Short essay on the Problems of Future Research

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The problem of selecting evaluating, and interpreting current research in social learning and social development resulting from physical education and related areas has been solved with considerable arbitrariness and there are many gaps.

Many existing sources are omitted due to lack of space and the fact that they lie hidden away in many related disciplines such as child development, social psychology, sociology, cultural anthropology, and similar behaviour sciences. We need an interdisciplinary approach cooperative research.

Too much meaning has been read into test scores and behaviour profiles without enough attention being given to finding out what such scores and ratings actually mean.

We need more quantitative rather than descriptive research to assist more intelligently in the personality, character, and social development of children and youth and enable us to identify more clearly the important factors contributing to socialization.

A few problem areas and needs are here identified.

1. More definitive diagnosis of play behaviour and a deeper understanding of the psychology' of play.

2. Quantification of projective psychological tests involving play techniques.

3. A realistic approach to the casual factors of delinquency.

4. Social and psychological diagnosis of our present culture patterns related to games and sports in order to see what happens when children are pushed into excessive competition before they are emotionally and physically ready for it.

5. More research in the relationships of play, physical education, and recreation experiences to the psychosocial development of people.

6. Simplification of sociometric techniques and a wider use of these in physical education

7. The study and use of play histories in understanding personality development and the etiology of mental illness.

Movement studies specialist, and future organization of professionals and movement studies specialists.

Sub field Autonomy. It is suggested that in the long run, the quality and quantity of knowledge about man moving will be enhanced rather than inhibited by the specialization within the movement sciences.

The concept of a discipline is a dynamic one from natural philosophy came natural science, from natural science came the natural sciences, etc.

This is not to suggest that the subfields can be placed into mutually exclusive categories, but rather to acknowledge differences in basic units of analysis and conceptual frames of references.

If we are honest, it is apparent that the subfields concerned with human movement have more in common, conceptually and technologically, with disciplines not at all concerned with movement, than with each other.

It is already easier for the exercise physiologist to talk to the biochemist than to the sport sociologist; in turn, the latter feels more at home with the literature of sociology or social psychology.

Communication among subfields would not stop, however. Rather it would occur on a higher level. For example, true interdisciplinary research may help to further explain particular human movement phenomena.

Instead of two generalists working together, each with a rudimentary grasp of several subfields, we have two or more specialists cooperating, each of whom brings more sophistication and depth than can reasonably be expected today from a generalist.

Implied in what it has said thus far is preparation in depth of researchers in the movement sciences. Greater depth can only come by concentration in a particular subfield i.e., course work, seminars and research experience in the subfields itself and in related disciplines.

Thus implies some specialization to occur in the undergraduate years. At the University of Wisconsin, we have just institute a program based upon this approach.

Careful planning will include meticulous care of records that contain objectives and goals. Perennial review of objectives and goals will do much to improve the entire operation.

Planning is essentially a special case of decision making with constant consideration of the future. Its basic steps are the same as those listed for problem solving. Planning has futuristic overtones. The final selection of any plan must be based on conditions and facts that are valid both today and tomorrow.

In every phase of the planning process, there are certain steps that must be included. These are the development of goals, objectives, policies, procedures, and programs.

Obviously the size of the entire operation must be assessed. The basic fact on which everything else depends must be the enrolment, current and projected.

The size of each class must be determined, the facilities to handle the projected enrolment considered, the financial resources carefully analysed, and the local and state rules and regulations thoroughly understood.


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