Hurych and Parry - Review of Philosophy of Sport text 2011-12 - IJPE 4 2012

Volume XLIX, Issue 4, 4th Quarter 2012

InternationalJournalof PhysicalEducationA Review Publication

Published by MEYER & MEYER SPORT

MEYER & MEYER Sport | www.m-m-sports.com | [email protected]

The Sports Publisher

This reader is a collectionof contributions on arange of modern issues in physical education. Itoffers an interdisciplinaryapproach of philosophical,physiological, psychologi-cal, sociological andpedagogical perspectiveson the academic and professional study of physical education.

3rd edition, 382 pages, 11 tablesPaperback, 5 3/4” x 8 1/4”ISBN: 9781841260273€ 23.90

Ken Hardman & Ken Green (eds.)

Physical Education: A Reader

IJoPE_4_12_Umschlag 05.12.2012 8:23 Uhr Seite 1

International Journalof Physical EducationA Review PublicationWith news from ICSSPE and ISCPES

Editors-in-Chief:Prof. Dr Dr h.c. H. Haag, M.S.Universität KielInstitut für Sport und SportwissenschaftenKiel, Germany

Martin HolzwegStellenbosch UniversityCentre for Human Performance SciencesStellenbosch, South AfricaE-mail: [email protected]

Editorial assistants: Natalie S. Wilcock

Issue 4/2012 – Contributors’ Addresses:

Prof. Dr Werner BeckerUniversität Luxemburg, Route de Diekirch,7220 Walferdange, LuxembourgTel.: +49 (0)352 4666449234 E-mail: [email protected]: www.uni.lu/research/flshase/inside/

people/werner_becker

Prof. Dr Arno Müller Universität Leipzig, FachgebietSportphilosophie und Sportgeschichte,Jahnallee 59, 04109 Leipzig, GermanyTel.: +49 (0)341 9731625E-mail: [email protected]: www.spowi.uni-leipzig.de/fakultaet/

institute-fachgebiete/psychpaed/fachgebiete/ sportgeschichte-philosophie

Prof. Dr Karin Volkwein-CaplanWest Chester University, Department of Kinesiology,316 Sturzebecker Health Science Center, WestChester, PA 19383, USATel.: +1 (0)610 4362153E-mail: [email protected]: www.wcupa.edu/_academics/

healthsciences/kinesiology/kcaplan.asp

Published byMeyer & Meyer SportVon-Coels-Straße 390, 52080 AachenTel.: +49 (0)241 95810-0Fax: +49 (0)241 95810-10E-mail: [email protected]: http://www.m-m-sports.com

Member of the World Sport Publishers’ Association (WSPA)

Theme ISSUE 4/2012

Historical and PhilosophicalFoundations

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 ofLuxembourgian pupils - An analogy betweenlegends 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 forComparative 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

Helmut DigelSociological Aspects of Modern Sports

The book deals with the Sociological Aspects of Modern Sports and features articles on social change andsports development (e.g. the problem of doping and theresponsibility 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 photosPaperback 5 3/4" x 8 1/4"ISBN: 9781841263571$ 24.95 US/$ 49.95 AUS/£ 19.95 UK/€ 24.95E-Book (PDF): 9781841268248E-Book (ePub): 9781841268231

James Skinner/Keith Gilbert/Allan Edwards (eds.)

Some Like It HotThe Beach as a CulturalDimension

ISBN: 9781841260983$ 19.95 US/$ 32.95 AUS/£ 14.95 UK/€ 18.90

Heather Sheridan, Leslie A. Howe & Keith Thompson (eds.)

Sporting ReflectionsSome Philosophical Perspectives

ISBN: 9781841261829$ 19.95 US/$ 32.95 AUS/£ 14.95 UK/€ 18.95

Karin Volkwein-Caplan

Culture, Sport and Physical ActivityIssues, Impact and Challenges

ISBN: 9781841261478$ 19.95 US/$ 32.95 AUS/£ 14.95 UK/€ 18.90

Nick T. Pappas

The dark side of sports

ISBN: 9781841263380$ 24.95 US/$ 49.95 AUS/£ 19.95 UK/€ 24.95

SPORT, CULTURE AND SOCIETYPhysical activities, fitness, and sports can be considered cultural practices reflecting multiple meanings. The “Sport, Culture and Society” series deals with issues intersectingsport, physical activity, health, aging and cultural concerns. The focus of the series isinterdisciplinary, ground-breaking work that draws on different disciplines and theoreticalapproaches, such as sociology, philosophy, cultural anthropology, history, cultural studies, feminist studies, post-modernism, or critical theory.



COMING SOON


1

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 ENGLISH ISSUE Instructional Theory of Sport M. Holzweg,

Stellenbosch, RSA Prof. Dr S. Silverman, New York, USA

1/2012 1/2014

Health Foundations Dr M. Knoll, Karlsruhe, GER

Prof. Dr G. C. Le Masurier, 2/2012 Nanaimo, CAN 2/2014

Sports Curriculum Theory Prof. Dr N. Fessler, Karlsruhe, GER

Prof. Dr P. Schempp, Athens, USA

3/2012 3/2014

Historical and Philosophical Foundations

Prof. Dr A. Müller, Leipzig, GER

Prof. Dr K. Volkwein, West Chester, USA

4/2012 4/2014

Physical Education Teachers and Coach Education

Prof. Dr U. Hanke, Berlin, GER

Dr D. Novak Zagreb, CRO

1/2011 1/2013

Psychological and Sociological Foundations

Prof. Dr T. Schack, Bielefeld, GER

Dr S. C. Erpič, Ljubljana, SLO

2/2011 2/2013

Comparative Sport Pedagogy Prof. Dr U. Pühse, Basle, CH

Prof. Dr K. Hardman, Worchester, UK

3/2011 3/2013

Nature and Function of Sport Pedagogy

Prof. Dr R. Sygusch, Erlangen, GER

Prof. Dr R. Bailey, Birmingham, UK

4/2011 4/2013

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 ENGLISH ISSUE Instructional Theory of Sport M. Holzweg,

Stellenbosch, RSA Prof. Dr S. Silverman, New York, USA

1/2012 1/2014

Health Foundations Dr M. Knoll, Karlsruhe, GER

Prof. Dr G. C. Le Masurier, 2/2012 Nanaimo, CAN 2/2014

Sports Curriculum Theory Prof. Dr N. Fessler, Karlsruhe, GER

Prof. Dr P. Schempp, Athens, USA

3/2012 3/2014

Historical and Philosophical Foundations

Prof. Dr A. Müller, Leipzig, GER

Prof. Dr K. Volkwein, West Chester, USA

4/2012 4/2014

Physical Education Teachers and Coach Education

Prof. Dr U. Hanke, Berlin, GER

Dr D. Novak Zagreb, CRO

1/2011 1/2013

Psychological and Sociological Foundations

Prof. Dr T. Schack, Bielefeld, GER

Dr S. C. Erpič, Ljubljana, SLO

2/2011 2/2013

Comparative Sport Pedagogy Prof. Dr U. Pühse, Basle, CH

Prof. Dr K. Hardman, Worchester, UK

3/2011 3/2013

Nature and Function of Sport Pedagogy

Prof. Dr R. Sygusch, Erlangen, GER

Prof. Dr R. Bailey, Birmingham, UK

4/2011 4/2013

2

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)

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.

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

3

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.

4

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.

5

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 aero-modelling. 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 inter-disciplinary 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

6

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

7

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 auto-teleology. 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

8

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 real-world 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.

9

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 non-linear 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.

10

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).

11

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

12

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. References Atry, A., Hansson, M. G., & Kihlbom, U. (2011). Gene Doping and the Responsibility of

Bioethicists. Sport, Ethics and Philosophy, 5(2), 149–161. Bednář, M. (2011). Experimental Gateway into Spiritual Dimension. Sport. Acta Facultatis

Educationis Physicae Universitatis Comenianae, 51(2), 75–84. Bednář, M. (2012). Sport, Olympism and Two Lifestyles. Ugdymas. Kūno kultūra. Sportas,

84(1), 3–7. Bloodworth, A., McNamee, M., & Bailey, R. (2012). Sport, physical activity and well-being:

an objectivist proposal. Sport, Education and Society, 17(4), 497–514. Burkett, B., McNamee, M., & Potthast, W. (2011). Shifting boundaries in sports technology

and disability, is this equal rights or unfair advantage? A multidisciplinary analysis of Oscar Pistorius’ Olympic Games eligibility. Disability and Society, 26(5), 643–654.

Carlson, C. (2012). The “Playing” Field: Attitudes, Activities, and the Conflation of Play and Games. Journal of the Philosophy of Sport, 38(1), 74–87.

Davis, P. (2012). The Ladies of Besiktas: An Example of Moral and Ideological Ambiguity? Sport, Ethics and Philosophy, 6(1), 4–15.

Eichberg, H. (2011). Bodily Democracy: Towards a Philosophy of Sport for All. London: Routledge.

Erdozain, D. (2012). Does Sport Build Character? A Progress Report on a Victorian Idea, Studies in Christian Ethics, 25, 35–48.

Gačević, M., & Đorđević, T. (2011). Šport kot biopolitična praksa [Sport as biopolitical practice]. Borec, 63(676–680), 240–259.

13

Gačević, M., & Đorđević, T. (2012). Šport, biopolitika in kritika politične ekonomije [Sport, bio-politics and critic of political economy]. Ars & Humanitas, 6(1), 117–127.

Greenfield B. H., & West, C. R., (2012) Ethical Issues in Sports Medicine Sports Health: A Multidisciplinary Approach, 4, 475–479.

Griffith, R., McNamee, M., & Phillips, N. (2011). On the duty of the doctor not to disclose athlete doping data without consent. International Journal of Sport Policy and Politics, 3(2), 189–200.

Hamilton, M. (2011). Guest Editor’s Introduction. Journal of the Philosophy of Sport, 38(2), 175–176.

Hardman, A. R., & Jones, C. R. (Eds.) (2011). The Ethics of Sports Coaching. London: Routledge.

Hogenová. A. (2012). Phenomenological analysis and the meaning of sport. Philosophy of Education, 5, 53–58.

Holm, S., McNamee, M., & Pigozzi, F. (2011). Ethical practice and sports physician protection: a proposal. British Journal of Sport Medicine, 45, 1170–1173.

Holowchak, M. A. (2011). The “Measure” of an Athletic Achievement Character Versus Production, or a Forced Dichotomy in Competitive Sport. Journal of the Philosophy of Sport, 38(1), 88–102.

Hopsicker, P., & Hurych, E. (2010). Selected Philosophy of Sport/Movement Culture Texts in English and Slavonic (2009-2010). International Journal of Physical Education, XLV(4), 2–15.

Hopsicker, P., & Jirásek, I. (2008). Selected Philosophy of Sport/Movement Culture Texts in English and Slavonic (2007-2008). International Journal of Physical Education, XLIV(4), 162–176.

Hopsicker, P., & Jirásek, I. (2006). Selected Philosophy of Sport/Movement Culture Texts in English and Slavonic (2005-2006). International Journal of Physical Education, XLIII(4),140–155.

Howe, L. (2011). Convention, Audience, and Narrative: Which Play is the Thing? Journal of the Philosophy of Sport. 38(2), 135–148.

Hurych, E. (2011). Temporality of Sport Performance. In J. Kosiewicz, & M. Piątkowska (Eds.), Sport in the Context of Social and Cultural Changes (pp. 113–122). Warsaw: Museum of Sports and Tourism in Warsaw.

Hutch, R. (2012). Sport and Spirituality: Mastery and Failure in Sporting Lives. Practical Theology, 5(2), 131–152.

Jirásek, I. (2011a). Pilgrimage as a form of physical and movement spirituality. In J. Parry, M. Nesti, & N. Watson(Eds.), Theology, Ethics and Transcendence in Sports (pp. 223–232). New York: Routledge.

Jirásek, I. (2011b). Sport and pilgrimage: cyborgization versus spirituality. Sport Studies, 17, 135–177.

Jirásek, I. (2011c). Konečnost a nekonečnost růstu sportovního výkonu jako znak kyborgizace člověka. [Finiteness and endlessness of sport achievements’ grow as a sign of a human cyborgization]. Česká kinantropologie, 15(4), 9–16.

Jirásek, I. (2011d). Cultural and social influence on the shape of philosophy of sport: the Case of Phenomenology. In J. Kosiewicz, & M. Piątkowska (Eds.), Sport in the Context of Social and Cultural Changes (pp. 82–95). Warsaw: Museum of Sports and Tourism in Warsaw.

Jirásek, I., & Hurych, E. (2012). Pain and suffering in sport. Human Movement, 13(2), 185–189.

Kastelec, M. (2012). Igra [Play]. Ars & Humanitas, 6(1), 11–20. Kobiela, F. (2011). Two Kinds of Games Acta Universitatis Carolinae. Kinanthropologica,

47(1), 61–67. Kosiewicz, J. (2011). Western Sport in the Context of Spirituality and Spiritualism.

International Journal of Motor Learning and Sport Performance, 1, 46–54. Kosiewicz, J. (2011a). Sport – Beyond Moral Good and Evil. Pan-Asian Journal of Sports &

Physical Education, 3(1), 25–35.

14

Kosiewicz, J. (2011b). Foul Play in Sport as a Phenomenon Inconsistent with the Rules, yet Acceptable and Desirable. Physical Culture and Sport. Studies and Research, 52, 33–43.

Kosiewicz, J. (2011c). The Ethical Context of Justifying Anti-Doping Attitudes: Critical Reflections. Physical Culture and Sport. Studies and Research, 53, 76–85.

Kosiewicz, J. (2012). Tourism and Science – Goals and Values. International Journal Motor Learning & Sport Performance, 2, 101–110.

Kosiewicz, J., & Piątkowska M. (Eds.). (2011a). Sport in the Context of Social and Cultural Changes. Warsaw: Wydawnictwo Printpap.

Kosiewicz, J., & Piątkowska M, (Eds.) (2011b). Społeczne i kulturowe aspekty sportu [Social nad cultural aspects of sport]. Warszawa: Wydawnictwo Printpap.

Kosiewicz, J., & Smoleń, A. (2011). Kultura fizyczna i sport – w zwierciadle nauk społecznych [Physical culture and sport in the mirror of social sciences]. Wychowanie Fizyczne i Zdrowotne, 10, 25–27.

Kreft, L. (2011a). Elite sportpersons and commodity control: anti-doping and quality assurance. International journal for sport policy, 3(2), 151–161.

Kreft, L. (2011b). Lepota nogometne igre: prolegomena za estetiko športa nasploh in nogometa še posebej” [Beauty of football: a prolegomena for aesthetics of sport in general and of football in particular]. Borec, 63(676–680), 354–386.

Kreft, L. (2011c). Levi horog: filozofija športa v osmih esejih [Left sky-hook: philosophy of sport in eight essays]. Ljubljana: Sophia (monograph).

Kreft, L. (2012a). Graciozno gibanje [Gracious movement]. Ars & Humanitas, 6(1), 89–105. Kreft, L. (2012b). Sport as dramatic performance – Šport kot dramatični performans (bilingual

edition). In A. Gregorič, & S. Dabernig (Eds.), LČepa igra – The beautiful game, (pp. 11–16 and 101–106). Ljubljana: Mestna galerija (Municipal Gallery).

Kreider, A. J. (2011). Game-Playing Without Rule-Following. Journal of the Philosophy of Sport, 38(1), 55–73.

Kretchmar, S. (2011). Sporting recommendations for teaching fair play: A logical and evolutionary account. Physical Culture and Sport Studies and Research. 52, 5–13.

Kretchmar, S. (2012). Play Disabilities: A Reason for Physical Educators to Rethink the Boundaries of Special Education. Quest, 64(2), 79–86.

Kretchmar, S. (2012). Competition, Redemption, and Hope. Journal of the Philosophy of Sport, 39(1), 101–116.

Lacerda, T. (2011). From Ode to Sport to Contemporary Aesthetic Categories of Sport: Strength Considered as an Aesthetic Category. Sport, Ethics and Philosophy, 5(4), 447–456.

Levski, D. (2011). Antično telo od Homerja do Aristotela [The antique body from Homer to Aristotle] Borec, 63(676–680), 290–311.

Lima, J. T. (2012). The Competitive Perception. Sport, Ethics and Philosophy, 6(1), 61–66. MacGregor, O. & McNamee, M. (2011). Harm, risk and doping analogies. Theoretical

medicine and bioethics, 31(3), 201–207. Markič, O. (2012). Šport kot predmet refleksije in osebna izkušnja. [Sport as object of

reflection, and personal experience]. Ars & Humanitas, 6(1), 51–60. Marks S., Mountjoy, M., & Marcus, M. (2012) Sexual harassment and abuse in sport: the role

of the team doctor. British Journal of Sport Medicine, 46, 905–908. Martínková, I. (2011a). Basic Questions about World Winter Games. ACC Journal, 17(2),

142–149. Martínková, I. (2011b). Anthropos as Kinanthropos: Heidegger and Patočka on Human

Movement. Sport, Ethics and Philosophy, 5(3), 217–230. Martínková, I. (2012). Pierre de Coubertin’s vision of the role of sport in peaceful

internationalism. Sport in Society, 15(6), 788–797. Martínková, I. (2012b). Fair or Temple: Two Possibilities for Olympic Sport. Sport, Ethics

and Philosophy, 6(2), 166–182. Martínková, I., & Parry, J. (2011a). An Introduction to the Phenomenological Study of Sport.

Sport, Ethics and Philosophy 5(3), 185–201. Martínková, I., & Parry, J. (2011b). Two Ways of Conceiving Time in Sports. Acta

Universitatis Palackianae Olomucensis. Gymnica, 41(1), 23–31.

15

Martínková, I., & Parry, J. (2011c). The double instrumentality of sport. Studies in Physical Culture and Tourism, 18(1), 25–32.

Martínková, I., & Parry, J. (Eds.) (2012a) Phenomenological Approaches to Sport. London: Routledge (also published as a Special Issue of Sport, Ethics and Philosophy, 6(2)).

Massarelli, R., & Terret, T. (2012). Images and Symbols in Ancient and Modern Sport Sport, Ethics and Philosophy, 6(3), 376–392.

McFee, G. (2011). Ethics, Knowledge and Truth in Sports Research: An Epistemology of Sport. London: Routledge.

McFee, G. (2012). Olympism and Sport’s Intrinsic Values. Sport, Ethics and Philosophy, 6(2), 211–231.

McNamee, M. (2011). What’s wrong with genetic enhancements in sports? Ethische Perspektiven, 20(4), 340–353.

McNamee, M., & Phillips, N. (2011). Confidentiality, disclosure and doping in sports medicine. British Journal of Sports Medicine, 45, 174–177.

McNamee, M., & Parry, J. Eds. (2012a). Olympic Ethics and Philosophy. London: Routledge. McNamee, M., & Parry, J. (2012b). Olympic Ethics and Philosophy: old wine in new bottles.

Sport, Ethics and Philosophy, 6(2), 103–107. McLaughlin, D. W., & Torres, C. R. (2011) “A Moral Justification for a More Inclusive

Olympic Program,” Olympika: The International Journal of Olympic Studies, 20, 55-78. Michaluk, T. (2011). Research categories in the philosophy and sem(e)iotics of sport, In J.

Kosiewicz, & M. Piątkowska (Eds.). Sport in the Context of Social and Cultural Changes (pp. 16–22). Warsaw: Museum of Sports and Tourism in Warsaw.

Moola F. J., & Norman, M. E. (2012). Transcending ‘Hoop Dreams’: toward a consideration of corporeality, crossroads and intersections, and discursive possibilities in disability and theory.

Morris, S. P. (2012). The Limit of Spectator Interaction. Sport, Ethics and Philosophy, 6(1), 46–60.

Mumford, S. (2012). Watching Sport: Aesthetics, Ethics and Emotion. London: Routledge. Myers, D. (2012). Game as Paradox: A Rebuttal of Suits. Journal of the Philosophy of Sport,

39(1), 155–168. Němec, M. (2011). The Relevance of Fair Play for Contemporary Sport. Play Fair (Academic

Supplement), 8(1), 1–2. Nlandu, T. (2011).One Play Cannot be Known to Win or Lose a Game: A Fallibilist Account

of Game. Sport, Ethics and Philosophy, 5(1), 21–33. Norris, C. (2011). Sport, Craft or Technique? The Case of Competitive Aeromodelling. Sport,

Ethics and Philosophy, 6(1), 124–148. Oborný, J., & Pačesová, P. (2011). Aesthetic aspects of sport and their effects to the personal

catharsis. In: J. Kosiewicz, & M. Piatkowska (Eds.), Sport in the context of European cultural and social changes (pp. 105–112). Warsaw: Museum of Sports and Tourism in Warsaw.

Oborný, J. (2011a). Corporality, sport and erotica. Human Movement, 12(2), 203–207. Oborný, J. (2011b). The aspects of meaning of the relation between corporality and erotica in

sport. Acta Facultatis Educationis physicae Universitatis Comenianae, 1(2), 55–-63. Oborný, J. (2011c). Problém zmyslu ľudského pohybu [The problem of the sense of human

movement]. Tělesná kultura, 34(1 – special issue), 167–182. Oborný, J., & Štefančíková, E. (2012). Etika a súčasný šport z hľadiska možností etického

poradenstva [Ethics and contemporary sport from the point of view of the possibilities for ethical consulting]. Civilia, 3(1), 28–36.

Oslin, J., & Collier, C. (2012). Rethinking the Boundaries: Response. Quest. 64(2), 87–91. Parry, J., Watson, N., & Nesti, M. (Eds.) (2011). Theology, Ethics and Transcendence in

Sport. New York: Routledge. Parry, J. (2012a). The Power of Sport in Peacemaking and Peacekeeping. Sport in Society,

15(6), 774–787. Partridge, B. (2011). Fairness and Performance-Enhancing Swimsuits at the 2009 Swimming

World Championships: The ‘Asterisk” Championships. Sport, Ethics and Philosophy, 5(1), 63–74.

16

Pawłucki, A. (2011). Sportivus, pseudo-sportivus, anti-sportivus why is sport act morally good? In J. Kosiewicz, & M. Piątkowska (Eds.), Sport in the Context of Social and Cultural Changes (pp. 1001–107). Warsaw: Museum of Sports and Tourism in Warsaw.

Pezdek, K. (2011). Physical education and the problem of ethical education of schoolchildren. In J. Kosiewicz, & M. Piątkowska (Eds.), Sport in the Context of Social and Cultural Changes (pp. 42–47). Warsaw: Museum of Sports and Tourism in Warsaw.

Pisk, J. (2011). Človeška narava in vprašanje športa [Human nature and what it means in sport]. Borec, 63(676–680), 290–311.

Pisk, J. (2012). O dveh pogledih na šport [On two views of sport]. Ars & Humanitas, 6(1), 21–32.

Reid. H. L., & Austin, M. W. (Eds.) (2011). The Olympics and Philosophy. University Press of Kentucky.

Reid, H. L. (2012) Introduction to the Philosophy of Sport. Rowman & Littlefield Publishers. Royce, R. (2011). Suits, Autotelicity, Temporal Reallocations, Game Resources and Defining

‘Play’. Sport, Ethics and Philosophy, 5(2), 93–109. Royce, R. (2012a). Concerning a Moral Duty to Cheat in Games. Sport, Ethics and

Philosophy, 6(3), 323–335. Royce, R. (2012b). Refereeing and Technology – Reflections on Collins’ Proposals. Journal

of the Philosophy of Sport, 39(1), 53–64. Russell, J. S. (2012). The Ideal Fan or Good Fans? Sport, Ethics and Philosophy, 6(1), 16–30. Scarpa, S., & Carraro, A. N. (2011). Does Christianity Demean the Body and Deny the Value

of Sport? – A Provocative Thesis. Sport, Ethics and Philosophy, 5(2), 110–123. Schmid, S. E. (2011). Beyond Autotelic Play. Journal of the Philosophy of Sport, 38(2), 149–

166. Skultety, S. (2011). Categories of Competition. Sport, Ethics and Philosophy, 5(4), 433–446. Thompson, K. (2011). Miracles in Sport: A Reply to Hopsicker. Sport, Ethics and Philosophy.

5(2), 175–177. Torres, C. R. (2012) “Expatriate Coaching, Olympism and the Olympic Games,” Sport, Ethics

and Philosophy 6(2), 289–304. Trivino, J. T. P. (2012). Strategic Intentional Fouls, Spoiling The Game and Gamesmanship.

Sport, Ethics and Philosophy, 6(1), 67–77. Twietmeyer, G. (2012). The Four Marks of Holistic Kinesiology. Quest, 64, 229–248. Upton, H. (2011). Can there be a Moral Duty to Cheat in Sport? Sport, Ethics and Philosophy.

5(2), 161–174. Vannatta, S. (2011). Phenomenology and the Question of Instant Replay: A Crisis of the

Sciences. Sport, Ethics and Philosophy, 5(3), 331–342. Wasąžnik, T. (2011). Basis for a systemic perception of the values in physical culture, in the

context of modernism and postmodernism, In J. Kosiewicz, & M. Piątkowska (Eds.). Sport in the Context of Social and Cultural Changes (pp. 48–56). Warsaw: Museum of Sports and Tourism in Warsaw.

Watson, N., & Parker, A. (Eds.) (2012). Sports and Christianity: Historical and Contemporary Perspectives. London: Routledge.

White, J. (2012). The Enduring Problem of Dualism: Christianity and Sports. Implicit Religion, 15(2).

Zimmerman A. C., & Morgan, J. (2011). The Possibilities and Consequences of Understanding Play as Dialogue. Sport, Ethics and Philosophy, 5(1), 46–62.

Zurc, J. (2012). Ustvarjanje vrhunskega dosežka – med samouresničevanjem in zlorabo [Creating best result – in-between self-realization and abuse]. Borec, 63(676–680), 216–239.

17

Historical-philosophical foundations of sports pedagogy (2010-2012)

A. Müller (Leipzig, Germany)

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.

Introduction 1 Myths and anthropotechnics 2 Doping 3 Ethics and history 4 Methodology and sport science 5 Conclusion References

18

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)

19

medicine, sport associations and sports politicians does not get us very far, even anti-doping 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).

20

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

21

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.),

22

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.

23

Sport International

The general sport motor function ability of Luxembourgian pupils - An analogy between legends and facts

W. Becker, & G. Malané (Luxembourg, Luxembourg)

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

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

24

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).

25

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: above-average, 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% -

26

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 143 909.42.9 127.7 Table IV Results of the male pupils aged six Lux. Data Norm data

ST M SD Eva ST M SD p +/- 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% -

27

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.

28

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 5 Due to missing values, the sums of percentages often do not add up to 100%. Furthermore, there are substantial differences between the sub-samples

29

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) Push-up 11.4 (4.7; 67) 11 (4) 11.6 (3.9; 65) 11 (4) Table VIII Pupils aged seven. For legend, cf. Table 1 Male Female


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


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

30

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


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 above-

average Above-average

Average Below-average

Well below-average

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) E-value (%) 8 24 36 24 8 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.

31

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 Achievement Appropriate Age

Age 0.12 0.7

Achievement 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'.

32

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. Interdisziplinär-

integrative 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.

33

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, pre-service teachers, practising teachers and teacher educators to learn how to read

34

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. Adventure-based 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

35

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).

36

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

37

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

38

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

39

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

40

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

41

ICSSPE News www.icsspe.org / [email protected] 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 / [email protected]

42

ISCPES News www.iscpes.com / [email protected] 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. Name Position Institute 1. Walter King Yan HO President University of Macau 2. Rosa de D’AMICO Vice-President Universidad Pedagogica Experimental

Libertador 3. Nyit-chin KEH Secretary National Taiwan Normal University 4. Abel TORIOLA Treasurer Tshwante University of Technology 5. Lateef O. AMUSA Regional Coordinator University of Venda for Science and

Technology 6. Martin HOLZWEG Research and Publication Stellenbosch University 7. Jose PRADO Membership Coordinator Universidad de Los Andes

Ex officio members

No. Name Position Institute 1. Darwin SEMOTIUK Immediate Past-President University of Western Ontario 2. John SAUNDERS ISS Chief Editor Australian Catholic University 3. Jia-xin YAO LOC Chair

ICSSPE Asian Summit and World Conference on

Sport and Physical Education for Better Life

(2013)

Tianjin University of Sport

4. Yuri BAIKOVSKY LOC Chair 19th Biennial Conference

of ISCPES (2014)

Russian State University of Physical Education, Sport and Tourism

43

Advisory committee and work group

No. Name Position Institute 1. John SAUNDERS Chair

ISCPES Editorial Committee

Australian Catholic University

2. Rebeca OROPEZA Coordinator ISCPES Official Web

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: [email protected] Dr Jose Prado: [email protected]

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 ICSSPE Asian Summit and World Conference on Sport and Physical Education for Better Life 2013

Venue Tianjin University of Sport Date 10-13 Oct 2013 Organizer Tianjin University of Sport In cooperation with International Council of Sport Science and PE (ICSSPE) &

International Society for Comparative PE and Sport (ISCPES) Conference details Please visit the conference website for details of registration and schedules of

abstract submission Contact Tel.: +86-22-23012331 Fax: +86-22-23012094

Prof. Jian WANG Dr Xiao-hua SUN Office e-mail: [email protected] Conference website: www.tjus.edu.cn

44

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 ([email protected]) Membership: Dr Jose Prado ([email protected]) Financial issues: Prof. Abel Toriola ([email protected]) International sport studies: Prof. John Saunders ([email protected]) 2013 ISCPES World Conference: Prof. Wang Jian ([email protected]) 2014 19th Biennial Conference of ISCPES: Dr Elena Knova ([email protected]) 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 / [email protected]

45

EUPEA News www.eupea.com / [email protected] 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 / [email protected]

46

ENSSEE News www.enssee.eu / [email protected] 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 co-ordination 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 / [email protected]

47

FIEP News www.fiepeurope.eu / [email protected] 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: 30 April 2013 Full text submission: 28 August 2013 Congress fee payment: 30 June 2013 Reduced congress fee payment: 15 March 2013 Registration and more congress information: www.fiep2013bratislava.com Congress e-mail: [email protected] For further information on FIEP please contact: Fédération Internationale d’Education physique (FIEP) E-mail: [email protected] www.fiepeurope.eu

48

Upcoming Events Prepared in cooperation with ICSSPE (Berlin) Tel. +49 (0)30 36418850 www.icsspe.org / [email protected] 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

International Journalof Physical EducationA Review PublicationWith news from ICSSPE and ISCPES

Editors-in-Chief:Prof. Dr Dr h.c. H. Haag, M.S.Universität KielInstitut für Sport und SportwissenschaftenKiel, Germany

Martin HolzwegStellenbosch UniversityCentre for Human Performance SciencesStellenbosch, South AfricaE-mail: [email protected]

Editorial assistants: Natalie S. Wilcock

Issue 4/2012 – Contributors’ Addresses:

Prof. Dr Werner BeckerUniversität Luxemburg, Route de Diekirch,7220 Walferdange, LuxembourgTel.: +49 (0)352 4666449234 E-mail: [email protected]: www.uni.lu/research/flshase/inside/

people/werner_becker

Prof. Dr Arno Müller Universität Leipzig, FachgebietSportphilosophie und Sportgeschichte,Jahnallee 59, 04109 Leipzig, GermanyTel.: +49 (0)341 9731625E-mail: [email protected]: www.spowi.uni-leipzig.de/fakultaet/

institute-fachgebiete/psychpaed/fachgebiete/ sportgeschichte-philosophie

Prof. Dr Karin Volkwein-CaplanWest Chester University, Department of Kinesiology,316 Sturzebecker Health Science Center, WestChester, PA 19383, USATel.: +1 (0)610 4362153E-mail: [email protected]: www.wcupa.edu/_academics/

healthsciences/kinesiology/kcaplan.asp

Published byMeyer & Meyer SportVon-Coels-Straße 390, 52080 AachenTel.: +49 (0)241 95810-0Fax: +49 (0)241 95810-10E-mail: [email protected]: http://www.m-m-sports.com

Member of the World Sport Publishers’ Association (WSPA)

Theme ISSUE 4/2012

Historical and PhilosophicalFoundations

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 ofLuxembourgian pupils - An analogy betweenlegends 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 forComparative 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

Helmut DigelSociological Aspects of Modern Sports

The book deals with the Sociological Aspects of Modern Sports and features articles on social change andsports development (e.g. the problem of doping and theresponsibility 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 photosPaperback 5 3/4" x 8 1/4"ISBN: 9781841263571$ 24.95 US/$ 49.95 AUS/£ 19.95 UK/€ 24.95E-Book (PDF): 9781841268248E-Book (ePub): 9781841268231

James Skinner/Keith Gilbert/Allan Edwards (eds.)

Some Like It HotThe Beach as a CulturalDimension

ISBN: 9781841260983$ 19.95 US/$ 32.95 AUS/£ 14.95 UK/€ 18.90

Heather Sheridan, Leslie A. Howe & Keith Thompson (eds.)

Sporting ReflectionsSome Philosophical Perspectives

ISBN: 9781841261829$ 19.95 US/$ 32.95 AUS/£ 14.95 UK/€ 18.95

Karin Volkwein-Caplan

Culture, Sport and Physical ActivityIssues, Impact and Challenges

ISBN: 9781841261478$ 19.95 US/$ 32.95 AUS/£ 14.95 UK/€ 18.90

Nick T. Pappas

The dark side of sports

ISBN: 9781841263380$ 24.95 US/$ 49.95 AUS/£ 19.95 UK/€ 24.95

SPORT, CULTURE AND SOCIETYPhysical activities, fitness, and sports can be considered cultural practices reflecting multiple meanings. The “Sport, Culture and Society” series deals with issues intersectingsport, physical activity, health, aging and cultural concerns. The focus of the series isinterdisciplinary, ground-breaking work that draws on different disciplines and theoreticalapproaches, such as sociology, philosophy, cultural anthropology, history, cultural studies, feminist studies, post-modernism, or critical theory.



COMING SOON


Volume XLIX, Issue 4, 4th Quarter 2012

InternationalJournalof PhysicalEducationA Review Publication

Published by MEYER & MEYER SPORT



This reader is a collectionof contributions on arange of modern issues in physical education. Itoffers an interdisciplinaryapproach of philosophical,physiological, psychologi-cal, sociological andpedagogical perspectiveson the academic and professional study of physical education.

3rd edition, 382 pages, 11 tablesPaperback, 5 3/4” x 8 1/4”ISBN: 9781841260273€ 23.90

Ken Hardman & Ken Green (eds.)

Physical Education: A Reader


Hurych and Parry - Review of Philosophy of Sport text 2011-12 - IJPE 4 2012

Documents

Transcript of Hurych and Parry - Review of Philosophy of Sport text 2011-12 - IJPE 4 2012