KIN 300 - Intro to Kinesiology Exam 1 Study Guide PDF

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KIN 300 - Intro to Kinesiology Exam 1 Study Guide...

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KIN 300 - Intro to Kinesiology Exam 1 Study Guide Lecture 1 – The dilemma of our times: Lifespan Physical Activity and the Obesity Health Crisis •

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Battling the obesity epidemic o )n , obesity was declared to be an epidemic by the surgeon general of the United States. What is overweight/obesity? o Underweight ▪ Less than 18.5 kg/m2 o Normal ▪ 18.5 - 24.9 kg/m2 o Overweight ▪ Above a weight considered normal or desirable. ▪ In adults, defined as BMI of 25-29.9 kg/m2 o Obese ▪ The condition of being grossly fat or overweight. ▪ Have a body mass index (BMI) of 30 or higher. ▪ In adults, defined as BMI 30+ kg/m2 o BMI-Body Mass Index ▪ A way to estimate the degree of underweight or overweight among children, youth, and adults. Regions o South has the highest – 30.2% o West is the lowest – 24.9% o Midwest – 30.1% o N. East – 26.5% By 2020, about 75% of the US population may be obese. What causes overweight/obesity? o All of the things around a person that might reduce the amount of physical activity they do. ▪ Commuting time. ▪ Community layout. ▪ Lack of public transportation. ▪ Electronic domination. ▪ Time or scheduling commitments. ▪ Lack of outdoor play spaces. ▪ Safety concerns. o Fast Food o In 2004, the U.S. Congress passes federal laws to address overweight/obese children.

To receive federal money for school breakfast and lunches, schools had to meet five requirements. o There are also many requirements for the amount of physical activity of students throughout the week. ▪ Increased physical education. ▪ Decreased physical education. ▪ Increased recess. What are the costs of obesity/overweight cause? o Health Implications include: ▪ Heart disease • Leading cause of death among American men and women ▪ Stroke ▪ Hypertension • Obese adults are 6 times more likely to develop high blood pressure. ▪ High cholesterol ▪ Type II Diabetes ▪ Cancer • 1/3rd of the over 500,000 cancer deaths are related to overweight/obesity ▪ Osteoarthritis ▪ Respiratory problems ▪ Sleep apnea ▪ Reproductive complications ▪ Psychological and social issues o Monetary implications ▪ More health complications lead to more spending. • Obese persons spend 42% more than those of normal-weight persons. ▪ Higher health insurance premiums. ▪ May miss more days of work/school. ▪ Airlines use 350 million more gallons of fuel yearly because of higher weight totals of passengers. • $275 million and an extra 3.8 million tons of carbon dioxide. Goals for schools o Healthy People: goals and strategies created by the U.S. Public Health Service to deal with public health issues. o Healthy People of 2010 ▪ Increase life expectancy and quality of life. ▪ Eliminate health differences amongst population segments. o Healthy People of 2020 ▪ Increase number of schools offering nutritious food. ▪ Increase number of schools with breakfast. ▪ Increase number of schools offering PE classes. The national plan for physical activity ▪

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o 2010: First National Physical Activity Plan (NPAP) is created. ▪ Societal Sectors • Business and industry. • Education. • Health care. • Mass media. • Parks, recreation, fitness, and sports. • Public health. • Transportation, land use, and community design. • Volunteer and nonprofit. Lifespan Categories o Early Years ▪ When: birth to ages 6 or 7. ▪ Why: crucial age for developing motor skills and physical activity. ▪ Programs: youth sports, Head Start, Gymboree, etc. ▪ Sports: soccer, baseball, swimming, gymnastics, etc. o Youth ▪ When: upper middle-school to high school. ▪ Programs: middle-school sports, travel teams, park district teams, etc. ▪ Sports: team sports, individual sports, extreme sports, etc. o Young Adulthood ▪ When: post-high school and furthering education or in the workforce. ▪ Programs: college sports, club sports, intramurals, gym memberships, YMCA, etc. ▪ Sports: team sports, individual sports, outdoor adventure, etc. o Older Adults ▪ When: persons leaving the workforce. ▪ Why: good for their health and part of their lifestyle. ▪ Sports: walking, jogging, cycling, swimming, water aerobics, etc. New settings for physical activity o Increase home fitness. o Increase number of sport clubs/fitness centers. o Increase worksite fitness centers.

CHAPTER 1 MAIN POINTS 1. The obesity epidemic in the United States. • What obesity is and how it’s determined. • The current and future status. • How we got to this point. • What the costs are. 2. The national goals and plans for increasing physical activity. • Healthy People. 3. The categories of lifespan physical fitness. 4. The new settings for physical activity.

Lecture 2 – Evolution of Physical Activity Philosophies and Programs •

The beginning of Physical Education Around the World o Europe - 1800s ▪ European countries at this time were highly nationalistic identifying with, or becoming attached to, ones nation. ▪ This led to the development of a strong military. • Which required physical strength and endurance. • And the education of children (especially males) in physical activity. o Germany – 1800s ▪ Friedrich Ludwig Jahn. • The major proponent of PE. ▪ Known as the Jahn System. • Included: jumping, running, throwing, climbing, vaulting, and running/dodging games. ▪ Training took place in Turnvereians clubs for exercise and sport. ▪ Equipment: • Horizontal bars • Vertical ropes • Ladders • Vaulting horses • Parallel bars • Running tracks • Jumping pits o Germany (to America) – 1800s ▪ The Jahn System was brought to the U.S. by three of Jahns students. ▪ First applied in America, at the Round Hill School in North Hampton, MA. ▪ By 1890, there was a large immigration of Germans to America. • Leading to over 300 Turnvereins. • With over 40,000 members. • A large number in the Midwest. o Sweden – 1800s ▪ Per Henrik Ling • The major proponent of PE. ▪ Known as the Ling System. • Included: swinging, climbing, vaulting, and resistance exercises. • Equipment: swinging ladders, rings, and vaulting bars. o Sweden (to America) – 1800s ▪ The Ling System was brought to the U.S. by Hartwig Nissen, a Swedish diplomat.

He later developed a manufacturing company who produced gymnastics equipment. ▪ First applied in America in 1890, within the Boston school system in Boston, MA. o America – 1800s ▪ Appropriate Female Activities • A system of 26 physiology lessons and 2 calisthenics lessons developed by Catherine Beecher. • Featuring light exercise (programs for men were too vigorous and require too much strength). • Activities: archery, swimming, horseback riding, and calisthenics using light weights, wands, and music. ▪ Further Developments • Exercise routines become more vigorous, are put to music, and have a social aspect. • Progressive schools continue to adopt these new (and continually changing) physical activity systems. • 1861: Measurement of bodily changes comes into play focusing on ones physical development. The Emergence of Physical Activity in American Physical Education o First Physical Education Meetings – 1885 ▪ 1885: There were no institutions that prepared people to be a gymnastics (or PE) teacher. ▪ William Anderson: a 25-year old instructor of physical training at the Adelphi Academy, NY. • Wanted to create a place where people interested in physical training, education, and gymnastic systems could discuss with and learn from one another. o November 27, 1885 ▪ Williams invited a group of interested people to his first meeting at the Academy. ▪ 60 people showed up and the physical education profession was born. ▪ Form the Association for the Advancement of Physical Education. ▪ Elected Dr. Edward Hitchcock as the first president. • In 1861 he formed the first college department of physical education at Amherst College. o Expanding the Field ▪ 1891: The National Education Association recognized physical education as a curricular field. ▪ 9: First masters-degree program in physical education started at Teachers College. ▪ 1927: First physical education textbook, The New Physical Education, published. •

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Late 1900s: American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD) formed. ▪ U.S. transitions from traditional fitness activities toward a lifestyle physical activity model. ▪ We see an emergence of related fields including: • Dance • YMCA/YWCA • Playgrounds • Recreation • Outdoor education • Sport • Fitness • Health education • Intramurals o Primitive Times: Pre - 10,00 B.C. ▪ Fitness included daily life activities for survival. • Hunting and gathering food. ▪ Successful hunting trips were often followed by celebration trips to other tribes. • Visited family and friends. • Consisted of traveling (walking) 6 to 20 miles. • Participated in dancing and cultural games while there. o Neolithic Agricultural Revolution: 10,000 – 8,000 B.C. ▪ This era marks more of a civilized life. ▪ Huge agricultural developments were made. • Begin raising animals and plants for human use and/or consumption. • Invention of the plow. ▪ With advancement in technology, comes a more sedentary lifestyle, and as a result, less fitness. o Ancient Civilizations: 2,500 – 250 B.C. ▪ China • Recognize fitness is important to overall health. • Develop Cong Fu gymnastics system to maintain a healthy body. o Included various stances, movements, and foot positions of fighting animals. • Other activities: archery, badminton, dancing, fencing, and wrestling. ▪ Greece • Had a major focus on physical development and sport, but for males only. o They admired physical prowess and the physical form. o Males were encouraged to become athletes and compete in the Games. ▪

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Developed the Panhellenic Games. Four games held to honor the Gods. Included the Olympics honoring Zeus.

Focus was on military training for males. o To develop obedience, discipline, and physical prowess. o Through activities like running, jumping, swimming, wrestling, boxing, fencing, and archery. • Also wanted to please the Gods through sport. • Upper-class women allowed to participate in appropriate activities. o National Period: 1700 - 1850 ▪ This period saw huge developments in physical activity and fitness. ▪ Positives • The Jahn System. • The Ling System. • Presidents Council on Youth Fitness formed. • Academic field of kinesiology formed. ▪ Negatives • WWI/WWII soldiers unfit for combat. • The Great Depression. • 60% of American children fail fitness tests. The Emergence of Organized Sport in America o Colonial Period ▪ Had little time for leisure since most time was spent on daily work to survive. ▪ Restrictions put on sports due to religion. ▪ Underground sport rings and taverns began to form. ▪ Expansion leads to relaxed rules and rougher sports. o Early Nineteenth Century ▪ Sport begins to develop due to industrialization. ▪ New inventions and the factory system takes shape. ▪ People leave farms and move to factory (urban) towns. ▪ Begin to develop sports with: • Standardized rules. • Governing bodies. • Spectators. ▪ New technology leads to forms of transportation. ▪ Instead of walking long distances for sport they had: • Steamboat • Railroad (3,000 miles of track by 1840). ▪ New forms of communication were equally important for the expansion of sport. • Included: o Telegraph (50,000 miles of line by 1860).

o Printing press. o LATTER NINETEENTH CENTURY: IMMIGRATION ▪ 1870 – 1900: 12 million people immigrate to U.S. ▪ Immigration helps expand sport because: • Move into cities who are already participating. • Do not have religious beliefs prohibiting their play. • They bring their own games o Cricket, lawn bowling, and gymnastics. o LATTER NINETEENTH CENTURY: INTERCOLLEGIATE SPORT ▪ Intercollegiate athletics begin in 1852 with Harvard vs. Yale rowing match. ▪ Athletics become part of higher education in 1870s and 1880s. ▪ Students begin organizing teams, changing campus life, and increasing participation. ▪ School success is determined by winning records. o LATTER NINETEENTH CENTURY: INTERCOLLEGIATE SPORT FUNCTIONS ▪ Plays an important part of campus life. ▪ Adds to the general campus spirit and unity. ▪ A way to connect students outside of the classroom. ▪ Provides free advertising for the school and help in branding. ▪ Magnifies the school to reach beyond the state. ▪ Serves as an excellent link and outreach to alumni. ▪ To make a profit? o LATTER NINETEENTH CENTURY: TRANSPORTATION AND TECHNOLOGY ▪ Transportation innovation aids in the expansion of intercollegiate and professional sport. • Have a track traversing the U.S. • Wealthy spectators are able to take train to athletic events (usually intercollegiate). • Professional baseball establish teams near routes. ▪ Technological innovation also continues to help. • 1866 Atlantic Cable gives almost immediate transmitting of news. • Others: telephone, newspapers and sports journalism, sporting books, equipment, etc. • 1876: Albert G. Spaulding creates first sporting goods company. o LATTER NINETEENTH CENTURY: THE CULT OF MANLINESS ▪ With all of the changes occurring, traditional male roles and responsibilities were changing. ▪ New organizations rose to combat this fear. • Boy Scouts, the YMCA, and other athletic clubs. ▪ Manliness was identified by participation. ▪ Began to discourage women. • Only able to take part in feminine sports if they did.

o LATTER NINETEENTH CENTURY: INTERCOLLEGIATE SPORT ▪ The students slowly start to lose their power... ▪ 1881/82: Princeton and Harvard form first college faculty athletic committees. ▪ 1895: First league is formed (later, the Big Ten). • Eligibility requirements, athletic aid, hiring coaches, etc. ▪ 1905: First national organization is formed, Intercollegiate Athletic Association. • Needed to standardize rules and solve problems. • 1910: Becomes known as the National Collegiate 34 Athletic Association (NCAA). o TWENTIETH AND TWENTY-FIRST CENTURIES: THE MODERN WORLD AND SPORT ▪ Population grows from 76 to 281 million. ▪ Sport grows from informal and spontaneous to organized and highly competitive. • Becomes the most popular cultural practice in the U.S. • Wealthy were no longer the only ones participating and/or watching. o TWENTIETH AND TWENTY-FIRST CENTURIES: PROFESSIONAL TEAMS/LEAGUES FORM ▪ Baseball  National League (1876) American League (1901). ▪ Hockey  NHL (1917). ▪ Football  NFL (1920). • Acme Packing Company (Packers), Green Bay, WI. • A.E. Staley Manufacturing Company (Bears), Decatur, IL. ▪ Basketball  NBA (1949). • James Naismith creates first rules (1891), Springfield, MA. o TWENTIETH AND TWENTY-FIRST CENTURIES: THE 1920S ▪ Considered the golden age of sports. • Helped bridge the old pastimes to 20th century sport. ▪ Everyone is getting involved: • As a participant and/or spectator. • At youth, intercollegiate, and professional levels. • It is becoming a profitable business. • It is important for health reasons. ▪ See a rise in popular athletes like Babe Ruth (baseball), Knute Rockne (football), and Jack Dempsey (boxing). o TWENTIETH AND TWENTY-FIRST CENTURIES: THE GREAT DEPRESSION AND WORLD WARS ▪ These periods saw huge developments in sport. ▪ Positives • Participation increased. • Youth, family, and informal sport. • School sports flourished.

• Intercollegiate sport remained steady. Negatives • Spectatorship declines. o TWENTIETH AND TWENTY-FIRST CENTURIES: TRANSPORTATION ▪ Continual railroad expansion lead to new recreational areas. ▪ The automobile and airplane revolutionized travel, created new jobs, and connected more people (and them to sport). ▪ Impact on sport: • Cars began to be used for racing in 1895. • Allowed for stadiums to be built in the country. • College teams can travel by airplane in 1950s. • Professional teams can spread across the U.S. o TWENTIETH AND TWENTY-FIRST CENTURIES: COMMUNICATION ▪ Wireless telegraphy allowed messages to be carried across the world (1896). ▪ The radio began broadcasting routinely (1920). ▪ Television starts to overshadow radio in 1950s. ▪ Become a household fixture in 1957. ▪ Newspapers, magazines, and sports journals go crazy with sports coverage. ▪ Others: movies, cameras, lighting, and college sports are used as marketing ploys. ▪

CHAPTER 2 MAIN POINTS 1. Discussed the beginning of physical activity around the world and specifically in America. 2. Detailed the emergence of physical activity in American physical education. 3. Examined the emergence of fitness in America. 4. Discussed the development of sport in America. •

Done through an examination of: o The people and places that played a role. o The technological and communication influences. o The hardships faced.

Lecture 3- Sport and N. American Culture and Values •

Culture o The knowledge that members of a social organization share and that unites them and guides their behavior. o Consisting of: ▪ Language Used ▪ Religious Beliefs ▪ Food

Clothing Material Objects Social Values • Conceptions used to judge and evaluate behavior. Culture: Relationships with Sport o Culture on Sport ▪ The kinds of sports played ▪ The way sports are organized ▪ The way sports are played ▪ The motivations for playing o Sport on Culture ▪ The affect on on a culture of a society ▪ The affect on the values endorsed by a society The N. American Value System (and Sport) o Individuals Striving for Success ▪ Success is defined by the individual and their achievements. ▪ Americans highly value the self-made person. • Started from the bottom, now )m here. ▪ Success may be: • Winning (records, big games, championships, etc.) • Money (business, stock market, jerseys, winning, etc.) ▪ Who is self-made? In society? In sport? o Competition ▪ A constant spur for individuals and groups to succeed, is also the source of some illegal activities and social problems. ▪ US has a winner-take-all mindset • In business? • In sport? ▪ Consequences of this? • Comes with power, social status, money, etc. • Makes us fear failure • Try to take advantage of others o Success and Competition (in Sport) ▪ What does a Coach say/do when you win? When you lose? • Win o Praised o Honored o Rewarded • Lose o Picked apart o Yelled at o Punished ▪ How do they coach you up to win? ▪ What are attributes of a winner? ▪ How do they coach you down to lose? ▪ ▪ ▪

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▪ What are attributes of a loser? ▪ Cheating ▪ Illegal recruiting ▪ Changing grades ▪ Free credits ▪ Using exam dummy ▪ Paying for work not done ▪ Offering material rewards ▪ Enhancing drugs ▪ Doctoring equipment ▪ What would (do) you do to win? ▪ What does this do to sport as a whole? o The Socially Valued Means to Achieve: How to Succeed in American Society 1. Hard work a. Yes, move up b. No, stay down 2. Continual Striving a. The haves and have-nots 3. Deferred gratification a. Deny immediate pleasure for later rewards o Valued Means to Achievement (in Sport) ▪ Goals are accomplished through hard work and sacrifice • Put in enough work/sacrifice  you win • Do not put in enough work/sacrifice  you lose ▪ )f youre losing, youre not working hard enough or dont want it bad enough ▪ But, if you work hard enough, will you always win? o Progress and Materialism (in Sport) ▪ Progress (in Sport) • We expect teams/players to get better • Be able to make better shots or run new plays • Score more points • Win more games • Make it farther in the tournament • Beat records or set new ones ▪ Materialism (in Sport) • More money • Cash/prizes • Endorsements • Switch cities/schools • Free agents decisions/strikes • Fans want nice stadiums ▪ Social Conformity • Social organizations do not tolerate individuals total freedom • There are basic rules that people will/must follow

At the same time, individuals seek to be socialized and want approval from others, so well follow them. • Sometimes we might over-conform and lose our individual self. External Conformity (in Sport) • Most coaches demand that players conform to societal norms • Why? • Jeopardize their own job • They are conservative • Athletes mimic their actions • Want to control players o its my ...