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KPER 1500 > Philosophy, Goals, and Objectives > Flashcards

Philosophy, Goals, and Objectives Flashcards

1
Q

Philosophy

A
  • “Love of Wisdom” in ancient Greek
  • As an area of study: systematic study of general and fundamental questions concerning topics like existence, reason, knowledge, value, mind, and language.
  • System of values by which one lives and works.
  • Helps individuals address the problems that confront them through the use of critical thinking, logical analysis, and reflective appraisal
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2
Q

Sport Philosophy

A
  • Is the systematic and reflective study of the truth, meanings, and actions of sport.
  • Use logic and reasoning to gain a broader understanding of how sport contributes to our lives and to analyze the principles that guide our professional practices and actions.
  • Study the values connected with sport, examine the relationship between the mind and body, and debate ethical dilemmas
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3
Q

Branches of Philosophy and Kinesiology

A
  • Metaphysics
  • Epistemology
  • Logic
  • Axiology
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4
Q

Metaphysics

A
  • Nature of reality
  • What is the meaning of existence?
  • What is real?
  • What experiences in a physical education program will better enable the individual to meet the challenges of the real world?
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5
Q

Epistemology

A
  • Nature of knowledge and methods of obtaining knowledge
  • What is true?
  • What is the validity of the knowledge pertaining to physical activity and its influence on the development of the individual?
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6
Q

Logic

A
  • Systematic and orderly reasoning
  • What is the method of reasoning that will lead to the truth?
  • What process should a researcher use to determine the value of physical education to program participants?
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7
Q

Axiology

A
  • Aims and values of society
  • How do we determine what has value, and on what criteria is this judgment based?
  • What is the value of physical education programs to the individual?
    Can be divided in:
  • Ethics
  • Aesthetics
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8
Q

Ethics

A
  • Issues of conduct, right and wrong
  • What is the highest standard of behavior each person should strive to attain?
  • How can sport be utilized to develop ethics?
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9
Q

Aesthetics

A
  • Nature of beauty and art
  • What is beauty?
  • Why are skilled performers’ movements beautiful to view?
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10
Q

Major Philosophies

A
  • Idealism
  • Realism
  • Pragmatism
  • Naturalism
  • Existentialism
  • Humanism
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11
Q

Idealism

A
  • Values and ideals are held high.
  • Universal and absolute
  • Values and ideas do not change
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12
Q

Realism

A
  • Scientific method
  • Reasoning and understanding natural laws of nature.
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13
Q

Pragmatism

A
  • Experiences - not ideals or realities are the basis of truth
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14
Q

Naturalism

A
  • Considering each individual’s level of growth and development in learning
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15
Q

Existentialism

A
  • The freedom of individuals to think as they choose and to make choices.
  • They must accept the consequences
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16
Q

Humanism

A
  • The development of the full potential of each individual
17
Q

The Mind Body Relationship

A
  • Dualism: Belief that the mind and the body are separate entities.
  • Education of the physical: Emphasis is placed solely on the development of the body.
  • Monism/Holistic Approach: Views the mind and the body as a fused, unified entity; neither one is superior to the other
18
Q

Primary Goal

A

Improve the well-being and quality of life of individuals who participate in programs by providing people with the skills, knowledge, and attitudes to participate in regular physical activity throughout their lifespan.
- Programs are diverse in content, varied in setting, and serve people of all identities.
- Each program has a set of goals, learning objectives and outcomes.

19
Q

Learning Domains

A
  • Cognitive: Thinking
  • Affective: Feeling
  • Psychomotor: Doing
20
Q

Cognitive Domain

A
  • Concerned with the acquisition of knowledge and the development of intellectual skills.
  • Development of knowledge and understanding is an important objective for physical education, exercise science, and sport programs in all settings.
21
Q

Affective Domain

A
  • Includes many factors that influence individuals’ feelings about themselves, the learning experience, and the subject.
  • Krathwohl’s taxonomy reflects the development of values, appreciations, attitudes, and character
  • Desired outcomes include promotion of a positive self-concept and enhancement of feelings of self-worth and self-respect.
22
Q

Psychomotor Domain

A
  • Lower-order objectives focus on the acquisition of basic movements and perceptual abilities.
  • Higher-order objectives emphasize the development of fitness and highly skilled movements.
    Objectives:
  • Motor Skill Development - Physical Fitness Development
23
Q

Assessment of Learning

A
  • Should be a dynamic, ongoing process integrated into programs in a school or non-school setting.
  • Should be viewed as n essential, crucial element of any program
  • Can provide important information about participants’ progress, program quality, instructional practices, and the effectiveness of professionals.
  • Provides meaningful information about learning and achievement related to goals, objectives, and outcomes across the affective, cognitive, and psychomotor domains.
24
Q

Purpose of Assessments

A
  • Diagnosis
  • Placement
  • Monitoring of progress
  • Determination of achievement
  • Motivation
  • Program improvement
  • Evaluation of Instructor effectiveness

KPER 1500 (12 decks)

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