History And Status of American Physical Education And Educational Sport

, by Zeigler, Earle F.

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ISBN: 9781412058971 | 141205897X
Cover: Paperback
Copyright: 7/26/2005

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Supplemental Materials

Dedication

iii

Contents

Preface

xvi

Preamble

xxiii

American Historical Foundations: Social and Educational

(29)

The Colonial Period - 17th Century

(1)

Growth and Development - 18th Century

(2)

Nationalism and Growth (19th Century)

(3)

The Civil War and Reconstruction

The First Half of the Twentieth Century

(11)

The First Decade (1900-1910)

(2)

The Second Decade (1910-1919)

(2)

The Third Decade (1920-1930)

(2)

The Fourth Decade (1930-1939)

(2)

The Fifth Decade (1940-1949)

(1)

The Second Half of the Twentieth Century

(1)

The Third Quarter of the 20th Century (1950-1975)

(1)

The Fourth Quarter of the 20th Century

(8)

The Impact of Negative Social Forces Has Increased

(1)

What Character Is Sought for Americans?

(1)

What Happened to the Original Enlightenment Ideal?

(1)

The Economic Situation

(1)

The Status of Education

(1)

A ``Return to Essentials'' Approach

(1)

Summary

(1)

References and Bibliography

(2)

Physical Education in the United States: An Historical Precis

(24)

The Colonial Period

(1)

Early Games, Contests, and Exercise

(1)

The 18th Century

(2)

Early Support for Physical Training

(1)

The 19th Century

(1)

Beginning of Organized Sport

(1)

The Young Men's Christian Association

(1)

Early Physical Activity at the College Level

(1)

An Important Decade for Physical Education

(1)

The 20th Century

(1)

Conflicting Educational Philosophies

(2)

Embryonic Emergence of the Allied Professions

(1)

Professional Associations Form an Alliance

(1)

Achieving Some Historical Perspective

(1)

Professional Preparation and Discipline Specialization in American Physical Education and Kinesiology

(1)

Strongest Social Influences

(1)

The Physical Education/Kinesiology Curriculum

(1)

Instructional Methodology

(1)

Other Campus Developments

(1)

The Greatest Problems or Needs in United States

(3)

Concluding Statement

(1)

References and General Bibliography

(4)

A Persistent Problems Approach to the History of Physical Education and Educational Sport

(40)

The Social Forces (or Influences)

(10)

Values and Norms

(1)

The Influence of Nationalism

(5)

The Influence of Economics

(1)

The Influence of Religion

(1)

The Influence of Ecology

(1)

The Professional Concerns

(13)

The Curriculum

(1)

Methods of Instruction

(4)

Professional Preparation

(1)

The Healthy Body

(1)

Women, Ethnic Minorities, and the Handicapped

(1)

Dance Within HPER Programs

(1)

The Use of Leisure

(1)

Amateur, Semiprofessional, and Professional Sport

(1)

The Role of Management

(1)

Progress as a Concept (both a social force and a professional concern)

(9)

A Definition of Progress

(1)

Societal Progress

(1)

Progress in Education

(2)

The Need for Consensus

(2)

Possible Common Denominators

(2)

References and Bibliography

(5)

An Historical Analysis of Undergraduate Professional Preparation for Physical Education (in America 1861-1961)

(31)

School Physical Education in the U.S.A.

(1)

The Period from 1860 to 1890

(1)

The Beginning of Professional Preparation for Physical Education

(2)

The First Important Decade

(2)

The Period from 1890 to 1920

101

(6)

Introduction

102

(1)

Entrance Requirements

103

(1)

Methods of Instruction

104

(1)

Length of Programs

105

(1)

Curriculum

106

(1)

Faculty

106

(1)

The Period from 1920 to 1961

107

(15)

Introduction

108

(1)

Expanding Programs of Physical Education

109

(1)

World War II and Its Aftermath

110

(2)

Entrance Requirements

112

(1)

Curriculum

113

(4)

Length of Curriculum

117

(1)

Raising Standards

118

(1)

The ``Jackson's Mill Conference'' of 1948

119

(1)

A Call for Accreditation of Professional Programs

120

(1)

Numbers of Program (1920 to 1961)

121

(1)

Summary

122

(1)

References

123

(2)

An Historical Overview of Graduate Study in American Physical Education (1891-1975)

125

(26)

Early Development of Graduate Study

126

(2)

Graduate Study in Physical Education to World War II

128

(1)

From World War II Up Through the 1950's

129

(8)

Assessment and the Disciplinary Thrust of the 1960's

137

(1)

Status in the Mid-1970s: Future Directions

138

(6)

Summary

144

(1)

References

145

(6)

American Physical Education in the 20th Century: An Analytic Review

151

(43)

20th Century Program Development

151

(3)

Common Denominators in Program Development in the 20th Century

154

(2)

A Diagrammatic Representation of 20th-Century Development of Physical Education/Kinesiology

156

(22)

Phys. Educ. from 1900 to 1930 (Stage One)

156

(3)

Phys. Educ. from 1930 to 1960 (Stage Two)

159

(3)

Phys. Educ. from 1960 to 1970 (Stage Three)

162

(2)

Phys. Educ./Kines. (1970-1990 (Stage Four)

164

(3)

A Multi-Discipline or a Cross-Discipline?

167

(1)

Schema for the Profession's Developing Body of Knowledge (Stage Five--1990-????)

168

(8)

Scholarly and Professional Dimensions of Developmental Physical Activity in Exercise, Sport, and Related Movement

176

(1)

A Systems Approach to the Development and Use of Theory and Research in Phys.Educ./Kinesiology

177

(1)

A Model for the Optimum Professional Development in a Field Called ``X'', circa 2000-2010

178

(2)

Recommendations

180

(7)

Concluding Statement

187

(3)

Note

190

(1)

References and Bibliography

190

(4)

A Comparative Analysis of Professional Preparation for Physical Education in the United States and Canada (1960-1985)

194

(30)

Purpose of the Study

194

(1)

Methodology

195

(1)

Description and Interpretation

Category #1 (Social influences)

196

(1)

Category #2 (Curriculum)

197

(1)

Category #3 (Instructional methodology)

197

(1)

Category #4 (Other campus developments)

197

(1)

Category #5 (Greatest problem/need)

197

(1)

Comparison

198

(1)

Discussion and Preliminary Conclusions

198

(20)

Table 1. The United States--the 1960s

198

(2)

Table 2. The United States--the 1970s

200

(2)

Table 3. The United States--the 1980s

202

(2)

Table 4. The Greatest Problems in United States' Professional Preparation

204

(2)

Table 5. Canada--the 1960s

206

(2)

Table 6. Canada--the 1970s

208

(3)

Table 7. Canada--the 1980s

211

(3)

Table 8. The Greatest Problems in Canadian Professional Preparation

214

(1)

Table 9. Comparisons Between the United States and Canada

215

(1)

Category #1 (Social Influences)

215

(1)

Category #2 (Curriculum)

215

(1)

Category #3 (Instructional Methodology)

216

(1)

Category #4 (Other Campus Developments)

217

(1)

Category #5 (Greatest Problem/Need)

217

(1)

Concluding Statement

218

(1)

Acknowledgments

218

(1)

Note

219

(1)

References and General Bibliography

219

(5)

A History of Management Theory and Practice in American Physical Education and Sport

224

(30)

Introduction

224

(2)

Advent of the Marketing Concept

226

(1)

A Formal Organization Defined (Parsons)

227

(1)

A Fourth Stage Is Postulated

228

(1)

A Situational/Contingency Approach As A Composite Research Design?

229

(1)

Inadequate Concern for Theory in Physical Education and Sport Management

230

(2)

Status of Thought, Theory, and Practice in Physical Education and Sport Management

232

(2)

The Sport and Physical Activity Manager Defined

232

(1)

A Slowly Growing Awareness of the Managerial Revolution

233

(1)

Time Is Running Out on Us

234

(2)

Analysis of Research Reports (Trethaway)

236

(1)

Daniels and McCristal Effect Big Ten Body-of-Knowledge Project

236

(1)

A Significant Status Assessment in the Mid-1960s (Spaeth)

237

(1)

Field Is Alerted to Need for More Interdisciplinary Work (Penny)

238

(1)

A Plea For A Broader Approach to the Teaching of Administration Courses in Physical Education and Sport (Paton)

239

(1)

Baker and Collins Continue Bibliographic Work Begun by Zeigler and Spaeth

239

(2)

The Situation in the Mid-1990s

241

(2)

The Present Need: An ``Action-Theory Marriage!''

243

(1)

Don't Forget the Carry-Over Constants and/or Generalizations

243

(1)

Concluding Statement

244

(4)

The Professional Task Ahead

246

(2)

Note

248

(1)

References and Bibliography

249

(5)

American Physical Education and Sport Philosophy: An Historical and Critical Analysis

254

(27)

Historical Review of the Development of Sport and Physical Education Philosophy

255

(7)

A Common Sense/Rational Thought Approach (late 1880s through early 1920s

256

(1)

A Normative Approach to Philosophizing (mid-1920s to mid-1950s)

256

(2)

A Philosophy of Education Systems (Implications?) Approach (Mid-1950s to Mid-1960s)

258

(1)

A Theory-Building Approach

258

(1)

A Phenomenological-Existentialistic Approach

259

(1)

A Conceptual Analysis & Philosophy of Language

259

(1)

A Philosophic Analysis Approach to Concepts, Constructs, and Meanings

260

(2)

The Use and Abuse of Sport and Physical Activity: Cultural and Philosophic Criticism

262

(9)

The Need for Sport to Be Challenged

262

(1)

Two Basic Approaches to Criticizing and/or Philosophizing

262

(2)

Need for a Theory of Sport

264

(1)

Conflicting Views on Philosophy and Philosophic Thought

265

(3)

Assessment--The Aftermath of an ``Elitist Approach''

268

(1)

Present Improper Modeling of the Reality of Competitive Sport

269

(2)

What Is the Aim of Sport in Culture?

271

(1)

Looking to the 21st Century

271

(10)

Recommended Approaches Leading to a Possible Recovery in Sport and Physical Education Philosophy

271

(3)

Looking to the Future--How `Resuscitation' Could Be Applied to Sport and Physical Education Philosophy

274

(2)

Note

276

(1)

References

277

(4)

The Social Force of Ecology Confronts the Profession

281

(22)

Brief Historical Background

282

(2)

Ecology Defined

284

(2)

Some Further Definition of Terms

286

(1)

The Extent of the Problem in Modern Society

287

(2)

Meaning and Significance Viewed Philosophically

289

(3)

Implications for the Education Profession

292

(3)

Implications for Physical Education, Kinesiology, and Educational Sport

295

(1)

A Broad General Education Responsibility

296

(1)

Specific Implications for the Practicing Professional

297

(3)

Concluding Statement

300

(1)

References

301

(2)

The Emerging Postmodern Age: Global Trends in Physical Education

303

(20)

Significant Developments Have Transformed Our Lives

304

(1)

The World Has Three Main Trading Blocks

305

(2)

The Impact of Negative Social Forces Has Increased

307

(1)

The Problems of Megalopolis Living Have Not Yet Been Solved

308

(1)

What Character Do We Seek for Our People?

309

(1)

What Happened to the Original Enlightenment Ideal?

310

(1)

Technology and Life Improvement

311

(1)

Postmodernism as an Influence

311

(3)

Statement of the Survey's Main Purposes

314

(1)

Research Methods Employed

315

(1)

Findings from Sub-problems Included Presented Sequentially (Including Discussion Where Appropriate)

316

(1)

Findings from Specific Questions Asked (i.e., Sub-problems)

317

(5)

Concluding Statement

322

(1)

Note

322

(1)

Looking to the Future

323

(29)

Orientation to the Future of the Profession

323

(1)

Forecasting the Future

324

(5)

What Should We Avoid?

329

(5)

What Do We Know?

An Assessment of the Profession's Body of Knowledge

334

(1)

Principle 1. The ``Reversibility Principle''

334

(1)

Principle 2. The ``Overload Principle''

334

(1)

Principle 3. The ``Flexibility Principle''

334

(1)

Principle 4. The ``Bone Density Principle''

334

(1)

Principle 5. The ``Gravity Principle''

334

(1)

Principle 6. The ``Relaxation Principle''

334

(1)

Principle 7. The ``Aesthetic Principle''

335

(1)

Principle 8. The ``Integration Principle''

335

(1)

Principle 9. The ``Integrity Principle''

335

(1)

Principle 10. The ``Priority of the Person Principle''

335

(1)

Principle 11. The ``Live Life to Its Fullest Principle''

336

(1)

Principle 12. The ``Fun and Pleasure Principle''

336

(1)

Principle 13: The ``Longevity Principle''

336

(1)

``Getting in League'' with the Future

336

(4)

What Should We Do in the Near Future?

340

(6)

A Sharper Image

340

(1)

Our Profession's Name

341

(1)

A Tenable Body of Knowledge

341

(1)

Our Own Professional Associations

342

(1)

Professional Certification/Accreditation

342

(1)

Harmony Within The Profession

342

(1)

Harmony Among The Allied Professions

342

(1)

The Relationship With Intercollegiate Athletics

342

(1)

The Relationship With Intramurals and Recreational Sports

343

(1)

Guaranteeing Equal Opportunity

343

(1)

The Sport and Physical Education Identity

344

(1)

Applying the Competency Approach

344

(1)

Managing the Enterprise

344

(1)

Ethics and Morality in Physical Education and Educational Sport

344

(1)

Reunifying the Profession's Integral Elements

345

(1)

Cross-Cultural Comparison and International Understanding

345

(1)

Permanency and Change

345

(1)

Improving the Quality of Life

345

(1)

Reasserting Our ``Will to Win''

345

(1)

Conclusions and Recommendations: The Professional Task Ahead

346

(3)

References and Bibliography

349

(3)

Appendix A: Chronology of Events of Interest in the History of American Physical Education and Educational Sport

352

(8)

Appendix B: Illustrations (Satirical Cartoons) created by Dr. M. Chris (Kent) Rogers

360

(8)

The 1889 Conference in the Interest of Physical Training

361

(1)

Luther Halsey Gulick and James Naismith

362

(1)

Dudley Allen Sargent and Pulley Weight Devices

363

(1)

Amy Morris Homans and ``Image''

364

(1)

The ``Numbering'' of Academy Fellows

365

(1)

The Rivalry Between Columbia Teachers College and New York University

366

(1)

Charles H. McCloy vs. Jesse Feiring Williams (Essentialism vs. Progressivism)

367

(1)

The ``Unification Question'' in Higher Education (NAPECW and NCPEAM)

368

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History And Status of American Physical Education And Educational Sport

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