Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

Motor Development Across The Lifespan > Social 1 & 2 > Flashcards

Social 1 & 2 Flashcards

1
Q

define sociocultural constraints

A

these are prevalent group attitudes and values that influence behaviours of individuals within the group

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

describe sociocultural constraints

A

`they create an atmosphere encouraging socially acceptable and discouraging socially inacceptable movement activities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

define a social role

A

a pattern of behaviour that is expected of a person in a given setting or group
- we may have multiple social roles

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

take moment to consider your personal “social roles”: (name some on the slides)

A

a student, a babysitter, a sales associate, a teammate, a son/daughter, a lifeguard

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

define the socialization process

A

involves a complex interaction among: socializing agents, social situations, personal attributes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

define socializing agents

A

includes family members, significant others, peers, teachers and coaches

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

define social situations

A

games, play, toys, etc.
*environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

define personal attributes

A

perceived abilities, self-efficacy, motivation, etc.
(individual functional constraints)
- strength, skill, motivation, perceived ability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

define gender typing

A

or gender-role stereotyping, occurs when a parent or significant other encourages activities that are deemed “gender appropriate”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

in gender typing, what is an individual constraint and what is a sociocultural constraint?

A

sex - individual constraint
gender - sociocultural constraint

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

where does gender typing (sociocultural constraints) fit within Karl Newell’s model of constraints?

A

between individual constraints and environmental constraints

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

define individual constraints

A

a person’s unique physical and mental characteristics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

describe individual constraints

A

ex. height, limb length, strength, motivation can all influence the way we move

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

define structural constraints

A

individual constraints related to the body structure, this can change slowly over time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

describe structural constraints

A

height, weight, muscle mass, leg length

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

define functional constraints

A

individual constraints related to behavioural function
- this can change faster

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

describe functional contraints

A

motivation, fear, experiences, attentional focus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

define task constraints

A

include the goals and rules related to the particular movement
- these are also external to the body

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

describe task constraints

A

ex. in basketball, it would be much faster to just run with the basketball holding it, but the rules state that the players must dribble the ball

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

define environmental constraints

A

constraints from the world around us
- these exist outside of the body

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

describe environmental constraints

A

temp, amount of lighting, humidity, gravity, floor surfaces, sociocultural constraints

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

define gender typing

A

expectations about people’s behaviour that are based on their biological sex, or the process through which individuals acquire and internalize such expectations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

define sex

A

biological attributes of humans and animals, including physical features, choromosomes, gene expression, hormones, and anatomy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

define gender

A

socially-constructed roles, behaviours, expressions and identities of girls, women, boys, men, and gender diverse people

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
define gender (continued)
socially-constructed roles, behaviours, expressions and identities of girls, women, boys, men and gender diverse people - it influences how people perceive themselves and eachother, how they act and interact and the distribution of power and resources in society - GENDER IDENTITITY SI NOT CONFINED TO A BINARY (girl/woman,boy/man) nor is it statis; it exists along a continuum and can change over time - there is considerable diversity in how individuals and groups understand, experience and express gender through the roles they take on, the expectations placed on them, relations with others and the complex way that gender is institutionalized in society
25
societal attitudes about gender-appropriate activites can restrict _
physical activity options for boys and girls - in Canada, these attitudes are slowly changing; however, they still exist
26
what activities did we discuss in terms of how gender stereotypes are associated with them in class
- ballet, baseball, soccer, synchronized swimming
27
children are often encouraged (socialized) to participate in "gender-appropriate" activities (Gender Typing):
boys: "masculine" sports (eg.football, wrestling) girls: "feminine" sports (eg. gymnastics, figure skating)
28
when selecting activities to participate in, people are influenced by _of those sports
culturally specific gender associations
29
we can think of gender typing in terms of constraints: no individual constraints discourage or prevent boys from playing field hockey - these constraints have more (or everything?) to do with
the social or cultural environment
30
describe Justine Blainey's Story
- in 1983, Justine Blainey was a very good 12 year old player on a very bad girl's hockey team She felt that boys’ hockey was more competitive than what was available to her (and that girls’ teams only played half the games of a top MTHL (now the GTHL) boys’ team) * While she had been told that she was good enough to play on a boys’ team, she wasn’t allowed.
31
What was the result of Justine Blainey's story?
girls have the right to compete for spot in any amateur boys sports team
32
describe Manon Reheaume's Story
First Woman to play in the NHL as a goalie for Tampa Bay Lightening * Playing with boys at age 12 in Peewee in Québec * Playing in QMJHL with boys * NHL game * 5 years in IHL for 7 different teams against men * Retiring from hockey in 1997
33
Where are we now? (hockey and women)
today women are in the Olympics and in the Hockey Hall of Fame - in 2017 there was 2910 female teams in Ontario, compared to the 250 teams in 1985
34
Describe significant others
- influential people who are considered socializing agents - parent, sibling, peers, teachers, and coaches - hold significant influence over a child's social development - heavily involved in the process of gender typing(or gender-role stereotyping)
35
describe significant others: parents
parents are particularly important during early childhood - gender of both child and parent has effects - fathers tend to reinforce gender typing in boys - same-sex parent may be more influential
36
parents can encourage children to engage in _ or _ activities
physical or sedentary - often reflexing the participation habits of the parent
37
~75% of eventual adult sport participants become involved in sport by age _
8 - a parent's early bias toward or away from physical acitvities can have lasting consequences
38
describe significant others: sibling
- siblings form an infants first playgroun (and thus also act as socialization agents into different activites) - eg. girls' sport participation has been shown to be influenced by brothers and sisters (recall Justine's story) - however, siblings likely only reinforce the socialization patterns established by parents - also, as an individual leaves childhood, sibling influence tends to diminish greatly
39
what happens to sibling influenfe as individual leaves childhood?
- also, as an individual leaves childhood, sibling influence tends to diminish greatly
40
describe significant others: peers
- peer groups are partiularly important after childhood - peers provide a strong influence for group activities, including team sports and non-sport clubs - peer group preference for passive activities can elad once-active children into sedentary adolescence
41
describe significant others: teachers & coaches
- research suggest they act primarily to reinforce existing socialization patterns - research is inconclusive regarding their role in socialization into physical activity
42
in class examples: how can a significant other act as a constraint to motor development?
- mom never signed you up for sports - bad coach makes you want to leave the sport
43
play environments and games can act as_
constraints
44
how can play environments and games act as constraints?
- lack of adequate space can diminish opportunities for gross motor activity gender-typed play environments, games, and toys can deprive girls of opportunities to perform complex, difficult skills
45
significant others often encourage _toddler play for boys
vigorous (sometimes rought) - are more likely to discourage girls from (or even punish them for) running, climbing, or venturing away from parents
46
attitudes about gender appropriate activities can restrict _
physical activity options for boys and girls - this reinforces constrained, sedentary types of play for girls, and thus many girls self-select away from vigorous play (Greendorfer, 1983)
47
what video shown in class showed gender stereotypes?
swapping clothes with babies - offered the boy-dressed babies "boy" toys and vice versa
48
play with toys can act as constraints, may encourage children to be _ or _
active or inactive
49
describe gender typing via toys
- 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
50
describe gender typing (*parent role)
- parents enjoy giving their children the same kinds of toys they played with as children - parents can promote gender typing by negatively reinforcing play with toys they judge to be gender appropriate
51
race and ethnicity are not the same thing, define race
racial characteristics are individually based and relate to genetic similarities within groups
52
race and ethnicity are not the same thing, define ethnicity
ethnic characteristics are culturally based and relate to cultural similarities that connect groups
53
while race and ethicity are not the same thing,they can_
coincide (biological similar individuals who live in a particular geographic area likely to share culture) - this makes assessing the independent influence of these 2 factors difficult
54
it is often difficult to distinguish between _constraints and _constraints
sociocultural, individual
55
racial characteristics are _ based and relate to _
biological based and relate to genetic similarities within groups
56
ethnic characteristics are _ based and relate to _
culturally based, cultural similarities that connect groups
57
socioeconomic characteristics can sometimes be _ to racial and ethic characteristics
interrelated
58
define socioeconomic status
- SES refers to the social standing or "class" of an individual or group - measured as a combination of education, income and occupation (these are all constraints in and of themselves)
59
the primary influence of SES on socialization into physical activity revolves around _
opportunity (higher ses= higher opportunity) eg. children coming from a lower SES may have less access to organized physical activities - particularly those that require: expensive equipment or lessons, extensive time commitments from at least 1 parent
60
as individuals, we constantly interact with and _ on others as part of daily life
depend
61
people are often associated with many different _
groups, ranging in size from small to large
62
sociocultural constraints continually interact with _ that _ movements
functional individual constraints that encourage and discourage movements

Motor Development Across The Lifespan (19 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions