Sport as a Thick Cluster Concept

2019 ◽  
pp. 99-121
Author(s):  
Mitchell N. Berman

The dominant view in the philosophy of sport maintains that sports constitute a true subset of games—in particular, that sports are competitive games that involve a physical component, such as physical exertion or the exercise of gross motor skills. This chapter argues that the dominant view is mistaken and proposes in its stead an account of sport as a thick cluster concept. Sport is a thick concept because it requires the application of what this chapter terms “warranted seriousness.” And it is a cluster concept because such features as game-ness (or contrivance), physicality, and competitiveness bear constitutively on whether an activity is a sport, but none of these factors is individually necessary. The chapter concludes by sketching possible implications of the thick cluster account of sport for normative questions regarding the virtue of sportsmanship and the proper interpretation of sport rules.

Edupedia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 67-77
Author(s):  
Farhatin Masrurah ◽  
Khulusinniyah Khulusinniyah

The first five years of a children’s age is the period of rapid growth with physical and motor development. Those process will develop well if stimulated continuously. Early childhood always identic with high activity requires the opportunity to express their abilities. Therefore playing method is very urgent inchildren’s gross motor skills and fine motor skills development through a variety of playing activities both indoors and outdoors. Playing is an activity that cannot be separated from early childhood’s world. All playing activities will be carried out happily. By the same token learning by playing will be done happily without any sense of being forced or oppressed.


2015 ◽  
Vol 43 ◽  
pp. 146-154 ◽  
Author(s):  
Louisa D. Raisbeck ◽  
Jed A. Diekfuss

1989 ◽  
Vol 6 (3) ◽  
pp. 268-279 ◽  
Author(s):  
James H. Rimmer ◽  
Luke E. Kelly

The purpose of this pilot study was to descriptively evaluate the effects of three different programs on the development of gross motor skills of preschool children with learning disabilities (n = 29). No attempt was made to equate the groups or control for differences between the programs or instructional staff. Two of the programs were used by the respective schools to develop the gross motor skills of their audience. The programs were called occupational therapy (OT) (45–60 min/day, 5 days/week) and adapted physical education (APE) (30 min/day, 4 days/week). A third group was evaluated to determine whether maturational effects had any involvement in gross motor development. This group was called the noninstructional program (NIP) (30 min/day, 2 days/week) and was solely involved in free play. The programs were all in session for the entire school year (33–35 weeks). The results of the study revealed that the children in the APE program made more significant gains across objectives, and particularly on the qualitative measures, than did the children in the OT or NIP groups.


2013 ◽  
Vol 34 (3) ◽  
pp. 894-901 ◽  
Author(s):  
Karina Pereira ◽  
Renata Pedrolongo Basso ◽  
Ana Raquel Rodrigues Lindquist ◽  
Louise Gracelli Pereira da Silva ◽  
Eloisa Tudella

2021 ◽  
Vol 22 (9) ◽  
pp. 27-28
Author(s):  
Sian Marsh

Understanding how physical development links to children's readiness for school is a priority for trainees on the EYITT programme. Sian Marsh describes how one trainee is using the Movement Environment Rating Scale to support colleagues to develop children's fine and gross motor skills.


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