Jim Parry - Values in Physical Education 1986

8/12/2019 Jim Parry - Values in Physical Education 1986

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Va lu e s in P hy s i ca l Ed uc a t io n(in Tomlinson P and Quinton M eds Values Across the Curriculum Falmer Press,1986 , pp 134-157)

im Parr!"ntrodu#tion

"t s$ould %e said a t t $e out se t t $a t t $e su% &e# t- ma tt e r it se l' ill pro%a% l! not %e t$emost impor t an t det e rminan t o' alues p re sen ted to #$ildren in s#$ool s , al t$ou*$ it iso%iousl! t$e main e$i#le + ' mu#$ *rea ter s i*ni 'i#an#e ill %e t$e ies $eld orpr a#ti #es ad opte d %! st a' ' in re la ti on to a e r! id e ra n*e o' edu#ation al u es ti ons$i#$ are lo*i#a ll! pr ior to a #onsidera t ion o' $i#$ su%&e# ts (or a t least $i#$ partsor $i#$ #on#ep t ions o' t $ose su% &e# ts ) a re t o %e represen ted on t$e s#$ool#urri#ulum+

T$ere is as *rea t a d iersi t! in ie and in pra# ti#e i t$in p$!si#a l edu#ation ont$ese mat ters as t$ere is in edu#at ion *enera ll!+ .i''er in* edu#ational ideolo*iest end not onl! to su**es t di''erin* me t$ods o' t ea#$ in* p$!si #a l edu#a t ion , %ut o' tensu**est a d i' 'erent #ontent , too+ For e/ample , $ilst 0 t radi t ional l! 0 t$e su%&e# t $ad%een seen mai nl ! in te rms o' te a#$in* #$ildr en $o to en*a* e in a rious spor ti n*and a t$ le ti # a#t ii ti e s (su#$ a s t ra# and 'ield, *!mnas t i #s and #er t ain t eam *ames),0p ro *r e s si i sm0 p er mi tt e d a nd e n# o ur a * e d t$ e *r ot$ o' t $e 0Mo e m e n t 0 m o e m e n t ,a nd a n e # on te n t as intr od u # ed u nd e r t $e $ ea di n *s o' mo em e n t , m od e r nedu#a tional dan#e , modern edu#a t iona l *!mnas t i #s , and so on+ 2e#ent l!, a

%e$aiouris t emp$a sis on ra tional #u rr i#ul um planni n* an d ta /ono mi#al o%&e#ti es$as para ll el ed an emp$as is in p$!s i#a l edu#a t ion on sills learnin* and ps!#$o- motordee lopment , and een more re#en tl! t$e e#onomi#a ll! det e rmined 0du#at ion 'oreisure 0 %anda*on $as #arried i t$ it t$ose in p$!si#a l edu#at ion $o ar*ue 'or*rea ter relean#e , more #$oi#e o' a# tii ties and #ommuni t! inolement + o, t$ isis o%iousl! a er! #rude and in#omple te #$ara# ter ia tion, meant onl! to illust ra te apoin t, %u t e en so , it must no t %e as su m e d t$ at su# $ di''e ri n* ie s ar e ne# essa ril !in#ompa t i%l e + a#$ approa#$ mi*$ t r at$e r %es t %e seen a s most appropri a t e to apar ti #ul ar su %& e#t- mat t er or a*e- ra n*e, so t$ at a te a#$ er mi*$t em%ra#e a ra n*e o'per spe# ties du rin* $is $er te a#$in* da! + e t$ at as it ma !, it mu s t #onti nuall ! %e

$eld in mind t$a t it is t$eore t i#a l moement s $i#$ *ene ra t e su% &e# t- ma tt e r andapproa#$es to t$e tea#$in* o' it , as t$e $is tor! o' 0p$!si#a l edu#ation 0 in ri ti s$s#$ool s ampl! demons t ra t e s 'rom t$e da!s o' mar#$ in* and d rill, t $rou*$ PT and* am e s to P an d $ um a n mo e me n t s tu di es (s ee :le ** , 1 97 6) +

;o, $ilst t$is i s not t$e pla#e to e/amine in de tai l t$ose ider #onsidera t ions $i#$ill ineita%l! in'luen#e #on#ept ions o' and deelopmen ts i t$in p$!si#al edu#ation,t$e reader ill dou%t less per#e ie t$ei r s$ados #onstant l! in t$e %a#*round+

n P$!si#al du#ation

;e#ondl!, t$en, " s$ould sa! somet$in* a%out $at 0p$!si#a l edu#at ion 0 (P$en#e'or t$) means and $as mean t + "t mi*$ t %e t$ou*$ t t $a t , sin#e t$i s %oo i sa%ou t alues , " ou*$ t not to t ae too mu#$ time oe r #on#ep tua l p re limina ri e s +


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', T$rou*$ and =%out

"t is a #ommonpla#e to dis tin*uis$ t$ree ies o' P

(a) du#at ion o' t$e p$!si#a l ( t$e deelopmen t o' $ea l t$ , s tren*t$ , enduran#e , sille t# + t$rou*$ p$!si#a l t ra inin*, e/er# ise and pra# t i#e) +

(%) du#at ion t$rou*$ t$e p$!si#al ( t$e deelopment o' desira%le #$ara# ter i s t i#s o'per sonali t! an d mind t$ rou*$ p$!s i#al a# tii t!) +

(#) du#a tion a%ou t t $e p$!si #al (t $e dee lopment o' r at ional it ! and unde rs t and in*in t$e 'orms o' noled*e $i#$ #onst itu te t$e 'ield o' $uman moement s tudies +)+

esides ui te neat l! en#apsu la tin* t$ree er! di''eren t set s o' # laims re*a rdin* $a tP is and $o it is to %e &usti 'ied on a s#$ool #urr i#ulum, it must %e noted t$at t$et$ree slo*ans o%s#ure unde r t $e same si*n t$ree er! di''eren t #on#ep t ions o'edu#ation

(a) re'ers to p$!si#al t rainin*+

(% ) a tt empt s t o all! t$e aims o' p$!si #al edu#a t ion it$ t$e aims o' 0 *ene ra ledu#ation 0 , 'or $i#$ " t$in e ma! read 0 s#$ool in* 0 +

(#) r e'e rs t o some su#$ #o*ni tie mode l a s t $a t adan#ed %! ,:$apter ?), $i#$ e ma!, per$aps tendent iousl!, #al l edu#ation+

T$is a##ount !ields to re la ted o%serat ions+ First l! , i t #annot %e sa id too o'ten t$att$e er! t erm 0p$!s i#al edu#a tion 0 #ons ti t ut e s a #l aim namel!, t $a t t $e spe#i 'i edp$ !s i# al a# tii t! is edu#atie (2ens$ a, 19 7?, p+6?@ Mor*an, 19 79, pp + 11- 1? )+;e#ondl!, to s$o t$a t p$!si#a l a#t i it! deelops people in ar ious a!s is not t$esame a s to s$o t$a t it edu#ate s peop le + =s arro (198?) remars , %e* inn in* ase#tion ominousl! t it led 0Primar! and P$!si#al "nstru#tion0

To o' t$e lar*est *roups in t$e tea#$in* 'ra terni t!, primar! or &unior s#$ool tea#$ers and p$!si#al edu#at ion inst ru#tors , a re in t$e interest in* posi tion o' %ein* onl! mar*ina ll! rela ted to

edu#ation+ (p+6>)+

T$is 'a#t , $e t$ins, s$ould not orr! e it$er *roup, s in#e t$e! are, neer t$e less ,en*a*ed in impor t an t or+ T$e $eal t$ and 'it ness o' #$ ildren a re impor t ant enou*$aims o' s#$ool in* , i t$out t $e need 'or spurious a r*umenta t ion to suppor t t $eundi*ni' ied s#ram%le toards 0#o*nit ie 0 (and, $en#e, 0 edu#at ional 0 ) s ta tus +


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T$e =est$e t i# , Moement , eisure , ;ill, Dnderstandin* and


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per 'ormer s , $i#$ is its ma& or ap pl i# ati on at t$ e mo men t + T$e rit is$ s!ste ms o'edu#ation and #oa#$in* $ae %arel! %e*un to e/ploit t$e possi%le %ene'i t s 'or all o's#ienti 'i# resear#$ (espe#ial l! in ps!#$olo*! and %iome#$ani#s) and s$ould tae t$ele ad o' t$ e a st e rn %lo # $ er e+ T$ e m ai n al ue pr ese n t e d to a s tu d en t %! a t ea # $e r

opera t in* on t$ is approa#$ is an in terest in and #are 'or an improement in $is sillleel o r per sonal per 'o rman#e + T$ere is a lso, in t $e illin*ness to *o to t$e e/penseand trou% le o' appl!in* s#i en#e to spor t , t $e su**es t ion t$a t spor tin* e/#el len#esa re or t$ dee lop in* - a #er t ain ser iousness o' purpose is #one!ed + n t$e o t$e r$and , t $i s does dire# t our a tt en t ion to t$e eli te per 'o rmer and t$e #ompe ti ti onelement and aa! 'rom da!- to-da! #on#erns o' t $e P tea#$e r +

T$e 0Dnderstandin* 0 =pproa#$

2e#en tl! dee loped a t ou*$%orou*$ ( see uner and T$orpe, 198?) t$i s approa#$

sees itsel' a s a r esponse to t$e $i*$ l! s tru#tu red t ea#$in* o' t e#$niues and sills t olar*e *roups, and to t$e a ll too 'reuent passie superis ion o' a#t i it! periods+ "t%e*i ns it $ a *ame (or some 'orm o' it) and its rule s, so st ru#tured as to alloma/imum par ti #ipat ion and su##ess 'u l ma intenan#e o' a#t i it!+ From t$e s ta r t,t $en , s tuden t s a re en*a*ed in t a#t i#al and s tr a t e*i# t$in in* re*a rdle ss o' t $ei r sillleel , so t$a t t $e! #ome to see t$e need 'or pa rt i#ul a r t e#$niues in order t o a#$ieet$ei r desi red ends+

=s it$ man! ne-'an*led ideas , t $i s one seems to me to sei e upon and dee lop a*ood old one + Bood t ea#$e rs $ae ala!s per#eied t$e mot ia tional point o'

0*e t ti n* a *ame *oin* 0 it$ou t %ot$e rin* too mu#$ a%ou t t $e ni#et ie s o' adu lt rul es tru#tu re s , and t$en in trodu# in* t$e t ea#$in* o' t e#$niues %! a! o ' improin**ame per'orman#e + "t is one a! o' indi#a t in* to s tudents t$at it is t$e ir learnin*a%ou t t $e *ame t$a t is impor t ant , r at$e r t $an %! pre sen tin* m! #are'u ll! * radeda nd s e u e n #e d le sso n pl an s + ut a m os t imp or t an t e mp $ a s is in t$ e a pp ro a # $ a sre#ent l! presented is it s oer t #$ampionin* o' spor ts appre#ia t ion+ ;ome o' us illd ou % tl e ss * o o n t o p la ! som e spo rt a nd * am e s a' te r s# $o ol, % ut m an ! m or e o' u sill #onsume man! more spor ts and *ames , and t$i s ' a# t r eu ire sa#noled*ement +


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*roup re*a rd amon*s t some P t ea#$e rs , $o is$ to #on'orm to a r epu ta% le i eo' $at edu#ation is a%out + "n m! ie t$e! s$ould $ae t ra ined as %iolo*is ts ,p$ !s i# is ts , so #iolo*i s ts or $istori ans, all o' $i# $ ar e alread! re presen t e d in t$ ei r'irst -$and 'orms in s#$ools + =par t 'rom le*it imi in* t$e in trodu#tion o' t$e appara tus

o' 00 and 0=0 lee l e/aminat ions in to P, t$us rein'or# in* t$e dominant alues o's#$oolin*, t$e main o%&e#t ion to


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;ome P a# tii ties (" am t$inin* mainl! o' 0spor t0 $ere) a re di re# tl! rela ted topo pular #ult ure in a a ! t$ at man! ot$er s# $ool su%& e#ts ar e no t+ "t t$ ere'ore %e arsa #e rt a in rel ean#e to t$e non-s#$ool li'e o ' a lar*e num%er o' s tuden t s and,

#orrespondin*l!, is t$e main s ite i t$in s#$ool 'or t$e importa tion o' 0e/terna l 0alues and a tt it udes + Ae #annot i*nore t$e so#ial na ture o' spor t and t$e impa# tt$a t t $a t $as on s#$ool P, and e spe# ia ll! e s$ould t ae note o' t $ose #ri ti ues o'modern sport $i#$ emp$as ie it s rol e in t $e main tenan#e o' r a#i sm, se/ ism,nationali sm and #onserat i sm+

"n most s#$ools P is not an e/amina%le su%&e# t, a lt$ou*$ 00 and 0=0 lee le/amina tions a re no o''ered %! #er t ain %oa rds, and t$e ;#$ool s :oun#il $asprodu#ed a sp e#i al ulle tin on t$ e mat t er (1977)+ T$er e ar e t$ ose $ o %elie e t$ att$is t rend ill resul t in a se#ond- ra te a#ademi#ism in P at t$e e/pense o' it s #$ie'

alue t$e p re sen ta t ion to s tuden t s o' e/#e ll en#es o t$e r t $an a#ademi# ones +


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To %e* in it$ t$ere is t$e pro% lem o' $i#$ spor ts a re t o %e o ''ered + ;ome a re notrepresen ted in s#$ool s on mora l * rounds %o/ in* %e#ause it is one o' t $e 'e spor t s$ose e/pl i# it a im is t$e in'li#t ion o' in&ur! on anot$er @ %lood spor ts %e#ause t$e!inole * ra tui tous and rit ua l #rue lt! to an ima ls @ snooe r and dar t s %e#ause ("

sup p ose ) t$ e! ar e si* ns o' a m is spe n t a do le s#e n # e , a nd so o n + ;o me a re o't ene/#luded on pra#t i#a l *rounds su#$ as e/pense (polo , roin*) la# o' spe# ia lied'a#ili ties (pursui t #!# lin*, $i*$-%oard diin*) , inadeuate tea#$er noled*e ,inappropr ia te eat$er #ondit ions (si- in*, sat in*, sur'in*) and so on+ ' t$ose notso e/#luded a sel e#t ion must %e made , and #ri te ri a a re $ard to #ome %!+ T$e#$oi#e , $oeer , ill all! t$e s#$ool it$ #er ta in a t ti tudes, in terests and aluese/pressed in and t$rou*$ t$e spor ts +

T$e! ill 'orm part o' t$e s#$ool0 s represen ta t ion o' it s a ims and #$ara# ter to it s#ons t it uen#! and to it se l' , and its #ons ti tuen#! ma! %e seen in #ommuni t! o r #l ass

terms - %ut more o' t$is la te r +

=lt$ou*$ t$e re is per$aps a d is ti n# tion to %e d ran %eteen re# rea t ie and#ompet i t ie spor t (see Parr!, 1978) , it is t$e lat te r i t$ $i#$ e are $ere#on#e rned , and its de 'inin* 'eatu re $as %een seen a s r ai sin* p ro%lems o' alue +ail e! (1975) $as a r*ued t$a t sin#e #ompe t it ie *ames a re ne#essa r il! #ompe t it iet$e! a re merel! a!s o' %eat in* o t$e r peop le , and edu#a t ion $as not$in* to do it$t$e demons t ra t ion o' super ior i t! oer ot$ers + " $ae to o%serat ions 'irst l! ,alt$ou*$ #ompe ti t ie *ames a re a!s o' t es t in* one 0 s a%ili ti es a*ains t ano t$e r 0 st$e! a re not mere l! t$a t@ and se#ondl!, edu#a tion is a%out s tanda rds o'

per 'orma n#e , e en i' t$ ose standar ds ar e no t ne#ess aril ! #ontes t ed %etee nindiiduals + aile! does not tel l us $! t$ere s$ould %e no #ompet i t ion in edu#at ion,$e t$e r or no t t $e su% &e# t- ma tt e r en ta il s it+

ail e! al so a r*ues a*ains t t $e tr adi ti ona l i e t$a t *ames p roide a se#ure aenueto a lues edu#a t ion - t $a t *ames a re in some sense #$a ra#t e r - %uildin* +


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pr esupp osition o' euali t! o' op portunit! to #ontes t (euali t! un der t$ e rule s),it$ou t $i#$ t$e *ame #ould no t %e demons t ra t ed unle ss all ot$er ar ia% le s a restr i# tl! #ont rolled+ ;e#ondl!, no #ontest #ould e/is t i t$out t$e opponent , $i#$ould seem to reu ire a t l eas t t $e minimum respe# t due to a ' a#ili ta tor - to one

$ose on leel o' per'orman# e is a ma&or #ont ri%utor to t$e er! possi%i li ties 'ore/#e ll en#e open to onese l' in t $a t #at e*or! o' endeaour #$osen %! %ot$ + T$irdl!,a lt$ou*$ it is #lear l! possi%le to %rea t$e rules, to do so a lte rs t$e #ondit ions o' t$e#ontest , so t$a t a ran*e o' a%i li ties not spe#i 'ied %! t$e rules #omes in to pla!+ =*ood #ontest ill mainta in t$e 'rameor $i#$ se#ures t$e in te*r it! o' t$e #ontest ,and t$i s r eu ire s rul es ad$e ren#e and 'air p la! (see Fral ei*$, 1984 , pass im@ andM#"ntos$, 1979 pp+ 81-4) + Fourt$l! , t$ere is a noled*e o' rela tie a%il ities $i#$ isan ne#essa r! out#ome + ail e! sees t$i s a s a 'orm o' % ra**ado# io , %ut 2edd i'ord(1 98 ?) r emi nd s u s t $a t 0 !o u in so me , !o u lose som e 0 a n d so to m a e t$ e * am e t$ eo##asion 'or 0marin* up superiori ties and in'er iori ties 0 is a s$or t - term and sel '-

de'ea t in* a t ti tude + Ae pla!

to p rodu#e an out#ome 'aoura%le to (our )se les %ut do not allo t$ea#tua l out#ome to %e o' persis t in* importan#e + (p+ 115) +


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T$is s$ould %e a par t o' eer! #$ild0 s s#$oolin*+ "t d ire#ts our a t tention to t$e most%asi # o' a lu es t$ e pr esera tion o' ou r on (a nd ot$ers 0 ) lie s+ o ot$er su %& e#t ont$e s#$ool #ur ri #u lum $as su#$ a dire# t and d rama t i # r el at ions$ip to t$e mos t'undamenta l o' a lues , and it is impor t an t to no ti #e t$a t t $e ne#essa r! reu irement

$ere is t$e per 'o rman#e o' t$e sill+ 1- 5)+ First l! , e s$ould dist in*uis$ purposie'ro m a es t $ e ti # spo rt s on t $e *r ou n d t$ at m ea n s a nd e nd s ar e s ep a r a% l e in t$ e'o rmer and not t $e la tt e r+ A$at " do ( s#ore a *oal ) #an %e spe# i'i ed independen t l! o'

$o " do i t, so lon* as it is it$in t$e rules - %ut !ou #ouldn 0 t e/pla in $at a %arani isi t$out e/plainin* $o to do one+ ;e#ondl!, e s$ould dist in*uis$ t$e art is t i# 'romt$e aest$e t i #+ T$e aes t$e t i# is an int ere s t $i#$ ma! %e t aen in an! t$in* a t a ll,$ereas t$e a rt is ti # i s t$a t $i#$ a s %een #reat ed 'or t $e purpose o' aes t$e t i #apprai sa l+ ;o a sunse t is not a or o' a rt , $il st a pa in tin* o' a sunse t ma! %e -%u t it is po ssi%l e to ta e an ae st$e ti# inte res t in %o t$+ ;op urposie sp orts ar e no tar t, al t$ o u* $ t $e ! m a! % e a pp r ai s ed in a es t $ e ti # t er m s@ a es t $ e ti # spo rt s s ee m tos$a re it$ %a ll et i# dan#e t$e 'ea tu re o' %ein* #reat ed 'or ae s t$e t i# appra isa l , %ut t $espor ts do not $ae t$e #apa#i t! 'or #omment in* on li'e issues, $i#$ est ident i' iesas a 'urt$er 'ea ture o' ar t + Ae t$us arr ie a t a t$ree'old #lassi' i#a tion purposie

spor ts , ae s t$e t i # spor ts , and a rt +


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o, it$ %a lleti # dan#e e ar e #le arl ! deal in * it $ an ar t 'orm, and it ill #le arl !s$are t$ose alues and &usti 'i#a t ions $i#$ are *enera lia%le a#ross a ll a rt 'orms, todo it$ #rea t ii t!, e/pression, emotion, ima*ination, and t$e illuminat ion o' t$e$uman #ondit ion+ =t least , it ill s$are in t$ese alues so lon* as i t is tau*$t and

pr esen t e d as a per 'orman #e ar t, an d no t as a ser ies o' te #$niues , sills an d t$ eme s$i#$ do not i ssue in (or #on'ront ) per'orman#es (or produ#t ions) + = 'ur t$er alue o'dan#e is t$a t it is anot$er a! o' %e in* #rea tie e/pressie ima*inat ie + a#$ ar t'o rm proides a d i''eren t medium o' en*a*eme nt , and it ould seem impor t an t t $a ts tuden t s a re put in t$e a! o' a s man! o' t $em as possi%l e, 'or t $i s one mi*$ t %et$e 'orm $i#$ ini tia tes a s tudent in to t$e alues o' a rt in *enera l+

T$e s ta tus o' na tional, #ount r!, 'ol or so# ia l dan#e is more pro%lemat i# , %ut t$e!are liel! to %e more o' #ultural and $istori#al t$an artist i# si*ni'i#an#e+ T$is is notto deni*ra te t$em+ T$e! ma! per'orm some similar ideolo*i#al 'un#tions to spor t ,

and t$e! ma! %e a p rimar! o##asion 'o r pe rsona l en*a*eme nt i t$ one 0 s on liin*#u lture and $is to r! - t $e e''e# t s tri en 'or %! museums, pa*ean t r! and #eremonialo##asions+ More 0 r e#en t 0 'o rms o' so#i al and popula r dan#e %ear t$e samerela tions$ip to s tudents 0 out -o'-s#$ool li'e as do some spor ts + T$e! t$ere'ore s$aret$e oppor tuni t! 'or %rid*e- %uildin* %e teen edu#ation and 0li'e0 , t$e s#$ool and t$e#ommunit!+

B!mnasti#s

T$e ar ious 'orms o' *!mnast i# a#t i it! (l!mpi# , r$!t$mi# , edu#ational , tum%l in*,

diin* , tr ampol in in* , e t# +) a re ae st$e t i # spor ts + T$at is to sa! , t $e ir ends #anno t %espe#i 'i ed independen t l! o' t $e ir means , so t$at to a ssess t $e a! in $i#$ amoement is pe r'ormed is to a ssess t $e moement + T$e in ten tion is to # rea t emoement pat t e rns 'or t $e purpose o' t$ei r ae s t$e t i# apprai sa l, alt $ou*$ s$ee r#omple/it! and di''i#ult! are also alued+

"n 'ormal, l!mpi# , *!mnast i#s , t$e #omposi tion and per'orman#e o' *!mnast i#rout ines ino les a #om%ina t ion o' alue #omponen t s t $e $ole mus t sus t a in a#onin#in* aest$e t i# uni t! , demonst ra t in* line, 'lo, *ra#e and e''or t lessnes s@ itmust a lso en#ompas s a t$le t i# ual it ies su#$ as s tren*t$ , poer , 'le/i%ili t! , a*ili t!and s tamina @ and it mus t in#lude a ar ie t! o' a#ro%a ti # 0 tri #s0 $i#$ demons t ra t e a$i*$ leel o' sill and di''i#ult!+

du#at ional *!mnast i#s , t$e ot$er most popular 'orm in rit is$ s#$ools , is a #$ild o't$e p ro*ress ie moement in primar! edu#a tion and $as #ap tu red t$e a tt en t ion o't$ose orin* in middle s#$ool s and t$e !oun*e r se# tor s o' se#onda r! s#$ool s+Bien it s %a#*round it is not surpr is in* to 'ind t$a t #$ild-#ent red alues areens$rined in it+ ; tuden t s a re set t ass $i#$ t$e! must anser in t$ei r on a!,t$us en&o!in* a measure o' 'r eedom and autonom!+ T$e emp$as is is on e/plora tiono' moement possi%i li ties and dis#oer! o' personal #apa#i ties + "ndiidual # rea t ii t!and ima*ina t ion is en#oura*ed a t t $e e/pense o' pre- dete rmined out#omes +

utdoor du#ation

utdoor du#ation is a *enera l te rm $i#$ re'ers s impl! to lo#a tion - it is edu#at ionout o' doors + ut t$is does not *e t us er! 'ar , so let us dist in*uis$ outdoor s tudies('o r e/ample , a *eo*rap$! 'i eld t ri p, an a rt lands#ape #l ass , an en ironmenta ls tud ie s natu re al, a land sure! , or a da! isi t t o t $e #oast t o #oll e# t and s tud!samples 'or marine %iolo*!) 'rom outdoor pursui t s and residentia l s ta!s+

utdoor pursui ts a re p$!si#a l a#t i it ies $i#$ t!pi#a ll! inole a &ourne! t$rou*$ t$e

natu ra l en ironment $ere some dan*e r o r ris to sa 'et! is a##ep ted ('o r e/ample,ro# #lim%in*, mountain eerin *, #ain*, pot$olin*, si-in*, sur'in*, sail in*, $an*-*lidin*) + :ent ra l to t$ese a#t i it ies a re t$e alues o' adenture , #$a llen*e ,


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e/plora t ion, aarene ss and appre#ia t ion o' t$e eni ronmen t , sel '- re lian#e and sel '-dis#oer!+ T$e! ma! also, 'or pra# ti#al reasons, #arr! it$ t$em some sor t o'resident ia l s ta! ('or e/ample , #ampin*, %ioua#in*, s ta!in* a t a lo#a l aut$ori t!#en t re o r mounta in $ut o r !out$ $os t el , *oin* aa! on e/pedi tion or $o lida!) and

t$is in it se l' ma! %e in'luent ial in promot in* so# ia l edu#at ion, independen# e and'ri ends$ ip + ; tuden t s a re pl a#ed in a s it ua t ion $i#$ t aes t$em aa! 'rom t$e ir'amilies and $i#$ *enera tes possi%i li ties 'or so#ial in tera# t ion ui te di''erent 'romt$ose in t$e #onte/t o' t$e ir eer!da! e/per ien#e o' t$e ir 'ellos+ T$e! are t$ronon to t$ei r on resour#es in a!s $i#$ #$allen*e t$ei r personal or*ania t ion,a%i li t! to ne*otia te understandin*s i t$ ot$ers , sensi tii t! to and a%i li t! to #ope i t$t$e eanesses o' sel' and o t$e r s , s$ar in* responsi% ili t! and leade rs$ ip , and o t$e r#o- operati e sills+

Fitness Trainin*

Dnder t$is $eadin* " in#lude ei*$t t rainin*, #ir#uit t rainin*, t rainin* 'or a parti#ularspor t , or an! ot$er re*ular a#t i it! $ose a im is *enera l or spe#i 'i# ' itness +

=s it$ simmin* , t $ese a#tii ti e s $ae %een as tl! unde r ra t ed a s r e*a rds t$e ir#ont ri%ut ion to %asi# a lues, su#$ as s ta!in* a lie + = sensi%le die t and re*ulare/e r#i se $ae d rama t i #al l! r edu#ed t$e p ropor t ion o' ear l! deat$s 'rom $ear ta tt a#s in t$e D;= oe r t $e pas t t en !ea r s o r so, al t$ou*$ no s imil ar pa tt e rn $as !etemer*ed in ri ta in + = se tt led disposit ion to #onsider and #are 'or one 0s %odi l!#ondi tion , and to t ae per sonal r espons i% ili t! 'o r p reen tie $eal t$ measures a re

i rtues $i#$ are ado#ated %! a 0$ea l t$- rela ted 'i tness 0 emp$asis in P+ T$ere isal so a #on#ern 'or t $e aes t$e t i # dimens ion o' sel '-p re sen ta t ion - $a t used to %e#all ed depor tment , %ut in pre sen t times $as #$an*ed in emp$as i s t o %e re'e rred to#ollouia ll! as 0looin* 'it 0 - $i#$ $as a dan*erous propensi t! to topple oer in tonar#issism+

n Met$od

=ll t ea#$e rs a re t ea#$e rs o' alues , sin#e $a tee r #onten t t $e! p re sen t t o s tuden t sill $ae alue p re suppos i ti ons, and so ill $a tee r me t$ods t$e! use - t$e re is noes#ape 'rom responsi%il it! in t$ese mat ters + =s Peters (1959) ar*ues

alues a re ino led in edu#a t ion not so mu#$ a s end- produ#t s , %ut a s prin# ip le simpli#i t in di''erent manner s o' pro#eedin*++ + + (p+87)

=lso, tea#$ers o' ar!in* su%&e# ts ill dra on a #ommon 'und o' ideas and pra# t i#es$en #onsider in* $o to approa#$ t$e ir t ea#$in* t as + T$ere is a ' init e num%er o'tea#$in* 0 s t! les 0 taen 'or *ranted in t$e litera ture 'or purposes o' #lassi' i#a tion+ot$ Gane (1974) and


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di s#oe red ($e t$e r %! t ea#$e r o r %! s tuden t ) , t $a t a s tuden t ill %e a#tie in t$i sendeaour , t $a t ues t ion in* and enu ir! ill %e ne#essa r! , t $a t learnin* #an %ea ut o no m o u s , a nd so o n+

o, t$ ese to e/ amples ar e me an t simp l! to de mons t r a t e t$ at t$ e met$ods us ed%! te a#$ ers o' all su %& e#ts ar e liel! to $a e a lu e pr esuppositi ons+ "ndeed, in t$ epr esen t #a se, t$ e e/ amples ar e e/ pressie o' to u it e #le ar edu#ation al ideo lo *ies +P tea#$e rs ill $ae #$o i#es to mae $ere , and t$e! ill %e impor t an t ones , %ut int$is t$e! are no di''erent ' rom a ll ot$er tea#$ers + = similar #onsidera t ion appl ies toMeain 0 s anal!s is (198? , p +8>) +


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- motor sens it i it! and #ompe ten#e ('o r #ommuni#a t ion ande/pression)

- so#ial ad&ustment t$rou*$ *roup a#t i it ies- moral so#ialiation

- emotional sta%il it!- posi tie a t ti tudes toards p$!si#a l a#t i it! (and 'uture lei sure

use)- aest$e t i# appre#ia t ion o' moeme nt

1) nor i s t $e re pot -$unt in* + T$i s ma! %e t$e reason t$a t t $e!a re not oe r t aims a t a ll, %ut par t o' t$e $idden a*enda +


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15/17

in'luen#in* t$ei r or0 + (p+ 179) + " #an onl! e#$o t$at sentiment + Ps$ou ld dee lop its on s tren* t$s , not t r! to

#ompete on 'ore i*n soil , a t least in t$e 'irst instan#e +

() " $ae a lread! ment ioned t$e spe#ia l re la t ions$ip o'p$ !s i# al a# tii ti es to po pul ar #ult ure, $i#$ maes po ssi%l e a re #ipro#alin'luen#e %eteen s#$ool and #ommunit! + Man! s#$ool s alr ead! openup t$ei r 'a# il ties to t$e lo#a l #ommuni t! and a lso use #ommuni t!'a#ilities 'or t$eir on P

pro*ramme s, espe#ia ll! durin* option per iods 'or olderpu pi ls + T$e %ene'i ts o' su# $ lins ar e e r! mu #$ un deres t ima t e din m! ie, and P s$ou ld %e in t$e an*ua rd o' su% &e# ts $i#$ a tt empt toutilie outs ide e/per t i se to enri#$ t$ei r pro*ramme s, and $i#$ assis t int$e dee lopment o' #ommunit! s t ru# tu re s in to $i#$ t$e! ould t$en 'eed

t$e ir s#$ool leae rs + T$i s ould %e #ommuni t! dee lopment andedu#ation 'or leisure rol led into one+

(i) T$e %ene 'i t s o' a s$or t r es iden t ia l s ta! o r t $e aden tu re and#$allen*e o' outdoor pursui t s a re %e#omin* in#rea in*l!

re#o*n ied and appre#i a t ed , %ut in mos t s#$oo ls t $i s aspe# to' P or s tands out on a lim%, not 'ull! in te*ra ted

(espe#ial l! in #on#eptual terms) i t$ $ateer e lse is $appenin*+Ae need a 'r es$ loo a t t $e $ole %us iness o' outdoor edu#a t ion , t o see$a t it mi*$ t %e poss i% le t o dee lop on a s!s t ema t i # %as is in s#$ool s +

"t se e m s to m e a n enormous sour#e o' poten ti a l %ene 'i t in t erms o' per sona l andso#ia l *rot$, and it $as a la r*e dose o' 0di' 'eren#e 0 too+

(ii) T$ere $ae %een re#en t e/pe riment s in Fren#$ and :anad ians#$ools i t$ dai l! p$!si#a l edu#ation+ " do not no $at t$e alue o' t$is$ as % ee n , % ut it do es a t l ea st a pp e a r to

% e an a tt e m p t to ta e t$ e a im s o ' $ ea lt $ a nd 'itn es sseriousl!+ Too o' ten, it seems to me, e pa! lip-seri#e

to t$ese not ions, %ut #on tinue it$ t$e same a#t i iti e sre*a rdle ss o' t$e dama*e e #ause ourseles+ ;ome $osp it a l

depar tment s a re 'ull not o' s i# people , %ut o' %roen- don&o** ers an d 'oot %all ersH P s$ oul d re asse s s its #o mmi tme n tto t$e not ions o' $eal t$ and 'it ness , and s$ould do i ts %es t

to en#oura*e sensi%le and re*ular e/er# ise as part o' a li'e rout ine +

(iii ) Finall!, P tea#$ers s$ould %e 'ar more illin* to #onsider 'ort$emse les , and di s#uss it$ s tuden t s , alues - rel at ed

issues i t$in t$e su%&e# t + "s e/#essie #ompet i t ienesssti 'lin* t$ose $umani tar ian alues $i#$ are ri tten in to t$e

#onst itu t ie and re*ula tie rule- s tru# tures o' all spor tsC A$at

are e to mae o' M#nroe 0s latest out%urstC (=nd $! is t $a t s$on on t$e nes , and not t $e t enn isC ) A$!

$as t$e *oe rnment r e'used ent r! on t$i s r e#en t o##asion to to or t$ Gorean *!mnas t sC A$at 0 s % rein* 'or 1988C

;$ould e pla! it$ apar t$e idC A$! do e dan#e in t$e Pdepa r tmentC =nd outdoor pursui t sC A$! not dar t s and snooe rC.o e $ae to do # ross- #oun t r!C Poss i% l! t$e mos t

impor t an t ues t ion t$a t #ou ld %e a sed is A$at is t $e pl a#e o'p$ !s i# al a# tii t! in $u ma n li'eC T$e last ord ill %e t$ e an ser o' eromeruner (196?, p + 1>?)@

T$at P 'or instan#e is pursued in a##ordan#e i t$ a ra tional appraisa l o' t$e pla#eand alue o' p$!si#a l a#t i it ies in $uman li'e, $i#$ e is$ t$e pupi ls to a#uire -


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t $a t t $e a#t i iti e s t$emse les a re i eed a s t $ose o' a deelopin* rat ional %ein* notmere l! an animal , and t$a t t $e! t$e re 'o re 'o rm par t o' t $e li' e o' a r at ional per son +(p+ 1>?)+

2e'eren#es

=;P", .++ (1975) 0Bames innin* and edu#ation - some 'ur t$er #omment s 0 ,:am%rid*e ournal o' du#at ion, 5 , 1 , pp+ 51- 61+

="E, :+ (1975) 0Bames , innin* and edu#ation0 , :am%rid*e ournal o' du#ation,5 , 1 , pp+4>- 5>+

=22A, 2+ (198?) T$e P$ilosop$! o' ;#$oolin*, ri*$ton, A$eats$ ea' oos+

;T, .+ (1978) P$ilosop$! and


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P=22E, ;++ (1978) 0:ompeti t ie and re#reat ie sport 0 , ritis$ ournal o' P$!si#aldu#ation, 9, 3, p+68+

P=22E, ;++ (1984) 0, pp+ 71-

83 +

PT2;, 2+;+ (1959) 0Must an edu#ator $ae an a imC 0, =ut$ori t!, 2esponsi%i li t! anddu#ation, ondon =llen and Dnin, pp+ 83-95+

2.."F2., B+ (198?) 0Pla!in* to Ain0 , P$!si#al du#ation 2eie, 5, ?, pp+ 1>7- 15+

2;

Jim Parry - Values in Physical Education 1986

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Transcript of Jim Parry - Values in Physical Education 1986