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Physical activity: a family affair
Physical activity: a family affair

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9 Beliefs and values

As we have learned, parents influence their child’s sporting experience in a variety of ways. Figure 1 below provides an illustration of the key features of Eccles’ expectancy-value theory and how parents’ values and beliefs influence behaviour towards their child, which in turn shapes the child’s own values and beliefs, and ultimately their performance and behaviour.

Described image
Source: Horn, T. and Horn, J. (2007)
Figure 1
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This is a simplified flow diagram, made up of four text-filled boxes linked by three arrows from left to right.

The boxes contain the following text. [Left-hand box, header:] ‘Parental Value and Belief System (General and Child-Specific)’. [Followed by the following items as bullet points:] ‘Perceived value for activity; Attitudes regarding sport ethics; Achievement goal orientation; Gender-stereotyped beliefs; Perception of child’s sport competence; Expectancies for child’s performance.’

[Box second from left, header:] ‘Parents’ Behavior toward and with Their Child’. [Followed by the following items as bullet points:] ‘Parents’ own activity; Parents’ involvement in child’s activity; Parents’ facilitative behaviors; Parents’ emotional support; Parents’ feedback; Parenting style.’

[Box second from right, header:] ‘Child’s Value and Belief System’. [Followed by the following items as bullet points:] ‘Perceived value for activity; Goal orientation; Gender-stereotyped beliefs; Self-confidence/self-efficacy; Motivational orientation; Perceived competence; Expectancies for success.’

[Right-hand box, header:] ‘Child’s Performance and Behavior’. [Followed by the following items as bullet points:] ‘Participation; Persistence; Effort.’

Figure 1