Philosophy Of Physical Education Research Articles

Physical Education and Its Scope: A Literature Review of Empirical Studies with A Holistic Perspective Teaching Practices in Indonesia

Study purpose. Physical Education (PE) is a part of sports education that places body movement as the main principle of learning whose outcomes include cognitive, motoric, affective, and social. Extensive research has been conducted to find the ideal PE teaching concept. The literature review aimed to gather information about existing studies in Indonesia in an effort to achieve PE learning objectives. Materials and methods. A systematic review was conducted using PRISMA guidelines related to PE teaching outcomes using the Scopus database. The article strategy for systematic review used a combination of title, abstract, and keywords with the criteria‘learning outcome’AND (‘physical education’OR ‘sport education’ OR ‘physical activity’). The systematic review only analysed articles that met the exclusion criteria and inclusion criteria as a result of screening the articles obtained 31 articles that were processed for systematic review. Results. The results of the literature review show that studies conducted by researchers still focus on improving physical learning, cognitive learning, and affective learning but does not include social learning. The approach used has not fully utilised the game approach so not in line with the philosophy of PE. Conclusion. Quite a lot of research has been conducted in an effort to achieve the learning objectives of PE but it is still limited, therefore, it is recommended that further research focuses on finding PE learning that is able to cover the overall learning outcomes of PE legitimized by using a game approach.

Um estudo da filosofia de Paul Lengrand sobre educação física ao longo da vida

Abstract: By employing a combination of literature review and logical induction, Paul Lengrand’s lifelong writings regarding philosophy of physical education were methodically gathered, classified and synopsized. An astute analysis has indicated that Paul Lengrand’s lifelong perspective on philosophy of physical education was shaped, in no small measure, by his singular historical context, societal exigencies, and personal encounters. Moreover, it has been revealed that his outlook on philosophy of physical education was an extension of his ardent commitment to lifelong education philosophy, while simultaneously enhancing and refining it. Physical education and sports are important contents of lifelong physical education. Sports should not be seen as a muscle activity, but should be combined with the current situation, morality and art, and the period should be integrated with lifelong education. Centered unequivocally around embracing physical exercise across all junctures of human existence, physical education was regarded as an indispensable dimension of life that exemplifies the durability, gradual progression, and comprehensiveness of lifelong physical education philosophy.

An Arete-Based Philosophy of Physical Education

The purpose of this article is to examine and apply the ancient Greek principle of arete (embodied excellence/virtue) to the field of physical education in order to provide it with a powerful intrinsic justification and thus elevate it to the status of a fundamental academic discipline. Physical education, when guided by an arete-based philosophy, should be understood as the instruction of kinesthetic intelligence for the sake of human excellence. Social-emotional learning and the vast public health outcomes will necessarily be included, but will become properly oriented within the larger project of arete rather than being the exclusive focus of the profession.

Philosophy of physical education and sports in Brazil: an analysis of the philosophical foundations in the work of Inezil Penna Marinho

The present study aimed to investigate the historical origins of the Philosophy of Physical Education and Sports in Brazil. The writings of Inezil Penna Marinho, former Professor of the Federal University of Rio de Janeiro between 1945 and 1984, were the first on this specific content in Brazil. Data collection resulted in six thematic categories, namely “Comments on Translated Fragments”, “Philology of Physical Education and Sports”, “Games, Hedonism and Transfiguration”, “Leisure and Axiology”, “Philosophy of Curricular Physical Education”, and “Metaphysics of Brain”. Marinho was an Eclectic, Foundationalist, and Casuistic philosopher. In his texts, Physical Education got ethical, axiological, aesthetical, epistemic, psychoanalytical, educational, political, and metaphysical attributes. Additionally, Marinho developed dialogues with authors from Aristotelianism, Platonism, Renaissance, Enlightenment, Evolutionism, Empirism, Freudism, Critical Theory, Hedonism, Platonic Theology, Stoicism, Cartesianism, and Bergsonism. Five classical issues appeared in his production: happiness as a transcendental demand; nature of the correspondence between language and reality; duality mind-body; historical conflict between freedom and domination; constitution of the subject. For him, gymnastics seemed to be higher in axiological importance than sports, games, and general physical activity. This result shows that the Philosophy of Physical Education and Sports in Brazil has its traditions.

Orel – the Catholic gymnastics organization and its foreign relations between 1929 and 1948

This paper looks at the history of the Czechoslovak Orel, the Catholic gymnastics organization and its foreign relations between 1929 and 1948. The Orel had begun to establish its first foreign contacts before the First World War, at a time when the organization had not yet become fully independent. The Czechoslovak Orel was given independence after the First World War had come to an end – a time when it began to expand and establish an increasing number of foreign contacts. However, the Czechoslovak organization did not experience major expansion until the 1920s, the decade when it became a member of the Catholic gymnastics union, UIOCEP, and when it organized two large-scale international festivals. The festival held in 1929 was of particular significance, increasing the popularity of the Czechoslovak Orel and its physical education philosophy abroad. The Czechoslovak Orel was gradually to become one of the most significant UIOCEP members. Due to its large membership numbers, it actually became one of the largest organizations in the union and was later honorably awarded presidency. However, the Orel suffered a major setback following the outbreak of the Second World War and the ensuing totalitarian regime that was introduced in Czechoslovakia in 1948. A planned third festival, where Czechoslovak Orel officials again predicted large numbers of participants from abroad, was never held. The Orel was not reestablished until the early 1990s. However, it was never to develop and grow in the way it had been known to.

Research for classes of Philosophy of Physical Education and Sports to encourage “critical thinking”:

Research for classes of Philosophy of Physical Education and Sports to encourage “critical thinking”:

A Philosophy of Physical Education Oriented toward the Game as an Object. Showing the Inexhaustible Reality of Games through Bernard Suits’ Theory

ABSTRACT Although a large number of theories justify the presence of games in school, all of them converge in two of the educational functions described by Biesta, socialization and qualification. In contrast to this instrumental educational approach, the present article aims to develop the bases for a philosophy of physical education (PE) oriented toward the game as an object. This proposal is supported by Suits’ theory of games and the object-oriented philosophy (OOP) introduced by Harman. The text presents a justification for games in the school setting by defending its intrinsic value. First, the instrumentalist justifications for games are presented in order to establish the state of the art. Second, an explanation is provided about the degree to which the object-oriented philosophy can complement these justifications. Third, the article explains why Suits’ theory of games establishes the conceptual bases for developing what we could call a philosophy of PE oriented toward the game as an object. Finally, an example is provided of how this philosophy can guide the PE practice.

The Philosophy of Physical Education: A New Perspective

The Philosophy of Physical Education: A New Perspective

「実践からの体育・スポーツ哲学」 の再検討（2年目）

「実践からの体育・スポーツ哲学」 の再検討（2年目）

Habits, skills and embodied experiences: a contribution to philosophy of physical education

One of the main topics in philosophical work dealing with physical education is if and how the subject can justify its educational value. Acquisition of practical knowledge in the form of skills and the provision of positive and meaningful embodied experiences are central to the justification of physical education. The purpose of this article is to explore the relationship between skill and embodied experience in physical education through the notion and concept of habit. The literature on phenomenology of skill acquisition is first considered. In particular, we draw on Merleau-Ponty’s notion of habit. Further, we introduce pragmatist philosophy and in particular the work of John Dewey as a useful complement to the phenomenological perspective. It is in particular Dewey’s emphasis on habits, experience and education that are found to be useful in our exploration of the relationship between the two justifications under consideration, because it allows us to point out the importance of habits of attentiveness.

A ‘culture of everyone doing it’ and ‘playing games’ – discourses of pleasure in boys’ physical education

ABSTRACTGard [(2008). When a boy's gotta dance: New masculinities, old pleasures. Sport, Education and Society, 13(2), 181–193], Booth [(2009). Politics and pleasure: The philosophy of physical education revisited. Quest, 61(2), 133–153] and Pringle [(2010). Finding pleasure in physical education: A critical examination of the educative value of positive movement affects. Quest, 62, 119–134] argue that if critical physical education (PE) scholars want to change the social influence associated with dominated discourses of gender, which have previously been subject to sustained critique, there is a need to examine the discourses of PE pleasure. By drawing on visual ethnographic data from an all-boys’ secondary school this paper employs Foucault's [(1985). The use of pleasure: The history of sexuality: Volume 2. London: Penguin Books] discourse/power/pleasure combination to make meanings and understand the boys as gendered subjects. The findings from this study demonstrate how some boys derived pleasures from merely participating in PE whereas others seemed to relate their pleasures to instrumental/developmental goals based on discourses of fitness, health and sport. It is argued that PE teachers need to be aware that they not only enable students’ experiences of pleasures, but that they can also be influential in (re)producing gendered understandings about the pleasures (and displeasures) of learning in, through and about movement in PE.

Yulgok’s Mind and Body Training Theory and the Implication of Physical Education Philosophy

Yulgok’s Mind and Body Training Theory and the Implication of Physical Education Philosophy

New perspective of the alternative assessment – “communication as learning assessment” in physical education

The perspective of this study is based on the physical education philosophy that learners construct meanings towards movements through involving themselves in mutual and become good practitioners with the ability in reaching to enjoyable movements. Suzuki (2003) found out that it was easiest to involve an assessment to construct meaning in communication. Then, Suzuki (2003) defined this as Communication as Learning Assessment. In this study, the purpose was to make it clear from the viewpoint of a function about this assessment. This was studied focusing on the practical research by fieldwork. As a result, discussions are below. Communication as Learning Assessment... 1)…functions not only to foster sociability and improve skills, but also to promote physical literacy while constructing meanings to movements through experiencing to feel sympathy in mutual learning. 2)…emphasizes the feed forward rather than the feedback. 3)…has four functions, such as promotion, modification, reconstruction, and trial, and is constructed according to a situation and the context. 4)…acts on phenomenon zing what is learning in the process of involvement, and makes it the contents. 5)…serves as a system for participants in the lessons to collaborate and proceed learning; it is possible for teachers to implement it on the grounds of incorporating a theme which is the pursuit of subjects and the sharing into lessons. It became clear from the information above that movement as students' behaviors are the fact of having risen as experience in continuation of generating meanings for movement by assessment. In addition, it also became clear that Communication as Learning Assessment was not a method or contents, but the experience of itself. That is, the former assessment theory has paid attention to only the methodology, and has not considered a phase called Communication as Learning Assessment which must be important. “Communication as Learning Assessment, however, should give a new perspective for the assessment. It will operate the system of the lesson because of being a big energy for supporting learning.

The Philosophy of Physical Education and Sport from Ancient Times to the Enlightenment

<p style="text-align:justify">As an academic discipline, the philosophy of sport has been in existence for a relatively short period. Although the philosophy of sport as an academic endeavour is relatively young, the philosophical view of sport itself is not new. Although sport was a major activity according to the Greeks and Romans, it lost its importance during the Middle Ages. After the Renaissance, education came to be seen as a necessity. With its incorporation and utilisation in the educational curriculum, physical education obviously became more common in the curricula of the Renaissance and Reformation than it had been in the Middle Ages. Opinions about the sport of ancient times have influenced those of the modern era. The aim of this study is to examine the evolution of physical training from the renaissance to enlightenment, which is important because this period has laid the foundations of modern physical training and sport perception. In this study, the literature is reviewed from ancient times to the enlightenment, and the revolutions and developments that have occurred are emphasised.</p>

体育哲学を再考する（1年目）

体育哲学を再考する（1年目）

体育哲学におけるデカルト心身論の原理論的考究：従来のデカルト心身論批判の再検討を通して

In the present study, an attempt was made to examine the theoretical basis of the mind-body relationship in the context of physical education. The discussion centred on the mind-body theory of Rene Descartes (1596-1650) and the theory of “Dualicisme,” which are well known in the extant literature. In the field of physical education philosophy, the mind-body relationship continues to draw interest, but to date there is no common academic consensus among researchers. Accordingly, it seems informative to examine the fundamental mind-body relationship from the philosophical perspective of Descartes. According to Descartes, the ontological state of mind and body is “substantial union,” which considers the substance of both mind and body and unites them closely. The interaction between mind and body, on the other hand, is understood according to the “primitive notions” as “the union of mind and body.” Only this idea of “the union of mind and body” can be retained, it allows a full appreciation of the nature of physical education, and a better understanding of the mind-body relationship. Consideration should also be focused on Descartes himself, who has long been misunderstood in the philosophy of physical education, and more enlightened discussion can ensue by elaborating on his mind-body theory.

An eclectic approach towards physical education and schools of philosophy

Be it education, system or profession each has its own philosophy that gives direction to the policy determination, teaches how to use the acquired skills, knowledge, clarifies the values and...

体育・スポーツにおける「負の引き受け」 :

The purpose of this research is to pursue new possibilities of physical education by incorporating concepts traditionally excluded from education such as “illness/aging/death”, “experiences of failure/setbacks”, “negative feelings”, etc.This research stems from the symposium of JSPSPE held between 2005 and 2007, of which the grand theme was “Consider the Positives, Bodies and Physical Education: Philosophy of Physical Education through Practice”. The research is mainly based upon the theme “Consider Positives, Bodies and Physical Education from Illness/aging/death” in 2007. Dr. Endo, the coordinator of the symposium expressed his expectations to do pioneering work in new problem areas and this research is one of such attempts.The following are examined in this research: Studying “illness/aging/death” as part of the curriculum would help one understand “the relationship with others” and “the fact you are not alone”. Concepts such as “illness/aging/death”, “experiences of failure/setbacks” and “negative feelings” are important in order to understand other people. One should understand that people cannot control their entire life by the concepts of “illness/aging/death”, “experiences of failure/setbacks” and “negative feelings”. A fortuity that one could have been someone else should help develop sympathy for others, possibility to care for others and imagination of others' bodies.The starting point is the positive acceptance of the existence of one's individuality, rather than searching for individuality itself, and importance should be placed upon evaluating concepts such as “experiences of failure/setbacks” and “negative feelings” positively after various actual experiences. Acceptance of a person as he is, evaluation of a person as he is, and attaching great importance to experiences are difficult in fields of education other than physical education. Therefore, this research concludes that this area is one possibility for physical education to explore.

Transatlantic Traffic in Expressive Movement: From Delsarte and Dalcroze to Margaret H'Doubler and Rudolf Laban

This paper examines the impact of the ideas of Delsarte and Dalcroze on forms of expressive movement in dance and gymnastics which developed around the turn of the twentieth century. It shows how they were taken up, influenced and furthered by specific innovators, affecting physical education philosophy and practice on both sides of the Atlantic. Both Margaret H'Doubler and Rudolf von Laban were instrumental – in different though interconnected ways – in introducing expressive forms of movement to the physical education curriculum in an era when progressive educational ideas flourished. H'Doubler's interest in dance was unequivocally that of an educator and she set up the first dance education program in higher education at the University of Wisconsin in the United States. Laban was a dance choreographer and stage director in Germany before becoming involved with physical education in the final two decades of his life and successfully promoting modern dance and educational gymnastics in English Primary schools. H'Doubler's efficacy as dance education pioneer came in large measure from her not being a dancer, not being an artist, for it allowed her more credibility with administrators and policy-makers. Laban, whose genius was very much as a dancer, artist and choreographer became a physical educator more by accident than design, and his educational innovations in schools were implemented more by proxy than in person.

Politics and Pleasure: The Philosophy of Physical Education Revisited

Humans unquestionably derive pleasurable physical sensations from different types of movement. Yet, remarkably, there is a deafening silence around the subject in the literature on human movement. This article comprises three parts. First, I outline prevailing conceptualizations of pleasure as they relate to physical activity in the social sciences and biology. Second, I sketch the history of physical activity in modernity which I describe as a process of de-pleasuring, and third, I discuss the prejudice against pleasure in the academy and in state policy. In the conclusion, I propose pleasure as a potential pillar of disciplinary coherence in physical education.