UNIT 3

PHILOSOPHY, GOALS, AND OBJECTIVES

INTRODUCTION
This module aims to discuss the influences of various philosophies on programs and provides the
reader with information about the objectives and assessment of physical education, exercise
science, and sport. Specifically, you will learn about the different branches of philosophy and the
major philosophies, the philosophical foundation of physical education, the philosophy of sport
and physical activity, goals and objectives of physical education, and the assessment of learning
in physical education.

Learning Outcomes:
At the end of this module, you are expected to:

• Recognize the difference of the major philosophies and how they relate to the field of
physical education
• Make use of the different philosophies in formulating questions in line with physical
education, exercise science and sport
• Distinguish goals from objective through examples

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION,
UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS
STRICTLY PROHIBITED.
1
 PHILOSOPHY, GOALS AND OBJECTIVES
Professionals in physical education, exercise science, and sport face the challenge of preparing
children, youth, and adults—with a wide range of abilities and a multitude of needs, and from
increasingly diverse backgrounds—to engage in a physically active and healthy lifestyle. To
provide instruction and practice that can enhance the number of individuals that are physical
movers for a lifetime, it is important for you to develop a professional philosophy that reflects your
experiences and beliefs within your discipline. (Wuest, p28)
Having a specific philosophy will guide your actions, improve your professional practice, and help
you explain the value and contributions of physical education, exercise science, and sport
programs to the lives of individuals and to society. Dramatic changes have occurred in the last
five decades, and more exciting opportunities and challenges await us in this new millennium.
(Wuest, p28)

Content
PHILOSOPHY
What is Philosophy?
• Philosophy, derived from the Greek word philosophia, means “the love of wisdom.”
• Philosophy is a system of values by which one lives and works. Your system of beliefs and
values guides your conduct in both your personal life and professional life.
• Philosophy helps individuals address the problems that confront them through the use of
critical thinking, logical analysis, and reflective appraisal.
Questions that reflect the concerns of philosophers include the following:
o What is the role of human beings on this earth?
o What are the origin and nature of the universe?
o What constitutes good and evil, right and wrong?
o What constitutes truth?
o Is there a God?
o What relationship exists between mind and body or matter?

BRANCHES OF PHILOSOPHY

Metaphysics
• Metaphysics seeks to address the ultimate nature of reality, that is, what is real and exists.
• Speculative in its approach, metaphysics may be used to understand the relationship between
mind and body or the essential meaning of sport.

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION,
UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS
STRICTLY PROHIBITED.
2
 Epistemology
• Epistemology is the branch of philosophy concerned with examining the nature of knowledge.
• It uses critical, analytical methods to examine the structure of knowledge, its origin, and its
limits. This approach can help us define the nature of the discipline (i.e., body of knowledge)
of physical education, exercise science, and sport.

Logic
• Logic focuses on the examination of ideas in an orderly and systematic way.
• Logic uses a critical approach to study how ideas relate to each other, and applies sound and
reasoned judgment to decision making.
• Logic can help members of our field design sound research approaches or organize facts to
document the contribution of physical activity to well-being.

Axiology
• Axiology examines the nature of values. Two extensions of axiology are ethics and aesthetics.
o Ethics is concerned with issues of right and wrong, responsibility, and standards of
conduct. Speculative in nature, ethics examines moral values. Moral reasoning helps
people determine what the right thing to do is in a given situation or circumstance. The
development of character, the nature of fair play, and issues of justice are just a few of the
ethical concerns of physical education, exercise science, and sport.
o Aesthetics is the study of the nature of beauty and art. The beauty of skilled movement
and artistic expression through dance enable us to see movement as an art form.

These branches represent different aspects of philosophy. In developing a comprehensive

philosophy for a discipline, such as physical education, exercise science, or sport, each of these
areas is addressed. The Branches of Philosophy box highlights the focus of each branch, provides
a typical general question that may be posed, and shows how these questions may be framed
within the context of physical education, exercise science, and sport.

Physical Education, Exercise

Branch General Questions
Science, and Sport Questions
Metaphysics What is the meaning of existence? What experiences in a physical education program will
What is real? better enable the individual to meet the challenges of the
real world?
Epistemology What is true? What is the validity of the knowledge pertaining to
physical activity and its influence on the development of
the individual?
Logic What is the method of reasoning What process should a researcher use to determine the
that will lead to the truth? value of physical education to program participants?
Axiology How do we determine what has What is the value of physical education programs to the
value, and on what criteria is this individual?
judgment based?
Ethics What is the highest standard of How can sport be utilized to develop ethics?
behavior each person should strive
to attain?
Aesthetics What is beauty? Why are skilled performers’ movements beautiful to view?

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION,
UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS
STRICTLY PROHIBITED.
3
 MAJOR PHILOSOPHIES

Idealism
• Idealism emphasizes the mind as central to understanding and the critical role that reasoning
plays in arriving at the truth.
• Under this philosophy, values and ideals are held in high regard and are considered to be
universal and absolute. Values and ideals do not change, regardless of circumstances.
• Professionals emphasize the development of character, the importance of values, and the
application of reasoning in their work. For example:
o A youth sport coach who espoused the philosophy of idealism would promote the
development of character and the ideals of sportspersonship among the athletes
on her team over winning.
o A fitness leader who believed in the philosophy of idealism would place a high
value on serving as a role model to her clients.
o A cardiac rehabilitation specialist who followed the tenets of idealism would solicit
from his cardiac patient, a former runner, the meaning running held for him,
understand the patient’s desire to return to running, and work with the patient to
develop a realistic rehabilitation program to accomplish this goal.

Realism
• Realism emphasizes the use of the scientific method to arrive at the truth.
• Reasoning and understanding the natural laws of nature are features of this philosophy. The
total development of the person is important, and physical activity has an important role in this
endeavor. Examples are:
o An exercise physiologist who subscribed to the philosophy of realism would
carefully evaluate the scientific evidence in order to better understand the
contribution of different types of physical activity to health.
o Physical educators who believed in realism would incorporate frequent
assessment procedures into their classes, so that their students would have a
means to monitor their progress toward attainment of their goals.
o In accordance with this philosophical approach, coaches would select training
techniques based on the scientific evidence of their effectiveness, and would use
a systematic, progressive approach in designing practices.

Pragmatism
• According to the philosophy of pragmatism, experiences—not ideals or realities—are the
basis of truth.
• Reality differs from person to person.
• Within this philosophical approach, whatever works in a given situation at a given time is seen
as successful.
• Pragmatists emphasize social responsibility problem solving, consideration of individuals’
needs and interests, development of individuals’ social skills, and cooperation. Examples are:
o A pragmatist conducting a community fitness program for older adults would
design the program to meet their needs and interests.

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION,
UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS
STRICTLY PROHIBITED.
4
 o A college recreational sports director would be sure to include a variety of different
activities in the program offerings, so that the students would be able to choose
activities that were personally meaningful and enjoyable.
o A corporate worksite health promotion specialist who believed in the pragmatic
approach may choose to incorporate Project Adventure problem-solving activities
into a special program for middle managers; after the completion of the activities,
she would ask them to share their perceptions of their experiences while she
facilitated the discussion.

Naturalism
• The belief that life is governed by the laws of nature is central to the philosophy of naturalism.
• Naturalism emphasizes the importance of considering each individual’s level of growth and
development in learning, and designing experiences that are congruent to the individual’s
needs.
• Self-direction, individualized learning, and competition against oneself are important in this
approach. Play and outdoor activities provide beneficial opportunities for exploration and
problem solving as a means of personal growth and learning.
o Physical educators who believe in the philosophy of naturalism would use
developmentally appropriate physical activities with their students at all levels of
instruction, and individualized learning would be emphasized.
o Fitness leaders who adhere to the tenets of naturalism would encourage their
program’s participants to take advantage of opportunities to engage in outdoor
pursuits during their leisure time as a means of incorporating physical activity into
their lifestyle.

Existentialism
• An individual’s experiences and choices create a uniquely personal worldview and affect their
perception of reality.
• Existentialism emphasizes the freedom of individuals to think as they choose and to make
choices, but stresses that they must accept the consequences of their actions.
• Creativity, individuality, self-responsibility, and self-awareness are important aspects of this
philosophy; learning experiences should reflect these attributes.
o A sport psychologist would encourage an athlete to carefully reflect upon his
experiences in order to identify the thoughts that led to poor performances. The
sport psychologist would offer the athlete a variety of options to deal with these
issues, allowing the athlete to choose among the alternatives.
o A coach who advocated for an existentialist philosophy would emphasize the
athlete’s responsibility in adhering to the established code of conduct. The coach
may allow some individuality in dress, but would emphasize the athlete’s
responsibility in adhering to training rules.
o A physical educator would allow students to select from a variety of activities within
the program, promoting reflection and individual responsibility for learning.

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION,
UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS
STRICTLY PROHIBITED.
5
 Humanism
• A humanistic philosophy emphasizes the development of the full potential of each individual.
• Personal growth, self-actualization, and the development of values are central tenets of this
philosophy.
• Treating students as individuals, valuing the dignity of each person, enhancing self-esteem,
fostering personal and social development, and promoting self-responsibility are hallmarks of
this approach.
• Humanism encourages a greater emphasis on meeting individual needs, and recognizes that
one type of program is not suited for all individuals. The feelings, needs, goals, capabilities,
and limitations of individuals should be carefully considered in conducting programs.
o For example, in corporate fitness, programs are designed to meet the needs of
individual clients, assumption of responsibility for one’s own health and fitness is
stressed, and a holistic approach to health is emphasized.

Collectively, the beliefs and tenets of the traditional philosophies of idealism, realism,
pragmatism, naturalism, existentialism, and humanism have influenced physical education,
exercise science, and sport programs.

MODERN EDUCATIONAL PHILOSOPHY

Progressive Education
• John Dewey – Leader of the progressive education movement.
• Progressive Education reflects a pragmatic philosophy; believes that education was the
avenue to improve the social conditions of society.
• “Learning by Doing” – this child-centered approach to learning emphasized children taking an
active role in their learning, as opposed to being passive recipients of knowledge conveyed
to them by the teacher.
• Dewey also believed in the unity of the mind and the body. Educational activities were viewed
as contributing to the development of the total person, not just the mind. The tenets of
progressive education lent support to the inclusion of physical education in the school
curriculum.

The Mind and Body Relationship

Philosophers have long debated about the questions concerning the relationship of the mind and
body, resulting in varying answers and perspectives.

▪ Dualism – belief that the mind and body are separate entities. Dualism
views the mind and the body as independent, with either the mind or the body being superior.
▪ The reduction or elimination of school physical education programs in order to increase time
for more “academic” pursuits reflects the emphasis on development of the mind at the
expense of development of the body (mind is superior to the body).

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION,
UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS
STRICTLY PROHIBITED.
6
 ▪ On the other hand, when the development of the body is given more emphasis, it is referred
to as Education of the Physical. Because the mind and the body are separate entities,
educating or developing the body has no effect on the mind.
▪ Monism – views the mind and body as a fused, unified entity; neither one is superior to the
other.
▪ Because the mind and the body are viewed as a unified whole, neither one can be subservient
to the other; physical activity is as important as intellectual activity. From this philosophic
perspective, physical education is as important as the rest of the courses in the educational
curriculum.
▪ Education through the Physical – physical activity is seen as a medium for the development
of the total person; the most dominant force in contemporary physical education.
▪ The monist, holistic approach is central to our mission of promoting lifespan participation in
physical activity. Achievement of lifespan participation requires that professionals embrace
the developmental approach to physical activity—that is, design physical activity programs to
promote fitness and motor skills and to instill in participants an appreciation for the contribution
of physical activity to one’s total well-being.

Philosophy of Sport & Physical Activity

Definition and Scope

▪ Sport philosophy is the systematic and reflective study of the truth, meanings, and actions
of sport.
▪ Sport philosophers use logic and reasoning to gain a broader understanding of how sport
contributes to our lives and to analyze the principles that guide our professional practices
and actions.
▪ Sport philosophers study the values connected with sport, examine the relationship
between the mind and body, and debate ethical dilemmas.
Historical Development
▪ 1875 – 1950: Eclectic philosophy of education approach
▪ Educational reform era that shifted towards progressive education; providing
individualized learning experiences for students.
▪ 1950 – 1965: Comparative systems approach
▪ The major tenets of the traditional philosophies of idealism, realism, pragmatism,
naturalism, existentialism and humanism were compared and applied to the goals,
objectives, values, and conduct of educational programs.
▪ 1965 – present: Developmental approach
▪ This era was focused on critically analyzing the many complex dimensions of the sport
experience; less attention was directed to the study of physical education.
▪ Questions addressed included the nature of sport, values achieved through participation,
the meaning of competition, and ethical issues (e.g., cheating, intentional fouling, use of
performance-enhancing drugs, and promoting equity).
Some of the questions sport philosophers may investigate include:
▪ What is the meaning of competition for athletes with disabilities?
▪ What role does sportspersonship play in influencing the values derived from competition?
▪ How does culture influence the meaning derived from participating in sport?

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION,
UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS
STRICTLY PROHIBITED.
7
 ▪ Why do some athletes risk permanent disability by continuing to participate in sport when
injured?
▪ Why do adults persist in emphasizing winning in sports when children want to emphasize
the fun elements associated with play?
▪ Does participation in sport develop character?
▪ Does a coach have the right to control the athlete’s lifestyle choices (e.g., curfew, code of
conduct)?
▪ What is the relationship between play, work,
and sport?
▪ How does athletic ability influence the meaning of sport for the participant? Are the values
derived from participation in sport different for athletes of different abilities?
▪ How can opportunities to participate in physical activity be made more just and equitable?

One of the challenges facing physical education, exercise science, and sport in the twenty-first
century is eliminating disparities in physical activity. Philosophy offers us guidance in addressing
inequities in physical activity opportunities experienced by underserved populations. Philosophy
invites us to think critically about what we do, what we ought to do, and how we can change to
provide more inclusive, equitable opportunities in sport for all people.

YOUR PROFESSIONAL PHILOSOPHY

A professional philosophy is important for all physical educators, exercise scientists, and sport
leaders. A professional philosophy will help you articulate the worth and value of the discipline
and will influence the design and leadership of your programs. Your professional philosophy:
▪ …is reflected in your actions as a professional, the manner in which you handle the
responsibility of being a role model, and mirrored in your behaviors toward and interactions
with the people you serve.
▪ …can serve as a guide in making ethical decisions as you confront many issues and
problems within the field.
▪ …can help solidify your commitment to your profession and offer you a direction for your
efforts.
▪ … is a dynamic process and will likely change as you mature and gain experience in the
field.

One of the primary purposes of developing a professional philosophy that reflects your
experiences and beliefs is to provide a context in which you view your profession. Your
perspective on the field has the potential to impact the goals and objectives you develop within
your physical education, exercise science, and sport programs. Collectively, professional
philosophies and program goals and objectives formulate the foundation of your instruction and
practice. Below is a guide on how to create your own professional philosophy.

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION,
UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS
STRICTLY PROHIBITED.
8
 Developing Your Professional Philosophy

Guidelines Questions to Consider

1 Review your past What were some of your most outstanding experiences in this
experiences in physical field? What were some of your most disheartening ones?
education, exercise science, Why?
and sport. Is there a professional that you particularly admire, one that
served as a role model for you and even prompted your entry
into this field? If so, what was his or her philosophy?
2 Read about the different What theories are compatible with your beliefs? What
philosophies. theories are at odds with them? How do these theories
translate into practice?
What are the characteristics of programs conducted from this
philosophical perspective?
3 Review the philosophies of After reviewing the philosophies of leaders in the field, which
the leaders in physical of their beliefs are compatible with yours and which are not
education, exercise science, compatible?
and sport.
4 Take advantage of What beliefs are evident in their teaching?
opportunities you have As you critically examine your experiences during your
during your professional professional preparation, do you ask yourself why things are
preparation to talk to various the way they are? How could things change? How would
professors about their these changes influence the philosophy of the program?
philosophies. Would these changes align with your professors’ beliefs and
philosophies?
5 Review the codes of Many physical education, exercise science, and sport
conduct and ethical professional organizations have standards of conduct that
standards of various serve as guidelines for their members. What are the
professional organizations. standards of conduct expected of professionals entering your
prospective field?
What are the expectations for service to the profession and
to others?
6 Express your philosophy. What are your current perspectives and beliefs about your
prospective field?
If you have previously written a professional philosophy, how
has your philosophy changed or evolved? What factors
influenced these changes?

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION,
UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS
STRICTLY PROHIBITED.
9
 GOALS AND OBJECTIVES DEFINED

Goals
▪ Statements of purposes, intents, and aims that reflect desired accomplishments.
▪ Expressed as general statements and are broad in their direction.
▪ State long-term outcomes to be achieved by participants in the program.
Objectives
▪ Are derived from goals, but are more specific.
▪ Describe learning, specifically what individuals should know, do, or feel as a result of
instruction.
▪ Short-term statements of specific outcomes that build cumulatively to reach a goal.

Objectives may be developed for different areas of learning, that is, intellectual development,
physical development, or social-emotional development. Objectives guide the development of
assessment procedures and instructional experiences. They help professionals focus their efforts
on the subject content that is most important for participants to learn.

Quality programs have a clearly defined mission and well-articulated goals. Objectives relate to
the goals and are relevant to society’s and participants’ needs, experiences, and interests.
Instruction is designed to help participants achieve the desired objectives and, ultimately, attain
stated goals. Ongoing assessment yields meaningful information about participants’ progress
toward achievement of the goals and has the potential to inform future instruction.

Goals vs Objectives
Once a goal is set, setting objectives is the next step towards fostering a clear understanding of how to reach the
desired outcome. The main difference between objectives and goals is that objectives are precise actions or
measurable steps individuals and groups take to move closer to the goal. Objectives are specific targets that typically
have a time-bound schedule or timeline for completion.
Goal: To master the skills of playing table tennis.
Objectives: Successfully perform a serve in table tennis for 20 consecutive times.
Demonstrate the forehand smash for 20 times. (etc…)

Goals of Physical Education, Exercise Science & Sport

▪ Primary Goal – improve the well-being and quality of life of individuals who participate in
our programs.
▪ Main Purpose – provide people with the skills, knowledge, and attitudes to participate in
regular physical activity throughout their lifespan.
Historical Development
▪ The goals and objectives shifted from an emphasis on the education of the physical to a
focus on education through the physical (i.e., developmental model).

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION,
UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS
STRICTLY PROHIBITED.
10
 ▪1883 – Thomas Wood – physical education should contribute to the complete education
of the individual.
▪ 1910 – Clark Hetherington – ‘father of modern physical education’, viewed PE’s
contributions to organic, psychomotor, intellectual, and character education.
▪ 1964 – Charles Bucher – identified 4 developmental objectives for PE: physical, motor
and movement, mental, and social development.
Contemporary Goals & Objectives
▪ Contemporary physical education, exercise science, and sport programs are diverse in
content, vary in setting, and serve people of all ages.
▪ 1995 & 2004 – National Association for Sport and Physical Education (NASPE) developed
Content Standards in Physical Education
▪ Identifies content standards and assessment guidelines to measure student
learning.
▪ Provides a framework that identifies goals and objectives associated with quality
programs.
▪ Professionals in all settings can incorporate the assessment benchmarks, points
of emphasis, criteria, and suggested assessment techniques.

Learning in the 3 Domains & Taxonomies

▪ Classifications for behavior and objectives for learning:
▪ Cognitive – thinking
▪ Affective – feeling
▪ Psychomotor – doing
▪ Taxonomies
▪ Serve as a guide for professionals in planning for learning outcomes and
achievement of desired goals.
▪ Organizes educational objectives in a progressive hierarchy, from low to high,
using developmental theories as a basis for formulating objectives.

Cognitive Domain
▪ Concerned with the acquisition of knowledge and the development of intellectual skills.
▪ Professionals can contribute to the knowledge of the human body, exercise, disease, and
health.
▪ Bloom’s Taxonomy – knowledge, comprehension, application, analysis, synthesis, and
evaluation.
Affective Domain
▪ Concerned with how individuals’ feelings about themselves, the learning experience, and
the subject influence their learning.
▪ Krathwohl’s taxonomy reflects the development of values, appreciations, attitudes, and
character.
▪ Desired outcomes include a positive self-concept, enhancement of self-worth, self respect,
and social responsibility.
Psychomotor Domain
▪ Main focus of our field.

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION,
UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS
STRICTLY PROHIBITED.
11
 ▪ Objectives focus on the acquisition of basic movements and perceptual abilities and
emphasizes the development of fitness and highly skilled movements.
▪ Motor skill development
▪ Physical fitness development

Summary

Philosophy is critical to our endeavors. The major branches of philosophy include metaphysics,
epistemology, logic, axiology, ethics, and aesthetics. Philosophies such as idealism, realism,
pragmatism, naturalism, existentialism, and humanism have influenced the nature and practice
of physical education, exercise science, and sport programs. Over the years, the philosophy of
education through the physical has significantly influenced the design and conduct of our
programs.
Sport philosophy emerged as a specialized area of study in the mid-1960s and 1970s. As this
area grew, emphasis shifted from philosophical issues associated with physical education in
schools to the study of sport. Sport philosophers use logic and critical reasoning to study the
meaning of physical activity and the mind-body relationship. As this discipline matured, the
philosophical study of physical activity broadened.
Each professional should develop his or her own philosophy. One’s philosophy influences the
goals and objectives or outcomes sought from one’s programs and the methods by which these
goals and objectives are attained. Goals are broad statements of aims that reflect desired
accomplishments. Objectives are more specific statements of outcomes that build progressively
to the achievement of the goals. The objectives of physical education, exercise science, and sport
encompass four areas: fitness development, skill development, knowledge, and affective
development.
Human behavior is often described with reference to three domains: cognitive, affective, and
psychomotor domains. Taxonomies organize the objectives associated with each domain into
hierarchies. These taxonomies guide professionals in designing programs to meet the needs of
their participants. Physical education, exercise science, and sport programs contribute in many
ways to learning in these three domains.

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION,
UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS
STRICTLY PROHIBITED.
12
 Tasks

ACTIVITY 3.1
1. Which of the following major philosophies embody or mostly relate to your view as a future
physical educator?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

ACTIVITY 3.2
2. Formulate one (1) sample question for each of the major philosophies in relation to
physical education.
Idealism
1. ______________________________________________________________________
Realism
1. ______________________________________________________________________
Pragmatism
1. ______________________________________________________________________
Naturalism
1. ______________________________________________________________________
Existentialism
1. ______________________________________________________________________
Humanism
1. ______________________________________________________________________

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION,
UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS
STRICTLY PROHIBITED.
13
 ACTIVITY 3.3

3. Formulate five (5) goals, and at least one (1) objective/s for each goals concerning the
development of an individual through physical education.
Goal 1: ______________________________________________________________________
Objective/s: __________________________________________________________________
Goal 2: ______________________________________________________________________
Objective/s: __________________________________________________________________
Goal 3: ______________________________________________________________________
Objective/s: __________________________________________________________________
Goal 4: ______________________________________________________________________
Objective/s: __________________________________________________________________
Goal 5: ______________________________________________________________________
Objective/s: __________________________________________________________________

REFERENCES:

• Wuest, D.A., Fisette, J.W. 2018. Foundations of Physical Education, Exercise Science,
and Sport 19th Ed. McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright
© 2018 by McGraw-Hill Education.
• Andin, Carmen T. 1985, Foundations of Physical Education; Rex Bookstore, Manila,
Philippines

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION,
UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS
STRICTLY PROHIBITED.
14
 FINAL EXAMINATION

PBPED 002
PHILOSOPHICAL AND SOIO-ANTHROPOLOGICAL FOUNDATIOSN OF PHYSICAL
EDUCATION

Test I

Create your own Professional Philosophy based on the guidelines presented on the lecture part.
Include a rationale on what major philosophy/ies did you base your own professional philosophy.

Rubrics for Essay

Organization (40)
• Generally well-developed ideas or narrative
• Logical flow of ideas or events
• Sense of completeness
Elaboration (30 points)
• Each main idea supported by details
• All details are related to the topic
• Varied styles of sentence construction
• Precise, interesting and vivid word choice
Grammar/ Usage/ Mechanics (10 points)
• Sophisticated or consistent command of standards of English
• Free from spelling, capitalization, punctuations, and usage errors
• Precise syntax, competence in coordination and subordination

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION,
UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS
STRICTLY PROHIBITED.
15