The logical connection between moral education and physical education

Drewe, Sheryle Bergmann

doi:10.1080/00220270050033628

Cited by 24 publications

(16 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Bailey et al [3] claim that school PE and sport has the potential to contribute to the whole development of young people in 4 domains -physical, social, affective and cognitive -though in the case of social and cognitive effects benefits are mediated by environmental and contextual factors. Drewe [18] points at the connection of moral and physical spheres, which seems logical when PE turns into an arena for practising moral behaviour and the teacher provides a context for respect between peers in the mutual struggle to better themselves. But when a PE teacher does not value moral development of their pupils it may turn out to be a problem.…”

Section: Introductionmentioning

confidence: 99%

“…It seems to be a simplification of PE teachers' responsibilities in sound development of children. Nevertheless, despite cross-curriculum goals and the motivation of prospective teachers of all subjects, it is often a little more expected of PE and school sport teachers to deliver moral education than it is of other teachers since they (PE teachers) have a wider range of means and ways to positively affect pupils' moral development, albeit through physical effort [18].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The level of moral competences of pre-service PE teachers – a reason to worry?

Bronikowska

Korcz

2019

Biomedical Human Kinetics

View full text Add to dashboard Cite

Summary Study aim: The main purpose of this study was to examine the level of moral competences of 437 pre-service physical education (PE) university students. It was also designed to evaluate the level of moral competency and the correlations with factors (i.e. Parents, Religion, School education, PE teacher, Sport coach, Studies, Media and Peers) potentially influencing moral development in pre-service PE teachers. Material and methods: The study included data collected in 2017 from 216 male and 221 female students aged 21.5 ± 1.85 from the faculty of Physical Education in Poznań, Poland. The students were categorised into three levels of moral competences, after which possible correlations between the factors influencing moral development were examined. The Moral Competence Test (MCT) survey was used to measure the ability to rate arguments by their moral quality. Participants were requested to confront two moral dilemmas and agree or disagree with the statements which were presented to them. Results: The results suggest that a vast majority of students (78.7%) present a very low level of moral competences, and with regard to the factors influencing moral development, the lowest value was attributed to PE teachers. Moderate positive correlations were found between School education and PE teacher, and between Sport coach and PE teacher. Conclusions: The findings indicate the need for more attention to be paid to moral education in teacher training in PE.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The level of moral competences of pre-service PE teachers – a reason to worry?

Bronikowska

Korcz

2019

Biomedical Human Kinetics

View full text Add to dashboard Cite

show abstract

“…While researchers such as Drewe (2000) have argued that there is a clear link between physical education and social and/or moral education, Coalter (2008) among others (e.g. Hellison, 2003) have been wary of arguing about physical education's potential in this regard.…”

Section: Learning Through Competitionmentioning

confidence: 96%

“…This is because without the element of competition, sports are not played for anything and therefore students [pupils] may not play with as much effort as when there is something to play for. Drewe (2000) maintained that not only is competition naturally present in physical education, there must be competition present in order to make physical activity meaningful. Situated learning theorists argue this point in explaining their conception of physical education as helping pupils move from the peripheral to full members of a sporting community (Lave & Wenger, 1991;Kirk & Kinchin, 2003).…”

Section: Pre-service Physical Education Teachers' Beliefs About Compementioning

confidence: 98%

Pre-service physical education teachers' beliefs about competition in physical education

Harvey

O’Donovan

2013

Sport, Education and Society

View full text Add to dashboard Cite

The discourse of competitive sport is, and has been, a defining feature of physical education for many years. Given the privileged and dominant position competition holds in physical education curricula, it is concerning that competitive physical education remains steeped in traditional pedagogies and that these pedagogies are constrained by teachers' everyday philosophies rather than any explicit understanding of pedagogy or the needs of pupils. This in turn affects pupils' experiences of physical education and specifically the type and form of activities that are offered to pupils. Physical education teachers' biographies generally show a profound attachment to sport, and in particular competitive sport, and the value of competitive sport is significant in the lives and identities of physical education recruits. However, there is a paucity of research specifically in relation to in-service and pre-service physical education teacher's beliefs about competition and its place in physical education. It is well documented that the implicit theories that pre-service, beginning and experienced teachers hold influence their reactions to teacher education and their teaching practice, with their beliefs acting as a filter through which a host of instructional judgements and decisions are made. Thus, it is important to understand pre-service physical education teachers' (PSTs') beliefs about competition. Thirty five (16 men, 15 women, 4 unknown) PSTs completed a reflective journal alongside their participation in a University-based module focused on models-based practice. The data generated were analysed using the procedures and techniques of grounded theory which revealed five major themes grouped in the discussion under the sub-categories of: (1) defining competition; (2) learning through competition; (3) competitive physical education and the sporting pathway; (4) competition needs to be got out of children; and (5) a little competition. The discussion challenges how we transform traditional views of competition and the competitive practices that alienate some young people from physical education.

show abstract

“…Oysa ki, ahlaksal davranışların geliştirilmesi ve uygulanmasında beden eğitimi dersleri eşsiz bir konuma sahiptir (16).…”

Section: Tartişma Ve Sonuçunclassified

Sporcuların ‘sporda hoşgörü’ kavramına ilişkin algıları

TUNCEL¹

2012

Ankara Üniversitesi Beden Eğitimi Ve Spor Yüksekokulu SPORMETRE Beden Eğitimi Ve Spor Bilimleri Dergisi

View full text Add to dashboard Cite

ÖZETBu çalışmanın amacı, sporda hoşgörü kavramının sporcular açısından ne ifade ettiğini belirlemektir. Araştırmanın çalışma grubunu sporda hoşgörü kavramını tanımlamaya istekli 127 sporcu oluşturmuştur. Sporculardan açık uçlu bir soru ile sporda hoşgörü kavramını yazılı olarak tanımlamaları istenmiştir. Verilerin analizinde nitel araştırma yöntemi kullanılmıştır. Analiz konusu olarak "sporda hoşgörü" kavramı alınmıştır. Elde edilen nitel veriler sonucunda sporcuların sporda hoşgörü kavramını; fair-play/ centilmenlik (%35,43), rakibe saygı (%34.64), hataları alttan almak (%14.96), sevgi (%14.1), anlayışlı olmak (%11.02), ahlaklı olmak (%7.87) ve iyi niyetli yaklaşma (%4.72) olarak algıladıkları görülmüştür. Bununla birlikte analiz sırasında sporda hoşgörü kavramının küçük oranlarda; disiplin, misafirperverlik, gülümseme ve sinirlenmeme olarak algılandığı da saptanmıştır.Anahtar Kelimeler: Spor, hoşgörü, algı, fair-play. PERCEPTION OF ATHLETES CONCERNING 'TOLARANCE IN SPORT' TERM ABSTRACTThe aim of this study was to describe the opinions of athletes on the term of tolarence in sport. The study group of research consisted of 127 athletes volunteers to describe the term of tolarence in sport. Qualitative research method was used in analyzing the data. The theme of 'tolarance in sport-' was taken as analyze category. As a result of the study the concept of tolarance in sport was emphasized as fair-play/gentilmanliness (%35,43), respect to rival (%34.64), taking mistakes lying down (%14.96), love (%14.1), the behaviors of understanding (%11.02), being moral(%7.87) and having optimistic approach (%4.72). Moreover, during analyzes, it was understood that minority of athletes stressed the tolarance in sport as dicsipline, hospitality, smiling and not being agressive.Key Words: Sport, tolarance, perception, fair-play. GİRİŞBu çalışmada bireyler ve toplumlar üzerinde büyük etkileri olan sporun çoğu zaman rekabetten oluşan şiddet, saldırı gibi unsurların oluşmasını engelleyen hoşgörünün önemi ve sporcular tarafından ne derece algılandığını ortaya çıkarmak amaçlanmıştır. Hoşgörünün yoksun olduğu bir spor ortamında rekabetten oluşan şiddetin ortaya çıkması ile doğacak sorunlar kaçınılmaz olacaktır. Bu yüzden sporcular arasında sevgi, saygı ve anlayış çerçevesinde oluşan hoşgörü ile birlikte sporda oluşacak olumsuzluklar engellenecektir.Günümüzde bir eğitim aracı olan sporun, toplumun bütün kesimleri tarafından kullanılmakta olduğu görülmektedir. Spordan olabildiğince fazla verim elde edebilmek, ilk çağlardan günümüze kadar gelen spor ahlakı, felsefi ilke ve kurallarına bağlı kalmakla mümkündür. Spor, barış, hoşgörü, eşitlik, disiplin, erdem, haz, hak, hukuk, mutluluk, sevgi ve saygı gibi insan onuruna yakışır kavramları bünyesinde taşıdığı gibi; hüzün, keder, stres gibi yine insani özellik taşıyan kavramları da içeren bir etkinlik olarak, insanın bütün varlığını etkileyen bir kavram olma niteliğini halen devam ettirmektedir (1). Ayrıca spor, toplum yaşamına çok değişik yollardan girerek, bireyleri doğrudan ya da dolaylı olar...

show abstract

The logical connection between moral education and physical education

Cited by 24 publications

References 0 publications

The level of moral competences of pre-service PE teachers – a reason to worry?

The level of moral competences of pre-service PE teachers – a reason to worry?

Pre-service physical education teachers' beliefs about competition in physical education

Sporcuların ‘sporda hoşgörü’ kavramına ilişkin algıları

Contact Info

Product

Resources

About