Historical Research in Physical Activity Historical Research in Physical Activity CHAPTER 11

Why be a historian? n History repeats itself n Knowing the past will help with a genuine move forward

The Historian Begins Historical research does not have the traditional parts of a quantitative study. Even though the structure is more like storytelling, it is systematic. Defining research paradigms -What is historical evidence; what is data? -How does social change proceed? Is it cumulative and linear or in spurts? Exploring lines of inquiry and topics (relative objectivity)

Problems with Historical Data n 1) Cannot be generated, only found n 2) Cannot be controlled for testing n 3) Found data needs to be analyzed before clarifying the research question

Designing the Research Descriptive history: What happened Analytical history: How and why it happened -How did this come to be? -Why did this come to be? -A map of what happened -Landmarks or markers on the map

Working With Evidence Questions asked become more specific as one works with the evidence. Locating primary & secondary sources: Go where the sources are. Criticizing the sources -External criticism: Is this authentic? -Internal criticism: Is it credible/meaningful? Reading the evidence: What is this evidence of? Considering the context (Rule of context) Considering perspectives (Rule of perspective) Editing (Rule of omission)

Methods of External Criticism n 1) Physical tests to determine age/authorship n 2) Tests of signature, script, handwriting n 3) Consistency of language use, documentation, and terms

Sources? n Journal of Sport History n North American Society for Sport History (NASSH)

Try To Answer These... n Who were the 3 most important pioneers of physical education / kinesiology? Why? n Name the two most important movements in the field of physical education / kinesiology? Why? n Why have departments across Canada and the U.S. been changing their names from physical education to kinesiology? What is the historical basis for this decision?