Goals and Values in Physical Education

Mykola Sainchuk is a Ukrainian scholar specializing in physical education and sports, with over 12 years of teaching and research experience following the completion of his PhD.

• Introduction Part 1: Theoretical justification of the link between goals and values. Affective domain in labyrinths of goals and values of physical education. 1. Explaining the interconnection between goals and values through the lens of cause-and-effect relationships. 2. Goals and values of physical education as the main 'ingredients' of the philosophy of physical education. The role and significance of the affective domain in this philosophy. 3. Educational and value status of physical education and vectors of preventing and resisting marginalisation: Grounded Theory literature review Part 2: Value determinism of physical education goals: operating at the level of ideas 4. The dependence of the goals of physical culture and sports in the Soviet Union on the philosophical ethics (values) of the ruling regime 5. Revision of the goals and values of physical culture and sports in the Soviet Union in accordance with their philosophical ethics 6. The geopolitical shift in the post-USSR world as a trigger for re-evaluating the goals and values of physical education Part 3: The value potential of the affective domain in/for physical education: theoretical perspectives and practical application in the educational process 7. Affective domain and pedagogies of affect as an approach to activating the affective domain in physical education 8. The idea prospectus for implementing the affective domain in the pedagogy of embodiment. "Kinesthetic pleasure" as an option for realising the internal dimension of the affective domain in physical education Part 4: Affective domain in the labyrinths of students' visions: findings from the research project "development and enactment of pedagogies of affect in physical education" 9. Students' goal orientations as an indicator for identifying personal and institutional philosophy of physical education 10. Students' understanding and commitment to the affective domain and the pedagogies of affect 11.Conclusion