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ED 202 032 AUTHOR TITLE INSTITUTION REPORT NO PUB DATE AVAILABLE from SP 018 154 Gensemer, Robert E. Humanism And, Behaviorism I DOCUMENT RESUME, ED 202 032 SP 018 154 AUTHOR Gensemer, Robert E. TITLE Humanism and, Behaviorism in Physical Education. NEA Aspects of..Learning. INSTITUTION National iducation Association, Washington, D.C. REPORT NO ISBN-0-8106-1488-X PUB DATE 80 NOTE 130p: AVAILABLE FROMNEA Distribution Center, Academic Building, West Haven, CT 06516 (Stock No. 1488-X-00; $7.95 each; NEA members discount available for orders over 10 copies). EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Behavioral Objectives; *Behavior Modification; Classroom Environment; Elementary Secondary Education; *HuManism; *Humanistic Education; *Intermode Differences; *Physical Education; Psychoeducational Methods; Student Responsibility; Student Teacher Relationship; Teacher Responsibility; *Teaching Methods IDENTIFIERS *Behaviorism ABSTRACT This book offers analyses, applications, and a combined form of behaviorism and h4manism as they relate to the teaching 'of physical education. The composition of the two systems is explored pragmatically, with an overall objective of assisting teachers in their endeavors to make teaching and learning more efficient, effective, and rewarding. The differences between the two philosophies are apparent: humanism assigns the responsibility for learning to the student, while behaviorism assigns the responsibility for learning to the teacher. Humanism is concerned withself-directed activity such as creativity and self-discovery. Applying humanism to .a physical education course entailscreating an environment of psychological, intellectual, and physical (movement)-freedom. The behaviorist model of teaching represents a branch of psychology which relies on a stimulus-response view of education. The centralidea of behaviorism is that behavior is affected by its consequences,and the future occurrence of behaviors is influenced by the wayin which the environment (usually people) responds to those behaviors. An effective combination of both systems, which at first glance seems antithetical, would use the following steps:(1) identify specific target behaviors; (2)select the educational experiences; (3) organize the educational experiences; and (4) evaluate theeffect. (FG) *********************************************************************** Reproductions supplied 4y-gins are the best that can be made * ..from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER IERICI his document has been reproduced as received from the person or organization originating it. = Minor changes have been made to improve reproduction quality. _ . Points of view or opinions stated in this docu. ment do not necessarily represent official NIE position or policy. Humanism and Behaviorism in Physical Education by Robert E. Gensemer National Education Association Washington, D.C. "PERMISSION TO REPRODUCE THIS MATERIAL INMICROFICHE ONLY HAS6. BEEN re..2_ GRANTED BY TO THE EDUCATIONAL RESOURCES r) INFORMATION CENTER (ERIC)." Copyright © 1980 National Education Association of the United States Stock No. 1488-X-00 Note The opinions expressed in this publication should not be construed as representing the policy or position of the National Education Association. Materials published as part of the NEA Aspects of Learning series are in- tended to be discussion documents for teachers who are concerned with specialized interests of the profession. Acknowledgment Excerpt from "Emotional Arousal and Motor Performance" by Joseph B. Oxendine in Quest (January 1970), p. 29, is reprinted with permission of the author and the National Association for Physical Education in Higher Education. Library of Congress Cataloging in Publication Data Gensemer, Robert E Humanism and behaviorism in physical education. (NEA aspects of learning) Bibliography: p. 1. Physical education and trainingStudy and teaching. 2. Humanistic psychology. 3. Behaviorism (Psychology) I. Title. II. Series: National Ed- ucation Association of the United States. NEA aspects of learning. GV363.G46 613.7'07 79-25368 ISBN 0-8106-1488-X Contents Part I. The Foundation of Meaningful Teaching Chapter 1Will the Real Method Please Stand Up' 5 Chapter 2 A First Essential 7 Chapter 3One Fence; Two Sides 11 Part II. Humanistic Physical Education Chapter 4 The Referent of Freedom 35 Chapter 5 The Facilitation of Humanistic Teaching 43 Chapter -6The Process Within 49 Chapter 7Enlivening the Physical 56 Part III. Behavioristic Physical Education Chapter 8 An Emergent Style of Learning 66 Chapter 9The Qualification of Behavior 70 Chapter 10The Most Influential Strategy: Positive Teaching 76 . -Chapter-11Starting IleyBehaviors 90 Part IV. A Combination Chapter 12Concord Out of Discord 100 Chapter 13 Four Essential Steps 105 Chapter 14The Motor Is the Method 113 Chapter 15Selected Short Subjects 120 References 124 The Author Robert E. Gensemer is Associate Professor of Physical Education and Di- rector of Graduate Studies, Departmen' lysical Education and Sport Sciences, University of Denver. The Consultants The following educators have reviewed the manuscript and provided helpful com- ments and suggestions: Richard C. Burnham, Physical Education Specialist, Seattle Public Schools Bobbye Whitworth Selbo, Physical Education teacher, Heritage High School, Littleton; Colorado Dr. Herman Weinberg, Chairperson, Professional Physical Education Depart- ment, University of-South Florida, Tampa 5 , CHAPTER 1 Will the Real Method Please Stand lip? It's likely that we all have one prevalent, emphatic, and genuine factor in common: We want to be successful teachers. But just exactly how do we do it? It isn't easy, but neither is it as difficult as we are toooften led to believe it is. This is not to say that teaching is, or ever will be, a simple matter. Or predictable. Or easily managed. Or artless.Quite clearly it's just the opposite. Teaching is an endeavor which requires, for success, the greatest amount of preparation, spontaneity, ingenuity, -andtechniqUe. In practice it becomes both art and sciencethe art of awakening the curiosity of students and the science of satisfying such curiosity. Teachingaffects the future welfare and the lives of human beings and is thus aresponsi- bility not to be taken lightly.Possibly, it's the most challenging of profes- sions. Encouragingly, the instructional methods now available are the most effective in the history of education. Today it is much morepossible to be realistically and legitimately successful than ever before. Bestof all is the fact that the available techniques are supremely logical anddirect, with no secrets or complexities. Everything isstraightforward. every contemporary teaching formathas its stimulus in one of two predominating systemsone a collection ofphilosophies generally referred to as HUMANISM, and the other a science-basedtechnique called BEHAVIORISM. Together these systemshave influenced educational thought more than any Devious methodologicalapproach. Consequently, it can be accurately said that ALL ACCEPTED PRESENT-DAY TEACHING METHODSARE AN EXEMPLIFICA- TION (OR A VARIATION) OF EITHER HUMANISM ORBEHAVIORISM. Each of these systems consists of a set of associated ideasorganized around a foundational concept which serves as aguide for teaching. Each believes that .all significant teaching is a functionalvariation of its basic method. Because both humanism and behaviorismcontain a great deal of logic, it is possible to listen to one side andthen the other and to be convinced of the value of both, at the same timebeing confused as to which system is better. Both make good sense. Thepositive feature of both systems is that their greatest attention hasbeen given not to trying to convince or confuse, but to making theteaching process more effective for teachers and more enjoyable for learners. 5 Being Lost and Being Found Because of the many recent changes in educational methods and tech- nology, it's easy to be confused today. All tie philosophy, theory, and research which have become available so rapidly can make a good deal of sense, however, if they are mixed into some usable form for theclassroom. Consequently, the task of assessing and coroparing the quantities of in- formation has been one of the principal ventures of modern education. Physical education has had its own particular influx of new informa- tion. The speed in auumlating ideas and knowledge seems to have dou- bled, tripledincreased a hundredfoldin recent years. Not so very long ago, teaching physicaleducation was far less complicated. Now, however, it may include guided discovery teaching, competency-based instruction,. behavioral objectives, systems analysis, movement exploration, gaming and simulation, cybernetics, transactional analysis, biofeedback, visual motor behavioral reversal, supraconsciousness, and other topics. These developments need not be so confusing if we view them as positive responses to achanging world and a changing educational scene. Furthermore, we need not feel that all our new endeavors also require drastically different teaching methods. And therein lies the real value'of humanism and behaviorism. When we understand the principles of these two systems, we find that they provide a readily adaptable approach which allows us to take any direction we wish with our teaching. These systems are not so much concerned with what a teacher wants to do as with how it may be done. It is not nt,essary_to cloud our thinking
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