PHILOSOPHICAL FOUND

ATION OF PHYSICAL E
DUCATION
PHILOSOPHY
• derived from the Greek word

philosophia - love of wisdom

• a set of beliefs relating to a particular fiel
d.

• Is a field of inquiry that attempts to help in

dividuals evaluate, in a satisfying & meaningf
ul manner, their relationships to the universe
.
BRANCHES OF PHILOSOPHY
Philosophy is conventionally divided into four
domains or branches of study, providing a
framework for examination of philosophical
concerns:

•Metaphysics
•Epistemology
•Logic
•Axiology
(includes Ethics, Aesthetics)
 METAPHYSICS

• Seeks to address the absolute nature of r

eality–what is real and exists
• May be used to understand the relationshi
p between mind and body, or the essential
meaning of sport
Question Relative to Physical Education and Sport

WHAT EXPERIENCES IN A PHYSICAL ED

UCATION PROGRAM WILL BETTER ENABL
E THE INDIVIDUAL TO MEET THE CHAL
LENGES OF THE REAL WORLD?
• Physical activity motivation reflects a “willingness
and eagerness” to take action that is demonstrated a
s a joy of movement, confidence in one’s own physica
l abilities, a positive attitude toward participation
, and an expectation of successful participation. Phy
sical competence reflects not only competence in move
ment skill but also the capacity (e.g., strength, end
urance, etc.) for movement. Knowledge and understandi
ng encompasses movement (how to move), performance (e
valuation of movement), as well as health and fitness
(value of exercise, need for relaxation and sleep, et
c.).
 EPISTEMOLOGY

• Examines the nature of knowledge

• examine the structure of knowledge, it
s origin, and its limits
• This approach can help us in defining t
he nature of the discipline of physical
education, exercise science and sport
 LOGIC
• Uses a critical approach to study how id
eas relate to each other
• Can help members of our fields design so
und research approaches or organize fact
s to document the contribution of physic
al activity to well-being
QUESTION RELATIVE TO PHYSICAL EDUCATION AND SPORT

What is the process use to dete

rmine the value of physical edu
cation to the program participa
nts?
High-quality physical education programs are characteri
zed by

• (1) instruction by certified physical education teach

ers,

• (2) a minimum of 150 minutes per week (30 minutes per

day) for children in elementary schools and 225 minute
s per week (45 minutes per day) for students in middle
and high schools, and

• (3) tangible standards for student achievement and for

graduation.
 AXIOLOGY

• Examines the nature of values.

• Helps to determine what has value and w
hat is truth.
Question Relative to Physical Education and Sport

WHAT IS THE AIM OF PHYSICAL EDUCATION

PROGRAMS TO THE INDIVIDUAL?
• It aims to develop students’ physical competence an
d knowledge of movement and safety, and their abilit
y to use these to perform in a wide range of activit
ies associated with the development of an active and
healthy lifestyle. It also develops students’ confi
dence and generic skills, especially those of collab
oration, communication, creativity, critical thinkin
g and aesthetic appreciation. These, together with t
he nurturing of positive values and attitudes in PE,
provide a good foundation for students’ lifelong an
d life-wide learning.
 ETHICS
• "science (study) of morality"
• Ethics is concerned with issues of right
and wrong, responsibility, and standards
of conduct
QUESTION RELATIVE TO PHYSICAL EDUCATION AND SPORT

• How can sport be utilized to

develop ethics?
To develop ethics in sport, it requir
es four key virtues:

fairness,
integrity,
responsibility,
respect.
Ect…
 FAIRNESS
• All athletes and coaches must follow estab
lished rules and guidelines of their respe
ctive sport.
• Referees must apply the rules equally to b
oth teams and cannot show bias or personal
interest in the outcome.
 INTEGRITY

• Similar to fairness, in that any athlete

who seeks to gain an advantage over his
or her opponent by means of a skill that
the game itself was not designed to test
demonstrates a lack of personal integrit
y and violates the integrity of the game
.
• For example, when a player fakes being injured
or fouled in soccer, he or she is not acting in
a sportsmanlike manner because the game of socc
er is not designed to measure an athlete's abil
ity to flop.
• Faking is a way of intentionally deceiving an
official into making a bad call, which only hur
ts the credibility of the officiating and ultim
ately undermines the integrity of the game.
RESPONSIBILITY

• To be sportsmanlike requires players a

nd coaches to take responsibility for
their performance, as well as their ac
tions on the field. This includes thei
r emotions.
RESPECT

• All athletes should show respect for t

eammates, opponents, coaches, and offi
cials.
• All coaches should show respect for th
eir players, opponents, and officials.
• All fans, especially parents, should s
how respect for other fans, as well as
both teams and officials.
 AESTHETICS

• Aesthetics is the study of the nature of

beauty and art
• The beauty of skilled movement and artis
tic expression through dance enable us t
o see movement as an art form
TRADITIONAL EDUCATIONAL PHILOSOPHIES
Because of physical education's historic association w
ith education, its program have been influenced by the fi
ve traditional educational philosophies :
Idealism
Realism
Naturalism
Pragmatism
Existentialism
 IDEALISM
• Emphasizes the mind as central to under
standing; the mind is the focus of the p
erson’s being
• All reality comes from the mind. In the
scheme of the universe, people are more
important than nature because nature is
interpreted by the mind.
WHEN APPLIED TO THE AREA OF PHYSICAL EDU
CATION
• Physical education, exercise science and
sport involve more than the “physical”
• Physical fitness and activities are value
d for their contribution to the developme
nt of one’s personality
• The PE, exercise science and sport profes
sional is a role model for the program’s
participants.
• Self-development is emphasized
 REALISM
• Physical world is the central focus.
• All physical events that occur in the un
iverse are the result of the laws of nat
ure
• Nature is in control.
 WHEN APPLIED TO THE AREA OF PHYSICAL EDUCATION

• Education is for life

• Physical fitness results in great product
ivity
• Programs are based on scientific knowledg
e
• Play& recreation aid in life adjustment.
 NATURALISM
• Governed by the laws of nature
• Any reality that exists is found only wit
hin the physical realm of nature
• Nature itself is the source of value
• The individual is more important than soc
iety, but society is necessary to prevent
chaos
 WHEN APPLIED TO THE AREA OF PHYSICAL EDUCATION

• Physical activity is important for the de

velopment of the total person
• It provides a medium for the development
of physical, mental, social, emotional an
d mental skills
• Instruction is paced according to the ind
ividual’s needs
• Individualized learning through self acti
vity leads to the attainment of individua
l goals
 PRAGMATISM

• Experiences –not ideals or realities –ar

e the means to achieving the truth
• Because individuals experience different c
ircumstances and situations, reality chang
es in pragmatism
• Values are relative and are derived from o
ne’s experiences
WHEN APPLIED TO THE AREA OF PHYSICAL EDUCATION

• More meaningful experiences are presented

when activity is varied
• Activities are socializing in nature
• Learning is accomplished through the probl
em solving method
 EXISTENTIALISM
• Reality is determined by individual exper
iences
• Individuals must accept responsibility fo
r themselves and the choices they make
• Individuals must determine their own syst
ems of values and follow them, but they
must accept the consequences of their act
ions
 WHEN APPLIED TO THE AREA OF PHYSICAL EDUCATION

• Freedom of choice exist

• Activity should be varied
• Play results in development of creativity
• Students should know themselves
OTHER BRANCHES OF PHILO
SOPHY
 PHILOSOPHY OF EDUCATION

• Mainly concerned with what is the corre

ct way to educate a person.
 PHILOSOPHY OF HISTORY

• It is the philosophical study of history,

particularly concerned with the question w
hether history
 PHILOSOPHY OF LAW
• Jurisprudence.
• Study of law attempting to discern what the best laws
might be, how laws came into being in the first place
, attempting to delimit human laws from natural laws,
whether we should always obey the law, and so on.

• Law isn't often directly dealt with by philosophers,

but much of political philosophy obviously has a bear
ing on it.
 PHILOSOPHY OF LANGUAGE

• Ancient branch of philosophy which gaine

d prominence in the last century under W
ittgenstein.
• concerned with how our languages affect
our thought.
 PHILOSOPHY OF MATHEMATICS

• Concerned with issues such as, the nature

of the axioms and symbols (numbers, trian
gle, operands) of mathematics that we use
to understand the world, do perfect mathe
matical forms exist in the real world, an
d so on.
 PHILOSOPHY OF MIND
• Study of the mind, attempting to ascerta
in exactly what the mind is, how it inte
racts with our body, do other minds exis
t, how does it work, and so on.
• Probably the most popular branch of phil
osophy right now, it has expanded to inc
lude issues of AI.
 PHILOSOPHY OF POLITICS

• Closely related to ethics, this is a st

udy of government and nations, particul
arly how they came about, what makes go
od governments, what obligations citize
ns have towards their government, and s
o on.
 PHILOSOPHY OF RELIGION

• Theology is concerned with the study of God, r

ecommending the best religious practices, how
our religion should shape our life, and so on.

• concerned with much the same issues, but where

Theology uses religious works, like the Bible,
as its authority, philosophy likes to use reas
on as the ultimate authority.
 PHILOSOPHY OF SCIENCE
• It is the Study of science concerned wit
h whether scientific knowledge can be sa
id to be certain, how we obtain it, can
science really explain everything, does
causation really exist, can every event
in the universe be described in terms of
physics and so on.
 THANK A LOT
&
GOD BLESS US ALL