The love, study, and pursuit of wisdom, knowledge, and truth

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PHILOSOPHY

• The love, study, and pursuit of wisdom,
  knowledge, and truth

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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
  individuals 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

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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.

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Pragmatism

• Athletic directors are quite pragmatic in
  understanding that they must generate increased
  revenues from ticket sales, media packages,
  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, facilities directors are
  responsible for providing adequate venues that
  are safe so sports participants and spectators
  have enjoyable experiences.

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Naturalism

• Lakes, mountains, and other outdoor settings
  provide a wealth of opportunities where
  recreation specialists who believe in naturalism
  use natural settings as learning laboratories for
  individuals to enjoy during 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.

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Existentialism

• Since an individuals 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
  procedures.

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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.

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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.

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REALISM Scientific laws are independent of
human experiences

• The 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).

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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.

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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.

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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.

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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.

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NATURALISM

• Individualized learning occurs through
  self-discovery and exploration of ones
  capabilities and interests.
• Through problem-solving, students progress in
  skill development at their own rates.

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EXISTENTIALISM Truth and values are based on
ones experiences

• Human experiences and individual determinism
  (choices) construct reality.
• Each persons experiences determine truth, which
  is uniquely personal.
• An individuals value system, which is totally
  controlled by choice, is tempered by an
  understanding of social responsibility.

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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.

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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

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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

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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

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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

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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

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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

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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

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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.

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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.

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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 to the __________ experience, especially
  as a member of a group, is critical for learning,
  students are encouraged to experiment with their
  own techniques in executing bodily movements.

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PHILOSOPHY QUIZ

• The __________ uses natural settings as a
  learning laboratory during leisure hours.
• How many did you answer correctly?

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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.

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Sport Ethics
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THE INELIGIBLE PLAYER

• Tomorrow your schools 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.

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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 individuals motives,
  intentions, and actions as right or wrong,
  virtuous or vicious, or good or bad
• Values are anything having relative worth

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• 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.

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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.

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KOHLBERGS STAGES OF MORAL DEVELOPMENT

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

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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

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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.

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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.

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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.

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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.

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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 meant to cause injury, even
  though he is not involved with action near the
  ball. Is this hit ethical? If not, how should
  this intimidation be punished? How should the
  defensive back be educated about ethical conduct?

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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 batters 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 batters head justify his
  charging the mound? Why are teammates expected to
  join in the fray? Should these behaviors be
  changed?

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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 Marys or
  Pats behavior?

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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?

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