VISVESVARAYA TECHNOLOGICAL UNIVERSITY

“Jnana Sangama”, Belagavi-590018

Report
On
PHYSICAL EDUCATION AND ATHLETICS

[BPEK459]
Submitted by
Trupthi.Y
[1DT22EC107]
Under the Mentoring of
RAVIKUMAR H C
Asst. Prof, Dept. of E&CE,
DSATM, Bengaluru

Signature of Mentor

Department of Electronics and Communication

Engineering
Accredited by NBA, New Delhi.
DAYANANDA SAGAR ACADEMY OF TECHNOLOGY AND MANAGEMENT
Accredited by NAAC with Grade A+
Udayapura, Kanakapura Road, Bengaluru-560082
2023-2024
 PHYSICALLY EDUCATION AND SPORTS (BPEK459 ) 2023-2024

DAYANANDA SAGAR ACADEMY OF TECHNOLOGY AND MANAGEMENT

Udayapura, Kanakapura Road, Bengaluru-560082
Accredited by NAAC with Grade A+
2023-2024
Department of Electronics and communication
Accredited by NBA, New Delhi

CERTIFICATE

This is to certify that a Report on PHYSICAL EDUCATION AND SPORTS carried out
by TRUPTHI.Y (1DT22EC107) a bonafide student of DAYANANDA SAGAR
ACADEMY OF TECHNOLOGY AND MANAGEMENT, in the Dept of Electronics
and Communication Engineering of the Visvesvaraya Technological University,
Belagavi, during the year 2023-24. It is certified that all corrections/suggestions indicated
for the report have been incorporated in the report deposited in the departmental library.
report has been approved as it satisfies the academic requirements with respect to
PHYSICAL EDUCATION (SPORTS ABD ATHLETES).

Signature of the Guide Signature of the HOD Signature of Principal

RAVIKUMAR H C Dr. MALLIKARJUN P Y M RAVISHANKAR

Department of E&CE, DSATM, Bengaluru

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TABLE OF CONTENTS
Content Page no
1. ETHICS 3–6
2. VALUES IN SPORTS 7–8
3. MORTALITY AND VALUES 8
4. GAMES (VOLLEYBALL) 9
5. ATTACK 9 – 10
6. BLOCKING 10 – 11
7. SERVING 11 – 12
8. UPPER HAND PASS 12

9. CONCLUSION 12 – 13

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1. ETHICS AND MORAL VALUES IN SPORTS

To understand the role ethics plays in sport and competition, it is important to make a
distinction between gamesmanship and sportsmanship.

Gamesmanship is built on the principle that winning is everything. Athletes and coaches
are encouraged to bend the rules wherever possible in order to gain a competitive advantage
over an opponent, and to pay less attention to the safety and welfare of the competition.
Some of the key tenants of gamesmanship are:

• Winning is everything
• It's only cheating if you get caught
• It is the referee's job to catch wrongdoing, and the athletes and coaches have
no inherent responsibility to follow the rules
• The ends always justify the means

Some examples of gamesmanship are:

• Faking a foul or injury

• Attempting to get a head start in a race
• Tampering with equipment, such as corking a baseball bat in order to hit the ball
farther
• Covert personal fouls, such as grabbing a player underwater during a water polo
match
• Inflicting pain on an opponent with the intention of knocking him or her out of the
game, like the Saint's bounty scandal
• The use of performance-enhancing drugs
• Taunting or intimidating an opponent
• A coach lying about an athlete's grades in order to keep him or her eligible to play

All of these examples place greater emphasis on the outcome of the game than on the
manner in which it is played.

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A more ethical approach to athletics is sportsmanship. Under a sportsmanship model,

healthy competition is seen as a means of cultivating personal honor, virtue, and character.
It contributes to a community of respect and trust between competitors and in society. The
goal in sportsmanship is not simply to win, but to pursue victory with honor by giving one's
best effort.

Ethics in sport requires four key virtues: fairness, integrity, responsibility, and respect.

Fairness

• All athletes and coaches must follow established rules and guidelines of their
respective sport.
• Teams that seek an unfair competitive advantage over their opponent create an
uneven playing field which violates the integrity of the sport.
• Athletes and coaches are not discriminated against or excluded from participating
in a sport based on their race, gender, or sexual orientation.
• Referees must apply the rules equally to both teams and cannot show bias or
personal interest in the outcome.

Integrity

• Similar to fairness, in that any athlete who seeks to gain an advantage over his or
her opponent by means of a skill that the game itself was not designed to test
demonstrates a lack of personal integrity and violates the integrity of the game. For
example, when a player fakes being injured or fouled in soccer, he or she is not
acting in a sportsmanlike manner because the game of soccer is not designed to
measure an athlete's ability to flop.
• Faking is a way of intentionally deceiving an official into making a bad call, which
only hurts the credibility of the officiating and ultimately undermines the integrity
of the game.

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Responsibility

• To be sportsmanlike requires players and coaches to take responsibility for their

performance, as well as their actions on the field. This includes their emotions.
• Many times athletes and coaches will make excuses as to why they lost the game.
The most popular excuse is to blame the officiating. The honorable thing to do
instead is to focus only on the aspects of the game that you can control, i.e. your
performance, and to question yourself about where you could have done better.
• Responsibility requires that players and coaches be up to date on the rules and
regulations governing their sport.
• Responsibility demands that players and coaches conduct themselves in an
honorable way off the field, as well as on it.

Respect

• All athletes should show respect for teammates, opponents, coaches, and officials.
• All coaches should show respect for their players, opponents, and officials.
• All fans, especially parents, should show respect for other fans, as well as both
teams and officials.

The sportsmanship model is built on the idea that sport both demonstrates and encourages
character development, which then influences the moral character of the broader
community. How we each compete in sports can have an effect on our personal moral and
ethical behavior outside of the competition.

Some argue for a "bracketed morality" within sports. This approach holds that sport and
competition are set apart from real life, and occupy a realm where ethics and moral codes
do not apply. Instead, some argue, sports serves as an outlet for our primal aggression and
a selfish need for recognition and respect gained through the conquering of an opponent.
In this view, aggression and victory are the only virtues.

For example, a football player may be described as mean and nasty on the field, but kind
and gentle in everyday life. His violent disposition on the field is not wrong because when

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he is playing the game he is part of an amoral reality that is dictated only by the principle
of winning.

An ethical approach to sport rejects this bracketed morality and honors the game and one's
opponent through tough but fair play. This means understanding the rules and their
importance in encouraging respect for your opponent, which pushes you to be your best.

The study of morality in sport has attracted the

interest of many sport psychologists, partly because of the pervasive and long-
held belief across many scholars and lay people that sport builds character.

Research in this area of sport psychology (SP) has looked at whether sport
participation is indeed linked to moral behavior by

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examining issues pertaining to moral development, moral reasoning, and an array of

prosocial and antisocial behaviors.

This entry presents work on values in sport, pioneered by Martin Lee, which
was based on research in social psychology conducted first by Milton Rokeach, and
subsequently by Shalom H. Schwartz.

This entry also outlines parallel work by Martin Lee on ethical attitudes.

Values in Sport

Rokeach defined values as a set of beliefs individuals have concerning desirable modes of
behavior or goals (e.g., kindness, success, independence, security). Values represent the
standards that individuals and societies set for themselves.

Values motivate behavior by guiding action and choice

of activities. Individuals vary in the importance
they place on different values. Thus, individuals and societies rank values hierarchically
in terms of importance by developing value systems. Values differ from attitudes; the
latter have been defined as predispositions to respond in a favorable
or unfavorable manner with respect to a given
object. Values provide standards and transcend
actions and situations, whereas attitudes are not hierarchically valued and usually refer
to specific actions or objects.

Thus, values are fewer than attitudes and are usually considered as their
antecedents. For example, a positive attitude toward cheating in sport might reflect an
underlying value system in which achievement is highly ranked.
Further, attitudes can be positive or negative, whereas values are considered only as
expressions of desirable ends.

Ethical Attitudes

As explained earlier, attitudes differ from values in that they are bipolar, specific t
o a particular object, and have no hierarchy of importance.

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An attitude could reflect one or more underlying value. Lee investigated attitudes to
moral decision making (DM) in youth sport in parallel with his
work on values. Lee was particularly interested
in the endorsement of attitudes toward unethical
behaviors. Based on the youth sport literature,
interviews with British young athletes, coaches,
and sport administrators, Lee and his coworkers developed and validated a
questionnaire that measures three key ethical attitudes in sport: endorsement of cheating,
endorsement of gamesmanship, and keeping winning in proportion. The first two factors
capture attitudes toward antisocial
behaviors. Endorsement of cheating refers to attitudes
toward violating the written rules of the game (e.g., using hands to control the ball in
soccer) or the employment of deception in order to gain an unfair advantage.

Morality and Values in Sports Among Young Athletes: The Role of

Sport Type and Parenting Styles – A Pilot Study

Given the great importance of morality and values in modern sports, especially among
young athletes, in this pilot study, we sought to broaden the exploration of the factors that
may play role in these contexts, which have not been widely researched to date.
Accordingly, the study tested the relationships between sport type (team or individual) and
parenting styles (authoritative vs. non-authoritative), and moral decision-making in sport
and sport values among 110 adolescent athletes whose age ranges from 11 to 22 (M =
16.04, SD = 2.86).

The findings indicated that participants with authoritative parents, as compared to those
with non-authoritative parents, are significantly less accepting of cheating in sport, while
they also tend more to keep winning in proportion and hold significantly stronger moral
values toward sports.

Moreover, participants whose main sport is a team sport type tend to accept more cheating
and gamesmanship than participants whose main sport is an individualistic sport type.
While no differences were recorded between these groups in moral values, team athletes

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tend to value status in sport more than individual athletes, while the latter tend to value
competence regarding their sport.

The implications of the findings are discussed in light of no interaction between the effects
of parenting styles and sport type on moral and sport values.

2. GAMES
VOLLEY BALL

Understanding the Attack

Attacking in volleyball is the offensive action of hitting the ball over the net, aiming to
score a point by sending it to the opponent's side of the court in a way that is challenging
to defend. The attack is a crucial part of the game and often the highlight of a rally, as it
requires a combination of athleticism, timing, and skill. Successful attacks result in points,
making them a vital component of winning a volleyball match.

Several key elements play a role in a successful volleyball attack:

• Approach: Before making an attack, the player must perform an approach. The
approach involves a series of fast, controlled steps toward the net, positioning the
attacker for a powerful jump and strike. The most common approach is the three-
step approach, consisting of the step-hop-step sequence.
• Timing: Timing is paramount in volleyball. The attacker must synchronize their
approach, jump, and swing to make contact with the ball at the right moment. A
well-timed attack is difficult for the opposing team to block or defend.
• Contact Point: The point at which the attacker contacts the ball during the swing
is crucial. Ideally, this should be above the net and slightly in front of the attacker.
A high contact point allows for a downward trajectory, making it harder for the
defense to react.
• Swing: The swing is the motion of the attacker's arm and hand as they hit the ball.
The attacker aims to generate power and control during the swing. The type of
attack (e.g., a spike, tip, or roll shot) determines the trajectory and speed of the ball.

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Placement: Where the attacker aims to place the ball is also a critical consideration. It
could be directed towards the corners of the court, down the line, or into open spaces on
the opponent's side, exploiting weaknesses in their defense.

ATTACK
Volleyball Blocking

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Blocking is a defensive skill that stops the opposing team from scoring by spiking the ball
over the net. Good blocking can mess up the other team’s offense, open counterattack
chances, and help a team win. Regardless of skill level, all players must understand the
volleyball blocking rules.

Illegal Blocking Actions:

1. Players cannot touch the net while blocking the ball.

2. Players cannot carry the ball after blocking it.
3. Players cannot touch the ball below the waist while blocking it.
4. Players cannot double-hit the ball (two consecutive contacts with the ball by the
same player) while blocking it.
5. Players cannot block the ball before it crosses the net.

Serving volleyball
A strong serve can give a team a significant advantage by disrupting the opponent’s
offensive strategy, targeting specific players, and creating scoring opportunities.

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In volleyball, a serve is an act of initiating a rally by striking the ball with one hand
or any part of the arm, sending it over the net and into the opponent’s court from
behind the service line. The serve sets the ball into play and is a crucial skill in
determining the course of a point.

What is an upperhand pass?

• This passing technique involves using the hands together underhand to control the
ball. While less common than the bump or overhead pass, the underhand pass can
be effective in certain situations, such as when the ball is low to the ground or when
players need to change the ball’s direction quickly.

CONCLUSION :

In volleyball, an "upper hand pass" typically refers to an overhead pass or set, also known
as a "bump" or "bump pass."

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Here are the key points to executing an upper hand pass effectively:

1. Positioning: Stand with your feet shoulder-width apart, knees slightly bent, and
your weight balanced evenly on both feet.
2. Hand Position: Form a platform with your forearms by clasping your fingers
together, thumbs pointing downwards. Your arms should be straight and slightly in
front of your body.
3. Contact: As the ball approaches, move quickly into position and contact the ball
with your forearm platform. The contact point should be between your wrists and
elbows to ensure control.
4. Follow Through: After making contact, follow through with your arms and wrists
to direct the ball accurately towards your intended target.
5. Footwork: Anticipate where the ball will go and adjust your position accordingly.
Move your feet to maintain balance and ensure you are facing the direction you
want the ball to go after making the pass.
6. Communication: Always communicate with your teammates by calling for the ball
or signaling your intention to make the pass. This helps avoid confusion and ensures
effective teamwork.

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