Sports occupy an interesting ethical space from a pedagogic point of view, being included in physical education curricula in most Western countries. The approach of physical education to sports as vehicle for ethical education is too limited when it is restricted to their minimal functional, constitutive and regulatory goals. This essay’s aim is to argue the extent to which the ethical potential of physical education can embrace more than functional purposes, or whether that (...) will be neglected in terms of limited educational aspirations. We present data from nineteen exploratory interviews with experienced philosophy, sports and physical education researchers and teachers, from six different nations, concerning the ethical potentiality of physical education. We highlight five ethical themes: (i) the regulatory and normative structure of sports; (ii) the spirit of sports and its internal values; (iii) the right playing/doing of sports; (iv) the overcoming in sports; and (v) sports as an opportunity for a supererogatory ethics as fertile ground for future operationalization of the potential of physical education for ethical education through sports.El deporte ocupa un interesante espacio ético desde un punto de vista pedagógico, integrándose en los curricula de educación física en la mayoría de países occidentales. El planteamiento de la educación física como vehículo de la educación ética es limitado cuando restringido a sus objetivos mínimos funcionales, constitutivos y regulatorios. El objetivo de este estudio es discutir si el potencial ético de la educación física puede ir más allá de los propósitos funcionales, que considerados aisladamente constituyen un desperdicio de la experiencia pedagógica del deporte. Para conseguirlo, presentamos datos de diecinueve entrevistas exploratorias con experimentados investigadores y profesores de filosofía, deporte y educación física relacionadas con las potencialidades éticas de la educación física. La muestra incluye individuos de seis diferentes nacionalidades, cuyo trabajo demuestra preocupaciones con el tema. La argumentación resulta de cinco temáticas principales: (i) Estructura normativa y regulativa del deporte; (ii) El espírito del deporte y sus valores internos; (iii) El bien hacer deportivo; (iv) La superación deportiva; (v) El deporte como oportunidad de una ética supererogatoria como contexto fértil para la concretización del potencial ético de una educación deportiva. (shrink)

Background: Job satisfaction is largely associated with organizational aspects, including improved working environments, worker’s well-being and more effective performance. There are many definitions regarding job satisfaction in the existing scholarly literature: it can be expressed as a positive emotional state, a positive impact of job-related experiences on individuals, and employees’ perceptions regarding their jobs. Aims: No reliable scales in Arabic language to assess job satisfaction in the sports and physical education field exist.This study aimed to trans-culturally adapt and (...) validate the Pepe’s “Teacher Job Satisfaction Scale” 9 items (TJSS-9), creating the “Teacher of Physical Education Job Satisfaction Inventory” (TPEJSI) in Arabic language. This scale was administered to a Tunisian population of sports and physical education teachers and analyzed according to the Pepe’s theoretical model.. More in detail, this investigation systematically tested its factor structure, in terms of internal consistency/reliability, predictive validity, sensitivity and convergent validity. Methods: A total of 417 Tunisian teachers of sports and physical education participated voluntarily in this study. The sample comprised of 258 males and of 159 females. More in detail, 189 were teachers teaching in primary schools of physical education, 105 teaching in secondary schools, and 123 were university teachers. Both exploratory (EFA) and confirmatory (CFA) factor analyses were performed on random-split halves of the sample. Results: The three-dimensional alpha coefficients of the TPEJSI were all greater than 0.80: for satisfaction with colleagues, alpha was 0.865; for satisfaction with parents, alpha was 0.856 and for satisfaction with students alpha was 0.860. The CFA fit indices were satisfactory. Conclusions: Given the good EFA factor loadings, the CFA fit indices, the correlation matrix, the sensitivity analysis, the convergent validity and the excellent internal consistency, it can be concluded that the TPEJSI is a good psychometric tool that can be used to quantitatively assess the job satisfaction level among teachers of sports and physical education in the Arabic-speaking world. (shrink)

The government's social exclusion unit (SEU) was established to help individuals, groups, and regions overcome deprivation and discrimination resulting from a combination of problems, including unemployment, poor quality housing, low income, lack of education/training opportunities, bad health, and family breakdown. Such difficulties are commonly experienced by people with mental health problems who also have to cope in a society which alienates and rejects them, barring them from every aspect of community life. Remarkably, even the SEU's remit excludes consideration of (...) the obstacles to social inclusion faced by those with a psychiatric diagnosis. Creating Accepting Communities is the final report of an inquiry commissioned by MIND, which looked at the nature and extent of social exclusion experienced by people who use mental health services in Britain. The inquiry panel received written and oral evidence from a wide range of individuals and organisations, including mental health practitioners, high street retailers, groups working within the …. (shrink)

Adults (more than 18 years old) are likely to reproduce the habits that they acquired during childhood and adolescence (from 6 to 16 years old). For that reason, teachers and parents have the responsibility to promote an active and healthy lifestyle in children and adolescents. Even though every school subject should promote healthy activities, Physical Education (PE) is the most important subject to foster well-being habits associated to healthy lifestyle during sport practice and other kinds of active (...) tasks. Indeed, there are many factors that influence the acquisition of healthy habits that should be taken into account when programs and activities are implemented in both educational and extracurricular context. In this sense, psychological and social factors are of utmost importance to achieve optimal experiences for an active and healthy lifestyle. However, due to the myriad of studies analyzing different factors in different contexts, there could be confusion when programs and pedagogical strategies are applied in educational or extracurricular contexts. The objective of this investigation is to analyze the state of art of the psychosocial factors which influence the engagement in physical activities and sport practice. The keywords used in this review were mainly: ‘Self-Determination Theory’, ‘motivation’, ‘Psychological need satisfaction, ‘physical activity and sport engagement’, ‘Elementary Education’, ‘Secondary Education’, ‘Physical Education’. The articles were selected according to the following criteria: (a) peer-reviewed original research published in international journals indexed in JCR or SJR, (b) published in English or Spanish, (c) about psychosocial factors which influence the physical activity and sport engagement, (b) in educational or extracurricular context. Research articles selected were found through nine databases. It was observed that physical activities and sport practice engagement are closely related to psychological factors. In particularly, intrinsic motivation was able to determine the active participation in any activity, including physical activity and sport practice during the implementation of Small-Sided Games and other kinds of pedagogical strategies (e.g., Pedagogical Models). Motivation was also closely related to flow state. Finally, these variables should be considered in order to organize effective programs to promote an active and healthy lifestyle in Physical Education classes. (shrink)

The discipline area of physical education has historically struggled for legitimacy, sometimes being seen as a non-serious pursuit in educational terms compared to other subjects within the school curriculum. This book represents the first attempt in nearly 30 years to offer a coherent philosophical defence and conceptualisation of physical education and sport as subjects of educational value, and to provide a philosophically sound justification for their inclusion in the curriculum. The book argues that rather than (...) relegating the body to ‘un-thinking’ learning, a person’s essential being is not confined to their rationality but involves an embodied dimension. It traces the changing conceptions of the body, in philosophy and theology, that have influenced our understanding of physical education and sport, and investigates the important role that embodiment and movement play in learning about, through and in physical education. Physical education is defended as a vital and necessary part of education because the whole person goes to school, not just the mind, but the thinking, feeling and acting facets of a person. It is argued that physical education has the potential to provide a multitude of experiences and opportunities for students’ to become aware of their embodiment, explore alternative modes of awareness and to develop insights into and new modes of being not available elsewhere in the curriculum, and to influence moral character through the support of a moral community that is committed to that practice. Representing a sophisticated and spirited defence of the educational significance and philosophical value of physical education and sport, this book will be fascinating reading for any advanced student or researcher with an interest in physical education, the philosophy of sport, or the philosophy of education. (shrink)

The teacher’s personality in general plays an important role in the educational process. It is often examined in relation to outcome factors on the teacher or student side, e.g. teaching effectiveness or student motivation. Physical education (PE) with its peculiarities and allocated educational mandate particularly demands the personality of the PE teacher. Research considering this group of teachers is sparse, diverse and hard to capture due to different personality understandings. Our review therefore aims at identifying and analyzing underlying (...) personality understandings, research questions and results of studies considering the personality of the PE teacher. We conducted a scoping review. After the screening and additional analyses process, 23 studies were included. Included references had to be empirical, published in German or English and explicitly examine the PE teacher’s personality as variable or mention it as outcome factor in school context. All studies are cross-sectional, 22 studies quantitative, one qualitative. Regarding personality understandings, 12 studies follow a trait psychological, six studies a vocational, one study an interpersonal personality understanding. Four studies’ personality understanding is not concretely determinable. Considering research questions, three studies aim at identifying the PE teacher’s personality in general and do e.g. not find considerable differences between the PE teacher’s and other teacher’s personality. Nine studies examine the relationship between the PE teacher’s personality and different correlates such as burnout, highlighting e.g. that female PE teachers’ burnout process is less homogeneous than males. Eleven studies examine the PE teacher’s personality from an external view and show e.g. that students of different age groups perceive the PE teacher’s personality differently. Our review offers possible practical implications. By e.g. knowing their personality structure – their inside –, PE teachers can play to their own strengths and make use of their individual personality configuration in order to teach authentically and successfully, i.e. transferring the inside to the outside. Due to partly questionable and fragmentary methodologies of the included studies, results have to be interpreted with caution. More studies considering the PE teacher’s personality following a broad personality understanding are needed to include potentially relevant factors for teaching and by this receive evident insights. (shrink)

With the awakening of people's health consciousness, the concept and practice of health promotion has become the main target of health policies throughout the world. In this study, the relationship between physical education and health promotion was examined. Art students from a university in Taoyuan were selected for research, and a total of 320 questionnaires were issued. Invalid and incomplete questionnaires were eliminated, with a total of 227 valid questionnaires. Finally, the LISREL model was used to analyze the (...) correlation between various factors and health promotion. The results of the model analysis show that in terms of basic fit, the three factors of physical education have a high correlation with the influence of physical education, reaching a significant level. In terms of overall mode fit, the overall mode fit standard χ2/Df was 1.344, less than the standard value of 3 or less, and the RMR value was 0.007, indicating that the χ2/DF and RMR result standards were appropriate, and the chi-square value was very sensitive to the sample size. Therefore, there was a positive correlation among physical education, sports participation, and health promotion. In conclusion, physical activities can improve the human body's immune function, reduce the symptoms of chronic diseases, and positively promote health. The research result is important for emphasizing the benefit of sports to art students, and provides reference for improving the quality of school physical education, and the physical and mental health level of people in Taiwan. (shrink)

The multimedia technology and computer technology supported by the development of modern science and technology provide an important platform for the development of college physical education teaching activities. To better play the role of network auxiliary teaching platform in college sports teaching and improve the effectiveness of college sports teaching, the construction method of multimedia auxiliary teaching effect evaluation model based on the random number forest algorithm is proposed. Through the specification of the random forest algorithm and the (...) optimization of the teaching quality evaluation index, the auxiliary teaching level of the college physical education network is analyzed, and the evaluation of the multimedia auxiliary teaching effect of the physical education courses is completed. The experimental results verify the effectiveness of the evaluation model designed in this article, with a user satisfaction of 72%. Teachers and students can use the evaluation model to improve the teaching quality and teaching efficiency, improve the management work, and promote the scientific, standardization, and specialization of physical education teaching management in colleges and universities. (shrink)

Portugal ranks fourth among countries with the highest rate of overweight population, considering that 67.6% of the Portuguese population over the age of 15 is overweight or obese. To our knowledge, limited studies have investigated students’ attitudes toward physical education in Portugal. Such research is necessary because it can provide valuable insights for policy and application in the curriculum development for physical education, which may eventually increase participation in physical and sports activities. This study analyzed (...) students’ attitudes toward physical education (PE) according to sociodemographic variables, including grade level, socioeconomic status, and gender, and their participation in extracurricular sports activities and respective PE grades. The sample comprised 476 high school students (from the 7th, 8th, and 9th-grade levels) from five public schools located in Portugal. The Students’ Attitudes toward Physical Education Questionnaire was adapted and validated for use with Portuguese students as a two-factor model. Findings show that students generally have a moderately positive attitude toward PE. However, students’ positive attitudes tend to decrease throughout high school, which is particularly significant in the 9th grade. Furthermore, students’ attitudes are influenced by gender, extracurricular sports practice, and grades. These findings may help stakeholders reflect on how to frame PE in a more meaningful way to create a solid foundation for maintaining an active lifestyle throughout life. Implications for further research and practice are discussed. (shrink)

School physical education has the potential to contribute to public-health promotion and well-being, but oftentimes students' lack of motivation toward PE or physical activity in general, especially during adolescence, diminishes, or eradicates the positive effects associated with PE. Therefore, practical approaches are required that help teachers to increase or awake students intrinsic motivation toward PE, for which self-determination theory may provide the conceptual framework. In that regard, the purpose of the present study was to examine whether the (...) use of real-time, heart rate feedback during regular PE lessons has the potential to increase students' autonomous motivation and physical effort. To achieve this, we had forty healthy adolescents between 16 and 17 years of age run for 30 min either with or without real-time, individualized heart rate feedback during a regular PE class and compared physical and perceived exertion as well as joy of running between the two groups. Participants were randomly assigned to the groups. Our data revealed that participants in the EG enjoyed running more than participants in the CG despite a higher physical and perceived exertion. That means, running with real-time, individualized heart rate feedback apparently increased participants' motivation to run and to enjoy running at higher levels of exertion. In that regard, real-time, individualized activity feedback should be implemented in regular PE classes systematically and repeatedly to create a controllable and attainable situation that allows students to actively adjust their own behavior to achieve appealing and realistic goals. (shrink)

Introduces the applications of repeated measures design processes with the popular IBM® SPSS® software Repeated Measures Design for Empirical Researchers presents comprehensive coverage of the formation of research questions and the analysis of repeated measures using IBM SPSS and also includes the solutions necessary for understanding situations where the designs can be used. In addition to explaining the computation involved in each design, the book presents a unique discussion on how to conceptualize research problems as well as identify appropriate repeated (...) measures designs for research purposes. Featuring practical examples from a multitude of domains including psychology, the social sciences, management, and sports science, the book helps readers better understand the associated theories and methodologies of repeated measures design processes. The book covers various fundamental concepts involved in the design of experiments, basic statistical designs, computational details, differentiating independent and repeated measures designs, and testing assumptions. Along with an introduction to IBM SPSS software, Repeated Measures Design for Empirical Researchers includes: A discussion of the popular repeated measures designs frequently used by researchers, such as one-way repeated measures ANOVA, two-way repeated measures design, two-way mixed design, and mixed design with two-way MANOVA Coverage of sample size determination for the successful implementation of designing and analyzing a repeated measures study A step-by-step guide to analyzing the data obtained with real-world examples throughout to illustrate the underlying advantages and assumptions A companion website with supplementary IBM SPSS data sets and programming solutions as well as additional case studies Repeated Measures Design for Empirical Researchers is a useful textbook for graduate- and PhD-level students majoring in biostatistics, the social sciences, psychology, medicine, management, sports, physical education, and health. The book is also an excellent reference for professionals interested in experimental designs and statistical sciences as well as statistical consultants and practitioners from other fields including biological, medical, agricultural, and horticultural sciences. J. P. Verma, PhD, is Professor of Statistics and Director of the Center for Advanced Studies at Lakshmibai National Institute of Physical Education, India. Professor Verma is an active researcher in sports modeling and data analysis and has conducted many workshops on research methodology, research designs, multivariate analysis, statistical modeling, and data analysis for students of management, physical education, social science, and economics. He is the author of Statistics for Exercise Science and Health with Microsoft® Office Excel®, also published by Wiley. (shrink)

Despite the growing population of youth identifying with a transgender or nonbinary gender identity, research on gender-diverse individuals’ educational outcomes is limited. This study takes advantage of the first nationally representative, population-based data set that includes measures of gender identity and educational outcomes: the High School Longitudinal Study of 2009. Using minority stress and structural symbolic interactionist frameworks, we examine the association between gender identity and high school and college educational outcomes. We compare the educational outcomes of gender-diverse youth—binary (...) transgender, nonbinary, and gender unsure—with those of cisgender youth, and also examine differences within the gender-diverse population. Given the strong link between minority stress and educational experiences among gender-diverse youth, we examine differences in outcomes before and after accounting for school belonging and emotional distress. We also account for individuals’ social-structural location, arguing that social positionality shapes both gender identity and educational outcomes. Results indicate important differences in educational outcomes within the gender-diverse population: Whereas binary transgender and gender-unsure youth exhibit educational disadvantage, relative to cisgender youth, nonbinary youth do not. The gender-unsure disadvantage remains even after accounting for differences in social-structural location and social-psychological factors associated with minority stress. (shrink)

The relevance of the study is the analysis of the concept of management sport and sports activities in the context of the educational paradigm of the philosophy combine philosophy and sport, management and education, pedagogy and psychology. Formulation of the task - managing concept of sports and its activities in the context of the educational paradigm of the philosophy of sport. The object of research is the management of sports and sports activities in the context of (...) the educational paradigm of the philosophy of sport. The subject of research is the formation of the concept of management of sports and sports activities in the context of the educational paradigm of the philosophy of sport. Analysis of recent research and publications. We rely on authors who had investigated sport as a management phenomenon, which acts as a factor in the formation and development of personality. The problem of individual self-determination as a philosophical problem is considered in the philosophical writings of S. Kierkegaard, K. Yaspers, M. Heidegger, J. P. Sartre, A. Kamyu and E. Fromma. The selection of unexplored parts of the general problem - in the context of sports managing educational paradigm and sport activities, was thought that both directions - sport and physical culture belong to the philosophy of sport, but often these two objects are reduced to even one - physical culture and sport are considered as an element the latter. Methodology of the research - the use of methods of system, structural, structural-functional, institutional as one that promotes deep penetration into the essence of the object and subject of research. Scientific novelty of the research. This scientific study involves applying to the socio-philosophical meaning of the concept of management of sports and sports activities in the context of the educational paradigm of the philosophy of sport. Description of the main material : the problems associated with the analysis of the physical culture, the main content of which is the process of socialization and "cultivation", socio-cultural modification of the body of man; the problems of humanization of sport, increase of its spiritual and moral value, competition of sport, the fate of certain sports competitions are revealed; to analyze conditions how to form humanitarian sports and to strengthen humane beginnings and various modes of human relations in sports practice; the functions of sport for all and sport for the few - for the highest achievements are found; is substantiated by improving the management of sports and sports activities in the context of the educational paradigm of the philosophy of sport. Conclusion - the concept of management sports and its activities in the context of an educational paradigm is formed. (shrink)

Doctoral programs at U.S. universities play a critical role in the development of human resources both in the United States and abroad. This volume reports the results of an extensive study of U.S. research-doctorate programs in five broad fields: physical sciences and mathematics, engineering, social and behavioral sciences, biological sciences, and the humanities. Research-Doctorate Programs in the United States documents changes that have taken place in the size, structure, and quality of doctoral education since the widely used 1982 (...) editions. This update provides selected information on nearly 4,000 doctoral programs in 41 subdisciplines at 274 doctorate-granting institutions. This volume also reports the results of the National Survey of Graduate Faculty, which polled a sample of faculty for their views on the scholarly quality of program faculty and the effectiveness of doctoral programs in preparing research scholars/scientists. This much-anticipated update of such an essential reference will be useful to education administrators, university faculty, and students seeking authoritative information on doctoral programs. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 41.4 (2003) 567-568 [Access article in PDF] Georgios Varouxakis. Mill on Nationality. New York: Routledge, 2002. Pp. ix + 169. Cloth $80.00. Georgios Varouxakis is a leader in the new generation of Mill scholars, and his work is exciting and provocative. Well-versed in recent debates over nationalism, colonialism, orientalism, and racism, he aims to address rather than avoid questions about Mill's supposed imperialistic (...) and racist leanings.Although slim and rather costly, Mill on Nationality marks an important statement of Varouxakis's extensive research on Mill. It "offers a study of Mill's attitudes and pronouncements on nationality, patriotism, national character, national self-determination, and related issues, based on a great range of writings, from his major works through his innumerable journalistic articles to his voluminous correspondence. Writings that prove particularly useful and illuminating are those related to France and his constant Franco-British or Franco-English comparisons, as well as his writings on Ireland and the Irish question, the Celtic peoples more generally, India, and, last but far from least, his pronouncements on Englishness, the "English national character," and his recipes and subtle strategies aimed at its education and "improvement" (5).The book delivers. If the prose at times suggests a lightly reworked dissertation, Varouxakis does nonetheless cheerfully maul scores of commentators on Mill whose works betray a less-than-intimate familiarity with the Mill corpus—e.g., everyone from Will Kymlicka to Bhiku Parekh. Varouxakis's criticisms reflect his methodology; he aims to trounce "misinterpretation due to lack of adequate contextualization and to insufficient conversance with Mill's overall thought" (8). But as with so many champions of this approach, he plainly adores the subject of his hermeneutical efforts, who emerges as a very bright light amid the dimness of later commentary on him. Referring to a passage from Mill's Inaugural Address to the University of St. Andrews, he writes that this "is impressive indeed: the thinker who is associated (wrongly) with so-called elitism, asserts that as complex an area of policy as foreign and international policy should be under the close scrutiny of the citizens and that it is a gross dereliction of duty if citizens fail to scrutinize their country's foreign policy and international comportment using as an excuse that international law is too complicated to understand. This is a very demanding conception of citizenship and a very lofty and high-minded perception of what constitutes a good citizen and a good patriot" (125-6). That it remains a relevant one is clear—indeed, "Mill's conception of the relationship between obligations to country and obligations to mankind was close to that of [Martha] Nussbaum" (118). For both, patriotism is commendable only when it conduces "to the interests of the whole of humanity" (116).As for racism, one of the most explosive issues in Mill studies, Varouxakis helpfully urges that discussions "about national and... cultural characteristics were, in Victorian Britain, inextricably associated with discussions about 'race,' and the term, 'race,' was often substituted for nation, nationhood, or national character" (39). Mill often used the term "race" in a loose way, discussing national characteristics "without reference as to whether they were biologically inherited or simply cultural traits occurring in these groups" (41). Moreover, "while accepting vaguely that racial origin is one of the factors influencing the formation of national character, Mill went further to establish that racial predisposition in itself could prove nothing and was liable to be modified out of any recognition through the agency of circumstances such as institutions, historical accidents and human effort" (43). In fact, for all his criticisms of the historical naiveté of the Enlightenment, Mill, in such mature works as The Subjection of Women, offered "not only a theoretical rejection of biological determinism, but also... an unequivocal belief in the malleability of human nature and therefore in the improvability of the character of various nations" (47).To be sure, disturbing questions remain. Although Mill "made strenuous efforts during the last three decades of his life to depreciate the importance of physical factors in the formation... (shrink)

A resurgence of national and international interest in citizenship education, citizenship and social cohesion has been coupled with an apparent emergence of a language of crisis (Sears & Hyslop‐Margison, 2006). Given this background, how can or should one consider a subjective sense of membership in a single political community? What this article hopes to show is that confining the subject of citizenship or patriotism to a national framework is inadequate in as much as there are grounds to (...) argue for a more expansive and, at the same time, integrated outlook. Patriotism, like Citizenship, is still open to interpretation and potentially in danger of falling short of a richer conception. Education, therefore, needs to incorporate inclusive practices and encourage an integrative mindset in order to accommodate: increasingly complex identities, associations, experiences and continuing changes in the political landscape. In this article, the author argues for the importance of learning ways in which to value and respect diversity while working towards a principle of unity in diversity. Cultivating a subjective sense of membership in a single world polity is vital in matters pertaining to sustainability and justice. In response to considering possible ways of sharing a subjective sense of membership in a single community and some implications for Citizenship, Patriotism and Citizenship Education, this article looks to three areas: ways in which to understand the notion of citizenship and patriotism, cultural crises and the notion of a cosmopolitan nation and, finally, the personal dimension to education for world citizenship. (shrink)

Doping can be both of chemical and protein nature or may involve prohibited methods, such as illegal blood transfusions. The rapidly increasing number of genetic therapies as a promising new branch of regular medicine, has raised the issue whether these techniques might be abused in the field of sports. The risks involved in gene doping are several, and are related both to the vector protein used (DNA, chemical, viral) and to the encoded transgene. A concern in the athletic community is (...) that no one knows how easily gene doping can be detected. The DNA used for gene transfer is of human origin, and not different from that of the person applying gene doping. A combination of developing detection methods based on gene arrays or proteomics and a clear education program on the associated risks seems to be the most promising preventive method to counteract the possible application of gene doping. (shrink)

The objective of this research was to systematize the results of existing publications on basic recreational activities in Basic Education students during the years 2019 to 2023. The method adopted in the research was a review of the scientific literature, based on a documentary design, involving the stages that include exploring the sources, carrying out the filtering process to select the most significant and relevant studies, then interpreting the results and subsequently analyzing them. The type of research was a (...) systematic, retrospective, observational review. The databases considered were Scopus, Scielo, EBSCOHOST and Sciencedirect. As inclusion and exclusion criteria, studies from the last 5 years were taken into account, which considered the research variables taking them in a general or specific way and no books, theses or conference documents were taken. The presentation of the results was used following the PRISMA method adapted from the year 2020. The results of the systematic review allowed us to theoretically associate the recreational physical activities carried out by basic education students with personal perception, motivation, psychosocial aspects and social barriers that constitute factors. conditions for its execution. (shrink)

This text, intended for undergraduates on various education and sport related degree courses, covers the key, current issues in the field of sociology of sport and physical education. The first section of the text covers the importance of sport in culture, its theoretical background, and methodological issues in research. The main body of the text then discusses issues including the sporting body, participation and socialisation into sport, the hidden curriculum, critical pedagogy, and (...) class='Hi'>sport and the media. Laker discusses in depth gender, race and ethnicity, class, and equality, and he looks at sport and the media, and the involvement of politics. The chapters are each rounded off with challenging 'reflection' questions, activities and tasks for the reader to fulfill. (shrink)

In this article, we examine philosophy of sport as a field of study in Japan, its history, characteristics, and future prospects, as part of a contribution to the international development of the discipline of sport philosophy. The Japan Society for the Philosophy of Sport and Physical Education has been holding an annual sport philosophy conference every year since its inception in 1978. Nevertheless, the trends of sport philosophy in Japan have not been conveyed (...) abroad. The language barrier between Japanese and English as an international communication tool makes it difficult to spread our work on the philosophy of sport throughout the world. The question arises as to whether the philosophy of sport in Japan has the same trends as those in the Western countries. Is it reasonable to assume that it has different aspects and interests than philosophy of sport in English-speaking countries? We will also try to address these questions for our audience. (shrink)

Mental health is a kind of emotional state, a good psychological state can have a positive impact on a person, physical exercise can have a positive impact on the psychological state of college students, prevent the generation of negative emotions, improve the bad emotional state, and then promote the mental health of college students. Health is an inevitable requirement to promote the all-round development of people and a basic condition for economic and social development. Health education should be (...) incorporated into the national education system to promote the national health of the people through sports. Young people are the main force and backbone of national and social development. In order to realize the Chinese dream of great rejuvenation, we must attach importance to the development of young people and the physical and mental health of young people. In the process of compulsory education, middle school and high school period is a key stage in the gradual formation and development of students' psychology and body, but due to the large audience of China's education, the competition is more intense, which inevitably causes a lot of students to focus on exam-oriented education and neglect physical health, especially in recent years, the mental health issues of increasing concern. Through the research situation of mental health in China and the concept of mental health quality, this paper analyzes the problems of sports and mental health, and puts forward some corresponding suggestions for the problems, which has reference significance for promoting students' mental health. (shrink)

To the question,“what is sports”, or what is a good sports activity or event, I am sure Plato would know what to say, using references to his philosophical division of man into three parts, namely: the appetite soul; the emotional soul and the reasonable soul. Plato would have said that sports comes from the human person and being, and so, for any particular sports to be accorded the accolade of goodness it must have the correspondence of the three constituent parts (...) of man’s true nature. The concept of the soul in Plato is what exploring just as that of Professor Maduabuchi Dukor’s expositions concerning the African philosophical concepts of soul, mind, spirit and body as they affect philosophy of sports and the discipline of physical education. The article will therefore analyze the link between Plato concept of the good sports, Professor Dukor’s ontological ideas about the African core values as they affect the balance, harmony and health both the mind and body of the human being. The central point here is the analytical framework of enquiry which Plato sustained in his Dialogues when he queries people:“what is this?”. By this he wants people to appreciate the fact that when they are in search of truth, they usually have the impression that they have all when, actually, they have only half-baked understanding of issues. It is important therefore to understand the issues involved in the disciplines of physical education, philosophy of sports, ethics and the ontological frame of African philosophy as profiled under Professor Dukor theistic humanism of African philosophy. Centrally, the dialectical link between Plato and Dukor will expose the ethical dimension to sports development since every thing is not wining and money or drugs should not be the ultimate motivation for sports and physical exercises. The exercise of sports should lead to the dual development and balance of both mind and body; the highest being the competition of the soul with itself and not with others in which laurels, gold or money is won or lost. The man who wins is the one, like in the communal spirit of the African ontology, who has conquered over his selfishness and sacrifices for the good of the community. (shrink)

Even though there is a general presence of aesthetics in school curricula in most of western countries, both at the level of terminology and at the level of choice and definition of contents, objectives and skills to be developed, the approach to sports and physical education potential for the development of aesthetic education of students still does not seem to be a reality in the agenda of this subject. Moreover, it is not transversal in terms of its (...) different didactic contents. In order to explore its relevance, the aim of this work was to deepen how aesthetics is internal and central to sports experience, and which elements of sports and physical education lived experiences can be relevant in the promotion and development of the aesthetic sensibility of students. We propose the deepening of the subject through an hermeneutical qualitative research approach, confronting the content collected in 19 semi-structured interviews that enabled the thematic analysis of its content, and through it, the discussion of viewpoints of representative subjects among those that are the main players in the consideration of an aesthetic education through sport, namely physical education teachers and researchers in the context of aesthetics and sports sciences. With the information gathered and after its processing, we could conclude that there are aesthetic elements of sport's experience that should be taken into account in an aesthetic educational point of view of physical education, namely: complexity, diversity, playability, tension between drama and accuracy, overcoming experience, risk and vulnerability, unpredictable storylines and uncertainty, technique and effectiveness. (shrink)

The Committee for Ethics in Science and Higher Education was created in Croatia as a national body appointed by the Parliament. Thus Croatia became one of a handful of countries with national means of responding to allegations of scientific misconduct. The Committee’s duties, with the help of the Ethics Code, include promotion of ethical norms and values in science and higher education. The CESHE will work on cases of possible research misconduct and alleged disregard for the (...) ethical norms associated with research. (shrink)

This study explored the association between out-of-school physical activity and mathematical achievement in relation to mathematical anxiety, as well as the influence of parents’ support for their children’s physical activity on this association, to examine whether parental support for physical activity affects mental health and academic performance. Data were collected from the responses of 22,509 children in Grade 4 from six provinces across eastern, central, and western China who completed the mathematics component and the (...) class='Hi'>physical education and health component of the national-level education quality assessment. A moderated moderated-mediation model was tested using PROCESS v3.4 and SPSS v19.0, with socioeconomic status, school location, and body mass index as controlled variables. Out-of-school physical activity had a positive effect on children’s mathematical achievement, and math anxiety partially mediated this association. The indices of conditional moderated mediation through the parental support of both girls and boys were, respectively, significant, indicating that children can benefit from physical activity, and that increased perceived parental support for physical activity can alleviate their children’s math anxiety and improve their mathematics, regardless of gender. However, gender differences were observed in the influence of parental support for physical activity on anxiety: Although girls’ math anxiety levels were significantly higher, the anxiety levels of girls with high parental support were significantly lower than those of boys with low parental support. (shrink)

This paper offers a preliminary account of the educative potential of mindfulness by revisiting the long-debated status of physical activity and sport as educationally worthwhile. We argue that previous attempts in the tradition of analytic philosophy of education to offer a justification of physical activity and sport have not been sufficiently grounded in the most distinctive feature of those activities—the body. As an alternative, we claim that the theory and practice of body-based mindfulness can explain (...) how physical activity can satisfy the analytic philosopher of education R.S. Peters’ requirement that for an activity to be educationally worthwhile, it must possess ‘wide-ranging cognitive content’. We conclude that physical activity and sport are justifiable on Petersian grounds: physical activity can broaden understanding mostly inaccessible to the kinds of theoretical activities that Peters argued are exemplary. We then assess the implications for this argument... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 15.2 (2007) 150-160MuseSearchJournalsThis JournalContents[Access article in PDF]Songs to Teach a NationEstelle R. Jorgensen Indiana University, BloomingtonIn this symposium, I first briefly respond to Randall Allsup's piece, "Extraordinary Rendition: On Politics, Music, and Circular Meanings" with some general remarks on the distinctions between fundamentalism and liberalism, and internationalism, nationalism, and localism, and the importance of exercising judgment in order to find a middle ground (...) between extreme positions. Against this backdrop, I reflect on the songs we need to teach the nation to sing and, as a case in point, consider the National Anthem Project launched by the MENC—The National Association for Music Education. I suggest that at the very least the "Star-Spangled Banner" ought not be the only song to teach the nation at this time and it is important to carefully consider which songs we ought to teach the nation. And I propose that music teachers need to take a measured approach that eschews fundamentalism, rampant militarism, and excessive patriotism, embraces musically the tensions between internationalism, nationalism, and localism, and expresses a sensitive world-view through the choice of songs that cultivate and express liberal and democratic ideals and foster peace internationally.1Allsup's attention to the political character of research reminds us of the important consequences of any activity in the public and private spheres. Our endeavors as researchers are inherently ethical and have political consequences because as music teachers, we act on behalf of what John Dewey terms "the public."2 Dewey's "public" arises out of the need for social activities to be collectively organized, especially given the presence of the young, the poor, the ill, the elderly, the needy, and those who are otherwise dependent on others. Politics concerns the organization and governance of the public, that is the collective activities on behalf of society. For Dewey, educational activity cannot escape being ethical and political (construed positively) by the very fact of its undertaking on behalf of a public in the phenomenal world.3My understanding of fundamentalism is that it is, by definition, antithetical to liberalism. Whereas liberalism embraces surprise, entertains the possibility of doubt, and includes the "responsibility to choose,"4 fundamentalism is closed-minded and refuses to be surprised or to doubt the certainty of beliefs that have been accepted. Israel Scheffler notes that there is a safety in dogmatism in which one does not need to face the unsettlement of surprise that one might be wrong and one's beliefs mistaken.5 This quality of fallibility and openness to the possibility of surprise renders a liberal democracy fragile. Without cultivating [End Page 150] capacities and dispositions to open-mindedness and critical thought and action on the part of all the citizens of the democracy, it is open to being high-jacked by closed-mindedness and fundamentalism and thereby subject to dictatorial action on the part of those who seize political power.6 In difficult times, certainty may seem to be safer than open-mindedness that weighs possibilities and thinks through the complexities with which the public must deal. As Paul Woodford argues, if music education is to serve the interests of liberalism, it must likewise cultivate critical thinking and I add the caveat, as a means of defeating fundamentalism and literalism that would destroy liberal democracy.7Liberalism depends on the assertion of certain universal principles of ethical conduct. Seyla Benhabib's reconstruction of universals in what she terms her "post-Enlightenment project of interactive universalism" takes account of important postmodern, feminist, and communitarian insights and understands universals as "interactive not legislative, cognizant of gender difference not gender blind, contextually sensitive and not situation indifferent."8 In this frame, it is only possible to sustain liberalism on the assumption of action that takes for granted that others ought to agree with one and act in such-and-such ways. Whether these principles are referred to as "commonalities" or "universals" in the Benhabibian sense, one appeals to certain propositions on which ethical and political action should be predicated... (shrink)

The National Center for Biomedical Ontology is now in its seventh year. The goals of this National Center for Biomedical Computing are to: create and maintain a repository of biomedical ontologies and terminologies; build tools and web services to enable the use of ontologies and terminologies in clinical and translational research; educate their trainees and the scientific community broadly about biomedical ontology and ontology-based technology and best practices; and collaborate with a variety of groups who develop and use (...) ontologies and terminologies in biomedicine. The centerpiece of the National Center for Biomedical Ontology is a web-based resource known as BioPortal. BioPortal makes available for research in computationally useful forms more than 270 of the world's biomedical ontologies and terminologies, and supports a wide range of web services that enable investigators to use the ontologies to annotate and retrieve data, to generate value sets and special-purpose lexicons, and to perform advanced analytics on a wide range of biomedical data. (shrink)

Unlike Dickens’s novel, this is not a tale of light and darkness, order and chaos, good and evil… It is, though, a story worth to be told about two standpoints about games and sports, teaching and research, physical education simply put, that have pursued similar interests on parallel tracks for too long, despite their apparent closeness and expected shared cultural grounds. The objective of this conceptual analysis is to try and reconcile two perspectives, namely motor praxeology and teaching (...) games for understanding (TGfU), born in the last third of the XX century in France and England with the intention to rethink the foundations of physical education (PE) and sports teaching. Pierre Parlebas, from the French side of the English Channel, claimed in 1967 that sports make part of PE, that team sports must be considered from a specific, sociomotor point of view, and that motor conducts (i.e. the significative organization of motor behaviour), not sports techniques, are the corner-stone of PE and sports coaching. In the early 1980s, from the English side of La Manche, Almond, Thorpe, and Bunker made a plea for a shift in the way to teach games (sporting collective duels mostly), deeply concerned by the negative impact of the traditional technics-centred approach on motivation, competence and attained level of the least able in school situations. Our conclusion is that TGfU, or game-based approaches to sports coaching and teaching, can take great advantage of the motor-praxeological rationale for three reasons: firstly, because concepts like understanding, game sense and action principles are operatively, semiotically linked to the reality of the playing process; secondly, because the inner structures of the games that constrain players and guide their motor conducts, permit to integrate games in the general system of sporting games, no matter their level of institutionalisation; finally, because the intervention practice is better thought of and more systematically developed upon the operational concepts of internal logic and expected practical effects of game playing. This time, Paris could be the place to go to in search of solutions, not the city to run away from in hope of consolation. (shrink)

Socrates, Sports, and Students involves a philosophical justification for the inclusion of physical education in the school system. This book will appeal to physical educators and administrators interested in justifying their activity, as well as philosophers and professors in the areas of education and sport.