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Øyvind F. Standal

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.

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

, 2010 ). Therefore, the aim of this article is to give an overview of the philosophical foundations of physical literacy and discuss how philosophy can indeed be operationalized in practice, with an emphasis on physical education practice. Concept of Literacy and Philosophies Underpinning Physical

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Richard Shusterman

Somaesthetics is an interdisciplinary research program that originated in pragmatist philosophy at the very end of the twentieth century and that has developed into an active academic field with its own journal ( The Journal of Somaesthetics ) and book series (Studies in Somaesthetics) and a

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William J. Morgan

I welcome the editors’ invitation to share my thoughts regarding my experiences and reflections on teaching and doing research in the philosophy of sport in departments of kinesiology. I have been very fortunate in my 40+ years in the field to have worked at some first-rate public universities

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R. Scott Kretchmar and Cesar R. Torres

Over the past 40 years, the philosophy of sport has flourished in some ways and struggled in others. On the positive side of the ledger, the parent discipline of philosophy has more fully embraced the philosophy of sport. An increasing number of philosophers have turned their attention to our

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Scott Kretchmar and Mark L. Latash

that can be investigated by both physicists and philosophers. Borderland discussions, however, need not be as contentious as the one between Einstein and Bergson. Michael Polanyi, a 20th century polymath who made significant contributions to the fields of physics, chemistry, economics, and philosophy

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Emily J. Sleeman and Noora J. Ronkainen

in the women’s game is, however, unlikely to occur without its problems. As Taylor and Garratt ( 2012 ) attested, each occupation has its own nuanced history of educational culture, which serves to establish new professional boundaries and philosophies of practice. Although several researchers have

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Fernando Santos, Martin Camiré, Dany J. MacDonald, Henrique Campos, Manuel Conceição, and Patricia Silva

Positive youth development (PYD) is a framework that has been widely used within sport research to outline sport’s potential as a developmental context. Past research has indicated how coaches play important roles in facilitating PYD through sport and yet, PYD-related material remains largely absent from mainstream coach education courses (CEC). The purpose of the current study was to examine youth sport coaches’ perspective on PYD and its worth in mainstream coach education courses. The participants were twelve Portuguese youth field hockey coaches (one female and eleven males) who coached athletes between four and eighteen years of age. Findings indicated that coaches valued PYD within their coaching philosophy, but were also highly motivated by performance and improving their players’ motor skills. The participants deemed that CEC generally lack PYD-related material, adding that practical strategies informed by the PYD approach should be inherently part of CEC delivery. The findings have practical implications for coach educators, indicating a need and a desire on the part of coaches to have PYD-related content in mainstream CEC.

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Graham G. Williams and Áine MacNamara

transition to a senior performance environment or out of the sport, understanding the influence of this experience on youth coaches’ knowledge, skills, and coaching philosophy is an interesting avenue for investigation. A coach’s philosophy is central to understanding a coach’s behaviour, and the ability to

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Martin Camiré, Kelsey Kendellen, Scott Rathwell, and Evelyne Felber Charbonneau

) and a definition of life skills was provided ( Danish et al., 2004 ). Second, evidence was presented on the importance of philosophies, based on research conducted in the context of high school sport. ( Collins, Gould, Lauer, & Chung, 2009 ). Using the coaching manual, a “think-pair-share” activity