2 types of moral motivations: (1) task-orientated to progress with a goal that develops the person (2) ego-orientated to progress through comparison with others.

Morality - the quality of being in accord with standards of right or good conduct.

Moral development implies a developmental emphasis or lifespan approach.

Two types of approaches: 1) Internalisation = social learning theory. 2) Structural Development, which is divided between: 2.1) Constructivists 2.2) Interaction morality

1) Internalisation approach refers to the socialization process being based on socially appropriate behaviors. Example of how it works in practice: Step 1. Children learn to understand and accept social standards. Step 2. They internalize those standards.

Social Learning Theory in 3 steps: Step 1. Children become aware of what is acceptable. Step 2. Children internalize appropriate cultural norms and behaviors. Step 3. Socialization processes allow the development of moral behavior.

2) Structural Developmental Approaches: psychological growth and the impact of the environment lead to Moral Development, which consequently creates moral content and moral structure.

2.1) Constructivist theory defines that moral issues create mental dialogue. The sequence of cognitive steps: Stage 1: Morality of constraint; Stage 2: Morality of cooperation.

Moral-Reasoning stages: 1. Pre-conventional: children younger than 9 years old learn that moral appropriateness is based on the consequences of given actions. 2. Conventional: Moral maturity is expressed through judgments based on shared agreements 3. The principle of justice is described as the ethic of care.

2.2) Interactional morality: (1) Assimilation: people prioritize their own needs (2) Accommodation: subordinate own needs to those of others. (3) Equilibration: simultaneously considering own and others’ needs.

4-component model of morality: (1) Moral sensitivity: interpret situation & define dilemma (a moral issue). (2) Moral judgment: reason about the course of action (3) Moral motivation: demonstrate the intention to act on chosen course. (4) Moral character: Act informed by reasoning & intent.

Social learning theorists focus on Prosocial Behaviour.

Infancy prosocial behaviors: (1) helping; (2) empathy; (3) comforting and empathy demonstration; (4) sharing; (5) cooperation;

Children are motivated to express prosocial behavior. However, as adolescence approaches, prosocial expressions continue to increase in complexity.

Proponents of the structural-developmental approach: (1) Positive Justice: e.g. Achievement goal theory (building character within mastery climate); (2) Moral reasoning, judgment & perspective taking.

Variables of Moral Reasoning for junior athletes: (1) Level of physical contact (2) Grades (academic achievement); e.g. high physical contact and high value of grades lead to lower moral reasoning.

Important not to lump all sports & sports participants together.

Game Reasoning: context alters moral reasoning.

Effective Moral Functioning involves the behavior in combination with consistent thinking over moral judgment & intentions.

3 sets of influences on 4 moral action processes: (1) contextual influences, which are the sources of influence coming from the social or physical environment. (2) psychological competencies & dispositions: optimal aspects of one’s capacity (3) Performance mediators: processes between optimal capacity and actual performance (e.g. stress of competition).

The process of Moral Judgement - the process of making a moral evaluation of potential actions (formulation of a belief).

2 types of influences on the process of Moral Judgement: (1) Intrapersonal influence; (2) Contextual influences;

Most important: Moral stages are about the form of moral reasoning, not the outcome of the reasoning process.

Motivational climate - situational goal structure & contextual impact.

Unsportspersonship behavior is popular among ego-orientated players but not among task-orientated players.

Performance climate stimulates ego-orientated motivations. Master climate promotes task-orientated motivations.

Moral education happens through intervention programs in the physical education context.

Part of moral maturity is to self-consciously develop the virtues of character that are consistent with one's best moral reasoning.