This document discusses the history and development of physical education, sports, and fitness. It covers four key periods in history that helped shape these fields: 1) the 19th century era of "muscular Christianity" that removed religious sanctions against sports; 2) the late 19th century emergence of organized sports; 3) the early 20th century development of related professions and associations; and 4) the 1960s-70s rise of academic study in these areas and expansion of career options. The document also introduces the emerging concept of "lifespan involvement" in physical activity for all ages and both genders, as opportunities have grown for people of all backgrounds to participate in sports and fitness.
This document discusses the history and development of physical education, sports, and fitness. It covers four key periods in history that helped shape these fields: 1) the 19th century era of "muscular Christianity" that removed religious sanctions against sports; 2) the late 19th century emergence of organized sports; 3) the early 20th century development of related professions and associations; and 4) the 1960s-70s rise of academic study in these areas and expansion of career options. The document also introduces the emerging concept of "lifespan involvement" in physical activity for all ages and both genders, as opportunities have grown for people of all backgrounds to participate in sports and fitness.
This document discusses the history and development of physical education, sports, and fitness. It covers four key periods in history that helped shape these fields: 1) the 19th century era of "muscular Christianity" that removed religious sanctions against sports; 2) the late 19th century emergence of organized sports; 3) the early 20th century development of related professions and associations; and 4) the 1960s-70s rise of academic study in these areas and expansion of career options. The document also introduces the emerging concept of "lifespan involvement" in physical activity for all ages and both genders, as opportunities have grown for people of all backgrounds to participate in sports and fitness.
Understanding the Context for Lifespan, Sport, Fitness and P.E
The study of history is not just a matter of describing the past. History is a bridge that helps us to understand the present and to project the future. The sport, fitness, and physical education today did not just happen, the current status of these fields is the result of a particular history. Prospective professionals must be sensitive to how their fields developed. They must have philosophical views of their of disciplines, and should have an opinion about what is and what is not appropriate within each field. For this reason they must understand the viewpoints that strongly influenced their fields development. George Leonard -1974 Eventually, what we now call physical education, reformed and refurbished, may well stand-as it did in ancient times-at the center of the academy, providing the strong foundation from which all education can rise. Education in the formal sense, however, is only part of the story. For the body opens us to larger realms. And every game we play, whether old or new, invites us to consider the larger game our life itself
Learning objectives To discuss the important watershed periods in our professional history. To explain and justify lifespan involvement as an important new possibility. To describe the possibilities for involvement at various development stages. To describe the new settings for sport, fitness and physical education. To discuss and analyze the emerging characteristics of lifespan involvement. To discuss the possibilities and problems of the current sport and fitness booms. Introduction We are living in an era during which people in the United States have changed fundamentally their perception of human life and how it can be lived. It is now clear that lifespan involvement in sport, fitness, and physical education is possible and desirable. Persons can become involved in purposeful physical activity very early in life, and can continue to pursue this interest throughout their lives. That possibility has not yet been realized for people. What an extraordinary era this is for persons interested in sport, fitness, and physical education. There certainly has been no period in the history of the United States to match it. Sport is central to much of our cultural life. If you are a fitness buff, then you are already are aware of the current trend of getting into shape .Fitness centers and sports clubs with fitness facilities have sprung up everywhere, Whereas the slim look was the fashion of a generation ago, the athletic look as clearly the fashion today. The current fitness movement, however, is by no means simply a manifestation of the latest fashion. Rather, it is part of a larger lifestyle trend that has a strong health basis. Looking good, feeling good, and increasing your chances of living longer are all part of this movement. Slowly, but surely, we are changing our eating habits and our exercise habits. These changes are all aspects of the wellness movements, which recommends adopting a lifestyle that helps you to feel well and to stay well, that emphasizes prevention of illness rather than remediation of disease. Physical education in our schools, on the other hand, is in a period of turmoil. The programs have been criticized severely by some people for their lack of accomplishment . Yet other people have continued to recognize the importance of physical education, and have renewed their advocacy of quality programs. The physical education in our schools must emerge from this period of scrutiny with stronger programs that are more central to the school curriculum.
WATERSHED PERIODS This is not the first time in American history when a sense of optimism and expansion has permeated sport, fitness, and physical education. There have been several historical periods when great leaps forward have been made. Four such periods merit mention here. First, the early to mid- nineteenth century saw the removal of many religious sanction against sport and play. Historians refer to this period as the era of muscular CHRISTIANITY. Since religion and religious thought were so central to American life at that time,it must have been very exciting for sport , fitness, and physical education professionals not only to have religious sanction removed, but also to have their subject matters begins to be strongly approved by the religious community. The second watershed period was in the late nineteenth century, when organized sport emerged in America. The first intercollegiate baseball and football games were played. Professional sport developed and began to spread quickly. Tennis and badminton were first introduced in the United States. Basketball, volleyball, and softball were invented in America, and became popular not only here but also throughout the world. The third period we shall describe occurred in the early twentieth century and was marked by the development of the sport, fitness and physical education professions. Many national associations were formed. The Amateur Athletic Union was founded. The group that would eventually become the American Alliance for Health, Physical Education, Recreation and Dance ( AAHPERD) formed and expanded rapidly. The fourth important period was more recent, in the 1960s and early 1970s; then, the academic study of sport, fitness, and physical education emerged. College and university programs were changed substantially in this period. Research and scholarship in all areas were upgraded, as the discipline of physical education was recognized and began to grow Whereas preparation for teaching and coaching had dominated previous eras, this period was marked by the addition of a broad array of career options adult fitness, worksite health promotion, cardiac rehabilitation, academic sport disciplines, and sport management. Lifespan in involvement A revolution not limited by age or gender Historians will someday describe and interpret the current era as a watershed period that is best characterized by the emergence of the possibility of lifespan involvement yet, but the possibilities for us to do so are clearly there. When you consider the topics of sport, fitness, and physical education, what groups come to mind? Traditionally, our thoughts might turn to children at play, youth involved in sport, young adults perhaps continuing for a time in recreational sports, with involvement slowly diminishing as people grow older. The point is that, historically, sport, fitness and physical education have been limited primarily to older children and youth, with adult participation decreasingly rigorous with age. Furthermore, the participation of girls and women has always been viewed as different from that boys and men, specially by the persons in positions of power and leadership, who typically have been man. We are replacing our old ideas with a vision of lifespan involvement in sport, fitness, and physical education- not only for adolescents and young adults, but also for every young children. For older people ( at almost any level of intensity ), not only for boys and men, but also for girls and women ( with equally intense activities ). The possibility of lifespan involvement potentiality touches every person. This revolution is not limited by the age or gender. Does this vision mean that every person has to be committed athlete from childhood through to old age. No, clearly not! What it does mean, however, is that people who want to follow such a course now have the possibility to do so. And, it means that we will increasingly see some fitness and / or sport involvement as a fundamental part of living well, regardless of age or gender. The purpose of this chapter is to provide glimpses (look, suddenly, see ) of the kinds of opportunities available in sport, fitness, and physical education that together constitute the possibility of lifespan involvement. Each vignette presents a snapshot of involvement for particular people at a particular point in their life, and in a particular places. None of the scenarios have been contrived; each is based on real programs or persons. Together, they paint a picture of lifespan sport, fitness and physical education.
Infant Motor Programs Sport opportunities are being made available to children at an earlier age.. It is no longer unusual to see 5 years olds enrolled in a childrens soccer or gymnastics program. Many infant swimming programs are available. These are some of the physical activities mostly engaged by these young children. Most evidence (Gober and Franks, 1988 ) indicates that children who have enriched motor experiences as infants tend to be more fit and more likely to participate in sport throughout their lives. Sport psychologist even speculate that the drive to excel in sport may originate in infancy, when early motor efforts are recognized and re-sponded to lovingly by parents or child-care workers. No more difficulties are to change. There is much debate about the nature of early-childhood motor activity programs. Should they be mostly exploratory, with adults providing only encouragement, support and reinforcement? Or should they aim to develop specific skills? At the moment, there is no enough evidence to decide the issue. Experts all agree, however, about the importance of providing rich, stimulating motor experiences for very young children. Childrens Sport Sport opportunities for children have grown enormously in the recent past. Both number of children participating and the kinds of early sport opportunities available to these children have increased. Some sports such as swimming and gymnastics, have age-group programs that are highly specialized.
Typical of this boom in childrens soccer programs that have sprung up across the land. The quality of appropriateness of these programs differ dramatically from place to place. ( Soccer has become an important sport for children and youth ). Developing skill through exploration has become a favored method for elementary physical education. THE EARLY YEARS Physical movement is the basic language of the early childhood years, from birth to age 6 to 7 (Boucher, 1988 ). Moving about and physically exploring their immediate surroundings are the main ways young children learn about their world. (physical activities, motor play etc.)