Competitive Sport,Winning and Education

Abstract

Competition in education, school sport in particular, remains a controversial issue. The author recognizes that competition is a contested concept and examines both the ‘strong’ and ‘weak’ critiques against the moral desirability of having competitive sport as a part of the compulsory curriculum. The questions of selfishness and of winning are discussed, before the role of the teacher is examined. The author concludes that competitive sport is not per se a form of mis‐education. It can be rather, if taught with understanding and skill, a form of education in which moral values are not only inherently demanded but are encouraged in practice.     

奥林匹克主义浅析

现代奥林匹克运动今天几乎已经成为了最伟大的一种社会力量,奥林匹克运动会也已成为了参与国家和地区众多、具有巨大吸引力、穿透力和凝聚力的一项全球性活动。作为奥林匹克运动和奥林匹克运动会指导思想的奥林匹克主义,其缘起、主旨和本质是什么呢?本文对此作了浅显的分析。     

浅谈竞技运动与体育教学

竞技运动是一种具有竞争性、挑战性、规则性、公平性和不确定性的身体活动。这种身体活动并不追求身心完美,它所追求的只是比赛最后的胜利,即夺标,争冠军,是一个具有文化性和社会性的复合体。长期以来,竞技运动在体育教学中占有很重要的比重,而围绕竞技运动进行的教学,由于过分强调动作技术的精细化、规范化,而背离了体育教学的根本目标,所以只有将竞技运动加以改造、整理后使之有利于增强学生体质,符合现代教育全面发展人才的需要,才能实现现代体育教学的根本目标。     

Social Justice,Character Education,and Sport: A Position Statement

ABSTRACT

In this article, we suggest that character education in sport contexts can promote social justice. After defining key terms, we suggest that rethinking competition and the nature of team relationships is required to build a team culture responsive to concerns for social justice. The character of the team provides a nexus within which to develop individual character, which is elaborated in terms of four types of character: moral, civic, intellectual, and performance character. To promote commitment to social justice, character educators can focus on three elements of moral character: moral reasoning, the circle of moral regard, and moral identity. Within civic character, three themes are elaborated: human dignity, full participation, and accountability. The dimensions of critical thinking, willful ignorance, and prioritizing the marginalized are discussed in relation to intellectual character. Performance character is discussed in relation to an ethic of excellence. Finally, conclusions for character educators are elaborated.     

论奥林匹克主义的现实意义

奥林匹克主义是一种"人生哲学",旨在促进人全面、和谐的发展.新世纪赋予了奥林匹克主义新的内容:弘扬奥林匹克主义,就是要弘扬绿色体育精神,构建绿色体育文明,大力发展大众体育和强化体育的教育功能.     

学校要重视终身体育和快乐体育

随着学校体育改革的不断深化.“终身体育”、“快乐体育”等观念,正逐渐被广大教师所接受,并开始运用于体育教学实践,但在实践过程中,由于认识上的原因,体育教学的目的还是不明确,往往是“教什么,练什么”、“考什么。练什么”,教学走形式,走过场,没有真正地重视培养学生的锻炼习惯。本文试图通过体育教学思想的发展和对“终身体育”、“快乐体育”宗旨的分析,来思考体育教学成功与否等问题,并进一步说明学校体育教学对“终身体育”和“快乐体育”的重要性。     

论素质教育与应试教育在学校体育中的对立统一

本文通过在学校体育对素质教育与应试教育二者关系分析的基础上,探讨在学校体育过程中,对二者在体育教学实践中加以协调,最大限度的发挥其各自优势,达到整合以发挥最大效用的办法。     

Prospective Teachers' Perspectives of Physical Education and Sport

Occupational socialisation research within the teaching profession is typically divided into three separate stages: recruitment, professional education, and entry into the work place. The beginning phase, also known as anticipatory socialisation, assumes that people who choose to enter teaching have already formed a perspective about the profession. Teaching is particularly susceptible to such perspectives as students spend at least 12 years of their lives observing and interacting with teachers before they enter a tertiary institution. The recruitment phase of socialisation is considered important because it affects the rest of the socialisation process. It is important to know what perceptions and experiences prospective physical education teachers have about physical education and sport before they start their professional training. This study examines the perspectives that recruits joining a training programme bring with them and compares the results with previous research findings in the area of anticipatory socialisation.     

The Future of Graduate Education in Sport and Exercise Science: A Sport Psychology Perspective

The direction of graduate education in sport psychology has changed considerably since its emergence as a recognizable subdiscipline within exercise and sport science in the late 1960s. This paper describes (a) the structure of current sport psychology specializations within graduate programs based on a survey of 33 programs with sport psychology specializations in the United States, (b) trends in sport psychology graduate education, and (c) concerns regarding the future of graduate education in sport psychology in terms of coursework, research, and applied service provision.     

Critical Considerations for Physical Literacy Policy in Public Health,Recreation, Sport,and Education Agencies

The International Charter for Physical Education, Physical Activity, and Sport clearly states that vested agencies must participate in creating a strategic vision and identify policy options and priorities that enable the fundamental right for all people to participate in meaningful physical activity across their life course. Physical literacy is a rapidly evolving concept being used in policy making, but it has been limited by pre-existing and sometimes biased interpretations of the construct. The aim of this article is to present a new model of physical literacy policy considerations for key decision makers in the fields of public health, recreation, sport, and education. Internationally debated definitions of physical literacy and the wider construct of literacy were reviewed in order to establish common pillars of physical literacy in an applicable policy model. This model strives to be consistent with international understandings of what “physical literacy” is, and how it can be used to achieve established and developing public health, recreation, sport, and educative goals.     

试论体育舞蹈的德育功能

随着体育舞蹈的兴起和发展,人们对其功能的研究愈来愈深.通过对体育舞蹈与德育的关系进行分析,探讨了体育舞蹈的德育功能.     

关于体育课与终身体育意识的思考

中学阶段的体育教师,在教学中主要关注学生的运动技能和运动负荷,几乎是凭作惯性在组织课堂的情况不算少数.至于对学生终身体育意识的培养和引导,则也许只是偶尔在脑海中闪过,或许是在口头上提过。笔者认为对这个问题若没有深刻的认识,还没有在自己的课堂上有计划的认真实施,则还不能算是真正意义上的体育教师。     

Sport,Ethnicity, and Assimilation

The “melting pot” theory suggests that prolonged interethnic contact leads to the disappearance of ethnic and/or cultural differences in society. Eventually, the argument holds, such contact between minorities and other subcultural groups with the mainstream society leads, first, to the assimilation of, and, then, to the disappearance of, ethnic distinctions. Sport has been perceived as an important mechanism in this process by which ethnic group members could be assimilated into mainstream society. However, recent anthropological work indicates that the melting-pot theory does not hold. Drawing from the works of several social scientists who have analyzed and are currently studying play forms among several ethnic cultures within the United States, this article presents data which challenge the tenability of the melting-pot theory. The data indicate that adopting cultures within the United States transform the nature of typically “American” sport forms to fit their own cultural schema and that the value orientations of the ethnic minority student-athletes reflect the values of their mother culture.     

Emplotment,Embodiment, Engagement: Narrative Technology in Support of Physical Education,Sport and Physical Activity

This paper is based on a keynote lecture delivered at the International Association of Physical Education in Higher Education 2011 Conference, University of Limerick, on the sub theme: Technologies in Support of Physical Education, Sport, and Physical Activity. The paper outlines and illustrates a framework: narrative technology, which can be used for designing computing to support and enhance physical education, sport and physical activity. The framework is based on a ternary of foundational concepts: (1) physical engagement, (2) narrative, and (3) interactive technology. The paper outlines the theoretical basis of the approach, which is informed by contemporary debates and themes in education and educational technology, including: narratology, embodied design (or design for embodiment), and interactivity. Furthermore, from an empirical and practical perspective, two examples of the use of different types of computing are presented and discussed. The first intervention that is outlined focuses on the use of novel ubiquitous computing to enhance physical engagement, interpretation and interactivity. The second instantiation of computing illustrates how more widely available, “everyday'' technologies can be used to support and enhance large-scale creative and collaborative physical education. The purpose of the paper is to demonstrate current and future potential of technology, and support creative and novel perspectives on how information and communications technologies can be used to enhance physical education, sport and physical activity.