Chapter 3: Changing Philosophies for Sport, Fitness, and Physical Education

1. Chapter 3:Changing Philosophies for Sport, Fitness, and Physical Education HPHE 1500 Dr. Ayers

2. Some informal Definitions . . . Ontology Ethics Axiology Politics

3. Some informal Definitions . . . Ontology 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 more than one reality

4. Some informal Definitions . . . The study of values and the nature of values Axiology . . . What values do you try to instill in others?

5. Some informal Definitions . . . Ethics • Study of the • nature of morals and moral choices made • by persons; • 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.

6. Some informal Definitions . . . Judging what is best for the common good Politics

7. Ontology Ethics Axiology Politics These 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.

8. Seeing how your philosophy is connected with those within your field will help you articulate 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!

9. Philosophical influences in early American Sport, Fitness, and Physical Education Key developments in the 19th & 20th Centuries in the field . . .(a backdrop): • Physical Education becomes a school subject • Competitive sport becomes more accepted • Fitness becomes valued in its own right • Importance of play during childhood is recognized

10. Main Philosophical influences on Sport, Fitness, and Physical Education • The Gymnastics Philosophies • Muscular Christianity • Masculinity & Femininity Ideals • Amateurism, Fair Play, & British ideals • Character Education (See also Box 3.1, p. 59)

11. The Gymnastics Philosophies (1800-1850) • German and Swedish systems emerge within a period of strong Nationalism • Both were similar in philosophy • Main goal: Individual development, self-reliance • Yet also strongly linked with National Defense (i.e., military preparedness)

12. Muscular Christianity (1850-1900) • Emerged as Puritanism lost its grip on the young nation • Reflects mutual understanding between sport & religion • Ralph Waldo Emerson: “the first wealth is health” • Achieving fitness and physical prowess also serves mental, moral and religious purposes • Reached popularity via British likeness: ARNOLDISM • ARNOLDISM: Uses Sport & fitness toward reaching manliness, courage, patriotism, moral character, team spirit, & intellectual independence

13. Masculinity & Femininity Ideals • 19th Century: Increased acceptance of sport & fitness… But only for males! • Vigorous activity and competitive sport viewed as harmful and “unladylike” for girls and women • This was in stark contrast to prevailing view of men: virile, tough, aggressive, etc. • Similar views were held in sport, fitness & Physical Education environments • Title IX and feminism greatly accelerated the change process for women

14. Discussion Questions How do you perceive Muscular Christianity? What is your perception of women’s physical life in our society today?

15. Amateurism, Fair Play, and British Ideals • 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 • Amateur Athletic Union (AAU) formed in 1888

16. Character Education Through Physical Challenges • Kurt Hahn’s educational goal: Train character over intellect German Jew founder of Gordonstoun School in Scotland • Fitness was an important component • 40 min. activity breaks interspersed daily throughout classroom activities • Youth challenged through vigorous outdoor activities to test courage and skill • Ergo: The Outward Bound Movement

17. School Sport and the New Physical Education . . . The Philosophical Roots Clark Hetherington 1924 Thomas Wood John Dewey Johann Basedow Friedrich Froebel Johann Pestalozzi Jean-Jacque Rousseau 1740

18. 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(most imp’t in history of American edu) • 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 • Thus, natural play, sport and games were valued highly in “progressive education”

19. JohnDewey strongly influenced Clark Hetherington while at Columbia University • Hence, the link between progressive education and “education-through-the-physical” • Many early leaders trained in 1st doc program at Teachers College (Columbia Univ): main center for progressive education & education-through-the- physical philosophy

20. School Sport and the New Physical Education . . . The Philosophical Roots • Rousseau: Children are born “good”…their environment ruins them • Strong advocate of physical activity, play, games & gymnastics as sensory experiences for a more holistic education • Play could contribute to developing character: cooperation and competition • Rousseau-influenced educators: Basedow, Pestalozzi, Froebel • Each viewed physical activity, play as central to children’s development

21. School Sport and the New Physical Education . . . The Philosophical Roots Clark Hetherington 1924 Thomas Wood John Dewey Johann Basedow Friedrich Froebel Johann Pestalozzi Jean-Jacque Rousseau 1740

22. Re-emergence of Play as a Philosophical Concept • Play was the key link among the various educational philosophers • Froebel made it the cornerstone of his views of how children learn • Became widely accepted as central to education and life • Previously, Christianity (i.e., Reformation) suppressed play behavior as anti-Christian

23. 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 is a man, andhe is only completely a man when at play.” (Schiller, 1910) • Schiller argued that PLAY was a basic, integrating mode of human behavior throughout life & across all cultures

24. Discussion Question If/How do you think society’s impression of PLAY impacts the public’s perception of our profession?

25. The Early 20th Century: Philosophies Come Together • Sport, fitness and school-based Physical Education had become well accepted and seen as critical to total development (though still favoring males) • Physical Education proponents also influenced the • YMCA and playground movements • Sport, fitness and Physical Education each began to • form unique identities • Participation in sport, fitness & physical education was useful b/c of the contributions it made to intellectual, physical, social & moral development

26. Philosophical Forces in Sport, Fitness and Physical Education since 1950’s • 1950’s mark a period of increasing specialization, diversification in each area • Until the 1950’s the “Education-Through-the-Physical” • had not been challenged • Rise of new philosophical orientations: • Human Movement • Humanistic Sport & Physical Education • Play Education & Sport Education • Experiential & Adventure Education

27. Philosophical Forces in Sport, Fitness and Physical Education since 1950’s • “Human Movement” philosophy • Rudolph Laban*, Rosiland Cassidy & ElanorMetheny • Became basis for: a) undergraduate teacher preparation at UCLA in 1958 b) justifying the academic nature of Physical Education • Framework fostered subsequent specialization → various sub-disciplines • Offered school programs a more flexible/open approach to teaching in elem schools: Movement Education • Associated teaching styles: Exploration & guided discovery

28. Humanistic Sport & Physical Education • Humanistic Psychology emerged as 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 • A similar movement develops that condemns abuses in sport (e.g., Scott, 1969: Athletics for Athletes) • Hellison’s framework for developing “personal & social responsibility” has become ingrained in school Physical Education, notably those serving urban at-risk youth

29. Play Education & Sport Education • 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 ElanorMetheny) • First proposed by Siedentop, it aims to help students acquire the skills and appreciation for the activities themselves • Play Education places motor play (as seen in Physical Education) alongside music, art and drama as an institutionalized form of play fundamental to our culture

30. Play Education &Sport Education • Where Play Education was a philosophy, Sport Education (SE) emerged as a coherent curriculum 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 • 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

31. Experiential & Adventure Education • Based on the character-education models from the 1800’s • Follows the core values and principles of Outward Bound (www.outwardbound.com): • Adventure & challenge. • Compassion & service. • Learning through experience. • Personal development. • Social & environmental responsibility. • Many school Physical Education programs infuse team building and adventure type activities both in-class and off-campus (e.g., 2-3 day hiking or canoeing trips)

32. The Fitness Renaissance and Wellness Movement • Fitness is “in” and BIG business. • Targets entire population (i.e., youth through older adults) • The need for better health is one explanation for its current popularity • HOWEVER, reaching a state of Wellness is another reason • Wellness is defined as: • 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

33. How would you rate your level of wellness? • Maintaining a physically active lifestyle is accepted as a central component of moving toward wellness • 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 • 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

34. Lifespan Involvement in Physical Activity: The new Visions • Physical activity and wellness is important for ALL (not just children and youth) • New generations are increasingly attracted to “extreme sports.” . . . . WHY?? • Even these activities are becoming more institutionalized(e.g., Winter Games; X-Games) • Fitness is now a major focus among older adults and retirees

35. Find a Friend Ethics Politics Talk about your position and values about the profession/field you plan to enter Due Wed: Write your Physical Education philosophy, including your: ontology, axiology, ethics and the political ramifications of your position Ontology Axiology