student diversity psychology application katherine ault cepd 4101-02d summer 2012

Student DiversityPsychology ApplicationKatherine Ault

CEPD 4101-02DSummer 2012

West Georgia Gymnastics Center

(WGGC)0Villa Rica, Georgia.0About 20 miles, 30 minutes from UWG Campus.

0Thursday June 21st – 4:00 P.M. – 9:00 P.M. 0Tuesday June 26th – 4:00 P.M. – 9:00 P.M. 0Thursday June 28th – 4:00 P.M. – 9:00 P.M. 0TOTAL HOURS of observation: 15

Purpose of WGGC

0The driving force behind this gymnastics center to introduce children to the basics of gymnastics, promote self-esteem and confidence, while developing the strength, coordination and skills needed for other sports and physical activities.

0They offer classes to all ages, sexes, schooling situations, races, and those participating in other sports such as cheerleading.

Observation Details

0Within each five hour observation I completed at WGGC there were three classes that began and ended in that time period.

0The amount of gymnasts in each class varied, but usually averaged around ten, ranging in age from two to eighteen years of all different races.

0The children in each class were around a similar age and skill level, mostly females but males still participated.

Observation Details Cont.

0There were always three coaches present on the floor at all times, all female, and one female in the office answering phone calls and doing paperwork.

0Parents were allowed to either drop their child off and pick them up after class or stay and watch on the bleachers off to the side of the floor.

Project Findings

0The two older classes always began with 10 laps and a peer-led stretching, supervised by the coach. Some girls more flexible than others, of course, causing the less flexible girls to require more assistance and attention from the observing coach.

0Coaches were always encouraging and never condescending.

0After warm-up, the classes would be split and they would rotate through stations.

Project Findings Cont.

0Youngest class’s warm up was led by the coach and consisted of two laps followed by music being played and dancing/jumping around.

0More of a game to entice the children into participating in the warm up and enjoying it.

0This youngest class would go through stations together with the coach.

Project Findings Cont. 0The main differences I noticed between the

younger group and the older group: 0Younger children would socialize and laugh

more while the coach was trying to instruct.0Younger children would also linger at

stations longer than they should and had a harder time listening and carrying out instructions.

0The youngest group was the only class with a male child participating, who’s sister was in the older class.

Project Findings Cont.

0Oldest group would go home with instructions from the coach on what they can do to improve at home.

0Younger groups would go home with stamps on their hand and a coloring page to enjoy on the way home.

Project Findings Cont.

0Younger children brought soda and candy for break time.

0Older girls brought water or sports drink and fruit.

0The last day I observed, all children were distracted throughout class because of the upcoming week off for Independence Day.

Theory

0Erik Erikson’s Psychosocial Development Theory: 0 Highlights the role that cultural goals,

aspirations, expectations, requirements, and opportunities play in personal growth.

0 There are eight stages of development laid out in this theory:0 I will focus on three, the age groups from the

classes I observed.

Relevance of Theory

0Initiative V. Guilt: 4-5 years old:0Previously developed sense of

autonomy sets stage for initiative and attacking tasks by their ability to participate in physical activity and use of language.

Supporting Evidence

This age group stayed together in one group going through their stations. 0Difficult for coach to keep them together

because their initiative made them hurry on to the next station or linger at an old station because they were proud they completed it.

Relevance of Theory Cont.

0Industry V. Inferiority: 6-11 years old: 0Develop a sense of industry by

learning to win recognition by producing things.

Supporting Evidence

Children in this age group would look to their coach for recognition that they were completing the activity correctly.0Would linger until recognition was

received. 0Coaches realized this and made sure to

give positive reinforcement as encouragement.

Relevance of Theory Cont.

0Identity V. Role Confusion: 12-18 years old:0 Development of roles and skills that will

prepare them for meaningful place in adult society.

0 Role Confusion: no clear understanding of what behaviors others will react to well.

Supporting Evidence

Oldest group were driven not by recognition from their coach but by their need to improve as much as possible for the possibility of doing gymnastics in college.0Their role in adult society. 0WGGC holds these higher level classes so

that these children can develop a sense of identity.

My Argument

0Because a student is of an age outlined in a certain stage does not necessarily mean they have developed that particular skill yet.

0 Keeping in mind the role of cultural goals and opportunities play a large role in this development, each student is diverse with their unique background.

My Argument

0With an understanding of the diversity among students according to this theory, instructors (in this case coaches) can know how to react with the children in order for them to develop the favorable characteristic of each stage.

0The coaches in my observation reacted well with the children enabling the majority of them to develop initiative, industry and then identity.

References0 All Psych Online. “Erickson’s Stages of Psychosocial Development.”

Psychology 101. http://allpsych.com/psychology101/social_development.html. 2011. Web. 16 July 2012.

0 Clifton, Alan. Davis, Doug. “Psychosocial Theory: Erickson.” www.haverford.edu/psych/ddavis/p109g/erikson.stages.html. 1995. Web. 16 July 2012.

0 Learning Theories Knowledgebase. “Erikson’s Stages of Development.” Learning-Theories. http://www.learning-theories.com/eriksons-stages-of-development.html. 2012. Web. 17 July 2012.

0 McLeod, Saul. “Erik Erikson.” Simply Psychology. www.simplypsychology.org/Erik-Erikson.html. 2008. Web. 15 July 2012.