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Figueroa's Framework

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Lauren King

on 9 October 2014

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Transcript of Figueroa's Framework

Figueroa's Framework
Senior Physical Education - Term 4
Lauren King

Participation in physical activity within Australia is considered a cultural norm which many individuals partake in, whether it be competitively or socially.

The perception which individuals have toward participation in sport is influenced by our society and the stereotypes which it presents. This in turn shapes individuals attitudes, values and beliefs and results in both positive and negative attitudes.
Figueroa’s framework, implemented by
Professor Peter Figueroa was designed as a tool to examine the sociocultural factors influencing equity and access to sport and physical activity. This framework is constructed over five individual levels which are:
Introduction
What is Figueroa's Framework?
Individual
Interpersonal
Institutional
Structural
Cultural
Individual Level
Interpersonal Level
Institutional Level
Structural Level
The structural level of Figueroa's framework examines the inequities within society on a much larger scale. This level examines how the social status of a person may impact the types and levels of participation by various groups within society.


Interpersonal level in sport
School
Since attending primary school at St Matthews, swimming was highly promoted where I found myself at compulsory swimming lessons which were to initiate and develop correct technique and confidence in the water.

Participation at swimming carnivals to date is highly encouraged. By doing so, individual performance goes toward the respective house in competition to win overall.


Home
Motivators
Aspects of my life which encourage me to participate in swimming include:

Family and friends
The easy access which I have to swimming pools and beaches
The ideal weather conditions of Queensland
Family holidays which include access to swimming
Barriers
Barriers within my life which discourage me to participate in swimming include:

School carnivals where the atmosphere is somewhat competitive and a crowd of people are watching - most probably judging
Media which portrays the 'idealistic body type'
I am a strong swimmer
I am confident when swimming at various locations such as a pool, beach, dams
I do not enjoy swimming competitively
I rather swimming as a leisure activity
School
Family
Peers
Media
Culture
My personal ability
Contributing factors in my life:
Since a young age, there have been contributing factors in my life which have shaped my personal attitude towards swimming
My Participation
at school
Due to the compulsory swimming lessons during primary school my swimming ability had developed from this point onwards. I had always enjoyed these lessons as it meant being around your friends and having an enjoyable time.

As I grew older, swimming lessons were no longer offered, nor would they be wanted in the teenage years.

I had always competed religiously at the school swimming carnivals during my younger years. However, in these older years, my participation decreased. Even though the carnivals were promoted as a fun event, in my eyes, they were now even more competitive. In my final years, I intend to treat it as a memorable, social event, that will never be re-visited.
My Participation
at home
From being involved in swimming lessons which my parents decided for me to partake in, I grew a love for the water. In my younger years, during the months of summer, day in, day out, and even on some occasions during the winter, I would love being in the pool with my family (or by myself as it was freezing, having my parents watching over me).

Swimming has always been an enjoyable activity throughout my life, more so in my younger years.

While I grew older, I found swimming not as enjoyable as I previously had in comparison to my younger years. By no means did I dislike it, rather, the novelty had warn off.

To this day, I view swimming as a leisure activity in my life, nothing more.


From 6 months of age, my parents decided to enroll me in swimming lessons which provided the foundation of learning to swim. These lessons provided health and fitness, improved cognitive processes, social interactions, and a way of learning safety in the water.
The interpersonal level of Figueroa's Framework is concerned with our interactions with others, our relationships with peers and others, as well as our patterns of influence and the ways in which these might affect the equity and access an individual has to sport, and physical activity.

At this level, we are encouraged to think critically about our own relationships with our peers and their relationships with others.
This level of Figueroa's Framework examines Laws, patterns or rules within different agencies. This level considers the processes or arrangements and organisational structures and in what way these might have an impact on the equity and access to exercise, sport and physical activity.

The institutional level deals with the ways which organisations such as clubs or schools might operate and how individuals are affected by these 'rules and regulations'.
Cultural Level
Sports comparison
Family and peers
Media
My experience with lifesaving
Self Evaluation
A sample of holidays
In 1999, my family and I traveled to Cape York where I was 3 years old. Here, we swam in the shallows of rivers where mum and dad were on 'croc watch'.

In 2002, we all traveled to Central Australia and the Northern Territory where we swam in natural springs.

Since 2008, my family has made it a yearly occurrence to holiday at the Sunshine Coast.

From this sample of family trips, I have had experience in many different conditions and situations. This can be seen as a motivator throughout my life.
Pressures
Conclusion
References
Amezdroz, G, 2010. Queensland Senior Physical Education. 3rd ed. South Yarra: Ben Dawe.
The individual level of Figueroa's Framework looks at an individuals own attitudes, values and beliefs. This level also looks at whether there has been any external influences involved in shaping these attitudes, particularly those that relate to stereotypes.

The influences to a person’s participation, access and equity to sport and physical activity should be critically evaluated.
Figueroas Framework - Yr 12 Physical Education Board. 2013. Figueroas Framework - Yr 12 Physical Education Board. [ONLINE] Available at: http://12peboard.weebly.com/figueroas-framework.html. [Accessed 22 November 2013].
The cultural level of Figueroa's Framework is concerned with shared assumptions, beliefs and values about issues ranging from gender or race, and socioeconomic status.

This level asses how these issues might affect ones equity and access to physical activity and sport.
The interpersonal level in sport is affected by the agents of socialisation. These agents, and influences, sometimes seen as pressures can be family and peers, school and media.

Our choices which we make in relation to sport are influenced by these agents as they help shape what is to be the final outcome.
My participation in swimming greatly differs when compared to my participation in netball.

I have participated in netball since 2002 at 5 years of age. Starting at 'fun net' and progressing my way through to competitive fixtures to date.

I have always, and still continue to enjoy playing netball competitively. While being heavily competitive, netball is also social which provides me with the opportunities to meet new people who enjoy it also.
Barriers:
Motivators:
I enjoy playing netball and also with the people I am associated with
I have not been forced nor told to play or not to play; solely my own decision
I am presented with opportunities to play at school
I am quite good at it
My family enjoy watching me play
When participating in a sport which I really enjoy, very few barriers, if any, come into play. Reason being, I choose to play without any pressures and thoroughly enjoy playing competitively in comparison to swimming.
In our society, we are faced with many pressures which ultimately influence, and subconsciously influence the choices we make in relation to access and participation in sport.

These can include:

Financial pressures - Families may not have subsequent funds which would allow them to enroll their child in swimming lessons, or the participation in teams.

Pressures of the media - The media portrays the way in which each person's body should look, to what swimwear they should wear. When these 'expectations' are not met, individuals can be seen as not 'fitting in'.

Family - Parents in particular set goals which they would wish for their child to achieve, and to uphold their expectations.

Peers - Individuals feel the need to do the same as what their friends do. When they stray away from this, you can be seen as 'different'.


During his teenage years, my dad had always been a very proficient swimmer who always enjoyed swimming competitively.

Year by year, when school swimming carnivals came round, my father would always expect me to compete in each race. As the day came to and end and I saw him in the evening, he would make comments such as; "Did you win!?"

Even if joking around, I feel as if this influenced my views on swimming as I could not meet the expectations which my dad had.
From social media to our television screens, we are constantly being presented with the 'ideal body type' which all teens should look like.

With events such as the school swimming carnival, it is a time where we are not covered by our school uniforms. It is a time were individuals feel as if they are being judged on what they look like due to what the media has instilled into our heads.


From a young age, I had always enjoyed swimming as it was a novelty that was not only fun, but also deemed as physical activity. I participated in swimming lessons, and religiously competed in the school swimming carnivals.


As I have grown older, events became more competitive, people became more judgemental, and my attitude toward swimming changed. The view which I had, and now currently have has been shaped and influenced by many agents of socialisation including friends, family, and the media
The experience which I have with Lifesaving is not very extensive. My participation in lifesaving has only been through Physical Education at Calvary for a total of two terms, one in year 9, and the other in year 11.

During these two terms, we learnt multiple lessons such as; the correct ways to asses an injured swimmer, the ways to bring someone to safety and most importantly the ways to keep yourself safe during the process of doing so.
The agents of socialisation play an important role in ones decision making process in regards to an individuals participation in sport and physical activity.

Throughout our everyday lives, we are constantly being influenced by our surroundings and the people which we choose to associate ourselves with.


Discover the Importance of Learning to Swim – Swim Kids | Swimkids. 2013. Discover the Importance of Learning to Swim – Swim Kids | Swimkids. [ONLINE] Available at: http://www.swimkids.com.au/learn/importance/. [Accessed 23 November 2013].
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