1. Philosophy, Goals, and Objectives
Chapter 2

2. Philosophy Means the love of wisdom (source)
Set of beliefs relating to a particular field
A system of values by which one lives or works
Helps individuals address the problems that confront them through the use of critical thinking, logical analysis, and reflective appraisal.

3. Questions addressed… What is the role of human beings on this earth?
What are the origin and nature of the universe?
What constitutes good and evil, right and wrong?
What constitutes truth?
What is the function of education in society?
What relationship exists between mind and matter?

4. Branches of Philosophy
Metaphysics – Addresses the ultimate nature of reality; what is real and exists.
Epistemology – Examines the nature of knowledge.
Logic – Focuses on the examination of ideas in an orderly and systematic way and how ideas relate to each other.
Axiology – Examines the nature of values.
Ethics – Concerned with issues of right and wrong, responsibility, and standards of conduct.
Aesthetics – Studies the nature of beauty and art.

5. 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.

6. 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.

7. 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.

8. 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.

9. 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.

10. Modern Education Philosophy
Progressive Education
John Dewey – Leader of the progressive education movement.
Reflects a pragmatic philosophy; believes that education was the avenue to improve the social conditions of society.
‘Learning by doing’; child/student-centered approach where students are active participants in their learning.
Contributes to the development of the whole person (i.e., mind AND body)

11. The Mind - Body Relationship
Dualism – belief that the mind and body are separate entities (e.g., the mind is superior to the body).
Education of the physical – development of the body is the only emphasis.
Monism – views the mind and body as a fused, unified entity; neither one is superior to the other.
Education through the physical – medium for the development of the total person

12. 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.

13. Philosophy of Sport & Physical Activity
Historical Development
1875 – 1950: Eclectic philosophy of education approach
Educational reform era that shifted towards progressive education; providing individualized learning experiences for students.
1950 – 1965: Comparative systems approach
The major tenets of the traditional philosophies of idealism, realism, pragmatism, naturalism, existentialism and humanism were compared and applied to the goals, objectives, values, and conduct of educational programs.
1965 – present: Developmental approach
This era was focused on critically analyzing the many complex dimensions of the sport experience; less attention was directed to the study of physical education.
Questions addressed included the nature of sport, values achieved through participation, the meaning of competition, and ethical issues (e.g., cheating, intentional fouling, use of performance-enhancing drugs, and promoting equity).

14. Questions addressed…
What is the meaning of competition for athletes with disabilities?
What role does sportspersonship 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?
Why do adults persist in emphasizing winning in sports when children want to emphasize the fun elements associated with play?
Does participation in sport develop character?
Does a coach have the right to control the athlete’s lifestyle choices (e.g., curfew, code of conduct)?

15. 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.

16. 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?

17. 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.

18. Goals of Physical Education, Exercise Science & Sport
Primary Goal – improve the well-being and quality of life of individuals who participate in our programs.
Main Purpose – provide people with the skills, knowledge, and attitudes to participate in regular physical activity throughout their lifespan.

19. Historical Development
The goals and objectives shifted from an emphasis on the education of the physical to a focus on education through the physical (i.e., developmental model).
1883 – Thomas Wood – physical education should contribute to the complete education of the individual.
1910 – Clark Hetherington – ‘father of modern physical education’, viewed PE’s contributions to organic, psychomotor, intellectual, and character education.
1964 – Charles Bucher – identified 4 developmental objectives for PE: physical, motor and movement, mental, and social development.

20. Contemporary Goals & Objectives
Contemporary physical education, exercise science, and sport programs are diverse in content, vary in setting, and serve people of all ages.
1995 & 2004 – National Association for Sport and Physical Education (NASPE) developed Content Standards in Physical Education
Identifies content standards and assessment guidelines to measure student learning.
Provides a framework that identifies goals and objectives associated with quality programs.
Professionals in all settings can incorporate the assessment benchmarks, points of emphasis, criteria, and suggested assessment techniques.

21. Learning in the 3 Domains & Taxonomies
Classifications for behavior and objectives for learning:
Cognitive – thinking
Affective – feeling
Psychomotor – doing
Taxonomies
Serve as a guide for professionals in planning for learning outcomes and achievement of desired goals.
Organizes educational objectives in a progressive hierarchy, from low to high, using developmental theories as a basis for formulating objectives.

22. Cognitive Domain
Concerned with the acquisition of knowledge and the development of intellectual skills.
Professionals can contribute to the knowledge of the human body, exercise, disease, and health.
Bloom’s Taxonomy – knowledge, comprehension, application, analysis, synthesis, and evaluation.

23. Affective Domain
Concerned with how individuals’ feelings about themselves, the learning experience, and the subject influence their learning.
Krathwohl’s taxonomy reflects the development of values, appreciations, attitudes, and character.
Desired outcomes include a positive self-concept, enhancement of self-worth, self respect, and social responsibility.

24. Psychomotor Domain Main focus of our field.
Objectives focus on the acquisition of basic movements and perceptual abilities and emphasizes the development of fitness and highly skilled movements.
Motor skill development
Physical fitness development

25. Assessment of Learning
Assessment should be a dynamic, ongoing process integrated into programs.
Assessment can provide important information about participants’ progress, program quality, instructional practices, and the effectiveness of professionals.
Provides meaningful information about learning and achievement related to goals, objectives, and outcomes in the affective, cognitive, and psychomotor domains.

26. Assessment Defined
Assessment – process of gathering information to learn what participants know and are able to do in order to determine their progress toward achievement of the goals and objectives.
Measurement – process of gathering information or collecting data.
Evaluation – process of interpreting the information or data.

27. Purposes of Assessment
Diagnosis
Placement
Monitoring of progress
Determination of achievement
Motivation
Program Improvement
Leadership effectiveness

28. Role of Technology in Assessment
Computers
Help in maintaining records of test results or keeping a log of participants’ involvement in the program (e.g., Fitnessgram, Activitygram, HealthFirst TriFit).
Heart-rate monitors and pedometers
Hand-held devices
Smart mobile phones applications