Who Can Play? The paper must be at least 40 written lines (about 2 pages, does n

Who Can Play?
The paper must be at least 40 written lines (about 2 pages, does not include heading information), double spaced, in 12-point, Times New Roman font, and follow APA formatting. Three references must be cited within the paper to support the presented information. One of the sources must be the class textbook, and one must be from in-class. Students must submit this paper via Moodle in .doc, .docx, or PDF format. The file must be saved as follows: Your Last Name (Name of the Assignment). Example: Foster(Paper2).
The overarching goal of kinesiology professionals is to enable opportunities for physical movement for all people. However, as we discussed in class, many people have limited or no access to sport/PA/recreation because of uncontrollable life situations (e.g., disability, gender, race, socioeconomic status, geography). Kinesiology professionals must find ways to improve activity opportunities regardless of life situations that limit accessibility. Understanding the perspective of those whose life situation limits opportunities may help kinesiology professionals find solutions and provide opportunities for sport/PA/recreation.
Perspective taking is:
…the ability to take the viewpoint of other people, see a situation as they see it, imagine how they might think, react, and feel… We can’t very well respect people and act justly toward their needs if we don’t understand them. (Lickona, 1991, p. 55).
Perspective taking (PT) occurs when we visualize ourselves in the place of another (Gibbs, 2014). Also known as reversibility, PT “…is the action of putting oneself into another person’s situation where the person can see, think, and feel how the other person is thinking, feeling, and reacting” (Shaw, 2020, p. 67). PT influences mutual respect and empathy, and requires one to think deeply about the beliefs, feelings, motivations, perspectives etc. of another. Perspective taking allows us to “…experience the world from the point of view of others, especially those who are different from themselves” (Lickona, 1991, p. 55).
PT helps people consider “…another’s thoughts, beliefs, attitudes, emotions, desires, preferences, perceptual point of view, motives, goals, opportunities, intentions… and even … the other’s ‘life condition’” (Gibbs, 2014, p. 2). PT, when expanded beyond basic home and peer interactions, leads to mature morality, which is essential for cultural survival (Gibbs, 2014). Morally mature individuals recognize their group as one of many and expand altruism to others. Further, institutions that “…promote inter-ethnic trust and connection…are crucial in preventing or controlling cycles of violence and vengeance” (Gibbs, 2014, p. 69).
Another key aspect of PT lies in Golden Rule thinking; “…do-as-you-would-be-done-by morality” (Gibbs, 2014, p. 64). Importantly, this rule has nothing to do with how someone else actually treats you, but directs your actions based on how you hope to be treated. Without PT, we fall back into us vs them thinking.
Perspective taking can reduce “…egocentric bias…” (Gibbs, 2014, p. 155) and helps us recognize the value and humanness of all people, no matter how different they are from ourselves. When a person has value and humanness, they are granted the ability to be respected and take-up space in this world.
The aim of perspective taking “…is to create a caring and positive peer culture in which group members work with one another’s perspective and thereby help themselves and one another to change toward responsible behavior” (Gibbs, 2014, p. 177). Beneficence forms through perspective taking- do no harm, prevent harm, and do good- and a beneficent culture creates safety.
Select a situation that you have not experienced that may prevent someone from participating fully in sport/PA/recreation. This may or may not be something we discussed in class. The situation may be very specific (e.g., using a wheelchair) or broad (e.g., being female in a suppressive culture). Finally, the situation may be about an individual or a group. Imagine you are in that person’s situation (or that group’s situation) and try to experience the world from their point of view. Write about the following:
· Part A: Describe the situation: Who is this person/group? What prevents them from participating?
· Part B: What is it like to be excluded from participation as this person/group?
· Part C: What could be done to include this person/group?