Cultural Concepts, Parenting Styles, and Social Theories
Cultural Concepts
Cultural Appropriation: When a person or group adopts aspects of another culture in a way that is considered inappropriate or unacknowledged. This often occurs when members of a majority group adopt cultural elements of a minority group in an exploitative, disrespectful, or stereotypical way.
Assimilation: When immigrant groups are encouraged to “adopt the culture, values, and social behaviors of their host nation.” This means shedding or hiding aspects of one’s culture, including certain foods, clothing, language, and religious practices.
Acculturation: The process of learning and adapting to a new culture while interacting with it over time. It can involve changes in language, traditions, behaviors, or values. For example, someone moving to a new country might adopt local customs or food habits while still keeping parts of their original culture.
Parenting Styles
Helicopter Parenting: A parenting style where parents are overly involved and controlling in their child’s life, often to protect them from failure or harm.
- Negative: Can lead to anxiety, low self-confidence, poor problem-solving skills, and dependence on parents.
- Positive: May provide emotional support and a sense of security, but only when balanced.
Lawnmower/Bulldozer Parenting: Where parents remove all obstacles from their child’s path, ensuring they face no challenges or failures.
- Negative: Hinders resilience, independence, and problem-solving skills.
- Positive: Offers short-term ease or success for the child but limits long-term growth.
Tree/Dolphin Parenting: A balanced approach where parents provide support and structure (like a tree) while encouraging independence and adaptability (like a dolphin).
- Positive: Promotes self-confidence, critical thinking, and emotional well-being.
- Negative: Requires careful effort to maintain the balance; overly rigid or lenient tendencies can reduce its benefits.
Multicultural and Bicultural
Multicultural: Refers to the presence and coexistence of multiple cultural groups within a society, recognizing and respecting their distinct customs, beliefs, and traditions. Focus: Diversity and inclusion, allowing various cultures to thrive alongside one another.
Bicultural: Involves the integration or coexistence of two distinct cultures within an individual, community, or society. Focus: A deeper relationship between two cultures, often requiring balance and mutual adaptation.
Race, Ethnicity, and Nationality
Race: A classification of people based on physical characteristics, such as skin color, facial features, and hair texture, often associated with shared ancestry. Key Point: It is a social construct, not a biological determinant, used historically to categorize and sometimes discriminate against groups.
Ethnicity: A group of people who share a common cultural heritage, language, traditions, and often a shared history or ancestry. Key Point: Unlike race, ethnicity emphasizes cultural identity rather than physical traits.
Nationality: Refers to a person’s legal affiliation or belonging to a specific country or nation, usually defined by citizenship. Key Point: It is tied to geography, laws, and political boundaries, and it can differ from one’s race or ethnicity.
Balance is Better – 9 Principles
All New Zealanders have the right to participate in sport in an inclusive, fair, and safe environment. All young people should receive a quality sport experience, irrespective of the level at which they are involved. Aotearoa’s sport sector must work collaboratively to encourage the widest possible change for the wellbeing and sport participation of young New Zealanders. Sport leaders, coaches, administrators, parents, and caregivers involved in youth sport must collectively lead attitudinal change. All young people should be offered participation and skill development opportunities. Bold and courageous leadership at national, regional, and local levels is required to design and deliver quality youth sport participation and development opportunities. All young people should be supported to participate in a range of activities and play multiple sports. Talent Identification should occur later in young people’s development; reviewing the role and nature of national and regional representative selections and tournaments is an important step in ensuring elite sport attitudes and practices are introduced at developmentally appropriate times. Adults need to proactively monitor and manage the workload (intensity and volume) of motivated young people to mitigate the risks of overtraining and overloading.
Social Theories
Social Constructionism: This theory argues that reality is socially constructed through interactions and shared understandings within a society. Concepts, norms, and beliefs gain significance because people collectively agree on their meaning. Key Creator: Peter L. Berger and Thomas Luckmann (introduced in The Social Construction of Reality in 1966).
Functionalism: Functionalism views society as a system of interconnected parts that work together to maintain stability and social order. Each part (e.g., institutions, traditions) serves a specific function that contributes to the society’s overall equilibrium. Key Creator: Émile Durkheim (major proponent), with further development by Talcott Parsons.
Conflict Theory: This theory focuses on the power struggles and inequalities between different social groups, emphasizing how resources, power, and status are distributed unevenly. It critiques the social structures that perpetuate dominance and oppression. Key Creator: Karl Marx (originated in his critique of capitalism).
Symbolic Interactionist Theory: Symbolic Interactionist Theory focuses on how people create and share meanings through their interactions. It looks at how everyday communication, behaviors, and symbols (like words, gestures, or actions) shape our understanding of the world and ourselves. This theory highlights that society is built through these shared meanings and social interactions. Key Creator: George Herbert Mead (considered the father of the theory) and further developed by Herbert Blumer.
Sport and Mental Health
Sport is a powerful tool for supporting individuals with mental health challenges, providing physical, emotional, and social benefits. Physical activity helps release endorphins, which reduce stress, anxiety, and depression while improving mood and energy levels. Sport also creates opportunities for social connections through teamwork and group activities, helping to combat loneliness and isolation. In New Zealand, programs like Healthy Active Learning and the Open Minds Campaign show how sport can build inclusive and supportive environments. Sport also helps reduce stigma by encouraging open conversations about mental health. The structure and routine of sports offer stability and a sense of purpose, especially for those struggling with depression. Programs like adventure or sports therapy combine physical activity with guidance to improve self-confidence and coping skills. Adaptive sports ensure that people with anxiety, PTSD, or other challenges can participate in ways that suit their needs. By bringing these benefits together, sport helps individuals build resilience and improve well-being. Expanding programs and raising awareness will further harness the positive impact of sport for mental health.
Treaty of Waitangi – 3 Principles
Partnership: A good-faith relationship between the Crown and Māori.
Participation: The Crown provides opportunities for Indigenous people to participate in decision-making at all levels of governance.
Protection: The Crown prioritizes the protection of Māori interests, rights, taonga (assets), and rangatiratanga (sovereignty).
Sport vs. Child Development
Sport plays a vital role in child development by promoting physical health, motor skills, and fitness. It fosters teamwork, communication, and leadership, enhancing social and emotional growth. Sport builds resilience, self-esteem, and discipline while teaching goal-setting and responsibility. Through play and competition, children develop valuable life skills and lifelong healthy habits.
Violence vs. Symbolic Interactionist Theory
Violence can relate to Symbolic Interactionist Theory by how it affects how people view themselves and others. When people experience or witness violence, it can shape their attitudes, beliefs, and relationships, leading to altered perceptions of safety, trust, and social norms. For example, if someone experiences or witnesses violence, they may start to see aggression as normal or acceptable behavior. This can lead to a cycle where people act out violently or treat others with fear or hostility, changing their understanding of relationships and society.