The deficiencies of physical education in Taiwan led the writer to consider the benefits of somatic education. One main deficiency is the overemphasis on goal-oriented sport skills. Somatic education provides a shift in focus to the process and experience of bodily movements. This dissertation offers an alternative for physical educators and introduces somatic education to the field of physical education.
This is accomplished through the development of a new physical education course applying Eastern and Western somatic concepts and practices. The writer reviews philosophic perspectives of physical education in America and extends this review through an examination of the philosophic background of Somatics and somatic education. Investigating the somatic forms of East and West, the writer finds their meeting place in the human "soma". As a result, differences and similarities are clarified. Eastern somatic forms are based on the concept of Chi (grounded energy), whereas, Western somatic forms are based on the study and understanding of Anatomy and Physiology. Both emphasize that mind and body are a single entity, and place priority on the importance of somatic awareness.
Following a review of the various Eastern and Western somatic systems, four Eastern approaches — Chi Kung, Tai Chi practices, So-tai technique and Hatha Yoga, and eight Western approaches — Body-Mind Centering, Alexander Technique, Awareness Through Movement, Laban Movement Analysis, Bartenieff's Fundamentals, Ideokinesis, Continuum, and Eurhythmics were selected for inclusion. Their basic principles, methods and benefits for movement education are identified. In addition, the value of applying the principles of somatic education in schools was revealed in the course of this study.
Based on her practical experiences and theoretical studies, the writer establishes for the course purposes, content, schedules, and assessment methods. The result is a two-semester course and two workshop experiences for in-service teachers.
This dissertation is to be regarded as a preliminary study. A more complete analysis of Eastern and Western somatic systems is needed. Recommendations for further work are offered. A somatic education course for all prospective educators is needed; one which applies and integrates Eastern and Western somatic approaches to all teaching and learning.