Volume XLIX, Issue 4, 4th Quarter 2012
International
Journal
of Physical
Education
A Review Publication
Published by MEYER & MEYER SPORT
International Journal
of Physical Education
Theme ISSUE 4/2012
A Review Publication
Historical and Philosophical
Foundations
With news from ICSSPE and ISCPES
Editors-in-Chief:
Prof. Dr Dr h.c. H. Haag, M.S.
Universität Kiel
Institut für Sport und Sportwissenschaften
Kiel, Germany
Martin Holzweg
Stellenbosch University
Centre for Human Performance Sciences
Stellenbosch, South Africa
E-mail: holzweg@sun.ac.za
Editorial assistants:
Natalie S. Wilcock
Issue 4/2012 – Contributors’ Addresses:
Prof. Dr Werner Becker
Universität Luxemburg, Route de Diekirch,
7220 Walferdange, Luxembourg
Tel.:
+49 (0)352 4666449234
E-mail:
werner.becker@uni.lu
Web:
www.uni.lu/research/flshase/inside/
people/werner_becker
Prof. Dr Arno Müller
Universität Leipzig, Fachgebiet
Sportphilosophie und Sportgeschichte,
Jahnallee 59, 04109 Leipzig, Germany
Tel.:
+49 (0)341 9731625
E-mail:
arno.mueller@uni-leipzig.de
Web:
www.spowi.uni-leipzig.de/fakultaet/
institute-fachgebiete/psychpaed/
fachgebiete/ sportgeschichte-philosophie
Prof. Dr Karin Volkwein-Caplan
West Chester University, Department of Kinesiology,
316 Sturzebecker Health Science Center, West
Chester, PA 19383, USA
Tel.:
+1 (0)610 4362153
E-mail:
k.volkwein@wcupa.edu
Web:
www.wcupa.edu/_academics/
healthsciences/kinesiology/kcaplan.asp
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Contents
Editorial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Review Article
E. Hurych, & J. Parry
A review of selected philosophy of sports
texts in English and Slavonic (2011–2012) . . . . . . . 2
A. Müller
Historical-philosophical foundations of
sports pedagogy (2010-2012) . . . . . . . . . . . . . . . . . . 17
Sport International
W. Becker, & G. Malané
(Luxembourg, Luxembourg)
The general sport motor function ability of
Luxembourgian pupils - An analogy between
legends and facts . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Book Information / Book Review . . . . . . . . . . . . . 33
IT News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
ICSSPE News (International Council
of Sport Science and Physical Education) . . . . . . 41
ISCPES News (International Society for
Comparative Physical Education and Sport) . . . . 42
EUPEA News (European Physical
Education Association) . . . . . . . . . . . . . . . . . . . . . . 45
ENSSEE News (European Network of
Sport Science, Education & Employment) . . . . . . 46
FIEP News (Fédération International
d’Education Physique) . . . . . . . . . . . . . . . . . . . . . . 47
Upcoming Events . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Editorial
IJPE issue 4/2012 with the topic ‘Historical and Philosophical Foundations’ deals with
historical and philosophical aspects of physical education and sports pedagogy.
This issue contains two extensive review articles, one by the North American research
group led by Prof. Dr K. Volkwein, dealing with selected philosophy of sports texts in
English and Slavonic, the other by Prof. Dr A. Müller from Germany dealing with
historical-philosophical foundations of sports pedagogy.
In addition, the results of a Luxembourg study – conducted by Prof. Dr W. Becker
(Luxembourg) – are presented in the research article ‘The general sport motor
function ability of Luxembourgian pupils - An analogy between legends and facts’.
In addition to the sections Book Information / Book Review, IT News and
Information, issue 4/2012 contains news of five further organisations: ICSSPE,
ISCPES, EUPEA, ENSEE and FIEP. The Upcoming Events section provides an
outlook on scientific conferences in 2013.
IJPE 4/2012 is again available either as print or online version. Access data for the
online version: joQIFr8m
REVIEW BOARD
TOPIC
GERMAN
Instructional Theory of Sport M. Holzweg,
Stellenbosch, RSA
Health Foundations
Dr M. Knoll,
Karlsruhe, GER
Sports Curriculum Theory
Prof. Dr N. Fessler,
Karlsruhe, GER
Historical and Philosophical Prof. Dr A. Müller,
Foundations
Leipzig, GER
Physical Education Teachers Prof. Dr U. Hanke,
and Coach Education
Berlin, GER
Psychological and
Prof. Dr T. Schack,
Sociological Foundations
Bielefeld, GER
Comparative Sport Pedagogy Prof. Dr U. Pühse,
Basle, CH
Nature and Function of Sport Prof. Dr R. Sygusch,
Pedagogy
Erlangen, GER
ENGLISH
Prof. Dr S. Silverman,
New York, USA
Prof. Dr G. C. Le Masurier,
Nanaimo, CAN
Prof. Dr P. Schempp,
Athens, USA
Prof. Dr K. Volkwein,
West Chester, USA
Dr D. Novak
Zagreb, CRO
Dr S. C. Erpič,
Ljubljana, SLO č
Prof. Dr K. Hardman,
Worchester, UK
Prof. Dr R. Bailey,
Birmingham, UK
ISSUE
1/2012
1/2014
2/2012
2/2014
3/2012
3/2014
4/2012
4/2014
1/2011
1/2013
2/2011
2/2013
3/2011
3/2013
4/2011
4/2013
1
Review Articles
A review of selected philosophy of sports texts in English and
Slavonic (2011–2012)
E. Hurych1, & J. Parry2 (1 Jihlava /2 Prague; Czech Republic)
Introduction
A
Selected writings in the philosophy of sport in English, 2011–2012.
1
Value and meaning of sport, play and physical education
2
Ancient Greek philosophy and Olympism
3
Ethical issues in sport
4
Phenomenology
5
Sport, doping and technology
6
Games and play; Sport and competition
7
Officiating
8
Sport and spirituality
9
Sports medicine and healthcare ethics
10
Sports research and kinesiology
11
Fans, spectators and the aesthetic
12
Text books
B
Selected writings on the philosophy of sports by Slavonic authors, 2011–
2012
1
The body, corporality and human movement
2
Sport and spirituality
3
Competition and elite sport
4
Ethics in sport, values and virtues
5
Sport, art and the aesthetic
6
Sport and society
7
Games and the Olympic Games
8
Philosophy of sport and physical culture
Conclusion
Key words: philosophy, sport, ethics
Introduction
The purpose of this article is to provide an overview of the sport philosophy literature
published in 2011-12 in both English and Slavonic. Since the initial undertaking of
this effort in 2005-2006 – the first year the Slavonic publications were included – the
available content has grown steadily (see Hopsicker and Jirásek, 2006 and 2008, and
Hopsicker and Hurych 2010) and, as previous authors have noted, it is impossible to
include all philosophy of sport publications for 2011-12. This review does not attempt
a full overview, since even a selection of themes has been necessary. We hope it
provides at least some indication of both the range and depth of contemporary work in
this area for those unfamiliar with it.
2
The primary sources for philosophy of sport research remain the Journal of the
Philosophy of Sport (JPS) – the publication of the International Association for the
Philosophy of Sport (IAPS) and Sport, Ethics and Philosophy (SEP) – the publication
of the British Philosophy of Sport Association (BPSA). Both publications have
produced ‘Special Issues’ devoted to a particular topic, and there has also been an
increase in the number of edited collections of work on particular themes. We have
divided the literature into thematic sections, included brief descriptions of some texts,
and provided references. Some of the editions’ sections are new additions, and some
of the above-mentioned collections have been selected as lead items for our themes
for Section A. Our aim is to give the reader some guidance in narrowing down
literature searches, not to provide complete details of each article, nor to comment on
all items cited.
A
Selected writings in the philosophy of sport in English, 2011-2012.
1
Value and meaning of sport, play and physical education
In Bodily Democracy, Henning Eichberg (2011) argues that philosophy of sport has
been dominated by elite sports topics, although sport has gained increasing
importance for welfare society. Much of what nowadays is called ‘sport for all’ is
non-competitive and is derived from traditions of gymnastics, dance, festivity, games,
outdoor activities, and physical training rather than from classical modern elite sports.
Based on Scandinavian experiences, the book presents studies about festivities of
sport, outdoor activities, song and movement, and play and game. Such studies of
‘sport for all’ open new philosophical directions - moving bottom-up from sport to the
philosophy of 'the individual', of the event, of nature, and of human energy.
Scott Kretchmar (2011) argues for a cross-disciplinary approach to the teaching of
sport ethics. He calls this a logical and evolutionary account because information that
emanates from cell biology, anthropology, philosophy and everywhere in between, is
needed to develop effective fair play pedagogies. We need to teach smarter, coming
from an understanding of human nature and the logic of sport. He discusses animal
behaviour, emotions, genetic predispositions, human evolution, the structure of
games, philosophical idealism and other factors, in producing five recommendations
for teaching sport ethics.
In another paper (2012) Kretchmar argues against dualistic conceptions of disabilities,
and reflects on the consequences of a more holistic understanding of both handicaps
and special education, revealing a ‘play deficit disorder’ - which we might call a ‘play
disability’. In response, Oslin and Collier (2012), whilst sharing Kretchmar's
sentiment that playing and valuing play is essential to becoming physically educated
and living a fulfilling life, argue that it is more likely that physical educators are play
disabled.
2
Ancient Greek philosophy and Olympism
Olympic Ethics and Philosophy (McNamee and Parry, 2012a) considers a range of
topics including nationalism/internationalism within the Olympic movement (Iorwerth
et al, Torres), sexism in Olympic marketing and sponsorship (Weaving), the
underlying ideology and values of the Olympic Games (Cleret and McNamee,
Martínková, Loland), the nature of value and moral judgement (McFee, Culbertson),
ethical issues in the Youth Olympic Games (Parry), politics and peace (Reid,
Masumoto), and ability/disability in the Olympic and Paralympic Games (Wolbring).
The introduction, by McNamee and Parry (2012b) contains a short summary of each
essay.
3
The Olympics and Philosophy (Reid and Austin, 2011) is also a rich collection, with
sections on The Ideal Olympian (Austin, Bellioti, Parker), Ancient Heritage (Cantor
and Hufnagel, Ilundain-Agurruza, Reid), Modern Ideals (McLaughlin and Torres,
Hosta, Fry), Ethical Issues (Kretchmar, Lewandowski, Reitsma), Race and Gender
(McDaniels, Jonsson, Weaving), Political Power (Taliaferro and Le Gall, Hardman
and Iorwerth, Sharpe). The introduction by Reid and Austin (pp. 1-5) contains a short
summary of each essay.
3
Ethical issues in sport
The Ethics of Sports Coaching (Hardman and Jones, 2011) is a collection of essays
advocating the study of coaching not simply through the lens of ‘coaching science’,
but rather approaching it as a moral enterprise. It has sections on The Nature of
Coaching (Loland, McNamee), The Character of the Coach (Standal and Hemmestad,
Davis, Hardman and Jones), Coaching Specific Populations (Russell, Hemphill,
Burke, Bredahl) and Contemporary Ethical Issues (Bailey and Toms, Martínková and
Parry, Ryall and Olivier, Torres). The introduction by Hardman and Jones contains a
short summary of each essay.
The ethics and politics of the ‘Sport for Peace and Development’ movement are
discussed in a recent special issue of Sport in Society (15, 6, 2012). There are two
philosophical contributions, from Martínková (2012) who explains De Coubertin’s
commitment to peace and internationalism, and Parry (2012a) who identifies three
common mistakes on the nature of sport, to be found in the SPD literature.
Kreider (2011) addresses the issue of whether one can be a genuine participant in a
game if one breaks the rules – is a cheater playing the game at all? Contrary to this,
Upton (2011) argues that there may sometimes be a duty to cheat, even though he
acknowledges that there may always be something wrong in cheating, a claim (inter
alia) denied by Royce (2012a).
4
Phenomenology
Phenomenological Approaches to Sport (Martínková and Parry, Eds., 2012a) explains
how a phenomenological approach is capable of revealing the nature and meanings of
sport in ways that are beyond the reach of the sciences and how the very concepts
required by sport science stand in need of philosophical explanation.
Each contributor takes one or more of the major theorists or schools, such as Husserl
(Müller, Vanatta), Heidegger (Martínková, Breivik, Müller), Patocka (Martínková),
Sartre (Culbertson), Merleau-Ponty (Hogeveen, Standal and Moe, McLaughlin and
Torres) and examine some of their central concepts in relation to sport; and many
apply them to particular issues in sport, such as the feint (Aggerholm, Jespersen and
Ronglan), the instant replay (Vannatta), skill (Standal and Moe), anxiety (Nesti) and
risk in nature sports (Breivik). Also, Allen-Collinson (sociology) and Nesti
(psychology) explore relationships between phenomenology and empirical disciplines.
The introduction by Martínková and Parry (2011a) contains a short summary of each
essay.
5
Sport, doping and technology
Burkett, McNamee & Potthast (2011) raise the conceptual problem of line-drawing
between promoting rights of access to equipment that provides equal opportunity
whilst proscribing ‘boosting’ technology - by which athletes with a disability are
afforded an unfair advantage - and set out a multidisciplinary analysis regarding the
Olympic eligibility for Oscar Pistorius, who runs with transtibial prostheses.
4
McNamee & Phillips (2011) call for urgent and pressing inter-professional dialogue
with the World Anti-Doping Agency to clarify the obligation of all healthcare
professionals not to assist athletes if they are known to be engaged in harmful doping
behaviours, under threat of removal from working with athletes from the respective
sports.
Partridge (2011) argues for the justification of the ban of polyurethane swimsuits (or
‘super swimsuits’) for the preservation of fairness.
6
Games and play; Sport and competition
Games and play. Carlson (2012) seeks to clarify the conflation of the concepts of
‘play’ and ‘game’. His critique of the two concepts is based on an alleged failure to
identify the relationship between intentional acts (game and play acts) and intentional
objects (game and play objects). Myers (2012) argues for an adjustment of Suits’
definition of game according to semiotic properties (particularly self-reference).
Royce (2011) discusses the problem of the definition of ‘play’ in Suits’ work with
respect to broader concerns with the place of games in an ideal life. Schmid (2011)
questions the autotelicity of play, which leads him to reject play as an autotelic
activity and to redefine it. Zimmerman & Morgan (2011) examine the understanding
of play as dialogue, recognizing the potential of human creativity and the collective
character of human existence.
Sport and competition. Holowchak (2011) aims to question the concept of ‘athletic
achievement’, which tends to be equated with measurable athletic accomplishment,
and introduces a notion of ‘ethical achievement’ that is more appropriate for the
‘achievement of the greatness of personality’. Kretchmar (2012) tries to find a
solution for the problem of winning and losing in the fact that result of a sport duel
does not settle things, but rather invites both winner and loser to ‘play again
tomorrow’. Norris (2011) tests various definitions of sport with the example of aeromodelling.
Skultety (2011) offers four formats of competition: (1) Vis-à-vis, Encumbered
Competitions, (2) Vis-à-vis, Unencumbered Competitions, (3) Standardized,
Unencumbered Competitions, and (4) Standardized, Encumbered Competitions.
7
Officiating
‘Officiating’ is a new section for this series of review articles, and it has yielded some
outstanding work over the past two years. The Journal of the Philosophy of Sport (38,
2, 2011) contained the special section 'Symposium on Officiating and Adjudicating in
Sport', with five articles, all of them excellent (although demanding, too). In a model
of academic co-operation, the ‘virtual symposiasts’ exchanged draft papers, and so the
final versions respond to each other’s positions. Papers are by Berman, Carlson and
Gleaves, Hamilton, McFee and Russell. The guest editor’s introduction by Mark
Hamilton (2011) contains a short summary of each essay.
Vannata (2011) and Royce (2012b) both comment upon aspects of the introduction of
technology to assist officials, and Trevino (2012) tries to help officials and others in
understanding the internal logic of the strategic intentional foul, and in distinguishing
that from game-spoiling and gamesmanship.
8
Sport and spirituality
Theology, Ethics and Transcendence in Sport (Parry et al, 2011) provides an interdisciplinary examination of the relationship between sport, spirituality and religion. It
is in three parts: 'Theological Ethics in Sport' (Hamilton, with an Augustinian critique
of our relation to sport, Hoffman on prayer, Trothen on enhancement, Lawrence on
5
sectarianism), 'Psychological and Spiritual Dimensions of Sport' (Watson on identity,
Nesti on sport psychology and spirit, Kelly on flow) and 'Transcendence in
Movement, Play and Sport' (Kretchmar on games, Sing on play, Martínková and Parry
on Zen, Jirásek on pilgrimage). Each section is introduced with a summary of each
essay.
Hutch (2012) argues that the spiritual dimension of sport is best explained as a unique
human experience per se - and no association with any religion needs to be made. The
question now is how sport can serve as spiritual practice in the life of an individual,
especially for someone who may not actually have any religious affiliation.
White (2012) argues that Hoffman’s attempts to re-imagine how the Christian religion
and sports should relate falls prey to the same problem of dualism that has beset
modern muscular Christianity. Specifically, dualism for Hoffman is both metaphysical
and eschatological, both of which affect how he construes the human player and play
itself.
Massarelli and Terret (2012), drawing on themes from Jung and Eliade, examine the
role of myth and symbol in both ancient and modern sport, in explaining the meaning
of modern sport through our need for the constant creation of experiences of the
sacred.
Erdozain (2012) argues that sport, even in the highly moralised context of ‘muscular
Christianity’, failed in this character-forming role, and should not be seen as a source
of moral regeneration. The paper argues that the tendency to over-moralise sport, like
the commercialisation of sport, has the effect of diminishing the ‘play element’.
9
Sports medicine and healthcare ethics
Sports philosophers seem more prepared to engage in interdisciplinary work these
days, and this is nowhere more visible than in the two fields of doping and
technological enhancement, and in sports medicine and healthcare ethics, where
healthcare professionals seem to be engaging with ethical and philosophical issues,
too.
Bloodworth et al (2012) argue against 'subjectivist' accounts of well-being, since the
perceptions and misperceptions of individuals are notoriously adaptive to social norms
and influences. Objective theories of well-being, however, offer support for those
calling for change, not because of personal wishes, or local norms and values, but
because they aspire for an account of well-being that is common to all human beings.
Marks et al (2012) discuss the nature and significance of sexual harassment and abuse
in sport, and provides sport healthcare professionals with a practical guide on
prevention strategies, with advice on the recognition and management of suspected
abuse.
Holm et al (2011) consider issues of physician protection, proposing a model of the
nature of professional relations between sports physicians, athlete patients and others,
with a view to reducing some aspects of ethically problematic practice relating to
confidentiality and disclosure, conflicts of interest and insurance issues regarding
fitness to practice abroad.
Greenfield and West (2012) provide a standard review of some ethical issues in sports
medicine although, unfortunately, with no reference at all to sports philosophy
literature.
10
Sports research and kinesiology
Greg Twietmeyer (2012) asks: What are the marks of a truly holistic kinesiology
department? Building on his earlier work, he argues for four areas of impact and
reform. First of all, kinesiologists should engage the humanities. Then they should
6
recognize the importance of experience, practice, and apprenticeship within the field.
Following that, departments should embrace rather than shun specificity. Finally,
kinesiologists are encouraged to acknowledge that they are committed to the actual
practice of 'moving well.'
Graham McFee (2011) argues that high-level research into sport requires a sound
rationale for one’s methodological choices, and that such a rationale requires an
understanding of the connection between the practicalities of researching sport and the
philosophical assumptions which underpin them. By examining touchstone principles
in research methodology, McFee demonstrates that epistemology and ethics are
inextricably linked. Drawing on a wide range of examples, from the laboratory to the
sports field, McFee explores the concepts of ‘knowledge’ and ‘truth’ in sports
research and argues for a philosophical deepening of our approach to method and
methodology in sport.
11
Fans, spectators and the aesthetic
In Watching Sport (2012) Mumford argues that, as well as for entertainment, sport can
be watched both as a subject of high aesthetic values and a valid source for our moral
education. Exploring parallels with art and theatre, this book outlines the aesthetic
qualities of sport from the incidental beauty of a well-executed football pass to an
‘artistic’ interpretation in sports such as ice-skating and gymnastics. It is argued that
the purist literally sees sport in a different way from the partisan. The morality of
sport, seen as a contest of virtues, is demonstrated to be continuous with, rather than
separate from, the morality in wider life. Watching sport is then recognized as a focus
of profound emotional experiences, including those collective emotions elicited by
allegiance.
Russell (2012) discusses the question of an ideal fan with respect to Dixon’s defence
of the moderate partisan as the ideal fan of team sports. He argues that there are many
other ways of being a fan than being a partisan or a purist, and none is superior to
others. He concludes that there is no ideal fan of team sport, suggesting that a better
way of understanding partisanship is to be found in the human attachment to narrative
as a way of creating meaning in our lives. Lima (2012), drawing on Dufrenne’s
analysis of aesthetic perception, describes competitive perception as the specific
feature of the sport-watching experience, relying on the ideas of uncertainty and autoteleology.
Davis (2012) discusses the activities of the female fans of the Turkish football club
Besiktas in terms of their expression of an oppositional femininity and some of its
unintended consequences, such as a reinforcement of masculine hegemony. Morris
(2012) explores the legitimacy of spectators’ attempts to influence the outcome of a
contest, arguing that they undermine the ideal of fair competition, and anticipating and
rejecting several objections.
McFee (2012) asks about the morally educative effects of sport spectatorship, as
distinct from the Coubertinian emphasis on participation – particularly since
‘spectator effects’ must be central to the aims of Olympism. Drawing on his earlier
work on the intrinsic value of sport and on the notion of sport as a ‘moral laboratory’,
he develops an account of sports spectatorship as seeking for understanding (partly)
through a moral perspective.
12
Text books
Finally, we should mention the publication in 2012 of a new introduction to the field
by Heather Reid, which we have not yet been able to review. One reviewer, however,
says that the book “introduces the student to most of the important issues in the
7
discipline, surveys the major scholarship in a way that is both fair and accessible, and
shows the student reader how to connect his or her sporting experience with the issues
as they have been treated.” (Drew Hyland).
B
Selected writings in the philosophy of sport by Slavonic authors, 2011–
2012
The following section of texts and journal articles were written by Czech, Polish,
Slovenian and Slovak authors both in English and native languages. References are
given in the language in which the texts were written (and, where this is in a native
language, English translation is added). We have divided the literature into specific
thematic sections, included brief descriptions of each work. Perforce, the topics are a
little different from those in Section A.
1
The body, corporality and human movement
The topic of body and corporality was researched from some quite different points of
view. The works written in English were focused on quite specific topics such as
erotica, or pain. Josef Oborný (2011a), a Slovak researcher, analyzes interrelations
that exist between sport and eroticism. It rejects the propagation of sex through sport
and the propagation of sport through sex. The author asks the question whether erotica
is a phenomenon which only recently is valued in sports or whether it is an
epiphenomenon. The question of the meaning of corporality in the contemporary
model of sport is developed more in another article (Oborný, 2011b) where erotica is
examined from the aesthetic point of view.
Pain and suffering in the field of sport is the topic of the article written by the Czech
authors Jirásek and Hurych (2012). Their text compares the agon of war to the agon
of sports. Here, pain is considered as a physical phenomenon, as a cultural and social
construct as well as a meaningful phenomenon. It is presented as an authentic
component of performing sports. A loss of authenticity in sports is mentioned as a big
problem. Special attention is paid to the topic of death, which is understood as being a
part of the horizon of pain.
The Slovenian author Levski (2011) describes a development of ideals of the human
body in the ancient Greek period and the bases of differences between different
conceptions. For Homer, life and death are simple – they are harsh, gory and painfully
physical. Later the Homeric body relinquished its honourable position to the
Aristotelian soul - aristocracy gave way to democracy. The truth hid behind the realworld appearance, and “sophos” – through “philosophia” – was becoming ever more
“theoria”. There is no guarantee that the truth will be re-exposed, but it certainly is
the way to happiness (according to Aristotle).
2
Sport and spirituality
Spirituality has become a distinctive topic in the works of many philosophers of sport,
especially in the last five years. Some Czech authors have developed different
perceptions of spirituality. Jirásek (2011a) explores the phenomenon of pilgrimage,
which suggests ways to relate spirituality and human movement, and not just in the
sphere of tourism. His main focus is on non-religious forms of spirituality, and he
accents the secular perception of pilgrimage. Pilgrimage serves in his conception as a
possible prevention from the cyborgization of sport, and of society, too (Jirásek,
2011b).
Bednář (2011) examines the topic of experiences (flow, zone and peak experiences)
and searches for some connections between spirituality and experiential perception.
8
Kosiewicz (2011) expresses a critical position towards the Western conception of
sport in the context of spirituality. He pays attention to the difference between
spirituality and spiritualism and argues that it is very difficult to connect modern
Western sport and spirituality.
3
Competition and elite sport
The issue of competition in the context of elite sport was less often examined by
Slavonic authors as in previous periods. However, Slovenian authors explored the
problem of doping and the meaning and efficiency of anti-doping control (Kreft,
2011a); and the problem of the cult of victory in sport, which can be harmful and can
be abused Zurc (2012). Problems arising due to the demand for perpetual growth of
sport achievements are also mentioned by Jirásek (2011c), who speaks again about the
danger of cyborgization in this context.
Hurych (2011) examines the temporality of sport performance and emphasizes nonlinear models of time based on Husserl's and Heidegger's philosophy. He also speaks
about the “performance tyranny” which can often shorten an athlete's career.
4
Ethics in sport, values and virtues
In comparison with the recent past, the moral value of sport has begun to enjoy more
attention in Slavonic literature recently, especially in Poland. The morality of sport
and the motives of sportivus, pseudo-sportivus, anti-sportivus are the focus of the
article written by Pawlucki (2011). He asks the question whether sport, or sport acting
is and should be morally good.
Kosiewicz (2011a) uses Nietzsche's motif of 'beyond moral good and evil' to express
his position on the morality of sport. Elsewhere, Kosiewicz also examines foul play in
sport and emphasizes the contradiction between rules and practical situations in sport
(Kosiewicz, 2011b). Foul play in sports has so many forms and will probably never
lose its popular and sometimes spectacular character. Knowing that, everything should
be done to protect players from ill health, interpersonal, and cultural disablements
resulting from foul play.
The phenomenon of fair play is an oft-mentioned topic in the sphere of sport ethics.
Němec (2011) considers the relevance of the fair play rule in the historical context and
its contribution for contemporary world of sport.
Ethical aspects of doping and some critical reflections on anti-doping activities are
described and commented on by Kosiewicz (2011c). These reflections also refer to the
issue concerning the identity of sports philosophy. The factual and cognitive status of
normative ethics in sport is analysed.
Some specific problems in the sphere of human movement ethics are the topics of
some other articles. Oborný & Štefančíková (2012) mention ethical problems of sport
consulting. Kosiewicz (2012) examines goals and values in tourism and stresses a
difference between elite sport and tourism.
Pezdek (2011) tries to justify the thesis that introducing ethical education into the PE
curriculum in schools contributes to the growth in schoolchildren’s ethical awareness.
He brings three crucial arguments. The first is methodical, the second is substantive
and the last is relational and personal.
Wasążnik (2011) is interested in the perception of values in physical culture in the
context of modernism and postmodernism. He expresses a disagreement of
philosophical and cultural ideas between the intellectual tradition of modernism and
postmodernism that exists presently, and especially an epistemological discord of both
paradigms.
9
5
Sport, art and the aesthetic
The aesthetic aspects of human movement are particularly followed in Slovenia and
Slovakia. Kreft (2011b) uses football as the example of feeling beauty in sport and he
focuses on some aesthetic moments which this game provides. He abstracts the
beauty, nobility and grace of human movement in common and observes some
cultural and social aspects of the aesthetic approach.
In another article, Kreft (2012a) displays three different positions: that grace is the
most efficient movement and therefore something quantitative and measurable; that
grace is the expression of the wholeness of the person and the world; and that grace is
something which neither science nor philosophy can explain. His article tries to clarify
these conflicting issues and proposes to examine the history of the notion.
The aesthetic aspects of sport can change the individual approach of a sports person
and can lead to their personal catharsis. This is the main idea argued by Oborný and
Pačesová (2011), who concentrate on judging the human as a complex being in terms
of "kalokagathia". They describe and summarize problems referring to body image,
which is currently rather a fashionable term in connection with the overall life style of
the individual.
Two different views of sport – “classical” and modern – are examined by Pisk (2012).
In his opinion the modern understanding of sport does not see the final aim of sport as
the perfection of a human being, but in self-preservation. This can be recognized in
those sport activities which see the aim of sport as the preservation of health,
regulation of body weight or anti-stress recreation. There is a great opportunity here to
develop the aesthetics of sport as well.
The similarities between sport and theatre led Kreft (2012b) to describe sport as a
dramatic performance. This image enables us to follow the key features of a play from
different viewpoints.
6
Sport and society
Philosophy of sport often transcends the narrow perception of a strictly philosophical
framework and demonstrates its interdisciplinary character in works which are partly
devoted to psychological, sociological, kinanthropological, economical and other
aspects. The social and cultural development of modern society in the context of
European culture, focused on the field of sport and human movement, is examined in
the book edited by Kosiewicz & Piatkowska (2011a). There is quite a large spectrum
of approaches of different authors included in this book.
Michaluk (2011) tries to define research categories in the philosophy of sports, and
notices semiotics. He sees the essence of performing sports, usually team sports, in the
uniqueness of a given sporting event among culturally meaningful processes. This
differentiation into contesting and performing sports is a semiotic criterion, founded in
the cultural meaning of the sporting event itself or of the results achieved.
Bio-political features of sport are examined by Gačevič & Dordevič (2011). The
central thesis of the article is that sport praxis consists of two steps. Bio-politics as a
political and heterogeneous power is immanent for the politics of sport praxis,
externalised with its economy and mediated with the sport industry, in order to form
and establish social realities. The same authors develop these ideas via the critique of
political economy (Gačevič & Dordevič, 2012).
The social and cultural aspects of sport described by the Polish authors are collected
in a book written in Polish and edited by Kosiewicz & Piatkowska (2011b). The
influence of social studies (sociology, psychology, political science, etc.) on
philosophy of sport is the topic examined by Kosiewicz & Smoleň (2011).
10
7
Games and the Olympic Games
The attention devoted to games has increased in the period under review in Slavonic
literature and the same goes for the topic of Olympism. This is why we have grouped
the articles on games and the Olympics under one topic.
By reconsidering Gadamer's critique of Kant's concept of play and by engaging with
Gadamer's methodological assumptions, Kastelec (2012) argues for the importance of
staying with our actual experience of play. In the experience of play, we are led into
the "turned-in-on-itself" world of play, which is the only world for the player.
Bednář (2012) analyses two lifestyles: asceticism and hedonism. The spiritual and
moral dimension of our lives form a wider background and the field of sport,
especially renewed Olympism, affects the way we think and choose. The article
compares both lifestyles and tries to map the real role of asceticism in the sports
sphere and to integrate both lifestyles into a certain meaningful whole.
Martínková (2011a) in her article deals with central questions that can be asked about
world winter games. First, what defines a winter sport, then what is the idea of
international participation in sport competitions and, finally, the problem of calling
sports competitions 'games'. The same author (Martínková, 2012b) suggests two
possibilities for the future of the Olympics. Based on the work of Pierre de Coubertin,
and his view of Olympism, she presents Coubertin's distinction between two kinds of
sport: Olympic sport and world championship sport. She examines these two
possibilities with respect to both education through sport and how to live one's life,
and shows the necessity of choosing between them. Sportsmen must make their choice
between fair and temple. They cannot expect to frequent both at the same time.
Kobiela (2012) presents an ontological analysis of games. In every game one could
distinguish four constitutive elements: players, game rules, material substratum of the
game and intentional world of the game. There are two kinds of acts of playing
(creating the world of the game): performative and kinetic. The article presents an
analysis of these two kinds of acts of playing. Kinetic games are based on the
physical, kinetic aspect of the player’s bodies and the material tools they use in the
game. Performative games are based on the transmission of some items of
information. This division enables us to indicate some non-trivial facts about games.
8
Philosophy of sport and physical culture
The last topic is the most general and includes different philosophical approaches,
studying the meaning of human movement, human nature and other philosophical
issues in sport.
Hogenová (2012) critically considers scientific and metaphorical understandings of
sport. She utilizes some phenomenologically and hermeneutically oriented thinkers
such as Husserl, Heidegger, and Patočka, and analyses the meaning of sport in the
wider sense.
Jirásek (2011d) introduces the phenomenological approach to sport in the context of
cultural and social development of contemporary society.
Kreft's book (2011c) puts forward eight essays on the philosophy of sport and studies
a large spectrum of topics within this discipline in a very original way. Markič (2012)
presents Suits’ influential analysis of the notion of game. Her main interest lies in
connecting sport with cognitive science, particularly cognitive philosophy. She
concludes that we have to broaden the philosophy of sport with topics borrowed from
the philosophy of cognitive science and phenomenology of sport.
Martínková and Parry (2011b) develop two concepts of time, which explain the basis
of sport and show its relationship to the human experiencing of sport activities. The
article shows that the concept of objective time is necessary for the practice of some
11
sports, whilst other sports use it rather in a secondary way, e.g. for the comparison of
winners. Original temporality as a basis of human experiencing is present in all sports.
In most of them it is limited by objective time but in some sports the possibility of the
realization of original temporality is opened.
The same authors (Martínková and Parry, 2011c) describe the double instrumentality
of sport, distinguishing between external or instrumental goals on the one hand, and
internal or ‘autotelic’ goals in the practice of sport. They identify this double
instrumentality of sport and describe some related problems, which are mainly to do
with the quality of the process – that is, of the performance itself.
Oborný (2011c) examines the problem of the meaning of human movement. His
position comes from the sport-humanistic perspective. The factual essence of sport
lies in activity aimed at one's self-realisation, the demonstration of the richness of
human potentiality, and recreation.
Martínková (2011b) explores the topic of movement in relation to the human being
(anthropos). This topic is presented from the point of view of phenomenology and
related to the area of sport. The author suggests some indicators for the enrichment of
our thinking about sport from the phenomenological account of movement.
Pisk (2011) emphasizes that there is no sport without the human being. The existence
of sport is essentially dependent on the existence of the human. The ontological
connection between sport and human being is exposed, and then some general
consequences of different understandings of sport are presented in relation to an
understanding of human being. As a result of different visions of human nature,
different answers are offered to the question of what sport is and what good sport is.
Conclusion
As mentioned at the beginning, this is just a sampling of the total output in sport
philosophy over the past two years. We hope that we have provided a few signposts,
and that this will encourage the reader to explore further.
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12
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13
Kosiewicz, J. (2011b). Foul Play in Sport as a Phenomenon Inconsistent with the Rules, yet
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Sport, 39(1), 101–116.
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Martínková, I. (2012b). Fair or Temple: Two Possibilities for Olympic Sport. Sport, Ethics
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Martínková, I., & Parry, J. (2011b). Two Ways of Conceiving Time in Sports. Acta
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14
Martínková, I., & Parry, J. (2011c). The double instrumentality of sport. Studies in Physical
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Massarelli, R., & Terret, T. (2012). Images and Symbols in Ancient and Modern Sport Sport,
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McFee, G. (2011). Ethics, Knowledge and Truth in Sports Research: An Epistemology of
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McFee, G. (2012). Olympism and Sport’s Intrinsic Values. Sport, Ethics and Philosophy,
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McLaughlin, D. W., & Torres, C. R. (2011) “A Moral Justification for a More Inclusive
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15
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of the Philosophy of Sport, 39(1), 53–64.
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Zurc, J. (2012). Ustvarjanje vrhunskega dosežka – med samouresničevanjem in zlorabo
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239.
16
Historical-philosophical foundations of sports pedagogy
(2010-2012)
A. Müller (Leipzig, Germany)
Introduction
1
Myths and anthropotechnics
2
Doping
3
Ethics and history
4
Methodology and sport science
5
Conclusion
References
Key words: philosophy, ethics, history, methodology
Introduction
The 2010-2012 review article on the historical-philosophical foundations of sports
pedagogy focuses on six sport science journals1 as well as a selection of monographs
and articles that show relevant links to the above mentioned disciplines.
1
Myths and anthropotechnics
The edited book called Myth Sport (Lenk & Schulte, 2012) is a product of a series of
lectures given in 2009. The first paper is by Lenk himself and addresses mystical
elements in sports as well as in technology (Lenk, 2012, 11ff.). It is about the
fascination of the spectators and fans but also about the mystical role of the athletes
within sports. Lenk points out the similarities between myths and technology.
The next chapter in this book with a deeply philosophical impact is presented by
Gunter Gebauer (Gebauer, 2012, 63ff.). He addresses myth and show elements in
football. In his interpretation we are imitating God in the game. Those games are a
field to produce heroes, or comedians. The football game develops between order and
chaos, and according to Franke the fans can be seen as a religious community. It is
Elk Franke who then gives us a deeper analyses of heroes and miracles, and he asks if
sport is the religion of the 21st century (Franke, 2012, p. 79).
“Anthropotechnics in sports” is the title of the compilation that represents the papers
given at a conference in 2010 by the German association for the philosophy of sport
(Bockrath, 2012). The conference was pretty much inspired by the book of Peter
Sloterdijk “You Must Change Your Life!” (Sloterdijk, 2009). Although Sloterdijk’s
volume provides numerous links to the field of sports we should bear in mind: i) that
Sloterdijk’s interpretation of sports is often inappropriate and incomplete and ii) it
rather is a sign of low self-esteem to organise a conference in praise of the new book
of a well-known author rather than coming up with own ideas stemming from their
own scientific community, i.e. ideas from the philosophy of sports community.
1
Sportwissenschaft, Spectrum der Sportwissenschaften, Sport und Gesellschaft, SportZeiten, Das
Olympische Feuer and Leipziger Sportwissenschaftliche Beiträge.
17
2
Doping
One books with an interesting perspective on doping was published in 2010 by
Mischa Kläber, “Doping at the Gym” [Doping im Fitness-Studio] (Kläber, 2010a). He
analyses the power sports community, where we can find the traditional bodybuilding
community, as well as the fitness and health sports people. The author takes a closer
look at the biography of the athletes and compares drug users with non-users. The user
networks within the gyms, the professional support by medically trained staff2, and
the ways to get hold of doping substances are clearly described by the author.
Here I would like to point out a conceptual flaw regarding the use of the term doping.
Although the author himself says that within leisure sports (without competition or
basic rules) we should not talk of doping in order to address what people do in the
gym (cf. Kläber, 2010a, p. 16) – and I would fully support this claim, because it's
really not doping in the strict sense but rather a form of what we call enhancement –
Kläber also states: “however, many recreational athletes support the basic values and
ethical standards of the classic competition sports,” (Kläber, 2010a, p. 16). And
furthermore he states that the governing bodies of the gym and fitness sectors
launched statements against doping and implemented anti-doping guidelines in their
constitutions. I would say that the last two arguments do not really address the
problem of the concept of doping/non-doping within the gym community. There
probably is an even larger number of participants who do not care at all about values
and ethical standards in this sport and are probably not organised in official
associations and do not participate in official competitions; and therefore do not feel
bound at all to the constitutions of those associations.
One of the very few, yet elementary benefits of the compilation of Asmuth and
Binkelmann on doping between law and morals, is that they address this tension
between doping and enhancement (Asmuth & Binkelmann, 2012). While most of the
authors of this edited book just reproduce common standard arguments around the
issue of doping, it is Bisol who addresses the strains between enhancement and doping
(Bisol, 2012, 119ff.). However, Bisol is also involved in a further publication
(Asmuth, Bisol & Grüneberg, 2010) of the team of the research project on “translating
doping”3, which unfortunately is less precise and therefore less powerful. It is
admirable that they address the doping/enhancement issue here as well; unfortunately
they do so without being aware of the literature that has been available on the doping
issue for the last 40 years within the philosophy of sports area. So their aim to
“translate” doping falls short of the expectations of the scientific community.
Pawlenka’s paper on Ethics, nature and doping in sports (Pawlenka, 2012) addresses
the fundamental issue around the understanding of concepts such as nature and
naturalness within the doping discourse and therefore the problems linked to the
description of doping as being an artificial act. With her sound analysis she carefully
reveals that these issues gain momentum for the wider debate on enhancement within
the field of biomedical ethics.
Krüger also contributes to the doping/enhancement debate by stating that the doping
problem is unsolvable but that the doping issues in sports might be helpful to mirror
the enhancement imperative of society in general. He concludes:
“While dealing with the doping problem we can see that doping controls, the
criminalisation of dopers, and the moral demonisation of practitioners of sports
2
Another publication by Kläber describes the medical advisors on doping in more detail. This
publication is part of a special issue on doping by the German journal Sportwissenschaft. Also see his
article on Body-Tuning (Kläber, 2012).
3
Also see an interview on the project published under the title “Ist Leistungsoptimierung ein
Menschenrecht? Philosophen durchleuchten das Dopingproblem” (Kläber, 2010b)
18
medicine, sport associations and sports politicians does not get us very far, even antidoping education and doping prevention are not the ultimate solution. Questions and
problems of doping in sports are ethically linked to the questions of modern
biotechnology in science and society. From this perspective the doping issue is
unsolvable, however it has the potential to act as a mirror for the doped society and to
show what meaning and value a ‘natural’ use of the body and its abilities has.
Therefore doping is mainly a topic for education (Bildung) and culture of the body,”
(Krüger, 2012, p. 12.).
A second big project on doping by the Federal Institute of Sports Science (BISp)
(initiated by the German Olympic Sports Confederation - DOSB) issued publications
on their recent findings. For example, one paper addressed "the doping discussion of
the 1950s and 1960s in the leading media Der Spiegel and Die Zeit" (Meier, Rose &
Woborschil, 2012). The authors believe that the public discourse about doping
represents an important aspect for understanding the history of doping. With the help
of a content analysis of two weekly journals/newspapers the authors show that public
awareness of doping during the 50s and 60s of the last century was rather low (Meier
et al., 2012, p. 164ff.). Another publication stated that the 1960s can be seen as the
formative phase of modern doping and anti-doping (Reinold, Becker &
Nielsen, 2012).
David Müller provides an Outlook for the future of the anti-doping movement (D.
Müller, 2012) based on the experiences of the anti-doping movement in Austria. The
identification of the current issues in the fight against doping serves as a foundation
for developing solutions (D. Müller, 2012, 203, 213) for international anti-doping
activities.
3
Ethics and history
Besides the problems surrounding doping/anti-doping in sports, there are further or
rather more general ethical issues which can be identified. One of them, for example,
was on the code of professional ethics for sports scientists (Willimczik, 2010). In his
paper Klaus Willimczik took the effort “to outline the philosophical background of the
Code,” (Willimczik, 2010, p. 287).
Another historical and ethical debate revolved around the question of whether the
German sports administrator, Carl Diem, could be seen as a moral idol. In his paper,
Frank Röller asks whether it is legitimate to balance moral misbehaviour with political
achievements in the field of sport? (Röller, 2012). With the help of Kantian ethics he
undoubtedly concludes that this is impossible.
Although Michael Krüger more or less tries to avoid the impression that he wants to
defend the life achievements of Carl Diem at any cost, by quoting Hans Lenk with
these words “ceterum censeo, Diem esse rehabilitandem” (Krüger, 2010, 47) he
clearly shows that he rather supports a rehabilitation of Diem. In light of the findings
based on the Diem biography written by Frank Becker (Becker, 2009a, 2009b, 2010,
2011), the quote of Lenk is more of an embarrassment than a serious or scientific
argument in support of Diem.
What about fairness in today's sports? This question is the key topic in Andreas
Müller's article on fair play. Big words do not replace sophisticated demands (A.
Müller, 2010) is the title of Müller’s paper in which he states that fair play culture is
not visible any more, and has vanished from the publicly visible sphere.
However, the “Play the Game” conference in Cologne at the German Sports
University in 2011 can be seen as a counterexample of Müller's thesis. A conference
report about this gathering is provided by Inga Oelrichs (Oelrichs, 2012).
19
The final publication to be presented in this section is the edited book by Anne
Reichold and Pascal Delhorn (Eds.) on 'Normativity of the body' (Reichold &
Delhom, 2011). The first interesting finding in this volume is that not a single
reference to the philosophy of sport can be found throughout the entire book and
almost no reference to sport at all. How can we interpret this saying by not saying or
quoting by not quoting? The editors claim that they wanted to present a philosophical
book on concepts of the body and the physical; obviously a kind of dualistic thinking
is at work here whereby the term philosophical is understood in the sense of
theoretical/non-physical. The practical sphere, the body in movement, the body in
action, i.e. sports and such, are not regarded as real philosophical topics.
However, in its four chapters this compilation addresses issues on 'the tension between
body and soul; the corporal order of the body; the body of others; and the body in the
normative discourse'. Those chapters are made up of three articles each (except the
first chapter, which contains two articles only). The editors state that “the fundamental
question on the relationship of the describable fact and normative ascriptions is
reduced here to the question whether it is possible for the human body to embody its
own norms for human action and interaction with other human beings,” (Reichold &
Delhom, 2011, 2). All in all this book is a fruitful source for everybody working in the
field of sports and interested in normative aspects of the body. However, it will be
interesting to see how a follow-up project could integrate the findings of sports
science, especially from the philosophy of sports domain.
4
Methodology and sport science
This chapter starts with an article by Schürmann: 'Prototypes. Toward a Methodology
of the Hermeneutics of Sport' (Schürmann, 2010). He addresses this issue in order to
(i) find an answer for a methodological question, but not an empirical research
question, and (ii) cope with problems that follow from an anti-positivist understanding
of science (Schürmann, 2010, p. 237). By describing the similarities and differences
of his concept and understanding of prototypes – in his understanding it is rather a
state of reflection and not so much linked to empirical phenomena as, for example, in
the concept of Haverkamp & Willimczik (Haverkamp & Willimczik, 2005) –
Schürmann provides a pertinent example to underline the implications and the gain of
the concept of prototype for sports science: “if it is unclear to us what sports really is
and/or how it changes right in front of our eyes, and/or we are in danger to
miscommunicate either in the scientific or everyday discourse, we can control our
discourse cooperatively by identifying and comparing prototypes, that gives meaning
to each of our talks. It is a big, and disputable, difference if the prime example of
‘sport’ is a sportive competition in the stadium or going for a jog in the park. Or to say
it more solemnly: the gain is a contribution to the discourse hygiene,” (Schürmann,
2010, p. 254).
And a further contribution by Schürmann (together with Hossner) addresses an aspect
of the theory of science in sports science. Their thought-provoking article,
interdisciplinary sports science: on handling of perceptivity (Schürmann & Hossner,
2012), was publicly debated in the journal Spectrum der Sportwissenschaft in 2012.
Although the authors intentions and ideas were partially misunderstood, they
contributed to a fruitful discussion on how to improve interdisciplinarity within sports
science.
While Hossner and Schürmann attempted to promote interdisciplinarity, the article by
Messmer is an excellent contrast to the aforementioned endeavour. Messmer takes a
look at the other end of the scale and tries to identify the reasons for not engaging in
20
dialogue with other disciplines. The abstract of his paper summarises it as follows: “A
discourse analysis of sports pedagogy regarding the pragmatic turn shows clearly that
sports pedagogy has taken up ideas from other disciplines only in a coincidental or
haphazard way. Genuine new forms of action or reflection were not recognized or did
not show themselves in the discipline outside of common pedagogical discourses.
Such resistance concerning concepts from other disciplines shows itself especially
clearly in the turns following the pragmatic turn. Only where the ‘narrative turn’ is
concerned do we see traces of this discourse in sports pedagogy as well. However,
these traces have already faded in the last 10 years. There are two reasons that sports
pedagogy does not engage in discourse with other disciplines. Firstly, the obvious
value of sport and physical exercise can make it seem unnecessary for sports
pedagogy to meddle in the arguments of pedagogic worth experienced in other
subjects. Secondly, the discipline still appears to be caught up in the mythology and
terminology of German idealism,” (Messmer, 2011, 235).
Further productive ideas on methodology are provided by Robert Gugutzer in his
monograph 'Embodiment of the social – Neophenomenological foundations and
sociological analyses' (Gugutzer, 2012). His analysis is subdivided into six case
studies, ranging from 'communication in dance' to 'bodies in movies'. On the one
hand, this volume gives us the theoretical background and on the other the empirical
feasibility on how the body participates in the constitution and construction as well as
in the representation and reproduction of a societal reality (Gugutzer, 2012, 18).
5
Conclusion
It is obvious, that a large number of publications in the year 2012 were dedicated to
the doping issue. A reason for this could be seen in the fact that 2012 was the year of
the London Olympics. But another explanation could be that doping issues are just
increasing day by day (cf. the case of Lance Armstrong). However, what came as a
big surprise in this review period was the intensive debate on methodology and
interdisciplinarity where (sports) philosophers could fully apply their expertise to the
ongoing discourse in the sports science community. Especially the paper by Messmer
can be understood as a call for philosophers and an invitation to transgress borders of
scientific disciplines, either by philosophers and/or by sports scientist of the various
disciplines.
References
Asmuth, C., & Binkelmann, C. (2012). Entgrenzungen des Machbaren?: Doping zwischen
Recht und Moral. Bielefeld: Transcript.
Asmuth, C., Bisol, B., & Grüneberg, P. (2010). Modelle und Grenzen der Leistungssteigerung
im Sport: Enhancement, Doping, Therapie aus philosophischer Sicht. Leipziger
Sportwissenschaftliche Beiträge, 51(2), 9–44.
Becker, F. (2009a). Den Sport gestalten: Carl Diems Leben (1882-1962). Band 1:
Kaiserreich. Duisburg: Universitätsverlag Rhein-Ruhr.
Becker, F. (2009b). Den Sport gestalten: Carl Diems Leben (1882-1962). Band 3: NS-Zeit
(1st ed.). Duisburg: Universitätsverlag Rhein-Ruhr.
Becker, F. (2010). Den Sport gestalten: Carl Diems Leben (1882-1962). Band 4:
Bundesrepublik (1st ed.). Duisburg:Universitätsverlag Rhein-Ruhr.
Becker, F. (2011). Den Sport gestalten: Carl Diems Leben (1882-1962). Band 2: Weimarer
Republik (1st ed.). Duisburg:Universitätsverlag Rhein-Ruhr.
Bisol, B. (2012). ›Sports Enhancement Technologies‹ und Doping. Die Debatte um den
Einsatz (bio)technologischer Leistungssteigerungsmaßnahmen im Hochleistungssport am
Beispiel des sogenannten Techno-Dopings. In C. Asmuth, & C. Binkelmann (Eds.),
21
Entgrenzungen des Machbaren?: Doping zwischen Recht und Moral (pp. 119–156).
Bielefeld: Transcript.
Bockrath, F. (2012). Anthropotechniken im Sport: Lebenssteigerung durch
Leistungsoptimierung? Bielefeld: Transcript.
Franke, E. (2012). Von Helden und Wundern – Ist Sport die Religion des 21. Jahrhunderts? In
H. Lenk, & D. Schulte (Eds.), Forum (pp. 79–92). München: Fink.
Gebauer, G. (2012). Fußball als Mythos und Show. In H. Lenk, & D. Schulte (Eds.), Forum
(pp. 63–77). München: Fink.
Gugutzer, R. (2012). Verkörperungen des Sozialen: neophänomenologische Grundlagen und
soziologische Analysen. Bielefeld: Transcript.
Haverkamp, N., & Willimczik, K. (2005). Vom Wesen zum Nicht-Wesen des Sports. Sport
als ontologische Kategorie und als kognitives Konzept. Sportwissenschaft, 35(3), 271–
290.
Kläber, M. (2010a). Doping im Fitness-Studio: die Sucht nach dem perfekten Körper.
Bielefeld: Transcript
Kläber, M. (2010b). Körper-Tuning : Medikamentenmissbrauch im Fitness-Studio. Sport und
Gesellschaft, 7(3), 213–235.
Kläber, M. (2012). Dopingunterstützende Mediziner. Sportwissenschaft, 42(3), 178–187.
Krüger, M. (2010). In Sachen Carl Diem: Auf den Spuren der Wahrheit. Olympisches Feuer,
(4-5), 42–47.
Krüger, M. (2012). Das unlösbare Doping-Problem einer gedopten Gesellschaft. Olympisches
Feuer(2), 8–12.
Lenk, H. (2012). Mythos Sport: herakleisch oder prometheisch? Mythische Elemente in Sport
und Technik. In H. Lenk, & D. Schulte (Eds.), Forum (pp. 11–29). München: Fink.
Lenk, H., & Schulte, D. (Eds.). (2012). Mythos Sport. München: Fink.
Meier, H. E., Rose, A., & Woborschil, S. (2012). Der Dopingdiskurs der 1950er und 1960er
Jahre in den Leitmedien Der Spiegel und Die Zeit. Sportwissenschaft, 42(3), 163–177.
Messmer, R. (2011). Pragmatismus und seine Rezeption in der deutschen Sportpädagogik.
Sportwissenschaft, 41(3), 233–242.
Müller, A. (2010). Große Worte ersetzen keine hohen Ansprüche. Die Fair-Play-Kultur ist im
Schattenreich gelandet. Olympisches Feuer(6), 8–13.
Müller, D. (2012). Ausblick auf die Zukunft der Anti-Doping-Bewegung. Sportwissenschaft,
42(3), 202–213.
Oelrichs, I. (2012). Im Einsatz für Fairness. Tagung „Play the Game 2011 – bringing change
to the heart of sport“, 03. bis 06. Oktober 2011, Deutsche Sporthochschule Köln.
Sportwissenschaft, 42(2), 140–142.
Pawlenka, C. (2012). Ethik, Natur und Doping im Sport. Sportwissenschaft, 42(1), 6–16.
Reichold, A., & Delhom, P. (Eds.). (2011). Normativität des Körpers. Freiburg: Alber.
Reinold, M., Becker, C., & Nielsen, S. (2012). Die 1960er Jahre als Formationsphase von
modernem Doping und Anti-Doping. Sportwissenschaft, 42(3), 153–162.
Röller, F. (2012). Carl Diem - ein moralisches Vorbild?: dürfen Gesinnungsverfehlungen mit
Schuldverstrickungen und ein beachtliches sportpolitisches Lebenswerk gegeneinander
aufgerechnet werden? ; die Grenzen der Verantwortbarkeit der Würdigung Carl Diems
als Vorbild - eine kritische Analyse der aktuellen Diem-Debatte aus dem Blickwinkel
philosophischer Ethik. SportZeiten, 12(1), 39–57.
Schürmann, V. (2010). Prototypen : zur Methodologie einer Hermeneutik des Sports. Sport
und Gesellschaft, 7(3), 236–257.
Schürmann, V., & Hossner, E.-J. (2012). Interdisziplinäre Sportwissenschaft: Vom Umgang
mit Perspektivität. Spectrum der Sportwissenschaft, 24(1), 41–52.
Sloterdijk, P. (2009). Du mußt dein Leben ändern: über Anthropotechnik. Frankfurt am Main:
Suhrkamp.
Willimczik, K. (2010). Berufsethische Grundsätze für Sportwissenschaftler/innen in
wissenschaftsethischer Sicht. Sportwissenschaft, 40(4), 285–294.
22
Sport International
The general sport motor function ability of Luxembourgian
pupils - An analogy between legends and facts
W. Becker, & G. Malané (Luxembourg, Luxembourg)
Introduction
1
Theoretical background
2
Study I
2.1
Sample
2.2
Results
3
Study II
3.1
Data collection
3.2
Sample
3.3
Results
4
Discussion
References
Abstract
The analysis at hand deals with the question as to whether the physical ability of
Luxembourgian pupils has altered. To show this, the current data on physical fitness is
compared to older reference values. We chose to focus on pupils from the first and
second grades aged six to eight because those have not been analyzed in recent studies
(Bös et al., 2005) and also because possible causes for an emerging trend are more
likely to have affected younger children, as a change in consciousness – coupled with
corresponding actions – possibly had a lower chance of becoming effective. Here, two
examinations will be discussed, the first of which has been edited and shortened. Two
coincidental observations seem to be significant enough to be verified through a
repeated random sample.
In an additional synopsis, one could draw conclusions on the sport motor function
ability of Luxembourgian pupils. Out of this one could initiate curricular and
extracurricular physical activities for the students, with focus on the relation and
behaviour in these area (Becker, 2008).
Results showed that the average performances of the pupils of 1st and 2nd grades in
comparison to the old standard values have remained constant, but the form of
distribution has changed: There is a higher frequency of well above-average and well
below-average performances. The results of Study II demonstrated that children sent
to school at the appropriate age show better performances than older children and that
boys perform better than girls. Differences between nationalities could not be found.
Key words: holistic pedagogy of prevention, interdisciplinary-integrative-transversal
teaching and learning, culture of movement, nutrition and recreation as constituent
element, health competence, body knowledge, health education, model of
salutogenesis, health protection as a strategy in life, children’s undamaged world of
movement
23
1
Theoretical background
Many studies address the subject of the change of the physical evolution. Where
children and adolescents are concerned, the focus of interest most of the time is on
fitness; its different aspects, such as endurance, strength, speed, coordination and
flexibility, can be operationalized with the right test procedure. The results of many
studies show a decrease in fitness. Representative for the wide spectrum stands the
design of Bös (2003), which is characterized by its different populations and data
collection dates. The meta analysis of Tomkinson et al. (2003) showed that aerobe
fitness had decreased by 0.43% every year between 1981 and 2000. This included 55
studies with roughly 130,000 test subjects between the ages of six and nine from
eleven countries. One could draw the conclusion that there is a universal and regular
tendency towards a decrease in fitness.
A change in childhood and adolescence is often brought up as being a cause for this
decrease. To show this it will require a comprehensive system of biological, social,
economic, etc. factors, which Hirtz (2007) calls “Kontextualismus und psycho-soziale
Einheit” (contextualism and psycho-social unit). The coherence between the different
observed changes has often a logical relation with each other. However, on an empiric
level it can be very difficult to discern the difference between contingency and
causation. The importance for this study is the possibility that social factors, which
have a direct or intermediary effect on the fitness, might change. Hirtz (2007) has
analysed the course of the somatic and motor-coordination changes of the last
decades. Body size and weight increased during this time, cognitive factors also
improved and an 'athletic acceleration' was be observed, whereby condition and
coordination respectively developed differently, depending on age, gender, physical
prowess, etc. However, in the mid-80s this acceleration ended and was replaced by a
widespread and distinct decline in performance; for coordinative tasks this reversal
began at a later date.
New questions arise within this context, often reflecting hidden presuppositions.
Kretschmer (2004) expressed this during the analysis of the FAQs on the topic of
'Fitness for children'.
To put it bluntly: everything was better in the good old days and the future is bleak.
However, Kretschmers (2004) current studies on students in Hamburg show that a
deterioration of physical ability is hardly the case. Interpreted cautiously and specific
to the region of Hamburg, the data suggests a tendency toward improvement of
fitness.
There are further considerations that warrant interest in new data, specifically on
younger children. Wydra et al. (2005) studied Luxembourgian students aged twelve to
16 and found confirmed the thesis of deterioration. However, a study conducted in the
neighbouring Saarland region of Germany (Klein et al., 2004) produced very
heterogeneous results: six tests were concluded with a total of three cases of
deterioration, two cases of improvement and one "draw".
Thus the question of the course or the consistency of the described trends is yet to be
answered clearly. It seems particularly possible that the attention the media has
lavished on to the topics of fitness and health has caused a change in trends itself,
seeing as the health care system, politicians and pedagogic institutions have
increasingly made efforts to counter this negative development; parents and children
themselves might have become active after becoming aware of the problem. Though
this in not the topic of the following study. Formulating explicit hypotheses will be
expressly avoided at first, nevertheless we would like to raise the as to whether or not
the fitness levels of Luxembourgian schoolchildren has altered with reference to the
standards of Bös and Wohlmann (1986).
24
2
Study I
The analysis was carried out in 2004 by 58 qualified investigators. They used the
common sport motor function test for kids (AST6-11) of Bös and Wohlmann (1987).
The test included the following tasks: speed of action (20m), aim, speed of a ball
(ball), address (obstacle), speed, endurance (6 min).
2.1
Sample
The study was carried out with N=1195 students of the first and second grade. The
percentage of boys was 54% and the girls 46%. The nationalities were broken down
into 60.9% from Luxembourg, 4.1% were French, 21.8% Portuguese, 2% German,
2.2% Italian and 9% other nationalities. The evaluation included data from 1078
students between the ages of six and nine. The data of the nine-year-olds and older
where not considered in the significance tests, since the portion of these in the samples
ranked by age, gender and discipline, where just too small.
2.2
Results
The first step to show constancy or a change of the physical ability was to calculate
the average and the standard deviation of the results of the 48 subgroups. These
subgroups consisted of a combination of the six sub-tests of the AST, gender and three
age brackets. These means were attributed to the average score etc. with the help of
the standards set forth by Beck and Bös. It is now possible to compare the abilities
with the ones from the year 1984/85. This leads to six above-average, 34 average and
eight below-average results. This first computation points more towards constancy
over the years.
Table I
Results of the female pupils aged six. ST: spot test seize. M: mean. SD: standard
deviation. p: the significance of the deviation from the mean value. +/-:
Improvement/deterioration from the average value. Eva: evaluation (aa: aboveaverage, a: average, ba: below-average)
Lux. data
Norm data
ST
M
SD
Eva
ST
M
SD
p
+/-
20m
113
5.1
0.6
a
125
4.8
0.5
1.00%
-
Aim
114
5.7
3.9
a
125
6.1
1.6
Ball
110
7.5
6.6
aa
124
6.3
3.5
5.00%
+
Obstacle
108
25.8
4.7
a
123
25.8
5
Speed
80
2.6
0.7
a
124
2.3
0.5
5.00%
+
6 min.
89
764.8
147.3
a
124
832.3
134.2
1.00%
-
25
Table II
Results of the female pupils aged seven
Lux. data
Norm data
ST
M
SD
Eva
ST
M
SD
p
+/-
20m
243
4.9
0.6
a
240
4.7
0.5
1.00%
-
Aim
253
7.3
3.9
a
240
7.3
1.9
Ball
252
11.2
7.2
aa
240
9
3.8
1.00%
+
Obstacle
248
25.2
5.6
a
239
24.5
3.8
1.00%
-
Speed
218
3
0.7
a
240
2.7
0.6
1.00%
+
6 min.
209
804.4
171.8
a
209
854.5
121.2
Table III
Results of the female pupils aged eight
Lux. Data
Norm data
ST
M
SD
Eva
ST
M
SD
p
+/-
20m
77
4.7
0.5
a
143
4.5
0.4
1.00%
-
Aim
92
8.2
4.2
a
143
8.9
2
1.00%
-
Ball
94
12.9
7.8
a
143
15.2
4.2
1.00%
-
Obstacle
96
24.8
4.3
a
143
22.9
3.8
1.00%
-
Speed
74
3.1
0.6
a
143
2.9
0.6
1.00%
+
6 min.
78
817.5
146.2
ba
143
p
+/-
909.42.9 127.7
Table IV
Results of the male pupils aged six
Lux. Data
Norm data
ST
M
SD
Eva
ST
M
SD
20m
147
4.9
0.6
a
180
4.7
0.4
Aim
147
9.1
4.4
a
150
8.3
1.9
5.00%
+
Ball
138
11.9
7.6
aa
149
10.2
4.1
1.00%
+
Obstacle
143
23.5
4.4
a
149
24.8
5.3
1.00%
+
Speed
107
3
0.7
a
149
2.7
0.6
1.00%
+
6 min.
129
804.2
145.6
a
147
864.2
122.8
1.00%
-
26
Table V
Results of the male pupils aged seven
Lux. Data
Standard data
ST
M
SD
Eva
ST
M
SD
p
+/-
20m
217
4.7
0.6
a
242
4.5
0.4
1.00%
+
Aim
281
9.9
4.3
a
242
10.2
1.9
Ball
277
15.3
7.9
aa
241
14.1
4.4
5.00%
+
Obstacle
266
22.5
4.4
a
243
23.1
4.9
Speed
241
3.5
0.8
aa
243
3
0.6
5.00%
+
6 min.
236
891.8
187.8
a
243
892.1
126.5
Table VI
Results of the male pupils aged eight
Lux. Data
Standard data
ST
M
SD
Eva
ST
M
SD
p
+/-
20m
109
4.5
0.5
a
173
4.4
0.5
1.00%
-
Aim
119
11
4.8
a
173
12.6
2.1
1.00%
-
Ball
118
17.3
8.6
a
173
20.4
4.5
1.00%
-
Obstacle
115
21.9
4.4
a
173
21.4
4.8
Speed
99
3.8
0.9
a
174
3.6
0.7
1.00%
+
6 min.
90
920
175.2
a
172
970.4
134.5
The data was tested for significance by t-test (for independent samples with
heterogeneous variance, α level: .05). Thirteen improvements were found in
comparison to twelve deteriorations. If we interpret the eleven insignificant deviations
as “no variation”, there is no indication of a general variation of the physical
capability over time.
However, these results – as an average – could have been caused by changes in data
distribution. The “good” pupils could have improved and the “bad” ones deteriorated
even more. This suspicion can be clarified with the help of the standard value
(percentage degree, or z-value of Beck and Bös 1995), with which the expected
frequency in the classes on a scale of five can be calculated. In this way, the frequency
of the current samples can be compared to the standard value from the year 1986. The
average frequencies of the six AST results were calculated. The chi2 test, which was
used to test the significance, was calculated at p<.01 and was therefore highly
significant. Results significantly above or below average were over-represented and
the three middle sections under-represented.
A possible reason for above differences could be ‘nationality’. A multi-varied
variance analysis with the six AST results as dependent variables showed minimal
differences at insignificant levels.
27
The assessment of the data raised the suspicion that children sent to school at the
appropriate age achieved better results than older ones. Therefore, the six-year-old
children of the 1st grade were compared to the seven-year-olds or older children and
the same procedure was applied to the 2nd grade. A multi-varied variance analysis
with the non-variable factors 'age appropriate' and 'gender' was calculated. With
respect to both factors the results were highly significant (p<.01). With a result of 3.08
as compared to 3.2, children sent to school at the appropriate age outdid their elders
and boys achieved better results than girls (3.02 vs. 3.124).
3
Study II
Study II has the following objectives:
a) The competence level of the students should be compared again to the older
standard values. Without going to the extent of developing proper statistical
hypotheses, no differences are expected for any new samples.
b) Two hypotheses should be verified:
The distribution of the achievement parameters do not correspond to
the expectations that stem from the standards set by Beck and Bös
(1995); the frequency of middle values is smaller, and that of deviating
values higher.
Children not sent to school at the appropriate age show a lower
performance.
c) Within the remaining data (affiliation to 1st or 2nd grade, age, gender,
nationality and mother tongue), correlates should be explored for sport motor
performance that could lead to an explanation of the differences in
performance.
3.1
Data collection
The field work was conducted in 2005 by suitably qualified investigators. Three
methods of testing were used: six-minute-run (Beck & Bös, 1987), target throwing
(Beck & Bös, 1987), push-ups (Bös et al., 2001). Furthermore, the following data was
collected: affiliation to 1st or 2nd grade, age, gender, nationality and mother tongue.
3.2
Sample
The field work was conducted with N=11415 pupils of 1st and 2nd grades of primary
schools in Luxembourg. Sample selection was random and can be characterized as
follows: 427 pupils (37.4%) attended 1st grade and 550 pupils (48.2%) 2nd grade.
48.3% were male and 51.7% female pupils. The nationality distribution was as
follows: 56.7% from Luxembourg, 3.9% were French, 23.4% Portuguese, 1.1%
German, 3.2% Italian and 11% other nationalities. Attribution to the factor mother
tongue presents a virtually identical distribution.
4
Average of the six AST values on the scale of five
Due to missing values, the sums of percentages often do not add up to 100%. Furthermore, there are
substantial differences between the sub-samples
5
28
3.3
Results 6
In order to be able to evaluate a change in fitness levels, the results were compared to
the standard values as defined by Bös and Wohlmann (Beck & Bös, 1995). Tables 7 to
10 show these results.
Table VII
Mean values, standard deviation and sample size (in brackets) of test results of pupils
aged six. Comparison of actual and standard values
Male
Female
Lux.
Standard value
Lux.
Standard value
6 min.
900.5 (142.2;
71)
864.2 (122.8)
836.2 (170.9;
70)
832.3 (134.2)
Target
7.6 (4; 73)
883 (1.9)
5 (3.4; 74)
6.1 (1.6)
11.4 (4.7; 67)
11 (4)
11.6 (3.9; 65)
11 (4)
Push-up
Table VIII
Pupils aged seven. For legend, cf. Table 1
Male
Female
Lux.
Standard value
Lux.
Standard value
6 min.
911.8 (179.3;
164)
892.1 (126.5)
833.1 (163.5;
176)
854.5 (121.2)
Target
9.9 (4.4; 179)
10.2 (1.9)
6.9 (4.1; 201)
7.3 (1.9)
Push-up
13.7 (4.2; 176)
11 (4)
12.5 (4.1; 190)
13 (4)
Table IX
Pupils aged eight. For legend, cf. Table 1
Male
Female
Lux.
Standard value
Lux.
Standard value
6 min.
959.5 (163.1;
148)
970.4 (134.5)
979.6 (156.8;
155)
909.4 (127.7)
Target
11.1 (4.4; 164)
12.6 (2.1)
8.3 (3.6; 180)
8.9 (2)
Push-up
13.54 (4.2; 155)
13 (4)
13.8 (4.2; 164)
13 (4)
A chi2 test was used to test if there were differences between the actual Luxembourg
data and the older standard values. The test was done bilaterally with heterogeneous
variance. The α level .01 was chosen.
6
The computer program SPSS was used for these calculations
29
Of the 24 tests, three reached levels of significance; two were improvements and one
represented a deterioration:
7-year-old boys and girls achieve a higher number of push-ups
8-year-old boys obtain lower levels in target throwing.
Table X
Pupils aged nine. For legend, cf. table 1
Male
Female
Lux.
Standard value
Lux.
Standard value
6 min.
958.5 (166.4;
21)
965.4 (126.2)
845.6 (156.3;
16)
893.6 (115)
Target
12.6 (4.9; 21)
15.2 (1.9)
10.4 (3.5; 19)
10.7 (2.1)
Push-up
13.4 (5.5; 18)
14 (4)
13 (3.9; 19)
15 (5)
However, these variations should not be overrated. On the one hand, the high number
of t-tests is problematic, as the probability of 'random' significance increases. On the
other hand, similar unsystematic fluctuations between different samples can also be
found when the results of Beck and Bös (1995) are analyzed. Consequently, the
general picture may not be interpreted as a general change in the average level of
fitness.
In order to check hypothesis (a), the frequencies found in the current study with
respect to the five categories of evaluation were compared to the frequencies that can
theoretically be expected from the older standard values (cf. Beck & Bös, 1995).
Table 11 shows the frequency values of the total sample for the three test methods.
Table XI
Frequency of the five categories of evaluation. In brackets: percentage. E-values
refers to the theoretically expected values
Well aboveaverage
Aboveaverage
Average
Belowaverage
Well belowaverage
6 min.
162 (15.6)
222 (21.4)
344 (33.2)
208 (20.1)
100 (9.7)
Target
139 (12.8)
198 (18.2)
294 (27.1)
294 (27.1)
161 (14.8)
Push-up
291 (28.1)
202 (19.5)
164 (15.8)
187 (18.1)
191 (18.5)
8
24
36
24
8
E-value (%)
Both extreme categories of evaluation 'well below-average' and 'well above-average',
respectively, are more strongly and the middle sections more weakly represented as
would have been expected from a theoretical point of view. The chi-square test for all
three categories was highly significant (p<.01).
To test hypothesis (b), the average performance (middle value of the categories of
evaluation 1-5 with respect to the three disciplines) of the six-year-olds of the 1st
grade was compared to that of the seven-year-olds or older children. Table 6 shows
the results.
30
Table XII
Specific values for children sent to school at the appropriate age and older children,
respectively
Age-appropriate
Older
Grade 1
M=2.8 S=0.83 N=134
M=3.1 S=0.93 N=205
Grade 2
M=2.6 S=0.86 N=152
M=3 S=0.92 N=303
The results were tested for significance with multivariate analysis of variance, which
as independent factors also considers 'grade 1 vs 2' and 'gender'. The factor
'nationality' presents a problem due to the low frequencies in case of some
nationalities, which makes further analysis difficult7. The dependent variables were
the five categories of evaluation of the three disciplines. The factor 'grade 1 vs 2' did
not achieve any level of significance (p>.05). The results for factors 'gender' (p<.05)
and 'sent to school at appropriate age' (p<.05) are statistically significant. As regards
boys and girls respectively, the following values were calculated: M=2.8 (SD=.93,
N=441) and M=3.0 (SD=.88, N=453). None of the interactions reach significance
level (all p>.05).
Finally, we wish to investigate the assumption from Study I above that younger
students show a better performance. This observation might more correctly need to be
ascribed to a confusion of factors 'age' and 'sent to school at appropriate age'. This
assumption can be checked with the help of a partial correlation analysis and Table 7
shows the corresponding correlation matrix.
Table XIII
Inter correlation matrix
Age
Achievement
Achievement
Appropriate Age
0.12
0.7
0.17
All correlations are highly significant. The correlation between 'age' and 'sent to
school at appropriate age' creates the confusion and for this reason is used for control
purposes. The thus calculated partial correlation is r12-3=.004 (p>.05): therefore, there
is no correlation between age and performance.
Discussion
Study I and II showed the following matching results:
First, the average performances of the first and second graders have remained constant
when compared to the old standard values. In contrast to the studies of Kretschmer
(2004) and Wydra et al. (2005), which refer to a deterioration of physical ability, first
and second graders showed equal average performances in physical ability in
comparison to the old standard values. On the other hand, distribution has changed:
7
Further calculations also show that this factor is of low importance. The same applies to 'mother
tongue'.
31
there is a higher frequency of well above-average and well below-average
performances.
The results of Study II confirmed the suspicion that arose after examination of the data
of Study I. They demonstrated that children sent to school at the appropriate age show
better performances than older children and also that boys perform better than girls.
Meanwhile differences between nationalities could not be found.
References
Beck, J., & Bös, K. (1995). Normwerte motorischer Leistungsfähigkeit. Köln: Sport und
Buch.
Becker, W. (2008). Ganzheitliche Präventionspädagogik in Europa. Interdisziplinärintegrative europäische Präventionspädagogik. Hamburg: Kovač.
Bös, K., & Wohlmann, R. (1987). Allgemeiner sportmotorischer Test (AST 6-11) zur
Diagnose der konditionellen und koordinativen Leistungsfähigkeit. Lehrhilfen für den
Sportunterricht, 36(10), 145–156.
Bös, K., Opper, E., Woll, A., Liebisch, R., Breithecker, D., & Kremer, B. (2001). Das
Karlsruher Testsystem für Kinder (KATS-K). Haltung und Bewegung, Sonderheft.
Bös, K. (2003). Motorische Leistungsfähigkeit von Kindern und Jugendlichen. In W. Schmidt,
I. Hartmann-Tews, & W. D. Brettschneider (Eds.), Erster Deutscher Kinder- und
Jugendsportbericht (pp.85–109). Schorndorf: Hofmann.
Bös, K., Brochmann, C., Eschette, H., Lämmele, L., & Lanners, M. (2005). Gesundheit,
motorische Leistungsfähigkeit und körperlich-seelische Aktivitäten von Kindern und
Jugendlichen in Luxemburg. Untersuchung für Altersgruppen 9, 14 und 18 Jahre.
Luxemburg: MENFP, MS, DMS & Universität Karlsruhe.
Hirtz, P. (2007). Phänomene der motorischen Entwicklung des Menschen. Schorndorf:
Hofmann.
Klein, M., Emrich, E., Papathanassiou, V., Pitsch, W., & Kindermann, W. (2004).
Sportmotorische Leistungsfähigkeit von Kindern und Jugendlichen im Saarland –
Ausgewählte Ergebnisse der IDEFIKS-Studie (Teil 2). Deutsche Zeitschrift für
Sportmedizin, 55, 9.
Kretschmer, J. (2004). FAQ: Wie fit sind unsere Grundschüler? SportPraxis 45(4), 4–9.
Richter, M. (Ed.). (2006). Gesundheitliche Ungleichheit – Grundlagen, Probleme,
Perspektiven. Wiesbaden.
Tomkinson, G. R., Léger, L. A., Olds, T. S., & Carzorla, G. (2003). Secular trends in the
performance of children and adolescents (19802000). An analysis of 55 studies of the
20m shuttle test in 11 countries. Sports Med, 33, 265–300.
Woll, A. (2006). Sportliche Aktivität, Fitness und Gesundheit im Lebenslauf. Schorndorf:
Hofmann.
Wydra, G., Scheuer, C., Winchenbach, H., & Schwarz, M. (2005). Sportliche Aktivität,
Fitness und Wohlbefinden Luxemburger Schülerinnen und Schüler. Sportunterricht, 54,
111–116.
32
Book Information / Book Reviews
Compiled by H. Haag (Kiel, Germany) & M. Holzweg (Stellenbosch, South Africa)
Hay, P., & Penney, D. (2012). Assessment in physical education. A socio-cultural
perspective. London: Routledge. 160 pages.
Assessment has widely been acknowledged as a central element of institutional
education, shaping curriculum and pedagogy in powerful ways and representing a
critical reference point in political, professional and public debates about educational
achievement and policy directions. Within physical education there remains
significant debate regarding the subject knowledge, skills and understandings that
should be assessed, in what ways and at what points in students’ education this should
occur.
Divided into three parts Assessment in Physical Education makes an important
contribution to our understanding of the socio-cultural issues associated with
assessment in physical education, in terms of its systemic development as well as at
the level of pedagogic relations between physical education teachers and their
students. It provides readers with an insightful critique and theoretically informed
ideas for rethinking assessment policies and practices in physical education.
This book will be of interest to advanced students and researchers in physical
education and youth sport studies, as well as those involved in initial teacher
education and teacher professional development.
Content
Chapter 1. Introduction Part 1: Developing Assessment ‘Messages’ in Physical
Education
Chapter 2. Producing Assessment Messages
Chapter 3. Definitions, Differentiations and Communications of Assessment Part 2:
Enacting Assessment in Physical Education
Chapter 4. Defining, Acquiring and Transacting Ability Through Assessment in
Physical Education
Chapter 5. A Socio-cultural View of Assessment Validity in Physical Education
Chapter 6. Assessment Literacy in Physical Education Part 3: Promoting Assessment
Efficacy in PE
Chapter 7. Aligning Curriculum, Pedagogy and Assessment in Physical Education
Chapter 8. Reconceptualising Assessment for Learning in Physical Education
Chapter 9. Assessment Innovations, Transformations and Technologies
Chapter 10. Conclusion
Tannehill, D., MacPhail, A., Halbert, G., & Murphy, F. (2012). Research and
practice in physical education. London: Routledge. 232 pages.
Research findings in education can provide invaluable insight into how teaching
practice can be improved, but research papers are often inaccessible and hard to
digest. This innovative new text is designed to assist physical education students, preservice teachers, practising teachers and teacher educators to learn how to read
33
research and to apply it to practice in primary and secondary physical education. The
text also provides insights and implications for those working with young people in
physical activity and sport settings.
The book presents a clear, step-by-step guide to how to read and interpret research,
followed by a series of short and engaging introductions to contemporary research
studies on key topics in physical education, from classroom management and
programme design to assessment and social issues. Each study is discussed from the
point of view of researcher, teacher educator and primary and post primary teacher,
providing the reader with invaluable insight into how to use research to generate new
ideas and improve their teaching practice.
Research and Practice in Physical Education is the perfect companion to any course
in research methods, current issues, learning and teaching, or pedagogy and
curriculum in physical education.
Content
Introduction to Reading Research
Guidelines for Reading Research – A Commonsense View
Section I – Student Engagement and Experience
1. Individual and instructional determinants of student engagement in physical
education 2. Physical education resources, class management and student physical
activity levels 3. How can we enhance enjoyment of secondary school? 4. Measuring
secondary pupils' disruptive behaviours in physical education 5. Social preferences for
learning among adolescents in secondary physical education
Section II – Instruction, Learning and Assessment 6. Students and teacher responses
to a unit of student-designed games 7. The gendering of abilities in physical education
8. Perceptions of middle school assessment 9. Student perception of caring teaching in
physical education 10. Defining, acquiring, and transacting cultural capital through
assessment in physical education 11. Students’ and teachers’ experiences of
assessment for learning
Section III – Curriculum Models 12. The influence of student status on student
interactions and experiences during a sport education unit 13. Influence of a hybrid
sport education—teaching games for understanding unit 14. Measuring Students’
Perceptions of Personal and Social Responsibility and the Relationship to Intrinsic
Motivation in Urban Physical Education 15. The role of various curriculum models on
physical activity levels 16. Influence of occupational socialization on pre-service
teachers’ interpretation and delivery of the sport education model 17. Adventurebased learning and reflection
Section IV – Continuing Professional Development 18. Development and
Maintenance of a Community of Practice 19. Professional development when
introducing a novel curriculum model 20. Collaborative learning in physical education
teachers’ early-career professional development 21. Collaborative professional
learning: From theory to practice 22. Teacher professional development: Who is the
learner? Finding Different Ways to Make Research Serve Teaching - Annotated List
of Selected Research Journals
34
Haag, H., Mess, F., & Haag, G. (2012). Dictionary. Sport - Physical Education Sport Science. Berlin: Logos. 444 pages.
This second edition of the "Dictionary: Sport - Physical Education - Sport Science"
presents a new and improved version of its first edition. The new two-column layout
makes the information provided in it more accessible to the reader. For rules and
regulations within the major sport disciplines, website addresses of the relevant
federations are provided. To facilitate the use of this dictionary for an international
audience, a translation of the English terms into twelve languages is included on a CD
accompanying the volume. Furthermore, the list of sport-related dictionaries has been
updated and extended.
ICSSPE (in press). The Directory of Sport Science. Directory of Sport Science (6
th ed.). Champaign: Human Kinetics.
At the end of this year the 6th edition of the Directory of Sport Science should be
available as print and digital version.
The structure and content of the book have been reviewed and reorganised into five
sections:
Introduction to Sport Sciences
• Fundamental Academic Disciplines of Sport and Exercise Sciences
• Academic Disciplines with Professional Relevance
• Multidisciplinary Thematic Areas and Career Development
• Sport Science Careers
The Directory has served as a source of information on sport science disciplines and
multidisciplinary thematic areas. The format has been extensively revised so that it
will continue to provide a unique opportunity for sport science disciplines to profile
their current issues. It also offers a reliable resource to promote the organisational
arrangements and services which sport science and physical education organisations
offer. The Directory of Sport Science is relevant for a wide range of users, especially
libraries and resource centres, students, teachers and researchers.
Besides several other topics and themes the book will also contain an extensive “Sport
History” chapter (author: G. Pfister & colleagues) as well as an extensive “Sport
Philosophy” chapter (author: M. McNamee).
35
IT News
Compiled by M. Holzweg (Stellenbosch, South Africa)
Simi Scout (Scientific communication and behaviour analysis system) and Simi
VidBack (video feedback system)
Simi Scout is a software which can be used for many different purposes ranging from
game and tactics analysis through industrial applications to behavioural research.
The open structure of the software allows it to be used in a wide range of application
areas. There is practically no task which cannot be performed with it.
Captured actions can be assessed according to freely definable criteria. Based on these
assessments, actions can be extracted and displayed separately. To facilitate the
comparison of data, filtered data can be displayed in several different ways. Different
levels can be arbitrarily interconnected later to allow the analysis of even the most
complex processes. For example, insights into the behaviour of individuals in a
discussion group can be gained without actively intervening in the discussion
Comparisons of different projects are also possible. Neither capture nor analysis is
confined to human beings with Simi Scout. On the contrary, because of its variable
structure design it can be used for many different fields. Simi Scout is the software for
behaviour analysis in all possible areas.
Simi Scout features a simply structured graphical user interface. The analyst even has
the additional option of adding more attributes of interest during analysis. When data
acquisition has been completed, extensive display features are available with which
the acquired data can be manipulated and presented. The linking of a video stream
with the data is a very interesting feature. For each selected action the user can display
the corresponding video image or play back complete video clips. In this way
individual test persons can be shown the video sequences of their actions. It has been
proved that a considerably more effective correction of mistakes is possible when
video images are used. Results can be filtered according to customer-defined
attributes and output in a video file.
All acquired data is stored in a database and can be used for comparisons with other
projects.
System requirements
Microsoft Windows 2000, Windows XP or Windows 7
Microsoft DirectX 8.1 or higher
Intel Pentium 4 compatible PC
256 MB RAM
Large hard disk for video files
For further information on Simi Scout visit:
http://www.simi.com/en/products/scout/index.html
Simi VidBack - Video feedback system
36
Inexpensive and easy-to-use computers and cameras now allow the increased use of
new multimedia technologies for training in sports clubs and even for teaching
physical education in schools. To operate Simi VidBack only a notebook with a
FireWire connection (IEEE-1394) and a standard DV camcorder is needed.
Feedback from continuously delayed playback
Scientific tests have shown that feedback is most effective when it is presented within
a few seconds after the execution of a movement. Simi VidBack delays playback by
the amount of time required for the athlete to get to the computer screen and view his
performance. While one person is watching the playback, the next athlete can be
performing his movement.
No rewinding, no operating stress
Continuously delayed playback means that there is no time-consuming rewinding of
the video tape. Conventional video systems also require the recording to be stopped
before it can be replayed, which further disrupts the test procedure. After it is started,
Simi VidBack runs completely automatically and requires no user intervention.
System requirements
Microsoft Windows 2000, Windows XP or Windows 7
Microsoft DirectX 8.1 or higher
Compatible PC (at least 1 GHz, 256-512 MB RAM, large hard disk)
FireWire connection (IEEE-1394)
DV camcorder
For further information on Simi VidBack visit:
http://www.simi.com/en/products/vidback/index.html
37
Information
Compiled by M. Holzweg (Stellenbosch, South Africa)
Designed to move – A physical activity action agenda (www.designedtomove.org)
At the end of September 2012 Nike Inc. in co-authorship with the International
Council of Sport Science and Physical Education (ICSSPE) and the American College
of Sports Medicine (ACSM) issued “Designed to move – A physical activity action
agenda”. The foreword of the publication is provided below:
“A framework for Action
In many countries, physical activity is disappearing from daily life. It happened in just
one or two generations in some countries, and even sooner in others. Our physical,
emotional and economic well-being has become increasingly compromised as a result.
The time for action is now.
This is a situation that health infrastructures, social services and national economies
cannot possibly endure. Physical inactivity is now an epidemic and we must act
urgently to break its deadly cycle. Fortunately, the solution is within reach.
If we reach children when they are young enough, before age 10, they can learn to
love physical activity and sports for life. They’ll reap the rewards and pass them on to
the next generation. We must also find ways to integrate the physical activity we’ve
lost, into our lives. Amongst many things, this relates to the way our cities are
designed, schools are run, workplaces are structured, and how community
environments are shaped.
No single organization or institution can fix this alone. It will take global, national,
state and local governing bodies, and their leaders, corporations and their employees,
civil society, individuals and communities. All of us need to be part of the solution.
The situation today is an urgent one. It is imperative that we focus and align our
agendas to move forward quickly. This document is designed to get everyone
headed in the same direction. It focuses the work into one vision and two “asks” that
can change the future.
This document was developed and owned by many. ACSM, ICSSPE and Nike, Inc.
are pleased to present it on behalf of the many experts and organizations that have
uniquely shaped this way forward.
With combined expertise, diverse resources and collective commitment, we can create
a new way of life for all – one that unleashes our extraordinary human potential.”
Nike Inc. (2012). Designed to move – A physical action agenda. Retrieved from
http://designedtomove.org/downloads/Designed_To_Move_Full_Report.pdf
For more information visit:
http://designedtomove.org/downloads/Designed_To_Move_Full_Report.pdf
http://designedtomove.org/#/watch_video
38
MINEPS V
The fifth UNESCO World Sport Ministers Conference will be held in Berlin,
Germany from 28 to 30 May 2013, organised by the Federal Ministry of the Interior in
cooperation with UNESCO and supported by the International Council of Sport
Science and Physical Education. The necessary agreement between UNESCO and the
Federal Republic of Germany was signed in Paris on Friday, 10 August 2012.
The conference will focus on the fight against match-fixing, corruption and doping in
order to maintain the integrity of sport. The agenda will also include the topic of
participation in and through sport, especially with regard to implementing the UN
Convention on the Rights of Persons with Disabilities and encouraging more girls and
women to take part in sport. A third focus will be promoting investment in sport and
physical education programmes and discussing standards for large-scale sporting
events.
"I am delighted that we won the bid to host the World Sport Ministers Conference
next year," said Federal Minister of the Interior Hans-Peter Friedrich. About 500
persons are expected to attend the conference in Berlin, most of them ministers
responsible for sport in the 195 UNESCO member states and eight associate members,
as well as experts and delegations from the United Nations, other international
organizations, major international sport organizations and NGOs.
The Federal Ministry of the Interior will convene national working groups made up of
experts from government and non-governmental organizations, sport federations and
the research community as well as practitioners from the world of sport in order to
prepare Germany's policy positions on the conference topics.
The Programme Committee kick-off meeting for the 5th International Conference of
Ministers and Senior Officials Responsible for Physical Education and Sport
(MINEPS V) was held in August 2012 between member organisations.
This includes the following: United Nations Educational, Scientific and Cultural
Organization (UNESCO), Federal Ministry of the Interior (BMI), International
Council of Sport Science and Physical Education (ICSSPE), German Olympic Sports
Confederation (DOSB), International Paralympic Committee (IPC), International
Olympic Committee (IOC), Standing Conference of Sport Ministers, Germany
(SMK), United Nations Sport for Development and Peace (UNOSDP) and
Intergovernmental Committee of Physical Education and Sport (CIGEPS).
The Programme Committee will prepare recommendations to support the final
ministerial document on three topics:
1.
Sport as a fundamental right for all
2.
Promotion of investment in sport and physical education programmes
3.
Preserving the integrity of sport
39
18th Annual Conference of ECSS ‘Unifying Sport Science’, Barcelona, Spain
From 26 to 29 June 2013 the European College of Sport Science (ECSS) will be
hosting its 18th annual Conference at the National Institute of Physical Education of
Catalonia (INEFC) in Barcelona, Spain. Since its creation one of the main aims of the
ECSS has been to contribute to the unification of sports science. However, the
tremendous growth in the field has produced further fragmentation. In line with the
2013 conference theme ‘Unifying Sport Science’, the goal of the local organisers is to
present the state of the art in the different specialized areas, and also offer a global
view of sports science.
INEFC, the host institution for the 2013 conference, is a higher education centre set
up by the Government of Catalonia whose mission is to train physical education and
sports professionals and help them to specialise and improve, as well as carrying out
scientific research. Originally founded in 1975, INEFC joined the Barcelona
Olympics’ spirit and moved to its current headquarters in the Olympic ring area in
1992.
Besides the following four plenary sessions ‘Does pain produce gain?’, ‘Emerging
trends in team sports science’, ‘The choreography of movement and the brain’ and
‘Rehabilitation through exercise’ the current scientific programme contains 15 invited
sessions in the area of physiology and sports medicine [PM], eleven invited sessions
in the area of social sciences and humanities [SH] and ten invited sessions in the area
of biomechanics and neuromuscular [BN] (inc. sports medicine).
European Workshops of Sport Science (EWSS) 2013 ‘Sport Grants’
The ECSS offers educational workshops to its members, the European Workshops of
Sport Science (EWSS). Held within the framework of the annual ECSS Congress, the
EWSS aims to improve skills in key competences of science. At the 2013 conference
in Barcelona the EWSS 'Scientific Grants' will be addressed to young researchers at
the starting point of their career. The ECSS would like to help promote their scientific
careers by introducing possibilities to fund scientific projects. Attendees will get an
overview of the multitude of European scientific grants and how to apply for those. In
addition a best practice example shall be introduced.
Key dates
15 December 2012
Abstract submission opening and opening of registration
15 February 2013
Abstract submission deadline
For further information on the 2013 ECSS Conference visit:
http://www.ecss-congress.eu/2013/13
40
ICSSPE News
www.icsspe.org / icsspe@icsspe.org
Compiled by K. Koenen (Berlin, Germany)
Development through social media
Noticing that the use of social networks is becoming increasingly important to bring
together individuals and organisations of the world of sport, science and education,
ICSSPE can now be followed on Twitter after using a Facebook account for over a
year.
“We see this both as a challenge and a chance,” explains ICSSPE Executive Director
Detlef Dumon. “This very fast way of communication requires a permanent output of
relevant information. On the other hand, it offers the opportunity for constant review
of current activities and a way in which to get in touch with the global and very
diverse community.”
Communities and crisis – Inclusive development through sport
On 26 October 2012, 70 participants and facilitators coming from all over the world
arrived in Rheinsberg, Germany to attend the seminar ‘Communities and crisis –
Inclusive development through sport’.
Organised by ICSSPE this international hands on seminar provided participants with
the unique opportunity of learning how sport can be used in psycho-social
interventions in crisis situations, through very practical sessions coupled with theory.
This exciting seminar could also be followed on:
Facebook, daily summaries with highlights and photos were published. All one had to
do was ‘like’ them on ICSSPE’s Facebook page (www.facebook.com).
Twitter, participants and speakers were able to tweet about the event on our page
(#icsspe), using Hashtag #CommunitiesCrisis.
Paths to success - Inspiring future leaders
ICSSPE is also organised this year’s 'Paths to success' workshop, which took place in
Berlin, from 23 to 25 November 2012. This seminar aimed to help young women and
men gain valuable skills and tools that will enable them to become potential future
leaders in international sport organisations, sport institutions, sports science, and
physical education practices.
The theme of the seminar was “Challenges in Communication”, and multiple facets of
communication were covered, as it is an essential skill for success.
For further information please contact:
International Council of Sport Science and Physical Education (ICSSPE)
Tel.: +49 (0)30 3641 8850
www.icsspe.org / icsspe@icsspe.org
41
ISCPES News
www.iscpes.com / walterkyho@yahoo.com
Compiled by W. K. Y. Ho (Macau, China)
The Comparative Society is a research and educational organization structured for the
purposes of promoting, stimulating, and encouraging study, research, and scholarly
activity on the subject of comparative physical education and sport, and supporting,
encouraging and providing assistance to those seeking to initiate, develop, and
conduct programs in comparative physical education and sport throughout the world.
The new Executive Board formed on 21 April 2012 and a number of nominations was
also conducted. I would like to use this opportunity to thank Dr Bob Chappell for his
kind work on the Comparative Society’s Journal International Sport Studies. Without
his editorial effort, it would not be possible to see the journal reprinted. Special thanks
go to Prof. Ji Liu and Prof. Lynn Housner for their past services at the Executive
Board. Thanks to Prof. Rebeca Oropeza whose help on the nomination assisted the
forming of the perfect team for the comparative society in 2012.
ISCPES Executive Board from April 2012 to June 2014
According to the ISCPES constitution, all officials shall be elected biennially by
members. A new team was elected by members on 21 April 2012 at Merida,
Venezuela during General Assembly. I would like to remind members that I am
prepared to give advise at any time to the Board so that we can serve you and the
society as best possible. The Executive Board is composed of officio members, ex
officio members, committee chairs and advisors as follows:
Officio members
No.
1.
2.
Name
Walter King Yan HO
Rosa de D’AMICO
Position
President
Vice-President
3.
4.
5.
Nyit-chin KEH
Abel TORIOLA
Lateef O. AMUSA
Secretary
Treasurer
Regional Coordinator
6.
7.
Martin HOLZWEG
Jose PRADO
Research and Publication
Membership Coordinator
Institute
University of Macau
Universidad Pedagogica Experimental
Libertador
National Taiwan Normal University
Tshwante University of Technology
University of Venda for Science and
Technology
Stellenbosch University
Universidad de Los Andes
Ex officio members
No.
1.
2.
3.
Name
Darwin SEMOTIUK
John SAUNDERS
Jia-xin YAO
4.
Yuri BAIKOVSKY
42
Position
Immediate Past-President
ISS Chief Editor
LOC Chair
ICSSPE Asian Summit
and World Conference on
Sport and Physical
Education for Better Life
(2013)
LOC Chair
19th Biennial Conference
of ISCPES (2014)
Institute
University of Western Ontario
Australian Catholic University
Tianjin University of Sport
Russian State University of Physical
Education, Sport and Tourism
Advisory committee and work group
No.
1.
Name
John SAUNDERS
2.
Rebeca OROPEZA
Position
Chair
ISCPES Editorial
Committee
Coordinator
ISCPES Official Web
Institute
Australian Catholic University
Universidad Pedagogica Experimental
Libertador
ISCPES Conference Information
2012 - 18th Biennial Conference of ISCPES 2012 (18-21 April Merida, Venezuela)
The 18th Biennial Conference of ISCPES 2012 was successfully held in Merida,
Venezuela from 18 to 21 April 2012. About 350 participants from at least 17 countries
jointed the event. I would like to express my heartfelt thanks to Universidad de Los
Andes and the kind work of the LOC team.
The Executive Board of ISCPES would like to publish papers submitted during the
conference period. The book title and publishing details will be decided by the
ISCPES Editorial Committee headed by Prof. John Saunders. If there is anyone who
wants to consider the publication, kindly send your papers to John Saunders or Jose
Prado’s for reviewing. Please note that blind review will be applied. Conference
participants will have the first priority for publication if papers are found suitable and
recommended by the reviewing committee.
Address for paper submission:
Assoc. Prof. John Saunders: john.saunders@acu.edu.au
Dr Jose Prado: jrpp@ula.ve
2013 – ICSSPE Asian Summit and World Conference on Sport and Physical
Education for Better Life 2013 (Tianjin, China) (10-13 October 2013)
The World Conference on Sport and Physical Education for Better Life is a joint
project between ICSSPE and will be held in Tianjin 2013. This is a joint project with
Tianjin University of Sport. Prof. Jia-sin YAO of Tianjin University of Sport is
invited to serve as Chair and assisted by Prof. Jian WANG and Dr Xiao-hua SUN.
Abstract submission is now open. Further information is provided below.
ISCPES Regional Conference 2013
Title
Venue
Date
Organizer
In cooperation with
Conference details
Contact
ICSSPE Asian Summit and World Conference on Sport and Physical Education
for Better Life 2013
Tianjin University of Sport
10-13 Oct 2013
Tianjin University of Sport
International Council of Sport Science and PE (ICSSPE) &
International Society for Comparative PE and Sport (ISCPES)
Please visit the conference website for details of registration and schedules of
abstract submission
Tel.: +86-22-23012331
Fax: +86-22-23012094
Prof. Jian WANG
Dr Xiao-hua SUN
Office e-mail: asiansummit2013@yahoo.com.cn
Conference website: www.tjus.edu.cn
43
Conference in 2014
Russian State University of Physical Education, Sport and Tourism (Russia) expects
to be the organizer of the 19th Biennial Conference of ISCPES in Moscow in 2014.
The conference date is currently set for 26 to 29 May. The Executive Board of
ISCPES has already agreed with the conference schedule and information will be
announced very soon.
Online membership registration, membership and general inquiry
As the new Executive Board requires time to re-develop the ISCPES' official website
and the online payment system, online membership registration has to close
temporarily until further notice. Please note that our new ISCPES official website is
now registered as www.iscpes.com
For any inquiries, please forward your message to the following:
General inquiries: Dr Walter King Yan Ho (walterkyho@yahoo.com)
Membership: Dr Jose Prado (jrpp@ula.ve)
Financial issues: Prof. Abel Toriola (toriolaal@tut.ac.za)
International sport studies: Prof. John Saunders (John.saunders@acu.edu.au)
2013 ISCPES World Conference: Prof. Wang Jian (asiansummit2013@yahoo.com.cn)
2014 19th Biennial Conference of ISCPES: Dr Elena Knova (ekomova@rambler.ru)
ISCPES Publication
ISCPES Book Series 2012
Two publications are expected in the second half of 2012. The first publication is the
translated work of Prof. Dr Hebert Haag’s book titled “Research Methodology for
Sport and Exercises Science: A Comprehensive Introduction for Study and Research”.
The book was printed in September 2012 by publishing house National Taiwan
Normal University. The second publication will include a title on 'Sport for Peace and
Pedagogical Study'. The title has yet to be confirmed. This book contains papers
collected from two ISCPES conferences: Nairobi in 2010 and Shanghai in 2011. The
book is expected to be published at the end of 2012. Logos Verlag (Berlin, Germany)
has been invited as publisher.
International Sport Studies
The ISCPES Journal, International Sports Studies, returned to the academic world.
Two issues were published in 2011 and volume 34 number 1 in 2012 was produced in
June 2012. Interested readers can retrieve the publication at www.logos-verlag.de.
The Executive Board of ISCPES decided to adopt a diversified approach for the
journal contents in order to reach the needs of a broader audience.
For further information please contact:
International Society for Comparative Physical Education and Sport (ISCPES)
www.iscpes.com / walterkyho@yahoo.com
44
EUPEA News
www.eupea.com / info@eupea.com
Compiled by C. Scheuer (Luxembourg, Luxembourg)
Structure of EUPEA
During the last EUPEA forum held from 19 to 20 October 2012 in Helsinki, the Board
of EUPEA faced some changes due to the resignation of two Board members.
Udo Hanke (Germany) has temporarily been appointed to the position of General
Secretary of the Executive board until the next EUPEA forum in November 2013. The
Board of EUPEA thanks Eric de Boever (Belgium) for 21 years of productive work
and cooperation for EUPEA and, in general, physical education across Europe.
Friedel Grube (Germany) has temporarily been appointed representative of Central
Europe in lieu of Udo Hanke until the next EUPEA forum.
Furthermore, Jan Rijpstra (Netherlands) resigned from his position as Board member.
After being a co-opted member since the 2011 forum in Brussels, Riitta Paarjarvi has
been elected full member of the EUPEA Board by the forum.
22nd EUPEA forum meeting in Helsinki, 19 to 20 October 2012
The annual EUPEA forum meeting was organized in cooperation with LIITO
(Association of Physical and Health Educators in Finland) in Helsinki. After the
Board meetings started on 18 October, the forum was held on 19 and 20 October. The
main topic of the forum was “Physical Education from a practical point of view –
Perspectives for EUPEA”. This topic lead the participants to express their view on the
future work of EUPEA in the field of physical education, especially under the
perspective of the position of EUPEA as an expert group in several European or
worldwide institutions or networks. Participants from all over Europe contributed to
successful forum meetings, with the celebration of the 100th anniversary of the Finnish
PE Teacher Association LIITTO as the final highlight.
Next EUPEA meetings in 2013
Board meeting in Luxembourg (L) or Zagreb (HR) from 28 February to
2 March 2013
Board meeting in Berlin (D) at the end of May 2013 (in connection with the
MINEPS V conference)
Forum meeting in Magglingen/Macolin (CH) from 1 to 3 November 2013 (in
connection with the Swiss congress for school sports, see details at
www.schulkongress.ch)
For further information please contact:
EUPEA - European Physical Education Association
Tel.: +352 466644-9233
www.eupea.com / info@eupea.com
45
ENSSEE News
www.enssee.eu / office@enssee.eu
Compiled by K. Petry (Cologne, Germany)
XII ENSSEE Forum in 2013
The XII ENSSEE forum will be held at the Hanze University Groningen, the
Netherlands, from 23 to 26 October 2013. The central theme of the forum is “Sport
horizon 2020 - The EU Framework Programme for Research and Innovation”.
Information, innovation and inspiration are the three pillars on which the forum has
been designed. During three dynamic and interactive days, participants will be
informed on the main developments and issues concerning physical education,
coaching, sport and health, and sport and management.
Inspiration of participants will be ensured by key note speakers such as Marc
Lammers, former coach of the Dutch women's hockey team and gold medallist at the
2008 Olympics in Beijing. Presentations of successful projects, innovations, and
poster presentations will complete this pillar.
The most important part of the forum, innovation, will create ground-breaking project
ideas - which are promising in terms of EU funding - during creative and interactive
sessions.
For further information please visit www.enssee.eu
CoachNet Final Conference
The CoachNet project will hold its final conference at Leeds Metropolitan University,
United Kingdom, from 26 6o 28 March. During this event the project group is going
to present the results of its first approach to further develop a structure for the coordination of sport coaching at European level and to make the voice of the coach
heard.
The project has been granted a financial contribution from the EU, and has been
recognised as a priority of the European Commission Sport Unit within the framework
of the Preparatory Action in the field of sport. It will also build on the existing
reference points for the education and development of sport coaches, as well as
providing a focal point for representation, research and communication on sport
coaching issues at European level.
For further information please visit www.coachnet.eu
For further information on ENSSEE please contact:
European Network of Sport Science, Education & Employment (ENSSEE)
Tel.: +49 (0)221 49825800
www.enssee.eu / office@enssee.eu
46
FIEP News
www.fiepeurope.eu / antala@fsport.uniba.sk
Compiled by B. Antala (Bratislava, Slovakia)
8th FIEP European Congress, Bratislava, Slovakia, 29 August - 1 September 2013
We are delighted to invite you to participate in the 8th FIEP European Congress
"Children and Youth Physical Education and Sport Perspectives in Europe" to be held
from 29 August to 1 September 2013 in Bratislava. It is a great pleasure and honour
for all of us that under the patronage of Directorate General of Sport of Ministry of
Education, Science, Research and Sport of the Slovak Republic Comenius University,
Faculty of Physical Education and Sport, Association of Physical Education Teachers
in cooperation with their partners is organising this prestigious scientific event in
Bratislava during the year of celebration of the 90th anniversary of FIEP, the oldest
and one of the world's largest international organisations in the field of physical
education. The congress shall focus on a very up-to-date topic: What are the current
trends of physical education and sport, what are their objectives in a changing society
and which role do physical education and sports professionals play in it. We believe
that congress will bring answers to many questions and will indicate further trends and
perspectives of physical education development in Europe, helping to provide it with a
better position and role in society.
Congress topics
Physical education at schools
Physical education and sports at universities
Economic and legal problems of PE and sports
Leisure activities, nutrition, health and healthy lifestyle of children and youths
Sport and PE for people with special needs
Education and training of professionals – PE teachers, coaches, managers
Round table: FIEP - 90 years of service to PE
Workshop for physical education teachers: school in motion
Congress language will be English.
Important dates
Registration and abstract submission:
Full text submission:
Congress fee payment:
Reduced congress fee payment:
30 April 2013
28 August 2013
30 June 2013
15 March 2013
Registration and more congress information: www.fiep2013bratislava.com
Congress e-mail: fiep2013@fsport.uniba.sk
For further information on FIEP please contact:
Fédération Internationale d’Education physique (FIEP)
E-mail: antala@fsport.uniba.sk
www.fiepeurope.eu
47
Upcoming Events
Prepared in cooperation with
ICSSPE (Berlin)
Tel. +49 (0)30 36418850
www.icsspe.org / icsspe@icsspe.org
17th IAPESGW World Congress
Physical Education and Sport: Promoting Gender Equality
10-13 April 2013
Havana, Cuba
www.iapesgw.org
MINEPS V
27 May - 1 June 2013
Berlin, Germany
www.icsspe.org/content/mineps-v-2013
ECSS
Unifying Sport Science
26-29 June 2013
Barcelona, Spain
http://www.ecss-congress.eu/2013
AIESEP International Conference
Physical Education and Sport: Challenging the Future
Warsaw, Poland
05-07 July 2013
www.aiesep2013.com
8th FIEP European Congress
Physical Education and Sports Perspective of Children and Youth in Europe
29 August - 01 September 2013
Bratislava, Slovakia
http://www.fiep2013bratislava.com/
AIESEP Specialist Seminar
The Role of PETE in Ensuring Quality PE in the Classroom - Exploring Best Practice
12-14 September 2013
Jyvaskyla, Finland
http://www.aiesep.ulg.ac.be/pages/future_event.php
ICSSPE/ISCPES Asian Summit 2013 & World Conference
Sport for better Life
10-13 October 2013
Tianjin, China
http://211.68.236.20:2008/huodong/Sport_for_better_life/index.htm
48
SPORT, CULTURE AND SOCIETY
Physical activities, fitness, and sports can be considered cultural practices reflecting
multiple meanings. The “Sport, Culture and Society” series deals with issues intersecting
sport, physical activity, health, aging and cultural concerns. The focus of the series is
interdisciplinary, ground-breaking work that draws on different disciplines and theoretical
approaches, such as sociology, philosophy, cultural anthropology, history, cultural
studies, feminist studies, post-modernism, or critical theory.
COMING SOON
Helmut Digel
Sociological Aspects of Modern Sports
The book deals with the Sociological Aspects of
Modern Sports and features articles on social change and
sports development (e.g. the problem of doping and the
responsibility of science, talent identification and promotion),
on the Olympics (e.g. the Olympic idea and reality, the
athletes’ village) and on athletics (e.g. on the development
of world athletics, what makes athletics valuable).
c. 200 pages, b/w, 20 photos
Paperback 5 3/4" x 8 1/4"
ISBN: 9781841263571
$ 24.95 US/$ 49.95 AUS/£ 19.95 UK/€ 24.95
E-Book (PDF): 9781841268248
E-Book (ePub): 9781841268231
James Skinner/Keith Gilbert/
Allan Edwards (eds.)
Heather Sheridan, Leslie A.
Howe & Keith Thompson (eds.)
Some Like It Hot
The Beach as a Cultural
Dimension
ISBN: 9781841260983
$ 19.95 US/$ 32.95 AUS/
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Karin Volkwein-Caplan
Nick T. Pappas
The dark side of sports
Sporting Reflections
Culture, Sport and
Physical Activity
Some Philosophical Perspectives
Issues, Impact and Challenges
ISBN: 9781841261829
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The Sports Publisher
MEYER & MEYER Sport | www.m-m-sports.com | sales@m-m-sports.com
Ken Hardman & Ken Green (eds.)
Physical Education: A Reader
This reader is a collection
of contributions on a
range of modern issues
in physical education. It
offers an interdisciplinary
approach of philosophical,
physiological, psychological, sociological and
pedagogical perspectives
on the academic and
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physical education.
3rd edition, 382 pages, 11 tables
Paperback, 5 3/4” x 8 1/4”
ISBN: 9781841260273
€ 23.90
The Sports Publisher
MEYER & MEYER Sport | www.m-m-sports.com | sales@m-m-sports.com