Q.

1
a) Define the concept of social structure?
Answer:

Concept of Social Structure:

Social structure refers to the pattern of social relationships in a society. Such structure regulates the
interactions among members of the society, providing guidelines within the cultural norms for achieving
the goals defined by cultural values. Generally, social structure maintains societal stability. However,
when the social structure and the societal values become incompatible, the structure must embrace
social change to allow the society to survive and continue healthy development. While a variety of
sociological approaches have sought to describe the development and maintenance of social structure,
understanding the relationship between structure and change is necessary for the development of a
peaceful world society.

Social structure is the distinctive, stable system of social relations that exists in any human society. It is
not concerned with people as individuals, in groups, or in the organizations forming the society, nor the
ultimate goal of their relationships. Rather, social structure deals with the organization of their
relationships: how they are arranged into patterns. Thus, the concept of social structure assumes that
human social relationships are not arbitrary or coincidental, but rather they follow certain patterns that
can be identified.

Social structure is the institutional framework that makes for order in repetitive, rhythmic (whether
daily, weekly, or yearly) interactions among people. The key to the social structure of a society lies in
understanding its social institutions and their intertwining combinations. Social institutions provide the
order necessary to make social structure possible.

Overall, the way in which society is organized into predictable relationships, patterns of social
interaction (the way in which people respond to each other). These patterns etc., are to some extent
independent of the particular individual, they exert a force which shapes behaviour and identity.

Social structure may be seen to influence important social systems including the economic system, legal
system, political system, cultural system, and others. Family, religion, law, economy and class are all
social structures. The "social system" is the parent system of those various systems that are embedded
in it.

Social structure can also be divided into microstructure and macrostructure. Microstructure is the
pattern of relations between most basic elements of social life, that cannot be further divided and have
no social structure of their own (for example, pattern of relations between individuals in a group
composed of individuals - where individuals have no social structure, or a structure of organizations as a
pattern of relations between social positions or social roles, where those positions and roles have no
structure by themselves). Macrostructure is thus a kind of 'second level' structure, a pattern of relations
between objects that have their own structure (for example, a political social structure between political
parties, as political parties have their own social structure). Some types of social structures that modern
sociologist differentiate are relation structures (in family or larger family-like clan structures),
communication structures (how information is passed in organizations) and sociometric structures
(structures of sympathy, antipathy and indifference in organisations.

Briefly we can say both "micro-structure" and "macro-structure" can be found within social structure.
Micro-structure is the pattern of relations among the basic elements of social life that cannot be further
divided and have no social structure of their own (i.e., pattern of relations between individuals in a
group composed of individuals, where individuals have no social structure). Macro-structure is thus a
kind of “second level” structure, a pattern of relations among objects that have their own structure (e.g.,
the relationship among political parties, as political parties have their own social structure). Overall
social structure contains on the following aspects

Society: self-contained, self-sufficient population united by social relationships, bounded from other
populations by geographic locations

Stratification: unequal distribution of valued goods or holdings in a population (i.e., class, status,
resources, grades, wealth, positional goods, etc.) Network: pattern of relationships in a population of
actors

Social structure variables: pattern of relationships, size of institution, income distribution, and
concurrency of social relationships

Karl Marx developed a view of social structure as he argued that society moves to the next stage when
the dominant social class is displaced by a new emerging class, resulting in a new social structure. Marx's
approach includes several core assumptions that are not specific to any period of history:

 Human beings are social creatures who live in complex societies.

 Human society consists of human beings collectively working to achieve the necessities of life.

 Human society develops a complex division of labor.

 Over time, unlike ants or bees, human beings develop better methods of harnessing nature through
the development of science and technology.

 Human beings have the ability to reflect on their society and interaction with nature, but their thinking
and organization are always dependent on the state of development of their society and of the power
structures in their society.

b) Analyze the cultural elements of Pakistani Society.

Answer:

Culture elements of Pakistani society:

Pakistani Culture is very unique in terms of its social and ethical values. These values are something
which are given due importance. This culture revolves around the religion of Islam which teaches
equality among every human being that exists on this planet. Pakistan’s culture is very diverse. Pakistani
culture has the following elements:
1. Islamic Values

Pakistani culture is actually a part of the contemporary Islamic civilization which draws its value and
traditions from Islam and rich Islamic history. Majority of population comprises of Muslims and follows
teachings of Islam, i-e., belief in one Allah, Prophethood of Hazrat Muhammad P.B.U.H, brotherhood,
equality and social justice etc. Islam is religion of peace and patience. Pakistani society is very
cooperative. National calendar is marked by religious days which are observed with great devotion.

2. Religious Festivals

Festivals play an important part of our culture. Eid-ul-Fitr and Eid-ul-Azha are our two main
religiousfestivals .They are celebrated with great happiness throughout the country.

3. National and Regional Languages

Pakistan is a large country which comprises of four provinces, the Federally Administered Tribal Areas
(FATA) and Federally Administered Northern Areas (FANA). All of these component parts have their own
regional languages. As such Punjabi, Pashtu, Sindhi, Balochi, Barohi and Kashmiri are regional languages.
However, Urdu is the national language which is spokin and understood in all parts of the country.

4. Mixed Culture

Practically speaking Pakistani culture is a beautiful blend of the Punjabi, Sindhi, Pathan, Baluchi, Barohi,
Seraiki and Kashmiri cultures. In addition, the presence of Hindu community in Sindh gives touches of
dance and music in the Sindhi region. The Hindus sing Bhejan but Pakistani culture has adopted Qawwali
which is a praise of the Holy Prophet P.B.U.H.

5. Rich Literature

Pakistani culture is rich in the literatures of Urdu, Punjabi, Sindhi, Pashtu, Baruhi, Baluchi and Kashmiri
languages. Urdu literature boasts of the masterpieces of Maulana Azad, Iqbal, Shibli, Hali, Ghalib, Agha
Hashar, Manto and Faiz whereas the Punjabi literature stands out with great names like Waris Shah,
Sultan Bahu, Ghulam Farid, Bulhay Shah and Shah Hussain etc. Similarly, Sindhi literature glitters with
the masterpieces of Shah Abdul Latif, Sachal Sarmast, Shah Qadir Bakhsh, and Faqir Nabi Bakhsh. The
Pushto literature also boasts of names like Sheikh Saleh, Raghoon Khan, Akhund dardeeza, Khushal Khan
Khattak and Rahman Baba. The Baluchi literature comprises of masterpieces of Jam Durk, Muhammad
Ali, Zahoor Shah Hashmi, Ghani Parvez, Hasrat Baluch, Abbas Ali Zemi and Aziz Bugti etc.

6. Male Dominated Society

Pakistani society is dominated by male members. Each family is headed by the senior most male
member who is responsible for arranging the bread and butter of the family.

7. Variety of Dresses

Pakistani culture is rich in variety of dresses: The people of Punjab, the Pathans of KPK, the Baluchi
people and the Sindhis wear their own distinct dresses. These dresses are very colorful and prominent
and give attractive look during national fairs and festivals.
8. Fairs and Festivals

The culture of Pakistan has great tradition of fairs and festivals. These fairs are held in all parts of the
country. Moreover, annual urs of great saints are held to commemorate their anniversaries. On these
occasions, fairs are also held in which people take part in great numbers. Out of these the Horse and
Cattle shows of Lahore, Mianwali and Sibi are famous wheseas the Polo festival fo Gilgit is prominent at
national and international level. Moreover annual urs of Hazrat Daata Ganj Bakhsh, Madhu Lal Hussain,
Baba Bulhay Shah, Baba Farid Gunj Shakar, Baba Gulu Shah, Pir Jamaat Ali Shah, Abdul Latif Bhitaii,
Hazrat Noshah Ganj Bakhsh, Bari Imam, Lal Shahbaz Qalandar, and Bahauddin Zakriya are celebrated
with great fervour.

9. Sports

Pakistani people are great lovers of sports and games. Modern games like hockey, cricket, football,
badminton, squash, table tennis and lawn tennis are played throughout the country. In addition
wrestling, boxing, and athletics are also very popular among masses. Pakistan has produced great
sportsmen in the past. These include Bholu in Wrestling, Hanif, Miandad, Imran, Wasim Akram, and
Inzamam in cricket, Shehnaz sheikh, Islahuddin, Khalid Mahmood, Akhtar Rasool, and Munir Dar in
hockey and Jahangir, Jansher in squash.

10. Handicrafts

Pakistan enjoys great distinction in handicrafts at international level. Wooden furniture of Chiniot,
sports goods of Sialkot and embroidery of Multan and Hyderabad is world famous.

11. Arts and Architecture

The iconoclasm of Islam has given a characteristic form and pattern in the use of elegant designs, based
on geometric figures and floral forms borrowed from nature. The Shah Jahan Masjid,Shalimar
Garden,Badshahi Masjid,Shahi Qila and many such graceful buildings are a living proof of the exellent
Mughal architecture.

12. Recreational Activities-Sports

The recreational activities all over the Pakistan are common. The games like wrestling, hockey, cricket,
football, squash, Kabaddi etc are popular in every part of our country. These games reflect our cultural
identity.

13. Education

Education contributes a great deal in developing national character. Educational system plays a vital
role in the formation of culture, unity and solidarity of a nation. it is, therefore, important that the entire
syllabi right from the lower to higher level should be placed in accordance with the ideology of Pakistan.

14. Ulema,Mushaikh and Sufi Poets

Ulema,Mashaikh and Sufi Poets occupy an honoured place in our cultural aspect of life. Sufis like Lal
Shahbaz,Data Ganj Baksh,Shah Abdul Lateef,Sachal Sarmast,Hazrat Sultan Bahu and Waris Shah
rendered meritorious services for the spread of Islam in the Sub Continent.
Q.2
a) Discuss the principles of group dynamics.
Answer:

Principles of the Group Dynamics:

1. The members of the group must have a strong sense of belonging to the group. The barrier between
the leaders and to be led must be broken down.

2. The more attraction a group is to its members, the greater influence it would exercise on its members.

3. The greater the prestige of the group member in the eyes of the member the greater influence he
would exercise on the theme.

4. The successful efforts to change individuals sub parts of the group would result in making them
confirm to the norms of the group.

5. The pressures for change when strong can be established in the group by creating a shared perception
by the members for the need for the change.

6. Information relating to the need for change, plans for change and the consequence of the changes
must be shared by the members of the group.

7. The changes in one part of the groups may produce stress in the other parts, which can be reduced
only by eliminating the change or by bringing about readjustments in the related parts.

8. The groups arise and function owing to common motives.

9. The groups survive by pacing the members into functional hierarchy and facilitating the action
towards the goal.

10. The intergroup relations, group organization, member participation is essential for effectiveness of a
group.

b) What is the role of a teacher in molding the individual and group behavior in the classroom
environment?
Answer:
Role of School and Teacher in Modeling the Individual and Group Behavior in the classroom
environment:

Group dynamics, both positive and negative, occur whether school personnel recognize them or not.
Some examples of school dynamics are as follows.

 A teacher who continually points out the bad behavior of a particular child is possibly setting up non-
conducive environment that will allow the students and the teacher to produce their anger and
aggression.
 A teacher who openly criticizes particular manual/rules that he/she is required to use is, without
realizing it, encouraging the children to resist the work associated with that manual. One of the reasons
for the children’s so-called negativity may be their identification with the teacher. If she does not like
the manual, they won’t like it or want to use it. So, although the pupils’ behavior is reflecting their
alliance with the teacher, their negative behavior may be interpreted as disobedience. If the teacher
goes on this assumption, without checking with her students, he/she may feel justified to scolding the
students. Unconsciously, the children’s behavior gives the teacher the excuse to scold them,
rationalizing that they were not doing their work properly. He/she feels justified in showing anger
toward bad kids rather than acknowledging her/his own anger and frustration.

Often teachers and class, or the whole school, staff and pupils, “the group as a whole,” struggle with
such problems as severe anxiety, fear of other attacks, discomfort within the school itself, and diversity
of ethnicity, and language. The enormous psychological power of many individuals in a group situation
may create behavioral reactions that would not occur in a one-to-one situation. The group-as-a-whole
produces an entirely different personality than that of the individuals from whom the character
emerged. In other words, the characteristics of the class group are broader and more encompassing
than that of one individual student. “Class as a whole” issues also lead to role-taking by individual
members or role assignment to members via group pressure. For example, if a lesson is boring, some
student will invariably become “time keeper,” letting the teacher know that the class has had enough, or
the “class clown” will distract the lesson with jokes and funny behavior.

Children’s methods of developing a sense of safety within the class setting are understandably weak and
often regressive. The methods they use will be determined by ego and superego development, as well
as control over impulsive behavior. This developmental process will determine how much psychic
energy is available to focus on the subject at hand.

There are many other dynamic conditions that emerge in school settings without the knowledge of the
participants. For example, teachers may use punitive disciplinary tactics because of their own overly
strict upbringing, or they may encourage raucous acting out because of their desire to be rebellious.
Most teachers would agree that class order or class control is an important challenge. In order to
address the issues of class order and to create an environment most conducive to classroom learning, it
is helpful to understand the causes of class management difficulties.

Q.3
a) Highlight the role of education in preserving and promoting the culture of a society
Answer:

Role of Education in Preserving promotion the culture of society.

Culture helps a person in adjustment according to social beliefs, traditions, values etc. If the person does
not make this social adjustment, either the society excludes him from his group, or the person starts
feeling socially maladjusted. Culture is the set of beliefs, traditions, and customs of a society that society
wants to preserve for its future generation, so that it can transfer that culture to future generations.
Education plays a very important role in this work of the society. Education can generate positive
awareness towards our culture in future generations. Education makes the child aware of his culture.
This knowledge only develops a critical attitude towards their culture in the child. From this critical
perspective, the child shows respect for his culture, assimilates it or tries to make some positive and
meaningful changes in the culture. Under both circumstances, education contributes to the preservation
of culture.

Education preserves the culture; sometimes it also develops the attitude of the child to bring changes
according to need or time. Both ways, education contributes significantly to the preservation of culture.
Education is the means which keeps the culture alive in oral or written form. There are two forms of
culture, physical and non-physical, material culture is related to food and clothing and non-physical
culture is associated with beliefs, beliefs and customs. The rapid changes in material culture do not
happen in the non-material culture as fast. Scientific inventions have made a profound impact on Indian
culture. But the values, beliefs, etc. are the same today because Indian culture is connected with
religiosity and spirituality and education has a very important contribution in it.

Promotion of Culture; Besides preservation and transmission, another vital function of education is to
modify the existing cultural patterns in the light of changes visible in the needs and demands of the
society. These changes are heightened owing to cross-cultural variables. Thus, new cultural patterns are
formed by replacing and reorienting the old outmoded cultural forms to suit the changing needs of time
and man. Therefore, society makes ostensible progress. This part of education is called progressive
function of education. As such, education performs by constantly reorganizing and reconstructing
human experiences for the promotion and enrichment of culture.

b) Suggest possible ways in which teachers may socialize with their students in school and
classroom
Answer:
Possible ways in which teachers may socialize with their students in school and classroom:
1. Teachers are carries of either positive or negative behaviour toward students.

2. Teachers must love their career to pass enthusiasm, to assists, and to provide a warm environment to
the students.

3. Teachers are the second mothers for the students because students spend a lot of time with their
teachers.
4. A teacher is someone who becomes through many years of training and experiences in the field.

5. A teacher carries a big responsibility in her classroom. One reason is that all students depend on
her/him.

6. The teacher must create a warm and protective environment but at the same time professional.

7. Sometimes, the teacher’s caring attitudes could have a long positive or negative influence on
students.

8. Sometimes, the behaviour of students demonstrates that something is not going right. Therefore, the
teachers must pay attention to any suspicious sings that could bother the student.

9. The teachers must let student know how he/she feels when students do not trust in her maybe it
would help students to change their minds about telling the teacher his/her problem.

10. A teacher is someone considered as an ideal self or a role model by children.

11. Teachers have a responsibility to demonstrate highest examples of acceptable behaviour, be it in

class or outside the classroom.

12. We know the lasting, deep and permanent impressions formed by teachers on young minds. So what
are the qualities or attributes that we would like to see in teachers who are incharge of influencing or
modeling our children?

Q.4
a) Elaborate the process of socialization.
Answer:

Process of Socialization:
Socialization is the process by which children and adults learn from others. We begin learning from
others during the early days of life; and most people continue their social learning all through life (unless
some mental or physical disability slows or stops the learning process). Sometimes the learning is fun, as
when we learn a new sport, art or musical technique from a friend we like. At other times, social
learning is painful, as when we learn not to drive too fast by receiving a large fine for speeding.

Natural socialization occurs when infants and youngsters explore, play and discover the social world
around them. Planned socialization occurs when other people take actions designed to teach or train
others -- from infancy on. Natural socialization is easily seen when looking at the young of almost any
mammalian species (and some birds). Planned socialization is mostly a human phenomenon; and all
through history, people have been making plans for teaching or training others. Both natural and
planned socialization can have good and bad features: It is wise to learn the best features of both
natural and planned socialization and weave them into our lives.

Positive socialization is the type of social learning that is based on pleasurable and exciting experiences.
We tend to like the people who fill our social learning processes with positive motivation, loving care,
and rewarding opportunities. Negative socialization occurs when others use punishment, harsh
criticisms or anger to try to "teach us a lesson;" and often we come to dislike both negative socialization
and the people who impose it on us.

There are all types of mixes of positive and negative socialization; and the more positive social learning
experiences we have, the happier we tend to be -- especially if we learn useful information that helps us
to cope up well with the challenges of life. A high ratio of negative to positive socialization can make a
person unhappy, defeated or pessimistic about life. One of the goals of Soc 142 is to show people how
to increase the ratio of positive to negative in the socialization they receive from others -- and that they
give to others.

Socialization coupled with valuable information about life and the skills needed to live well, can be a
powerful tool for promoting human development. We all have an enormous human potential, and we
all could develop a large portion of it if we had the encouragement that comes from positive
socialization and the wisdom that comes from valuable information about living. Information about both
natural and planned socialization can be especially useful.

Our prior socialization helps explain a gigantic chunk of who we are at present -- what we think and feel,
where we plan to go in life. But we are not limited by the things given to us by our prior social learning
experiences; we can take all our remaining days and steer our future social learning in directions that we
value. The more that we know about the socialization process, the more effective we can be in directing
our future learning in the ways that will help us most.

Because we were not able to select our parents, we were not able to control much of the first 10 or 20
years of our socialization. However, most people learn to influence their own socialization as they gain
experience in life. It takes special skills to steer and direct our own socialization, and many of us pick up
some of those skills naturally as we go through life. Having a course on socialization can help us
understand which skills are most effective in guiding our socialization toward the goals we most value.

It is important to know that we all come into life with a variety of psychology systems that foster self-
actualization and favor the development of our human potential. These are the biosocial mechanisms
that underlie natural socialization. We can see and study natural socialization by examining the
socialization of primates and other mammals. Once we under the natural biosocial processes, we can try
to build strategies of self-actualization that are compatible with the natural biosocial mechanisms we
are born with to make self-development as easy and rewarding as possible.

b) Analyze the role of media in manipulating social opinion.

Answer:

Role of media in manipulating social opinion:

Mass Media Theorists, like Parsons, and textbook authors, like Ely Chinoy (1960), and Harry M. Johnson
(1961), recognized that socialization didn't stop when childhood ended. They realized that socialization
continued on into adulthood, but they treated it as a form of specialized education.

Johnson (1961), for example, wrote about the importance of inculcating members of the US Coastguard
with a set of values so as to respond to commands and act in unison without question. Some scholars
accused theorists of socialization of not recognizing the importance of the mass media which, by the
middle of the twentieth century, was becoming more significant as a social force. There was concern
about the link between television and the education and socialization of children, a concern that
continues today, but when it came to adults, the mass media were regarded merely as sources of
information and entertainment, rather than molders of personality.

Some sociologists and theorists of culture have recognized the power of mass communication as a
socialization device. Dennis McQuail recognizes the argument: … the media can teach norms and values
by way of symbolic reward and punishment for different kinds of behaviour as represented by the
media. An alternative view is that it is a learning process whereby we all learn how to behave in certain
situations, and with the expectations which go with a given role or status in society. Thus, the media are
continually offering pictures of life and models of behaviour in advance of actual experience. (McQuail
2005: 494)

However, the most important agent of socialization for the development of the child is the mass media.
The Mass Media are the different processes that facilitate communication between the sender of a
message and the receiver of that message. It plays an important role in the socialization of children. In
fact, there are many types of media; these include newspapers, magazines, radio, films, CDs, Internet,
and television. These kinds of media, especially television, affect children's and adult's behaviour in
different ways. Having the mass media as one of our major agents of socialization could be very hard on
our society today. When watching different TV shows seeing all those actors and actresses with these
great figures hurt many people in the society today. In other ways watching TV could be a good thing
when an actor or actress is on TV in different shows or music it could bring many good things like being a
role model for an adolescent teenager who wants someone to looks up too. Having these agents is a
great guideline for people who want to start with a great start with their children or wants to be a good
communicator.

The average family in the United States has at least one television turned on for at least seven hours a
day. Television is the biggest mass media in a country and has positive and negative aspects. There are
some programs which are very helpful with lots of information for the children. For example; on channel
thirty-three, there is a good program called "Dora, the Explorer". Children can learn to speak Spanish
and also do things such as singing, standing up and pronouncing words in English. On the same channel,
there is also a program called "Blue's Clues". In this program, children learn how to think, sing and
discover clues. When children watch these programs, they are not the same people anymore because
they can become more knowledgeable. These programs are very good because they change children's
minds and make the children different from what they were before.

However, there are also television programs that affect children negatively which have too much
violence, and unfortunately children love it. Children should not see these kinds of programs because
children tend to imitate the fighters. In addition, there are some movies that have a lot of violence and
unwanted words and children love these kinds of movies. Children like and learn how to use knives,
guns and explosives because they watch it on TV. Sometimes children take the role of their superheroes
in real life because they see their favorite actors using these weapons. For example; when children
watch the actor stealing a car on TV, they learn from it and they also want to steal because they want to
be like their superheroes.

Q.5
a) Discuss the working of some major institutions of society.
Answer:

Working of some major institutions of society:

Following are some Working of some major institutions of society:

1) Economic Functions:

Economic institutions fulfill the economic needs of the society. These needs are provided under the
system of production, Distribution of Wealth, Expenditures and Services. This institution satisfies the
basic needs of society.

2) Political Functions:

The main function of political institution is to deep the human character in an organize form. The further
objective of this institution is to maintain social organization. This done through the governments and
related bodies.

3) Familial Functions:

The main responsibility of social institution is to increase the human race. Similarly, the social
institutions are supposed to bring up the new generation this is done through the family and marriage.

4) Religious Functions:

The principle aim of the religious institution is to satisfy the religious or spiritual needs of the society.
The religious institutions uphold mutual relationship between human being and Allah (S.W.T). It
provides sustain ability and durability to society.

5) Social Control:

The basic objective of the social institutions is to maintain social control in the society. Social institutions
provide formation to its members through exemplary characters. Through this formation it expected
from the members that they would be following these models in their normal routine social life.

6) Social Transformation:
The social institutions protect the social inheritance by transforming it from one generation to another.
If this transformation is not done then it will be difficult to sustain the existences of the society. e.g. in
our daily life we act and behave whatever we are taught during to process of socialization.

7) Socialization:

Social institutions play vital role in the socialization of the individuals. It is therefore, the members of
each society posses particular characteristics which separate them from the other societies. The
purposed characteristics of social institutions are also necessary for their own existents. For this purpose
the social institutions organize the socialization of its members.

b) How do recreational institutions influence socializatin?

Answer:

Recreational institutions influence socializatin

1. A safe environment.

 Play and recreational activities are important for those who have become isolated and are withdrawn
from the social settings. These activities need the programs that should highlight the philosophy of
nonviolence.

2. Opportunities to develop and display competence.

 This is especially important among participants who are members of groups that experience social and
cultural demotion in society.

 This also highlights the need for programmes to be integrated into the community in ways that allow
participants to convert self-esteem in an athletic or recreational context into a sense of moral worth in
the community.

3. Social networks.

 This is especially important among participants who regularly face conflict and difficulty in their
everyday lives.

 It highlights the need for programmes to facilitate connections with peers, nurture supportive
friendships, and promote communication and conflict resolution skills.

4. Moral and economic support.

 This is important among participants who lack access to supporters and adult ‘hook-ups’ in their lives.
 It highlights the need for programmes to provide direct support and guidance to participants as they
make moral and economic decisions in their everyday lives.

5. Autonomy and control in the structures in which their experiences occur.

 This is important among participants who have few experiences showing them that they can control
their lives and the contexts in which they live.  It highlights the need for programmes to include
systematic opportunities for participants to be involved in decision-making be involved in
decisionmaking processes.

6. Hope for the future.

 This is important among participants who have a seriously restricted sense of possibilities to deal
successfully with challenges in their lives.

 This highlights the need for programmes to intentionally expose participants to a wide range of
possibilities and visions for their lives. Physical recreation programmes are to have a positive impact on
the lives of young people, especially those living in communities characterized by economic need and
social problems, “unless these needs can be met, recreation programs will never be a viable form of
social intervention” (Coakley, 2002).