PHILOSOPHY OF PHYSICAL EDUCATION, EXERCISE SCIENCE, AND SPORT

A love of wisdom and the pursuit of truth

Copyright 2005 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.

Five Traditional Philosophies

Idealisma philosophical theory advocating

Realismthe philosophical system stressing that the laws and order of the world as revealed by science are independent from human experiences Pragmatisman American movement in philosophy

Naturalisma belief that the scientific laws of nature govern life and that individual goals are more important than societal goals Existentialisma twentieth-century philosophy

IDEALISMTruth is universal

and absolute
The

mind is critical to all understanding since only through reasoning and mental processes can truth emerge. Never-changing ideals comprise the ultimate reality. Ideals, virtues, and truths are universal and remain the same regardless of how individuals may interpret them.

IDEALISM
The

mind and the body are optimally to be developed simultaneously, as a whole, although physical activity is secondary to the development of the mind and thought processes. The idealist believes that there is one correct way to perform sports skills.

REALISMScientific laws are

independent of human experiences

The

laws of nature determine what is truth. The scientific method provides the process for acquiring and applying truth, e.g., knowledge originates in the physical world but emerges through experimentation.

REALISM
The

physical education curriculum includes activities and experiences that enable students to understand the laws of the physical world. Learning is subject-centered and includes progressions, drills, and objective evaluation.

PRAGMATISMReality is a

total of individual experiences

Ultimate

reality must be experienced and is ever-changing rather than absolute. Truth and values are functions of the consequences of the time and the context are considered good if successful. Social responsibilities are essential as every individual functions with and contributes to society.

PRAGMATISM
Students

develop social efficiency as they experience solving the problems of life and learn how to become better functioning members of society. A student-centered curriculum encourages students to develop their social and interpersonal skills and to set and achieve personal goals.

NATURALISMLaws of

nature govern life and individual goals

Truth

and things valued exist within the physical realm of nature. Everything according to nature means that students learn and develop in and through nature. Physical well-being enhances a readiness to learn mental, moral, and social skills.

NATURALISM
Individualized

learning occurs through self-discovery and exploration of ones capabilities and interests. Through problem-solving, students progress in skill development at their own rates.

EXISTENTIALISMTruth and

values are based on ones experiences

Human

experiences and individual determinism construct reality. Each persons experiences determine truth, which is uniquely personal. An individuals value system, which is totally controlled by choice, is tempered by an understanding of social responsibility.

EXISTENTIALISM
The

desired educational outcome is the selfactualizing person, who must accept the consequences of actions taken. Individualized activities in physical education and sport encourage creativity, self-awareness and personal responsibility for learning.

IMPORTANCE OF THE BODY

Idealism Realism Pragmatism Naturalism

Existentialism

CURRICULAR FOCUS

Idealism Realism Pragmatism Naturalism Existentialism

IMPORTANCE OF THE TEACHER

Idealism Realism Pragmatism

Naturalism
Existentialism

OBJECTIVES
Idealismdevelopment

of personality

and mind Realismtraining students to meet the realities of life Pragmatismhelping students to become better functioning members of society Naturalismdevelopment of the whole person Existentialismassisting students to become self-actualizing, independent beings

METHODOLOGY
Idealismlecture;

question-answer

discussions Realismuse of real world, drills, lectures, and projects Pragmatismproblem solving Naturalisminformal; problem solving Existentialismquestions raised, thoughts provoked, and freedom of action encouraged by the teacher

EVALUATION
Idealism Realism Pragmatism Naturalism Existentialism

WEAKNESSES
Idealismresistance

to change; development of the body is secondary to the mind Realismtoo narrow a view; everything must conform to natural laws or it is wrong Pragmatismlack of fixed aims to give students stability and direction Naturalismtoo simple an education for a complex world Existentialismoveremphasis on individuality precludes preparation for social life

PHILOSOPHY QUIZ
1. 2. 3.

4.

5.

The __________ advocates that students must indicate their readiness to attempt to learn a cartwheel. The __________ models or provides demonstrations of exactly how to serve a volleyball. The __________ encourages students to use their reasoning powers to decide how to align defensive players to stop an opposing team that fast breaks. Since a curriculum based on this philosophy focuses on the individual, the __________ focuses on teaching the acceptance of responsibility for self-discipline, cooperation, and fair play. The __________ emphasizes learning team sports through which social skills are developed.

PHILOSOPHY QUIZ
6.

7.

8.

9.

A physical education and sport researcher is sometimes called a/an __________ because he or she utilizes the scientific method of inquiry. The __________ encourages students to select their own movement activities and to be creative, such as through designing a new cooperative game or exploring playground apparatus. The wholeness rather than duality (mind versus body) of people is stressed by the __________ and the __________ by their seeking to achieve psychomotor, cognitive, and affective outcomes in all classes. Since to the __________ experience is critical for learning, students are encouraged to experiment with their own techniques in executing body movements.

OTHER PHILOSOPHIES
Metaphysics

refers to the nature of things, or how actions or events are related to one another. Axiology deals with the value of things and discovering whether actions, things or circumstances are good and virtuous. Epistemology is the branch of philosophy that examines what people know and how and why they hold certain beliefs Aesthetics is the philosophical area that focuses on the artistic, sensual, or beautiful aspects of anything, including movement.

SAMPLE OF THE PHILOSOPHY OF A PERSONAL TRAINER

I believe that every person should have the knowledge and skills to lead a healthy life. As a personal trainer, I am committed to helping each client learn how to eat right, exercise regularly, and practice healthy behaviors. These are the top seven areas in which I can help: Individualized instruction in exercise programs-Teach and guide through fundamental and advanced techniques and activities for the development of cardiovascular endurance, muscular strength and endurance, and flexibility

SAMPLE OF THE PHILOSOPHY OF A PERSONAL TRAINER

Nutritional

counseling-Guide clients in the selection, preparation, and consumption of nutritious foods that will lead to the maintenance of good health Motivation and positive reinforcement-Help clients develop an intrinsic motivation to enjoy healthy behaviors by providing positive comments about their effort, commitment, responsible actions, and persistence as well as their progress in achieving nutritional and fitness goals Safety-Ensure that clients complete each exercise, activity, and lifestyle change in a safe environment with appropriate supervision

 Specificity

of training-Direct prescribed exercises and programs in congruence with personal goals, physical limitations, and physicians' directions Injury or disease rehabilitation-Assist clients in regaining levels of mobility and fitness commensurate with individual circumstances and within guidelines provided by physicians Education-Provide information and resources to help clients incorporate healthy behaviors into all aspects of their lives Living this philosophy gives me great satisfaction in knowing that I have made a significant difference in the well-being of clients.

SAMPLE OF THE PHILOSOPHY OF A PERSONAL TRAINER

Sport Ethics

THE INELIGIBLE PLAYER

Tomorrow, your schools girls basketball team will play in the state championship game. Everyone in the school and in your small town is excited. A telephone call you just received from the new athletic director (Stacy Miller) suddenly threatens to change everything. Miller tells you that Jody, the 24-points per game star, is too old. In completing some required paperwork for the state athletic association, she realized what the previous athletic director had not determined, which is that Jody is 19 years old, thus making her ineligible for high school sports. You are distraught because you know that Jody is from a single-parent home and has had past academic and behavioral problems in school but that she has overcome these and changed since she joined the basketball team. Miller is willing to keep this matter quiet, but says that as coach you will have to decide whether to play the game or not.

DEFINITIONS
Ethics

is the study of moral values or the doing of good toward others or oneself; the study of the principles of human duty; the study of all moral qualities that distinguish an individual relative to others Moral pertains to an individuals motives, intentions, and actions as right or wrong, virtuous or vicious, or good or bad Values are anything having relative worth

DEFINITIONS

Moral

values are the relative worth that is placed on virtuous behaviors. Principles are universal rules of conduct that identify what kinds of actions, intentions, and motives are valued.

A PLAN FOR FAIR PLAY

Moral

reasoning is the systematic process of evaluating personal values and developing a consistent and an impartial set of moral principles by which to live.

A PLAN FOR FAIR PLAY

Moral

knowing is the cognitive phase of learning about moral issues and how to resolve them. Moral valuing is the basis of what we believe about ourselves, society, and theories around us. Moral acting is how we act based on what we know and value.

KOHLBERGS STAGES OF MORAL DEVELOPMENT

Stage One focuses on actions done to avoid punishment. Stage Two emphasizes following rules for self-interest. Stage Three suggests that people react to the expectations of parents, peers, and authority figures. Stage Four assumes that people conform to the social system and social order. Stage Five expects people to fulfill contract and individual rights. Stage Six posits universal ethical principles as the basis for all actions.

FOUR MORAL VALUES

Justice (treating others with fairness) Do not violate the rules of the game Honesty (being trustworthy) Do not cheat or lie Responsibility (fulfilling duty) Do not act irresponsibly Beneficence (fair play or doing good) Do not harm an opponent

RATIONALIZATIONS FOR UNETHICAL BEHAVIORS

There

is no rule against it. Everyone else does it. This action is not unethical because no one will ever know about it. Circumstances require acting in this way.

ETHICAL THEORIES
Teleological

or consequential (utilitarianism) theories focus on the end results or consequences of processes or occurrences; the ultimate standard of what is morally right is dependent on the greatest amount of good for the greatest number of people Deontological or non-consequential (Kantian) theories state that actions must conform to absolute rules of moral behavior; there is an inherent rightness apart from all consequences

CATEGORICAL IMPERATIVES
Moral

duties are prescriptive and independent of consequences Fair play means playing within the letter and spirit of the the rules Seeking to win is acceptable only if the letter and spirit of the rules are followed An opponent is not the enemy but a worthy athlete deserving to be treated exactly as everyone would wish to be treated

CATEGORICAL IMPERATIVES
Retribution

is never acceptable regardless of the unfairness or violence of the initial action Games are not played to intimidate; the ideal purpose is a mutual quest for excellence through challenge Sportsmanship requires modesty and humility in victory, praise for the winners, and self-respect in defeat

IS THIS CONDUCT ETHICAL?

A lineman or a defensive back is beaten by the opposing lineman or wide receiver, resulting in a big play for the offense. On a subsequent play, the lineman or defensive back takes out his opponent with a vicious blind side hit to the knees meant to cause injury, even though neither player is involved with action near the ball. Is this hit ethical? If not, how should this intimidation be punished? How should the lineman or defensive back be educated about ethical conduct?

IS THIS CONDUCT ETHICAL?

In his first at-bat after his grand-slam home run, Mike is prepared for a brush-back pitch. He is not ready for the inside fast ball aimed straight at his head. He attempts to bail out of the batters box but is hit by the pitch on the arm. He jumps up and charges the mound, bat in hand, as both benches clear. The ensuing brawl results in the ejection of several players from the game. Why is the brush back pitch seemingly an acceptable form of gamesmanship in baseball? Does a ball thrown at a batters head justify his charging the mound? Why are teammates expected to join in the fray? Should these behaviors be changed?

IS THIS CONDUCT ETHICAL?

The shoving match underneath the basket has escalated without any fouls being called. Finally, Mary has had enough. The next time Pat pushes her to clear the lane, Mary grabs her and refuses to give ground. Pat retaliates by hitting Mary. Before the referees can break up the scuffle, punches from several players have landed. Who is violating the rules of the game and sportsmanship in this situation? Is the absence of a whistle calling a foul on Mary, Pat, or both tantamount to condoning their intimidation of each other? If you were her coach, how would you attempt to changes Marys or Pats behavior?

SUCCESS

THE PYRAMID OF SUCCESS

John R. Wooden Head Basketball Coach UCLA
F

TH AI
T

PA r G TI ye ta ood a EN ke t pr hi CE h tim n ug gs o e hr

Success is peace of mind which is a direct result of self-satisfaction in knowing you did your best to become the best that you are capable of becoming.

COMPETITIVE GREATNESS When the going gets tough, the tough get going. Be at your best when your best is needed. Real u (oth po er love of a hard battle. n sd yo e u) pe n CONFIDENCE Respect without fear. Confident not cocky. May come from faith in yourself in knowing that you are prepared.

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Just being yourself. Being at ease in any situation. Never fighting yourself.

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CONDITION

SKILL A knowledge of and the ability to properly execute the fundamentals. Be prepared. Cover every detail.

TEAM SPIRIT An eagerness to sacrifice personal interests or glory for the welfare of all. The team comes first.

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Mental - Moral - Physical. Rest, exercise, and diet must be considered. Moderation must be practiced. Dissipation must be eliminated.

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SELF-CONTROL Emotions under control. Delicate adjustment between mind and body. Keep judgment and common sense.

ALERTNESS Be observing constantly. Be quick to spot a weakness and correct it or use it as the case may warrant.

INITIATIVE Cultivate the ability to make decisions and think alone. Desire to excel.

INTENTNESS Ability to resist temptation and stay with your course. Concentrate on your objective and be determined to reach your goal.

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INDUSTRIOUSNESS There is no substitute for work. Worth while things come from hard work and careful planning.

FRIENDSHIP Comes from mutual esteem, respect, and devotion. A sincere liking for all.

LOYALTY To yourself and to all those dependent upon you. Keep your self-respect.

COOPERATION With all levels of your co-workers. Help others and see the other side.

ENTHUSIASM Your heart must be in your work. Stimulate others.