the democratisation of sport wherein control overgames passed to lower social orders (Butcher & Schneider, 1998), whileothers attribute behavioural deterioration in sports to moral decay in thebroader society (Peiser, 1995). 251) Silverman (1998) found that teaching fair play in physical educationcarries over as an influence of student behaviours in other school classesand activities. (199 ). 229-244. Berating and belittling the officials or opponents. Accepting the fact that a team may advance to the playoffs without the best win-loss record can be a tough adjustment for some. Ergo, fair play is appropriate in sport, but it is counterproductive and unacceptable in an athletic contest. . > Unacceptable Behaviour. R. 33) The Canadian Commission for Fair Play (199 ) developed to fair playguidelines concept. 251). Defining Fair Play An important problem associated with any approach to the introductionof the concept of fair play is determining what different people mean whenthey use the term fair play. (p. Such logic would be useful in an effort to legitimise unethical corporate behaviour or, perhaps, the activities of "Murder, Inc." > Sport as a Contest; Fair Play as a Fair Contest. Aachen,Germany: Meyer & Meyer Verlag, pp. "FairPlay for Kids": Effects on the moral development of children in physicaleducation. The thesis of this paper is that (1)the issue essential is one of moral values, as the second explanationposits, but that (2) the problem is so pervasive that teaching fair play inphysical education instruction in the schools can only be a part, albeit avital part, of the solution. The Journal of Physical Education, Recreation & Dance,69(5), 6-7. Peiser, B. These approaches areas follows: > Fair Play as Play. Rather, this approach holds that participants in a contest should abide by the rules of the contest. While the concept of being true to the spirit of the rules of a game is admirable, the laggard enforcement of the rules of a game tends to cause people to ignore the spirit of the rules. > Fair Play as Respect for the Game. Were the approach applied in an athletic contest, outcomes of the contests likely would not be known until weeks or months following their completion - following action on all appeals. Fair play: Respect for all.
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