11-12-2012, 05:47 PM
Psychological Foundations of Physical Education
M. Gladys Scott discusses physical activity from the viewpoint of a variety of professional and lay individuals and lists the commonly stated psychological results of physical activity. The author describes each outcome and briefly details the associated research and literature. In concluding the report, she states that physical educators need to increase their competencies in many areas of anthropology and psychology. Dorothy V. Harris discusses the interrelationship of the functions of the mind and body. She points out that there has been much research concerned with the influence of the mind over the body, particularly when illness is concerned. Conversely, she says, there is relatively little research showing how the body influences the mind. Fatigue is used as an illustration of one possible somatopsychic condition. The author states that research is needed and that the professionals in health and physical education must take the responsibility and the leadership for education and research in this area. discuss body image problem of teenage youngsters in their selection. The authors point out that adolescents, probably more than any other age group, are very much concerned with their body image. In addition, the doctors identify two categories of body image problems. First, there are those problems that arise from the growth spurt and other physical changes that take place during adolescence. Second, there are certain abnormal states that some adolescents pass through, such as the “breast problem” in girls. The authors point out that the body image problems of boys and girls need to be handled with compassion, with accurate information, and by the avoidance of harmful distortions of the truth. Bruce c. Ogilvie at The Institute for the Study of Athletic Motivation at San Jose State College reports on research conducted on the “Personality Traits of Competitors and Coaches.” The studies involved professional and high school coaches and athletes who participated in such sports as football, basketball, baseball, and automobile racing. As a result of compiled data on over 10,000 athletes, reliable statements are made in terms of personality structures. The selection by D. H. Radler and Newell C. Kephart describes motor behavior as the only directly observable type of human behavior. The authors state that motor behavior of some type underlies almost every activity, including the thought process, and that this indicates that motor behavior is both overt and covert. The authors discuss the mental capacities upon which motor by reference to human posture, coordination, laterality, and motor discrimination. The article considers the child’s motor development in light of the process of conceptualization and explains how concepts become externalized into movement patterns. Frank Pleasants, Jr., in the next article, discusses the meaning and significance of kinesthesis in relation to performing physical skills. In so doing, he points out that there is much misunderstanding concerning the need to get the “feel” of movement if the learning is to be enhanced. After discussing the uncertain role of kinesthesis, and reviewing studies in this area, he draws implications for the teaching of skills in various physical activities. Finally, he lists some suggestions for the teaching of skills based upon his research. The article by Charles A. Bucher states that while many people receive satisfaction by watching the performance of a physical skill, it is the participant who benefits most because of the psychological values he derives. The author writes that among these psychological values derived are recognition and a sense of belonging, increased self-confidence, an interest in a variety of things in life.