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1
Content available remote

Philosophy of Sport Education: Main Issues and Methodology

100%
Isidori E.
|
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vol. 66
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issue 1
5-13
EN
The aim of this study is to reflect upon the main issues of the so-called philosophy of sport education, showing its methodologies and possible use in the context of sport studies. This study will begin answering two of the main questions dealing with the issues of the philosophy of sport education, that is: what are sport and its values from an educational philosophical perspective and how can we put these values into practice through a practical methodology? The study will show that the philosophy of sport education is a human science capable of developing both a theoretical and practical knowledge very useful for physical education teachers, sport educators, athletes, and coaches. The aim of this philosophical science is to analyze and understand sport in order to give it an educational and hermeneutical sense: that is, interpreting and not merely describing sport and its complex problems, and trying to find a solution in light of a pedagogical perspective and through a reflexive methodology of intervention.
2
Content available remote

Deconstructing Sport: When Philosophy and Education Meet in Derrida's Thought

100%
Isidori E.
Physical Culture and Sport. Studies and Research
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2010
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vol. 48
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issue 1
15-20
EN
Jacques Derrida (1930-2004), master of the deconstructionist method and recognized as one of the greatest thinkers of our time, was in his youth, before beginning his career as a philosopher, a footballer who played this game with the Italian prisoners in Algiers, his birthplace, during World War II. In a 1991 interview, when he was 60, Derrida narrated in detail his childhood dream of becoming a professional football player, confiding that all of his philosophy and thought had been inspired by sport and the game of football. Starting from this biographical note, the aim of my study is to demonstrate, first of all, how Derrida's whole philosophy and technique of deconstruction really has its roots in the concept of sport. The French-Algerian philosopher understood sport as a cultural structure based on the concepts of play, game, body, rules, and all of the oppositional pairs deriving from différance and from the tensions it generates. Secondly, the study tries to show how sport is for Derrida a metaphor of life and its meaning, suspended between being and nothingness; a place and a field in which human beings act, learn and educate themselves, deconstructing, as in a text, the values and prejudices of their lives and understanding, through sport itself, their roles and responsibility toward themselves and the community in which they live.
3
Content available remote

Sport and Philosophy of Hospitality: Three Questions on How to Rethink Contemporary Sport Education in Light of Gift and Peace

64%
Isidori E., Echazarreta R. R.
Physical Culture and Sport. Studies and Research
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2013
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vol. 59
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issue 1
5-10
EN
The ancient Olympic Games were held in spaces and places consecrated for hospitality, to xénia, a Greek word that means “gifts” but also something that refers to and belongs to strangers and foreigners. Foreigners from every part of Greece met in Olympia to celebrate the agón. In this place, a stranger or a foreigner (hostis in Latin), probably a former enemy, became a friend because he was both guest and host (hospes in Latin) in the sanctuary-town, which belonged to the gods and to all of the Greeks, who recognized themselves in its spirit. This mechanism of hospitality formed the basis of the Olympic peace system and was the fundamental prerequisite for the celebration of agón. The practice of the agón was therefore made possible by a “gift” but also by “for-giveness” that allowed people to meet and compete. We can conclude that at the base of the Olympic (and Greek) ethics there was the concept of hospitality. Olympia was then the common home of all Greeks, the place where ethics were carried out, were put into practice, and concretely exercised. It is not a pure coincidence that the Greek word “ethics” is linked to the word éthos, which means “house”, “home”. For this reason, ethics can be thought as the art of hosting somebody in our own home and trusting him/her, just as it happened in ancient Olympia during the Olympic Games, which demonstrated that ethics was always a home’s ethics. Therefore, taking into account this cultural and philosophical framework, this study will develop a methodological approach, derived from deconstructionism, which will be applied to concepts that are both ambiguous and semantically rich in meaning, such as “gift”, “forgiveness”, xénos, hostis, and hospes. The first objective of this study is to reflect upon the connection between “gift” and “sport” and show the deep interconnection between the two concepts. The second is to use the model of Greek hospitality at the Olympic Games to deeply rethink sport and contemporary philosophy of sport education in terms of peace and multiculturalism.
4

A Pioneer of Italian Sports Pedagogy and Philosophy

64%
Isidori E., Kosiewicz J.
Physical Culture and Sport. Studies and Research
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2017
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vol. 74
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issue 1
61-73
5
Content available remote

Sport and Ethics of Weak Thought: A New Manifesto for Sport Education

51%
Isidori E., Maulini C., López Frías F. J.
Physical Culture and Sport. Studies and Research
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2013
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vol. 60
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issue 1
22-29
EN
The so-called “weak thought”, theorized by the Italian postmodernist philosopher Gianni Vattimo (born in 1936), considered one of the most important Italian philosophers, has dismantled the main concepts on which Western philosophy was based (that is, the notion of Truth, God, Reason, an absolute foundation to thought, etc.). This philosophy, which is inspired by Nietzsche’s nihilism, by Heidegger, and by the philosophy of hermeneutics and deconstruction, offers a critical starting point not only to rethink, in a less rigid way, our Western culture, its philosophy, and its problems, but also the ethical principles and educational values that guide human life. Sport - as a human phenomenon and philosophical problem characterized by the presence of values, norms, behaviors, and rules that involves the action of human beings who interact and communicate “in” and “by” the game - can also be read in the light of this emerging philosophical theory. The aim of this study is to demonstrate that weak thought and its fundamental categories can be used and applied from a theoretical point of view in order to interpret and understand sport, deconstructing its meanings and its sociocultural and educational values. Using the critical contribution of weak thought, in this study we will reflect on and rethink in a new way some of the main concepts considered absolute and fundamental to sport’s logical and philosophical structure, such as “winning” and “losing”, “referee” (which embodies the principle of “authority”), “opponent”, “freedom” in the game, “rules”, and respect when one plays. The purpose of this study is to undertake a critical reflection on the limits of the concept of sport proposed by the Western tradition and to lay the foundations for a new model of ethics and education for the sports of the future.
6
Publication available in full text mode
Content available

Pro-social and antisocial values in physical education. The validity and reliability of fair play questionnaire in physical education (FPQ-PE) into Albanian language

51%
Buzi E., Jarani J., Isidori E.
Physical Activity Review
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2019
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issue 7
143-151
EN
Introduction: Fair Play behaviours are moral and social behaviours that can be acquire from students throughout PE class. The main aim of this study was to translate and validate into Albanian language the questionnaire that measures and evaluate pro-social and antisocial behaviours in PE class. Material and methods: The process of validity was based in three steps: 1) Translation and Back Translation - the questionnaire was translated from experts of the field who were proficient in English language, and the process of back translation was done from experts of Albanian and English language. 2) Factor Analysis - 597 middle school students from Tirana, Albania, were involved, from which a simple size of 280 students (mean age=13.22±1.22 yr) was used to perform the EFA, and reliability, reporting the CA coefficient. For the CFA a sample size of 317 students (mean age=14.32±7.3 yr) was used. 3) Test-Retest Validity- the questionnaire was submitted to the same students as EFA in two times with an interval of 3 weeks between them. Results: Regarding Factor Analysis the KMO> than 0.5 and Bartlett's Test < 0.01 (KMO-0.820, χ2=1153.330; p=0.000), have indicated that the EFA could be performed. EFA has revealed that there were four factors, two for pro-social and two for antisocial. The CA coefficient for the four factors was: respect conventions (α=0.683), respect towards teammates (α=0.616), cheating (α=0.765) and gamesmanship (α=0.742). The CFA has indicated a good model fit (χ2=196.68, df=84, p=0.000, RMSEA = 0.065, SRMR = 0.056 and CFI=0.92). Regarding test-retest validity there were no significant differences between test and retest measures, when test (M=44.26±5.13) and retest (M=44.09±5.76) conditions; t(279)=0.52 (p=0.600). Conclusions: According to the results of our study, the questionnaire has shown reliability on measuring pro-social and antisocial behaviours in PE class. Therefore, the questionnaire can be used as an effective tool to help Albanian PE teachers and sports educators to understand the social and educational values dealing with sport in Albanian schools.
7
Content available remote

The Referee as Educator: Hermeneutical and Pedagogical Perspectives

51%
Isidori E., Müller A., Kaya S.
Physical Culture and Sport. Studies and Research
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2012
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vol. 56
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issue 1
5-11
EN
Nowadays, in contemporary sports studies scarce attention is devoted to studying the referee and his/her functions in light of the philosophical and pedagogical approach. For this reason, the main aim of this study is to use a hermeneutical philosophic methodology to reflect on the role and functions of this figure, and to show his or her importance in preserving the intrinsic values of sport in front of youth and society. Starting with a historical analysis of the referee and the sport judge in ancient Greek athletics, this study will highlight how such this important figure has always been a key element of competitive sport. This study will demonstrate that refereeing is a practice that needs a specific set of hermeneutical skills and the development of complex pedagogical knowledge and ways of acting. It will also define the concept of “refereeing” in light of a pedagogical approach demonstrating that this practice is, fundamentally, a communicative action implying an ethical and hermeneutical dimension of the referee as a critical-reflective professional committed to enforcing sport’s rules and values. In conclusion, the study will stress the importance of looking at referees and sport judges not as a mere technicians and evaluators of performances in competitions but as educators whose specific knowledge must be developed in all of the courses for their training and education.
8
Content available remote

Feminine Authorship and Women's Education in Citius, Altius, Fortius Journal (1959-1976)

51%
Isidori E., Peña M., Pedraz M.
Physical Culture and Sport. Studies and Research
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2011
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vol. 53
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issue 1
18-27
EN
This article approaches women's scientific and humanistic production in the journal Citius, Altius, Fortius. Based on several previous bibliometric and thematic studies - where the journal's epistemological orientation and ideological and editorial trajectory were analyzed - this research aims to highlight and analyze the role of women who collaborate in the journal in order to set these representations. The article deals particularly with women's conceptions as physical activity practitioners.Descriptive, comparative and content analysis techniques have been used, emphasizing ideological discourse. In conclusion we point out the disproportion of women's scientific production, which shows males' dominant position in physical activity studies at that time.The very female authors' perspective about sportswomen is in fact an accommodative, and even a servile, position towards the dominant physicaleducative and sport discourses.
9
Content available remote

Analyzing Body Values in the Context of Postmodern Youth Education. A Comparative Study Between Italy, Latvia and Romania

39%
Isidori E., Abele A., Sandor J., Ganea I., Taddei F., Maulini C.
Physical Culture and Sport. Studies and Research
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2010
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vol. 49
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issue 1
65-71
EN
Nowadays, research on the body and the values it embodies is considered fundamental in the research field of sport studies. There is a correlation between the choice of values preferred by youth and changes taking place in contemporary society. The postmodern society is a society in which body values prevail over all other ones; the type of body values dominant in a capitalist society are mostly those which are connected to the hedonistic, esthetic and emotional dimension of the body itself.Starting from this background, this study aims to draw the hierarchy of body values, focusing on sport sciences students at Italian, Latvian and Romanian universities, who will be future educators and professionals of body care and well-being in the European society, in order to understand their preferences and the possible cultural differences that can emerge from the three societies.To carry out the research, a randomized sample of 300 subjects - female and male students (100 per country) - attending first-, second- and third-year sport sciences courses at the University of Rome "Foro Italico", the Latvian Academy of Sport Education in Riga, and Babes-Bolyai University of Cluj-Napoca were selected.The students' values hierarchy was obtained through a Likert-scale-based questionnaire adapted and translated into Italian, Latvian and Romanian. The aim of the questionnaire was to detect the level of agreeability or disagreeability shown by each student when presented with words regarding 10 main body values models: biological body; ecological body; instrumental body; dynamic/sporting body, emotional/social body; ethical body; esthetical body; religious body; intellectual body; pleasure body.The data obtained were statistically processed and compared. The results showed that the hierarchy of body values in young students of sports sciences is broadly in line with those of postmodern society and education, and that there are differences in the perception of values among students due to cultural differences and the traditions of the societies in which they live. The research also highlighted the need to develop a more effective moral education, one that focuses on ethics, in the curricula of the three universities studied.
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