Philosophy of Sport: Key Questions provides an accessible and comprehensive guide to the philosophy of sport. Each chapter is framed by a question that explores the main issues, ideas and literature in the field ranging from questions about the nature and value of sport, the sporting body, aesthetics and ethics. Students are given the opportunity to consider significant debates in the philosophy of sport and each chapter is supplemented by independent study questions. Each section also contains short insightful interviews with eminent scholars in order to give a broader understanding of the history and development of the subject.
The main themes covered within this text include: the nature of sport; sport and the body; aesthetics and the aesthetic value of sport; a consideration of fair play, rules and the ethos of sport; the nature of competition; the application and effect of technology on sport and introductions to contemporary ethical issues such as doping, violence, disability, patriotism, elitism and sexual equality, as well as a broader reflection on the connection between sport and moral development.
The capacity to think critically is essential for success in sport courses in higher education. Critical Thinking for Sports Students provides all those involved in the study of sport with the tools to assess, construct, and present arguments and to analyse and evaluate material. The emphasis is on the application of critical thinking in the form of written arguments, discussion, and negotiation. Throughout, the text and examples are presented within the context of sport, helping students to more easily apply their learning to their subject area.
“Critical Thinking for Sports Students is an excellent addition to the Active Learning in Sport series. This book ought to be adopted as a required text for students pursuing undergraduate studies in sport. Though this book is geared towards students, it is well worth reading by lecturers teaching on undergraduate and graduate courses and by the general reader interested in developing good thinking.” (Edwards, 2011: 462)