PHILOSOPHY

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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.

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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, 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.

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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.

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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 program.

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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.

Plato
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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.

Plato
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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).

Aristotle
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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.

Aristotle
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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.

John Dewey
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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.

John Dewey
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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.

Rousseau
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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.

Rousseau
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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 uniquely
  chosen, is tempered by an understanding of social
  responsibility.

Jean-Paul Sartre
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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.

Jean-Paul Sartre
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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 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.

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PHILOSOPHY QUIZ

• The __________ uses natural settings as a
  learning laboratories during leisure hours.

• Naturalist
• Realist
• Idealist
• Existentialist
• Pragmatist

• Realist
• Existentialist
• Idealist
• Pragmatist
• Naturalist

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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 Acting
Moral acting is how we act based on what we know
and value.
Moral reasoning is the systematic process of
evaluating personal values and developing a
consistent and impartial set of moral principles
by which to live.
Moral valuing is the basis of what we believe
about ourselves, society, and others around us.
Moral knowing is the cognitive phase of learning
about moral issues and how to resolve them.
Moral Reasoning
Moral Valuing
Moral Knowing
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KOHLBERGS 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.

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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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MORAL JUSTIFICATION

• Try to make it seem that the unethical action is
  really ethical, such as by claiming there is no
  rule against it, no one will ever know, or
  everyone else does it.
• State that the action is not unethical since the
  action harmed no one or no foul was called or
  penalty assessed.
• Argue that while a rule was violated, the
  situation along with the amount of good
  accomplished overshadowed the small amount of
  harm that is, the end justifies the means.

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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, even though he is not involved
  with action near the ball. Is this hit ethical?
  If not, how should this intimidation be punished?

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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 a 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?

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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?

Does the level of sport matter?
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SUCCESS
THE PYRAMID OF SUCCESS John R. Wooden Former
Basketball Coach UCLA
Success is peace of mind which is a direct result
of self-satisfaction in knowing you did your best
to become the best that you are capable of
becoming.
FAITH
PATIENCE
Through prayer
Good things take time
COMPETITIVE GREATNESS
When the going gets tough, the tough get going.
Be at your best when your best is needed. Real
love of a hard battle.
RELIABILITY
FIGHT
(effort hustle)
(others depend upon you)
POISE
CONFIDENCE
Respect without fear. Confident not cocky. May
come from faith in yourself in knowing that you
are prepared.
Just being yourself. Being at ease in any
situation. Never fighting yourself.
INTEGRITY
RESOURCEFULNESS
(proper judgment)
(speaks for itself)
CONDITION
SKILL
TEAM SPIRIT
Mental - Moral - Physical. Rest, exercise, and
diet must be considered. Moderation must be
practiced. Dissipation must be eliminated.
A knowledge of and the ability to properly
execute the fundamentals. Be prepared. Cover
every detail.
An eagerness to sacrifice personal interests or
glory for the welfare of all. The team comes
first.
HONESTY
ADAPTABILITY
(to any situation)
(in all ways)
SELF-CONTROL
ALERTNESS
INITIATIVE
INTENTNESS
Emotions under control. Delicate adjustment
between mind and body. Keep judgment and common
sense.
Cultivate the ability to make decisions and think
alone. Desire to excel.
Ability to resist temptation and stay with your
course. Concentrate on your objective and be
determined to reach your goal.
Be observing constantly. Be quick to spot a
weakness and correct it or use it as the case may
warrant.
SINCERITY
AMBITION
(properly focused)
(makes friends)
INDUSTRIOUSNESS
FRIENDSHIP
LOYALTY
COOPERATION
ENTHUSIASM
There is no substitute for work. Worthwhile
things come from hard work and careful planning.
Comes from mutual esteem, respect, and devotion.
A sincere liking for all.
To yourself and to all those dependent upon you.
Keep your self-respect.
With all levels of your co-workers. Help others
and see the other side.
Your heart must be in your work. Stimulate
others.
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• The driving force for cheating within sport is
  to gain a competitive advantage. That is, some
  athletes and coaches behave as if they will do
  whatever it takes to win. This may mean
  intentionally teaching, learning, and executing
  actions in violation of the rules. For example,
  in basketball near the end of a closely contested
  game, athletes on the team with fewer points
  intentionally foul opposing athletes hoping that
  free throws will be missed and possession of the
  ball can be regained and more points scored to
  try to win. Most would argue that this is just
  good strategy. Or, is an intentional rule
  violation congruent with the spirit of the rules?
  
• The concept of moral callousness suggests that
  over time individuals can grow hardened, such as
  when athletes make less morally reasoned
  decisions the longer they are involved with
  sports. To emphasize how intentionally fouling at
  the end of the game to stop the clock illustrates
  moral callousness, consider how the game was
  played decades ago. This type of rule violation
  did not occur, and the intentional grabbing or
  hacking of an opponent to prolong the game would
  have been viewed as unsportsmanlike and
  inappropriate. Has the perception changed because
  the strategy might help win the game? What about
  when the football player fakes an injury near the
  end of game to get the clock stopped? Some affirm
  that this is cheating, while others argue that
  this is just good strategy. Has moral callousness
  in some sports changed intentional rule
  violations into good strategy.

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Problems with the Moral Reasoning of Athletes

• Groupthink occurs when a team or group of
  athletes emphasizes agreement rather than the
  courage to make morally reasoned decisions.

• The longer athletes participate in sport, the
  lower their moral reasoning.
• Males have lower levels of moral reasoning than
  do females.
• Team sport athletes show lower levels of moral
  reasoning than do individual sport athletes.
• The moral reasoning of interscholastic athletes
  is less consistent, impartial, and reflective
  than is that of non-athletes.

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Character Counts!

• Six pillars of character
• Trustworthinessbe honest do not cheat be
  reliable have the courage to do the right thing
• Respectbe considerate of the feelings of others
  do not threaten, hit, or hurt anyone
• Responsibilitydo what you are supposed to do be
  self-disciplined
• Fairnessplay by the rules do not take
  advantage of others
• Caringbe kind be compassionate show you care
• Citizenshipbe cooperative obey laws and rules

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National Association of Intercollegiate
AthleticsChampions of Character

• Instill an understanding of character values in
  sport
• Core values
• Respect
• Responsibility
• Integrity
• Servant leadership
• Sportsmanship
• Provide practical tools for student-athletes,
  coaches, and parents to use in modeling exemplary
  character traits

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It Really Is Not Only about Winning!

• Olympic Creed "The most important thing in the
  Olympic Games is not to win but to take part just
  as the most important thing in life is not the
  triumph, but the struggle. The essential thing is
  not to have conquered, but to have fought well."
• For when the One Great Scorer comes to mark
  against your name, He writes not that you won or
  lost but how you played the Game. (Grantland
  Rice)