KIN 240 – INTRODUCTION TO KINESIOLOGY Philosophy of Physical Activity

INTRODUCTION TO PHILOSOPHIC THINKING  Requires reflecting more than testing, measuring or examining things with our senses  Philosophic methods typically do not include gathering of data from controlled experiments – various types of reflections are used instead  Philosophic reflection can produce results that are as valid and reliable as anything discovered by the physical sciences  Philosophy involves persuasion and plausibility more than proof-like validity and reliability  Philosophy takes intangibles seriously  Includes things like moods, emotions, ideals and values, and daily experiences

PHILOSOPHY OF PHYSICAL ACTIVITY  Physical activity philosophers generally reflect on 3 kinds of issues  The nature of physical activities  Includes ‘What is…’ questions  What is the nature of sport? What is the difference between dance and sport?  Knowledge and physical activity  Includes ‘How do we know…’ questions about the theory of knowledge  Is it possible to get an objective view of sport or are your reflections always biased or otherwise skewed?  Values connected with physical activities  Includes ‘Should…’ questions about the worth of things, experiences or possessions  What is the best way to rank professional values? Where should one draw the line between strategy and dirty tricks?

RESEARCH METHODS  “Philosophy is done just by asking questions, arguing, trying out ideas and thinking of possible arguments against them and wondering how our concepts really work” – Nagel (1987)  Philosophers reflect on experiences using logic, by appealing to common sense and by deploying their conclusions in the everyday world to see how well they work  Reflective reasoning processes are central to philosophical research  Inductive reasoning  Deductive reasoning  Descriptive reasoning  Speculative reasoning

REFLECTIVE REASONING  Inductive reasoning  Moves from the examination of a limited number of specific examples to broad, general principles or conclusions  Small picture to big picture approach  “What is the nature of exercise?”  Deductive reasoning  Starts with one or more broad premises to identify conclusions that follow from them  Big picture to small picture approach  Requires development of major and minor premises to arrive at a conclusion  “Is poker a sport?”

REFLECTIVE REASONING  Descriptive reasoning  Involves looking at an example of an event and describing its essential qualities  Are variations to known/established games still the same game?  Descriptive reasoning allows one to identify negative answers to that question that focus on items central to the game  Speculative reasoning  Uses inductive, deductive and descriptive reasoning to make claims that cannot be easily or clearly justified  Speculation can be used for good or ill will  Speculation can inspire and affect people for the good (many religious/spiritual traditions believed despite lack of proof)  Speculation can be prejudicial and promote propaganda (is there a race that is inherently superior to others?)

KNOWLEDGE IN PHILOSOPHY OF PHYSICAL ACTIVITY  Overview of knowledge in the philosophy of physical activity allows us to examine at least a few examples of insights produced in the sub- discipline  The nature of the person – specifically the mind-body relationship  The nature of sport and its relationship to work and play  The values promoted by physical activity  Ethical values and sport

“PERSON PROBLEM”  Notion that understanding human movement begins with examining who it is that moves before examining the nature and value of movement  We must understand the person before we can understand how and why people are attracted to physical activities  How to understand mind and body  Materialism – person appears to be an impressive material object: nothing more and nothing less, person made up only of atoms & all that exists are atoms and void, consciousness is a ‘sideshow’ where ideas and values are product of brain states  Dualism – doubts that human behavior can be accounted for by looking only for material causes, view that humans have body’s like machines but are also endowed with minds (consciousness with steady stream of emotions and ideas)  Holism – argues that physical nature (anatomy/genes) is shaped and influenced by emotions and ideas, no independence to physical nor thoughtful side of human nature

RELATIONSHIP OF SPORT & COMPETITION TO PLAY AND DUTY  Games and sport – games are created by set of rules that specify a goal to be achieved and limit the means that participants can use to reach the goal where the rules exist for the sole purpose of creating the game  Significance of rules – formal types of game cues that tell us what should be accomplished and how we should accomplish it  Rules changes enacted to recalibrate elements that have become too difficult or too easy  Significance of skills – attainment of goals requires variety of motor skills which differentiate one game or sport from another and represent standards of excellence by which performance is evaluated  Significance of competition – requires to parties that share the same test and committed to surpassing the performance of the other  At one level, determines winners vs. losers and on another level highlights the value of performance and cherishes the process as much as the outcome

RELATIONSHIP OF SPORT & COMPETITION TO PLAY AND DUTY  Play and duty in sport  Duty-like sport  Physical activity viewed as valuable due to ability to advance in concrete & desirable ways (e.g. - health benefits)  When approached this way, physical activity regarded more as chores/duties which diminish their intrinsic worth – do it because it’s ‘good for you’ – value may be appreciated only by results/productions as opposed to what they allow us to be and experience  Play-like sport  Play is the manner in which we approach, embrace and experience physical activity  While at play, we’re not interested in payoffs that might come from participation but rather in the intrinsic values and ends of the activity  Viewed as something we want and like to do – can be viewed as an escape from trappings of life experiences

VALUES CONNECTED TO PHYSICAL ACTIVITY  Values are our conceptions about the importance of things  We all use values to make decisions in our personal and professional matters  Values may be moral or non-moral  Moral values refer to one’s character and how we ought to behave while non-moreal values refer to objects of desire such as happiness or good health  Values promoted by physical activity  Health-related physical fitness – provides direction for those most interested in health and appearance  Knowledge about human body, physical activity and health practices – important for those who believe information is precursor to improved behavior  Motor skill – important for those who like to move well and enjoy proficiency  Activity-related pleasure or fun – resonates with people’s conceptions of ‘good life’

ETHICAL VALUES AND SPORT  Ethics help in determining right vs. wrong  In sport, the means formulating defensible standards of behavior  Basic behavioral guidelines  Follow the rules because they are the foundation of the artificial problem you find special – avoid cheating which alters and can destroy the sport and legitimacy of results  Respect opponents as someone who not only facilitates the contest but also makes possible the creation of athletic excellence – opponent is partner in community of contestants who shares your interests and passion  Strive to bring out best performance in one another – honors each person’s motor skills and sport’s standards of excellence  Recognize and celebrate athletic excellence – your and your opponents  Seek opponents who are close to you in ability  Care about opponents well-being as much as your own  Remember that how you play says as much about you as an athlete as the scoreboard does