Studies of Television and Youth Sports: Laboratory/Field Research on the Effects of Pro-Social and Anti-Social TV Models on Children/Youth in Sport/Athletics.

Autor/inn/en	Moriarty, Dick; und weitere
Institution	Windsor Univ. (Ontario). Faculty of Physical and Health Education.
Titel	Studies of Television and Youth Sports: Laboratory/Field Research on the Effects of Pro-Social and Anti-Social TV Models on Children/Youth in Sport/Athletics.
Quelle	(1977), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Aggression; Antisocial Behavior; Athletics; Modeling (Psychology); News Media; Responses; Role Models; Sportsmanship; Student Reaction; Teamwork; Television Viewing; Violence; Canada + Suchen Sie Ihr Suchwort? Leichtathletik; Modeling; Modelling; Modellierung; Nachrichtenwesen; Identifikationsfigur; Schülerkritik; Fernsehkonsum; Gewalt; Kanada
Abstract	This study investigates the question of whether or not exposure to televised professional sports affects the social behavior of young people who themselves actively engage in those sports. Lacrosse, hockey, baseball were monitored on television, with students questioned about the impact the behavior of the players (pro-social and anti-social) has upon their own behavior on the playing field. Findings suggested that exposure to anti-social media does not necessarily lead to increased levels of aggressive behavior among children and youth participants in organized sports. In general, a positive relationship did appear between exposure to pro-social media and high levels of pro-social behavior. Results were inconclusive in regard to the issue of desensitization to violence as a result of observation of anti-social media. It is recommended, however, that the mass media be encouraged to depict and emphasize the pro-social model and positive behavioral aspects of amateur and school sport activities, as well as offering more exposure to those sports high in pro-social behavior, such as golf and tennis. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC