Deck 11: The Impact of Science and the Concept of Health on the Theoretical Andprofessional Development of Physical Education: 1885 - 1930

Question 1

Which of the following is true? During the 19^th century

A) a major concern of both Americans and Europeans was health.
B) health promotion in the form of health enhancement techniques and benefit were popular in America.
C) the occurrence of disease in America was routine.
D) the state of medical knowledge during this era was very poor. As a result, physicians and other "healers" were not very good at treating illness and enhancing health.
E) All of the above.

Answer 1

E

Question 2

Which of the following is true?

A) As we approach the new millennium, physicians, physical educators, and other allied health professionals continue to investigate the link between health and its relationship with the mind and body.
B) The dualistic approach to understanding issues concerning health has been an area of interest for centuries.
C) It was during the nineteenth-century that a dialogue between physicians and physical educators began over the relationship between mind and body with regard to health.
D) All of the above.
E) B and C only.

Answer 2

D

Question 3

The concept of health by definition during the nineteenth-century required the individual to demonstrate he/she had which of the following?

A) balanced constitution
B) good temperament
C) good moral character
D) the belief that a healthy mind resided in a healthy body
E) All of the above.

Answer 3

E

Question 4

The election of President Andrew Jackson in 1828

A) ushered in an era where the "common man" was embraced by Jackson as the backbone of the nation.
B) resulted in an atmosphere of essential distrust of the intellectual and economic elite by the "common man".
C) common people did not like the professional monopolies of the lawyers and physicians.
D) All of the above.
E) None of the above.

Question 5

During this era, which of the following occurred?

A) Biology became the premiere science.
B) Health Reform was a major issue.
C) The work of Charles Darwin had a major impact upon society.
D) There was great social and institutional change (radical change) in America.
E) All of the above.

Question 6

The emergence of the American middle class and attendant bureaucratic society

A) came about during the 19^th century.
B) was based upon (1) specialization and (2) expertise.
C) fashioned a whole new set of values, ideas, and beliefs.
D) was the basis upon which the emerging profession of physical education began to build its theory base.
E) All of the above.

Question 7

Professional Development during this era

A) nurtured the new disciplines that were springing up in science.
B) enabled colleges and universities to become more professional.
C) saw medicine developing sub-disciplinary groups.
D) One such sub-disciplinary group was physical education.
E) All of the above.

Question 8

Who called the meeting of November 27, 1885 that brought professionals in the field of physical education together?

A) Dudley Sargent, M.D.
B) Wm.G. Anderson, M.D.
C) Catherine Beecher
D) Dr. Dio Lewis
E) None of the above.

Question 9

Which of the following is true?

A) Forty-nine (49) people attended the November 27, 1885 meeting.
B) The "Battle of the Systems" was one of the topics discussed at the November 27, 1885 meeting.
C) 25 of those in attendance at the November 27, 1885 meeting were physicians.
D) As a result of the meeting on November 27, 1885, the American Association for the Advancement . of Physical Education was formed.
E) All of the above.

Question 10

With regard to the development of physical education in the later part of the nineteenth-century, which of the following was true?

A) The mind is in part a product of our biology.
B) Character can be acquired through the exercise of the will.
C) The identification of neural pathways was used to build a strong case for exercise as essential to the healthy, integrated self.
D) All of the above.
E) A and C only.

Question 11

With regard to evolution, what did physical education believe?

A) The theory of evolution was combined with physiological assumptions about the relationship between mind and body to justify physical education.
B) Exercise was believed to be a measure of biological improvement.
C) Improvements in physical stature were symbolic of mental and moral improvements as well.
D) Physical education was of benefit to the human race because individual physical improvements would enhance the entire evolutionary process of the human race.
E) All of the above.

Question 12

Randolph Fairies reported to the 1894 AAAPE meeting that

A) men who exercised had well developed convolutions of cerebral mass.
B) the Cerebral mass of "idiots" was almost always smooth.
C) intelligence could be physiologically observed and controlled through exercise!
D) All of the above.
E) None of the above.

Question 13

During the Golden Age of Anthropometric Measurement (1885-1900)

A) anthropometry was used by many different disciplines, including physical education.
B) anthropometry incorporated scientific theories and tools which boosted the academic status of physical education because physical education could claim that it used the science of anthropometry as part of its research agenda.
C) one sign of health was the attainment of an "ideal form" by humans. Physical education used . anthropometry to determine the ideal proportions of man and woman.
D) All of the above.
E) A and B only.

Question 14

Which of the following is true? Between 1885-1900

A) the questions generated by physical educators were influenced by post - Darwin thought.
B) Anthropometry was a very popular research tool.
C) Physical education believed that the means to improve the physical, mental, and moral aspects of the race was through exercise.
D) All of the above.
E) None of the above.

Question 15

Dr. George Fitz, a research physiologist at Harvard's Lawrence Scientific School

A) admonished his physical education colleagues on their lack of high quality research.
B) cautioned the AAAPE that physical education must not rely on general assumptions that are not based on the findings of science.
C) believed that many of the so-called theories used by physical educators were valueless because they were not based on scientific experiments or experience but instead were accepted a priori (based on assumptions or other theories).
D) many physical educators disagreed with Fitz on the scope of physical education and believed, as did Dr. Edward Hartwell, that physical education was central to being human which exasperated the scientific minded Fitz.
E) All of the above.

Question 16

Which of the following is true?

A) During the late nineteenth century, the primary pedagogical methods of physical education were gymnastics, calisthenics, and exercise programs.
B) The best known of these physical education programs were based on the work of the German system of gymnastics developed by Friedrich Jahn.
C) The German Turners who immigrated to the United States believed in the value of physical education and actively campaigned for mandatory physical education in the nation's schools.
D) All of the above.
E) B and C only.

Question 17

The "Battle of the Systems"

A) was over which physical education program was better, German gymnastics or Swedish gymnastics.
B) the members of AAAPE paid no attention to this "battle".
C) Both the German system and the Swedish system reflected the contemporary thinking of the time, which sought to develop bodily symmetry through disciplined, well-ordered, and progressively graded exercises.
D) A and B only.
E) None of the above.

Question 18

With regard to the changing scope of the profession of physical education, which is true?

A) Those people who resisted reform in PE continued to promote gymnastic exercises as the heart of PE and believed anthropometry was the central core of research in PE.
B) The people who sought reform based their reform on Play Theory which utilized play, games, and sports, as the methodology of physical education.
C) The attitude toward reformism was unique to physical education and did not involve cultural transformation in any sense.
D) All of the above.
E) A and B only.

Question 19

Which of the following is true?

A) The professional preparation of physical education teachers was, and remains today, a critical issue
B) During the nineteenth century, many physical educators were trained in private normal schools.
C) The majority of the leadership in AAAPE were physicians. As a result, a medical degree was required for physical educators who desired to teach in a college or university during the later part of the nineteenth century.
D) Dio Lewis and Catherine Beecher designed a physical education curriculum that was exclusively used for women students.
E) All of the above.

Question 20

Dudley Sargent

A) operated the Harvard Summer School of Physical Education in 1887.
B) graduated more than 5,000 students.
C) Did not contribute much to the professional training of PE teachers.
D) None of the above.
E) A and B only.

Question 21

Beecher's system was exclusively for women.

Question 22

Beecher was opposed to the use of weight training of any kind and frowned upon her students who sought to develop strong and beautiful bodies.

Question 23

The majority of people who attended the November 27, 1885 meeting were public school teachers, not physicians.

Question 24

The first professional organization of physical educators was known as "American Association for the Advancement of Physical Education" (AAAPE).

Question 25

The development of a theoretical basis for physical education was not considered important by
AAAPE.

Question 26

Cultural values of the middle class did not have a significant impact upon the development of the theoretical basis in physical education.

Question 27

Physical education was not influenced by the 19^th century reform movements that believed in both "physical and moral perfection".

Question 28

A strong Social Reformist attitude was one of the primary goals of physical education in the 19^th century.

Question 29

The belief that physical education was good for both the community and the individual was not important to developing physical education's theory base.

Question 30

Theoretically, physical education never did embrace the psychosocial and behaviorist goals that were popular with educators during the period from 1917-1930.

Question 31

The discussion of the nature of the will and its relationship with the body was the focus of research and scholarly work in physical education during this era.

Question 32

According to Wilhelm Wundt, will was related to character in that it was both physically inherited and socially acquired. This was significant to physical education because physical education claimed the expertise to develop strong and healthy people and thereby contribute to the formation of positive character and will.

Question 33

The influence of evolutionary principles in the latter half of the 19^th century affected attitudes about health, exercise, and bodily development of women.

Question 34

Health was especially important for women.

Question 35

The procreative function of women gave them a special need for physical education.

Question 36

Exercise for women was enthusiastically endorsed by men and women physical educators.

Question 37

Physical education prepared women for motherhood; health was essential to that role.

Question 38

The female nervous system received a great deal of attention during the latter half of the 19^th century. Dr.E. Clarke believed that the demands of intellectual education (college education) would unduly tax their nervous system causing women to fail. Many of Clarke's contemporaries disagreed with him, however, the inclusion of physical education programs in colleges and universities was in part a response to the concerns voiced by Clarke.

Question 39

From the beginnings of AAAPE, there has been a constant effort to improve the professional preparation of physical education teachers.

Question 40

California passed a law in 1866 that required mandatory PE and health instruction. Ohio passed a law in 1892 requiring that physical culture be taught in the state's larger schools. The German Turners pushed hard for this law.

Question 41

The German Turners were a significant force in the United States relative to arguing in favor of mandatory PE in the public schools.

Question 42

The military draft of World War I had little or no impact upon the development of mandatory PE in the nation's schools.

Question 43

In 1903, Dr. Ernst H. Spooner addressed his peers at a meeting where he voiced his concern that quacks and charlitans with no formal training in physical culture advertise their "expertise" in the public press.