Fair Play in Physical Education and Beyond

Małgorzata Bronikowska,Mateusz Ludwiczak,Agata Korcz,Michał Bronikowski,Marlena Łopatka,Sara Wawrzyniak,Jolanta E Kowalska,Jana Krzysztoszek,Beata Pluta

doi:10.3390/su11247064

Abstract

The aim of this study is to examine the level of understanding of the principle of fair play by secondary school pupils (n = 827) from the Polish province of Wielkopolska, physical education (PE) students from Poznan University of Physical Education (n = 437), and PE teachers (n = 130). Two structured survey questionnaires were used, namely: The three-level scale known as the Fair Play Moral Dimensions Concept Scale and a Factors of Moral Influence Scale. There were observed differences between male and female students in their comprehension of the principle of fair play regarding the category of sporting activity practiced. The female teachers’ amateur training group more frequently identified the highest level of fair play (32.1% of the examined female teachers) in comparison with their male colleagues. Moreover, differences were noted between boys and girls at the secondary school level. Boys rated the influence of PE teachers and coaches higher, while girls declared that they were more influenced by media and education. For both boys and girls, parents constituted the highest-rated factor of the influence on their moral development. Students also indicated the influence of parents as the highest-rated factor. Among PE teachers, school, as a source of influence on one’s moral development, was awarded higher rates by female than by male teachers. It was observed that parents constituted the highest-rated factor of influence for PE teachers.

Highlights

IntroductionSince ancient times and through the ages, a crucial part of all attempts to organize sporting life along the concept of the ancient Olympic Games has been focusing attention on competitive ethics (from the Greek ‘ethikos’), which today has come to be identified with the British concept of fair play [1]
Since ancient times and through the ages, a crucial part of all attempts to organize sporting life along the concept of the ancient Olympic Games has been focusing attention on competitive ethics, which today has come to be identified with the British concept of fair play [1]
The results presented in this study indicate that young people practicing physical activity had a decidedly higher level of understanding of the principle of fair play

Summary

Introduction

Since ancient times and through the ages, a crucial part of all attempts to organize sporting life along the concept of the ancient Olympic Games has been focusing attention on competitive ethics (from the Greek ‘ethikos’), which today has come to be identified with the British concept of fair play [1]. The noble ideal and that of conducting a fair fight was gradually taken on by the Anglo-Saxons following their conquest of Britain in the Early Middle Ages. The meaning of this concept was later transferred to the term ‘fair play’ in sporting competitions, a concept which was accepted in continental Europe from the late 18th century, having previously been accepted in English-speaking countries. It is true to say that the idea may sound quite British, it is based on generally accepted ethical norms (so-called universal values), and there are clearly compatible concepts elsewhere in the world, albeit less recognized as of yet, labeled as local cultural or religious norms

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