ERIC EJ1159478: Physical Education Teachers' Views about Character Education

2017·1.5 MB·English

by  ERIC

International Education Studies; Vol. 10, No. 11; 2017
ISSN 1913-9020 E-ISSN 1913-9039
Published by Canadian Center of Science and Education
Physical Education Teachers’ Views about Character Education
Erkut Tutkun1, İlyas Görgüt2 & İbrahim Erdemir3
1 Sports Faculty, Uludag University, Bursa, Turkey
2 School of Physical Education and Sports, Dumlupinar University, Kutahya, Turkey
3 School of Physical Education and Sports, Balikesir University, Balikesir, Turkey
Correspondence: İbrahim Erdemir, School of Physical Educaiton and Sports, Balikesir University, Balikesir
Turkey. Tel: [phone]. E-mail: [email protected]

Received: June 19, 2017 Accepted: July 20, 2017 Online Published: October 28, 2017
doi:10.5539/ies.v10n11p86 URL: https://doi.org/10.5539/ies.v10n11p86

Abstract
The purpose of this study is to find out the views of teachers of physical education about how they define
character education, whether they think national education curriculum and the curriculum of private schools are
suitable for character education and whether they think character education can be applied in physical education
lessons. Case report design was used in this study which was prepared with qualitative research method. The
sample group of the study consists of 6 physical education teachers working in 3 secondary schools and 2 high
schools of Kütahya city center which were determined with easily accessible case sampling method, which is
one of the purposive sampling methods. Individual interviews which lasted for an average of 15-20 minutes were
conducted with physical education teachers within the context of semi-structured interview technique. The
participants were informed that the interviews would be voice recorded and later their expressions would be
written down to avoid data loss and after necessary permissions were taken, the interviews were recorded.
Descriptive and content analysis methods were used to analyze the expressions which were converted into text.
The results of the analyses showed that physical education teachers defined character education as changes that
occurred in individuals’ behaviors first in the family, then at school and the education conducted to teach
individuals socially accepted and correct behaviors. In addition, it was found that the teachers stated that the
current curriculum of the country and also physical education curriculum were not suitable for character
education; however, since it is a social lesson and since participants are continuously active and in
communication, physical education lessons can be more effective than other lessons in terms of character
development.
Keywords: physical education, teacher, character, education, view
1. Introduction
For centuries, human beings have experienced great changes and developments. In addition to bringing great
advantages, the resulting cycle of change also brings together negative massive consequences, the effects of
which can be felt in almost every area. Countries, thus, the human kind have been influenced by these negations
the most because the changes occurring in the socio-cultural life of an individual bring along physical, mental
and moral corruption. As a natural consequence of this, generations are influenced and the states’ long-term plans
receive blows. Thus, the goal of raising intelligent and healthy individuals and the idea that developing mankind
will contribute to fighting lots of negations in society accelerate strategies and works which directly aim to
improve or develop individuals’ character. Thus, with these practices, we are faced with the concept of character
education.
The movement of character education is expressed as reactions to spiritual void that occurred after social and
scientific transformations caused by the 21st century (Hymowitz, 2003, cited from Mullins, 2011). It is a wide
umbrella term used by educators in developing good values and characteristics in young people (Jones, Ryan, &
Bohlin, 1999). Benninga et al. (2006) define character education virtues of human relations such as respect,
justice and tolerance; values of the self such as courage, self-discipline and ambition, or a combination of both.
In addition, it is also viewed as an umbrella term which tells the efforts to teach citizenship values such as
respect and responsibility, social and emotional learning, empathy and affection, tolerance and community
service (Schwartz, Beatty, & Dachnowicz, 2006). In its most general sense, it is the common name given to the
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efforts of helping the new generation to gain basic human values, to create sensitivity to values and to turn them
into behaviors through direct or indirect programs in the curriculum (Ekşi & Katılmış, 2011), it is the effort for
individuals’ being educated under the most difficult conditions (Agboola & Tsai, 2012). According to Elias
(2010), character education creates a safer learning environment, decreases the level of violence, discipline
problems and cheating, and associates ethical and moral values with each other for a humane environment
(Demirel et al., 2016). According to Faturrohman (2013), character education focuses on basic human character
derived from universal moral values. It originates from religion and it is called the golden rule. According to
psychologists, there are some character values such as loving the creator and his creations, responsibility,
honesty, being respectful and kind, being compassionate and helpful, cooperation, trust, creativity, hard work,
justice and leadership, being good and moderate, tolerance, peace, unity and love. The practice of character
education in schools should be based on these basic character values. In the future, these educational practices
should be turned into more and higher values in line with needs, conditions and school environment (Mislia et al.,
2016).
Character education is a priority as important as children’s academic achievement and it is based on children’s
ethical, social and emotional development beliefs (Phanthachack, 2012). A conscious effort is required for the
realization of virtues. It expresses school virtues such as respect and responsibility and encourages them openly
whenever possible. It is important to think and discuss; however, it is behavior that should be emphasized and
accepted as the ultimate measure of character (Lickona, 1999). In addition, character education is the education
movement that supports students’ social, emotional and ethical development. It is a proactive effort, that is, an
effort to influence the individual, to install the core, ethical and performance values of care, honesty, effort,
justice, resolution, responsibility, self-respect and respect for others. Character education brings long-term moral,
ethical and academic solutions to issues that cause interest in societies and schools and teaches children how best
they can be and how to do the best job (Character Education Partnership, 2017). Schaeffer (1999) emphasizes
that schools’ oldest duty, which is a part of their mission, is to encourage and promote character education
(Lewis & Ponzio, 2016). Otten (2000) states that the responsibility in determining basic values to give in these
educations and making students gain these values through experiences falls to schools. A common attitude
should be shown about the characteristics to be taught and they should be presented in a whole learning
environment such as sports center, canteen or cafeteria. In addition, individuals are asked to model these
characteristics which are a part of the society (Demirel et al., 2016). Character education is beyond being a
program prepared for the behaviors and achievement of children at school. It is also viewed as the installation of
moral values by creating a safe atmosphere through solving special issues and problems of the society (Graff,
2012). Lake (2011) puts forward that increased violence and violent acts in schools revived the concept of good
character. The most important partners for the solution of this negation are teachers, managers, other staff and
parents (Temiz, 2016).
Teachers have the greatest influence on students’ character following the parents (Arthur, 2011) because students
spend a specific period of their day with their teachers and friends and take those around them, especially
teachers, as role model. Thus, the first point to reach for character education is educational institutions and the
teachers working there. Although there are limited studies for character education in our country, the values
which are aimed to be given to students are presented among lesson units indirectly. In addition, this practice is
mostly seen in theoretical lessons. However, such a situation is seen less in applied lessons such as physical
education which provide social interaction and continuous communication that could be better for character
education and the process is conducted with the individual efforts of teachers. Thus, the information obtained in
the light of their experiences will make great contributions in developing educational strategies or program. Thus,
when one wants to find out whether the curriculum especially the curriculum of physical education lesson is
suitable for character development and whether it is possible to give character education in physical education
lesson, the first place to refer to is teachers and their views on this. So the research is important in terms of
determining the opinions of teachers who have a great influence on the students, educate the next generations
and have a big role in the healthy progress of the nations in every area. In particular, the physical education
course and the physical education teacher are very important in character education because of developing the
individual as a whole. For this reason, study was conducted to find out the views of physical education teachers
about character education. In addition, another purpose of this study is to attract the attention of education
programmers and physical education teachers to the concept of character education in physical education.
2. Method
This is a qualitative research, the purpose of which is to examine the views of physical education teachers about
the concept of character education, about the suitability of curriculums to character education and about whether
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character education can be conducted through physical education. Qualitative research is defined as a type or
research which follows a qualitative process to present the perceptions and cases, the data of which are collected
through qualitative data collection methods such as observation, interview and document analysis, in a realistic
and integrative environment and it has designs such as creating hypothesis, case study and act research (Yıldırım
& Şimşek, 2013). Phenomenology research design was used in the study. Phenomenology is a research method
which has specific characteristics of a philosophical content. This method includes the analysis of the individual
universe, that is, individual experiences, individuals’ perceptions and the meanings they allocate to these (Baş
and Akturan, 2013).
2.1 Study Group
6 physical education teachers working in secondary school (n=3) and high school (n=3). Three of them are
female (age= 31, 34 and 37) and three of them are male (age= 33, 39 and 42) participants. It can be seen that
their years of service differed between 3-19 years (female= 3, 4 and 14 years, male= 4, 15 and 19 years).
Easily accessible sampling method, which is one of the purposive sampling methods, was used to choose the
sample. This method saves speed and practicality since it chooses the situations which are close and accessible to
the researcher (Yıldırım & Şimşek, 2013).
2.2 Data Collection Process
Semi-structured interview technique was used to evaluate physical education teachers’ views about character
education. While preparing the questions for teachers who participated in our study, existing information in
literature was compiled and a question bank was created. For content and structure validity of the questions, the
questions were checked by experts and the necessary edits were made and it was decided to ask 4 questions. The
teachers were first informed that the interviews would be voice recorded, these records would be kept by the
researcher and other people would not be able to reach them and later on, these recordings would be transcribed
and analyzed. After a comfortable environment was provided and necessary permissions were taken, the
interviews were made face to face with a voice recorder. The interviews lasted for an average of 20 minutes. The
questions in the study are below:
Question 1: Can you describe character education in short? Why do we need it as a society?
Question 2: How suitable is our curriculum for character education? Which lessons can be effective in character
education?
Question 3: What kind of practices are there in the curriculum of physical education and sports lesson for character
education?
Question 4: What are your thoughts about the applicability of character education through physical education?
2.3 Data Analysis
The interviews recorded by the researcher were computerized. The teachers were coded as T1, T2, T3, T4, T5
and T6 through Maxqda statistical program, the texts were analyzed descriptively and in terms of content.
Content analysis was included to create categories in line with the teachers’ views about character education and
descriptions and direct quotations were included for reliability.
3. Results
Under this section, the answers obtained from questions asked to teachers are given in categorical charts
obtained from the statistics program. The participants were asked 4 questions with semi-structured interview and
descriptive and content analysis were used. The question “Can you describe character education in short? Why
do we need it as a society?” was asked to the physical education teachers who participated in the study. The
teachers first defined character and then stated their views about character education. Lastly, they expressed their
ideas about why they thought the society needed character education. The definition of character formed by the
answers of the teachers is given in Figure 1, while views about character education are given in Figure 2.
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Figure 11. Expressionsabout the conncept of character

Mostly, teaachers definedd the concept oof character as a student’s sppecific characteer which is moostly shaped wwithin
family andd created as a rresult of experiiences in socieety and whichconsists of thee student’s behhavior at school and
most impoortantly, naturaal and spiritual values. The foollowing are soome of the ansswers given byy teachers:
T1: They are the behaviors shown by students intheir environmment, life and sschool. Howevver, since familly is
in the ccore of these, tthey are behavviors which forrm under the faamily.
T2: In general, charaacter is studennts’ general atttitudes, behaviors, actions aand ways of beehavior in sociiety,
their baasic characterristics that difffeerentiate them from others. CCharacter is anation’s attitude, behaviorsand
one of the basic stagees that shows aat what stage aa nation can bbe in the futuree. Our country has some speccific
characcteristics: not tto give up, to ffiight, not to lie,, to consider frriendship impoortant and to pprotect the counntry
and thee race.
T4: Thhere are some rules for humaan beings to ccontinue to livee or to be acccepted within aa society. Peoople
learn tthese rules firsst in the familyy, then at schoool and then iin immediate eenvironment annd adapt to thhese
slowly. The importannt thing here iss family…Peopple adapt to unnwritten rulessuch as how tthey have to acct in
the fammily, with friends, within sociiety or at schoool.

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FFigure 2. Exprressions aboutthe concept off character devvelopment
Teachers eexpress characcter education as educationaal activities connducted with tthe aim of shaaping individuual’s
innate behhaviors, makinng the individuual adapt to uunwritten ruless, developing oor changing character; in otther
words, eduucating experieences, protectinng from harmfful habits and ssupporting psyychological struucture. In addittion,
they state that first famiily, and then ffrriends and schhool are effecttive on charactter education. Some answers of
teachers abbout this definnition are givenn below.
T3: Prooblems are begginning to arise day by day dduring the formmation of childrren’s characterrs such as pareents’
conflicct, conflict in scchool and confflict among friiends. All of theese can be solvved through edducation. Not oonly
educattion, but also character eduucation is veryy important. SShowing the riight behaviorss, being the riight
personn, educating forr these and tellling these arevery importannt for the society.
T5: It iis the educatioon that starts ffrom children’’ss families. Latter, we try to pput it on the riight track through
instrucction………… Character eduucation is the behavior a chhild shows at sschool such ass being respecttful,
being hhonest, not lyiing. In short, II can say that it is the moral education taaken from the ffamily. It is inthe
responssibility of the ffamily, since itt occurs first inn the family.
T6: It iis the developmment of an inddividual’s charaacter. It is contributing to ann individual’s ppsychologicaland
mentall developmentt. In terms off education, thhe more we ddevelop educaation, the morre we support an
individdual’s characteer developmentt.
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Figure 3. Exppressions aboutt social need ffor character edducation

Accordingg to teachers, character education is neceessary to prevent problems and to support the society. The
society neeeds character education to prevent especcially the connflicts within tthe family, thee problems ammong
friends andd at school, pssychological pproblems and ccharacter probblems that occur with technoology. Some oof the
views of teeachers about wwhy the societty needs character educationn are given beloow.
T2: Onne of the reasoons why today there are suiciides and increeases in crimerates is the facct that we cannot
give ennough character education to our studennts and we caannot prevent the harmful hhabits caused by
technology.
T3: Wee certainly needd character edducation as a soociety becausee we don’t knoww what character and characcter
is, its consequences and positive attainments aas a society. TThe society, nnotably the paarents, should be
educatted about this.
T5: Wee need charactter education aas a society. Chharacter educaation is an esseential subject ffor a good futuure.
I believve that schooll counselors caan give this edducation easilly. Right now, we are talkingg without having
receiveed an educatioon, with our kknowledge bacck from formaation lessons. AAfter receivingg this education,
maybe we can make hhereditary chaaracteristics beetter. Thus, I beelieve that charracter educatioon is necessaryy to
raise ggenerations thaat are loyal to the country annd nation.
T6: Whhen we give chharacter educaation, we can cchange the socciety’s structuree of thinking. TThe better we ccan
give thhis education wwhich starts inn the family annd continues wwith the teacher at school, tthe more posittive
reflectiions it will havve. It will enabble bringing difffferent perspecctives to thingss in individualss.
The physiical education teachers whoo participated iin the study wwere asked thee question “HHow suitable iss our
curriculumm for characterr education? WWhich lessonscan be effectivve in characterr education?”. After the teacchers
stated theiir views aboutt whether the curriculum in our country iis suitable for character eduucation, they sstated
their viewws about whichh lessons can be effective inn character edducation. The data obtainedd from the teacchers
were givenn in Figure 4
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Figure 4. Expressionss about the suittability of currriculum to chaaracter educatioon

Accordingg to the teacherrs who particippated in the stuudy, the curricculum is not suuitable for chaaracter educatioon. It
was expreessed that it wwas not possiible to give ccharacter educcation due to some problemms in the exiisting
curriculumm. Some of the views of teachhers about thiss situation are given below.
T1: I tthink our curriiculum is not suitable for chharacter educaation. In geneeral, there are fixed expressiions
preparred by Ministryy of National EEducation and BBoard of Educaation and Disccipline and we try to apply these.
Howevver, just as everry individual iss different, students are alsodifferent.
T2: UUnnfortunately, ssince the loneeliness wish oof students coome to the foorefront recenttly with persoonal
characcteristics, indivvidualization aand the developpment of technnology in sociiety, sometimess students canget
away aat this point annd can stay aloone at the poinnt of characterrization……. OOur curriculumm or unfortunately
our typpe of managemment cannot creeate enough prressure for chilldren’s education. At this poinnt, we cannot ttake
part in the primary pposition. The ennvironment, orr the technologgy, or media iss more to the foorefront, whilethe
teacherr is in the backkground.
T3: It ccertainly is. TThe curriculumm is based commpletely on knoowledge and mmemorization, exams are onthe
forefront, not many eeducation moddels are taken into consideraation to develoop children’s ccharacters, eveen if
they arre taken into coonsideration, uunfortunatelythere are somee shortcominggs at the point oof practice. In my
opinionn, the developmment of the chiild’s characterr should be giveen importancee to; however, tthe current system
prevents children froom socializing. Since we havve an education system whicch is based on exam system tthat
leads tthem to study all the time, children spendd their time bbetween coursees, private schhools and privvate
lessonss.
T4: In terms of primmary school, chharacter educcation is givenn start from grrade 1. Howevver, it stays inthe
backgrround later duee to exam anxieety, the racingof teachers, annd the fact thatt the Ministry bbases success oonly
on exam results and makes assessmments thus. I bbelieve that wee will be muchh more successsful if the proccess
about hhaving a goodd and established character aand the processs of what shouuld be done abbout this was mmore
on the fforefront and tthe academic ppart was moree on the backgrround.
The teachers were askeed about their opinions on wwhich lessonss they thoughtt could be efffective in charracter
education.
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Figure 5. Expressions about which leessons can be eeffective in chharacter educattion

Physical eeducation teachhers emphasizeed that in charracter educatioon, mostly lesssons with sociaal content in wwhich
there is tooo much interacction and commmunication suuch as physicaal education, mmusic and art, aare effective, wwhile
theoreticall lessons are nnot effective siince they requuire academic success and bbeing attached to the curricuulum.
However, counseling, pprimary teachiing and the leessons of religgious culture wwere also statted as lessonss that
affected chharacter educaation to a certtain extent. Soome of the vieews of teacheers about this situation are ggiven
below.
T1: I aam not saying this because iit is my branchh, but physical education is certainly effecctive in characcter
educattion. Other lesssons will be leearned by studdents more or less; howeverr, they will afffect socializingg as
much aas the lessons oof art, music oor physical eduucation.
T2: Myy first priority iis counseling llessons because the subjects oof counseling llesson are basiic subjects suchh as
which ppositions a chhild can get too in the futuree, which pointts he/she can reach in his rrelations with the
environnment, how hee/she can mannage supervisioon and social adaptation, hhow he/she cann be successfuul in
class, hhow failures caan be solved, eetc ….At this pooint, the lessonn of sport psycchology in sporrts high schoolls is
very immportant. It hass very big influuences on peopple’s behaviorss, attitudes, actts, how they caan be successfuul in
sport, a great number of positive--negative actss that can occur with the exxcitement duriing sport and the
associaations with thee environment outside of spoort. Sport socioology is another lesson effecctive on characcter
educattion. Even if chharacter educaation is given wwithin other lesssons, this doees not seem poossible due to bboth
number of lessons annd the curricullum.
T3: ……….First of aall, the lessonss of physical edducation and ssport, music aand art are impportant….through
experieences, childrenn in this lessonn learn about pproper behavioor, proper charracter and thee child’s characcter
begins to form….In pphysical educaation lesson, thhe child’s charracter comes too the forefrontt. A student leaarns
this firsst-hand. Anothher lesson that can contributee to charactereducation is thhe lesson of reeligious culturee. In
these leessons, since teeacher-studentt have a closerr face-to-face innteraction, students considerr teachers as cllose
to themm and they cann be reached eaasier.
Teachers oof physical eduucation were aasked the quesstion “What kkind of practicees are there inn the curriculuum of
physical eeducation and sports lesson for characterr education?”. The teacherss expressed thheir opinions aabout
whether thhere were pracctices in the cuurriculum of pphysical educaation and sportts lesson for chharacter educaation.
The data oobtained from tthe teachers arre given in Figure 6.
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Figgure 6. Expresssions about thee suitability off physical educcation curriculuum to characteer education

The teacheers of physicall education in the study stateed that there wwere no practicces directly related with charracter
education in the curricullum of physicaal education leesson, and thatteachers triedd to teach thesee indirectly thrrough
teachers’ iindividual effoorts with activiities in lessonss such as natioonal holidays, fair play and eeducational gaames.
The particcipants think that the reasoon why there are no practtices is due ttoo teachers’ leevel of knowleedge,
insufficiennt materials and fixed curricuulum. Some offthe answers ooff teachers areas follows:
T1: Thhere is no pracctice for charaacter educatioon, we take fixxed programs and ready currriculum fromthe
interneet and use thesse. We preparee programs forr your childrenn with the matterials that wee have. We didnot
place aany practices ffor character eeducation.
T2: In terms of the curriculum off physical education, there iis no direct seection for character educatiion;
howeveer, there are sppecific activitiees on May 19 yyouth and sporrts day, October 29 Week off Republic or Appril
23 natiional sovereignnty days, and tthere are partss in these activities such as wwhat happenedd in those days,the
effects of these on ouur day and whaat we have to tthink and do at this point. HHoowever, these aactivities can sstay
only ass a show-off annd they are onlly shortly menttioned in the pprograms.
T3: Whhen we look att the curriculuum, while theree are no practiices on the basis of lessons, attainments hhave
been addded in some llessons recentlly based on stuudents’ characcter and behaviiors.
T4: In physical educcation lessonss, subjects such as respectinng friends, winnning and acccepting losing are
taught with especiallly educationall games. We doo not have sepparate sectionss or attainmennts directly relaated
with chharacter educaation; howeverr, these are givven within activvities.
T5: Whhen I think aboout the curricuulum, what dirrectly hits me is the fair playy subject…However, there iss no
physicaal education ccurriculum statting that studeents can develoop character oor advance character if theyy do
that sport or do that ppractice.
T6: Whhile teaching bbranches, we teeach games to teach childrenn not to be selfiish and to havee a team spiritand
here thhe child learns to be a team aand to cooperaate. In short, wwhile there areno direct partts about characcter
educattion, characterr education is ggiven throughsome indirectelement withinn practices.
Teachers oof physical edducation were asked the quuestion “Whatt are your thooughts about tthe applicabiliity of
character education throough physical education?”. The teachers stated their thhoughts about tthe applicabiliity of
character eeducation throuugh physical eeducation. Thee categories forrmed with theanswers of thee teachers are ggiven
in Figure 77.
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Fiigure 7. Expressions about thhe applicabilityy of charactereducation in pphysical educattion lesson

Teachers oof physical eduucation stated that the conceppt of characterr education isa concept appllicable for phyysical
education lessons due tto its characteeristics such aas communicaation, applyingg together, phhysical contactt and
interactionn, etc. Howevver, it is also ppredicted thatt there may be some probleems due to thhe insufficienccy of
teachers abbout character education, phhysical conditioons, absence of undergraduatte degree and some difficultiies in
applicationn in our countrry. Some of thee answers of teeachers are bellow:
T2: Off course, it cann be applied beecause there aare obvious difffferences betweeen physical education and oother
lessonss. We think aboout physical edducation lessonn as a lesson inn which studennts can have phhysical contactt with
teacherrs, they can toouch their teacchers, communnicate with theem and use theeir gestures annd mimics actively.
When aa student doess the practice, since bodies ccan touch eachh other and sinnce they can shhare the thingss they
speak iin case of feeliing excited, I thhink that teachhers and studennts are the clossest in physicaal education lesson.
Naturaally, this causees physical eduucation to comme to the foreffront in this fieeld.
T3: It iis difficult to aapply under these circumstannces; howeverr,, they should bbe applied andd a great numbber of
problemms will be encoountered durinng its applicatiion. First of alll, there is the sttate of schoolss in our countryy and
I don’t believe that thhe teachers whoo will teach it aare very informmed about this. I don’t think thhat they are traained
for thiss. I believe thaat there are noo lessons in unniversity aboutt character edducation and thhat they havesome
lacks aabout giving prrofessional hellpp….Since everrything remainns on paper inTurkey, it seemms difficult thaat this
will be put into practtice. Applicatioons can be madde; however, itwon’t be possiible to get any efficiency…. TThere
is lack of facility andd material in oour country. HHoowever, it hasto be done. Fiirstly, with piloot applicationss and
plans, it can be possiible to do it wiithin the countrry.
T4: Phhyysical education and characcter educationare directly asssociated and iit is the lesson in which character
educattion can be appplied in the beest way. The contribution off physical educcation lesson tto school discippline
cannott be denied, esppecially while teaching the subjects in ourcurriculum, foor example, wee teach studentts not
to desppise others andd to adjust the dose of their happiness andd the feedbackwe get puts thhem in a discippline.
Howevver, in terms oof character aand character development, physical eduucation lessonss are important in
turningg negative character into possitive characteer.
T5: I tthink that it can be appliedd; however, the sufficiency oof teachers is also important here. Character
educattion seems likee the hidden paart of education to me. As a tteacher followwing the guidebbook, I can sayy that
althouggh it is not tauught directly, itt is given indireectly.
T6: WWee can make poositive contribbutions to charracter educatiion with physiical education lesson becausse I
believee that physicall education coontributes to mmental and phhyysical developpment of the cchild and startting
sports in young agess will have a ppositive effect oon the charactter…Since thee child is discipplined in physical
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