Boyanka Peneva¹, Karolina Lazarova¹

¹Department Theory of Physical education National Sports Academy, Sofia, Bulgaria

PHILOSOPHY, METHODOLOGY AND REAL PRACTICE IN SCHOOL PHYSICAL EDUCATION

PHILOSOPHY, METHODOLOGY AND REAL PRACTICE IN SCHOOL PHYSICAL EDUCATION

Sport Mont 2008, VI(15-16-17), 574-579

Abstract

Though their mystifying character philosophic questions are necessary for everyone field of knowledge. In the field of physical culture, physical education and sports as philosophic questions can be determined: “Should you devote yourself to one of the physical professions when society seems to value the mental activities more highly? What role should movement play in human existence? How important is winning? Should biological health be the ultimate goal of physical education? Should young children be placed in high-intensity athletic environments? What role should movement play among older adults who now find it difficult, even painful, to move much at all?”(R. S. Kretchmar, 1994, p. 5). Philosophic knowledge as a background of all other sciences is boundless. In our occasion we pay attention to the always pursued tendencies for freedom, ethics, and esthetics in the diversity of ideas and tendencies in physical education. These tendencies depend on local cultural traditions. But all they have their methodology. Scientific findings have not only subject but methodological content as well. Different methodological content can lead to differences in the used term apparatus and the critical interpretation of given data. So, task of scientists is to develop methodological knowledge as well. Typical methodological problems for elaboration of scientists are: 1) Stages of scientific knowledge and their description through analysis. 2) Analysis of the used language and terms. 3) Continuity of single procedures and methods, their explanation and proof through experiment. 4) Analysis of the explored principles, approaches, and conceptions by reduction, elementariness, systematic approach, etc. Practically the paper is directed to the principles of designing PE content in the national curriculum in some countries and the attitudes among subjects during education as well. It also supports the demand for greater freedom in choice with the only purpose greater efficiency in learning.

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