when positivism becomes overdominatn pe

PRocEEDI'N'd

OF

THE

3'O

INTERNATIoNAL

SEMINAR

ON

SPORT

AND

PHYSICAL

EDUCATION

'Striving

For \Vorld Sport Achievements

Though

Spon and

physicalEducationrl

Faculty of Sport

Science,

yogyakarta State University

Yogyakarta, May

24,

2Oll

f-*'

#fu

ru

ln

Cooperatioo

:

.Jk

*tL

-=-

t*J\

oies ttatais ke-47

ffi

oln,

^{ V^,,+h ^n.l e^^.r.

33

BUILDING CHARACTER EDUCATION THROUGH PHYSICALACTIVITIES _(GAMES) lndahPrasetyawatiTriPurnamaSari,YogyakartaStateUniVersity

34

GROWTH AND HEIGHT PREDICTION AS A BASIC ACHIEVEMENTS SINCE EARLYAGE

Jaka Sunardi, yogyakarta State University....__...

35

IMPACT _{OF SPORT PARTICIPATION ON CHAMCTER DEVELOPMENT}

A MYTH OR REALITY?

Joko PuManto, yogyakarta State University.__...

36

_{FIVE-STEP MODEL OF EXERCISE-INDUCED MUSCLE HYPERTROPHY}

CONTRIBUTION OF SATELLITE CELLS

Karti ka _{Ratna Pertiwi, yogyakarta State University...}

37

THE EFFECT OF LEARNING METHODAND MOTOR EDUCABILITY LEVEL TOWARDS

THE SKILL MASTERY OF BASIC TECHNIQUE IN _{PLAYING SEPAK}

TAKMW

I _{Ketut Semarayasa, Ganesha University of Education ...}

38

_{THEORY OF MULTIPLE INTELLIGENCES APPLICATIONS}

IN PHYSICAL EDUCATION IN ELEMENTARY SCHOOL

Komarudin, Yogyakarta State

University...

..

..

39

BIG BALL GAME WITH KORFBALL

Lilik lndriharta, UpN "Veteran,, yogyakarta...

40

IMPROVING THE STUDENTS'EMOTIONAL _{INTELLIGENCE THROUGH THE PHYSICAL}

,

EDUCATION

Lismadiana, yogyakarta State University ..._....

41

WHEN POSITIVISM _{PAMDIGM BECOMES OVER DOMINANT IN PHYSICAL} EDUCATION

M. Hamid _{Anwar, yogyakarta State University...}

42

APPLICATION OF AWARENESS TRAINING MODEL TO _{ENHANCED PSYCHOLOGICAL} ASPECT OF _{VOLLEYBALL PLAYER}

Nasuka, Semarang State_University

43

PHYSIOLOGICALAND _{PSYCHOSOCIAL PROFILES OF FEMALEATHLETES}

IN

"MASCULINE" SPORT (A DESCRIPTIVE STUDY ON FEMALE ATHLETES

PARTICIPATING IN SOCCER, TARUNG

DMJATAND

BOXING) Nina Sutresna, lndonesia University of Education..._...

44

THEMPEUTIC MODALITIES IN _{RECOVERY PHASE TO ENHANCE ATHLETIC}

PERFORMANCE

Nov ita I ntan Arovah, yogyakarta State University ...

I

PI(f,tIDIf,€ OF IHE 3- INIERI{AIIOI{AT _{SEMITIAR OI{ SPORT AiIt} PHYSICAT EDUCATIOiI}

277

-?fi

283-&.

293 -

2g

300 -

36

307 - 311

312 - 3't7 '

318 - 325

326-32s

330 - 333

3U-y1

u2-u7

WHEN

POSITIVISM

PARADIGM BECOMES

OVER

DOM

PHYSICAL

EDUCATION

By:

M.

Hamid

Anwar

Yogyakarta State

University

Abstact

There are so many definitions about physical education, but one certain thing that always

concept is that physical education uses physical activity as a medium to realize the orientatio.r

c|

process. lronically, so many misconceptions happen in the pysical _{education teaching learning}

activity that is supposed to become a medium to get the _{educational goal, precisely have becarne}

This fact is supported by _{so many positivistic method in physical education sains development.} As matter as general understanding, positivism does not believe on metaphysics dimension. education has a certain object that cannot be separated from metaphisics system, that is human Thus, positivistics way of thinking has so _{many weakness to explore human beings' (students')}

not something wrong lvtlen positivism approach is implemented in the physical education developrnert

when it dominates, physical education is going to fall into mere technique and biomechanics education will becomes sains system that does not have sense of humanity values.

Keywords: Physical education, Positivism, Paradigm.

INTRODUCTION

Humans from various civilization knowand employ physical activities as their living ritual. As seer cultures, it is important to note that only few of the activities are similar to today's sport. ln

physical activities were closely related to local religious practices.

For decades sports have been used _{to depict competition and rules based physical activities.} human from daily routines. sports and games play _{various roles for centuries. ln old Greek, feasts}

and games, like when people worshipped the gods or as parts of funerals. Homer, a great writer

frrn

depicts sports in his work

entitled

l

_{iad and odyssey. physical contest like running, wresfling,}

hunting are preferred sports in _{old Greek era. Historical artefacts like paintings, statues, and}

that sports were also played in other old civilizations (Hutchinson and Lee, 1959: 5).

ln Rome empire, sports tended to be form of amusements for public. _{They were conducted to}

powerand _{authority of politic leaders. Then, in middle era, folk games clearly reflected gap of gender} class in society. Farmers, knights, and clerk men had different kind of sports fitting their social

$ar

pattern continues until the era of renaissance in sort of countries in Europe. ln the enlightment era,

closely liked to local cultures and ideology. After industrial revolution, sports were bordered by individrjds

since

1920s, sports totally changed; global society got more complex as complex as the growth _cf economy, culture, and education (Coakley, 2004: 92-93).

ln undang-undang sistem Keolahragaan Nas/bnalNo. 3year2005, sports can be divided into three

1) sport for achievement, 2) sport for education, and 3) sport for recreation. Referring to formal termi

lndonesia, sport is labelled as education for Physical, health, and recreation. Further, based on the

Grniculum , physical education is defined as follows

c

:6cdty

an integral part of the whole educational system aiming at developing

':rEss.

critical thinking skills, social skills, reasoning and moral behaviourthrough

ct$'c'es

(2003:

5)'

smde

definition for physical education is that it is not teaching about physical. ln are not the main goal, but only the means to achieve the goal. tndeed, physicat

frun

the teaching process, but that is not the main goal.

rTar-, :eacners and practitioners misinterPret the physical education- ln many cases'

-comes

the assesment point of the teaching. This might be a weak assumsion due

EErs

prior examination puts motoric skills as assesment point.

E

observe research room of some Physiscal Education Teacher Education in lndonesia'

:r

Ecilers

and s{udents concern more on physical matter only. Experiment approaches

are strong. ln result, physical education concern on problem of biomechanic and a

tok

on cuniculum structure in some PETEs in lndonesia, it is clear that bioscience

dring.

Physical education studies more problems of empirical data as a spesific mark

='Ec gate that some big amount of budget for education is far from the root of the society.

iucaEon

b€comes an alineating process placing students far away from real problem, and

sdve the rpoblems (Freire, 1996: 23). Education is too busywith the discipline development rnplication in society. Thatalso hits physicaleducation. some sludies are soscience that

?drty

and humanity dimension that is full of values and metaphysical problems.

he

(1798--1857), A French philospher known as a father of positivism. Positivism derives

rrrB

factual. tn positivism, our understanding cannot exceed facls. Thercfore, empirical science

Thefore, it is unqustionable that positivism denies philosophy known as metaphysisc'

of modern philosophy, positivism paradigm has big influence. The result can be seen

Eyelopment

of

science and technology. various kinds

of

technology findings become the

Ent

of a result and a process from experiment approach that marks the way of positivism.

lfrr'Yism

E "positivus, ponere"meaning to put. The complele meaning of positivism is a common

position concerning on factual aspect of science. Generally, positivism tries to explore

on the empirical data based sense. ln other words, positivism is a philosophy stream that

as the only and right source of knowledge and denies cognitive value of metaphysic (Lorens 3s8).

as a philosphical stream emerged in French in nineteen centuries. Auguste Comte pararelizes

I

nnitiation of world scientifically whose main job is limited on surface depiction, far from the five

He tries to prove that positivism stands on materialism or idealism. Due to this material,

this madzab is a sad poridge, a middle party of philosophy, destroying materialistic and idealistic

certain probem'.

n order to get a structured society, soul and mind must be fixed. Mind, to him, consists of 3 levels.

s teology explaining eveMhing with anay reasons exceeding destiny. Second level is metaphysic tyoygh abtraction. Level three is positif level neglecting the serious and determined cause and effect.

era

of

Comte should worship

positif.

Spirit

of

positif should be included in any discipline like in

physic, and biology. What is not positive is not experienced and therefore better to be included to

331

rn other sciences, positivism arso _{becomes the foundation. H. Taine (1g2g-,rg93)}

arso uses it. rn soo Emire Durkheim (1958-1917) arso bases _{on positivism. This arso happens in Engrand,}

especiary by

Stuart

Mi[

(1806-1873). This applies to all system (prof. l. R. poedjawUatn

a,

_{1gg7: 120_.121).} Historically, there are three phases in the development of positivism:

1.

The

first

supporters are comte, E. Littre, and p. _{Laffitte (French), J. s. Mi[ and spencer (Engrand).}

problems in theory (Comte) and _{logic (Mill), the main seat in positivism in on}

sociology.

2

second phase is in 1870-189os and relates to Mach and Avenarius. Both leaves formal knowledge on

objeciive objects becoming the mark of early positivism. ln Machism, problem of innitiation is defined fror

extreme psicolgism perspective, included in subjectivism.

The growth of rast positivism or neopositivism is rerated to wina circre activity

(o.

Neurath, carnap,

scfi

Frank) These two groups combine atomism, _{logism, logic positivism, and semantic. The main}

"on""rn

or fri

stream is _{philosophical problems on language, symbolic logic, structure}

of science trace, etc.

rne

supp{

take a pece _{way between logic and mathematic, as well as formal}

ephistomological problems. _{1t-orens oagri}

1996: 860).

POSITIVISM PARADIGM IN PHYSICAL EDUCATION

Education is a conscious, well prepared and _{systemic effort to do changes toward better quality of}

studert That is the essence _{of the definition of eduction. Physical education should attempt the same. ln}

aggre€

concept, physical education is _{an education that makes use of activity of physical education.}

object of sh,|d

believed till now is 'human in movement' _{meaning that movement is not waht should be}

observed, but more q

the berief _{that any humanity aspect is movement. Therefore, the}

core point is the movement

considering human and essence of humanity, all dimensions _{of humanity cannot be separated. ln som} discourses, problem of soul and body seems to be _{confrontated. ln brief, in any debateproblem of talking}

abcrJ

humn cannot be separated from _{its metaphysic aspect.}

Further, what is the _{relation between metahysisc and education? George R.}

Knight answers by emphasizirt

that old human society and the modern one in _{their socio-economy and scince are affected}

by perspective J

cosmology, teology, anthropology, and ontology. Therefore, beliefand practice of education cannot be separatq from the metaphysic believed. _{ln other words, metaphysic is a study on ultimate}

reality where any concept ir

education must be leaned to fact _{and reality, in order to be free from illusion. A different}

metaphysic belief wil

bring different system and approach in education. Even, metaphysisc _{beliefdirecty influences more on educationa} issues such as the core of curriculum, teachers'role, _{teacher-students relation, individuals and society,}

etc.

This is closely related to the special mark of positivism paradigm _{which does not believe in reality in}

thG

metaphysisc degree. To positivism, the truth in _{metaphysisc cannot be verified scientifically so}

that it does nd

deserve to be acknowledge as a science truth.

Further, one critidsm always emergds related to this paradigm _{isthatthe nature ofthe developed research in} this way of thought is a verification _{to the existing theories. Therefore, no new findings}

can be epected in the

physical education development. The wide range of horizone of _{physical education covering all dimensions ol}

humanity is trapped in the nanaow and _{dry mechanical and biological problems.}

ln this sense, it is clear that a force of method happens in a _{knowledge tradition. Education science which is}

included in humanioru (geisteswissenschaften) _{is apprcached, studied, and analyzed through the eyes}

ofscience (naturewissenschafen). _{Ephistomologically, two kinds of}

science have different characteristics. The principal

different lies on the problem of formal object in relation to the cause effect, and reasoning. _{science needs} reasoning (erKaren), and humaniora uses involvement or understanding (verstehen)

ot

_{hetmeneutics.}

The _{term education in lndoensia is always linked to the representation}

of two harmonious processes; _transfer of knowledge, and transfer of value. The first process, _{with positivism, might result in no problem. Howeve(}

it is 332

|

pRocEEoHG _0F

i-=

-

ghly expected to get the meaning of any teaching through a unity lvhich later .

ru

Cnc€ again, positivism fails in this area'

rr.-3-.rdeflnitionsandpracticesisexpectedtoputphysicalactivitiesasamedium

tr #a

soal of education From various studies' to

achieve:::"t::':i"""::"':i;

:-:;;ffi il;.i*" ***"'

rherfeore' a pattern of education sivins relevan

rr *.

ce gained.

rEffi

:'€t

physical education is dominated bv positivism

?:i':]lY.:ll'^,:::"::::*:

f *

"iltimeniali*,"*'t,

rn"nr

'"anings'

values' and humanity analysis disappear

>,'sicaleducationfallsinthecornerofbiologicalandmechanicalspacethatdisallow

t't

Sffity

tssues and Contoversies' (Boston:

Mccraw-lll1i!-0:l'33;

1,"*-i

"i

"r,

"

n rwanan, diteriem

aho"

t]:!!I'

y:1::9:Y:i

iffi[ffi;;;;;;;

;^N

AUGUSTE

coy]:

l::::

I""uan

rematik o"n lrl"toaofogO, ./ umal Filsafat' Desember 2OO3' Jitid 35' Nomor 3

^^

o^-'ri^itian

.lasmani SMA

&

MA Departemen

:.;;; ffid;l'-ru*

t"'"i"t"n

Pendidikan Jasmani

sMA &

MA

--

,*"'

Pusat Kurikulum' Balitbang Depdiknas: 2003

-

a*"f",t,

1,Lf^rArPT'

Gramedia Pustaka Utama' 1996)

PROCEEDING OT THE 3'd II{TERI{AIIOI{AL SEMITIAR OII