摘要:

In this paper, Peggy McIntosh's (1983) interactive phase typology is used as a descriptive model within which to characterize contemporary sport with respect to certain gender issues. Sport in the United States is between McIntosh's Phases 3 and 4, and gender issues, although deemed significant, are still seen primarily as women's issues. By extending Sandra Harding's (1991) concept of strong objectivity to sport, a philosophic justification can be derived for developing the nonhierarchic and inclusionary models requisite to a Phase 4 understanding in which sport accommodates the interests of all persons without specific gender considerations. Examples from Mariah Nelson (1991) indicate possibilities for constructing a Phase 5 transfornation of sport through which the appreciation of sport is enhanced and cultural understanding of gender is enriched.

ISSN:0033-6297    

DOI:10.1080/00336297.1994.10484133

出版商:Taylor&Francis Group    

年代:1994

数据来源: Taylor

摘要:

The purpose of this article is to propose concepts that could be the basis for fitness attitudes and practices that would include all people regardless of skill, age, or experience. The focus moves the definition of fitness from outwardly measurable parameters, an extrinsic focus, to a state of being, an intrinsic focus. Three major components are presented in this conceptualization: (a) importance of both exercise and relaxation to fitness; (b) integration of the whole self, bodymindspirit; and (c) acceptance of self based on inherent worth. Fitness approached from an intrinsic focus embraces perspectives that are different than those embraced by fitness approached from an extrinsic focus. Desiring fitness for all can help move individuals toward an intrinsically oriented fitness paradigm.

ISSN:0033-6297    

DOI:10.1080/00336297.1994.10484134

出版商:Taylor&Francis Group    

年代:1994

数据来源: Taylor

摘要:

Epistemology, or ways of knowing, can be used (a) to show that kinesiology employs different but complementary methods for gaining knowledge and that each method has a role to play in kinesiology, and (b) to show how epistemology can be used to organize an introductory kinesiology course or textbook. The epistemologies used to organize the subdisciplines are rationalism, empiricism, science, and subjectivism. An epistemic approach to a foundations course or textbook allows one to answer questions in the subdisciplines regarding how knowledge is evaluated, how knowledge develops, what method should be used to develop knowledge, and how knowledge can best be taught. The goal is to enable students to understand an increasingly diverse field by literally charting how methods of knowledge creation relate to the subdisciplines that compose kinesiology.

ISSN:0033-6297    

DOI:10.1080/00336297.1994.10484135

出版商:Taylor&Francis Group    

年代:1994

数据来源: Taylor

摘要:

Using on information gathered from five female feminist physical education teachers in Brisbane, Australia, this paper examines the relationship between theoretical debates in feminism and feminist practice in secondary schools. Specifically, this paper is concerned with the ongoing debate in feminism over the notion of equality. It is problematic that calls for equality for women are currently understood as calls for sameness to men, leaving men and their life experience as the only standard of analysis. In this paper, how this theoretical struggle between feminists is dealt with in sport and physical education is explored. The teachers articulated various feminist perspectives, but placed their feminism on the physical education agenda piecemeal. Moreover, they failed to challenge the notion of an equality for women based on their sameness to men. Given the duress under which these women articulate their feminism, notions of sameness may be all that is achievable in the current physical education curriculum.

ISSN:0033-6297    

DOI:10.1080/00336297.1994.10484136

出版商:Taylor&Francis Group    

年代:1994

数据来源: Taylor

摘要:

This paper offers reflections on the lived meaning of“scoring”in the game world of the child. One of the emergent themes in the stories of fourth-grade children was that“feeling good”in the gymnasium results primarily from that no one was keeping score, What meaning, then, do these experiences of“scoring”have for the child? And how can educators utilize this knowledge? This article explores the lived meaning of scoring for the child using Arnold's (1979) text,Meanding in Movement, Sport and Physical Education, as a stimulus. A brief discussion of implications for teachers follows. An integral part of this paper is the rationale for and description of a method for enabling researchers to gain insights on these topics. A phenomenological analysis that purposefully goes beyond themes to meaning is described.

ISSN:0033-6297    

DOI:10.1080/00336297.1994.10484137

出版商:Taylor&Francis Group    

年代:1994

数据来源: Taylor

摘要:

The main thesis in this paper argues that the predominant system of defining, conducting, and rewarding scholarship today is mismatched with the shifting mission of higher education. Success in the current monolithic system is based on one's record of publication in adjudicated journals, not on the generation and dissemination of knowledge that benefits academic disciplines, students, and other constituent groups. Three metaphors are used to partially capture the growing crisis in higher education, a crisis fostered by a widening gulf between how faculty members prioritize their time and how the public, students, and state funding agencies perceive faculty members should be doing so. Several alternative models of scholarship are mentioned, with one based on Ernest Boyer's (1990)Scholarship Reconsidereddiscussed at length for its implications for the amalgamated subdisciplines of physical education and the sport sciences.

ISSN:0033-6297    

DOI:10.1080/00336297.1994.10484138

出版商:Taylor&Francis Group    

年代:1994

数据来源: Taylor

摘要:

The profession of physical education must refocus on the centrality of the study of human movement. Physical educators have too long diluted the basic field rather than emphasize the common mission of understanding human movement and the contribution it makes to human physical and mental health. Ten principles are set fourth to aid in,“Reclaiming and Transforming Physical Education”: (a) Emphasize the uniqueness of human movement; (b) put first things first in establishing a common core of knowledge for all professionals; (c) appreciate the“web of connectedness”; (d) enhance communication between and among professionals; (e) take control and responsibility for ethical action, (f) act on principles; (g) appreciate diversity; (h) uphold standards of fairness; (i) facilitate the collective production of practical and theoretical knowledge; and (j) transform physical education by anticipating and creating change.

ISSN:0033-6297    

DOI:10.1080/00336297.1994.10484139

出版商:Taylor&Francis Group    

年代:1994

数据来源: Taylor