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This paper situates Euro-Western sport within a broader settler colonial logic of elimination that frames Indigenous bodies, cultures, and ideas within a politics of containment in the production of the colonized masculine subject. We use three examples to illustrate our argument, including an examination of the use of Euro-Western sport and physical culture in Indian Residential Schools, the definitional confinement of diverse and constantly adapting Indigenous cultures within contemporary Canadian sport policies, and finally the representational fixing of Indigenous masculinities within stereotypes of the hyper-masculine warrior in dominant sport media. However, sport and physical culture are also central to processes of Indigenous resilience, resurgence, and decolonization and, while these themes run throughout the paper, they are explicitly addressed in the final section. [ABSTRACT FROM AUTHOR]

Yasuo Tange wrote about the controversy related to the nature of physical education that occurred around 1960, although the actual controversy was between Tange and Masaharu Haruta. Tange stated that Haruta's criticism was useful in the development of the motor culture theory. However, he did not address its specific impact. Many previous studies have described the process of Tange's construction of the motor culture theory; however, the influence of Haruta has never been discussed. Therefore, the purpose of this study was to investigate the influence of Haruta on Tange's process of constructing his theory of motor culture by reviewing the literature at that time. It became clear that Tange's stipulation in 1960 that "physical education is education mediated by motor culture" was because of Haruta's criticism that the democratic human development Tange had considered up to that point could not be a unique goal of physical education. It also became clear that Tange, who in 1960 had emphasized the joy of children in the pursuit of motor culture, developed his theory of motor culture in 1963 after gaining from Haruta the viewpoints of physical education for the people, education to overcome social contradictions, and having children create a new motor culture. [ABSTRACT FROM AUTHOR]

This paper describes a study of school physical education (PE) in French Indochina to cover the existing lack of knowledge on the developmental process of PE in developing countries. The study focused specifically on how PE developed in the Indochina Union, based on "colonial experience" in each region of French Indochina. A historical overview revealed that the former colonial countries had reconstructed their own education models in response to the demands of the extrinsic development model imposed by the colonial government. However, it was suggested that individual societal values may have regulated the behavior of the colonial people, and redefined the characteristics of PE. Regarding the process by which PE had been introduced, it was found that after sporadic and uneven efforts at gymnastics education based on the "General regulation of education" in 1917, the introduction of PE in the Indochina Union had gained momentum as a result of "Instruction n°26" issued by the Superior General Commander in 1921 and the "General Regulation of Physical Education" approved by the Minister of Public Instruction and Fine Arts. Moreover, based on failures experienced in the early stages, the French-Indochina administration took measures to prepare for the introduction of full-scale PE through a series of "arrêté" in 1924, including the signing of an agreement between the University and Military, provision of special allowances to military instructors, establishment of the Regional Center for Physical Instruction (CRIP), and physiological surveys conducted by the special committee. Furthermore, it was revealed that the PE program started in French Indochina through the 1925 PE campaign included the establishment of PE classes and annual sports festivals through the PE facilities established at fullexercise schools (école de plein exercice), and a teacher training system that was organized in 1926 by adopting the teaching methods of the Joinville School, distribution of PE manuals, and establishment of several PE training courses for teachers. [ABSTRACT FROM AUTHOR]

This article, which is a reprint of an article originally printed in 2005, focuses on the development of the history of sports and physical education in France. The authors examine the institutional and methodological development of this academic discipline. They look at event history and narrative history methods along with social science influences. Jacques Thibault, who wrote "Les aventures du corps dans la pédagogie française" in 1977, is cited as a pioneer of this academic discipline.

The authors examine the status of sports and physical education historiography in France. They point to institutional differences in France between historians whose university training was in history departments and those who were trained in Sciences et techniques des activités physiques et sportives (STAPS) physical education departments. The article also mentions sociologists such as Jaques Defrance and Jean-Paul Callede who have researched sports and physical education history.

The history of physical education has seen the embracing of practices that have promised idealized scenarios and visions of the future. These practices are in many respects ideological and this paper explores the ideological workings in physical education with a particular focus on physical literacy. The purpose is to articulate and discuss a set of discursive logics in research and policy on physical literacy in terms of what is claimed in its name. We draw on the logics of critical explanation framework and use recent research, policy documents and organisational web pages on physical literacy to identify the social and political logics that underpin the practice. Specifically employing the concepts beatific and horrific narratives, we explore the fantasmatic logics of physical literacy to reveal the shared ideological workings of this collection. Fantasmatic logics is applied to grasp the visions of what will come to pass if physical literacy is, or is not, implemented in sports and physical education. Together, the logics reveal an increasing seduction of physical literacy and its operation as an all-inclusive grand narrative through the hopes and fears that policymakers, researchers and other stakeholders attach to the practice of physical literacy. In contrast to previous ideologies in physical education where the horrific narratives were strong, it is an over-investment in beatific narratives that is at the core of physical literacy. It seems to be enacted in a relation between ideals and measurement, and in policy the narratives with grand promises of physically literate citizens also seem more opportunistic, not seldom ignoring conflict without recognition that the claims made are incommensurable. This erasure of conflict can become problematic if we don't continue the debate around what physical literacy reasonably can be held accountable for. Otherwise the well-intended beatific narratives risks over-investment and as a consequence ideological closure. [ABSTRACT FROM AUTHOR]

The first decades of the twentieth century were part of Uruguay's modernization period. During this time, the government started to promote physical culture and the installation of public spaces for sporting practices. However, this dissemination process and subsequent control of sporting practices did not happen at the same pace nationwide. This paper analyses the relations between the development of physical culture and the modernization in a specific context in the countryside, Paysandú. It focuses on horseracing and football, demonstrating how these practices constituted vital elements in the city's social life. It also demonstrates how their bureaucratization processes exemplify the local impact of nationwide events. [ABSTRACT FROM AUTHOR]

The article examines physical education and training in France from 1916 to 1925. The role of the country's medical societies and physicians in promoting sports and exercise as necessary to prepare teenage boys and young men to be military personnel is examined. The growth of sports for women in France following World War I is discussed.

An essay is presented which explores the homosocial and homoerotic epistemology of the locker room with regard to the physical culture movement. Topics discussed include the locker room scene in Tony Scott's 1986 film "Top Gun," the masculine ideal and gay desire associated with muscle building and bodily cultivation, and the spatial logic of the closet compared to sexual subtext of the locker room.

The Enlightenment comprises various processes occurring in Europe from the middle of the eighteenth century to at the beginning of the nineteenth century. This era was a breakthrough in social, ideological, and political life. It was also an era of rediscovery and re-evaluation of antiquity, especially concerning physical culture. Enlightenment thought and knowledge from Western Europe, including that on antiquity and ancient physical culture, were also transferred to Poland, in various aspects of social and cultural life. Knowledge about ancient physical culture contained in Polish works that appeared in 1740–1830 demonstrates that it was similar to that in Enlightenment Europe. From the analysis provided in Enlightenment works depicting ancient physical culture, it is clear that knowledge about it was extensive. What is more, the knowledge of ancient physical culture in Greece and Rome that Polish thinkers had was much more comprehensive than has been believed. Despite social and political changes, the loss of Polish sovereignty, and numerous repressions caused by the partitioning powers, publications on ancient physical culture influenced the development of physical education and sport in Polish territory. [ABSTRACT FROM AUTHOR]

In this article, I analyze a set of narratives about, and memorials to, Philip Ashton Smithells, the founder of physical education in New Zealand and a pantheon figure within the discipline. Rather than analyzing these narratives and memorials as stories and artifacts that accurately reconstruct Smithells and his ideas and practices, I conceptualize them as choices that create representations or interpretations that are independent of the truth. I also conceptualize the memorials to Smithells, which include a building, painting, photograph, lecture, and scholarship, as triggers for personal and collective memories. But neither narratives nor memorials can guarantee what individuals or communities remember and, in this sense, history, as representations of the past, is always fluid. Notions of choice and representation may unsettle those who regard history as synonymous with facts and truths and who seek the clarity of a definitive past. However, conceptualizing history as representations reminds us that our understanding of physical education, its origins and its founders, will continually shift with new reflections and as fresh ideas emerge, material conditions change, and events unfold. [ABSTRACT FROM AUTHOR]

Twietmeyer (2012) reviews the historical and contemporary state of kinesiology and appraises what he calls unexamined philosophical commitments. He begins with a historical and philosophical review of the foundations of kinesiology, beginning with Aristotle's ancient influences and Polanyi's and C. P. Snow's modern influences. He then focuses on Sputnik's and James Conant's influences on higher education in the late 1950s and early 1960s, and on Franklin Henry's (1964) claim for physical education in higher education as an academic discipline. Twietmeyer then asserts that three articles published by Karl Newell inQuestin 1990 “led to the widespread adoption of the name ‘kinesiology’” (p. 16). But Twietmeyer completely skips nearly 30 years––from the early1960s to 1990—of historical insights about kinesiology. These happen to be the most significant three decades in the development of kinesiology as a recognized academic discipline. To remedy Twietmeyer's omission, I undertake a brief resurrection of thirty years of historical insight about kinesiology in higher education. [ABSTRACT FROM PUBLISHER]

Copyright of Historia: Questoes & Debates is the property of Universidade Federal do Parana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In order to analyse the origins of women's physical education in Spain, it is crucial to examine the contributions made by predominantly female doctors and teachers to women's physical education in the second half of the nineteenth century and first quarter of the twentieth century. Their contributions within Spanish society of the time, especially in relation to the feminism that was beginning to emerge and the hygiene movement that was gradually becoming established socially, reveals that advocacy of female physical education served as a means of demanding rights and promoting a model of womanhood that, in some cases, defied the traditional roles of mother and wife. The different strategies of feminist resistance and subversion that sought women's emancipation went hand in hand with the development of physical education. [ABSTRACT FROM AUTHOR]

Humans unquestionably derive pleasurable physical sensations from different types of movement. Yet, remarkably, there is a deafening silence around the subject in the literature on human movement. This article comprises three parts. First, I outline prevailing conceptualizations of pleasure as they relate to physical activity in the social sciences and biology. Second, I sketch the history of physical activity in modernity which I describe as a process of de-pleasuring, and third, I discuss the prejudice against pleasure in the academy and in state policy. In the conclusion, I propose pleasure as a potential pillar of disciplinary coherence in physical education. [ABSTRACT FROM AUTHOR]

Athletic training was spawned from physical education in the 1960s, and since that time has evolved into a recognized health care profession. The majority of accredited athletic training education programs (ATEPs) are housed within academic units of kinesiology. However, the National Athletic Trainers' Association (NATA) has recommended that ATEPs be aligned in colleges of health-related professions. To set some context for the issue, this paper will review the history and evolution of athletic training education. NATA's rationale for alignment of ATEPs with the health-related professions will be presented, and the implications of this potential transition for kinesiology will be addressed. Finally, the challenges kinesiology administrators and faculty face in offering and retaining accredited ATEPs will be explored. [ABSTRACT FROM AUTHOR]

At a symposium on 12 June 2009 on "Homo Movens: International symposium on movement culture" at the occasion of my 'rite of passage' to the emeritus status at the KU Leuven, John W. Loy, co-authored by W. Robert Morford, presented a paper on "The agon motif: A study of the contest element in sport". I am very glad that this excellent paper will finally be published as it was not included in "The making of sport history: Disciplines, identities and the historiography of sport" (Delheye 2014), which appeared five years later as a so called "...crystallization of the international symposium." (p. XVII). Moreover, some of these contributions were severely criticized by Allen Guttmann (2014). In this introduction, I will try to clarify the concepts of 'ludodiversity' and 'movement culture', which I have often had the chance to discuss with John Loy personally. We did – of course – not always agree but this kind of 'joking relationship' with John Loy was and still is for me a "... joy forever"! [ABSTRACT FROM AUTHOR]

The article attempts to show the development of the historical and philosophic dimensions of the study of sport. The historical treatment of sport attempts to look at the development of sporting activity. The philosophical treatment of sport looks at the purpose and essence of the activity. The author references various books on the history or philosophy of sport, including "Sports and Pastimes of the People of England," by Joseph Strutt, and "The Importance of Physical Education," by John C. Warren.

This presentation traces and reviews past and contemporary concerns, issues, or priorities relating to professional preparation with special emphasis on the identification of people who have had a significant impact upon professional preparation, and the graduates of our programs, who will provide leadership in the future. [ABSTRACT FROM AUTHOR]

The vast majority of published research articles on adapted physical education between the years 1930 through 1969 were descriptive in design. During that 39-year span, 63 articles on adapted physical education appeared in Research Quarterly. Other journals that included adapted physical education studies were Training School Bulletin, American Journal of Mental Deficiency, Mental Retardation, Journal of the American Medical Association, Behavior Therapy, American Annals of the Deaf, Comparative Psychological Monographs, American Journal of Psychology, Perceptual and Motor Skills, and Exceptional Children. [ABSTRACT FROM AUTHOR]

This article ponders the question "If we were not tied to history and tradition, would we still choose to do physical education in this same way?" and offers three iterative steps as one strategy physical education professionals can use to move forward in coming to an answer. [ABSTRACT FROM AUTHOR]

This viewpoint evaluates the National Physical Education Service, which the federal government implemented in 1918 to combat low levels of physical fitness and poor physical development in youth, and determines what 21st-century health professionals can learn from it. [ABSTRACT FROM AUTHOR]

The basis of the Sokol movement in Europe in the nineteenth century was as a result of a number of social, political, and institutional phenomena, as well as changes in the fields of education, culture and customs. Development of medical and pedagogical knowledge was an important factor for progress in physical education in the nineteenth century, but also in the forming of the Sokol Gymnastics Society. The inspiration for Sokol within Polish territory was the then gymnastic systems, and the earlier formed Czech Gymnastics Society. However, a significant factor certainly was the political and social situation within former Poland. [ABSTRACT FROM AUTHOR]

Professor Eugeniusz Piasecki's multiple contributions to the development of physical education as well as his activities in various educational, scientific, and social organizations place him among the elite physical education theorists in Poland and abroad. Until 1918, Piasecki was active in the cities of Kraków, Lvov, Kiev, and Zakopane, and in the years 1919–1939 and 1945–1947, he became firmly associated with the city of Poznań. Eugeniusz Piasecki was persistent in implementing his reformist ideas, especially in the field of training of physical culture professionals. Piasecki's activities brought about significant advances in the theory and practice of physical education – called later physical culture sciences. Despite hardships and obstacles in his school and academic path, Eugeniusz Piasecki displayed a unique talent for propitiating medical and pedagogical professionals and for contributing to the development of the Scout Movement, school sports clubs, therapeutic gymnastics, university departments, and the League of Nations. The aim of the paper is to discuss and evaluate the original achievements of Eugeniusz Piasecki – a Polish scholar, physician, polymath, role model, and a co-founder of physical culture sciences, who made invaluable contributions to the training of PE teachers and instructors and the development of school and extra-school sport movement. [ABSTRACT FROM AUTHOR]

Today, science has become indispensable in professional (association) football. As applying science in football promises a greater sporting success, football training is based on scientific knowledge. Hence, the use of science in football is taken for granted and seems to be commonplace. However, scientific knowledge was hardly employed in football until the early 1950s. In fact, its use needed legitimacy. By taking the German Democratic Republic (GDR) as an example, this study traces the legitimization of science in football in the 1950s and 1960s. The results suggest that the future promise of science as well as the Soviet Union and Soviet football played a substantial role in the scientification of GDR football. [ABSTRACT FROM AUTHOR]

Physical education has been compulsory in France since 1880. Between 1936 and 1950, expansion intensified and extensive changes were made to course content. This article assesses the ramifications of these choices through an in-depth study of four variables that defined its instruction. Even if priority was given to generalisation and equal access to knowledge, research revealed an upsurge in the fight against real or presumed student vulnerability. At the time, a strong consensus emerged with the commitment to fight frailty. This was all the more the case for young girls as they belonged to a specific group with respect to their physical make-up. The school system stressed the relevance of instruction adapted to girls even if emphasis was placed on the cultural aspect of sport content. The pedagogical programmes put into effect for youths based on these guidelines confirmed this trend. This situation raised concerns as to the role of the school system in the development of social stereotypes through a discipline that would become the focus of the French education system. [ABSTRACT FROM AUTHOR]

Examining the use of sport by totalitarian regimes during the interbellum period reveals that politicians saw the potential of sport not only for patriotic expression and international exhibition but also as a means to exert control over youth. Francoism participated in such uses of sport, imitating German and Italian organizations' development of a youth sport structure. The Franco regime emphasized sport in universities to the extent that it made physical education a required subject to obtain a degree. This study's primary objective is to reconstruct the doctrinal genesis of Francoist university sport, tracing it to the years before the Spanish Civil War, specifically noting the international influences that sustained it and the draft regulations that gave it legal standing despite resistance from both university youth and from sport. To this end, documentary sources are analyzed, including archival material, printed sources (legal decrees written during the period examined in this study and historical accounts of the subject), publications of Falange and related organizations, and speeches and proclamations from Falange and the Sindicato Español Universitario (SEU). [ABSTRACT FROM AUTHOR]

This paper examines how missionary educational institutions and Young Men's Christian Association physical education and sport programmes, in conjunction with the nation-building project of the Nationalist government, transformed and modernized physical education and sport in China from 1840 to 1937. The concepts of cultural imperialism and nationalism are central to this study, to understand how the two interacted in the process of the development of modern physical education and sports in China. This paper argues that the cultural imperialism model is ineffective for an understanding of the impact of missionaries on Chinese society and the subsequent transformation and indigenization of physical education and sport in modern China. More precisely, the way in which Chinese nationalism played an active role in resisting, selecting, and reshaping the cultural products (modern physical education and sport) evidences a process that was an active negotiation, rather than a passive consumption, of Western culture. This said, Christian physical education and sport programmes had long-lasting effects on how physical education and sports became the way to define 'modern' bodies as they were incorporated into the wider education programme of modernizing China under the Nationalist government. [ABSTRACT FROM AUTHOR]

The Enlightenment is a period that could be described as a time of phenomena and process that appeared in Europe in the second half of the seventeenth century. What the eighteenth century brought about in Poland was an intensification of social prestige in such areas as science and education. These changes were mainly affected by the then-ruling King Stanislaw August, whose initiatives resulted in keeping active contacts with the artistic and scientific environments from other countries. Hundreds of translations of the most outstanding works by foreign authors began appearing in Poland and became highly popular. Based on an analysis of 17 works by Western European authors translated between 1740 and 1830, these Enlightenment texts penetrated Polish pedagogical theories and impacted the development of modern physical education. The texts reveal the role and importance of physical education as presented by European philosophers in Polish-language publications at the time, and chronicle those European countries from which the most significant information on intellectual trends in the field of modern physical education flowed into Poland. [ABSTRACT FROM AUTHOR]

The May Fourth and Anti-Christian Movements represented rising tides of national in China had a significant influence on Christian institutions and the programs of physical education and sport they promoted. From 1919 to 1928, Chinese nationalists gradually took over physical education programs from the foreign Christian missionaries and YMCA directors through an indigenization process that took place through a complex negotiation between the Western and Chinese values. During this period, Christian influence was severely affected by these movements that incited the Chinese people to claim their sport sovereign rights from foreigners’ hands. The role of missionary educational institutions and the YMCA in physical education and sport declined dramatically, and Western physical education and sport in China underwent a nationalizing purification. This indigenous purification process illuminates how Chinese nationalists responded to Western imperialism and the influence of the Christian institutions during the early twentieth century. [ABSTRACT FROM AUTHOR]

South Korea has demonstrated incredible growth and become a high-tech industrialized economy over the last five decades. During this era of rapid economic advancement, sports has been an important subject associated with the country’s political, social, cultural, and educational concerns. Especially, higher education has undergone extensive transformation and expansion with the influence of globalization. The influx of advanced technology and information, society’s modern needs, and lifestyle changes has affected many academic programs, including physical education. Although physical education and sport studies are promising academic fields because of emerging career opportunities, disparities between the academic training provided by tertiary institutions and the skills needed in sports-related industries are evident. This paper examines socio-historical events related to Korean physical education and sports, recent curricula and structural challenges, and the proposed convergence of sport disciplines and the development of professional competencies for improving the quality of physical education and sports in the country. [ABSTRACT FROM AUTHOR]

The experiences of women in physical education history from the nineteenth century forward offer us valuable insights toward a better understanding of the discipline since its inception. The deeply gendered histories of women in the profession are contingent upon the ways in which they intersect with other identities, including class, race, and sexuality. Dominant gender ideologies were reinforced and resisted in women's physical education, making it a significant location to understand how bodies were constructed and reconstructed within ever-changing societal definitions of gender and athletic femininity. The contradictions and complexities that emerge as a result of the many gender tensions in play over the course of this history produce a rich site to more completely understand the discipline's past and future. [ABSTRACT FROM AUTHOR]

This article deploys children's bodies as an analytical lens to examine the political significance of knowledge production and childhood in British colonial projects in late colonial India. Scholars have theorised the 'body as method' of history to argue that bodies are imbued with meanings, become stakes in power struggles and are sites of knowledge and power. I examine this theme by investigating a key locus of knowledge production for children - the colonial school and its curriculum, specifically physical education. To underline the multi-stranded processes and loci of colonial knowledge production, I examine nationalist pedagogies of two Bengali children's magazines ( Amaar Desh and Mouchak) as a form of informal schooling. I argue that the colonial state's engagement with physical education in schools stemmed from anxieties to both discipline native children's bodies, and to discourage students' 'seditious' political activism. Second, I demonstrate that for Bengali educated elites, children embodied a political space for contestation and undertaking their projects of re-masculinising the youth. These nation-building projects placed a premium on masculinity, influenced boy cultures to imitate adult male cultures, and inscribed gender roles on the bodies of Bengali boys and girls. By doing so, these colonial encounters restructured and redefined childhood in crucial ways. [ABSTRACT FROM AUTHOR]

Kirk warns that physical education (PE) exists in a precarious situation as the dominance of the multi-activity sport-techniques model, and its associated problems, threatens the long-term educational survival of PE. Yet he also notes that although the model is problematic it is highly resistant to change. In this paper, we draw on the results of a year-long visual ethnography at an all-boys secondary school in Aotearoa New Zealand to examine the workings of power that legitimate this model of PE. Our findings illustrate that the school conflates PE and sport, to position PE as an appropriate masculine endeavour and valued source of enjoyment, as it articulates with good health, social development and competitiveness. We argue that student experiences of pleasure within PE—as co-constitutive with discourses of fitness, health, sport and masculinity—(re)produce the multi-activity sport-based form of PE as educationally appropriate and socioculturally relevant, thus making the model somewhat resistant to change. We stress that our study should not be read as a vindication of this PE model. [ABSTRACT FROM PUBLISHER]

The 1980s was a period when the academic current for leisure studies led to the birth of the study of sports history. Japan was not a latecomer in this scholarly stream. More significantly, cultural issues were thought not the part of various phenomena in a society, but the key issues for class integration and class strife. After writing my PhD thesis on Pierce Egan, one of the earliest sport journalists influenced by the idea of early radicals in the nineteenth-century Britain, my attention turned over to the question of why the study of sport history was necessary. There was the academic impact inherited from the New Left’s belief that ‘without understanding the state of people’s culture, class issues are unable to be truly comprehended’. The Initiation of sport journalism had a similar destiny. This consequence appears to be a synchroflash between the early radicals’ concern in popular culture in the nineteenth century and the New Left’s interest in cultural studies in the twentieth century. There was an obvious reason why the radical essayists and contemporary academics had to pay attention to the ‘cultural turn’ with critical thinking in a society. [ABSTRACT FROM AUTHOR]

The development of adapted physical education over the past 20 years has been significantly influenced by the federal government through legislative statutes. A predecessor to Public Law 94-142 that may well have had the most impact on handicapped children was Public Law 90-170, which provided the foundation for adapted physical education by allowing monies for training research and development. This legislation established committees and conferences that brought together national figures to serve as advisory consultants. Programmatic support from the federal government has led to the training of many teachers and much published research in adapted physical education. [ABSTRACT FROM AUTHOR]

Copyright of Historia Contemporanea is the property of Historia Contemporania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

From 1948 the World Health Organization expected child hygiene to include mental health. This article discusses the way school doctors adapted their activities and concerns accordingly in the mid-twentieth century in an agrarian-industrial area of the Netherlands. In spite of an improvement in pupils’ physical health they shifted their attention only to a limited extent towards mental health. Nevertheless, it became an important aspect of their work, as they stimulated activities they conceived of as promoting both physical and mental health, such as gymnastics and swimming. Their key interest concerned mental deficiency and the promotion of special schooling. In this respect they played a very active role, to the extent of producing ‘feeblemindedness’ and learning disabilities. At the same time the school doctors clung to their traditional ideal of supporting the school’s effectiveness by trying to reduce possible dangers threatening pupils’ learning capacity and, increasingly, their mental well-being. [ABSTRACT FROM PUBLISHER]

This study investigates the American presence and influences in the physical education press to understand the way in which that presence influenced and contributed to the production of a sports culture in the first half of the twentieth century. As historical sources, the study uses periodicals in the field that were published in the period 1932–1950. As a theoretical frame of reference, it uses the repertoire of the New Cultural History in terms of strategy, tactics and devices. It is written in a narrative way, following Ginzburg's style, presenting data and contextualizing them with the historic scene. Clues enabled us to infer that the American presence, which was catalysed by the Brazilian Young Men's Christian Association (YMCA), sought to shape a sports culture from physical education and society. This effort reflected the yearning of Brazilian intellectuals for modernisation and an attempt at cultural colonisation by the government of the USA. [ABSTRACT FROM PUBLISHER]

This article analyzes the formation of a sports-medicine field in Argentina in the decades of the 1930s and 1940s. This process is examined from three perspectives: in the first place, it is situated within the context of the diffusion of sports and growing interest in the scientific study of athletic performance. In the second place, it considers the axes around which the debate on physical culture was articulated in Argentina during the period between the wars, with special attention paid to the impact the recreational revolution produced among the medical elite. Finally, in the third place, it explores the process that led to the creation of the present International Federation of Sports Medicine and its repercussions in Argentina and Latin America in general. Combining approaches to the sociocultural history of sports and the circulation of scientific knowledge regarding the body, the analysis emphasizes the constitution of sports medicine as a professional field of applied science in a context of decline of demographic growth, Taylorist concerns about human capital, democratization of consumption and advance of the state. [ABSTRACT FROM AUTHOR]

What is a physically educated body? How did Franco's Youth Front use the body of children and young people, through physical education, for the purpose of instructing citizens who would give stability to the state? The main objective of this article is to present, by means of a methodology based on the concepts of disciplinary power and corporal docility adopted from the theory of Michel Foucault, how the Youth Front controlled the free time of young people by using games and sports (volleyball and basketball), which had a clearly instructive and indoctrinating intention. This makes it possible to conclude that the camps, the extracurricular activities and the sports competitions used the bodies of the young as a productive base, a base considered necessary for the future political stability of the Franco regime. [ABSTRACT FROM AUTHOR]

This article focuses on the transnational "moral empire" of the American branch of the Young Men's Christian Association (YMCA) built in East Asia during the Progressive Era. It analyzes how the scientification of physical education in the United States influenced the YMCA's attempts to improve public health and fitness in East Asia and to assimilate Asians into the corresponding framework of amateur norms that defined "manliness". The article's main area of focus is the 1920s, when the YMCA had already established its network in China, the Philippines, and Japan. During this period, training Asian sports experts and ensuring that they would agree to the YMCA-defined modernization path gained in importance. [ABSTRACT FROM AUTHOR]

The origins of sports in Argentina and Australia have been widely investigated. However, little research has been conducted to investigate the origins of Physical Education (PE). This paper explores the origins of PE in both Argentina and Australia. It first describes the general social context and the education system for both countries. Then, it explores the foundations of PE as a school subject and as a university degree in Argentina and Australia. Finally, it compares the origins of PE in both countries. The research reveals how these two countries share similarities and differ in regard to the origins of PE both as a school subject and as a university degree. [ABSTRACT FROM AUTHOR]

The First World War (FWW) was a turning point in the contemporary era. Its social impact led to the penetration by ideological forces into physical education and sport; and the publicity-related discourse of these forces were marshaled to capitalize on the productive capacity of adolescents and young adults. The current study focuses on analyzing --through the texts of the period--in what manner the events of the FWW influenced sport in Spain, socially and institutionally. The exploration of original texts from the period in question and a critical discourse analysis provides a chronological narrative of events. The study concludes that the impact of the FWW was decisive in enabling sport to appropriate the values of patriotic excitation provoked not by fears of the war itself, but rather by underlying fears of an expanding industrial context that might find itself compromised by the revolutionary conflicts of the workers' movement. [ABSTRACT FROM AUTHOR]

Physical literacy is a term that has increasingly gained popularity in recent years. A variety of individuals and organizations have promoted the use of the term internationally, and a variety of claims have been made for the benefits of using the term. A historical overview allows the reader to consider physical literacy as one of many terms that have gained popularity in the field and describes divergent views as well as areas of agreement concerning the term physical literacy. Three North American institutional approaches to physical literacy are discussed. Other issues are also discussed, including assessment and other literacy types (e.g., health, sports). The article is designed to provoke thought among professionals and representatives of institutions concerning physical literacy. [ABSTRACT FROM AUTHOR]

The quasi-revolutionary events of May 1968 have come to symbolize the generation gap between young people and their elders in France, and of contestation over social values, freedom and control. This article demonstrates that this discontent was apparent earlier in the decade, although politicians in charge of youth affairs either did not see it or chose not to publicize its existence. It focuses on debates relating to sport – and its incorporation into the teaching of physical education in lycées – because of its importance both within formal schooling and as an extra-curricular leisure activity. In 1966 François Missoffe, Minister of Youth Affairs and Sport, launched a huge inquiry into the problems facing young people, leading to the publication of an official report in 1967 which, perhaps surprisingly, had nothing to say about unrest among young people. This article aims to access the voices of young people in French lycées by mining the contents of over 2600 files of evidence that were collected during the course of the Missoffe inquiry. We argue that it is important to measure the gap between what the political and educational decision-makers presupposed about the sporting needs of young people and the views these same young people actually expressed. The article highlights examples of young people’s disillusionment with the teaching of sport and physical education, demonstrating that this not only conveyed signs of discontent with educational institutions as a whole but also a wider desire for social change that anticipated the views of angry lycéens (school pupils) in May 1968. [ABSTRACT FROM AUTHOR]

This essay stems from the 35th annual C. H. McCloy Research Lecture at the 2015 SHAPE America National Convention & Expo in Seattle, WA. The lecture series has 2 main aims. First, it provides an annual forum for a contemporary scholar to delve deeply into her/his work and to share that work with her/his peers. Second, it is an enduring tribute to the pioneering work and influential career of Charles Henry McCloy (March 30, 1886–September 18, 1959), research professor emeritus at the University of Iowa. This essay is composed of 6 sections: a prologue, a biography of McCloy, my autobiography, the fundamental premises and overarching aims of my work, a summary of my research contributions aimed at promoting inclusive physical activity, and an epilogue. The entire article is built around the construct of maps, mechanics, detours, and traveling companions. Paradigm shifts and insights are unraveled as the work unfolds and becomes increasingly integrated. Rarely does a scholar have the chance to provide a narrative of this nature, and it is hoped that this essay will inspire others to discover their own scholarly pathways and to contextualize and reflect on their contributions for the greater good of the field of kinesiology and society. [ABSTRACT FROM PUBLISHER]

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The establishment of new academic specialties is an intriguing research topic from a social history of science perspective. In this article we focus on the ‘scientific migration’ within the Higher Institute of Physical Education (HIPE) and the Faculty of Medicine at the State University in Ghent, Belgium. The HIPE was ‘attached’ to the Faculty of Medicine in 1908, a world first that led to an interesting triangular relationship between physical education, physiotherapy, and medicine. The physiatrists (physicians-physiotherapists) who were appointed at the HIPE had to struggle with inferior status with respect to their colleagues within the Faculty of Medicine itself. Territorial power struggles arose on several levels. In 1936, after the first generation of physicians-physiotherapists had retired, physiotherapy was integrated fully into the Faculty of Medicine, and radiology and cancer treatment – which had been considered subsectors of physiotherapy – became autonomous specialties. Physical education, however, retained its inferior academic status. [ABSTRACT FROM PUBLISHER]

This research analyzed the activities and events that enabled the establishment of an education and training system for physical education (PE) teachers in Croatia. The beginning of professional PE education in Croatia is related to its introduction as an obligatory subject in the elementary school curriculum of the Kingdom of Croatia-Slavonia in 1874. Most elementary school teachers did not have the knowledge needed to conduct PE classes. We recognized two parallel systems of training introduced in 1875: the first consisted of short training courses, and the second was the introduction of gymnastics as an obligatory course at teacher-training colleges. Twenty years after these obligatory PE classes were introduced to Croatian schools, Franjo BuČar organized and managed a two-year course for secondary school gymnastics teachers (1894–1896) after his return from a two-year educational programme at the Royal Central Gymnastic College in Stockholm (Sweden). This high school was the first for PE training not only in Croatia but also this region of Europe. In 1959, the first Croatian institution for PE education was established: the High School for Physical Culture in Zagreb. [ABSTRACT FROM AUTHOR]