KIN 300 Lecture 11Outline of Last Lecture II. Development of SportIII. Early American BaseballIV. Early American Footballa. Collegeb. ProfessionalOutline of Current Lecture V. Early American BasketballVI. Physical EducationCurrent LectureEarly American Basketball:• 1915: Joint Committee developed – Representatives reached agreement on uniform rules of game• 1896: First basketball leagues formed in Denver• 1901: Eastern colleges formed Intercollegiate League• Game caught on quickly around turn of 20th century– American military introduced the game around the world during World War I Women and Sport:• Attitudes reflected cultural biases about play & sport– Sport builds manliness—so not for women• Instead, dance became integral component of physical education programs for women• Some women’s colleges did provide athletic programsThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.• But female physical educators discouraged competitive events• 1957: Formation of organization to administer women’s athletics, eventually called Association for Intercollegiate Athletics for Women (AIAW)• 1972: Title IX– All teams in high schools and colleges are open to both sexes– Equal opportunities and financial support must be provided • 1975-1983: NCAA takes control of women’s intercollegiate sports, AIAW disbands Impact of American Sports on Physical Education:• In early 20th century, American public very interested in athletic competition• Physical educators capitalized on this interest by reforming their philosophy to accommodate sports in PE curriculum• Sport was adopted by physical educators & they attempt made to put athletics into education and education into athletics19th Century Physical Education:• Early physical educators focused on health– Backgrounds were doctors and educators– Coursework in hygiene, physiology, and instruction in fitness activities – Activities included gymnastics and calisthenicsEarly 1900’s:- Physical Education still placed emphasis on military-like physical training exercisesChanges in Early 1900’s - Leading to change in PE Curriculum:• Decline of religious opposition – that prevented leisure physical activity• Immigration – introduced new activities• Urbanization, transportation, and war dispersed activities• Growth of leisure time• Continued interest in sportLate 1800’s/Early 1900’s:• Noticeable shift of emphasis in PE– “PE” began diversifying its content to include sports, play, dance, & games– Still included militaristic, calisthenics like exercises but emphasis was waning• Culture of Physical Training gave way to Physical Education• Formalized PE curriculum began developingExternal Forces: changing emphasis in PE:• Physical educators capitalized on sports– Reformed philosophy to accommodate sports – Claimed sports valuable educational experience• Athletic competition & intramural sports challenged traditional gymnastics & calisthenics• By 1930: most instructional activities devoted to sports & intramural programs– As opposed to physiology, gymnastics and calisthenicsExternal Forces: changing emphasis in PE:• A change in physical education instructors – Before 1906, physical education taught by medical faculty– After 1906, PE taught by coaches and those with limited education hired to teach physical education• 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 educationPhysical Education and Coaching:• Teaching done by coaches• Shift away from health focus• Teachers trained by educators, not health experts• Most physical educators were 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 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 coachesAthletics, Physical Education, and Crisis:• Sport and physical education became permanently tied together– Qualified physical educators were concerned with low standards– Educators still argued over emphasis– Still confused about their educational missionsDevelopment of Play Theory: 1900-1915:• Herbert Spencer (English philosopher)– Play as expending excess energy • Karl Groos (educational theorist)– Humans played as preparation for life – Play behavior was instinctual• G. Stanley Hall (psychologist & educator)– Influential psychologist early 20th century– Childhood as rehearsal for the evolution• Play is fundamental to development of species• Teach kids young about importance of movementPlay Theory:• Luther Gulick (physical educator)– Emphasized benefits of play for development of private & social self– Believed that play developed social consciousness on which democratic civilization was dependent– “ Recapitulation Theory ”—Proper use of play creates the foundation for the development of skills necessary in adult lifePlay Theory – John Dewey : Believed that mind/body were integrated Body produced experiences that shaped individual Believed individuals should learn to act based on their own experiences  Different from idea at time that mind was more important than experiences Dewey and others helped introduce social games and social play as significant ideas in society He believed play was important & purposeful activity in educational process that directed interest through physical means Gave “the play act” meaning Paved way for play to become an instructional tool  Play became a quality experience valuable for its educational possibilitiesPlay and