1. Meaning and Scope

2. Definitions Physical Education: Education:
Includes the acquisition and refinement of motor skills, the development and maintenance of fitness for optimal health and well-being, the attainment of knowledge about physical activities, and the fostering of positive attitudes conductive to lifelong learning and lifespan participation
Education:
The ongoing process of learning that occurs throughout our lifespan, takes place in a variety of settings, and is not limited to a specific age group

3. Definitions Exercise Science Sport
Scientific analysis of exercise or physical activity, specifically how people’s movements develop and change across their lifespan and further expand their understanding of how people learn motor skills
Sport
Well-established, officially governed competitive physical activities in which participants are motivated by internal and external rewards (Coakley, 2009)

4. What is our Field? Is there only one field? Are there multiple fields?
Health and Human Performance
Are there multiple fields?
Nutrition
Exercise
Education

5. What is the Corner Stone
PHYSICAL ACTIVTY!!!
We study physical activity; everything is a component of that
So…what does our field offer society

6. Obesity Trends* Among U.S. Adults BRFSS, 1985
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14%

7. Obesity Trends* Among U.S. Adults BRFSS, 1986
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14%

8. Obesity Trends* Among U.S. Adults BRFSS, 1987
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14%

9. Obesity Trends* Among U.S. Adults BRFSS, 1988
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14%

10. Obesity Trends* Among U.S. Adults BRFSS, 1989
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14%

11. Obesity Trends* Among U.S. Adults BRFSS, 1990
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14%

12. Obesity Trends* Among U.S. Adults BRFSS, 1991
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14% %–19%

13. Obesity Trends* Among U.S. Adults BRFSS, 1992
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14% %–19%

14. Obesity Trends* Among U.S. Adults BRFSS, 1993
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14% %–19%

15. Obesity Trends* Among U.S. Adults BRFSS, 1994
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14% %–19%

16. Obesity Trends* Among U.S. Adults BRFSS, 1995
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14% %–19%

17. Obesity Trends* Among U.S. Adults BRFSS, 1996
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14% %–19%

18. Obesity Trends* Among U.S. Adults BRFSS, 1997
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14% %–19% ≥20%

19. Obesity Trends* Among U.S. Adults BRFSS, 1998
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14% %–19% ≥20%

20. Obesity Trends* Among U.S. Adults BRFSS, 1999
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14% %–19% ≥20%

21. Obesity Trends* Among U.S. Adults BRFSS, 2000
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14% %–19% ≥20%

22. Obesity Trends* Among U.S. Adults BRFSS, 2001
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14% %–19% %–24% ≥25%

23. Obesity Trends* Among U.S. Adults BRFSS, 2002
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14% %–19% %–24% ≥25%

24. Obesity Trends* Among U.S. Adults BRFSS, 2003
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14% %–19% %–24% ≥25%

25. Obesity Trends* Among U.S. Adults BRFSS, 2004
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14% %–19% %–24% ≥25%

26. Obesity Trends* Among U.S. Adults BRFSS, 2005
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14% %–19% %–24% %–29% ≥30%

27. Obesity Trends* Among U.S. Adults BRFSS, 2006
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14% %–19% %–24% %–29% ≥30%

28. Obesity Trends* Among U.S. Adults BRFSS, 2007
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14% %–19% %–24% %–29% ≥30%

29. Obesity Trends* Among U.S. Adults BRFSS, 2008
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14% %–19% %–24% %–29% ≥30%

30. Obesity Trends* Among U.S. Adults BRFSS, 2009
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14% %–19% %–24% %–29% ≥30%

31. Obesity Trends* Among U.S. Adults BRFSS, 2010
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data <10% %–14% %–19% %–24% %–29% ≥30%

32. What does our Field offer Society
Health
Improved Athletic Performance
Others?
Clearly there are many facets to our field, so how do we break them up?

33. Sub Disciplines Exercise Physiology: Sports Medicine:
Study of the effects of various physical demands, particularly exercise, on the structure and function of the body.
Sports Medicine:
Concerned with the prevention, treatment, and rehabilitation of sports-related injuries.
Sport Biomechanics:
Applies the methods of physics and mechanics to the study of human motion and the motion of sport objects.

34. Sub Disciplines Sport Philosophy: Sport History:
Encompasses the study of the nature of reality, the structure of knowledge in sport, ethical and moral questions, and the aesthetics of movement.
Sport History:
Critical examination of the past, with a focus on events, people, and trends that influenced the development and direction of the field.
Sport and Exercise Psychology:
Uses principles and scientific methods from psychology to study human behavior in sport.

35. Sub Disciplines Motor Development : Motor Learning: Sport Sociology:
Studies the factors that influence the development of abilities essential to movement.
Motor Learning:
Study of changes in motor behavior that are primarily the result of practice and experience, specifically the effect of content, frequency, and timing of feedback on skill learning.
Sport Sociology:
Study of the role of sport in society, its impact on participants in sport, and the relationship between sport and other societal institutions.

36. Sub Disciplines Sport Pedagogy: Adapted Physical Activity:
Study of teaching and learning in school and non-school settings.
Adapted Physical Activity:
Concerned with the preparation of teachers and sport leaders to provide programs and services for individuals with disabilities.
Sport Management:
Encompasses the many managerial aspects of sport including personnel management, budgeting, facility management, and programming.

37. Philosophy and Goals

38. Major Philosophies - Idealism
Emphasizes the mind as central to understanding; reasoning plays a critical role in arriving at the truth.
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.

39. Major Philosophies - 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.

40. Major Philosophies - Pragmatism
Experiences – not realities or ideals – are the basis of truth.
Reality differs from person to person.
Whatever works in a given situation at a given time is seen as successful.
Emphasizes social responsibility, problem-solving, consideration of individuals’ needs and interests, development of individuals’ social skills, and cooperation.

41. Major Philosophies - Existentialism
Reality is determined by an individual’s experiences.
An individual’s experiences and choices create a uniquely personal worldview and affect their perception of reality.
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.

42. Major Philosophies - Humanism
Emphasizes the development of the full potential of each individual.
Focuses on personal growth, self-actualization, and the development of values.
Considers the feelings, needs, goals, capabilities, and limitations of individuals.

43. 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.

44. Questions to Address? What is winning?

45. Questions to Address? What is winning? What is cheating?
What is the meaning of competition for athletes with disabilities?
What role does sportsmanship play in influencing the values derived from competition?
How does culture influence the meaning derived from participating in sport?
Why do some athletes risk permanent disability by continuing to participate in sport when injured?
Does a coach have the right to control the athlete’s lifestyle choices (e.g., curfew, code of conduct)?

46. 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.

47. Goals & Objectives Defined
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.

48. Developing Your Professional Philosophy
Guidelines
Questions to Consider 1
Review your past experiences in physical education, exercise science, and sport.
What were some of your most outstanding experiences in this field? What were some of your most disheartening ones? Why?
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 philosophies.
What theories are compatible with your beliefs? What 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 the leaders in physical education, exercise science, and sport.
After reviewing the philosophies of leaders in the field, which of their beliefs are compatible with yours and which are not compatible? 4
Take advantage of opportunities you have during your professional preparation to talk to various professors about their philosophies.
What beliefs are evident in their teaching?
As you critically examine your experiences during your professional preparation, do you ask yourself why things are the way they are? How could things change? How would these changes influence the philosophy of the program? Would these changes align with your professors’ beliefs and philosophies? 5
Review the codes of conduct and ethical standards of various professional organizations.
Many physical education, exercise science, and sport professional organizations have standards of conduct that serve as guidelines for their members. What are the 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?