Search results for 'Physical fitness Philosophy' (try it on Scholar)

1000+ found
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  1.  10
    Moira Howes (2016). Challenging Fitness Ideology: Why an Adventurous Approach to Physical Activity is Better for Well-Being. Sport, Ethics and Philosophy 10 (2):132-147.
    In this paper, I argue that adventurous approaches to physical activity can contribute more to well-being than approaches that have been shaped by fitness ideology. To defend this claim, I draw on work in philosophy and psychology concerning internal goods and intrinsic motivation, respectively. This work shows that motivating ourselves intrinsically and cultivating the internal goods of physical activity can contribute significantly to well-being. Unfortunately, the discourse and images associated with fitness culture tend to undermine (...)
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  2.  63
    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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  3.  35
    Marcel Weber (1996). Fitness Made Physical: The Supervenience of Biological Concepts Revisited. Philosophy of Science 63 (3):411-431.
    The supervenience and multiple realizability of biological properties have been invoked to support a disunified picture of the biological sciences. I argue that supervenience does not capture the relation between fitness and an organism's physical properties. The actual relation is one of causal dependence and is, therefore, amenable to causal explanation. A case from optimality theory is presented and interpreted as a microreductive explanation of fitness difference. Such microreductions can have considerable scope. Implications are discussed for reductive (...)
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  4.  8
    Johannes Hönekopp, Tobias Bartholomé & Gregor Jansen (2004). Facial Attractiveness, Symmetry, and Physical Fitness in Young Women. Human Nature 15 (2):147-167.
    This study explores the evolutionary-based hypothesis that facial attractiveness (a guiding force in mate selection) is a cue for physical fitness (presumably an important contributor to mate value in ancestral times). Since fluctuating asymmetry, a measure of developmental stability, is known to be a valid cue for fitness in several biological domains, we scrutinized facial asymmetry as a potential mediator between attractiveness and fitness. In our sample of young women, facial beauty indeed indicated physical (...). The relationships that pertained to asymmetry were in the expected direction. However, a closer analysis revealed that facial asymmetry did not mediate the relationship between fitness and attractiveness. Unexpected problems regarding the measurement of facial asymmetry are discussed. (shrink)
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  5.  20
    Robert Inkpen (2005). Science, Philosophy and Physical Geography. Routledge.
    This accessible and engaging text explores the relationship between philosophy, science and physical geography. It addresses an imbalance that exists in opinion, teaching and to a lesser extent research, between a philosophically enriched human geography and a perceived philosophically ignorant physical geography. Science, Philosophy and Physical Geography , challenges the myth that there is a single self-evident scientific method, that can and is applied in a straightforward manner by physical geographers. It demonstrates the variety (...)
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  6. 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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  7. Tao Yu (ed.) (2009). Ti Yu Zhe Xue Yan Jiu. Beijing Ti Yu da Xue Chu Ban She.
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  8. Edward W. Strong (1976). Procedures and Metaphysics: A Study in the Philosophy of Mathematical-Physical Science in the Sixteenth and Seventeenth Centuries. Richwood Pub. Co..
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  9. Earle F. Zeigler (1968). Problems in the History and Philosophy of Physical Education and Sport. Englewood Cliffs, N.J.,Prentice-Hall.
  10. Masaaki Kubo, Kiso Kimura, Tomotaka Mori & Takuro Endo (2008). Considering Life-Body and Physical Education -Philosophy of Physical Education Based on the Practical Fields- Considering Life-Body and Physical Education From the Perspective of Illness-Ageing and Death -In Search of Physical Education for ^|^Lsaquo;Happy Release^|^Rsaquo;-. Journal of the Philosophy of Sport and Physical Education 30 (1):69-73.
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  11.  16
    Arthur Stanley Eddington (1958). The Philosophy of Physical Science. [Ann Arbor]University of Michigan Press.
    The lectures have afforded me an opportunity of developing more fully than in my earlier books the principles of philosophic thought associated with the modern advances of physical science. It is often said that there is no "philosophy of ...
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  12.  12
    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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  13.  2
    Ivo Jirásek & Peter M. Hopsicker (2010). Philosophical Kinanthropology (Philosophy of Physical Culture, Philosophy of Sport) in Slavonic Countries: The Culture, the Writers, and the Current Directions. Journal of the Philosophy of Sport 37 (2):253-270.
    Until recently, English-speaking scholars have had few outlets to review the philosophy of sport literature generated in Slavonic countries. Existing English texts of this nature consist primarily of review essays providing little historical and cultural context from which to understand the development of specific tendencies in lines of inquiry from this part of the world (23,24,27). This article attempts to fill this gap in understanding by 1) briefly describing the cultural history of the Slavonic region, and, within this context, (...)
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  14.  2
    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 activities (...)
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  15.  11
    Ejgil Jespersen & Mike McNamee (2008). Philosophy, Adapted Physical Activity and Dis/Ability. Sport, Ethics and Philosophy 2 (2):87 – 96.
    In the formation of the multi-disciplinary field that investigates the participation of disabled persons in all forms of physical activity, little ethical and philosophical work has been published. This essay serves to contextualise a range of issues emanating from adapted physical activity (APA) and disability sports. First, we offer some general historical and philosophical remarks about the field which serve to situate those issues at the crossroads between the philosophy of disability and the philosophy of sports. (...)
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  16.  15
    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. (...)
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  17.  15
    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. (...)
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  18.  11
    Viii Part (2013). Philosophy of the Physical Sciences: Philosophy of Chemistry. In Vassilios Karakostas & Dennis Dieks (eds.), Epsa11 Perspectives and Foundational Problems in Philosophy of Science. Springer
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  19.  2
    M. Gwyn Morgan (1974). Priests and Physical Fitness. Classical Quarterly 24 (01):137-.
    In his magisterial Religion und Kultus der Römer Georg Wissowa made the statement that a Roman man or woman seeking a priesthood had, among other things, to be free of physical defects. This has since become the communis opinio, sometimes in the form in which Wissowa expressed it, sometimes involving rather the idea that a priest or priestess could be deposed for such defects acquired after entry into the priesthood, and sometimes embracing both concepts simultaneously.
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  20. Lee Hardy (2014). Nature’s Suit: Husserl’s Phenomenological Philosophy of the Physical Sciences. Ohio University Press.
    Edmund Husserl, founder of the phenomenological movement, is usually read as an idealist in his metaphysics and an instrumentalist in his philosophy of science. In _Nature’s Suit_, Lee Hardy argues that both views represent a serious misreading of Husserl’s texts. Drawing upon the full range of Husserl’s major published works together with material from Husserl’s unpublished manuscripts, Hardy develops a consistent interpretation of Husserl’s conception of logic as a theory of science, his phenomenological account of truth and rationality, his (...)
     
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  21. 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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  22.  2
    Takayuki Hata (2012). Report on the 33rd Conference of the Japan Society for the Philosophy of Sport and Physical Education. Journal of the Philosophy of Sport and Physical Education 34 (1):71-75.
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  23.  1
    Yutaka Miura (2010). Report on the 31th Conference of Japan Society for the Philosophy of Sport and Physical Education. Journal of the Philosophy of Sport and Physical Education 32 (1):39-43.
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  24.  1
    Kenji Ishigaki (2011). Report on the 32th Conference of Japan Society for the Philosophy of Sport and Physical Education. Journal of the Philosophy of Sport and Physical Education 33 (1):41-44.
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  25. Matthew D. Curtner‐Smith, Weiyun Chen & Iain G. Kerr (1995). Health‐Related Fitness in Secondary School Physical Education: A Descriptive‐Analytic Study. Educational Studies 21 (1):55-66.
    The purpose of this study was to observe secondary school physical education lessons on a variety of activities and determine the percentage of lesson time pupils were engaged in moderate to vigorous physical activity , the percentage of lesson time allocated by teachers for pupils to engage in fitness activity or acquire health‐related fitness knowledge, and the percentage of time teachers used behaviour likely to encourage pupils to participate in health promoting physical activity. Subjects were (...)
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  26. Lee Hardy (2014). Nature's Suit: Husserl's Phenomenological Philosophy of the Physical Sciences. Ohio University Press.
    Edmund Husserl, founder of the phenomenological movement, is usually read as an idealist in his metaphysics and an instrumentalist in his philosophy of science. In _Nature’s Suit_, Lee Hardy argues that both views represent a serious misreading of Husserl’s texts. Drawing upon the full range of Husserl’s major published works together with material from Husserl’s unpublished manuscripts, Hardy develops a consistent interpretation of Husserl’s conception of logic as a theory of science, his phenomenological account of truth and rationality, his (...)
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  27. Koyo Hukasawa (2005). Report on the 26th Conference of Japan Society for the Philosophy of Sport and Physical Education. Journal of the Philosophy of Sport and Physical Education 27 (1):45-48.
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  28. Seiji Inoue (2006). Report on the 27th Conference of Japan Society for the Philosophy of Sport and Physical Education. Journal of the Philosophy of Sport and Physical Education 28 (1):65-67.
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  29. Yutaka Iriguchi (2007). Report on the 28th Conference of Japan Society for the Philosophy of Sport and Physical Education. Journal of the Philosophy of Sport and Physical Education 29 (1):67-70.
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  30. Hideshiro Kobayashi (2000). Report of the Symposium in the 21st Annual Conference of the Japan Society for the Philosophy of Sport and Physical Education. Journal of the Philosophy of Sport and Physical Education 22 (1):31-36.
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  31. Yoshitaka Kondo (1998). Report of the 20th Anniversary Conference of Japan Society for the Philosophy of Sport and Physical Education. Journal of the Philosophy of Sport and Physical Education 20 (2):55-64.
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  32. Yoshitaka Kondo (2009). Report on the 30 Th Conference of Japan Society for the Philosophy of Sport and Physical Education. Journal of the Philosophy of Sport and Physical Education 31 (1):87-89.
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  33. Naofumi Masumoto (1992). Reconsideration of ^|^Ldquo;Movement Technique^|^Rdquo; From a Viewpoint of Subject: Philosophy of Physical Education with Practice. Journal of the Philosophy of Sport and Physical Education 14 (1):17-23.
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  34. Michio Ohashi (2008). Report on the 29th Conference of Japan Society for the Philosophy of Sport and Physical Education. Journal of the Philosophy of Sport and Physical Education 30 (1):65-68.
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  35. Tomihiko Sato (1991). Protreptik^|^Oacute;s to the Philosophy of Sport and Physical Education. Journal of the Philosophy of Sport and Physical Education 13 (2):99-131.
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  36. Steven A. Stolz (2015). The Philosophy of Physical Education: A New Perspective. Routledge.
    The discipline area of physical education has historically struggled for legitimacy, sometimes being seen as a non-serious pursuit in educational terms compared to other subjects within the school curriculum. This book represents the first attempt in nearly 30 years to offer a coherent philosophical defence and conceptualisation of physical education and sport as subjects of educational value, and to provide a philosophically sound justification for their inclusion in the curriculum. The book argues that rather than relegating the body (...)
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  37. Kentaro Tai (2013). Reconsidering the Philosophy of Physical Education. Journal of the Philosophy of Sport and Physical Education 35 (1):51-59.
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  38. Keiji Umeno (2013). Report on the 34th Conference of Japan Society for the Philosophy of Sport and Physical Education. Journal of the Philosophy of Sport and Physical Education 35 (1):45-47.
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  39. Ai-Guang Zhou & Yoshitaka Kondo (2004). Trend of Philosophy of Physical Education and Sport in China. Journal of the Philosophy of Sport and Physical Education 26 (2):55-61.
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  40. Richard L. [from old catalog] Hittleman (1964). Yoga for Physical Fitness. Englewood Cliffs, N.J.,Prentice-Hall.
     
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  41. H. C. G. Kemper, R. Verschuur, L. De Mey, L. Storm van Essen & A. Van Zundert (1990). Longitudinal Changes in Physical Fitness of Males and Females From Age 12 to 23: The Amsterdam Growth and Health Study. Hermes 21:299-314.
     
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  42.  20
    C. D. Broad (1953). Religion, Philosophy, and Physical Research. London, Routledge & K. Paul.
    the importance of this story in relation to the evidence for the ostensibly supernormal physical phenomena of Spiritualism. From 1869 onwards Sidgwick began to be associated with Myers in a common interest in psychical research. In the very ...
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  43.  34
    Dennis Dieks (2010). Physical and Philosophical Perspectives on Probability, Explanation and Time (Workshop of the ESF Programme "The Philosophy of Science in a European Perspective", Utrecht University, 19–20 October 2009). [REVIEW] Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 41 (2):383 - 388.
  44.  12
    E. A. Burtt (1927). Matter and Gravity in Newton's Physical Philosophy. A Study in the Natural Philosophy of Newton's Time. [REVIEW] Journal of Philosophy 24 (24):670-670.
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  45.  11
    N. E. (1950). The Modern Approach to Descartes' Problem. The Relation of the Mathematical and Physical Sciences to Philosophy. [REVIEW] Journal of Philosophy 47 (4):109-110.
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  46.  9
    L. P. Chambers (1933). The Philosophy of Physical Realism. [REVIEW] Journal of Philosophy 30 (18):495-500.
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  47.  7
    Ernest Nagel (1940). The Philosophy of Physical Science. [REVIEW] Journal of Philosophy 37 (6):161-165.
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  48.  34
    Henry Margenau (1950). The Nature of Physical Reality: A Philosophy of Modern Physics. Ox Bow Press.
  49. Louise Antony (2010). Realization Theory and the Philosophy of Mind: Comments on Sydney Shoemaker's Physical Realization. Philosophical Studies 148 (1):89 - 99.
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  50.  59
    Mark Steiner (2000). Mathematical Intuition and Physical Intuition in Wittgenstein's Later Philosophy. Synthese 125 (3):333-340.
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