PHILOSOPHY

1. PHILOSOPHY The love, study, and pursuit of wisdom, knowledge, and truth

2. Five Traditional Philosophies Idealism � a philosophical theory advocating that reality depends on the mind for existence and that truth is universal and absolute Realism � the philosophical system stressing that the laws and order of the world as revealed by science are independent from human experiences Pragmatism � an American movement in philosophy emphasizing reality as the sum total of each individual�s experiences through practical experimentation Naturalism � a belief that the laws of nature govern life and that individual goals are more important than societal goals Existentialism � a twentieth-century philosophy that centers on individual choices and advocates that truth and values are uniquely personal

3. Idealism Since reasoning and mental processes are important in understanding truth, the physical therapist uses idealism in working with clients to set realistic goals, persist in their movement experiences, and realize that only by dealing with temporary discomfort can they recover as fully as possible. The idealist and the sport psychologist understand that reality is more mental than physical, so helping elite athletes manage the mental side of putting a golf ball or kicking a field goal is vitally important.

4. Realism The exercise physiologist uses the scientific method in investigating the effects of performance-enhancing drugs in order to understand the positive and negative effects on the body. Prior to beginning an exercise program, a personal trainer will assess the capabilities of the client, and, as would a realist, continue to use measurements to determine progress made in achieving personal fitness goals.

5. Pragmatism Athletic directors are quite pragmatic in understanding that they must generate increased revenues from ticket sales, broadcast rights, corporate sponsorships, and private donations in order to adequately support their sports teams. Like the pragmatist who believes that learning occurs as people experience things, especially as a member of a group, sport facilities directors are responsible for providing adequate venues that are safe so sports participants and spectators have enjoyable experiences.

6. Naturalism Lakes, mountains, and other outdoor settings provide a wealth of opportunities where recreation specialists use natural settings as learning laboratories so individuals can expand their skills while enjoying their leisure hours. Physical education teachers agree with the philosophy of naturalism and a readiness to learn as they instruct students in movement activities that are developmentally appropriate.

7. Existentialism Since an individual�s free choices will determine reality and truth, health educators use existentialism to emphasize the importance of making good nutritious selections of foods eaten, avoiding unhealthy behaviors that will lead to disease and illness, and maintaining an active lifestyle. Acceptance of responsibility, which the existentialist advocates, is stressed by athletic trainers when they help athletes choose to strictly adhere to their rehabilitation program.

8. IDEALISM � Truth is universal and absolute The mind is critical to all understanding since only through reasoning and mental processes can truth emerge. Never-changing ideals comprise the ultimate reality. Ideals, virtues, and truths are universal and remain the same regardless of how individuals may interpret them.

9. IDEALISM The mind and the body are optimally to be developed simultaneously and as a whole, although physical activity is secondary to the development of the mind and thought processes. The idealist believes that there is one correct way to perform sports skills.

10. REALISM � Scientific laws are independent of human experiences The scientific laws of nature determine what is truth. The scientific method provides the process for acquiring and applying truth ( i.e., knowledge originates in the physical world but emerges through experimentation).

11. REALISM The physical education curriculum includes activities and experiences that enable students to understand the laws of the physical world. Learning is subject centered and includes progressions, drills, and objective evaluation.

12. PRAGMATISM � Reality is a total of individual experiences Ultimate reality must be experienced and is ever-changing rather than absolute. Truth and values are functions of the consequences of the time and the context. Social responsibilities are essential as every individual functions with and contributes to society.

13. PRAGMATISM Students develop social efficiency as they experience solving the problems of life and learn how to become better functioning members of society. A student-centered curriculum encourages students to develop their social and interpersonal skills and to set and achieve personal goals.

14. NATURALISM � Laws of nature govern life and individual goals Truth and things valued exist within the physical realm of nature. �Everything according to nature� means that students learn and develop in and through nature. Physical well-being enhances a readiness to learn mental, moral, and social skills.

15. NATURALISM Individualized learning occurs through self-discovery and exploration of one�s capabilities and interests. Through problem-solving, students progress in skill development at their own rates.

16. EXISTENTIALISM � Truth and values are based on one�s experiences Human experiences and individual determinism (choices) construct reality. Each person�s experiences determine truth, which is uniquely personal. An individual�s value system, which is uniquely chosen, is tempered by an understanding of social responsibility.

17. EXISTENTIALISM The desired educational outcome is the self-actualizing person, who must accept the consequences of actions taken. Individualized activities in physical education and sport encourage creativity and self-awareness and personal responsibility for learning.

18. IMPORTANCE OF THE BODY Idealism � simultaneous development with the mind Realism � emphasis on the whole individual Pragmatism � variety of activities for the effective functioning in society Naturalism � physical activity essential for optimal learning Existentialism � freedom to choose activity and to be creative

19. CURRICULAR FOCUS Idealism � teacher centered using examples as models; qualitative Realism � subject centered; quantitative Pragmatism � student centered; based on individual differences Naturalism � individual readiness to learn Existentialism � individual centered; based on self-realization

20. IMPORTANCE OF THE TEACHER Idealism � model and example Realism � orderly presentation of facts; learning through drills Pragmatism � motivator, especially through problem solving Naturalism � guide and helper Existentialism � stimulator and counselor

21. OBJECTIVES Idealism � development of personality and mind Realism � training students to meet the realities of life Pragmatism � helping students to become better functioning members of society Naturalism � development of the whole person Existentialism � assisting students to become self-actualizing, independent beings

22. METHODOLOGY Idealism � lecture; question-answer discussions Realism � use of real world, drills, lectures, and projects Pragmatism � problem solving Naturalism � informal; problem solving Existentialism � questions raised, thoughts provoked, and freedom of action encouraged by the teacher

23. EVALUATION Idealism � subjective; qualitative Realism � quantitative; using scientific means Pragmatism � subjective and self-evaluation Naturalism � based on the attainment of individual goals Existentialism � unimportant in the traditional sense

24. WEAKNESSES Idealism � resistance to change; development of the body is secondary to the mind Realism � too narrow a view; everything must conform to natural laws or it is wrong Pragmatism � lack of fixed aims to give students stability and direction Naturalism � too simple an education for a complex world Existentialism � overemphasis on individuality precludes preparation for social life

25. PHILOSOPHY QUIZ* The __________ advocates that students must indicate their readiness to attempt to learn a cartwheel. The __________ models or provides demonstrations of exactly how to serve a volleyball. The __________ encourages students to use their reasoning powers to decide how to align defensive players to stop an opposing team that fast breaks.

26. PHILOSOPHY QUIZ Since a curriculum based on this philosophy focuses on the individual, the __________ focuses on teaching the acceptance of self- responsibility. The __________ emphasizes learning team sports through which social skills are developed. A physical education and sport researcher is sometimes called a/an __________ because she or he utilizes the scientific method of inquiry.

27. PHILOSOPHY QUIZ To the _________ free choices determine reality and truth, such as in setting up an exercise program that she or he prefers. The __________ advocates that reality is more mental than physical, such as perfecting shooting technique for free throws through mental practice. Since experience is critical for learning to the __________, especially as a member of a group, students are encouraged to experiment with their own techniques in executing bodily movements.

28. PHILOSOPHY QUIZ The __________ uses natural settings as a learning laboratories during leisure hours. How many did you answer correctly?

29. OTHER PHILOSOPHIES Metaphysics refers to the nature of things, or how actions or events are related to one another. Axiology deals with the value of things and discovering whether actions, things or circumstances are good and virtuous. Epistemology is the branch of philosophy that examines what people know and how and why they hold certain beliefs. Aesthetics is the philosophical area that focuses on the artistic, sensual, or beautiful aspects of anything, including movement.

30. Sport Ethics

31. THE INELIGIBLE PLAYER Tomorrow your school�s girls� basketball team will play in the state championship game. Everyone in the school and in your small town is excited. A telephone call you just received from the new athletic director (Stacy Miller) suddenly threatens to change everything. Miller tells you that Jody, the 24-points per game star, is too old. In completing some required paperwork for the state athletic association, she realized what the previous athletic director had not reported, which is that Jody has been 20 years old all season, thus making her ineligible for high school sports. You are distraught because you know that Jody is from a single-parent home and has had past academic and behavioral problems in school but that she has overcome these and changed since she joined the basketball team. Miller is willing to keep this matter quiet, but says that as coach you will have to decide whether to play the game or not.

32. UNDERSTANDING ETHICS Ethics is the study of moral values or the doing of good toward others or oneself; the study of the principles of human duty; the study of all moral qualities that distinguish an individual relative to others Moral pertains to an individual�s motives, intentions, and actions as right or wrong, virtuous or vicious, or good or bad Values are anything having relative worth

33. Moral values are the relative worth that is placed on virtuous behaviors. Principles are universal rules of conduct that identify what kinds of actions, intentions, and motives are valued. Moral reasoning is the systematic process of evaluating personal values and developing a consistent and an impartial set of moral principles by which to live.

34. MORAL REASONING INCLUDES Moral knowing is the cognitive phase of learning about moral issues and how to resolve them. Moral valuing is the basis of what we believe about ourselves, society, and theories around us. Moral acting is how we act based on what we know and value.

35. KOHLBERG�S STAGES OF MORAL DEVELOPMENT Stage Six states that universal ethical principles and the individual conscience serve as the basis for all actions. Stage Five expects people to fulfill the social contract and show genuine interest in the welfare of others. Stage Four assumes that people act in conformity to the social system and social order. Stage Three suggests that people react to the expectations of parents, peers, and authority figures to gain their approval. Stage Two emphasizes following rules for self-interest. Stage One focuses on obedient actions performed to avoid punishment.

36. FOUR MORAL VALUES Justice (treating others with fairness) Do not violate the rules of the game Honesty (being trustworthy) Do not cheat or lie Responsibility (fulfilling duty) Do not act irresponsibly Beneficence (fair play or doing good) Do not harm an opponent

37. RATIONALIZATIONS FOR UNETHICAL BEHAVIORS There is no rule against it. Everyone else does it. This action is not unethical because no one will ever know about it. Circumstances require acting in this way.

38. ETHICAL THEORIES Teleological or consequential (utilitarianism) theories focus on the end results or consequences of processes or occurrences; the ultimate standard of what is morally right is dependent on the greatest amount of good for the greatest number of people. Deontological or non-consequential (Kantian) theories state that actions must conform to absolute rules of moral behavior; there is an inherent rightness apart from all consequences.

39. ETHICAL PRINCIPLES Moral duties are prescriptive and independent of consequences. Fair play means playing within the letter and spirit of the rules. Seeking to win is acceptable only if the letter and spirit of the rules are followed. An opponent is not the enemy but a worthy athlete deserving to be treated exactly as everyone would wish to be treated.

40. ETHICAL PRINCIPLES Retribution is never acceptable regardless of the unfairness or violence of the initial action. Games are not played to intimidate; the ideal purpose is a mutual quest for excellence through challenge. Sportsmanship requires modesty, humility in victory, praise for the winners, and self-respect in defeat.

41. IS THIS CONDUCT ETHICAL? A defensive back is beaten by the opposing wide receiver, resulting in a big play for the offense. On a subsequent play, the defensive back �takes out� his opponent with vicious blind side hit to the knees, even though he is not involved with action near the ball. Is this hit ethical? If not, how should this intimidation be punished? Should the defensive back be educated about ethical conduct?

42. IS THIS CONDUCT ETHICAL? In his first at-bat after his grand-slam home run, Mike is prepared for a brush-back pitch. He is not ready for the inside fast ball aimed straight at his head. He attempts to bail out of the batter�s box but is hit by the pitch on the arm. He jumps up and charges the mound, bat in hand, as both benches clear. The ensuing brawl results in the ejection of several players from the game. Why is the brush back pitch seemingly an acceptable form of gamesmanship in baseball? Does a ball thrown at a batter�s head justify his charging the mound? Why are teammates expected to join in the fray? Should these behaviors be allowed?

43. IS THIS CONDUCT ETHICAL? The shoving match underneath the basket has escalated without any fouls being called. Finally, Mary has had enough. The next time Pat pushes her to clear the lane, Mary grabs her and refuses to give ground. Pat retaliates by hitting Mary. Before the referees can break up the scuffle, punches from several players have landed. Who is violating the rules of the game and sportsmanship in this situation? Is the absence of a whistle calling a foul on Mary, Pat, or both tantamount to condoning their intimidation of each other? If you were her coach, how would you attempt to changes Mary�s or Pat�s behavior?

44. Ethical Choices in Sports Should every child get an opportunity to play all positions in youth sports? Should a coach have the right to require that an athlete (at any age) compete in only one sport? Should an athlete be required to pass all school subjects in order to play on a team? Should a coach teach athletes how to violate a sports rule to gain a competitive advantage? When, if ever, should a team �run up the score� on an opposing team? Should taunting an opponent be penalized or allowed?