Search results for 'Physical education and training' (try it on Scholar)

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  1. M. G. Mason, A. G. L. Ventre & Carnegie College of Physical Education (1965). Elements of Physical Education. [Thistie Books,].
     
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  2. Marie-France Daniel, Teaching Training in Physical Education, Towards a Rationale for a Socio-Constructivist Approach. Analytic Teaching and Philosophical Praxis 16 (2):90-101.
     
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  3.  46
    David Kirk (2001). Schooling Bodies Through Physical Education: Insights From Social Epistemology and Curriculum History. Studies in Philosophy and Education 20 (6):475-487.
    Using mainly historical material fromAustralia, the paper seeks to understand earlyforms of school physical training, sport andmedical inspection as specialised means ofschooling bodies. The study adopts a socialepistemological perspective in seeking tounderstand the meaning-in-use of notions suchas physical training. It explores the socialconsequences of the practices carried out inthe name of physical training, particularly inrelation to shifts in the social regulation ofbodies over time from a mass, externalised, andcentralised form to a relatively moreindividualised, internalised (...)
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  4. Robert A. Mechikoff (2006). A History and Philosophy of Sport and Physical Education: From Ancient Civilizations to the Modern World. Mcgraw-Hill.
    This engaging and informative text will hold the attention of students and scholars as they take a journey through time to understand the role that history and philosophy have played in shaping the course of sport and physical education in Western and selected non-Western civilizations. Using appropriate theoretical and interpretive frameworks, students will investigate topics such as the historical relationship between mind and body; what philosophers and intellectuals have said about the body as a source of knowledge; educational (...)
     
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  5. Celeste Ulrich, John E. Nixon & Physical Education Recreation American Association for Health (1972). Tones of Theory a Theoretical Structure for Physical Education--A Tentative Perspective. American Association for Health, Physical Education, and Recreation.
     
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  6. Elwood Craig Davis (1967). The Philosophic Process in Physical Education. Philadelphia, Lea & Febiger.
     
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  7. William A. Harper & Elwood Craig Davis (eds.) (1977). The Philosophic Process in Physical Education. Lea & Febiger.
  8. Earle F. Zeigler (1968). Problems in the History and Philosophy of Physical Education and Sport. Englewood Cliffs, N.J.,Prentice-Hall.
  9. Elwood Craig Davis (1963). Philosophies Fashion Physical Education. Dubuque, Iowa, W. C. Brown Co..
     
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  10. Peter J. Arnold (1968). Education, Physical Education and Personality Development. London, Heinemann.
     
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  11. James A. Baley (1970). Physical Education and the Physical Educator. Boston,Allyn and Bacon.
     
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  12. Robert A. Cobb (1973). Contemporary Philosophies of Physical Education and Athletics. Columbus, Ohio,Merrill.
     
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  13. Charles Clarence Cowell (1963). Philosophy and Principles of Physical Education. Englewood Cliffs, N.J.,Prentice-Hall.
     
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  14. Sheryle Bergmann Drewe (2001). Socrates, Sport, and Students: A Philosophical Inquiry Into Physical Education and Sport. University Press of America.
  15. Janet Felshin (1967). Perspectives and Principles for Physical Education. New York, Wiley.
  16. Aurobindo Ghose (1967). Sri Aurobindo and the Mother on Physical Education. Pandicherry, Shri Aurobindo Ashram.
  17. J. Myrle James (1967). Education and Physical Education. London, Bell.
     
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  18. Charles H. McCloy (1940). Philosophical Bases for Physical Education. New York, F. S. Crofts & Co..
     
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  19. A. D. Munrow (1972). Physical Education: A Discussion of Principles. London,Bell.
     
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  20.  3
    James MacAllister (2013). The 'Physically Educated' Person: Physical Education in the Philosophy of Reid, Peters and Aristotle. Educational Philosophy and Theory 45 (9):908-920.
    This article will derive a definition and account of the physically educated person, through an examination of the philosophy of Andrew Reid, Richard Peters and Aristotle. Initially, Reid?s interpretation of Peters? views about the educational significance of practical knowledge (and physical education) will be considered. While it will be acknowledged that Peters was rather disparaging about the educational merit of some practical activities in Ethics and Education, it will be argued that he elsewhere suggests that such practical (...)
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  21.  45
    Michael Gard & Jan Wright (2001). Managing Uncertainty: Obesity Discourses and Physical Education in a Risk Society. [REVIEW] Studies in Philosophy and Education 20 (6):535-549.
    This paper considers the role of physicaleducation researchers within current publicconcerns about body shape and weight. UsingUlrich Beck's notion of `risk' it examines howcertainty about children, obesity, exercise andhealth is produced in the contexts of `expert'knowledge and recontextualised in the academicand professional physical education literature.It is argued that the unquestioning acceptanceof the obesity discourses in physical educationhelps to construct anxieties about the body,which are detrimental to students and silencesalternative ways of thinking and doing physicaleducation.
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  22.  20
    Danièle Tosato-Rigo (2012). In the Shadow of Emile: Pedagogues, Pediatricians, Physical Education, 1686–1762. [REVIEW] Studies in Philosophy and Education 31 (5):449-463.
    This article takes as its starting point the commonplace that Rousseau’s Emile enabled his contemporaries to discover not only childhood but physical education. Focused on what the pedestal erected for Jean-Jacques somewhat overshadows, a brief historiographic overview and a survey of some major writings on education before Rousseau (by the Abbot Fleury, John Locke, Jean-Pierre de Crousaz and Charles Rollin) will show that the ideas defended by the writer were not innovative in the slightest. But also, and (...)
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  23.  71
    Margaret Whitehead (ed.) (2010). Physical Literacy: Throughout the Lifecourse. Routledge.
    Through the use of particular pedagogies and the adoption of new modes of thinking, physical literacy promises more realistic models of physical competence and ...
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  24.  17
    David Kirk (2013). Educational Value and Models-Based Practice in Physical Education. Educational Philosophy and Theory 45 (9):973-986.
    A models-based approach has been advocated as a means of overcoming the serious limitations of the traditional approach to physical education. One of the difficulties with this approach is that physical educators have sought to use it to achieve diverse and sometimes competing educational benefits, and these wide-ranging aspirations are rarely if ever achieved. Models-based practice offers a possible resolution to these problems by limiting the range of learning outcomes, subject matter and teaching strategies appropriate to each (...)
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  25. Peter J. Arnold (1997). Sports, Ethics and Education. Cassell.
  26.  3
    S. Fauché (1998). [Physical exercises and the curing of the mind during the 18th and 19th centuries]. Revue d'Histoire des Sciences 52 (2):285-305.
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  27. Michaël Attali, Cécile Ottogalli-Mazzacavallo & Jean Saint-Martin (2008). Mixité Et Éducation Physique Et Sportive Coeducation and Physical Education : The School Resists. Clio 28:243-260.
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  28. Agnes Rebecca Wayman (1938). A Modern Philosophy of Physical Education. London, W. B. Saunders Company.
     
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  29.  2
    Frances Lawrenz (1987). Evaluation of a Teacher Inservice Training Program in Physical Science. Science Education 71 (2):251-258.
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  30. R. Scott Kretchmar (1995). Practical Philosophy of Sport. Journal of the Philosophy of Sport 22:108-1.
     
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  31. Ommo Grupe & Dietmar Mieth (2002). Lexikon der Ethik im Sport. Journal of the Philosophy of Sport 29:187-189.
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  32. Dorothy J. Allen (1977). Being Human in Sport. Lea & Febiger.
     
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  33. Pierre de Coubertin (1972). Pédagogie Sportive Histoire des Exercices Sportifs, Technique des Exercices Sportifs, Action Morale Et Sociale des Exercices Sportifs. J. Vrin.
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  34. E. N. Gogunov (2006). Psikhologicheskie Osnovy V Fizicheskom Vospitanii I Sporte. Vostochnyĭ Universitet.
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  35. Ari Kunnari (2011). Liikuntapääoma Ja Holistinen Ihmiskäsitys Liikuntaa Opettavan Työssä. Tila [Distrib.].
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  36. L. D. Nazarenko (2004). Ėstetika Fizicheskikh Uprazhneniĭ. Teorii͡a I Praktika Fizicheskoĭ Kulʹtury.
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  37. Celeste Ulrich (1972). Tones of Theory. Washington,American Association for Health, Physical Education, and Recreation.
     
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  38.  91
    Jimoh Shehu (2009). Peer Provocation in Physical Education: Experiences of Botswana Adolescents. Educational Studies 35 (2):143-152.
    Critical incidents of peer provocation in physical education were investigated among 675 junior secondary school students in Botswana. Data were generated through a brief, open‐ended questionnaire requesting the students to narrate their experiences of bad, hurtful and offensive peer behaviours during physical education classes. Six overlapping categories of peer provocation that emerged from the data were: humiliation, injustice, physical assaults, sexual harassment; dangerous play and female physicality frighteners. These categories are discussed with reference to the (...)
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  39.  4
    Steven A. Stolz (2013). Phenomenology and Physical Education. Educational Philosophy and Theory 45 (9):949-962.
    Physical education is often justified within the curriculum as academic study, as a worthwhile activity on a par with other academic subjects on offer and easy to assess. Part of the problem has been that movement studies in physical education are looked upon as disembodied and disconnected from its central concerns which are associated with employing physical means to develop the whole person. But this, Merleau-Ponty would say, is to ignore the nature of experience and (...)
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  40.  4
    Nancy M. Salbach, Paula Veinot, Susan B. Jaglal, Mark Bayley & Danielle Rolfe (2011). From Continuing Education to Personal Digital Assistants: What Do Physical Therapists Need to Support Evidence‐Based Practice in Stroke Management? Journal of Evaluation in Clinical Practice 17 (4):786-793.
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  41.  22
    Maureen Connolly (1995). Phenomenology, Physical Education, and Special Populations. Human Studies 18 (1):25 - 40.
    This paper attempts to show the complementarity between phenomenology and physical education as human sciences, and discusses how a consideration of this relation might inform the questions we ask and the methods we use in our research and teaching. We enter the common ground shared by phenomenology and physical education by way of three sensitizing concepts: lived experience, intersubjectivity, and insiders stories. Using examples from physical education and phenomenology, the paper shows the connections between (...)
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  42. Akio Kataoka (2008). Philosophy of Sport and Physical Education. Journal of the Philosophy of Sport and Physical Education 30 (2):77-83.
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  43. Ai Tanaka (2005). Education for ^|^Ldquo;Consideration to Others^|^Rdquo; in Physical Education. Journal of the Philosophy of Sport and Physical Education 27 (1):35-44.
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  44.  16
    Takayuki Hata & Masami Sekine (2010). Philosophy of Sport and Physical Education in Japan: Its History, Characteristics and Prospects. Journal of the Philosophy of Sport 37 (2):215-224.
    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 (...)
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  45.  1
    Øyvind F. Standal & Kenneth Aggerholm (2016). Habits, Skills and Embodied Experiences: A Contribution to Philosophy of Physical Education. Sport, Ethics and Philosophy 10 (3):269-282.
    One of the main topics in philosophical work dealing with physical education is if and how the subject can justify its educational value. Acquisition of practical knowledge in the form of skills and the provision of positive and meaningful embodied experiences are central to the justification of physical education. The purpose of this article is to explore the relationship between skill and embodied experience in physical education through the notion and concept of habit. The (...)
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  46.  14
    Eitan Wilf (2013). Streamlining the Muse: Creative Agency and the Reconfiguration of Charismatic Education as Professional Training in Israeli Poetry Writing Workshops. Ethos: Journal of the Society for Psychological Anthropology 41 (2):127-149.
  47.  13
    Ani Casimir (2013). Plato & Dukor on Philosophy of Sports, Physical Education and African Philosophy: The Role of Virtue and Value in Maintaining Body, Soul and Societal Development. Open Journal of Philosophy 3 (1):231.
    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 (...)
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  48. Fumio Takizawa (2002). A Philosophical Consideration About the Body Culture Physical Education Should Take On. Journal of the Philosophy of Sport and Physical Education 24 (2):17-25.
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  49.  1
    Luísa Ávila da Costa & Teresa Oliveira Lacerda (forthcoming). On the Aesthetic Potential of Sports and Physical Education. Sport, Ethics and Philosophy:1-21.
    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 (...)
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  50.  29
    Cressida J. Heyes, Natalie Helberg & Jaclyn Rohel (2009). Thinking Through the Body: Yoga, Philosophy, and Physical Education. Teaching Philosophy 32 (3):263-284.
    Philosophers sometimes hope that our discipline will be transformative for students, perhaps especially when we teach so-called philosophy of the body. To that end, this article describes an experimental upper-level undergraduate course cross-listed between Philosophy and Physical Education, entitled “Thinking Through the Body: Philosophy and Yoga.” Drawing on the perspectives of professor and students, we show how a somatic practice (here, hatha yoga) and reading texts (here, primarily contemporary phenomenology) can be integrated in teaching and learning. We suggest (...)
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