12 factors affecting equity and access at the interpersonal level

Factors affecting equity and access at the interpersonal level

Figueroa’s Framework

The concepts of equity, access and equality are difficult to define and understand. They present complex issues for discussion and provide individuals and society with significant challenges.

The framework developed by Professor Peter Figueroa has been a useful tool in the investigation of issues and ideas surrounding equity, access and equality in exercise, sport and physical activity.


The framework is constructed across five separate levels (individual, interpersonal, institutional, structural and cultural) with each level strongly interconnected with the others.

Each specific level contributes a role in shaping the adjoining levels. It also indicates the different functions that each of us can play in creating or removing, reinforcing or eliminating barriers, inequities and access in exercise, sport and physical activity.

We cannot overcome all barriers by simply acting at the individual level. Instead, all the different levels of the framework need to work cooperatively to effectively overcome these barriers and challenge the inequities that exist.


The interpersonal level is concerned with our interactions with others, our relationships with peers and others, as well as our patterns of influence and how these might affect access and equity to exercise, sport and physical activity.

At this level, our attitudes, values and beliefs about difference might be critically evaluated. Inequity through factors such as how we relate to our peers, and prejudices and stereotypes we might construct, as well as discrimination and exclusion of particular groups could be considered.

The interpersonal level encourages us to think critically about our own relationships with our peers and their relationships with others. We should consider the needs and interests of others and encourage a greater understanding of others’ differences.

Consider which people have had the most influence on your participation in exercise, sport and physical activity. Determine how these individuals have influenced the participation of you and your peers. Have they encouraged or discouraged your participation?

Interpersonal Level

Socialisation is a much-debated issue in discussion about sport. In this chapter we examine a number of different socialising agents that shape and influence our participation in exercise, sport and physical activity.

We examine how each of these different factors influences the opportunities that we have to participate and how they affect our decisions about involvement and participation in exercise, sport and physical activity.

Interpersonal Level

Prominent sociologist Jay Coakley from the University of Colorado defines socialisation as:

… a process of learning and social development, which occurs as we interact with one another and become acquainted with the world in which we live.

What is socialisation?

When we examine socialisation and sport, we will investigate two related aspects of the socialisation process: Socialisation into sport examines the factors

that influence the ways in which we become involved in sport.

Socialisation via sport investigates how involvement in sport has influenced us and others, including other participants.

What is socialisation?

Agents of socialisation are our sources of information about culture and social expectations.

They are the other people, special groups or particular institutions who teach us to learn what we need to know, to enable us to perform effectively and appropriately in any given situation, including on the playing fields or courts, during exercise, sport and physical activity.

Agents of Socialisation

Propose what impact your involvement in physical education will have on your future involvement in sport and physical activity. Who/what else has impacted your involvement?

Learning Experience

Agents of Socialisation

Parents and other close family members shaped our early preparation for life

As we grew and developed, our relationship with exercise, sport and physical activity was frequently shaped by this most powerful agent of socialisation.

Parents and immediate family members

The peer group is another of the ‘significant others’ and has a powerful socialising force, particularly in terms of involvement in exercise, sport and physical activity.

Current research suggests that by the time the child is 10 years old parental influences begin to decline, and the attitudes, values and beliefs of the peer group begin to exert a more important role.

Young children also tend to begin to compare themselves with others; for them physical competence and ability is an important comparison tool.

Peer groups

When we started at school (or day care) we began to interact with another array of socialising agents, particularly adult authority figures—teachers and assistants, carers, principals and others. These agents began to teach us rules and procedures about our activities within these institutions. Teachers, especially, played a particular role, with daily interactions to establish relationships with us as students, which provided opportunities to exert influence over our behaviour. The role of institutions has a significant part to play in shaping the socialisation of individuals and peers in exercise, sport and physical activity. This role will be discussed in more detail in the following chapter.

Schools

Prominent sociologist Jay Coakley argues that large parts of society are immersed in the media coverage of sport and almost no aspect of life is untouched by it. This statement suggests that the media possess a most powerful role in the socialisation of individuals both in sport, as a factor that influences the ways in which we become involved in sport, and via sport, through how involvement in sport has influenced ourselves and others, including other participants.

The strong symbiotic relationship that exists between the media and sport suggests that they have merged to become one. However, sociologists argue that sport has been mediated and manipulated by the media. Sport, through the media, carries messages about gender, race, class, nationality and violence—even what is good sport and bad sport.

Sport and the media both play a significant role in structuring and informing people’s lives. The sustainability and future of sport has become inextricably linked to income generated either directly or indirectly from the media

Mass media

With the 3 or 4 students close to you, discuss Figueroa’s Framework that we have looked at over the last few lessons (factors affecting equity and access at the individual and interpersonal levels). Respond to the following 2 statements from the point of view of the hat that you are given by the teacher

Individual: I have complete control over my values and self-concept/body imageInterpersonal: I will not let agents of socialisation affect my participation in sport

6 Thinking Hats

6 Thinking Hats

Queensland Senior PE (2011 Draft)Focus Area CEquity and access to exercise, sport and physical activity in Australian society

References

Prac: Mini Swimming Carnival!

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