FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W2502148304> ?p ?o ?g. }

• W2502148304 abstract "In this paper, the authors examine the growing trend of physical culture in deaf education and societal perspectives of physical fitness for deaf human bodies as they attended schools in preparation for jobs in agricultural and industrial workplaces in the United States during the nineteenth century. Contributing factors to the emergence and maintenance of physical culture in schools for the deaf and the benefits of physical fitness for deaf human bodies are examined as well. At the time, some benefits of physical fitness for deaf human bodies included graceful body postures, strong body tones, increased lung capacity, reduced personal defects and prevention of reoccurring illnesses. Increased lung capacity was perceived as an asset to improved articulation for deaf human bodies who were learning to speak. With increased efforts toward the implementation of physical education in schools, as pushed by Horace Mann, Henry Barnard, Catharine Beecher, and other educational reformers, the schools for the deaf eventually followed the national trend in educational reform during the mid-nineteenth century. The physical education movement promoted for the sound dualism of body and mind for wholeness of a human body. The movement, propelled by growth of urbanization and waves of immigrants, responded with hope to reduce juvenile delinquency and idleness. In 1861, Daniel Hebard from the Ohio Institution for the Deaf published a paper, Physical Training for Deaf-Mute , recommending for an educational program in physical training in schools for the deaf. He called for schools for the deaf to begin teaching physical exercises to reduce personal defects associated with deafness and gender and to increase physical features to level the playing field. Hebard’s paper initiated deaf education community dialogue on implementing physical curriculum and instruction. Educational practices for physical education curriculum, designed specifically for deaf human bodies, are examined in this paper. In addition to the growing organized ball sports (e.g., base-ball and football) in the communities, schools for the deaf responded to the trends by providing a platform for recreational activities, physical education and eventually competitive sports for deaf human bodies as they compete with deaf peers at schools for the deaf and with hearing peers at local schools. With findings from school curricula, scholarly publications and archival documents, the authors further discuss cultural, social, economical actions that schools for the deaf employed for fostering physical culture to improve physical abilities within deaf human bodies. Administrators and educators of the deaf at the time promoted physical education, because they were increasingly aware of positive effects of physical fitness on long-term health for deaf human bodies." @default.
• W2502148304 created "2016-08-23" @default.
• W2502148304 creator A5069325303 @default.
• W2502148304 date "2016-02-26" @default.
• W2502148304 modified "2023-09-25" @default.
• W2502148304 title "Deaf Human Bodies and Nineteenth Century Physical Education" @default.
• W2502148304 hasPublicationYear "2016" @default.
• W2502148304 type Work @default.
• W2502148304 sameAs 2502148304 @default.
• W2502148304 citedByCount "0" @default.
• W2502148304 crossrefType "journal-article" @default.
• W2502148304 hasAuthorship W2502148304A5069325303 @default.
• W2502148304 hasConcept C142724271 @default.
• W2502148304 hasConcept C144024400 @default.
• W2502148304 hasConcept C15744967 @default.
• W2502148304 hasConcept C169710862 @default.
• W2502148304 hasConcept C19417346 @default.
• W2502148304 hasConcept C204787440 @default.
• W2502148304 hasConcept C2780510313 @default.
• W2502148304 hasConcept C36289849 @default.
• W2502148304 hasConcept C71406770 @default.
• W2502148304 hasConcept C71924100 @default.
• W2502148304 hasConceptScore W2502148304C142724271 @default.
• W2502148304 hasConceptScore W2502148304C144024400 @default.
• W2502148304 hasConceptScore W2502148304C15744967 @default.
• W2502148304 hasConceptScore W2502148304C169710862 @default.
• W2502148304 hasConceptScore W2502148304C19417346 @default.
• W2502148304 hasConceptScore W2502148304C204787440 @default.
• W2502148304 hasConceptScore W2502148304C2780510313 @default.
• W2502148304 hasConceptScore W2502148304C36289849 @default.
• W2502148304 hasConceptScore W2502148304C71406770 @default.
• W2502148304 hasConceptScore W2502148304C71924100 @default.
• W2502148304 hasLocation W25021483041 @default.
• W2502148304 hasOpenAccess W2502148304 @default.
• W2502148304 hasPrimaryLocation W25021483041 @default.
• W2502148304 hasRelatedWork W1987527488 @default.
• W2502148304 hasRelatedWork W1992256644 @default.
• W2502148304 hasRelatedWork W2013327765 @default.
• W2502148304 hasRelatedWork W2029833186 @default.
• W2502148304 hasRelatedWork W2030506426 @default.
• W2502148304 hasRelatedWork W2062971788 @default.
• W2502148304 hasRelatedWork W2095716657 @default.
• W2502148304 hasRelatedWork W2105559233 @default.
• W2502148304 hasRelatedWork W2143750685 @default.
• W2502148304 hasRelatedWork W2145578845 @default.
• W2502148304 hasRelatedWork W2332384984 @default.
• W2502148304 hasRelatedWork W235655021 @default.
• W2502148304 hasRelatedWork W2477439408 @default.
• W2502148304 hasRelatedWork W2570511438 @default.
• W2502148304 hasRelatedWork W2772532042 @default.
• W2502148304 hasRelatedWork W2801852761 @default.
• W2502148304 hasRelatedWork W2950956963 @default.
• W2502148304 hasRelatedWork W590550441 @default.
• W2502148304 hasRelatedWork W8638429 @default.
• W2502148304 hasRelatedWork W1643579030 @default.
• W2502148304 isParatext "false" @default.
• W2502148304 isRetracted "false" @default.
• W2502148304 magId "2502148304" @default.
• W2502148304 workType "article" @default.