Figueroa’s Framework is a tool used to investigate issues that affect the ability of sport and physical activity surrounding access, equity and equality. (Michael Kiss et al. ) It is constructed over five separate levels which are individual, interpersonal, institutional, structural and cultural. These levels are used to investigate the ways in which inequities challenge the area of sport and physical activity. The individual level is one of five levels from Figueroa’s framework designed by Peter Figueroa which looks at a person’s own attitudes, values and beliefs.
These beliefs and values shape our behaviour and past experience when it comes to sport in terms of access, equity and opportunity. The purpose of this report is to evaluate my personal participation in badminton through the three phases of my life, past, present and future using the individual and interpersonal level. This report is designed to be structured also around these two main points of interest. To best understand my participation in the past within badminton I have used both the participation model and their subsequent elements of Figueroa’s Framework to examine and evaluate my result.
The three contributing elements, namely values, attitudes and beliefs as well as parents I feel have directly affected my access and opportunity towards the sport of badminton. Firstly, right from a young age, children are heavily influenced by their own parent’s values, attitude and beliefs which reflects upon the upbringing of their child and how they are made to follow. Personally, I have experienced this to a greater extent, having being influenced by my mother, badminton was a sport she never participated in or had the chance to become a part of since her upbringing provided no chances.
However, upon arrival in Australia she discovered netball and enjoyed playing for a year or so while she was sixteen. I was encouraged by my mother to be a part of the school netball team more than anything else as it was a sport my mum was fondly familiar with. Consequently, the thought of participating in badminton had never before crossed my mind as I never considered it, therefore I never had the opportunity to play.
Judging by my past experiences with sport and badminton in particular I have identified myself to be a drop out as I did not have access or opportunity to play badminton and my mother ad never participated in the sport herself. To recognise my participation in the present within badminton I have used Glasser’s Choice Theory as well as Figueroa’s Framework and their subsequent elements of the individual and interpersonal level which are teachers as well as friends and peers to examine and evaluate my result.
Teachers relate to most adolescent’s present life which is school. Teachers have an important impact on my participation in badminton as badminton is now something I undertake in senior PE. I am, therefore, forced to participate in the sport in order for me to receive good grades in return. While playing badminton this term I have found myself progressing through the difficulties I had experienced while starting this unit. Accordingly, I have a constant involvement in the sport as I am always encouraged by my teachers to improve and get involved.
Friend and peers can affect one’s participation in a sport in either a positive or negative way. They often influence you in a positive way when they are in similar classes as you and you would prefer to stay with them as much as possible. This often means, when groups or pairs need to be formed your first instinct it to link up with a riend so it is more enjoyable for you to participate in the sport. Being with a friend will change your attitude towards playing the sport, you will become more or less comfortable depending if they are there.
This comes back to Glasser’s choice theory which shows how each person has a particular need, relating to badminton, its either the personal power need or the fun and enjoyment need. As individuals interact with one another in a number of group settings, they are required to respond to different actions and feelings being put into a situation with people other than their friends, which requires continuous ehavioural choices (Glasser, 1998; Kemp & Piltz, 1995). Consequently, I am constantly participating in badminton as some friends of mine do exist in my current PED class and I feel comfortable doing so.
Based on my present experience and involvement in badminton I have found that due to the influence from my teachers and peers, I am actively involved in badminton and will continue to do so, so long as this unit remains. Furthermore, I have identified myself in the participation model as a come and go rather than drop in or drop out. The last step to the analysis of my participation and involvement n badminton is the effects that will impact on my future connections with badminton.
I have used Figueroa’s Framework and their subsequent elements of the individual and interpersonal level which consist of personality as well as personal temperament to examine and evaluate my result. I feel these elements have directly affected my access and opportunity towards the sport of badminton and will continue to do so into the future. Firstly, badminton is not a team sport and is played individually or with one other person. This provides minimum socialising opportunities and according to y personality as a defender I am introverted and this would be my ideal situation where I can enjoy the atmosphere.
I can socialise and enjoy the atmosphere. Therefore my introverted personality is an enabler for my participation in badminton. Although badminton is a sport that would accordingly fit to my personality, I personally do not physically see myself playing badminton in the future. I do not have a goal to enter the Olympics for the sport in any way or become a professional sportsmen. I would consequently identify myself as a drop out into the future. Figueroa’s Framework provides a deeper understanding of how different people participate in what sports due to their mind set, personalities and past as well as what they believe in.
Nowadays, social groups are existing strongly in society and inequities come as a part of these distinguishing social groups. Figueroa’s Framework can be used perfectly to identify each individual and the ability they withhold in sport and physical activity. By using Figueroa and the participation model, I have been able to evaluate my own participation in badminton based upon past experiences and further analysing the present ituation as well as what the future holds.
I have found my access and opportunity to be existent but not sufficient enough for me to be well experienced in the sport or to enjoy it enough to take it outside of school. In the past I have had brief involvement as a part of school being in the Sports Development Program subject. In the present I have a high involvement in badminton as we are playing it this term as a part of my PED class. Towards the future, I personally do not see myself playing badminton either for fun or competitively as it is a sport I lack interest in.