© 2009 McGraw-Hill Higher Education. All rights reserved. Changing Philosophies for Sport, Fitness, and Physical Education Chapter 3 Introduction to Physical.

© 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?



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?



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?



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?



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?



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.



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?



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?


OntologyOntology

AxiologyAxiology

PoliticsPolitics

EthicsEthics

Some informal Definitions . . .


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



AxiologyAxiology

The study of values and the nature of values The study of values and the nature of values


. . . What values do you try to instill in others?. . . What values do you try to instill in others?


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.




PoliticsPolitics

Judging what is best for the common goodJudging what is best for the common good


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.


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!


Philosophical influences in early American Sport, Fitness, and

Physical Education


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.



Physical Education


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.


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)


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).


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.”


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.


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.


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.


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.


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.




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)


School Sport and the New Physical Education . . . The

Philosophical Roots


Philosophical Roots

Jean-Jacque Rousseau

Jean-Jacque Rousseau

ThomasWood

ThomasWood

John DeweyJohn Dewey

JohannPestalozzi

JohannPestalozzi

JohannBasedowJohann

BasedowFriedrichFroebel

FriedrichFroebel

ClarkHetherington

ClarkHetherington

17401740

19241924


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:




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.”




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.”


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.


Philosophical Roots


Philosophical Roots

Play could contribute to developing: Character and competition. Play could contribute to developing: Character and competition.


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.


Philosophical Roots


Philosophical Roots

Play could contribute to developing: Character and competition. Play could contribute to developing: Character and competition.


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.


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)


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).


Philosophical Forces in Sport, Fitness and Physical Education since

1950’s


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



1950’s


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.



1950’s


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.



1950’s


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.



1950’s


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.



1950’s


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.



1950’s


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).



1950’s


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 . . .



1950’s



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 .



1950’s



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.



1950’s



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.



1950’s


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.



1950’s


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).


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.



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)




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.




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.




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.


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.

© 2009 McGraw-Hill Higher Education. All rights reserved. Changing Philosophies for Sport, Fitness, and Physical Education Chapter 3 Introduction to Physical.

Documents

mcgrawhill higher education

physical education philosophy

physical education program

physical education chapter

discussion questions

sport daryl siedentop

ethics study

current views