departments, particularly at University of California, Los Angeles and Berkeley, to justify their field as an academic discipline. In 1981, George Brooks in his edited book, Perspectives on the Academic Discipline of Physical Education, takes on the challenge to show the scholarly aspects of physical
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Motor Development: A Perspective on the Past, the Present, and the Future
Jane E. Clark and Jill Whitall
Reflection in a High-Performance Sport Coach Education Program: A Foucauldian Analysis of Coach Developers
Lauren Downham and Christopher Cushion
, it is impossible for knowledge not to engender power” ( Faubion, 2002 , p. xv). Foucault used the category of discipline to extend the perception of how modern power operates to carefully construct and form subjectivities ( Cole, Giardina, & Andrews, 2004 ) through surveillance and self
Perspectives on the Academic Discipline of Kinesiology
David I. Anderson and Richard E.A. van Emmerik
The 40th anniversary of the publication of George Brooks’s Perspectives on the Academic Discipline of Physical Education: A Tribute to G. Lawrence Rarick (1981) represents a wonderful opportunity to take stock of where the discipline of kinesiology stands today and how it has transformed over the
A Question of the Head and the Heart: From Physical Education to Kinesiology in the Gymnasium and the Laboratory
Patricia Vertinsky
In this paper I view the history of kinesiology in America through the lens of a shifting academic landscape where physical culture and building acted upon each other to reflect emergent views concerning the nature of training in physical education and scientific developments around human movement. It is also an organizational history that has been largely lived in the gymnasium and the laboratory from its inception in the late nineteenth century to its current arrangements in the academy. Historians have referred to this in appropriately embodied terms as the head and the heart of physical education, and of course the impact of gender, class, and race was ever present. I conclude that the profession/discipline conundrum in kinesiology that has ebbed and flowed in the shifting spaces and carefully organized places of the academy has not gone away in the twenty-first century and that the complexities of today’s training require more fertile and flexible collaborative approaches in research, teaching, and professional training.
“Walking the Tightrope”: Reflections on Mobilizing Foucauldian Theory Within an Endurance Running Coach Development Intravention
Zoë Avner, Jim Denison, Tim Konoval, Edward T. Hall, Kristina Skebo, Royden Radowits, and Declan Downie
setting to address the effects of too much discipline and likewise develop new, less disciplinary coaching practices. These Foucauldian-informed coach development collaborations underlined the opportunities and challenges associated with incorporating Foucault’s thinking within coach development. For
Learning to Problematize Disciplinary Practices: Strength and Conditioning Coaches’ Experiences Within a Foucauldian Learning Community
Clayton R. Kuklick and Brian T. Gearity
Foucault’s ( 1977 ) concepts of power-knowledge and technologies of discipline have been used to show how dominant and purported rational and effective coaching practices objectify, normalize, control, and survey athletes through various disciplinary techniques and approaches ( Denison, 2007
Is the Profession of Sport Psychology an Illusion?
Jeffrey Martin
disciplines (e.g., coaching) who are not interested in becoming sport psychologists. In conclusion, based on these numbers I find it puzzling how anyone can categorize the sport psychology profession as healthy or recommend it, without many reservations and qualifications, to graduate students. In the next
Physical Education and Sport Pedagogy: The Application of the Academic Discipline of Kinesiology
Melinda A. Solmon
In reflecting on the evolution in perspectives on the academic discipline of kinesiology over the past 4 decades, perhaps the most substantive shift across the field has been the transition from the use of “physical education” as an umbrella term encompassing the subdisciplines to the use of the
Goal Perspectives, Reasons for Being Disciplined, and Self-Reported Discipline in Physical Education Lessons
Athanasios Papaioannou
This study examined the relationship among goal orientations, perceived motivation climate, self-reported discipline, reasons for discipline, and perceived teacher’s strategies to sustain discipline in physical education lessons. Six hundred and seventy-four students responded on questionnaires assessing the aforementioned variables. Task orientation was positively associated with self-determined reasons for discipline. The perception of a task-involving climate was positively related to perceptions of teaching strategies promoting reasons for discipline determined by the students. Task-involvement and self-determined reasons for being disciplined corresponded to students’ reported discipline in the lesson. On the contrary, the perception of an ego-involving climate was linked with perceived teaching strategies promoting an external locus of causality in the lesson. The results imply that teachers who try to strengthen the task orientation of students and help them adopt more self-determined reasons for being disciplined will have more orderly classes.
Embracing Kinesiology’s Evolving Role in Integrated Health and Human Sciences Units: Future Opportunities and Challenges
Brian C. Focht, Erik J. Porfeli, and Zachary L. Chaplow
communities is the role of human sciences. Solutions to major issues facing individuals, families and communities typically cannot be found in only one discipline. The human sciences bring together multiple perspectives to address human needs.” The mission articulated in the governance documents of our
