Comprehensive Philosophic Statement: Physical Education - Essay Example

There are those, for instance, whom view thought as being severable from physical pursuits and activities. They believe that technique in sport can be taught independent of the mind, independent of cognitive development, and independent of ethical goal-setting. There is, to be sure, much more to physical education than an enumeration of skills and techniques. There is much more to physical education than physical outcomes. The profession is not a zero-sum game; quite the contrary, it is an opportunity to enhance the educational experiences of students.

To this end, in sum, it is highly desirable to both emphasize and implement certain philosophic precepts. Philosophy is important because, as noted by a leading scholar in the field, "many sources inform us that physical education has positive outcomes in terms of personal and social development" (Laker, 2004: 1). These positive outcomes may involve physical development as well as personal, social, and moral development. On the other hand, the possibility of negative outcomes is also present.

Some of the negative outcomes of ill-conceived physical education programs include the perpetuation of social injustice, inequality, and prejudice. The risks are real and it is in a well-conceived and properly implemented educational program that positive outcomes can be pursued most effectively. One cannot understate the importance of philosophy in the context of physical education. This is not separate field, but rather part and parcel of the educational process more generally.1.2 Profession's ClienteleThe profession's clientele, in this case students enrolled in physical education courses, are struggling with a number of philosophic dilemmas themselves; indeed, at this age, the clientele is both impressionistic and vulnerable to negative types of reinforcement and to negative rewards.

Their bodies may be changing, their status both intellectually and physically is shifting vis a vis their peers, and behavioral attributes which will follow them for a lifetime are being instilled and reinforced (Riddle, 1999: np). What, therefore, ought we to be instilling in this particular clienteleTo laud physical strength alone is narrow-minded and dangerous. Such an approach, based on old philosophic assumptions of might makes right, increases inequality and encourages resort to strength in moments of tension or conflict.

Physical education, and sport more particularly, is a microcosm of social interaction (Green, 2000: 114). There is much more in the real world than physical strength; indeed, conflict-resolution is most often better pursued by leaving such notions as strength, suppression, and winning out of the equation. Education demands that bodies be viewed as something more than a machine. Physical education, therefore, must be careful not to teach its clientele lessons which will prove personally and professionally destructive in the future.

The clientele must be treated as students in a broader educational and philosophical context; they must be viewed not simply as competitors, but as individuals whom must learn to functions positively and ethically in a larger social context. To be sure, society is far more diverse than a physical educatio