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Figueroa’s Framework is a device used to explore the issues encompassing access, uniformity and value in sport and physical activity. It comprises of 5 distinct levels being, Individual, Interpersonal, Institutional, Structural and Cultural. Each level inside the system team up and cooperate to shape the general impact. This model/system demonstrates the various capacities that fortify, make, expel and dispose of hindrances in sport and physical movement. Each level assumes a key job in viably dispensing with and beating these boundaries. Therefore, to clarify and demonstrate how my access to canoeing in senior physical education, was enhanced I will concentrate on breaking down how the interpersonal level and institutional levels relationship, as well as the agents of socialisation which all collaborated in enabling my access to canoeing. My overall success in canoeing has been enhanced over the two years of physical education, through my geographical location, peer group, experienced teacher and my access to the facilities and equipment; through the school/institutional (Figueroa’s Framework, 2019).
The interpersonal level examines our interactions with others, our relationships with peers, teachers, friends et al, likewise as our patterns of influence and the way these would possibly associate effect on an individual’s access and equity to exercise, sport and physical education. The socialisation process is the process, by which individuals are taught to conform to society. This is only relevant at the interpersonal level and it normally occurs subconsciously. Schools and the schooling environment are major factors in the socialisation process, and individuals are exposed to and given access to various activities such as canoeing whilst in the schooling environment. Other influential aspects which enhance and expose individuals to certain activities include peers, friends and teachers – and their attitudes, values and beliefs which stem from the individual level.
As sports psychology (Journal of Sports Science & Medicine, 2008) suggests that canoeing with friends and peers, increases the enjoyment levels which also increases the successful outcome. The theory concerning a hierarchy of human needs, developed by psychologist Abraham Maslow breaks down the five human needs – for participation in exercise, sport and physical activity. The five levels are arranged from being needs which refer to self-actualisation, esteem needs, belonging needs, safety needs and physiological needs – which fall into deficit needs. In this framework, the demands of the second level cannot be fulfilled, until the demands of the first are and so forth. The needs of this hierarchy theory, relate to the interpersonal level as my peer/class group, teachers and friends all contribute to the fulfilment of these levels, concerning my participation in exercise, sport and physical education – in canoeing. Safety was a very critical and influential psychology factor, which played a key role in enabling my successes. ‘We become increasingly interested in finding safe circumstances and developing a sense of stability and protection. We might also develop a need for structure, for order and some limits, such as rules or procedures (Amezdroz, G, et al, 2010). At the commencement of canoeing in year 11, I struggled with water confidence, and not being familiar with my class group – lowered my safety factors, which hindered my participation and enjoyment levels in physical education – which limited my overall success. At the completion of canoeing in year 11 and year 12, my safety needs were heavily satisfied which greatly influenced my psychological outlook, success and completion in canoeing in physical education. As I became more familiar with my partner (Ella) and her high experience and success in kayaking, as well as encouragement from my teacher and peers – all were significant agents of socialisation which influenced my success. Furthermore, my attitude and goals in grade 11 revolved around getting in the canoe and not capsizing, as I gained water confidence and had successes, my goals included further perfecting and increasing my skills as well as perform under A/B standard time; to compete given obstacle courses.
The institutional level relates further to the interpersonal level, schools can have a critical role, in the socialisation of students into sport and physical education. The institutional level examines the way institutions affect equity and access, to exercise and physical activity. This level of Figueroa’s framework links to the socialisation process/es, as it further expands on the levels of socialisation being peers, teachers and the environment. It examines the role of the family, as well as the impact of schools. ‘The Institutional level examines how laws, patterns and structures within different agencies and how organisational structures operate to advantage some and disadvantage others’ (Figueroa’s Framework, 2015). My access was enhanced by the institution, being Palm Beach Currumbin State High School, scheduled/timetabled classes, so that our class was the only one using the canoes during this period.
The schooling environment presents adolescents with the opportunity to participate in physical activity, as is a part of the Australian curriculum and a provided elective in Senior School. ‘The institutional level encourages organisations to think critically about their own rules, policies and procedures that may advantage or disadvantage specific groups that would like to be involved in exercise, sport and physical activity at the institutional level’ (Amezdroz, G, et al, 2010). Students who take part in sport within school institutions are given the possibility to be rewarded for their skills, abilities and performances outside the classroom and intern supply them with socialisation which can assist in advantageous improvement of beliefs closer to physical undertaking (Amezdroz et al., 2012).
Prior institutions I attended did not have the same facilities, that Palm Beach Currumbin offer to students, this hindered my access to canoeing before grade 11. Undoubtedly, the school’s geographical location is a fundamental role in my exposure and successes in canoeing. As I was exposed to this new environment, as well as water/water sports I became more confident, as I progressed from year 11 and 12. This positively impacted my attitudes around canoeing and was shown through my grades and high attendance and participation in class. Furthermore, the sporting or as its commonly known ‘REDS’ culture, at Palm Beach Currumbin is a strong influential factor and enabler for students to participate in sport in general. With the sporting culture at PBC being so broad, provides students socialisation which positivity develops their attitudes and beliefs towards physical activity. I know from personal experiences at other schools, that without a big sporting culture – which creates a positive attitude/morale of students – who want to have a go and a willingness to succeed in everything they do, I am less likely to participate in and enjoy new sports like canoeing. Not having this strong value and not being predisposed to such a big sporting culture, was a strong barrier that impacted my performance as well as my values, attitudes and beliefs towards canoeing and physical education. This was evident, in my first few lessons of canoeing in grade 11 when I would not bring my uniform or participate with little to no effort. However, my attitudes, values and beliefs quickly changed and reflected that of my peers, friends and teachers.
Therefore, elucidating the impression that, my experiences in senior physical education were enhanced not only at the interpersonal level, but additionally at the institutional level. My friends, peers and teacher have played a crucial role, in my socialisation and success to canoeing in senior physical education. Furthermore, my access and success were improved at the institutional level, by not only my schooling environment, the geographical location, facilities and socialisation from the school institution. I believe taking into consideration my high marks from grade 11 canoeing, as well as the further progress and success I have had this year in canoeing I believe I will receive an A grade for the canoeing practical exam.
Bibliography
- Amezdroz, G, et al, 2010, Queensland Senior Physical Education, 3rd Edition edn, Macmillan Education Australia Pty Ltd, South Yarra, Victoria, Chapter 18.
- Amezdroz, G, et al, 2010, Queensland Senior Physical Education, 3rd Edition edn, Macmillan Education Australia Pty Ltd, South Yarra, Victoria, Chapter 19.
- Amezdroz, G, et al, 2010, Queensland Senior Physical Education, 3rd Edition edn, Macmillan Education Australia Pty Ltd, South Yarra, Victoria, Chapter 20.
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- Figueroa’s Framework. 2019, sportsaerobicsipswich.weebly.com/figueroas-framework.html. Accessed 2 Oct. 2019.
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- Murcia, Juan Antonio Moreno, et al. ‘Peers’ Influence on Exercise Enjoyment: A Self-Determination Theory Approach.’ Journal of Sports Science & Medicine, vol. 7, no. 1, 2008, pp. 23-31, www.ncbi.nlm.nih.gov/pmc/articles/PMC3763348/.
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