RELATING SPORTSMANSHIP TO PEACE BUILDING AMONG HIGHER EDUCATION STUDENTS IN NIGERIA
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Date
2019-12
Authors
Onwuama, M.A.C
Onyene, V.
Adetuyi-Olu-Francis, O. E.
Ajibola, G. S.
Shanu, B. M.
Nwajiaku, C.
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Kampala International University, Tanzania
Abstract
Nigerian society is a multi-cultural and multi ethnic society requiring a binding force to unify and integrate her people for peaceful co-existence. This study examines the relationship between the sportsmanship and core peace values to establish a framework for preventing conflict eruption among Nigerian tertiary institution students. Using a 22-item checklist, data was collected from 550 undergraduates concerning their off-on sporting moral character, desirable on-field expectations, peace building inclination as well as their out-of-field social tendency to live peaceably. Both descriptive and inferential statistics were used to analyze and report findings. Among the findings are that sportsmanship virtue of responsibility was highly related to the core values of community peace building commitments (readiness) and environmental protection consciousness; and that sports language expressed in non-violence and the ability to control anger with innate tranquillity correlated strongly with sportsmanship virtues of respect and integrity; and that sportsman’s moral character (integrity) related significantly with honest expressions and respect for human rights and justice. It was therefore recommended that, the core peace values should be contextualized to reflect Nigerian ethnic commonalities; that higher institution sports curriculum should include sportsmanship virtues and that these values should be made integral components of a more comprehensive sports ethics and policy manual to be used for grooming and training more peaceable sportspersons for sustainable Nigerian society
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Citation
Onwuama, M. A. C., Onyene, V., Adetuyi-Olu-Francis, O. E., Ajibola, G. S., Shanu, B. M. & Nwajiaku, C. (2019). Relating Sportsmanship to Peace Building among Undergraduates in Nigerian Universities. Journal of Pedagogical Thought, 14, 101 – 114