DEDICATION
5.1 Introduction
5.3.1 Family
132 commitment, and are very confident about themselves. They view challenges with a positive attitude and tend to avoid conflict and fights. They have the tenacity to overcome any obstacles placed in their way. The learners see themselves as leaders.
Learners are driven by what they can attain if successful in their sport. They do not want to be ordinary, but want to stand out and be seen. As such, the learners set realistic and achievable goals for themselves. It is these goals that will allow them to progress to the next sporting level and help them to attain their ultimate goal - to play for their country.
Receiving accolades such as trophies and awards drives the learners to perform better.
Learners who play an individual sport are in their own world when it comes to training and competition, and they feel very isolated. They train on their own most of the time, where it is only them and their coach at training sessions.
5.3 Theme two – Sporting excellence and the social context The starting block
In a social environment the learners are surrounded by individuals who impact on their sporting achievements. In this theme I discuss the people who form the support structures for the learners, which includes family, friends, coaches and significant others68 who form the learners’ close-knit circle. This theme echoes Bronfenbrenner’s microsystem, which is the setting in which the learners live and in which the most direct interactions with social agents take place. According to Scanlan & Lewthwaite (1988), the child, coach, and family environment constitute the social context influencing children’s participation in sport. The learner is not a passive recipient of experiences in these settings, but someone who helps to construct the settings.
133 exist. The bond between parents and children is incredibly strong, and with learners who excel in sport it is no different. Family love, support and encouragement are crucial for these learners, even though in some instances the family is not as complete as it could be. Parents and children are linked because of their ties of blood, which distinguish the family from any other interpersonal relationships. Chayton believes that his achievement in cricket is because it is in the genes (C2); he grew up in a family where sport was integral to their lifestyle, with members from his paternal side having represented KZN.
The environment the learners grow up in allows them learners to thrive at sport from a very tender age, as childhood impressions are lasting. Parents are initially responsible for providing opportunities that allow their children to enjoy sport. According to Cote (1999), children become interested in sport when parents allow them at a young age to sample a wide range of activities that they know will be enjoyable and fun for their children, without the focus being on intense training. The choice of sport is not important, as long as the children have fun. In this study the learners started playing sports at a young age, and fun and enjoyment were key ingredients to their wanting to play sport. Drea has always been involved in sport, saying I probably grew up with a ball in my hand (Dr3). Jarrett feels that he has an advantage in sport because from the time I was five years old I played in the garden (Ja2), and this was how his love for sport started. His road to cricketing fame started when my parents forced me to go to the holiday camps (Ja2). He was glad that they did this because it was at the camps that he realised his potential for cricket.
Daryl is also grateful to his mother because she just wanted me to learn how to swim.
(Da2). Power and Woolger (1994) found that in swimming, maternal modelling related to both boys and girls showing enthusiasm, whereas paternal modelling was negatively associated with the enthusiasm of boys. Daryl’s mother showed an interest in his swimming because she wanted to ensure the safety of her son in the water, and this provided him with the opportunity to become a swimmer for South Africa.
The love between parents and their children is special, growing for so many years without judgement and without limit. Parents simply love their children beyond all
134 bounds. For Theola my dad gives us love (The1) is what she most values despite the disappointments in her life. Living in a rural area and not been able to represent the province as a result of her low socio-economic background has not changed the way she feels about her family. She is content with the love provided by her father; for her that is enough.
Involvement and motivation in sport were not associated with parents’ socio-economic status. Overman and Rao (1981) state that parents are committed to their child’s involvement in sport, and will find the financial resources by making personal sacrifices, even though (according to Kay (2000)) the main burden on the family is the financial cost. Nkosi’s father is very supportive of him and will go out of his way to provide for him, even if he does not have money (Nk5). Family is very important to him; we are a loving family (Nk6), especially when there are issues to be sorted out.
Even though Nkosi knows that if he misbehaves his father will not hesitate to hit him, his allegiance to his family is very strong.
Learners are indebted to their parents for the s they have made. In order to promote and support their children in sport, Hellstedt (1987, 1995) states that parents will sacrifice their personal interests. This is endorsed by Tojan when she says my mom gives up a lot to take me (To4). Tojan’s mother has to take her daughter from Zululand to Durban almost every weekend in order to attend training sessions or athletics meetings. Yamka also feels indebted to her father: I thought I cannot let my dad down. If I did not train I would disappoint my dad (Y8). Yamka looks up to father, as he has supported and encouraged her in her sporting choices. He has also gone out of his way to provide the best of equipment, and she feels indebted to him.
Samiya is very fortunate to have the support and love of both her parents: They are equal (Sa2) in their contribution to her achievements. She says my parents are very involved (Sa3), and for Samiya the role of parents is important in guiding their children on the right path. She has witnessed many children who have talent, but because they have no parental support do not pursue their talent. Samiya’s parents have made huge sacrifices travelling every weekend to Durban (Sa5) to make certain she attends all her training sessions. This means travelling long distances at huge financial costs.
135 Parents are seen as the primary factor of socialisation. They facilitate their children’s entry into sport, and their influence on sport participation and achievement is very important. As children grow older they begin to rely on their parents for their financial needs, managing their time and transportation. According to Cote (1999) and Green and Chalip (1998), these become the parents’ primary responsibility.
Not all parents are sports-orientated but when Brendon’s parents noticed that he was showing talent and had great potential in soccer they ensured that their support made a difference: when I started to play soccer they became more involved in soccer (B5).
Playing soccer has created opportunities for Brendon to forge friendships: I have made lot of friends through playing soccer (B6). Friends become important people in the lives of the learners: I do not care where I am as long as I am with my friends (To3), and for Tojan provide the companionship she so desperately wants in her lonely world of high jump. Jemma depends on family, friends, teachers and coaches as, they are very supportive (Je6). They have given her their unconditional support for the vital choices she has had to make with relation to her school work and gymnastics. Pillay (2010a, p.
84) states that becoming an expert requires practice, and practice requires spending time alone, “‘aloneness’ is different from ‘loneliness’, and that the reward for the initial sacrifice of being alone is what your expertise will eventually make you a people magnet.”
Siblings also play an important role, especially older siblings. Learners set their standards based on the performances of their older sibling. Daryl achieved his level of performance by setting those of his older brother as his benchmark, which provided him with an opportunity to always compete with him (Da3). Yamka looks up to her older brother and, is always striving to do her best because I love getting his approval (Y9).
Strong family bonds and encouragement from parents and siblings is seen as a foundation for these learners. However, when there is a reversal of roles and the learner is the one who is depended on (my mom counts on me (No4)), then the drive to succeed is even more pronounced. Besides the pressures of being a sport achiever, Nonthando has to take care of household responsibilities. The socio-economic status of the family demands that the parents work long hours so her mother relies on her to maintain the
136 home and make sure that food is provided for the family when they get back from work.
The family lifestyle does not leave much time for interaction: I do not have a chance to do that with my mom (No5), and this saddens Nonthando when she sees other girls spending time with their mothers. She yearns for her mother to come and watch her play or even sit and talk about mother-daughter issues.