Maslow's Hierarchy of Needs
This
theory relates to a hierarchy of human needs, developed by psychologist,
Abraham Maslow (1898–1970). He broke down these human needs into five basic
levels; physiological needs, safety, belonging, esteem and self-actualisation
needs (Figure 3). The idea behind this theory highlights that the second need
of an individual (e.g. safety needs) cannot be satisfied until, the first
need’s demands (e.g. physiological needs) are met, and this concept continues
right through the hierarchy where an individual’s current need must first be satisfied
in order to progress to the next (Amezdroz et. al, 2010).
Maslow’s hierarchy of needs relates specifically to the
individual being investigated, where needs of belonging and esteem have enabled
the individual to achieve self-actualisation in and about dance.
Needs of Love, Affection and Belongingness
The belonging needs of the individual have been satisfied due to a number of different influences. Primarily seen in the individual’s family environment as his parents encouraged and supported the interest the individual had about dance participation in younger years. In addition, further development of this was provided by the individual’s; primary-school physical education teacher, grade 7 dance teacher and grade 11 physical education authority teacher. Who not only gave access to dance, but they provided a positive and encouraging environment for the individual to participate. Positive experiences such as this, in and about dance allows for fulfilment of needs for belonging, in fact, this relates to any sport or physical activity that is experienced in positive environments (Amezdroz et al, 2010).
These positive experiences in dance also contribute to the individual's self-concept and self-esteem which additionally, has enhanced the chances of participation in dance after grade 12. Click on the link below for more information:
Needs of Love, Affection and Belongingness
The belonging needs of the individual have been satisfied due to a number of different influences. Primarily seen in the individual’s family environment as his parents encouraged and supported the interest the individual had about dance participation in younger years. In addition, further development of this was provided by the individual’s; primary-school physical education teacher, grade 7 dance teacher and grade 11 physical education authority teacher. Who not only gave access to dance, but they provided a positive and encouraging environment for the individual to participate. Positive experiences such as this, in and about dance allows for fulfilment of needs for belonging, in fact, this relates to any sport or physical activity that is experienced in positive environments (Amezdroz et al, 2010).
These positive experiences in dance also contribute to the individual's self-concept and self-esteem which additionally, has enhanced the chances of participation in dance after grade 12. Click on the link below for more information:
Needs of Esteem
As a consequence of the individual’s needs for belongingness in and about dance being met, esteem needs were then able to be addressed where the focus is to achieve a high self-esteem. The self-esteem of a person can be heavily linked to their inclusion in a particular physical activity (Amezdroz et al, 2010). Given that the individual was provided opportunities to participate and be included positively in dance from parents and teachers this therefore, contributed to boosting the persons esteem levels. Furthermore, Amezdroz et al (2010) states that feelings of self-confidence and value (components of esteem needs) are achieved when humans need for respect from others are met. The individual’s peers have played a significant role in increasing their self-esteem as they have supported and provided encouraging complements about the dancing abilities of the individual. In conjunction, the individual has achieved highly in dance over the years that he has participated. For example, when competing in an outside of school dance competition during primary school the individual achieved a number of awards. Also, during grade 7 dancing received and very high level of achievement and in grade 11 achieved an A+ in Latin American dance for physical education authority. Consequently, this achievement has developed positive attitudes, value and beliefs of the individual as well as, their potential and esteem levels in and about dancing (McLeod, 2007). This is supported as, experiences whilst growing up, whether successful, unsuccessful, and positive or negative treatment from family, teachers and peers all conspire to the shaping and development of ones self-esteem (University of Texas–Counselling and Mental Health Centre, 2013).
More on how esteem (self-esteem) impacts sport and physical activity:
As a consequence of the individual’s needs for belongingness in and about dance being met, esteem needs were then able to be addressed where the focus is to achieve a high self-esteem. The self-esteem of a person can be heavily linked to their inclusion in a particular physical activity (Amezdroz et al, 2010). Given that the individual was provided opportunities to participate and be included positively in dance from parents and teachers this therefore, contributed to boosting the persons esteem levels. Furthermore, Amezdroz et al (2010) states that feelings of self-confidence and value (components of esteem needs) are achieved when humans need for respect from others are met. The individual’s peers have played a significant role in increasing their self-esteem as they have supported and provided encouraging complements about the dancing abilities of the individual. In conjunction, the individual has achieved highly in dance over the years that he has participated. For example, when competing in an outside of school dance competition during primary school the individual achieved a number of awards. Also, during grade 7 dancing received and very high level of achievement and in grade 11 achieved an A+ in Latin American dance for physical education authority. Consequently, this achievement has developed positive attitudes, value and beliefs of the individual as well as, their potential and esteem levels in and about dancing (McLeod, 2007). This is supported as, experiences whilst growing up, whether successful, unsuccessful, and positive or negative treatment from family, teachers and peers all conspire to the shaping and development of ones self-esteem (University of Texas–Counselling and Mental Health Centre, 2013).
More on how esteem (self-esteem) impacts sport and physical activity:
Needs of Self-Actualisation
Therefore, due to all the levels including esteem needs being satisfied it is objective to state that the individual is self-actualised with dancing. Where needs of self-actualisation are linked to peak experiences, realising; one’s potential, capabilities and self-fulfilment in an activity (McLeod, 2007). The individual himself would say that because of his past experiences and achievement in and about dance has allowed him to realise his potential and capability in the activity as well as, feeling self-fulfilment when participating in dance. This providing enough evidence to suggest that based on Maslow’s hierarchy of needs the individual’s likelihood of taking up dance in future years is significantly high. Further supported through elements of the individuals self-concept and self-esteem in dance.
Therefore, due to all the levels including esteem needs being satisfied it is objective to state that the individual is self-actualised with dancing. Where needs of self-actualisation are linked to peak experiences, realising; one’s potential, capabilities and self-fulfilment in an activity (McLeod, 2007). The individual himself would say that because of his past experiences and achievement in and about dance has allowed him to realise his potential and capability in the activity as well as, feeling self-fulfilment when participating in dance. This providing enough evidence to suggest that based on Maslow’s hierarchy of needs the individual’s likelihood of taking up dance in future years is significantly high. Further supported through elements of the individuals self-concept and self-esteem in dance.