The Transformation of Physical Education: 1900-1939 Chapter 10 Mechikoff & Estes, A History and...
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Transcript of The Transformation of Physical Education: 1900-1939 Chapter 10 Mechikoff & Estes, A History and...
The Transformation of Physical Education: 1900-1939
Chapter 10
Mechikoff & Estes, A History and Philosophy of Sport and Physical Education, Fourth Edition © 2006, The McGraw-Hill Companies, Inc.
Physical Education: 20th Century Reform Social development objectives Adoption of sports by physical education The development of play theory
19th Century Physical Education Early physical educators focused on health
Backgrounds were doctors and educatorsCoursework in hygiene, physiology, and
instruction in fitness activities Activities included gymnastics and
calisthenics
20th Century General Education
Physical education: valued part of curriculum Social development objectives emphasized Transformation: began with “athletics are
educational” movement (1906-1916) Concluded with “sports for all” (1917-1939) Traditional health and fitness objectives
subjugated to social development objectives Result of external forces more than philosophical
reorientation
External Forces
Physical educators capitalized on sports Reformed philosophy in to accommodate sports Determined effort by APEA
Put athletics into education, education into athletics
Athletic competition and intramural sports challenged gymnastics and calisthenics
By 1930: most instructional activities devoted to sports and intramural programs
Harvard-Princeton Football Game, 1913
Physical Education and Athletic Changes Before 1906 physical education taught by faculty Athletics governed by athletic associations
Controlled by students and alumni No national governing body to oversee athletics
Abuses caused faculty intervention High school: control achieved by merging athletics
and physical education Athletic directors and coaches hired
Physical Education and Coaching Teaching done by coaches Shift away from health focus Teachers trained by educators, not health
experts Most physical educators women Men preferred coaching
1900-1920: no coursework offered in coaching 1919: George Huff developed first degree program in
coaching (University of Illinois)
Merging of Athletics and Physical Education
Varsity athletic competition dominates physical education
1906-1916: college presidents assumed responsibility for athletic programs
1917-1939: “Sports for All” Final stage in transformation of physical education
National organizations charged with increasing sports participation
Athletics, Physical Education, and Crisis Most states passed legislation mandating
physical education in schools College physical education departments
established rapidly Few physical education professors Coaches became physical educators 1929 survey: 23 had formal training in physical
education Most had been successful athletes or coaches
Athletics, Physical Education, and Crisis Qualified physical educators were concerned
with low standards Jesse Feiring Williams
Sport and physical education became permanently tied together Educators still argued over emphasis Still confused about their educational missions
Development of Play Theory Herbert Spencer
Play as expending excess energy Karl Groos
Humans played as preparation for life Play behavior was instinctual
G. Stanley Hall Influential psychologist early 20th century Childhood as rehearsal for the evolution
Play is fundamental to development of species
Play Theory
Luther Gulick: influential physical educatorEmphasized benefits of play for
development of private and social self John Dewey: influential philosopher and
educational theoristBelieved that mind/body were integrated
Play Theory: Dewey
Body produced experiences that shaped individual
Play: important activity in educational process Ultimate goal of Dewey’s system: education
for democratic citizenship Dewey and others helped introduce social
games and social play as significant Physical education incorporated these ideas into
educational programs
Play and Physical Education
Play received support at the city levelPlayground movement began in large cities1890s: Chicago, Boston, N.Y.
Play theory received growing support Gymnastics, science-based programs
preferred by many until 1910s By 1915: Play and sport became focus
Play in Physical Education, 1900–1915Supporters argued for play over gymnastics Henry Curtis: team games developed group
awareness, loyalty, and leadership Luther Gulick
Used biological rationale to promote play Sports teach one to survive Sport activities arose because of a need to
practice these skills
Summary of Play
Developed health and vigor Character
loyalty, sportsmanship, friendliness, leadership
Democracy through group cooperation Moral and ethical values Educational because it is “instinctive”
Ball Game on School Playground, 1910
The New Physical Education: 1915–1930 Physical education incorporated new
theories of psychology and other sciences Behavioristic and psychosocial
objectives/ideas Three individuals especially important:
Clark HetheringtonThomas D. WoodRosalind Cassidy
Clark Hetherington
Divided physical education into four areas (1910) Organic, psychomotor, character, intellect
Four areas blended to produce five objectives Physical training Social adjustment Response powers (early motor learning theory) Character development Improve thinking (cognition)
Clark Hetherington
Argued for educational and social objectives over health objectives
Successfully argued that physical education is essential for education
Most physical educators eventually embrace play, games, dance, and sport
Quantification of Physical Education Measurement of motor ability and physical
efficiency Attempts to link physical ability and mental
ability Assessment of physical fitness