Interaction in sports practice

It is around these ages when we can already speak of a level of formal thought, which means being able to reason formally about any awareness of the rules, to the point of applying them in any case, even in the most hypothetical. On the other hand, Piaget also establishes three other different stages in reference to the awareness of the rule or its theoretical or reflective knowledge:  The origins of the awareness of the rule are conditioned by the moral life of the child as a whole. And at first, the rule will not be coercive yet, since the idea of ​​a mandatory rule does not exist.

Sports Camera

When we refer to the level of the game,

 This is an individual game, based on a series of purely individual rituals. Between 5 and 9-10 years of age, menstruation is considered sacred and intangible, of an adult nature and of eternal essence. By imitation or by verbal exchange, he begins to want to play according to rules received from abroad. And since the child begins to imitate the rules of others, whatever the egocentrism of his game may be in practice, he considers the rules of the epl중계 as sacred and intangible.

He will then refuse to change the rules and make any modifications to them,

 Even if they are accepted by majority opinion, as this would constitute a fault. The child submits more or less completely, in intention, to the prescribed rules, but these, being somewhat alien to the subject’s consciousness; do not truly transform her behavior. Therefore, the child considers the rule as sacred despite not actually practicing it. This respect for the rules of the game is the index of adult pressure, not of cooperation between equals, so it imitates the rules practiced by adults.

Piaget thinks that cooperation can only be born between equals, and through that interaction the practical attitude of the child will change and the mystique of authority will disappear.

Increasing level of cooperation

The child no longer rejects the mystique of authority out of hand. But after ten years the rule is considered as a law due to mutual consent, that is, it can be changed at will but under the condition that the general opinion participates.

Autonomy succeeds the heteronomy of the previous levels.

 The rule is presented to the child, no longer as an external law, sacred insofar as it is imposed by adults, but as the result of a free decision and as worthy of respect to the extent that there is mutual consent. The child then stops considering the rules as eternal and transmitted exactly the same through the generations. He accepts, therefore, that the rules be changed as long as these modifications have the approval of all.

The rules, far from being something imposed by adults, are set little by little at the initiative of the children themselves. With which the rule ceases to be external to the children to depend only on the collective free will. It is through this process that awareness of the raison d’être of the laws is acquired. And the rule becomes for him a necessary condition of agreement. And this autonomy leads to a greater respect for the rule. This is how the truly political and democratic meaning appears, the existence of free opinion. And therefore every single proposition is worth examining, but an innovation must convince the majority.

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