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Sharon Kay Stoll, Ph.D. For the Philosophy Academy

Center for ETHICS*. University of Idaho. To MOVE With Meaning .. THAT IS THE QUESTION. Sharon Kay Stoll, Ph.D. For the Philosophy Academy. Apologies to Hamlet, Shakespeare, Act III. A Prior. A is prior to B, if and only if B could not exist without A

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Sharon Kay Stoll, Ph.D. For the Philosophy Academy

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  1. Center for ETHICS* University of Idaho To MOVE With Meaning .. THAT IS THE QUESTION... Sharon Kay Stoll, Ph.D. For the Philosophy Academy Apologies to Hamlet, Shakespeare, Act III

  2. A Prior • 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.

  3. Values and Knowing • Moral Values: Justice, Honesty, Respect, Responsibility • Non Moral Values: Utility, Intrinsic, Inherent, Extrinsic, Contributory • Wm. Frankena (1973). Ethics. Englewood Cliffs: NJ: Prentice Hall.

  4. NASPE • Fitness • Knowledge • Skill • Pleasure

  5. Rule 1 • Criterion of Intrinsic Value: Values that are good in themselves are superior to values that lead to good things.

  6. Rule 2 • Criterion of Satisfaction: Experiences that include satisfaction carry more intrinsic power than those that do not.

  7. Rule 3 • Criterion of Meaning. Satisfactory experiences that build a coherent and meaningful like take precedence over those that are isolated moments of pleasure.

  8. The First Study • Purpose: To examine if current techniques used to motivate individuals to healthy active lifestyles are from an extrinsic perspective or an intrinsic basis.

  9. The Design • Survey of 11 questions • Distributed to 49 students enrolled in a required fitness/wellness course for all university aged students.

  10. Results • 47 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

  11. The Second Study

  12. Purpose • 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.

  13. Findings • 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).

  14. The Third Study • Purpose: To observe the general attitudes towards physical activity and human movement in students of various ages ranging from K-12.

  15. Hypothesis • As the students get older, their positive attitude, as evidenced by certain motor behaviors, towards physical activity and movement generally weakens.

  16. Findings • 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.

  17. Discussion • Without meaningfulness and satisfaction, physical activity declines whether in the physical education classroom, the competitive arena, or the collegiate adult fitness programs.

  18. A Prior Conclusion • 1. 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.

  19. A Prior Conclusion • Let us begin to develop coherent life stories in movement for ourselves and our participants, students, colleagues, and clients.

  20. Questions to ask... • 1. 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?

  21. Questions to ask... • 2. 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?

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