Through the increased use of qualitative research methods, the term phenomenology has become a quite familiar notion for researchers in adapted physical activity (APA). In contrast to this increasing interest in phenomenology as methodology, relatively little work has focused on phenomenology as philosophy or as an approach to professional practice. Therefore, the purpose of this article is to examine the relevance of phenomenology as philosophy and as pedagogy to the field of APA. First, phenomenology as philosophy is introduced through three key notions, namely the first-person perspective, embodiment, and life-world. The relevance of these terms to APA is then outlined. Second, the concept of phenomenological pedagogy is introduced, and its application and potential for APA are discussed. In conclusion, it is argued that phenomenology can help theorize ways of understanding human difference in movement contexts and form a basis of action-oriented research aiming at developing professional practice.
Human performance enhancement is one of kinesiology’s many vibrant topics for inquiry. Though philosophers in kinesiology departments have offered some contribution to this topic, this paper argues that philosophers could improve their relevance by better engaging the existing scientific research. Rather than simply defending their place at the table, this paper proposes that philosophers build upon existing contributions to the ethics of human enhancement by increasing their scientific literacy. At the same time, this paper argues that certain patterns in philosophical discussions of human enhancement do not connect with scientific researchers. The paper concludes that ultimately philosophers must become more conversant with the language of science if they are going to continue contributing to central questions within the field of kinesiology.
Karen P. DePauw
Although historical mention of horseback riding for individuals with disabilities can be traced through the centuries, programs of therapeutic riding were not established until the mid-1900s. Since its inception, horseback riding for the disabled has become diversified and increasingly sophisticated. As a result, the programs have a varying emphasis on riding as sport, recreation, education, or therapy. The literature contains articles describing therapeutic riding programs that include claims of medical and educational benefits for participants. Although the programs have existed for 30 years, interest in research on the benefits of horseback riding for the disabled is relatively new. Despite the progress made, it is critical that professionals in horseback riding for individuals with disabilities (a) collect empirical evidence supporting the claimed benefits, (b) develop appropriate evaluation instruments/tools, (c) identify effective intervention techniques, (d) provide for accessibility of publications/information from Europe, and (e) develop printed materials and audiovisuals for the health professional community.
Bradley J. Cardinal, Minsoo Kang, James L. Farnsworth II and Gregory J. Welk
Kinesiology leaders were surveyed regarding their views of the (re)emergence of physical activity and public health. Their views were captured via a 25-item, online survey conducted in 2014. The survey focused on four areas: (a) types of affiliation with public health; (b) program options and course coverage; (c) outreach programming; and (d) perspectives on integration. Member and nonmember institutions of the American Kinesiology Association received the survey. Responses were received from 139 institutional leaders, resulting in an overall response rate of 21.4%. Key findings included that the combination of physical activity and public health was seen as both a stand-alone subdisciplinary area within kinesiology and also an area that has a great deal of potential for collaboration, the acquisition of external funding, and further strengthening of community outreach and engagement. The survey results are placed in historical context and interpreted with various caveats and limitations in mind.
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
Maureen R. Weiss
motivation and participation from the intersection of history, philosophy, and psychology. Motivation can be defined in cognitive and behavioral terms ( Weiss & Amorose, 2008 ). Motivational orientations refer to youths’ reasons for participating in sport (e.g., intrinsic, extrinsic), whereas motivational
Duane Knudson and Karen Meaney
of facilities, active-learning exercises, and philosophy of the learning process. The initiative was effective in stimulating interested faculty to implement active-learning experiences in their classes, engaging in additional SoTL, and in enhancing the visibility of the department as a leader in
et al., 2018b • Adopt a more expansive coaching philosophy that emphasizes social and emotional learning and positive youth development and not just talent development and performance. • Intentionally teach social and/or life skills through direct instruction. • Integrate teachable moments to
The psychological and social sciences search for laws of human behavior. Traditionally, this search has been seen as an empirical or methodological issue. But the philosophers Donald Davidson and John Searle have each argued that such laws are conceptually impossible. If their views are sound, the search for social or psychological laws is not merely very difficult, it is futile. Their cases against such laws are outlined; however, neither Davidson nor Searle has supported the radical version of his conclusion—that psychological and social sciences cannot be sciences. Some concluding comments on the nature of modem philosophy and philosophical debate are provided.