Fair Play in Physical Education and Beyond

Małgorzata Bronikowska, Agata Korcz, Beata Pluta, Jana Krzysztoszek, Mateusz Ludwiczak, Marlena Łopatka, Sara Wawrzyniak, Jolanta E. Kowalska and Michał Bronikowski
Additional contact information
Małgorzata Bronikowska: Department of Recreation, Poznan University of Physical Education, 61-871 Poznań, Poland
Agata Korcz: Department of Didactics of Physical Activity, Poznan University of Physical Education, 61-871 Poznań, Poland
Beata Pluta: Department of Recreation, Poznan University of Physical Education, 61-871 Poznań, Poland
Jana Krzysztoszek: Department of Didactics of Physical Activity, Poznan University of Physical Education, 61-871 Poznań, Poland
Mateusz Ludwiczak: Department of Didactics of Physical Activity, Poznan University of Physical Education, 61-871 Poznań, Poland
Marlena Łopatka: Department of Didactics of Physical Activity, Poznan University of Physical Education, 61-871 Poznań, Poland
Sara Wawrzyniak: Department of Team Sports Games, University School of Physical Education in Wroclaw, 51-612 Wrocław, Poland
Jolanta E. Kowalska: Faculty of Educational Sciences, The Department of Physical and Health Education, University of Lodz, 90-137 Łódź, Poland
Michał Bronikowski: Department of Didactics of Physical Activity, Poznan University of Physical Education, 61-871 Poznań, Poland

Sustainability, 2019, vol. 11, issue 24, 1-18

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.

Keywords: fair play; physical education; moral development; sporting ethics (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2019
References: View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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