Review Jurnal International Teaching Sport Philosophy Online: A Case Study in Italy

1. MAKALAH
REVIEW JURNAL INTERNASIONAL
Oleh :
DEFI WULAN RACHMAWATI 20060484123
FAKULTAS ILMU OLAHRAGA
UNIVERSITAS NEGERI SURABAYA
2021

2. i
KATA PENGANTAR
Puji syukur kehadirat Allah SWT yang telah memberikan rahmat dan hidayah-
Nya sehingga saya dapat menyelesaikan tugas makalah yang berjudul “Review Jurnal
Internasional” ini tepat pada waktunya.
Adapun tujuan dari penulisan dari makalah ini adalah untuk memenuhi tugas
dari Bapak Dr. Made Pramono, M.Hum pada mata kuliah Filsafat dan Sejarah
Olahraga. Selain itu, makalah ini juga bertujuan untuk menambah wawasan tentang
review jurnal internasional bagi para pembaca dan penulis.
Saya mengucapkan terima kasih kepada Bapak Dr. Made Pramono, M.Hum
selaku dosen mata kuliah Filsafat dan Sejarah Olahraga yang telah memberikan tugas
ini sehingga dapat menambah pengetahuan dan wawasan sesuai dengan bidang studi
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Oleh karena itu, kritik dan saran yang membangun akan saya harapkan demi
kesempurnaan makalah ini.
Pasuruan, 16 Februari 2021
DEFI WULAN RACHMAWATI.

3. ii
DAFTAR ISI
SAMPUL
KATA PENGANTAR...............................................................................................i
DAFTAR ISI.............................................................................................................ii
BAB I.........................................................................................................................1
JURNAL....................................................................................................................1
BAB II........................................................................................................................13
REVIEW JURNAL..................................................................................................13
BAB III......................................................................................................................15
KESIMPULAN DAN SARAN ................................................................................15
DAFTAR PUSTAKA................................................................................................16

4. 1
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. This is an open access article
under the CC BY-NC-ND license © 2015 The Authors. Published by Els vier
Ltd.
(Peer-review under responsibility of Academic World Education and Research
Center. http://creativecommons.org/licenses/by-nc-nd/4.0/) .

5. 2
Peer-review under responsibility of Academic World Education and Research
Center
Keywords: Teaching; Philosophy; Sport; E-Learning; Open Content
1. Introduction
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
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).

6. 3
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 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 mlearning, 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).

7. 4
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 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

8. 5
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 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

9. 6
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).
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).
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:

10. 7
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 in the course, and why.
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.

11. 8
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
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

12. 9
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
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

13. 10
communities that foster 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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16. 13
BAB II
REVIEW JURNAL
Judul Teaching Sport Philosophy Online: A Case
Study in Italy
Pengarang Emanuele Isidori, Javier Lopez Frias, Rafael Ramos
Echazarreta
Nama Jurnal Journal of the Philosophy of Sport
Volume, Issue,
Tahun, Halaman
186, 2015 The Authors. Published by Elsevier Ltd. This is
an open access article under the CC BY-NC-ND license ©
2015 The Authors. Published by Els vier Ltd. 932 – 936.
Tujuan Penelitian Topik utama dari penelitian ini adalah hubungan antara
olahraga dan filosofi pengajaran online.
Metode Penelitian Menganalisis kasus tertentu di mana sumber terbuka
digunakan untuk mengajarkan filosofi olahraga kepada
sekelompok mahasiswa universitas ilmu olahraga Italia.
Hasil dan
Pembahasan
1) Menunjukkan bahwa filosofi pengajaran online sama
efektifnya dengan pengajaran tatap muka.
2) 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.
3) Penyebaran disiplin ilmu seperti filosofi olahraga
melalui teknologi baru pengajaran dan komunikasi tidak
hanya mendorong dan menumbuhkan analisis kritis
olahraga sebagai praktik sosial, tetapi juga menguntungkan

17. 14
para siswa yang tidak memiliki akses untuk menghadapi
pendidikan tatap muka.
4) 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.
Kesimpulan Pengajaran tanpa wajah tidak seefektif pengajaran
tradisional, bahan ajar online lebih mahal, keinginan untuk
memperkenalkan pembelajaran online lebih menanggapi
pertimbangan lain dan lebih sedikit untuk tujuan edukatif,
tidak ada cara untuk campur tangan dalam pembentukan
orang-orang baik sebagai pelajar maupun manusia. Namun,
kami akan memperdebatkan komunikasi online sebagai
sarana untuk mencapai tujuan utama dari pengajaran
filosofi olahraga
Keunggulan Paradigma positivis meremehkan kapasitas siswa ilmu
olahraga Italia untuk mengembangkan pandangan kritis
dan pribadi tentang olahraga baik sebagai fenomena
manusia dan sebagai sistem sosial.
Kekurangan Menggunakan durasi waktu yang terlalu lama
Memerlukan banyak analisis

18. 15
BAB III
KESIMPULAN DAN SARAN
Kesimpulan
Jurnal diatas membahas serta mendekripsikan bahwa 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. Pengajaran filsafat di departemen dan
fakultas dengan kurikulum yang berbeda dari humaniora dan ilmu sosial sangat
penting. Ini berarti, 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 dari ini kedisiplinan untuk pengembangan ilmu keolahragaan masih
sesekali.
Saran
Sebagai penulis saya menyadari bahwa masih banyak kekurangan di dalam
makalah ini. Untuk kedepannya penulis akan menjelaskan secara detail dari sumber
yang lebih banyak

19. 16
DAFTAR PUSTAKA
https://www.sciencedirect.com/science/article/pii/S1877042815022855