Creating AND Confirming A POSITIVE SPORTING CLIMATE COLIN G. PENNINGTON ositive moral socialization can occur through strained emotions (Baron & Richardson, 2004). This leads some physical education (PE) and sport participation since to make the assertion that participation in sport and physical ac- both provide learning environments where participants tivity — under appropriate leadership and guidance — can help have the opportunity to learn competition, cooperation, young people appreciate health, exercise and fi tness; learn about role-playing and discipline regarding rules, regulations themselves and how to handle adversity; and experience teamwork Pand goals. In this sense sports can be seen as a laboratory of hu- and prosocial attitudes in a safe environment (Giebink & McKen- man experience and citizenship (Pennington, 2017). Students who zie, 1985; Naylor &Yeager, 2013; Pennington, 2017). develop prosocial competence during the years of their formative For years a large number of young students and athletes have education are more likely to be successful throughout their lives enrolled in one or more “moral reasoning in sport” courses aimed (Hellison, 2011), promoting the belief that character and positive at improving their moral reasoning and positive sporting behaviors sporting behavior is what we are supposed to teach in educational athletics more than anything else (Engh, 1999). Furthermore, Colin G. Pennington (
[email protected]) is a visiting as- some scholars suggest that physical activities (such as PE or sport- sistant professor in the Department of Kinesiology at Cornell College in Mount Vernon, IA. ing events) provide cathartic benefi ts by releasing participants’ re- JOPERD 15 (Gehring, 2005; Hellison & Walsh, 2002; Martinek, Schilling, & participation.