Ardhi Nur Wahid_051

1. MAKALAH RIVIEW JURNAL
“TEACHING SPORT PHILOSOPHY ONLINE: A CASE
STUDY IN ITALY”
Disusun oleh :
Ardhi Nur Wahid 20060484051/2020B
Fakultas Ilmu Olahraga
Jurusan Pendidikan Kesehatan dan Rekreasi
Universitas Negeri Surabaya
Tahun 2020

2. BAB I
JURNAL
Available online at www.sciencedirect.com
ScienceDirect
Procedia - Social and Behavioral Sciences 186 ( 2015 ) 932 – 938
5th World Conference on Learning, Teaching and Educational Leadership,
WCLTA 2014 Teaching Sport Philosophy Online: a Case Study in Italy
Emanuele Isidoria, Javier López Fríasa, Rafael Ramos Echazarretaa*
aUniversity of Rome "Foro Italico", Laboratory of General Pedagogy, Piazza L. De Bosis,15,
Rome, 00135, Italy
Abstract
Teachers and educators have raised many concerns about teaching philosophy online.
They worry that the non-physical human interaction required in the on-line, computer-
based, way of communication could alter the dialogic, interpersonal, and
relational nature of philosophy. Starting from this, we analyze a particular case in
which open sources were used for teaching sport philosophy to a group of Italian sport
sciences university students. Our aim is to show that teaching philosophy online is as
effective as face-to-face teaching. Moreover, the teaching and learning of philosophy
online encourages reflection, critical thinking, and the development of learning
communities by fulfilling students’ educational needs and giving them the
opportunity to organize their learning time and adapt it to their needs. This is a
particularly relevant issue in an emerging contemporary philosophical field such as the
philosophy applied to sport. Modern day sport lacks critical and philosophical
reflection. Thus, the diffusion of a discipline such as the philosophy of sport through
new technologies of teaching and communication not only encourages and fosters the
critical analysis of sport as a social practice, but also benefits those students who would
not have access to face-to-face education.
© 2015 The Authors. Published by Elsevier Ltd.
© 2015 The Authors. Published by Elsevier Ltd. This is an open
access article under the CC BY-NC-ND
license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of Academic World Education and Research Center.
Peer-review under responsibility of Academic World Education and Research Center
Keywords: Teaching; Philosophy; Sport; E-Learning; Open Content
1. Introduction

3. Recent technological advances in communication have shaped our world in radical
ways. The most remarkable of these radical changes is arguably the invention and
development of the World Wide Web. By increasing the amount of information
available as well as the access to it, computer-mediated communication alters the
approaches of certain key institutions and their practices such as education, sports,
politics, and economics. This modification is crucial in pedagogy, where the use of
computers for teaching purposes raises many challenges (Beetham & Sharpe, 2007).
Among them, the most important question is whether traditional universities, and their
methodologies of
* Rafael Ramos Echazarreta. Tel.: +39-06-3673-3379; fax:+39-06-36733-359.
E-mail address: labopedagogia@gmail.com
1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open
access article under the CC BY-NC-ND
license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of Academic World Education and Research Center
doi: 10.1016/j.sbspro.2015.04.025
Emanuele Isidori et al. / Procedia - Social and Behavioral Sciences 186 ( 2015 ) 932 – 938
933
teaching, can meet the new demands and features of our societies of communication.
The use of computers as a popular means of complementing face-to-face education is
becoming popular, for example, in order to create virtual spaces where teachers can be
in an immediate and direct contact with students by uploading documents,
hyperlinks, online material and the like (Moreno & Bailly-Baillière, 2002; Stacey &
Wiesenberg, 2007) . However, the next challenge for pedagogy raised by computer-
mediated communication is its use as a sole means of education (Salmon, 2011;
Cabero, & Román, 2006; Goodyear, 2001).
As we are accustomed to face-to-face teaching, we find it difficult to imagine a new
pedagogical paradigm. Skepticism is arguably the most extended position regarding
novel proposals like online teaching. These are some arguments provided against
online teaching (Haber & Mills, 2008; McLaughlin, 2003): a) faceless teaching is not
as effective as the traditional one; b) the materials for online teaching cost more; c) the
will to introduce online learning responds more to other considerations and less to
educative purposes; d) there is no way to intervene in people’s formation as both
students and human beings. However, we will argue for online communication as a
means to achieve the main objectives of teaching philosophy of sport.
By drawing on Garth Kemerling (1980; 1998), we identify three main goals in the
teaching of sport philosophy: a) to acquaint students with the philosophy of sport
literature through a guided reading of its classical texts; b) to develop effective skills

4. in reasoning; and c) to develop a personal positions in an argumentative way.
The acquisition of these three goals is important for students, especially, for those in
technical schools, universities, faculties, and departments where this subject is not
common. The teaching of philosophy in departments and faculties with different
curricula from those of the humanities and social sciences is particularly
important. Philosophy provides students in these areas with critical-reflexive attitudes
that allow them to develop a deeper and less superficial way of thinking towards the
problems of everyday life as well as of the problems to be solved in their specialization
areas. This is the reason why teaching philosophy is strongly recommended by
organizations such as UNESCO. Several international documents published by this
organisation aim at promoting educational policies focused on developing critical-
reflexive skills (Goucha, 2007). UNESCO has also repeatedly underlined
the importance of using open source and open content tools for distance teaching, e-
learning, and the so-called m
learning, which refers to technologies that use mobile devices as multiple learning
contexts for teaching (Kraut, 2013).
UNESCO’s promotion of personal devices, such as mobile phones, smart-phones,
tablets, notebooks, MP3 players for listening to podcasts, notebooks, devices for
reading e-books, and the like, does not respond to commercial interests, but rather to
the fact that these devices are low-cost tools for sharing knowledge contents. So they
are a widespread means to develop interpersonal communication and create learning
communities based on people’s shared interests and focused on the development of a
lifelong, situated, personalized, and continuous
learning (Meskill, 2013).
2. Case Study
Although philosophy is not included in sport sciences students’ curricula, teaching
them this human science is crucial. The discipline called “sports philosophy”, a recent
science in the field of sport science, plays a discrete role in departments of sport and
movement sciences (Hyland, 1990; Reid, 2013). This means, firstly, that this
discipline is still unknown in most universities and schools which train and educate
sport professionals (physical education teachers, sport educators, athletes, sport
managers, coaches), and, secondly, that the contribution of this discipline to the
development of sport sciences is still occasional. For instance, sport sciences curricula
of Italian faculties and departments tend to focus mainly on the development of
technical, physical, and motor skills. Therefore, Italian sport sciences focus on
disciplines aimed at studying and developing bio-physiological, biomechanical, and
physical skills. The empirical character of these disciplines generates a positivist
paradigm in the study of sport. Even when courses in humanities exist, human
disciplines like pedagogy, psychology or sociology focus on their aspects as
experimental and descriptive sciences. This is also the case of the curricula taught in
the departments of sport sciences in Italy.
The pre-eminence of the positivist paradigm downplays Italian sport sciences
students’ capacity to develop a critical and personal view of sport both as a human
phenomenon and as a social system. Comprehensive and holistic understandings of
sport would be impossible, since sport students spend most of their time either studying
the positivistic subjects of their curricula or practising sports. Therefore, humanities
studies have to be included in the curricula since the University is the only place where
they can develop the critical skills to produce such

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938
comprehensive understandings of sport. With this aim in mind, our group of sport
pedagogues from the University of Rome “Foro Italico” (URFI), an institution entirely
devoted to the study of sport and human movement, decided to offer to their bachelor’s
degree students in sport sciences a 4 credits (CFU) course on sport philosophy.
This course was entirely online, except for some face-to-face sessions (meetings or
lectures by invited lecturers) whose
aim was to help students with little experience in distance and e-learning.
Although the URFI had a Moodle platform for teaching online, we decided to use
another free e-learning platform, namely, Chamilo Campus. Although this is a free
platform with limited potential regarding space and repository, we chose it for two
reasons: firstly, because of the dialogic and interactive nature of the course;
and, secondly, in line with many contemporary theories of learning online, to stress
the importance of social networks for human learning from a constructivist,
communitarian, and situated perspective (Royo, 2010; Ko & Rossen, 2004).
According to this, we decided to structure the online course using the following free
teaching tools:
a) The Chamilo Campus platform was used to host the main contents of the course
(lessons and materials), as well as a tool for monitoring students’ activities, and as a
platform to send the most important messages related to the course.
b) The Wordpress blog was a platform to share information. Its main goal was to show
a general presentation of the course and some announcements with a general
explanation of both the teaching method and how attendance was recorded. The blog
also contained a short description of the syllabus and some links related to videos
about philosophy and its main issues.
c) We used a Facebook group to make a real-time group chat more attractive and easy
to use than Chamilo Campus platform’s chat and forum.
d) Youtube and Vimeo channels were used as ways to record the lessons by the
instructors of the course and by other invited speakers in seminars and conferences
held in the framework of the course.
e) A radio channel and Spreaker platform (which allowed broadcasting, recording and
downloading up to 10 hours of recording) were used to record or broadcast the
teachers’ lessons in podcasts.
f) A platform for making ebooks was used to create and manage ebooks in
ePub, PDF and SCORM formats. g) Dropbox was used as a folder for sharing
course materials and documents.
h) Skype was used as a way of videoconferencing as well as a video chat for
interviews and final examinations. i) Twitter was used for sending
announcements or messages about events, seminars or events.
After having chosen the teaching tools, we wrote a specific syllabus. This syllabus
was inspired by Isidori and Reid’s (2011) handbook entitled Filosofia dello sport, and
conceived of as an introduction to the study of sport philosophy and its main topics.
This way, we provided the students with the possibility of getting acquainted with the
philosophy of sport literature and its basic texts. Moreover, we also aimed at developing
and enhancing critical and reflective thinking in sport sciences students by focusing on
the following topics: a) general issues of philosophy as a science and as a human

6. activity; b) ethics; c) the relationship between values and sport; the
research methodology and the reflective methods to promote values through sport
movies; d) and the relationship between globalization, sport, and Olympism. This last
topic was included due to the importance of, especially, de Coubertin’s thought, as well
as to his contribution to the development of the philosophy of Olympism and today’s
sport culture. As we regarded these last topic as the most relevant one of our course,
we entitled it as “Philosophy of sport and Olympic education.”
The main issues of the course, taught both in Italian and English, covered the
following topics (summed up in ten lessons): introduction to philosophy; the origins of
sport philosophy; sport and its philosophical issues; sport and values: a philosophical
perspective; research methodologies in sport philosophy; sport ethics in practice;
philosophy and sport movies: an introduction; philosophical analysis of a sport movie;
introduction to the philosophy of Olympism; main agencies promoting Olympic
education.
At the beginning, during the academic year 2011/2012, we agreed on offering this
online course on sport philosophy to 40 students. However, in the first two weeks the
number of applications for enrolment was so high that we decided to increase the
number of accepted up to 70 students. Between the academic years
2011/2012, 2012/2013 and 2013/2014, 223 sport sciences students enrolled in the
course of sports philosophy. Among these students, only 34, that is a percentage of
15.2%, had studied philosophy during their high school education. During the three
academic years mentioned above, 94% of the students took the final exam within the
first two terms of the academic year (there are officially three terms per academic year
in the URFI).
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The final exams showed a very low number of failures: only 16 students, that is 7.2%,
with an average of 5.3 per year, did not succeed in passing the exam within the first
two sessions allowed. All of the students, except three (who dropped-out in their first
three years of studies in sport sciences), completed the course in sport philosophy, and
were considered qualified to pass the final exam, marked on a pass or fail basis.
3. Method
We had decided from the beginning of the course to use it also as a research
environment to get some important feedback aimed at improving the course itself and
its methodology in the future. For this reason, we used a research methodology based
on a simplified model of the case study, and focused on the evaluation of teaching
activities related to the online course. This evaluation was carried out through
methods of collecting qualitative and quantitative data, such as interviews, open and
closed-ended questionnaires, and focus groups. For the evaluation of the results of
these data, the point of view of both students and instructors was considered and
compared between each other. The data were obtained:
1) Through a specific questionnaire administered to the students who attended the
online course. 2) Through a self-assessment carried out by the three teachers who had
taught in the course (that is, two instructors and a tutor).

7. 3) Through a focus group composed by the main instructor/teacher responsible for the
course, by an external observer, and by four students volunteers in each academic
year (4x3=12).
The questionnaire for students was based on a Likert scale which ranged from 1 to 5
(1 = Unacceptable, 2 = Needs Improvement 3 = Average, 4 = Good, 5 = Excellent).
The questionnaire included also 4 open categorical questions (items 6, 7, 9, 10, 11, 12),
and it was composed of two main parts:
a) a first one concerning the content, mode of delivery of the course, and the
quality of teaching and mentoring; b) a second one concerning the liking and
satisfaction with the teaching tools used in the online course.
These are some of the questions regarding the content and quality of the online
course:
1) the clarity of online materials was
2) the usefulness of online materials was
3) the usefulness of online discussions was
4) the critical competencies aimed at understanding contemporary sport and
provided by the course were 5) compared to other courses at URFI, your
involvement (doing assignments, interacting
with students and the instructor) in this course was
6) please describe the course activities that most enhanced your learning in this course
7) please describe the course activities that were least helpful to
your learning in this course 8) overall, I would rate this course as
9) please provide any additional suggestions, comments, or ideas
for improving this course 10) considering your reason for
enrolling in this course, did it satisfy your needs? (yes, no) 11)
would you recommend online courses to other students? (yes,
no)
12) please, provide any other suggestions, comments, or ideas for
improving the online experience Among the questions relating to
teachers and tutors, we included these:
13) The instructors’ and tutor’s preparation, quality, and helpfulness of their
feedbacks for this class were 14) Timely response by the instructor for
assignments was
15) The instructor as a discussion moderator was
Questions regarding the teaching tools were summed up in a question that asked
students which one of the following tools (that is: Chamilo Campus, Wordpress
blog, Facebook, Youtube and Vimeo channel, radio channel, platform for creating
and managing e-books, Dropbox, Skype, Twitter) had to be considered as the most
useful one
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938
in the course, and why.

8. The self-assessment by teachers was based on a written answer to the following open
question: “Are you generally satisfied, as a teacher, with the course you have taught
online, and with the results achieved by your students? Write “yes” or “not”, and
explain the reasons for your answer.”
The focus group, lasting two hours, consisted of a restricted discussion group to
reflect on the main feedbacks from the questionnaire administered to the students, and
from the report written by the instructors of the course. This discussion was assisted
and mediated by an external observer/researcher who acted as a moderator for
the dialogue/discussion taking notes of the dialogic interactions of the participants. The
discussion was intended to ascertain the veracity of the students’ opinions and answers,
taking them as guidelines for discussion and critical reflection.
4. Results
The self-evaluation by teachers and tutors of the course was fully positive; they
affirmed to feel fully satisfied with the results achieved by their students and gratified
by the experience of teaching sports philosophy online. The same thing can be said
about the focus groups built during the three academic years, which actually confirmed
the results from both teachers’ self-assessments and satisfaction, and data emerging
from the questionnaires administered to the students. Students’ questionnaires data
must be considered as the most interesting because they have provided a valuable
feedback for the further development of the course. Out of 223 students who attended
the sport philosophy online course, 212 answered the questionnaire. Response rates,
mainly in percentage, were as follows:
Table 1. Students’ answers.
Question no.
Answers of fully satisfaction % (Excellent=5)
Question no.
Answers of fully satisfaction % (Excellent=5)
Question no.
Answers of fully satisfaction % (Excellent=5)
1 92.7 4 88.3 13 85.8 2 93.6 5 84.7 14 77.5 3 92.0 8 87.8 15 82.5
Table 2. Answers about categorical questions.
Question no.
Results and percentages Question no.
Results and percentages
6 forums, chats=68.0 10 yes=81.3
7 Facebook chats=77.3 11 yes=93.0
9 more online tutorship=23.7 12 to solve technical
problems=33.4

9. The percentages of satisfaction and usefulness of the teaching and learning tools
were as showed in the following table:
Table 3. Percentages of usefulness and satisfaction about TL tools.
Tools/group 1 % Tools /group 2 % Tools/group 3 %
Chamilo Campus 62.1 Youtube and Vimeo channel 87.4 Facebook 93.3
Wordpress blog 63.7 Radio channel 86.0 Skype 73.1
Dropbox 77.1 Platform for e-books 62.7 Twitter 62.3
5. Discussion
The data collected from questionnaires, discussions and interviews have actually
proved the full achievement of learning and educational goals aimed by the online
course. In the focus groups, some critical issues and very small
Emanuele Isidori et al. / Procedia - Social and Behavioral Sciences 186 ( 2015 ) 932 – 938
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problems emerged. These problems referred to some technical difficulties regarding
both the use of the online platform (considered by some students as much complicated),
and the need for more intensive technical mentoring. For instance, not all students have
the same technical skills and ability to use an online platform.
Specific consideration should be given to the percentages related to the liking and
usefulness of the teaching tools. The tools students most appreciated and liked were,
as shown in the table above, the Facebook discussion group, Vimeo and the Youtube
channel, the radio channel and the podcasts. The reasons why they preferred these tools
was that they were easy to use (to watch and to listen to). Students liked Facebook
because it allowed them to be involved in continuous dialogue and in an ongoing
communication with teachers and classmates. Students also
affirmed that they liked these tools because they were easily available on both tablets
and mobile phones. The students gave an overall very positive evaluation to the
content of the course by stating that the study of philosophy, even in its online mode,
made them aware of the hidden ethical and educational problems concerning physical
activity and sport. From the focus groups, we found that the course developed a
critical attitude towards contemporary sport in the students, and provided them with
philosophical alternative views, such as, the so-called theory of weak sport (Isidori,
Maulini, & López Frías, 2013).
6. Conclusion and recommendations
Our case study represents, in all aspects, an example of an on-line teaching practice
that should encourage other Italian and European universities to develop and enhance
these kind of courses on sports philosophy. Sport is a powerful tool to promote
philosophical reflection about contemporary issues such as new technologies
and globalization. For this reason, on-line teaching and learning sports philosophy not
only enhances the potential of this discipline as a critical and reflective science, but it
also makes it available to a wider audience that otherwise would not know about it. For
instance, to athletes who have completed their sporting careers and need to be retrained
in the context of a dual career and lifelong learning.
The new tools provided by Web 2.0 allow people to share knowledge and open
contents, and to develop abilities and skills to create learning communities that foster

10. interpersonal communication. This fits perfectly with the dialogic function and
essence of philosophy as a science and as a human activity (King, 2012). Through
these resources, also young students who are not from departments and faculties of
humanities or philosophy can develop philosophical skills. This is especially
necessary, as shown in this study, for sport sciences students unaccustomed to the
development of critical thinking because the sporting professions, as they are
conceived of in contemporary society, continue to be seen merely in terms of
acquisition of technical skills. Therefore, teaching philosophy of sport on-line can be
a means for sport sciences students to develop critical skills that are useful for their
future work. Our study provides a simple and effective model of education and
teaching. We only need a limited amount of materials to achieve the aim of a course
in philosophy. This way, we avoid the risk of dispersion and disorientation, which
some scholars regards as one of the difficulties related to on-line teaching methods
(Ruffaldi, 2000).
The data from our study have shown that the easy accessibility from mobile phones
and tablets explains the success of online teaching tools. This raises the question of the
necessity to rethink the teaching of philosophy online in accordance with the new forms
of mobile and by tablets learning, transforming the social network in online learning
environments (Wiesenberg & Stacey, 2013). In line with this idea, our study also shows
the necessity to adapt the courses in philosophy of sport taught now. This is the
challenge that the philosophy of sport, rethought in terms of specialized e-philosophy,
together with its community of researchers, teachers and students, has to address today
in order to understand sport and its meanings, and to make it a real human practice.
Authors’ contributions.This study is the result of a collaboration between the three
authors. The authors’ contribution can be summed up as follows: Emanuele Isidori:
conception and design of the study, manuscript writing. Francisco Javier López Frías:
acquisition of data, manuscript revision. Ramos Echazarreta: analysis and
interpretation of data; obtaining funding.
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12. BAB II
REVIEW JURNAL
Judul Teaching Sport Philosophy Online: a Case Study in Italy
Pengarang Emanuele Isidoria, Javier López Fríasa, Rafael Ramos Echazarretaa*
Nama Jurnal Procedia - Social and Behavioral Sciences
Volume, Issue,
Tahun, Halaman
Procedia - Social and Behavioral Sciences 186 ( 2015 ) 932 – 938
Tujuan Penelitian
Untuk menunjukkan bahwa filosofi pengajaran online
sama efektifnya dengan pengajaran tatap muka.
Mereka khawatir bahwa interaksi manusia non-fisik yang diperlukan dalam cara komunikasi
on-line berbasis komputer dapat mengubah sifat dialogis, interpersonal, dan relasional dari
filsafat....
...Mulai dari ini, kami menganalisis kasus tertentu di mana sumber terbuka digunakan untuk
mengajarkan filosofi olahraga kepada sekelompok mahasiswa universitas ilmu olahraga
Italia....
...Tujuan kami adalah untuk menunjukkan bahwa filosofi pengajaran online sama efektifnya
dengan pengajaran tatap muka....
...Selain itu, pengajaran dan pembelajaran filsafat online mendorong refleksi, pemikiran kritis,
dan pengembangan komunitas belajar dengan memenuhi kebutuhan pendidikan siswa dan
memberi mereka kesempatan untuk mengatur waktu belajar mereka dan menyesuaikannya
dengan kebutuhan mereka....
...Ini adalah masalah yang sangat relevan dalam bidang filosofis kontemporer yang muncul
seperti filosofi yang diterapkan pada olahraga....
...Dengan meningkatkan jumlah informasi yang tersedia serta akses ke sana, komunikasi
melalui komputer mengubah pendekatan lembaga-lembaga utama tertentu dan praktik mereka
seperti pendidikan, olahraga, politik, dan ekonomi....
...Ini adalah beberapa argumen yang diberikan untuk menentang pengajaran online (Haber &
Mills, 2008; McLaughlin, 2003): a) pengajaran tanpa wajah tidak seefektif pengajaran
tradisional; b) bahan ajar online lebih mahal; c) keinginan untuk memperkenalkan
pembelajaran online lebih menanggapi pertimbangan lain dan lebih sedikit untuk tujuan
edukatif; d) tidak ada cara untuk mengintervensi pembentukan orang-orang baik sebagai
pelajar maupun sebagai manusia....
...Namun, kami akan memperdebatkan komunikasi online sebagai sarana untuk mencapai
tujuan utama pengajaran filosofi olahraga....

13. ...Dengan mengacu pada Garth Kemerling (1980; 1998), kami mengidentifikasi tiga tujuan
utama dalam pengajaran filsafat olahraga: a) memperkenalkan siswa dengan filsafat sastra
olahraga melalui pembacaan teks klasiknya yang dipandu; b) untuk mengembangkan
keterampilan yang efektif dalam penalaran; dan c) untuk mengembangkan posisi pribadi
dengan cara argumentatif....
...Perolehan ketiga tujuan ini penting bagi siswa, terutama bagi mereka yang berada di sekolah
teknik, universitas, fakultas, dan departemen di mana mata pelajaran ini tidak umum....
...Pengajaran filsafat di jurusan dan fakultas dengan kurikulum yang berbeda dari humaniora
dan ilmu sosial sangat penting....
...Filsafat membekali siswa di bidang ini dengan sikap refleksif kritis yang memungkinkan
mereka mengembangkan cara berpikir yang lebih dalam dan tidak dangkal terhadap masalah
kehidupan sehari-hari serta masalah yang harus dipecahkan di bidang spesialisasi mereka....
...UNESCO juga telah berulang kali menggarisbawahi pentingnya menggunakan perangkat
open source dan konten terbuka untuk pengajaran jarak jauh, e-learning, dan apa yang disebut
m learning, yang mengacu pada teknologi yang menggunakan perangkat seluler sebagai
konteks pembelajaran ganda untuk pengajaran (Kraut, 2013) ....
...Disiplin yang disebut "filosofi olahraga", ilmu terbaru di bidang ilmu olahraga, memainkan
peran diskrit di departemen ilmu olahraga dan gerakan (Hyland, 1990; Reid, 2013)....
...Artinya, pertama, disiplin ini masih belum dikenal di sebagian besar universitas dan sekolah
yang melatih dan mendidik para profesional olahraga (guru pendidikan jasmani, pendidik
olahraga, atlet, manajer olahraga, pelatih), dan, kedua, kontribusi disiplin ini terhadap
perkembangan ilmu keolahragaan masih sesekali....
...Misalnya, kurikulum ilmu olahraga di fakultas dan departemen di Italia cenderung berfokus
terutama pada pengembangan keterampilan teknis, fisik, dan motorik....
...Oleh karena itu, ilmu olahraga Italia berfokus pada disiplin ilmu yang bertujuan mempelajari
dan mengembangkan keterampilan bio-fisiologis, biomekanik, dan fisik....
...Karakter empiris dari disiplin ilmu ini menghasilkan paradigma positivis dalam studi
olahraga....
...Bahkan ketika kursus dalam humaniora ada, disiplin ilmu manusia seperti pedagogi,
psikologi atau sosiologi fokus pada aspek mereka sebagai ilmu eksperimental dan deskriptif....
...Ini juga kasus kurikulum yang diajarkan di departemen ilmu olahraga di Italia....
...Keunggulan paradigma positivis meremehkan kapasitas siswa ilmu olahraga Italia untuk
mengembangkan pandangan kritis dan pribadi tentang olahraga baik sebagai fenomena
manusia maupun sebagai sistem sosial....
...Pemahaman yang komprehensif dan holistik tentang olahraga tidak mungkin dilakukan,
karena siswa olahraga menghabiskan sebagian besar waktunya untuk mempelajari mata
pelajaran positivistik dari kurikulum mereka atau berlatih olahraga....

14. ...Dengan tujuan ini dalam pikiran, kelompok pedagog olahraga kami dari Universitas Roma
"Foro Italico" (URFI), sebuah institusi yang sepenuhnya mengabdikan diri untuk studi olahraga
dan gerakan manusia, memutuskan untuk menawarkan kepada mahasiswa gelar sarjana mereka
dalam ilmu olahraga a 4 kredit (CFU) kursus filosofi olahraga....
...Kursus ini sepenuhnya online, kecuali untuk beberapa sesi tatap muka (pertemuan atau
ceramah oleh dosen yang diundang) yang bertujuan untuk membantu siswa dengan sedikit
pengalaman dalam jarak dan e-learning....
...Meskipun ini adalah platform gratis dengan potensi terbatas terkait ruang dan repositori, kami
memilihnya karena dua alasan: pertama, karena kursus bersifat dialogis dan interaktif; dan,
kedua, sejalan dengan banyak teori kontemporer

15. BAB III
PENUTUP
3.1 Kesimpulan
Alat baru yang disediakan oleh Web 2.0 memungkinkan orang untuk berbagi
pengetahuan dan konten terbuka, dan untuk mengembangkan kemampuan dan
keterampilan untuk menciptakan komunitas belajar yang mendorong komunikasi
antarpribadi. Ini sangat cocok dengan fungsi dialogis dan esensi filsafat sebagai ilmu
dan sebagai aktivitas manusia (King, 2012). Melalui sumber daya tersebut, mahasiswa
muda yang bukan dari jurusan dan fakultas humaniora atau filsafat juga dapat
mengembangkan keterampilan filosofis. Hal ini terutama diperlukan, seperti yang
ditunjukkan dalam penelitian ini, untuk mahasiswa ilmu olahraga yang tidak terbiasa
dengan perkembangan pemikiran kritis karena profesi olahraga, sebagaimana yang
mereka pahami dalam masyarakat kontemporer, terus dilihat hanya dalam hal
perolehan keterampilan teknis. Oleh karena itu, pengajaran filsafat olahraga secara on-
line dapat menjadi sarana bagi mahasiswa ilmu keolahragaan untuk mengembangkan
keterampilan kritis yang berguna untuk pekerjaannya di masa depan. Studi kami
memberikan model pendidikan dan pengajaran yang sederhana dan efektif. Kami
hanya membutuhkan bahan dalam jumlah terbatas untuk mencapai tujuan mata kuliah
filsafat. Dengan cara ini, kami menghindari risiko dispersi dan disorientasi, yang oleh
sebagian sarjana dianggap sebagai salah satu kesulitan ( Isidori, 2015) terkait metode
pengajaran on-line (Ruffaldi, 2000).
Data dari penelitian kami menunjukkan bahwa aksesibilitas yang mudah dari
ponsel dan tablet menjelaskan keberhasilan alat pengajaran online. Hal ini
menimbulkan pertanyaan tentang perlunya memikirkan kembali pengajaran filsafat
online sesuai dengan bentuk baru pembelajaran seluler dan tablet, mengubah jaringan
sosial dalam lingkungan pembelajaran online (Wiesenberg & Stacey, 2013). Sejalan
dengan gagasan ini, penelitian kami juga menunjukkan perlunya menyesuaikan mata
kuliah dalam filsafat olahraga yang diajarkan sekarang. Ini adalah tantangan yang
harus diatasi oleh filosofi olahraga, yang dipikirkan kembali dalam istilah e-filosofi
khusus, bersama dengan komunitas peneliti, guru, dan siswanya, yang harus diatasi
hari ini untuk memahami olahraga dan maknanya, dan menjadikannya manusia yang
nyata. praktek.
Kontribusi penulis. Penelitian ini merupakan hasil kerjasam
3.2 Saran
Sebagai penulis saya menyadari bahwa masih banyakkekurangan di dalammakalah ini.
Untuk kedepannya penulis akan menjelaskan secara detail dari sumber yang lebih
banyak.

16. DAFTAR PUSTAKA
Isidori, E. (2015). Teaching Sport Philosophy Online: a Case Study in Italy . Procedia -
Social and Behavioral Sciences , 932 – 938 .