Center for ETHICS* University of Idaho Sharon Kay Stoll, Ph.D. For the Philosophy Academy Apologies to Hamlet, Shakespeare, Act III

Center for ETHICS* University of Idaho 2 A is prior to B, if and only if B could not exist without A A is prior to B in knowledge if and only if, we cannot know B without knowing A.

Center for ETHICS* University of Idaho 3 Moral Values: Justice, Honesty, Respect, Responsibility Non Moral Values: Utility, Intrinsic, Inherent, Extrinsic, Contributory Wm. Frankena (1973). Ethics. Englewood Cliffs: NJ: Prentice Hall.

Center for ETHICS* University of Idaho 4 Fitness Knowledge Skill Pleasure

Center for ETHICS* University of Idaho 5 Criterion of Intrinsic Value: Values that are good in themselves are superior to values that lead to good things.

Center for ETHICS* University of Idaho 6 Criterion of Satisfaction: Experiences that include satisfaction carry more intrinsic power than those that do not.

Center for ETHICS* University of Idaho 7 Criterion of Meaning. Satisfactory experiences that build a coherent and meaningful like take precedence over those that are isolated moments of pleasure.

Center for ETHICS* University of Idaho 8 Purpose: To examine if current techniques used to motivate individuals to healthy active lifestyles are from an extrinsic perspective or an intrinsic basis.

Center for ETHICS* University of Idaho 9 Survey of 11 questions Distributed to 49 students enrolled in a required fitness/wellness course for all university aged students.

Center for ETHICS* University of Idaho of 49 liked to play sports first because it was fun and second for the enjoyment of exercise. Exercise was connoted with health practices and play was connoted with internal values

Center for ETHICS* University of Idaho 11

Center for ETHICS* University of Idaho 12 To evaluate the activity levels of 5th graders to 12th graders and the factors that influenced their desire to continue an active lifestyle. Hypothesis: Work environment of most competitive sport settings had a negative effect on individual appreciation and participation in play activities.

Center for ETHICS* University of Idaho 13 As the competition level increases with age, the joy of movement in play decreases. Subjects were no longer seeking the enjoyment in movement, but rather the success rate that they could contain (winning).

Center for ETHICS* University of Idaho 14 Purpose: To observe the general attitudes towards physical activity and human movement in students of various ages ranging from K-12.

Center for ETHICS* University of Idaho 15 As the students get older, their positive attitude, as evidenced by certain motor behaviors, towards physical activity and movement generally weakens.

Center for ETHICS* University of Idaho 16 A marked decrease in motivation as the students progressed towards high school; the question is why? We do not believe that it is due to adolescence. –The intrinsic motivation seen in younger students is lost.

Center for ETHICS* University of Idaho 17 Without meaningfulness and satisfaction, physical activity declines whether in the physical education classroom, the competitive arena, or the collegiate adult fitness programs.

Center for ETHICS* University of Idaho Values that are good in themselves are superior to values that lead to good things. Experiences that include satisfaction carry more intrinsic power than those that do not. Satisfactory experiences that build a coherent and meaningful life take precedence over those that are isolated moments of pleasure.

Center for ETHICS* University of Idaho 19 Let us begin to develop coherent life stories in movement for ourselves and our participants, students, colleagues, and clients.

Center for ETHICS* University of Idaho What is the overall purpose of this program? –What extrinsic values are gleaned? –What intrinsic values are supported? Will these intrinsic values support a lifetime of movement? What life story is developed by the participant as they play, participate, and exercise?

Center for ETHICS* University of Idaho How are you supporting the development of these intrinsic values? Do you portray a value structure directed toward the development of intrinsic values? Or are the cues that you offer based solely on extrinsic reward, BPM, miles run, “Go for the burn.” “No pain, No gain.” and so forth? What educational methodology and curriculum do you offer your students that will help them discover a “meaningful life story” that is articulated through movement?