Sport Pedagogy and Well-Being: A Phenomenological Approach

The main goal of this study is to reflect on the concept of well-being and its links to sport and education through the lens of a phenomenological approach focused on sport pedagogy as a science of human health and sport sciences. I argue that well-being is not something stable whose meanings are given once and for all. Rather, well-being is changeable, and thereby related to the meanings that individuals create to make sense of their life. Well-being is thus an existential condition experienced by human beings as a unity of body-mind-spirit which enables humans flourish through movement and playing games. This leads us to a notion of sport as a monad/set of experiences related to the body, movement and play. For this reason, sport represents one of the best form and ways of flourishing for human beings, who, through sport, can holistically achieve the complete fulfillment of their original and natural condition of openness-to-transcendence, being-in-the-world and being-with-others. To conclude, the study argues that sport pedagogy, as a human science, needs to