Flinders University

HLPE1530 Foundation Studies in Physical Education

Component A: Constructions of Physical Education
ASSIGNMENT 1: LECTURE & SEMINAR FOLDER & JOURNAL
ASSIGNMENT
Philosophical Constructions of Physical Education
Philosophy may be defined as a set of ideas and beliefs relating to a particular
field, in this case, Physical Education. (Wuest, & Fisette, 2015, p.29) The
definition of physical education varies between texts, therefore my aim is to
investigate the different philosophies of physical education from a range of
sources and conclude with my own philosophy. A sound philosophy of physical
education is important for the professional to succeed in educating their
students. Your philosophy helps you to understand the needs of individuals, the
relevance of certain aspects and any inequities that may be present. It is a basis
to formulate goals and objectives in order to reach the maximum potential of the
individual. (Wuest, & Fisette, 2015, pp.37-38)
Weust and Fisette (2015) defines Physical Education as an educational process
that uses physical activity as a means to help individuals acquire skills, fitness,
knowledge, and attitudes that contribute to their optimal development and wellbeing. (p.8) They place an emphasis that physical education is not limited in
terms of setting, age group, race, gender, disability status, income, level of
knowledge or geographic knowledge. Everyone has a right and opportunity to
participate in physical education. (Wuest & Fisette, 2015, p.5)
Many people view physical activity and physical education as separate entities,
however, PENZ states that Physical Education is an umbrella term which covers
all physical activities and opportunities. They believe that learning through a
range of movements and activities is essential to develop knowledge, skills and
attitudes including the development of self-confidence and social skills that will
stay with them throughout their lifetime (Gillespie, L, 2005, p.1).
ACHPER states that Physical Education differs to physical activity and sport as its
central focus is learning. Physical education provides experiences to further
skills, knowledge and self-confidence through different learning areas to enhance
young peoples wellbeing. (The Australian Council for Health, Physical Education
and Recreation, 2014, pp.1)
I believe that Physical Education is all of the above. I have created a philosophy
that includes these ideas and beliefs and intertwines them with my own. My
philosophy is that physical education is educating individuals of all ages, sizes,
social statuses, gender or race through practical and theoretical components to
enable them to acquire or enhance skills, fitness, knowledge, attitudes and
character which provides guidelines to living a healthy and active lifestyle.

References:
Gillespie, L. (2005, March). The Relationship between Physical Education and Physical
Activity, Physical Education New Zealand Newsletter, p.1.

The Australian Council for Health, Physical Education and Recreation (2014, November
1). The Importance of the Health and Physical Education learning area in Schools, pp.12.
Wuest, Deborah A & Fisette, Jennifer L 2015, Meaning and Scope, Foundations of
Physical Education, Exercise Science and Sport, 18th edn, McGraw-Hill, New York, pp.227.
Wuest, Deborah A & Fisette, Jennifer L 2015, Philosophy, Goals, and Objectives,
Foundations of Physical Education, Exercise Science and Sport, 18th edn, McGraw-Hill,
New York, pp.28-65.

Historical Constructions of Physical Education - Netball

History enlightens and guides us today. It enables us to understand how our modern
practices have been shaped by events and experiences from the past and it suggests
ways to further evolve our actions to continue to improve physical education, exercise
science and sport (Wuest & Fisette, 2015, p.106) To appreciate the evolution of sport, one
must understand the popular practices, philosophies and beliefs from the time (Wuest &
Fisette, 2015, p.107). This investigation will look at the historical constructions of
womens sports through netball.

The game of basketball began in 1871 by Dr James Naismith in the USA. Initially physical
education for girls was non-existent as they did not need to be trained to become leaders
in business or the government or military like boys. (Brown, 2004, p.10).
Social constraints restricted women to playing sports where
they could continue to be fully dressed and not break out in a
sweat, however, the turn to the 20th century saw womens
team sport become more popular, although it was still
frowned upon by some (Wuest & Fisette, 2015, pp.122-123).
In 1895 the English women were using broomsticks for posts
and wet paper bags for baskets and played the game on
grass. Women wore clothing that restricted running and arm
movements and therefore the game had to be adapted to consider these restrictions.
Therefore the court was divided into thirds and the number of players increased from 5 to
9 to minimize running. A smaller ball was also used. The net was also not open at both
ends which meant that the umpire had to retrieve the ball after a goal was scored. The
rules for netball were first published in England in 1901. Netball or Ladies Basketball
was introduced to different countries by the English school teachers where the game
developed uniquely in each different country. The Australia Womens Basketball
Associated was formed in 1927 and the first National Championships was held in
Melbourne in 1928. The name was not changed to netball until 1970 in Australia and New
Zealand. An Australian team toured New Zealand after the war had finished in 1948.
Australia had adapted the game to play with seven-a-side, although New Zealand played
with nine-a-side until 1956. Australia was the first team to travel overseas to visit
England. Australia had to adapt to the rules of England, but won despite. An international
code of rules which were to be trialed were created in 1957. The first world tournament
was held in 1963 in England and Australia was undefeated. Netball first became part of
the commonwealth games in 1998. (History of Netball n.d.). The uniforms have
adapted over time to suit what was acceptable during each era. Over time the length of
the skirt shortened, the stockings were swapped for socks, the materials used became
lighter and finer, sports briefs replaced bloomers, tunics were replaced with skirts and
polo tops, bibs for identifying positions were introduced, the fitting of the polo shirts
changed to match the era, the bodysuit was introduced in the mid 90s and the most
recent adaptation has been the change of the bodysuit material. (Development of
Uniforms n.d.). Netball is continuing to evolve, with the introduction of new rules this
year.
References:
Brown, R. (2004) Constructing Knowledge and Curriculum Reform - an Analysis of Research on
Teacher Perceptions of Health and Physical Education - Chapter 2 of a Minor Thesis (EXR 794)
submitted in partial fulfillment of the requirements for the degree of Master of Education (Physical
& Health Education), Course E742, Deakin University, Australia.
Netball Australia (n.d.) History of Netball, Netball HQ, Fitzroy: Vic. Retrieved from:
http://netball.com.au/about-netball-australia/history-of-netball/
Netball Australia n.d. Development of uniforms, Netball HQ, Fitzroy: Vic. Retrieved from:
http://netball.com.au/about-netball-australia/history-of-netball/development-ofuniforms/
Wuest, Deborah A & Fisette, Jennifer L. (2015), Historical Foundations, Foundations of Physical
Education, Exercise Science and Sport, 17th edn, McGraw-Hill, New York, pp.106-146.

Motorlogical and Biomechanical Constructions of Physical

Education

The Motorlogical constructions of physical education encompass three areas:

motor control (biomechanics), motor learning (skill acquisition) and motor
development (skill improvement) (Magias, T. 2016). The science of
Biomechanics is concerned with the forces that act on a human body and the
effects these forces produce. (Patrickson, C. 1988). An example of a typical
question posed that biomechanists investigate is why do some people swim
faster than others? (Abernethy et al. 2004, p. 63). The second major area of
biomechanics looks at the effect of the Newtonian laws. These laws explain the
forces that act on the human body which affect movement and motion (Wuest &
Fisette. 2015). The first of Newtons laws, the law of inertia, is that when an
object is at rest it will remain at rest and if it is in motion, it will remain in motion
unless an external force acts upon it (Wuest & Fisette. 2015). An example of this
is when a driver puts on the brakes to stop the vehicle quickly and you keep
moving forward. The seat belt stops you from continuing (Henderson, T. n.d.).
Outside forces that can affect motion include gravity, the friction of the surface,
an opponent or the bodys braking action. The second law, the law of
acceleration, is that the lighter the object and the more force that is applied, the
greater the speed (Brown, R. 2016). For example, if you were to apply the same
amount of force on a car and a truck, the car will travel at a greater speed
(Cheema, I. 2014). Likewise, the more force you apply when you hit a ball, the
further it will travel. The third law by Newton, the law of action and reaction, is
that every action has an equal and opposite reaction (Wuest & Fisette. 2015).
This is seen when a fish uses its fins to push the water backwards to propel it
forwards. (Henderson, T. n.d.) This law can be used to understand efficient
swimming techniques. These mechanical aspects of movement is an integral
part of physical education, exercise science and sport as they form the basis of
movement principles in sports. Advice for efficient sporting performances are
based around these principles.

References:
Abernethy, B., Kippers, V., Mackinnon, L., Neal, R. & Hanrahan, S. (2004) The
Biophysical Foundations of Human Movement; 2nd edition,
Macmillan.
Brown, R. (2016) 'Motorlogical and Biomechanical Constructions of Physical
Education' in HLPE1530 Seminar, May 3, 2016, Flinders University, Bedford Park,
SA
Cheema, I. (2014). Newtons Laws of Motion with Real Life Examples,
Slideshare. Retrieved from: http://www.slideshare.net/icheema/newtonslaws-of-motion-with-real-lifeexamples
Magias, T. (2016) 'Motorlogical and Biomechanical Constructions of Physical
Education' in HLPE1530 Lecture, May 2, 2016, Flinders University, Bedford Park,
SA
Henderson, T. (n.d.). Retrieved on 5th May 2016, Newtons First Law, The Physics
Classroom, Illinois. Web Site:
http://www.physicsclassroom.com/class/newtlaws/Lesson-1/Newton-sFirst-Law

Henderson, T. (n.d.). Retrieved on 5th May 2016, Newtons Third Law, The
Physics Classroom, Illinois. Web Site:
http://www.physicsclassroom.com/class/newtlaws/Lesson-1/Newton-s-First-Law
Patrickson, C., Austswim Lecturers Kit, Austswim, Melbourne, 1988; pB4-8.
Wuest, Deborah A & Fisette, Jennifer L. (2015), Historical Foundations,
Foundations of Physical Education, Exercise Science and Sport, 17th edn,
McGraw-Hill, New York, pp 182-215

Physiological and Epidemiological Constructions of Physical

Education
Exercise physiology is a fundamental area of study which investigates the bodys
responses and adaptations to exercise (Wuest & Fisette, 2015. p. 216) Exercise
physiologists need to understand the physiological processes that take place in
the body during exercise and how the body changes to become more efficient
during exercising (Magias, T, 2016). Muscles use glucose and ATP to function.
Glucose comes from the sugar that has been stored in the body as glycogen from
the foods you eat. The anaerobic system produces energy quickly to meet
energy needs, however, as exercise continues the body begins to use the aerobic
system (Wuest & Fisette, 2015. p. 216). For exercise lasting between 30-60
seconds, such as sprinting, the body uses 20-30% of the ATP stored in the body
and therefore oxygen is not required (Abernathy et al. 2004, p. 128). However,
the body only has small stores of glucose and ATP and therefore for exercise over
the duration of 3 minutes the body needs more oxygen to create more ATP. To
create more ATP, breathing per minute increases and the amount of air breathed
in per breath increases to up oxygen intake to create more ATP. The heart pumps
more blood to your muscles to increase the oxygen flow (Klein, S. 2013). The
maximal oxygen uptake, known as the VO2 max, is an individuals maximum
amount of oxygen intake per minute during exercise. This is a good indicator of
aerobic fitness, but can differ according to individual factors (Abernathy et al.
2004, p. 129). Tiny tears also form in the muscles from exercise which is why
people may feel sore after exercise. As the tears heal the muscles grow stronger
(Mercola, J. 2013). These are a few examples of the functions that happen in the
body which allow us to exercise.

References:
Abernethy, B., Kippers, V., Mackinnon, L., Neal, R. & Hanrahan, S. (2004) The Biophysical
Foundations of Human Movement; 2nd edition, Macmillan.
Klein, S. (2013) This is What Happens to your Body when you Exercise, The Huffington
Post. Australia. Retrieved from: http://www.huffingtonpost.com.au/entry/body-onexercise-what-happens-infographic_n_3838293.html?section=australia
Magias, T. (2016) 'Physiological Constructions of Physical Education' in HLPE1530 Lecture,
May 9, 2016, Flinders University, Bedford Park, SA
Mercola, J. (2013) This is What Happens to your Body when you Exercise, Peak Fitness.
Retrieved from:

http://fitness.mercola.com/sites/fitness/archive/2013/09/20/exercise-healthbenefits.aspx
Wuest, Deborah A & Fisette, Jennifer L. (2015), Exercise Physiology and Fitness,
Foundations of Physical Education, Exercise Science and Sport, 17th edn, McGraw-Hill,
New York, pp 216-264

Psychological Constructions of Physical Education

Sport and Exercise Psychology is the study of the psychological factors that are
associated with participation and performance in physical activity. Humans
approach everything from past experiences, motives, thoughts, feelings and
perceptions (Kirk et al., 1996, p.19). Imagery is an example of an important
psychological skill which can be used to learn to enhance the learning of new
skills and the performance of known skills, improve confidence and competence
and control emotions (Abernethy et al. 2004, p. 287). Imagery is the use of the
five senses to create or recreate an experience in the mind. It can be used to
mentally rehearse or practise a particular skill or technique (Abernethy et al.
2004, p. 287). Controllability is an essential feature of imagery as the individual
must take an active role in structuring and manipulating the image (Wuest &
Fisette, 2015, p. 334). External imagery is when the athlete sees themselves
performing from a third person perspective while internal imagery occurs when
the athlete sees the perspective from their own eyes. Sport psychologists
suggest that external imagery is most effective for assisting athletes to correct
critical aspects of their performance while internal imagery is the most important
for rehearsing skills and refining performance (Wuest & Fisette, 2015, p. 333). An
important element in imagery is vividness which refers to the clarity and detail of
the mental image. Vividness is enhanced through the use of colour, the
incorporation of all five senses and the integration of emotion. The use of
vividness enriches the imagery and therefore is more effective at improving
performance (Wuest & Fisette, 2015, p. 333). Imagery is different to visualisation
as it goes beyond just seeing an event (Abernethy et al. 2004, p. 287). Imagery
is used by many different athletes, which in conjunction with physical practise
can improve performance.

References

Abernethy, B., Kippers, V., Mackinnon, L., Neal, R. & Hanrahan, S. (2004) The
Biophysical Foundations of Human Movement; 2nd edition,
Macmillan.
American Psychological Association, n.d. Retrieved on: 22 nd May 2016. What is
Exercise Psychology and Sport Psychology? Web site:
http://www.apadivisions.org/division-47/about/resources/what-is.aspx
Kirk, D., Nauright, S., Hanrahan, D., Macdonald, D. & Jobling, I. (1996)
Psychological Bases of Human Movement, The Sociocultural
Foundations of Human Movement; Macmillan.
Wuest, Deborah A & Fisette, Jennifer L 2015, Sport and Exercise Psychology,
Foundations of Physical Education, Exercise Science and Sport, 17th edn,
McGraw-Hill, New York, pp.306-340.

Sociological Constructions of Physical Education

Participation in physical activity is influenced by many different factors including
family, education, culture, religion, economics and politics (Wuest & Fisette,
2015, p.). Sociology is the study of social behaviour of both individuals and
groups within society (Brown, 2016). Sport in particular can be seen as a
reflective of the broader society and its values and social practises (Brown,
2016). For example, prior to the 1970s, opportunities for women to compete in
sports was limited. However, over the past 38 years womens participation in
sport has greatly increased (Wuest & Fisette, 2015, p.). However, there is still a
number of girls withholding from vigorous physical activity and sports,
particularly teenage girls (Video). More girls are unfit than boys and more girls
are obese than boys. Undoubtedly girls realise that they are different to boys and
therefore the expectations placed on them are also different (Peddler, 1988, p.).
Advertisements are often stereotypical and portray girls playing with dolls while
the boys are being active (Brown, 2016). In comparison, more women than men
walk and do aerobics while more men than women run, go to the gym and play
sports (Kirk et al., 1996, p. 146). These differences in physical activity
participation can be caused by many different factors. Most Physical Education
teachers are males. Girls have to wear dresses and skirts to school which inhibits
movement. When captains are to pick their team in physical education classes,
they often choose the girls and less competent students last which may make
the students feel insecure about their abilities (Peddler, 1988, p). Comments

such as you throw like a girl implies that girls cannot throw as well as boys and
therefore is insulting to girls (Brown, 2016). There is strong evidence that
improving girls self-esteem and confidence will improve their participation in
physical activity (Video).

References:
Brown, R. (2016) 'Sociological Constructions of Physical Education' in HLPE1530
Seminar, May 23, 2016, Flinders University, Bedford Park, SA
Brown, R. (2016) 'Girls, Self Esteem and Physical Activity' in HLPE1530 Seminar,
May 24, 2016, Flinders University, Bedford Park, SA
Kirk, D., Nauright, S., Hanrahan, D., Macdonald, D. & Jobling, I. (1996)
Sociological Bases of Human Movement, The Sociocultural
Foundations of Human Movement; Macmillan.
Video
Pedler, H., Girls And Physical Activity, Unit 2; Curriculum Development Centre,
ACT, 1988
Wuest, Deborah A & Fisette, Jennifer L. (2015), Exercise Physiology and Fitness,
Foundations of Physical Education, Exercise Science and Sport, 17th edn,
McGraw-Hill, New York, pp 216-264

Political Constructions of Physical Education

Politics now includes all struggles for power in different contexts. (Kirk et al.,
1996, p.174) Professionals within the physical education department need to
aware of the issues surrounding around the physical education profession and
take an active role in meeting any challenges. The leadership and commitment
of professionals is vital to the future growth of this field (Wuest & Fisette, 2015,
p. 511). To make rational decisions, the educator must see all points of view and
then come to a solution (Brown, 2016). The notion of ideology is a system of
beliefs, values and practises which may be based on political theories (Brown,
2016). A debate within the political field is the funding of elite sports.
Unprecedented amounts of money goes towards elite sports with the view of
winning medals at the Olympics. It is suggested that this money invested in elite
sports will have a flow-on effect to the wider society and by increasing the profile
of sports, more Australians to become active. However there is little evidence
that the Olympic games has this effect on participation in sports. Around 1973

the Australian government expenditure on sport was $5.7 million which rose to
$31.2 million by 1984. This shows the growing awareness of the need to fund
elite sports. The drive behind the funding is that Australia is promoted as a
competitive economy and to advertise Australia as a successful country to
encourage tourists to seek to spend their time and money here. The funding also
means that athletes can benefit from the best training facilities, top-quality
sports scientists, psychologists and coaches. However, with the benefits of elite
sport funding comes the social costs. Pressure to perform well is likely to be felt
by all athletes which may cause some to use banned performance enhancing
drugs. Athletes may also feel pressure to have the ideal body, which may cause
them to go to excessive measures. An example of this is the AIS gymnastic
program monitors the gymnasts weight closely and if a gymnast put on 200
grams they would be forced to run and do sit-ups to burn it off. This pressure
caused many girls to become bulimic, even resulting in the death of a gymnast
in 1995 (Kirk et al., 1996, pp.182-186). My concern is; are physical education
programs within schools and communities being funded fairly in conjunction with
elite sports, or is elite sport being idolised? Is elite sport being seen as more
important than promoting physical education to all?
Resources:
Brown, R. (2016) 'Political Constructions of Physical Education' in HLPE1530 Lecture, May
29th, 2016, Flinders University, Bedford Park, SA
Brown, R. (2016) 'Political Constructions of Physical Education' in HLPE1530 Seminar, May
30th, 2016, Flinders University, Bedford Park, SA
Wuest, Deborah A & Fisette, Jennifer L. (2015), Issues, Challenges, and the Future,
Foundations of Physical Education, Exercise Science and Sport, 17th edn, McGraw-Hill,
New York, pp 216-264
Kirk, D., Nauright, S., Hanrahan, D., Macdonald, D. & Jobling, I. (1996) Money, Media and
Power in Sport, The Sociocultural Foundations of Human Movement;
Macmillan.
Kirk, D., Nauright, S., Hanrahan, D., Macdonald, D. & Jobling, I. (1996) Sport and the
Gender Order, The Sociocultural Foundations of Human Movement;
Macmillan.
Wuest, Deborah A & Fisette, Jennifer L. (2015), Issues, Challenges, and the Future,
Foundations of Physical Education, Exercise Science and Sport, 17th edn, McGraw-Hill,
New York, pp 216-264