Fair Play in a Context of Physical Education and Sports Behaviours.

Mateusz Ludwiczak,Małgorzata Bronikowska

doi:10.3390/ijerph19042452

Abstract

The study examined prosocial behaviour and the perception of fair play in the context of physical education and sport (PES) in adolescents participating in sports, and those not undertaking sports at all. The aim of this study was to explore and indicate potential associations between an understanding of the concept of fair play and selected behaviours (e.g., abiding by the rules, obeying decisions of the referee and sportsmanship) in youth. In total, 1257 secondary school students, aged 16.1 ± 0.87 years (627 girls and 600 boys), were recruited. For assessing the level of fair play awareness (L), the Fair Play Moral Dimensions Concept Scale (FPMDCS) was used. To measure the declared level of prosocial behaviours of students, the survey My Physical Education Class (MPEC) was used. Participants were divided into groups in relation to training experience (no sports, amateur sports, professional sports) and subgroups, with levels according to their understanding of the Fair Play concept (L1 to L3). The results show significant difference in all dilemmas in various groups in relation to scores in subgroup L3 (p = 0.056; p = 0.012; p = 0.003) with regard to subgroups L2 and L1 in the level of understanding fair play. Overall, the percentage of respondents who view fair play only in the context of sport (L1) is 69%. Far fewer are those (31%) who understand it more broadly as a principle that applies to everyday life situations (L3). It seems to be crucial to promote moral development during PES activities, especially the value of respect.

Highlights

In recent years, it has increasingly been noted that school-aged students are less suited to situations that require social relationship competencies [1,2]
For the purpose of the study, we have proposed the following definitions: professional participation in sport meant engagement in regular system of competitions, organized by a sports federation [48], while in case of amateur sport, the most widespread definition is based on those individuals who practice sport casually as a hobby, for pure pleasure [49]
Three dilemmas that are most closely related to the concept of fair play were selected, e.g., “When you win while playing in PE classes, you wonder whether to show off to your friends”

Summary

Introduction

It has increasingly been noted that school-aged students are less suited to situations that require social relationship competencies [1,2]. Young people are spending less and less time with their peers, giving up the opportunity to build better social interactions [1]. It will allow youths to experience various situations and diverse dilemmas. It needs to be supported by prosocial reactions initiated by a PE teacher/sports coach, as well as being beneficial for promoting the ideals of sporting competition and moral behaviour. Especially for young people, sport should serve primarily to convey universal values that help to raise the younger generation [2]

Objectives

Methods

Results

Discussion

Conclusion