Deviant Behavior in s harbors
The term deviant d denotes the actions or the behavior s taking place in the sports s and beyond the limits a cceptable s. This de finish helps distinguish behaviors respecting the rules of s Port of those can be discussed, rejected or punished by the responsible sports organization ( p. Eg., The National Hockey League ) o u by the judicial system .
Deviant behavior in sports can take many forms, including :
Infringement of regulations . When there is an unintentional rule violation during competition, or when the violation is intentional but does not lead to serious consequences, the officials decide whether there will be a sanction. A response of the organization responsible or justice may prevail when the offense is intentional or caused major consequences. Penalties or the penalties imposed on offenders can range from fines to expulsion for life from the sport, and in some cases, criminal prosecution.
Emotional reaction. Different degrees of emotional response can be considered deviant behavior . In many countries, sporting events have become an opportunity to release an overflow of emotions . In general, the more important the event , the stronger the emotion, whether it is joy, anger, wonder or sadness. Often, e motions are irrational and m ènent violence, usually between supporters of competing teams, but sometimes between opponents, athletes and spectators; sometimes officials get into the fray. Nevertheless, these actions are signs of immaturity and behavior antisocial, and are certainly in acceptable s .
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Suggestion for teaching or assessment
Infringement of the rules of the game
Invite students to think, according to the Think-Find a partner-Discuss strategy ( see Appendix E ), each for himself and then two by two , on the situations in sports where SPECTAT owers or athletes broke the rules of the game by frustration. Have them prepare to discuss three examples in class .
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General information
Violence in sports off the field
Any port that involves contact of any form may give rise to violence. Some believe, but this is not proven , that made the watch or participate in acts of violence in sports s can lead to deviant behavior after sporting events. Is it possible, that people who use the intimidation and violence physics in sports s act the same way in the situations of conflict outside the s port? Discuss the case of Tonya Harding ( Olympic figure skater ), who attacked her rival Nancy Kerrigan.
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Suggestion for teaching or assessment
V iolence outside s harbor
Write statements about violent behavior and invite students to discuss them. Ask them to take a position, following the learning strategy " The s four corner s " ( see Appendix E) , on an issue by standing in the corner that best fits their views : totally agree , agree, disagree , strongly disagree .
See below for examples of statements that could be discussed in class.
U n athlete who feels that someone wants to attack him often respond with physical force .
Male athletes ( p. Eg., OJ Simpson, Chris Benoit, Mike Tyson) are involved in violent incidents against women more often than men who are not athletes .
Sport serves as a means of releasing aggression in an acceptable way and can actually reduce the tendency for violence among athletes or supporters .
The p arents encourage violent behavior in their children.
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General information
A Melior ation p erformance
Although the substance which Melior ent p erformance has been around for so ècles, this issue is attracting more and more attention in modern sport. The athletes can use r many substances , p . eg., anabolic steroids, stimulants, OTC drugs, v itamin e s, protein supplements (amino acids), health foods and natural products herbal to have the edge over their competitors. Many of these substances are legal, but others are prohibited .
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Suggestion for teaching or assessment
Use by athletes of performance enhancing substances
Invite students to discuss, in groups of three, questions concerning the use by athletes of substances intended to improve performance. Have each student in the group choose one of the three letters A, B, or C. For the first round, A will be the reporter, B will ask C questions , and C will answer the questions. B should speak to ask the question and C available for one minute will respond . After the first round, the students change roles until each student has had a chance to act as a reporter, asking questions and answering questions.
Here are some examples of possible questions .
N ike z three athletes who were recently convicted of use of substances improving performance .
What should be the penalty for this kind of infraction ?
Why do athletes take - they of substances improving performance ?
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General information
Sports betting
What are the issues or the problems that can arise from paris on event s sports ? There are strict rules against players, coaches and officials betting sports st on the result s of sports events to which they participate . Betting in sports has been a long-standing problem. The sums involved in illegal sports betting are estimated to be in the billions of dollars worldwide.
In Manitoba, it appears that sports betting is a problem not only for adults but also for young people.
According to a survey of the Foundation Manitoba struggle against addictions conducted in 2001 aupr Bachelor of youth , nearly 50 % of students surveyed have played games of chance, p. eg., scratch tickets (29 , 7 %), bingo (18 , 2 %), lottery tickets (16 , 6 %), games of Select Sports ( 14 %), video lottery terminals (11 , 3 %) and machinery slot (10 , 3 %). (MAAW, “Wanna Bet... Fast Facts on Gambling”)
References
For other statistics on games of chance, see the following site :
Manitoba Addictions Awareness Week (MAAW or Awareness Week dépendenses Manitoba ) Committee. “Wanna Bet. . . Fast Facts on Gambling. ” Manitoba Addictions Awareness Week: Resource Kit . Winnipeg , MB : MAAW Committee, October 2007. 2.4.8 Gambling. Available online at: < www.afm.mb.ca/maaw/Resource_Kit/FastFact s /gamblingwantabet.pdf > (English only) .
For website updates , please visit the product websites in support of the program of studies of the 11 th and 12 th years , at < www.edu.gov.mb.ca/m12/progetu/epes/ index.html > .
General information
Does the port build character ?
The term character era denotes the behavior of a person in accordance with its own moral convictions and principles. The way to socialize a child determines to a large extent the values that we defend , as a reliability, the e respect, a sense of responsibility s , the equity and the attention to others. When an athlete behaves in a manner inconsistent with its usual way of acting, that they say e " it's not in his character " . Why are there so many examples of athletes performing questionable actions ?
Time to act - or to wait !
Ask students to brainstorm in small groups on why they believe make certain athletes ( p. Eg., Professional , amateur s ) have a questionable sportsmanship. Ask them to check their attitude to sports behavior by commenting on the scenarios presented in the DR 4– IS sheet .
Detail D R 4- I S : Dilemm are moral in s wear s .
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Module D , Lesson 3 1
DR 4 - I S : Dilemm e s moral in the s s wear s
The fundamental nature of positive sporting behavior is a commitment to compete within the letter and spirit of the rules, to treat the game and all participants with respect, and to simply accept victory and defeat ( being a good winner / good loser) . For many participants in sports and for many of SPECTAT owers, the dilemma is to make a balance between cheating and normal behavior ( which are part of the game. )
Here are 14 sc e ios p o ur check the validity of your has ttitude compared to sporting behavior. For each behavior described in the scenarios below - below indicates z which category below you classify .
T - Cheating
N - Normal behaviors ( part of the game )
Prepare yourself to justify your r EPON s e.
Sc é ios
T
NOT
1. A soccer coach asks a player to pretend to be injured in order to get play stopped .
2. A near each p anier a player of basketball - ball taunts the defender in an attempt to distract.
3. To gain an advantage over his competition, a golfer modifies the equipment .
4. A baseball coach asks the pitcher to pitch the ball aiming at the head of the other team's top hitter to get him back from home plate .
5. To motivate players, a coach uses profanity and insults .
6. In basketball - ball , a player deliberately fouls to stop the clock in the final minute .
7. In soccer, a coach teaches players how to grab and hold the jersey illegally and without being seen .
8. In volleyball - basketball , one player said nothing after a referee was wrong in saying that the player never touched the ball.
9. To set a new record, a team soccer facing a much weaker opponent upped the score to 96 against 7.
10. In baseball , a fielder holds the ball on the ground, but tries to convince the umpire that he caught it correctly.
11. A wrestling coach asks an athlete to hit the opponent in a place where he has been injured recently .
12. In ice hockey, the coach sends a player to start a fight with the other team's top scorer .
13. In a close tennis match , the referee determines that a stroke to the sideline was " inside ", while the player knows it was outside, but says nothing about it. .
1 4. An opposing player commits a personal foul against you in u not part of basketball - ball close to coming to an end. The coach calls you back and asks one of your teammates to replace you at the free throw line .
15. Others
1 Physical Education and Health Education 11 th year
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