By Kenneth Aggerholm
‘Why don’t younger athletes in recreation simply quit?’ beginning with this query and drawing on existential philosophy, phenomenology and hermeneutics, expertise improvement, Existential Philosophy and game seeks a deeper knowing of the event of being a skilled younger sportsperson striving to turn into an elite athlete.
As a substitute for traditional ways to expertise improvement ruled via a worldview of instrumental rationality, the ebook introduces key principles from academic philosophy to explain expertise improvement throughout the suggestion of elite-Bildung. It pursues an existential figuring out of constructing in game as a strategy of freedom, self-transcendence, striving for excellence and build up habits.
The e-book highlights various ambiguous and exciting existential phe- nomena – so much prominently ask yourself, query, expression, humour and repeti- tion – and divulges an existential layer of which means inside of expertise improvement in activity, which could facilitate the method of changing into an elite athlete and provides younger athletes each cause to not quit.
By deepening our knowing of functionality and improvement in recreation, and the method of changing into an elite participant, this ebook is critical examining for any severe pupil or researcher operating within the philosophy of recreation, activities training, activities improvement, activity psychology or utilized game technological know-how.
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Extra resources for Talent Development, Existential Philosophy and Sport: On Becoming an Elite Athlete
Example text
G. when athletes right after training are told to think of good and bad things they did. Many athletes also work with a ‘mental coach’. But in the perspective of elite-Bildung, the freedom of athletes is not realised by withdrawing from their engagement to objectify it through mental training, quantifying evaluation or other kinds of objectifying reflection. Freedom is not detached from action, it is engaged in it as an aspect of human intentionality. As Sartre (2003, 498) described it, “human Talent development as elite-Bildung 39 reality does not exist first in order to act later; but for human reality, to be is to act, and to cease to act is to cease to be”.
Being and Time. Translated by J. Stambaugh. Albany: State University of New York Press. Hoberman, J. 1988. J. Morgan and K. Meier. 319–27. Hoberman, J. 1992. Mortal Engines: The Science of Performance and the Dehumanization of Sport. New York: The Free Press. Husserl, Edmund. 1970. The Crisis of European Sciences and Transcendental Phenomenology. Translated by D. Carr. Evanston, IL: Northwestern University Press. Husserl, Edmund. 1983. Ideas Pertaining To A Pure Phenomenology And To A Phenomenological Philosophy.
Cambridge, MA: MIT Press. 2 To be, or to have a talent, that is the question An appropriate question to ask in a study of talent development would have to be: what is a talent? Obvious as this may seem, the use of this notion is rarely reflected on and its meaning is therefore often ambiguous. People often talk about talented athletes, singers, dancers, researchers and so on, but talent is a very open notion in which most opinions and theories can find their reflection. It is therefore in danger of becoming a kind of ‘empty concept’.