Transcript definitions - McGraw Hill Higher Education

Chapter 4
Philosophy of Physical Education,
Exercise Science, and Sport
The love, study, and
pursuit of wisdom,
knowledge, and truth
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1
Five Traditional Philosophies





Idealism — a philosophical theory advocating that reality
depends on the mind for existence and truth is universal and
absolute
Realism — the philosophical system stressing that the laws
and order of the world as revealed by science are independent
from human experiences
Naturalism — a belief that the laws of nature govern life and
individual goals are more important than societal goals
Pragmatism — an American movement in philosophy
emphasizing reality as the sum total of each individual’s
experiences through practical experimentation
Existentialism — a twentieth-century philosophy that centers
on individual choices and advocates that truth and values are
uniquely personal
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2
Idealism
 Since
reasoning and mental processes are
important in understanding truth, the physical
therapist uses idealism in working with clients
to set realistic goals, persist in their movement
experiences, and realize that only by dealing
with temporary discomfort can they recover as
fully as possible.
 The idealist and the sport psychologist
understand reality is more mental than
physical, so helping elite athletes manage the
mental side of putting a golf ball or kicking a
field goal is vitally important.
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Realism
 The
exercise physiologist uses the scientific
method in investigating the effects of
performance-enhancing drugs in order to
understand positive and negative effects on the
body.
 Prior to beginning an exercise program, a
personal trainer will assess the capabilities of
the client, and, as would a realist, continue to
use measurements to determine progress made
in achieving personal fitness goals.
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Naturalism
 Lakes,
mountains, and other outdoor settings
provide a wealth of opportunities where
recreation specialists use natural settings as
learning laboratories so individuals can expand
their skills while enjoying leisure time.
 Physical education teachers agree with the
philosophy of naturalism and a readiness to
learn as they instruct students in
developmentally appropriate movement
activities.
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Pragmatism
 Athletic
directors are quite pragmatic in
understanding they must generate increased
revenues from ticket sales, broadcast rights,
corporate sponsorships, and private donations
to adequately support their teams.
 Directors of recreational facilities realize
participants are practical and pragmatic about
use of leisure time as they seek to enjoy
pleasurable, convenient activities with friends,
such as playing on a softball team or using
walking trails
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 While
Existentialism
health educators stress the importance of
making selections of nutritious foods and
physical educators emphasize engaging in daily
physical activities, each individual makes
choices with the full realization of the
consequences of these choices on their health
and well-being.
 While an athletic trainer can inform an athlete
about the rehabilitation program to be
completed, athletes must accept personal
responsibility and demonstrate self-discipline to
complete the exercises and adhere to the
rehabilitation programs to return to competition.
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Idealism — Truth is universal and
absolute
 The
Plato
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.
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Idealism — Truth is universal and
absolute
 The
Plato
mind and the body are
optimally developed
simultaneously and as a whole,
although physical activity is
secondary to the development
of the mind and thought
processes.
 The idealist believes there is
one correct way to perform
sports skills.
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Realism — Scientific laws are
independent of human experiences
 The
scientific laws of nature
determine what is truth.
 The scientific method
provides the process for
acquiring and applying truth
( i.e., knowledge originates
in the physical world but
emerges through
experimentation).
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Aristotle
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Realism — Scientific laws are
independent of human experiences
 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.
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Aristotle
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Naturalism — Laws of nature govern
life and individual goals
 Truth
Rousseau
and things valued exist
within the physical realm of
nature.
 “Everything according to nature”
means students learn and develop
in and through nature.
 Physical well-being enhances a
readiness to learn mental, moral,
and social skills.
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Naturalism — Laws of nature govern
life and individual goals
 Individualized
Rousseau
learning occurs
through self-discovery and
exploration of one’s capabilities
and interests.
 Through problem-solving,
students progress in skill
development at their own rates.
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Pragmatism — Reality 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
context.
 Social responsibilities are essential
as every individual functions with
and contributes to society.
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John Dewey
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Pragmatism — Reality is a total of
individual experiences
 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
social and interpersonal skills and
set and achieve personal goals.
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John Dewey
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Existentialism — Truth and values are
based on one’s experiences
 Human
Jean-Paul Sartre
experiences and individual
determinism (choices) construct
reality.
 Each person’s experiences
determine truth, which is uniquely
personal.
 An individual’s value system,
which is uniquely chosen, is
tempered by an understanding of
social responsibility.
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Existentialism — Truth and values are
based on one’s experiences
 The
Jean-Paul Sartre
desired educational outcome is
the self-actualizing person, who
must accept the consequences of
actions taken.
 Individualized activities in physical
education and sport encourage
creativity and self-awareness and
personal responsibility for learning.
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Importance of the Body
— simultaneous
development with the mind
 Realism — emphasis on the whole
individual
 Naturalism — physical activity
essential for optimal learning
 Pragmatism — variety of activities
for the effective functioning in
society
 Existentialism — freedom to
choose activity and be creative
 Idealism
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Curricular Focus
— teacher centered using examples as
models; qualitative
 Realism — subject centered; quantitative
 Naturalism — individual readiness to learn
 Pragmatism — student centered; based on
individual differences
 Existentialism — individual centered; based on
self-realization
 Idealism
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Importance of the Teacher
— model and example
 Realism — orderly presentation of
facts; learning through drills
 Naturalism — guide and helper
 Pragmatism — motivator, especially
through problem solving
 Existentialism — stimulator and
counselor
 Idealism
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Objectives
 Idealism
— developing personality and the
mind
 Realism — preparing students to meet the
realities of life
 Naturalism — developing the whole person
 Pragmatism — helping students to become
better functioning members of society
 Existentialism — assisting students to
become self-actualizing, independent beings
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Methodology
— lecture; question-answer
discussions
 Realism — use of real-world drills,
lectures, and projects
 Naturalism — informal; problem
solving
 Pragmatism — problem solving
 Existentialism — questions raised,
thoughts provoked, and freedom of
action encouraged by the teacher
 Idealism
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Evaluation
Idealism — subjective; qualitative
 Realism — quantitative; using
scientific means
 Naturalism — based on the
attainment of individual goals
 Pragmatism — subjective and selfevaluation
 Existentialism — unimportant in
the traditional sense

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Philosophy Quiz*
1. The __________ advocates that students must
indicate their readiness to attempt to learn a
cartwheel.
2. The __________ models or provides
demonstrations of exactly how to serve a
volleyball.
3. The __________ encourages students to use
reasoning powers to decide how to align
defensive players to stop an opposing team
from executing fast breaks.
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Philosophy Quiz
4. Since a curriculum based on this philosophy
focuses on the individual, the __________
focuses on teaching acceptance of selfresponsibility.
5. The __________ emphasizes learning team
sports through which social skills are
developed.
6. A physical education and sport researcher is
sometimes called a/an __________ because
she or he utilizes the scientific method of
inquiry.
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Philosophy Quiz
7. To the _________ free choices determine
reality and truth, such as in setting up a
preferred type of exercise program.
8. The __________ advocates that reality is more
mental than physical, such as perfecting
shooting technique for free throws through
mental practice.
9. Since experience is critical for learning to the
__________, especially as a member of a
group, students are encouraged to experiment
with their own techniques in executing bodily
movements.
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Philosophy Quiz
10.The __________ uses natural settings
as learning laboratories during leisure
hours.
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Sport Ethics
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The Ineligible Player
Tomorrow your school’s girls’ basketball team will play in the
state championship game. Everyone in the school and 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 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 reported, which is that Jody has been
20 years old all season, thus making her ineligible for high
school sports. You are distraught because you know Jody is
from a single-parent home and has had past academic and
behavioral problems in school. But, she has overcome these and
changed since she joined the basketball team. Miller is willing
to keep this matter quiet, but says as coach you will have to
decide whether to play Jody in the game or even to play the
game.
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Understanding Ethics
 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 individual’s motives,
intentions, and actions as right or wrong,
virtuous or vicious, or good or bad
 Values are anything having relative worth
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Moral values are the relative
worth placed on virtuous
behaviors.
 Principles are universal rules of
conduct that identify what kinds
of actions, intentions, and
motives are valued.
 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.

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Moral Acting
Moral reasoning is
the systematic
process of
evaluating personal
values and
developing a
consistent and
impartial set of
moral principles by
which to live.
Moral acting is how
we act based on what
we know and value.
Moral valuing is the basis
of what we believe about
ourselves, society, and
others around us.
Moral
Reasoning
Moral
Valuing
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Moral knowing is
the cognitive
phase of learning
about moral issues
and how to resolve
them.
Moral
Knowing
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Example of Moral Values and Principles
 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
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Moral Justification*
Try to make it seem that the unethical action is really
ethical, such as by claiming there is no rule against it,
no one will ever know, or everyone else does it.
 State that the action is not unethical since the action
harmed no one or no foul was called or penalty
assessed.
 Argue that while a rule was violated, the situation
along with the amount of good accomplished
overshadowed the small amount of harm; that is, the
end justifies the means.

*Stoll & Beller (2006) p. 79
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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.
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35
Ethical Principles
 Moral
duties are prescriptive and
independent of consequences.
 Fair play means playing within the
letter and spirit of 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.
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Ethical Principles
 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, humility in
victory, praise for the winners, and self-respect in
defeat.
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37
Is This Conduct Ethical?
A defensive back is beaten by the opposing
wide receiver, resulting in a big play for the
offense. On a subsequent play, the defensive
back “takes out” his opponent with vicious
blind side hit to the knees, even though he is
not involved with action near the ball. Is this
hit ethical? If not, how should this
intimidation be punished?
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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 batter’s box but
is hit by a 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
batter’s head justify his charging the mound? Why
are teammates expected to join in the fray?
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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?
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40
Ethical Choices in Sports
1. Should every child get an opportunity to play all
Does
positions in youth sports?
the
level 2. Should a coach have the right to require that an
athlete (at any age) compete in only one sport?
of
sport 3. Should an athlete be required to pass all school
matter? subjects in order to play on a team?
4. Should a coach teach athletes how to violate a
sports rule to gain a competitive advantage?
5. When, if ever, should a team “run up the score”
on an opposing team?
6. Should taunting an opponent be penalized or
allowed and why?
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41
SUCCESS
THE PYRAMID OF
SUCCESS
John R. Wooden
COMPETITIVE
GREATNESS
“When the going gets
tough, the tough get
going.” Be at your best
when your best is needed.
Real love of a hard battle.
Former Basketball Coach
UCLA
POISE
CONFIDENCE
Just being yourself. Being
at ease in any situation.
Never fighting yourself.
CONDITION
Mental - Moral - Physical.
Rest, exercise, and diet must
be considered. Moderation
must be practiced.
Dissipation must be
eliminated.
SELF-CONTROL
Emotions under control.
Delicate adjustment
between mind and body.
Keep judgment and
common sense.
INDUSTRIOUSNESS
There is no substitute for
work. Worthwhile things
come from hard work and
careful planning.
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.
SKILL
TEAM SPIRIT
A knowledge of and the
ability to properly execute
the fundamentals. Be
prepared. Cover every
detail.
An eagerness to sacrifice
personal interests or glory
for the welfare of all. The
team comes first.
ALERTNESS
Be observing constantly.
Be quick to spot a
weakness and correct it or
use it as the case may
warrant.
FRIENDSHIP
Comes from mutual
esteem, respect, and
devotion. A sincere liking
for all.
Respect without fear.
Confident not cocky. May
come from faith in yourself
in knowing that you are
prepared.
INITIATIVE
Cultivate the ability to
make decisions and think
alone. Desire to excel.
LOYALTY
To yourself and to all those
dependent upon you.
Keep your self-respect.
INTENTNESS
Ability to resist temptation and
stay with your course.
Concentrate on your objective
and be determined to reach
your goal.
COOPERATION
ENTHUSIASM
With all levels of your coworkers. Help others and
see the other side.
Your heart must be in your
work. Stimulate others.
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42
The driving force for cheating within sport is to gain a competitive
advantage. Some athletes and coaches behave as if they will do whatever it takes to
win. This may mean intentionally teaching, learning, and executing actions in
violation of the rules. For example, in basketball near the end of a closely contested
game, athletes on the team with fewer points intentionally foul opposing athletes
hoping the free throws will be missed and possession of the ball can be regained and
more points scored to try to win. Most would argue this is good strategy. How is an
intentional rule violation congruent with the spirit of the rules?
The concept of moral callousness suggests that over time individuals can
grow hardened, such as when athletes make less morally reasoned decisions the
longer they are involved with sports. To emphasize how intentionally fouling at the
end of the game to stop the clock illustrates moral callousness, consider how the
game was played decades ago. This type of rule violation did not occur, and the
intentional grabbing or hacking of an opponent to prolong the game would have been
viewed as unsportsmanlike. Has the perception changed because the strategy might
help win the game? Is it good sportsmanship for a football player to fake an injury
near to get the clock stopped? Some state this is cheating, while others argue this is
good strategy. Has moral callousness in some sports changed intentional rule
violations into good strategy?
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43
Groupthink
occurs when
a team or
group of
athletes
emphasizes
agreement
rather than
the courage
to make
morally
reasoned
decisions.
Problems with the Moral
Reasoning of Athletes
The longer athletes participate in sport,
the lower their moral reasoning.
 Males have lower levels of moral
reasoning than do females.
 Team sport athletes show lower levels of
moral reasoning than do individual sport
athletes.
 The moral reasoning of interscholastic
athletes is less consistent, impartial, and
reflective than is that of non-athletes.

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Character Counts!

Six pillars of character
 Trustworthiness — be honest; do not cheat; be reliable;
have the courage to do the right thing
 Respect — be considerate of the feelings of others; do
not threaten, hit, or hurt anyone
 Responsibility — do what you are supposed to do; be
self-disciplined
 Fairness — play by the rules; do not take advantage of
others
 Caring — be kind; be compassionate; show you care
 Citizenship—be cooperative; obey laws and rules
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45
National Association of Intercollegiate
Athletics — Champions of Character
 Instill
an understanding of character values in
sport
 Core values
 Respect
 Responsibility
 Integrity
 Servant leadership
 Sportsmanship
 Provide practical tools for student-athletes,
coaches, and parents to use in modeling
exemplary character traits
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It Really Is Not Only about Winning!
Olympic Creed — "The most
important thing in the Olympic
Games is not to win but to take
part just as the most important
thing in life is not the triumph, but
the struggle. The essential thing is
not to have conquered, but to
have fought well."
 “For when the One Great Scorer
comes to mark against your name,
He writes not that you won or lost
but how you played the Game.”
(Grantland Rice)

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