On the aesthetic potential of sports and physical education

Costa, Luísa Ávila da; Lacerda, Teresa

doi:10.1080/17511321.2016.1210209

Cited by 3 publications

(2 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…That is to say, because there is no parental supervision and discipline, and the correct guidance in behavior and ethics cannot be made in time, children are very vulnerable to the influence of bad habits from the outside world, which will gradually lead to some bad moral behaviors. 12,13 Physical education from the perspective of health dividend…”

Section: Lbc's Pmh Problemsmentioning

confidence: 99%

RETRACTED: The value of physical education to the physical and mental health development of left-behind children from the perspective of health dividend

Peng

Chen

et al. 2021

International Journal of Electrical Engineering & Education

View full text Add to dashboard Cite

Nowadays, due to the rapid development of social economy, many rural labors have flowed into more developed cities, resulting in more and more left-behind children(LBC), which is an urgent problem in our country's life. Although there are many researches on LBC, there are few researches on LBC's physical and mental health(PMH).In this regard, this paper studies whether physical education and exercise are very important for improving PMH in LBC, and collects and classifies data on PMH in LBC by referring to the literature. Interviews are used to collect the true thoughts of LBC and to understand PMH. The questionnaire survey was used to investigate the PMH status of LBC, and objectively and comprehensively collected the PMH status data of LBC. Finally, the data obtained are statistically analyzed by the method of several examples. This paper studies the situation of LBC participating in extracurricular sports activities and makes a comparison with non-LBC. The results show that the LBC who take part in more after-school sports training have better PMH, more cheerful personality, more love and compassion, can quickly adapt to a new environment, and are emotionally stable. They can handle things calmly and develop their individual emotions well. In addition, the probability of PMH problems of non-LBC is smaller than that of LBC. Through the research and analysis of sports and PMH of LBC, it is found that sports play a positive role in promoting the PMH of LBC. Therefore, physical education is of great value to promote the healthy development of LBC.

show abstract

Section: Lbc's Pmh Problemsmentioning

confidence: 99%

RETRACTED: The value of physical education to the physical and mental health development of left-behind children from the perspective of health dividend

Peng

Chen

et al. 2021

International Journal of Electrical Engineering & Education

View full text Add to dashboard Cite

show abstract

“…Esto llevó a otros teóricos a matizar esta afirmación distinguiendo entre deportes "deliberados" y deportes "estéticos" (Best 1978) o actividades físicas "no estéticas, "parcialmente estéticas" y "estéticas o artes" (Arnold, 1991). Estos trabajos pioneros se han visto acompañados de otros que han continuado la tarea de destacar la actividad estética implícita en el juego y los deportes justificando su valor educativo (Aspin, 1983;Da Costa & Oliveira, 2016;Kirk, 1984).…”

Section: La Justificación Funcional Del Juegounclassified

The play as a process of subjectivation and its justiﬁcation in the curriculum of Physical Education

García-Puchades¹,

Chiva-Bartoll²

2018

CCD

View full text Add to dashboard Cite

ResumenEl concepto de juego ha sido objeto de una dilatada trayectoria dentro del discurso filosófico educativo de la cultura occidental. El presente artículo desempeña una contribución genuina a dicho discurso con el objetivo de justificar, a largo plazo y en sentido pleno, el valor educativo del juego en el currículum de Educación Física. En el texto se exponen y clasifican los discursos filosófico-educativos previos que han justificado hasta el momento la aparición del juego en el currículum de la Educación Física; a saber, justificación socializadora, funcional, vivencial y vitalista del juego. Posteriormente, una vez enmarcado el estado de la cuestión, se describirá en qué medida es posible pensar el juego como proceso de subjetivación capaz de integrar las diferentes justificaciones curriculares. Para ello, explicaremos qué entendemos por proceso de subjetivación en educación, identificaremos las diferentes actitudes filosóficas implícitas en dicho proceso y las relacionaremos con cada una de las justificaciones curriculares anteriormente expuestas. Por último, se expondrá por qué este enfoque pedagó-gico supone un buen punto de partida para pensar en el futuro de la Educación Física.Palabras clave: juego, educación física, currículum, subjetivación, filosofía de la educación. AbstractThe concept of "play" has a long trajectory within the educational philosophical discourse in Western culture. This article makes a genuine contribution to this discourse with the objective of justifying the educational value of play within the Physical Education curriculum. This article presents and classifies previous educational philosophical discourses that have justified the presence of play in the curriculum of Physical Education up to today; namely, socializing, functional, experiential, and vitalist justifications of play. Then, after having provided an overview of the issue, we will describe to what extent it is possible to conceive of play as a process of subjectivation with the potential to integrate the different curricular justifications. To do so, we will present and explain our understanding of the process of subjectivation in education, then, we will identify different philosophical attitudes implicit in such a process, and we will relate them to each of the curricular justifications discussed. To conclude, we will argue that this pedagogical approach provides a good starting point to analyze the future of Physical Education.

show abstract

A Philosophy of Physical Education Oriented toward the Game as an Object. Showing the Inexhaustible Reality of Games through Bernard Suits’ Theory

García-Puchades

Chiva-Bartoll

2019

Sport, Ethics and Philosophy

View full text Add to dashboard Cite

On the aesthetic potential of sports and physical education

Cited by 3 publications

References 9 publications

RETRACTED: The value of physical education to the physical and mental health development of left-behind children from the perspective of health dividend

RETRACTED: The value of physical education to the physical and mental health development of left-behind children from the perspective of health dividend

The play as a process of subjectivation and its justiﬁcation in the curriculum of Physical Education

A Philosophy of Physical Education Oriented toward the Game as an Object. Showing the Inexhaustible Reality of Games through Bernard Suits’ Theory

Contact Info

Product

Resources

About