 Philosophy of Physical Education, Exercise Science, and Sport
 The love, study, and pursuit of wisdom, knowledge, and truth
 Philosophy of Physical Education, Exercise Science, and Sport
 Philosophy is an attempt to understand the meaning of life by analyzing and synthesizing why
people believe or act as they do; simply having a purpose and objectives.
 Developing a personal philosophy can improve your teaching effectiveness, influence your
behavior, provide direction in program development, contribute to society’s awareness of the
value of physical activity, and encourage a feeling of commonality among co-workers.
 Developing a philosophy helps you develop a Personal Code of Conduct.
 Philosophy of Physical Education/Exercise Science
 What is the responsibility of the physical education, exercise science, or sport professional or
just personal?
 Responsibilities relative to moral values.
 Professional knowledge and expertise.
 Program content relative to standards.
 Delivery of instruction and distribution of information.
 Treatment of individuals from various socioeconomic backgrounds, ages, genders,
ethnicities, or ability levels.
 Utilization of equipment and other resources.
 Personal health and well-being.
 Five Traditional Philosophies
 Idealism — a philosophical theory advocating that reality depends on the mind for existence
and 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
 Naturalism — a belief that the laws of nature govern life and individual goals are more
important than societal goals
 Pragmatism — an American movement in philosophy emphasizing reality as the sum total of
each individual’s experiences through practical experimentation
 Existentialism — a twentieth-century philosophy that centers on individual choices and
advocates that truth and values are uniquely personal
 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 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.
 Idealism — Truth is universal and absolute
 The mind is critical to all understanding since only through reasoning and mental processes can
truth emerges.
 Never-changing ideals comprise the ultimate reality.
 Ideals, virtues, and truths are universal and remain the same regardless of how individuals may
interpret them.
 Idealism — Truth is universal and absolute
 The mind and the body are optimally developed simultaneously and as a whole, although
physical activity is secondary to the development of the mind and thought processes.
 The idealist believes there is one correct way to perform sports skills.
 Realism
 The exercise physiologist uses the scientific method in investigating the effects of performanceenhancing drugs in order to understand 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.
 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).
 Realism — Scientific laws are independent of human experiences
 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.
 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 leisure time.
 Physical education teachers agree with the philosophy of naturalism and a readiness to learn as
they instruct students in developmentally appropriate movement activities.
 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 students learn and develop in and through nature.
 Physical well-being enhances a readiness to learn mental, moral, and social skills.
 Naturalism — Laws of nature govern life and individual goals
 Individualized learning occurs through self-discovery and exploration of one’s capabilities and
interests.
 Through problem-solving, students progress in skill development at their own rates.
 Pragmatism
 Athletic directors are quite pragmatic in understanding they must generate increased revenues
from ticket sales, broadcast rights, corporate sponsorships, and private donations to adequately
support their teams.
 Directors of recreational facilities realize participants are practical and pragmatic about use of
leisure time as they seek to enjoy pleasurable, convenient activities with friends, such as playing
on a softball team or using walking trails
 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 context.
 Social responsibilities are essential as every individual functions with and contributes to society.
 Pragmatism — Reality is a total of individual experiences
 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 social and interpersonal skills
and set and achieve personal goals.
 Existentialism
 While health educators stress the importance of making selections of nutritious foods and
physical educators emphasize engaging in daily physical activities, each individual makes choices
with the full realization of the consequences of these choices on their health and well-being.
 While an athletic trainer can inform an athlete about the rehabilitation program to be
completed, athletes must accept personal responsibility and demonstrate self-discipline to
complete the exercises and adhere to the rehabilitation programs to return to competition.
 Existentialism — Truth and values are based on one’s experiences
 Human experiences and individual determinism (choices) construct reality.
 Each person’s experiences determine truth, which is uniquely personal.
 An individual’s value system, which is uniquely chosen, is tempered by an understanding of
social responsibility.
 Existentialism — Truth and values are based on one’s experiences
 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.

(Other Philosophies)
 Metaphysics: Nature of things, or how actions or events are related to one another.
Metaphysical philosopher might answer the questions such as, “What is the nature of sport or
play?” “How does creativity play a role in sport, play, or dance?”
 Axiology: Deals with the value of things and discovering whether actions, things, or
circumstances are good and virtuous. Axiologist answers questions such as, “What should be the
value of competitive sports?” “Is intentionally harming an opponent right?”

(Other Philosophies)
 Epistemology: What people know and how and why they hold certain beliefs. Epistemologist
might ask, “Does being a former successful athlete make this person an effective teacher of sport
skills or a successful coach?” or “What understanding of a sport would a former athlete have
that a nonathlete would not have?”
 Aesthetics: Focuses on the artistic, sensual, or beautiful aspects of anything, including
movement. Questions might include, “What is the rhythm of the gymnast’s movement during a
floor exercise routine?”
 The development of a personal philosophy causes you to think logically and rationally and to
explain the worth and value of what you do and how you serve others. Too frequently,
professionals fail to develop definite personal philosophies, resulting in a loss of direction and
purpose.
 Eclecticism: Combination of theories and doctrines from several philosophies into a consistent
compatible set of beliefs. For example, you may believe that the teacher should model correct
skill performance (Idealist), yet encourage problem solving as the pragmatist and naturalist
advocate.
 Importance of the Body
 Idealism — simultaneous development with the mind
 Realism — emphasis on the whole individual
 Naturalism — physical activity essential for optimal learning
 Pragmatism — variety of activities for the effective functioning in society
 Existentialism — freedom to choose activity and be creative
 Curricular Focus
 Idealism — teacher centered using examples as models; qualitative
 Realism — subject centered; quantitative
 Naturalism — individual readiness to learn
 Pragmatism — student centered; based on individual differences
 Existentialism — individual centered; based on self-realization
 Importance of the Teacher
 Idealism — model and example
 Realism — orderly presentation of facts; learning through drills
 Naturalism — guide and helper
 Pragmatism — motivator, especially through problem solving
 Existentialism — stimulator and counselor
 Objectives
 Idealism — developing personality and the mind
 Realism — preparing students to meet the realities of life
 Naturalism — developing the whole person
 Pragmatism — helping students to become better functioning members of society
 Existentialism — assisting students to become self-actualizing, independent beings

Methodology
 Idealism — lecture; question-answer discussions
 Realism — use of real-world drills, lectures, and projects
 Naturalism — informal; problem solving
 Pragmatism — problem solving
 Existentialism — questions raised, thoughts provoked, and freedom of action encouraged by the
teacher
 Evaluation
 Idealism — subjective; qualitative
 Realism — quantitative; using scientific means
 Naturalism — based on the attainment of individual goals
 Pragmatism — subjective and self-evaluation
 Existentialism — unimportant in the traditional sense
 Sport Ethics
 The Ineligible Player
Tomorrow your school’s girls’ basketball team will play in the state championship game. Everyone in the
school and 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 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 Jody is from a
single-parent home and has had past academic and behavioral problems in school. But, she has
overcome these and changed since she joined the basketball team. Miller is willing to keep this matter
quiet, but says as coach you will have to decide whether to play Jody in the game or even to play the
game.
 Understanding Ethics
 People learn and develop morally in six stages:
Preconventional:
1. Obedient actions performed to avoid punishment.
2. Following rules for self-interest; individuals define what is right behavior.
Conventional:
3. Suggests that people react to the expectations of parents, peers, and authority
figures to gain their approval.
4. Assumes that people act in conformity to the social system and social order.
Postconventional:
5. Expects people to fulfill the social contract and show a genuine interest in the welfare
of others.
6. Universal ethical principles and the individual conscience serve as the basis for all
actions.
 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 individual’s motives, intentions, and actions as right or wrong, virtuous or
vicious, or good or bad
 Values are anything having relative worth
 Moral values are the relative worth 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.
 Example of Moral Values and Principles
 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
 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.
 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.
 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.
 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.
 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?
 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 batter’s 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 batter’s head justify
his charging the mound? Why are teammates expected to join in the fray?
 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?
 Ethical Choices in Sports
1. Should every child get an opportunity to play all positions in youth sports?
2. Should a coach have the right to require that an athlete (at any age) compete in only one sport?
3. Should an athlete be required to pass all school subjects in order to play on a team?
4. Should a coach teach athletes how to violate a sports rule to gain a competitive advantage?
5. When, if ever, should a team “run up the score” on an opposing team?
6. Should taunting an opponent be penalized or allowed and why?
 Problems with the Moral Reasoning of Athletes
 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.
 Character Counts!
 Six pillars of character
 Trustworthiness — be honest; do not cheat; be reliable; have the courage to do the
right thing
 Respect — be considerate of the feelings of others; do not threaten, hit, or hurt anyone
 Responsibility — do what you are supposed to do; be self-disciplined
 Fairness — play by the rules; do not take advantage of others
 Caring — be kind; be compassionate; show you care
 Citizenship—be cooperative; obey laws and rules
 National Association of Intercollegiate Athletics — Champions 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
 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)