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John Corlett

Although today some athletic events are organized by those without any administrative qualifications, much of modern sport management reflects the technocratic global culture from which it springs: formalized, institutionalized, and professionalized. Some recent critical assessments of our dominant philosophical influences have been extremely unkind to the administrative practices that they have spawned. Among the charges leveled is that management, in general, lacks a moral and epistemological base and is self-serving and antidemocratic. Much of this criticism is relevant to the management of modern sport. This paper presents an overview of the positions of philosophers Alasdair Maclntyre, John Ralston Saul, and Charles Taylor and examines management's relationship to sport in light of their critiques. A general philosophical framework is constructed upon which specific questions about specific activities of sport management can be asked and possibly answered. The results have implications for the education and work of sport managers.

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Jeffrey D. James

observation, focus groups, and interviews. What was missing from the program of study was course work through which students were challenged to understand inquiry not only from a philosophy of science perspective, but also from the philosophy of inquiry. In other words, to challenge individuals to understand

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Nick Wadsworth

( Fletcher & Maher, 2013 ), generate practice-based knowledge ( Cropley, Miles, Hanton, & Niven, 2007 ), and develop a coherent philosophy of practice in the unique environment of professional sport ( Larsen, 2017 ). In the following case study, I, as a trainee sport and exercise psychologist, provide a

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Zenzi Huysmans, Damien Clement, Robert Hilliard and Adam Hansell

or philosophies that inform these outcomes ( International Council for Coaching Excellence, Association of Summer Olympic International Federations, & Leeds Metropolitan University, 2013 ). However, this is where significant work still needs to be done as the translation of these ideals of youth life

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Stephen Macdonald and Justine Allen

individual has unlimited potential for change and growth and as such is an optimistic philosophy. With a humanistic approach to athletes’ learning coaches will facilitate athletes’ commitment to the process of learning, support them to make responsible choices and encourage them to engage in an ongoing

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Margaret E. Whitehead, Elizabeth J. Durden-Myers and Niek Pot

with little value being attributed to this aspect of the curriculum. This section argues that physical literacy has educational validity in its own right. The second section of this article looks briefly at a number of disciplinary areas. Those considered are philosophy, neuroscience, social justice

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Philip D. Imholte, Jedediah E. Blanton and Michelle M. McAlarnen

, D, and E), and coaches (A and B). The foundational theme of having a philosophy was used to conclude the major findings because it was clear that Nate’s philosophy (although implicit) affected the ways in which he emerged as an informal athlete leader. Our results are summarized in Table  2 . Table

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Haichun Sun and Tan Zhang

fitness knowledge are not exclusive of one another in a physical education context. In the SHL curriculum, students learned significantly without jeopardizing health benefits provided by physical activity tasks. In summary, Ennis’s curricular philosophy is centered on a strong conviction that physical

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Cara Shearer, Hannah R. Goss, Lowri C. Edwards, Richard J. Keegan, Zoe R. Knowles, Lynne M. Boddy, Elizabeth J. Durden-Myers and Lawrence Foweather

; and (c) their physical and mental being viewed as an indivisible, mutually enriching whole. It should be noted, however, that each of the philosophical concepts of monism, existentialism, and phenomenology were originally proposed as self-contained approaches to the philosophy of science and not