Full Description
This book explores the fundamental goals and values of physical education through an examination of philosophical ideas, meanings, and the critical relationship between educational objectives and underlying value systems.
The work addresses longstanding and often overlooked challenges in physical education, including its marginalisation, the neglect of philosophical foundations, and the exclusion of emotional and affective functions from pedagogical practice. The author moves beyond problem identification to analyse two fundamental factors, philosophy and geopolitics, that shape physical education's internal agenda across different cultural contexts. Drawing on extensive historical examples and empirical data from multiple countries, the book introduces the innovative concept of "kinesthetic pleasure" as a key component of the affective domain. This theoretical framework is supported by practical evidence gathered through student interviews and classroom observations. The methodology combines philosophical analysis with empirical research to demonstrate how emotions and feelings can be systematically integrated into physical education through specialised pedagogical approaches, including the pedagogies of affect and embodiment.
Goals and Values in Physical Education will appeal to postgraduate students, academics, and researchers in physical education, sports pedagogy, educational philosophy, and curriculum studies. It will also be valuable for historians examining 20th-century Soviet physical education and sports, as well as practicing physical education teachers seeking to enhance their pedagogical effectiveness through affective domain integration.
Contents
Introduction Part 1: Theoretical justification of the link between goals and values. Affective domain in labyrinths of goals and values of physical education. 1. Explaining the interconnection between goals and values through the lens of cause-and-effect relationships. 2. Goals and values of physical education as the main 'ingredients' of the philosophy of physical education. The role and significance of the affective domain in this philosophy. 3. Educational and value status of physical education and vectors of preventing and resisting marginalisation: Grounded Theory literature review Part 2: Value determinism of physical education goals: operating at the level of ideas 4. The dependence of the goals of physical culture and sports in the Soviet Union on the philosophical ethics (values) of the ruling regime 5. Revision of the goals and values of physical culture and sports in the Soviet Union in accordance with their philosophical ethics 6. The geopolitical shift in the post-USSR world as a trigger for re-evaluating the goals and values of physical education Part 3: The value potential of the affective domain in/for physical education: theoretical perspectives and practical application in the educational process 7. Affective domain and pedagogies of affect as an approach to activating the affective domain in physical education 8. The idea prospectus for implementing the affective domain in the pedagogy of embodiment. "Kinesthetic pleasure" as an option for realising the internal dimension of the affective domain in physical education Part 4: Affective domain in the labyrinths of students' visions: findings from the research project "development and enactment of pedagogies of affect in physical education" 9. Students' goal orientations as an indicator for identifying personal and institutional philosophy of physical education 10. Students' understanding and commitment to the affective domain and the pedagogies of affect 11.Conclusion
