© 2009 mcgraw-hill higher education. all rights reserved. changing philosophies for sport, fitness,...
TRANSCRIPT
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.
Changing Philosophies for Sport, Changing Philosophies for Sport, Fitness, and Physical EducationFitness, and Physical Education
Changing Philosophies for Sport, Changing Philosophies for Sport, Fitness, and Physical EducationFitness, and Physical Education
Chapter 3Chapter 3Chapter 3Chapter 3
Introduction to Physical Introduction to Physical Education, Fitness, and SportEducation, Fitness, and Sport
Introduction to Physical Introduction to Physical Education, Fitness, and SportEducation, Fitness, and Sport
Daryl SiedentopDaryl SiedentopDaryl SiedentopDaryl Siedentop
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.2
Discussion QuestionsDiscussion Questions
1. Can you trace the origins of professional
philosophies?
How coherently can you articulate these
philosophical positions?
1. Can you trace the origins of professional
philosophies?
How coherently can you articulate these
philosophical positions?
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.3
Discussion QuestionsDiscussion Questions
2. What current views reflect the influence
of muscular Christianity, the gymnastics
philosophies, or the British fair play
traditions?
In what forms have these notions
survived?
2. What current views reflect the influence
of muscular Christianity, the gymnastics
philosophies, or the British fair play
traditions?
In what forms have these notions
survived?
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.4
Discussion QuestionsDiscussion Questions
3. How have masculine and feminine ideals
changed?
What vestiges of the former views still
linger today?
3. How have masculine and feminine ideals
changed?
What vestiges of the former views still
linger today?
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.5
Discussion QuestionsDiscussion Questions
4. What Physical Education philosophy
best represents your views?
How would you describe the philosophy
underlying the Physical Education
program in the high school that you
attended?
4. What Physical Education philosophy
best represents your views?
How would you describe the philosophy
underlying the Physical Education
program in the high school that you
attended?
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.6
Discussion QuestionsDiscussion Questions
5. To what extent does progressive
education still dominate school aims
and objectives?
Is progressive education compatible w.
current educational reform?
5. To what extent does progressive
education still dominate school aims
and objectives?
Is progressive education compatible w.
current educational reform?
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.7
Discussion QuestionsDiscussion Questions
6. How does the current wellness movement
differ from the gymnastics philosophies?
Will wellness supplant fitness as a
primary concern? Why? Explain.
6. How does the current wellness movement
differ from the gymnastics philosophies?
Will wellness supplant fitness as a
primary concern? Why? Explain.
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.8
Discussion QuestionsDiscussion Questions
7. Which philosophy seems to dominate
professional sport?
Which one dominates activity at a local
fitness club?
Which one dominates youth sport?
7. Which philosophy seems to dominate
professional sport?
Which one dominates activity at a local
fitness club?
Which one dominates youth sport?
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.9
Discussion QuestionsDiscussion Questions
8. How will the activity choices of generations X and Y influence
the sport and fitness culture in the
future?
8. How will the activity choices of generations X and Y influence
the sport and fitness culture in the
future?
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.10
OntologyOntology
AxiologyAxiology
PoliticsPolitics
EthicsEthics
Some informal Definitions . . .
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.11
OntologyOntology
The study of the nature of being, existence, or reality.The study of the nature of being, existence, or reality.
. . . Deciding on a position regarding the link between Mind and body, or whether there is morethan one reality
. . . Deciding on a position regarding the link between Mind and body, or whether there is morethan one reality
Some informal Definitions . . .
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.12
AxiologyAxiology
The study of values and the nature of values The study of values and the nature of values
Some informal Definitions . . .
. . . What values do you try to instill in others?. . . What values do you try to instill in others?
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.13
EthicsEthicsStudy of thea) nature of morals and moral choices made by persons;
b) rules or standards governing the conduct of an individual or members of a profession (e.g., judicial or medical ethics).
Study of thea) nature of morals and moral choices made by persons;
b) rules or standards governing the conduct of an individual or members of a profession (e.g., judicial or medical ethics).
. . . Making judgments about the “right” thing to do.. . . Making judgments about the “right” thing to do.
Some informal Definitions . . .
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.14
Some informal Definitions . . .
PoliticsPolitics
Judging what is best for the common goodJudging what is best for the common good
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.15
OntologyOntology
AxiologyAxiologyPoliticsPolitics
EthicsEthics
These are all areas of study within the broader field of PhilosophyThese are all areas of study within the broader field of Philosophy
Your actions and choices (i.e., your behavior) reflect your philosophy . . .
Your position on issues, your values.
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.16
Seeing how your philosophy is connected with those within your field will help youarticulate your views and positions.
Seeing how your philosophy is connected with those within your field will help youarticulate your views and positions.
Can you articulate your own position and values about the profession/field you plan
to enter? . . . Try it!
Over time it will evolve, and change . . . But be sure you have one!
Can you articulate your own position and values about the profession/field you plan
to enter? . . . Try it!
Over time it will evolve, and change . . . But be sure you have one!
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.17
Philosophical influences in early American Sport, Fitness, and
Physical Education
Philosophical influences in early American Sport, Fitness, and
Physical EducationKey developments in the 19th Century:Key developments in the 19th Century: New forms of Government (France & the USA). New forms of Government (France & the USA).
Industrial Revolution. Industrial Revolution.
Fundamental changes in economics, population demographics, and social institutions.Fundamental changes in economics, population demographics, and social institutions.
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.18
Philosophical influences in early American Sport, Fitness, and
Physical Education
Philosophical influences in early American Sport, Fitness, and
Physical EducationKey developments in the 19th & 20th Centuries in the field . . .(a backdrop):Key developments in the 19th & 20th Centuries in the field . . .(a backdrop):
Physical Education becomes a school subject. Physical Education becomes a school subject.
Competitive Sport becomes more accepted. Competitive Sport becomes more accepted.
Fitness becomes valued in its own right. Fitness becomes valued in its own right.
Importance of Play during childhood is recognized. Importance of Play during childhood is recognized.
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.19
Main Philosophical influences on Sport, Fitness, and Physical
Education
Main Philosophical influences on Sport, Fitness, and Physical
Education The Gymnastics Philosophies The Gymnastics Philosophies
Muscular Christianity Muscular Christianity
Masculinity & Femininity Ideals Masculinity & Femininity Ideals
Amateurism, Fair Play, & British ideals Amateurism, Fair Play, & British ideals
Character Education Character Education
(See also Box 3.1)
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.20
The Gymnastics PhilosophiesThe Gymnastics Philosophies
German and Swedish systems emerge within a period of strong Nationalism. German and Swedish systems emerge within a period of strong Nationalism.
Both were similar in philosophy. Both were similar in philosophy.
Main goal: Individual development, self-reliance. Main goal: Individual development, self-reliance.
Yet also strongly linked with National Defense (i.e., military preparedness). Yet also strongly linked with National Defense (i.e., military preparedness).
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.21
Muscular ChristianityMuscular Christianity
Emerged as Puritanism slowly lost its grip on the young nation. Emerged as Puritanism slowly lost its grip on the young nation.
Reflects a mutual understanding between Sport and religion. Reflects a mutual understanding between Sport and religion.
Ralph Waldo Emerson: “the first wealth is health.” Ralph Waldo Emerson: “the first wealth is health.”
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.22
Muscular ChristianityMuscular Christianity
Achieving fitness and physical prowess also serves mental, moral and religious purposes.
Achieving fitness and physical prowess also serves mental, moral and religious purposes.
Reached popularity through its variation from Britain: ARNOLDISM. Reached popularity through its variation from Britain: ARNOLDISM.
ARNOLDISM: Uses Sport & fitness toward reaching manliness, courage, patriotism, moral character, team spirit, & intellectual independence.
ARNOLDISM: Uses Sport & fitness toward reaching manliness, courage, patriotism, moral character, team spirit, & intellectual independence.
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.23
Masculinity & Femininity IdealsMasculinity & Femininity Ideals
19th Century: Increased acceptance of Sport and fitness . . But only for boys/men!
19th Century: Increased acceptance of Sport and fitness . . But only for boys/men! Vigorous activity and competitive sport were viewed as harmful and “unladylike” for girls and women.
Vigorous activity and competitive sport were viewed as harmful and “unladylike” for girls and women.
This was in stark contrast to prevailing view of men: Virile, tough, aggressive, etc. This was in stark contrast to prevailing view of men: Virile, tough, aggressive, etc.
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.24
Masculinity & Femininity Ideals (cont’d.)
Masculinity & Femininity Ideals (cont’d.)
Similar views were held in sport, fitness & Physical Education environments. Similar views were held in sport, fitness & Physical Education environments.
Title IX and feminism greatly accelerated the change process for women.
Title IX and feminism greatly accelerated the change process for women.
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.25
Amateurism, Fair Play, and British Ideals
Amateurism, Fair Play, and British Ideals
Development of Sport in the late 1900s mirrored the growth of British Sport:
Amateurism & Fair Play.
Development of Sport in the late 1900s mirrored the growth of British Sport:
Amateurism & Fair Play.
It was the wealthy in Britain who exuded these characteristics. It was the wealthy in Britain who exuded these characteristics.
Amateur Athletic Union (AAU) formed in 1888. Amateur Athletic Union (AAU) formed in 1888.
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.26
Character Education Through Physical Challenges
Character Education Through Physical Challenges
Kurt Hahn’s educational goal: Train character over intellect Kurt Hahn’s educational goal: Train character over intellect
Fitness was an important component. Fitness was an important component.
40 min. activity breaks were interspersed daily throughout classroom activities. 40 min. activity breaks were interspersed daily throughout classroom activities.
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.27
Character Education Through Physical Challenges
Character Education Through Physical Challenges
Youth were challenged through outdoor activities: Mountain climbing, sailing expeditions lasting 4 days.
Youth were challenged through outdoor activities: Mountain climbing, sailing expeditions lasting 4 days.
Ergo: The Outward Bound Movement Ergo: The Outward Bound Movement
This orientation formed the basis for the experiential- and adventure education movement in the late 20th Century
This orientation formed the basis for the experiential- and adventure education movement in the late 20th Century
(e.g., www.elob.org) (e.g., www.elob.org)
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.28
School Sport and the New Physical Education . . . The
Philosophical Roots
School Sport and the New Physical Education . . . The
Philosophical Roots
Jean-Jacque Rousseau
Jean-Jacque Rousseau
ThomasWood
ThomasWood
John DeweyJohn Dewey
JohannPestalozzi
JohannPestalozzi
JohannBasedowJohann
BasedowFriedrichFroebel
FriedrichFroebel
ClarkHetherington
ClarkHetherington
17401740
19241924
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.29
School Sport and the New Physical EducationSchool Sport and the
New Physical Education
Thomas Wood’s work (1893) signaled the shift from the Gymnastics movement to the “Education-through-the-physical” approach.
Thomas Wood’s work (1893) signaled the shift from the Gymnastics movement to the “Education-through-the-physical” approach.
Based in part on the “progressive education” principles developed by John Dewey:
Based in part on the “progressive education” principles developed by John Dewey:
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.30
School Sport and the New Physical EducationSchool Sport and the
New Physical Education
John Dewey’s education agenda:Social reform through child-centered,
natural education.
John Dewey’s education agenda:Social reform through child-centered,
natural education.
Students are active participants . . . Doing is as important as knowing . . . Mental and physical cannot/should not be separated.
Students are active participants . . . Doing is as important as knowing . . . Mental and physical cannot/should not be separated.
Thus, natural play, sport and games were valued highly in “progressive education.” Thus, natural play, sport and games were valued highly in “progressive education.”
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.31
School Sport and the New Physical EducationSchool Sport and the
New Physical Education
John Dewey strongly influenced Clark Hetherington while at Columbia University. John Dewey strongly influenced Clark Hetherington while at Columbia University.
Hence, the link between progressive education and “education-through-the- physical.”
Hence, the link between progressive education and “education-through-the- physical.” Thus, natural play, sport and games were
valued highly in “progressive education.” Thus, natural play, sport and games were valued highly in “progressive education.”
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.32
Rousseau: Children are born “good” . . . It is their environment that ruins them. Rousseau: Children are born “good” . . . It is their environment that ruins them.
Strong advocate of physical activity, play, games & gymnastics as sensory experiences for a more holistic education.
Strong advocate of physical activity, play, games & gymnastics as sensory experiences for a more holistic education.
School Sport and the New Physical Education . . . The
Philosophical Roots
School Sport and the New Physical Education . . . The
Philosophical Roots
Play could contribute to developing: Character and competition. Play could contribute to developing: Character and competition.
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.33
Rousseau influenced educators: Basedow, Pestalozzi, & Froebel. Rousseau influenced educators: Basedow, Pestalozzi, & Froebel.
They each viewed physical activity, play as central to children’s development. They each viewed physical activity, play as central to children’s development.
School Sport and the New Physical Education . . . The
Philosophical Roots
School Sport and the New Physical Education . . . The
Philosophical Roots
Play could contribute to developing: Character and competition. Play could contribute to developing: Character and competition.
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.34
Play was the key link among the various educational philosophers. Play was the key link among the various educational philosophers.
Froebel made it the cornerstone of his views of how children learn. Froebel made it the cornerstone of his views of how children learn.
Re-emergence of Play as a Philosophical Concept
Re-emergence of Play as a Philosophical Concept
Became widely accepted as central to education and life. Became widely accepted as central to education and life.
Previously, Christianity (i.e., Reformation) suppressed play behavior as anti-Christian. Previously, Christianity (i.e., Reformation) suppressed play behavior as anti-Christian.
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.35
Friedrich von Schiller made Play a legitimate philosophical concept: Friedrich von Schiller made Play a legitimate philosophical concept:
“For to speak out once for all, man only plays when in the full meaning of the word he isa man, and he is only completely a man when at play.”
“For to speak out once for all, man only plays when in the full meaning of the word he isa man, and he is only completely a man when at play.”
Re-emergence of Play as a Philosophical Concept (cont’d.)
Re-emergence of Play as a Philosophical Concept (cont’d.)
(Schiller, 1910)
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.36
The Early 20th Century:Philosophies Come Together
The Early 20th Century:Philosophies Come Together
Physical Education proponents also influenced the YMCA and playground movements.
Physical Education proponents also influenced the YMCA and playground movements.
Sport, fitness and Physical Education each began to form their own identity. Sport, fitness and Physical Education each began to form their own identity.
Sport, fitness and school-based Physical Education had become well accepted and seen as critical to total development (though still favoring males).
Sport, fitness and school-based Physical Education had become well accepted and seen as critical to total development (though still favoring males).
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.37
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s
Until the 1950’s the “Education-Through- the-Physical” had not been challenged. Until the 1950’s the “Education-Through- the-Physical” had not been challenged.
Rise of new philosophical orientations: Rise of new philosophical orientations:
1950’s mark a period of increasing specialization, diversification in each area. 1950’s mark a period of increasing specialization, diversification in each area.
Human Movement Humanistic Sport & Physical Education. Play Education & Sport Education. Experiential & Adventure Education
Human Movement Humanistic Sport & Physical Education. Play Education & Sport Education. Experiential & Adventure Education
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.38
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s “Human Movement” philosophy “Human Movement” philosophy
First articulated by Rudolph Laban; heavily promoted by Rosiland Cassidy & Elanor Metheny.
First articulated by Rudolph Laban; heavily promoted by Rosiland Cassidy & Elanor Metheny. Became basis for: a) undergraduate teacher preparation at UCLA in 1958, and. b) justifying the academic nature of Physical Education.
Became basis for: a) undergraduate teacher preparation at UCLA in 1958, and. b) justifying the academic nature of Physical Education.
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.39
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s “Human Movement” philosophy (cont’d. ) “Human Movement” philosophy (cont’d. )
Framework fostered subsequent specialization into various sub-disciplines
Framework fostered subsequent specialization into various sub-disciplines Offered school programs a more flexible and open approach to teaching, notably in Elem. Schools: Movement Education.
Offered school programs a more flexible and open approach to teaching, notably in Elem. Schools: Movement Education. Associated teaching styles: Exploration and guided discovery.
Associated teaching styles: Exploration and guided discovery.
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.40
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s “Human Movement” philosophy (cont’d. ) “Human Movement” philosophy (cont’d. )
Still reflected in many of today’s Elem. School textbooks and school programs & PETE programs.
Still reflected in many of today’s Elem. School textbooks and school programs & PETE programs. Offered school programs a more flexible and open approach to teaching, notably in Elem. Schools: Movement Education.
Offered school programs a more flexible and open approach to teaching, notably in Elem. Schools: Movement Education. Associated teaching styles: Exploration and guided discovery.
Associated teaching styles: Exploration and guided discovery.
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.41
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s Humanistic Sport & Physical Education Humanistic Sport & Physical Education
Humanistic Psychology emerged as a dominant force in Education during the 60’s/70s, emphasizing personal and social development.
Humanistic Psychology emerged as a dominant force in Education during the 60’s/70s, emphasizing personal and social development. Don Hellison publishes “Humanistic Physical Education” (1973) targeting personal development, interpersonal relationships and self-expression as primary goals for Physical Education.
Don Hellison publishes “Humanistic Physical Education” (1973) targeting personal development, interpersonal relationships and self-expression as primary goals for Physical Education.
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.42
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s Humanistic Sport & Physical Education (cont’d.)
Humanistic Sport & Physical Education (cont’d.)
A similar movement develops that condemns abuses in sport (e.g., Scott, 1969: Athletics for Athletes).
A similar movement develops that condemns abuses in sport (e.g., Scott, 1969: Athletics for Athletes). Hellison’s framework for developing “personal and social responsibility” has developed a strong foothold in school Physical Education, most notably those serving urban at-risk youth.
Hellison’s framework for developing “personal and social responsibility” has developed a strong foothold in school Physical Education, most notably those serving urban at-risk youth.
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.43
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s Play Education & Sport Education Play Education & Sport Education
Traditional philosophies viewed Physical Education as a means towards other outcomes (i.e., physical, social, mental & moral).
Traditional philosophies viewed Physical Education as a means towards other outcomes (i.e., physical, social, mental & moral). “Play for play sake” (i.e., the activities are valuable in and of themselves) emerges as a new means of explaining the importance of the subject in schools (first promoted by Elanor Metheny).
“Play for play sake” (i.e., the activities are valuable in and of themselves) emerges as a new means of explaining the importance of the subject in schools (first promoted by Elanor Metheny).
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.44
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s Play Education & Sport Education (cont’d.)
Play Education & Sport Education (cont’d.)
First proposed by Siedentop, it aims to help students acquire the skills and appreciation for the activities themselves.
First proposed by Siedentop, it aims to help students acquire the skills and appreciation for the activities themselves. Activities should not
have to be used for “other” outcomes . . .
Activities should not have to be used for “other” outcomes . . .
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.45
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s Play Education & Sport Education (cont’d.)
Play Education & Sport Education (cont’d.)
Play Education places motor play (as seen in Physical Education) alongside music, art and drama as an institutionalized form of play within the broader culture.
Play Education places motor play (as seen in Physical Education) alongside music, art and drama as an institutionalized form of play within the broader culture. As such, it is fundamental to our culture . As such, it is fundamental to our culture .
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.46
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s Play Education & Sport Education (cont’d.)
Play Education & Sport Education (cont’d.) Where Play Education was a philosophy, Sport Education (SE) emerged as a coherent Curriculum & Instruction model for school Physical Education programs.
Where Play Education was a philosophy, Sport Education (SE) emerged as a coherent Curriculum & Instruction model for school Physical Education programs. SE seeks to help students become competent, literate and enthusiastic sportpersons . . . To foster continued participation and contribution to creating a healthier sport culture.
SE seeks to help students become competent, literate and enthusiastic sportpersons . . . To foster continued participation and contribution to creating a healthier sport culture.
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.47
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s Play Education & Sport Education (cont’d.)
Play Education & Sport Education (cont’d.) In SE, students are members of a team during a season in which festivity and team affiliation is created, a schedule of competition is completed, records are kept, and a season champion is determined during a culminating event.
In SE, students are members of a team during a season in which festivity and team affiliation is created, a schedule of competition is completed, records are kept, and a season champion is determined during a culminating event.
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.48
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s Experiential & Adventure Education Experiential & Adventure Education Based on the character-education
models from the 1800’s.
Based on the character-education models from the 1800’s. Follows the core values and principles of Outward Bound
(www.outwardbound.com):
Follows the core values and principles of Outward Bound
(www.outwardbound.com): Adventure & challenge. Compassion & service. Learning through experience. Personal development. Social & environmental responsibility.
Adventure & challenge. Compassion & service. Learning through experience. Personal development. Social & environmental responsibility.
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.49
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s
Philosophical Forces in Sport, Fitness and Physical Education since
1950’s Experiential & Adventure Education Experiential & Adventure Education Many school Physical Education
programs infuse team building and adventure type activities.
Many school Physical Education programs infuse team building and adventure type activities. Includes both in-class and off-campus experiences (e.g., 2-3 day hiking or canoeing trips).
Includes both in-class and off-campus experiences (e.g., 2-3 day hiking or canoeing trips).
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.50
The Fitness Renaissance and Wellness Movement
The Fitness Renaissance and Wellness Movement
Fitness is “in” and BIG business. Fitness is “in” and BIG business. Targets entire population (i.e., youth through older adults).
Targets entire population (i.e., youth through older adults). The need for better health is a major explanation for its current popularity.
The need for better health is a major explanation for its current popularity. HOWEVER, reaching a state of Wellness is another reason. HOWEVER, reaching a state of Wellness is another reason.
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.51
The Fitness Renaissance and Wellness Movement
The Fitness Renaissance and Wellness Movement Health used to be defined in
terms of the “absence of disease.”
Health used to be defined in terms of the “absence of disease.” Wellness is defined more broadly: Wellness is defined more broadly: Absence of disease, as well as the
ability to: Absence of disease, as well as the ability to: cope with daily stressors.
develop and maintain positive interpersonal relationships. recognize accomplishment and personal growth. think critically and be open to new ideas maintain a sense of humor.
cope with daily stressors. develop and maintain positive interpersonal relationships. recognize accomplishment and personal growth. think critically and be open to new ideas maintain a sense of humor.(fr. Fahey, Insel & Roth,
2007)
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.52
The Fitness Renaissance and Wellness Movement
The Fitness Renaissance and Wellness Movement
Wellness is reached when one can effectively balance one’s work, play, and relationships and view each positively. . . How would you rate your level of wellness?
Wellness is reached when one can effectively balance one’s work, play, and relationships and view each positively. . . How would you rate your level of wellness?
Maintaining a physically active lifestyle is now accepted as a central component of moving toward wellness.
Maintaining a physically active lifestyle is now accepted as a central component of moving toward wellness.
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.53
The Fitness Renaissance and Wellness Movement
The Fitness Renaissance and Wellness Movement
Traditionally, wellness has been viewed as a matter of personal responsibility.
Traditionally, wellness has been viewed as a matter of personal responsibility. HOWEVER, current trends in sedentary lifestyles and obesity in the population at large, make it a public health and public policy concern . . . .
A collective responsibility.
HOWEVER, current trends in sedentary lifestyles and obesity in the population at large, make it a public health and public policy concern . . . .
A collective responsibility.
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.54
The Fitness Renaissance and Wellness Movement
The Fitness Renaissance and Wellness Movement
One’s health is strongly influenced by Socio-economic Status.
One’s health is strongly influenced by Socio-economic Status. Since race and ethnicity is strongly correlated with SES, health is also a social and political issue.
Since race and ethnicity is strongly correlated with SES, health is also a social and political issue.
© 2009 McGraw-Hill Higher Education. All rights reserved.© 2009 McGraw-Hill Higher Education. All rights reserved.55
Lifespan Involvement in Physical Activity:
The new Visions
Lifespan Involvement in Physical Activity:
The new Visions Physical activity and wellness is important for ALL (not just children and youth).
Physical activity and wellness is important for ALL (not just children and youth). New generations are increasingly attracted to “extreme sports.” . . . . WHY??
New generations are increasingly attracted to “extreme sports.” . . . . WHY?? Even these activities are becoming more institutionalized (e.g., Winter Games; X-
Games).
Even these activities are becoming more institutionalized (e.g., Winter Games; X-
Games). Fitness is now also a major focus among older adults and retirees.
Fitness is now also a major focus among older adults and retirees.