Tiffanny tessantya utami 039 2020_b_review jurnal 1

MAKALAH REVIEW
TEACHING SPORT PHILOSOPHY ONLINE : A CASE STUDY IN ITALY
Dosen Pengampu :
Dr. Made Pramono, S.S. M.Hum
Disusun oleh :
Tiffanny Tessantya Utami
20060484039
2020B
UNIVERSITAS NEGERI SURABAYA
FAKULTAS ILMU OLAHRAGA
JURUSAN PENDIDIKAN KESEHATAN DAN REKREASI
TAHUN 2021

KATA PENGANTAR
Puji syukur kehadirat Tuhan Yang MahaKuasa karena telah memberikan kesempatan pada
penulis untuk menyelesaikan makalah ini. Atas rahmat dan hidayah-nya lah penulis dapat
menyelesaikan makalah yang berjudul Teaching Sport Philosophy Online : A Case Study In Italy tepat
waktu.
Makalah Teaching Sport Philosophy Online : A Case Study In Italy disusun guna memenuhi
tugas dosen Dr. Made Pramono, S.S. M.Hum pada mata kuliah Filsafat dan Sejarah Olahraga di
Universitas Negeri Surabaya. Selain itu, penulis juga berharap agar makalah ini dapat menambah
wawasan bagi pembaca tentang revie jurnal Teaching Sport Philosophy Online : A Case Study In Italy.
Penulis mengucapkan terimakasih sebesar-besarnya kepada Dr. Made Pramono, S. S. M. Hum
selaku dosen mata kuliah Filsafat dan Sejarah Olahraga. Tugas yang telah diberikan ini dapat
menambah wawasan dan pengetahuan terkait bidang yang ditekuni penulis. Penulis juga mengucapkan
terimakasih kepada semua pihak yang telah membantu proses penyusunan makalah ini.
Penulis menyadari bahwa makalah ini masih jauh dari kata sempurna. Oleh karena itu, penulis
membutuhkan kritik dan saran yang membangun akan penulis terima demi kesempurnaan makalah ini.
Gresik, 16 Maret 2021
Penulis

DAFTAR ISI
Kata Pengantar .....................................................................................................................i
Daftar Isi..............................................................................................................................ii
BAB I Jurnal.........................................................................................................................1
BAB II Review Jurnal..........................................................................................................20
BAB III Kesimpulan dan Saran...........................................................................................22
LINK SLIDE SHARE .........................................................................................................23
Daftar Pustaka......................................................................................................................24

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.

2
© 2015 The Authors. Published by Elsevier Ltd.
Peer-review under responsibility ofAcademic World Education and ResearchCenter.
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
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
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

3
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

4
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 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

5
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

6
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

7
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
h)
am
Th
ileo C ampus 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’

8
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,

9
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).

10
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

11
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

12
in the course, and why.
The self-assessment by teachers was based on a written answer t
eo fo
th
llowing open
question: “A re 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.
Quest
ion
Answers of fully
satisfaction
Quest
ion
Answers of fully
satisfaction
Quest
ion
Answers of fully
satisfaction
no. % (Excellent=5) no. % (Excellent=5) no. % (Excellent=5)

13
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.
Quest
ion
no.
Results and percentages
Quest
ion
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/grou
p 1
% Tools /group 2 % Tools/gr
oup 3
%
Chamilo
Campus
62.
1
Youtube and
Vimeo channel
87.
4
Faceboo
k
93.
3
Wordpress 63. Radio channel 86. Skype 73.

14
blog 7 0 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

15
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 o
ea
f
k
wsport (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 discipli ne
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 interpersonal

16
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
e
auath
uo
thro
s.rsT
’ h 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.
References

17
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BAB II
REVIEW JURNAL
Judul Teaching Sport Philosophy Online : A Case Study in Italy
Pengarang Rafael Ramos Echazarreta
Nama Jurnal Teaching Sport
Volume, Issue doi: 10.1016/j.sbspro.2015.04.025
Tahun, Halaman 2015, 7
Tujuan Penelitian untuk menunjukkan bahwa pengajaran filsafat secara online sama
efektifnya dengan pengajaran tatap muka.
Mulai dari ini, kami menganalisis kasus tertentu di mana sumber terbuka digunakan untuk
pengajaran filsafat olahraga kepada sekelompok mahasiswa ilmu olahraga Italia.
Tujuan kami adalah untuk menunjukkan bahwa pengajaran filsafat secara 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.
Dengan demikian, difusi disiplin seperti filosofi olahraga melalui teknologi baru pengajaran dan
komunikasi tidak hanya mendorong dan menumbuhkan analisis kritis olahraga sebagai praktik
sosial, tetapi juga bermanfaat bagi siswa yang tidak memiliki akses ke pendidikan tatap muka. c
2015 Para Penulis.
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.

21
Berikut 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
campur tangan dalam pembentukan masyarakat baik sebagai siswa dan manusia.
Namun, kita akan berdebat untuk komunikasi online sebagai sarana untuk mencapai tujuan utama
mengajar filsafat olahraga.
Pengajaran filsafat di departemen dan fakultas dengan kurikulum yang berbeda dari humaniora
dan ilmu sosial sangat penting.
Disiplin yang disebut "filsafat olahraga", ilmu terbaru di bidang ilmu olahraga, memainkan peran
diskrit di departemen ilmu olahraga dan gerakan (Hyland, 1990; Reid, 2013).
Ini berarti, pertama, bahwa disiplin ini masih belum dikenal di sebagian besar universitas dan
sekolah yang melatih dan mendidik para profesional olahraga (fisik guru pendidikan, pendidik
olahraga, atlet, manajer olahraga, pelatih), dan, kedua, bahwa kontribusi disiplin ini untuk
pengembangan ilmu olahraga masih sesekali.
Keunggulan paradigma positivis meremehkan bahasa Italia studi ilmu keolahragaan kapasitas ents
untuk mengembangkan pandangan kritis dan pribadi tentang olahraga baik sebagai fenomena
manusia dan sebagai sistem sosial.
Pemahaman yang komprehensif dan holistik tentang olahraga tidak mungkin dilakukan, karena
siswa olahraga menghabiskan sebagian besar waktu mereka baik untuk mempelajari subjek
positivistik dari kurikulum mereka atau berlatih olahraga.
Dengan tujuan ini dalam pikiran, kelompok pedagog olahraga kami dari Universitas Roma "Foro
Italico" (URFI), sebuah institusi yang sepenuhnya mengabdikan diri untuk mempelajari olahraga
dan manusia gerakan, memutuskan untuk menawarkan kepada siswa gelar sarjana mereka dalam
ilmu olahraga kursus 4 kredit (CFU) tentang filosofi olahraga.

22
BAB III
KESIMPULAN DAN SARAN
A. Kesimpulan
Jurnal diatas membahas tentang pengajaran filsafat olahraga kepada sekelompok
mahasiswa ilmu olahraga Italia. Pengajaran dan pembelajaran Filsafat online ini dapat
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.
B. Saran
Sebagai penulis saya menyadari bahwa masih banyak kekurangan dalam makalah ini.
Untuk kedepannya penulis akan menjelaskan secara detail dari sumber yang lebih banyak.

24
DAFTAR PUSTAKA
University of Rome "Foro Italico", Laboratory of General Pedagogy, Piazza L. De Bosis,
15, Rome 00135, Italy

Tiffanny tessantya utami 039 2020_b_review jurnal 1

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