Sociological Foundations of Physical Edu
Sociological Foundations of Physical Edu
Sociological Foundations of Physical Edu
Sociology
Study of people, groups, institutions, human activities in terms of social behavior, and social order
within society. Concerned about institutions in society such as religion, family, government, education, and
leisure.
Influence of social institutions on the individual, the social behavior and human relations that occur
within a group or an institution, and how they influence the individual, and the interrelationship between
various institutions within society, such as sport, education, religion, and government.
1) Studies the behavior of individuals and groups within the sport milieu.
2) Influence of social relationships, past social experiences, and the social setting of sport
activities on the behavior of groups and individuals in sport
Characteristic of Sports
1) Emotional release
2)Affirmation of identity
3)Social control
4)Socialization
6)Collective conscious
7)Success
1) Rapid period of growth starting with the first collegiate athletic event in 1852, a crew race between
Harvard and Yale.
3) Concerns voiced about the educational value of sports. What’s more important: the academics or
the athletics?
Interscholastic Sports
3) Concerns
a) Overemphasis on Winning
1) Concerns
1) Drug Abuse
2) Soaring Costs
“Pay to Play”: those that have the money can afford to play, but others lose out if
required to pay.
Educational goals go unmet in instances of verbal abuse and control of the athletes’ lives
by the coach.
The New Society as envisioned by President Ferdinand Marcos gives focus to individual worth or
respect for the personality of the individual. Below are ten values that are moral and spiritual in
character and that represent the foundations of a strong society.
The individual has worth. This represents the basic value in life. Physical Education should help the
individual to possess a feeling of worth and importance and to achieve within his abilities.
Moral responsibility
Each individual must feel responsible for his own behavior. Human beings must exercise rational
judgment in making decisions that will not infringe upon the rights of others. They must perform in a
manner that is ethical and right according to established codes of conduct. Physical education must use
its power to inculcate this responsibility in those individuals who participate in its programs.
Social institutions, whether they are domestic, educational, cultural, or political, must serve people.
They should never exist for themselves but, instead, as agencies that help people to realize their goals.
Common Consent
The popular will be the key to understanding. Cooperation must exist. Law, justice and
conformance with existing, rules and regulations must be a guide line.
The truth must always be sought and social directions guided thereby. Deception, coercion, and
intellectual dishonesty must not exist. Schools and physical educators within the schools must help
young people to determine the way to find the truth and how to be guided by its revelation.
There should be a constant search excellence of mind, character, and creative ability. Education
should help young people to determine their abilities, to select leaders who are most able, and to be
excellent producers themselves in all their efforts. Physical Education can help people tom achieve this
important quality by stressing the importance of well-being and good health.
Moral Equality
All individuals are judged by the same moral standards. The golden rule has been written into all
the great religions of the world. Education and physical education must recognize this precept and
practice rules of fair play, tolerance, sympathy, and brotherhood.
Brotherhood
There must be a feeling of brotherhood for all persons, whether these individuals are ignorant or
bright, feeble or strong, experience misfortune or abound in good fortune. This is a moral
responsibility of all citizens. Education and physical education must help young people to develop those
traits and qualities that will enhance their usefulness to society.
Pursuits of Happiness
Opportunity must be provided for each individual to pursue and achieve happiness. Education and
Physical Education must promote those qualities that provide lasting happiness - deep personal
resources, respect and affection for others, and opportunities for making a contribution to humanity.
Spiritual Enrichment
The outlook of people is affected by spiritual belief. Their inner feelings and emotions are tempered
by this same belief. Their behavior is also guided by this quality. Education and Physical Education
should encourage and help individuals to have spiritual enrichment, in which beauty and refinement,
aesthetic appreciation, and creative abilities represent important considerations.
Play is the result of surplus energy that exists because the young are freed from the business of
self-preservation through the activities of their parents. Energy finds its release in the aimless exuberant
activities of play.
(Based upon postulates: a quantity of energy is available to the child; there is a tendency to expend
energy thought is not necessary for maintenance of life balance.)
2. Relaxation Theory (Lazarus 1883 Patrick 1916)
(Phylogenetic - functions common to the race Ontogenetic - functions specific to the individual requiring
training)
Play is the necessary practice for behaviors that are essential to later survival. The playful fighting
of animals or the rough and tumble play of children are essentially the practice of skills that will later aid
their survival.
Play is seen not as an activity that develops future instinctual skills, but rather, that it serves to rid
the organism of primitive and unnecessary instinctual skills carried over by hereditary. Each child passes
through a series of play stages corresponding to and recapitulating the cultural stages in the development
of the race. (Plays roots are in the ritual of the savage and his need for magic)
Play Is a response to a generalized drive for growth In the organism. Play serves to facilitate the
mastery of skills necessary to the function of adult behaviors.
Play is nature's way of completing the ego an expressive exercising of the ego and the rest of the
personality; an exercising that develops cognitive skills and aids in the emergence of additional skills.
Play occurs because the cognitive life space of the child is still unstructured, resulting in failure to
discriminate between real and unreal. The child passes into a region of playful unreality where things are
changeable and arbitrary.
(Buytendijk)
The child plays because he is a child and because his cognitive dynamics do not allow for any other
way of behaving. Play is an expression of the child's uncoordinated approach to the environment.
Play represents an attempt to partially satisfy drives or to resolve conflicts when the child really
doesn’t have the means to do so. When a child works through a drive through play he has at least
temporarily resolved it.
Play is derived from the child's working out of two fundamental characteristics of his mode of
experience and development. These are accommodation and assimilation -- the attempts to integrate new
experiences into the relatively limited number of motor and cognitive skills available at each age.
Accommodation- the attempt to imitate and interact physically with the environment.
Assimilation - the attempt to integrate externally derived precepts or motor actions in a limited amount
of schemata.
Physical education has great potential for building moral character in the children and youth.
However, in order to realize this potential, physical educators should be familiar with the stages of
character development and the best approaches to achieving this worthy goal.
Havighurst and Peack and associates, with colleagues of the committee on Human Development at
the University of Chicago, studied boys and girls, giving them tests, talking with teachers and parents, and
analyzing findings. This study suggests the existence of five stages through which the ordinary person
passes in developing character.
1. Amoral, impulsive stage - This is a period during first year of life or longer when the individual follows his
own impulses and has no moral feelings.
2. Egocentric, expedient stage - This period is common among children 2 to 4 years of age. It is
characterized by some control over impulses in the interest of making good impressions and also self-
protection from physical harm. However, there is still the "I" feeling, with focus on individual attempts to
conform to the demands of the social group of which he is a part.
3. Conforming stage - From 5 to 10 years of age there exists a period where the individual attempts to
conform to the demands of the special group of which he is a part.
4. Irrational conscience stage - This is the period when the example and teaching of parents are dominant,
normal for children 5 to 10 years of age and older. Some adults continue in this stage. This period is
characterized by a strong feeling that the parental code of morality, whether it is right or wrong, is the one
that should be followed in a rigid manner.
5. Rational conscience manner - This is the highest level of moral conduct. The individual applies reason
and experience to his moral code, continually trying to see various avenues of conduct that are open and
consequences of travelling each avenue. A few adolescents get into this stage; some adults are never able
to achieve it.
Intercollegiate Sport
Pressures to win
Graduation rates
Exploitation of athletes
Athletes can make millions for their school, and only receive a full scholarship in return.
Intercollegiate Athletics
Gambling
$2.5 billion was illegally wagered on the NCAA Div. I Men’s Basketball Championship.
Retention of Coaches
Drug abuse
Spiraling costs
Media
Reduction of time allowed in practice/week, and the length of the season. Fix the resemblance to
the professional model of sports or is it too late.
Concerns in Sports Today
“no person ... shall on the basis of sex, be excluded form participation in, be denied the benefits
of or be subjected to discrimination under any educational program or activity receiving federal
assistance.”
Demanded equal opportunity for both sexes in all programs in any organization that
received federal funds.
Proportionality
History and continued practice
Accommodation of interests and abilities
3. Impact of Title IX
Interscholastic sports
Intercollegiate sports Increases in number of teams, scholarships offered, and qualified
coaches hired
her social, physical, emotional, and cultural environment -- rather than to one aspect of
the girl’s life.
a therapeutic and preventive intervention to enhance the physical and mental health.
enhances the mental health of girls through opportunities to develop positive feelings about
their body, improved self-esteem, tangible experiences of competency and success, and
enhanced self-confidence
1. financial constraints
2. societal constraints
3. discrimination
Female Coaches
1. Since passage of Title IX, the number of female coaches has declined.
2. Decline of female intercollegiate coaches
In 1970, 90% of coaches of female teams were women.
In 2000, 42.2% of coaches of female teams were women.
3. Reasons for underrepresentation are varied.
Lack of well qualified women coaches and administrators.
Lack of visibility of women as role models in these careers.
Media
1. Trivialization of females’ accomplishments
2. Lack of coverage
Myths
Minorities in Sport
Integration of sports
1946, Jackie Robinson became the first African-American to play professional baseball for the
Dodgers.
Stacking is the phenomenon where players from certain racial or ethnic groups are disproportionately
represented at certain positions.
Other problems:
Native Americans
Prior to the 1970s, individuals with disabilities had limited opportunities for participation in sport.
Federal legislation
Federal legislation
Paralympics
2000 Paralympic Games in Sydney involved more than 4,000 athletes, competing
in 18 sports for 550 medals.
Amateur Sport
Violence in Sport
1. Taking instructional periods in the time table and wearing proper uniform.
2. Conduct of participation periods, Mass Drill periods, optional periods, special coaching after school
hours.
7. Teaching of physical efficiency tests for 8th, 9th, 10th class students during working
hours of the School twice in an academic year.
10. Maintenance of records and registers (Stock Register, Fundamental Skills Register, Attendance
Register, Stock of Games and Sports Material, Maintenance of individual health records, registers,
files and unserviceable articles register.
1 6 . He should assist the heads of the institutions in maintaining discipline in the school.
PERIODS
a) Health Education
b) Instructional Period
c) Participation Periods
d) Optional Period
e) Special Coaching after School Hours
b) Instructional Period
All major games: History of the game, measurements, skills and techniques, Mass exercises, Asanas,
Pyramids, Training and Coaching.
c) Participation Period
What ever you taught in instructional period the same may be given participation.
d) Optional Period
The student will be classified into various "Houses" separately for boys and girls. The House should be
Sub-Divided into Juniors and Sub-Juniors. The Houses should be named with National Leaders and eminent
sports personalities.
The competition among the Houses in various games and Sprots should be conducted through out the
academic year on league basis and the prizes and incentives should be
awarded at the time of school anniversary. The Physical Education Teacher should see that every student
should will get and opportunity in intramurals,
Extramurals
The Physical Education Teacher should observe and select the best players during the intramurals and
make them eligible to participate in the extra-mural competitions.
Coaching
The Physical Education Teacher should conduct the Coaching Camps periodically for various games and
sports.
Classification
Classification in Physical Education is the division of pupils of different age, size, stature and skill into
homogeneous groups.
l-lndex:
On the basis of this formula the following indices have been adopted in the schools of Madras State.
Group Index
ll-lndex:
Group Index
1. Seniors - 85 and above
2. Intermediates - 80 to 85
3. Juniors - 75 to 80
4. Sub-Juniors - 70 to 75
5. Lower Class - 65 to 70
6. Bottom Class - 65 and below
In considering the age of a pupil for the index, the years and the completed month should be taken into
account. Example
INDEX