at its worst, physical education represents a negative experience for many children, “a cruel, humiliating ritual that rewards only the most athletic and competitive children” (Kennedy Manzo 1). The problems can often be worse for minorities like the handicapped, gay and lesbian students, and others who are often “excluded” by peers when it comes to physical education. Because of this, the concept of socialization has gained increasing significance where physical education is concerned.
The concept of socialization encompasses the belief that, since real-world situations outside of school are inclusive, i.e., they involve people of different races, religions, aspirations, disabilities, etc., children should learn and grow in environments that are socially similar. Healthy socialization is based on the belief that students have a right to achieve their full potential within an integrated and diverse community and society. Socialization fosters respect for diversity and interdependence, wherein learners are able to recognize each person contributes something of value to the overall group—a give and take dynamic.
Because many children who feel ostracized during physical education class lack motivation to participate in physical education, it is probable that using strategies designed to increase socialization levels in physical education will increase motivation. Socialization promotes success based on interdependence and collaboration. Adding cooperation to competition may alleviate the stress many students feel when anticipating participation in physical education endeavors. Therefore, the problem encompasses examining whether meeting the needs of students with challenges through inclusion will improve socialization skills in regular students and special education students with regard to physical education programs.
Luschen, G. Sociology of sport: development, present state, and prospects. Annual Revie...