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TWENTIE Jennifer L. Walton-Fisette
EDITION Deborah A. Wuest-�---
 Contents vii

Self-Assessment Activities 255 CHAPTER lQ

References 256
CHAPTER 9 An Overview 29 3
Sport and Physical Activity Psychology 258
Sport and Physical Activity
Psychology 259
Definition and Scope 259
Areas of Study 259
Psychological Benefits of Physical
Activity 261
Motivation 263
Exercise Adherence 264
Understanding Behavior Change 265
Promoting Adherence 268
Personality 270
Nature ofPersonality 270
Personality and Sport 270
Anxiety and Arousal 274
Nature ofAnxiety and Arousal 274
Why Does Arousal Influence
Performance? 274
Anxiety, Arousal, and Performance 275
Goal Setting 277
Types of Goals 277
How Goal Setting Works 277
Principles of Effective Goal Setting 278
Enhancing Performance through
Self-Talk 280
Nature of Self-Talk 280
Types of Self-Talk 281
Application of Self-Talk 281
Modifying Self-Talk 282
Mental Imagery to Enhance
Performance 283
Nature ofImagery 283
Uses of Imagery 284
Intervention Strategies 286
Summary 288
Discussion Questions 288
Self-Assessment Activities 289
References 289
Physical Education Pedagogy 292
Physical Education Pedagogy:
Definition and Scope 293
Areas of Study 294
Standards-Based Education 29 5
Curriculum Development 296
Curriculum Models 300
Skill Themes 300
Personal and Social Responsibility 301
Teaching Games for Understanding/Tactical
Games Model 302
Sport Education 303
Fitness Education 305
Adventure Education 305
Outdoor Education 306
Cultural Studies 306
Assessment and Accountability 307
Types ofAssessment 307
Characteristics of Effective Teaching 31 O
Differences and Diversity in Physical
Education 314
(Dis)ability 315
Gender 316
Body Issues 317
Race, Class, and Sexuality 319
Summary 321
Discussion Questions 321
Self-Assessment Activities 322
References 322
III
Careers and Professional
Considerations 325
C HAPTER 11
Career and Professional Development 326
Careers in Physical Education, Exercise
Science, and Sport 327
Choosing a Career 330
viii Contents

Maximizing Professional Preparation 332 Rewards, Benefits, and Challenges of

Attaining a Professional Position 340
Professionalism 345
Leadership 345
Advocacy 346
Accountability 347
Cultural Competency and Cultural
Humility 347
Ethics 347
Role Modeling 349
Involvement and Continued Professional
Development 349
Service 349
Professional Organizations in Physical
Education, Exercise Science, and
Sport 349
Why Belong to a Professional
Organization? 350
Professional Organizations 351
Summary 354
Discussion Questions 354
Self-Assessment Activities 355
References 356
CHAPTER } 2
Teaching and Coaching Careers 357
The Teaching Profession 358
Why Teach? 358
Rewards, Benefits, and Challenges
of Teaching 359
Competencies for Teachers 360
Contemporary Physical Education and
Physical Activity Initiatives 362
Quality Physical Education 362
Comprehensive School Physical
Activity Program 364
Teaching Responsibilities 366
Teaching Careers 366
Teaching in the School Setting 366
Teaching in Nonschool Settings 372
Teaching Certification 375
Coaching Careers 376
Why Coach? 376
Coaching 377
Teaching and Coaching 378
Coaching Responsibilities 379
Securing a Coaching Position 380
Coaching Education and Certification 381
Burnout 382
Increasing Your Professional Marketability 383
Summary 387
Discussion Questions 387
Self-Assessment Activities 388
References 389
CHAPTER 13
Fitness- and Health-Related Careers 390
Fitness- and Exercise-Related Careers 391
Worksite Wellness Programs 393
Commercial and Community
Fitness Programs 395
Personal Trainers 398
Health and Wellness Coaches 398
Strength and Conditioning
Professionals 399
Rehabilitation Programs 400
Career Preparation 400
Health-Related Careers 403
Athletic Training 403
Health and Weight Management
Clubs and Spas 405
Therapy-Related Careers 407
Dance/Movement Therapy 407
Therapeutic Recreation/Recreation
Therapy 408
Kinesiotherapy 408
Physical Therapy 408
Chiropractic Care 409
Increasing Your Professional
Marketability 410
Summary 412
Discussion Questions 413
Self-Assessment Activities 414
References 414
 Contents ix

CHAPTER 14 Summary 437

Sport Careers 416 Discussion Questions 438

Sport Management 418 Self-Assessment Activities 439
Careers in Sport Management 421
References 439
Athletic Administration 421
Collegiate Recreation 42 2
Corporate Recreation 423 IV
Sport Facilities Management 423 Future Professionals as Leaders and
Sport Retailing 424 Advocates 44 3
Sports Marketing 425
Career Opportunities in Professional
and Sport Organizations 426 CHAPTER 15
Sport Analytics 427 Future Professionals as Leaders and Advocates 444
Careers in Sport Media 427
Leadership in Physical Activity 444
Sport Broadcasting 428
Leadership in Physical Education
Sportswriting and Journalism 429
and Youth Sport 446
Sport Photography 430
Advocacy 447
Sports Information 430
Current and Future Trends 449
Web Development and Social Media 431
Performance and Other Sport Careers 432 Summary 451
Dance 432
Discussion Questions 451
Professional Athletics 432
Officiating 433 Self-Assessment Activities 452
Sport Law and Agency 434
References 452
Entrepreneurship 435
Increasing Your Professional
INDEX I-1
Marketability 436
W as physical education or anatomy and
physiology one of your favorite classes?
Were you a high school athlete or did you play a
club sport? Are you interested in fitness, physical
activity, and sport? Most importantly, are you con-
sidering a career in a human movement field such
as a physical education teacher, exercise specialist,
personal trainer, or sport administrator? Then this
text is for you! Come join us on this educational
journey to learn about physical activity, physical
education, and sport. We will provide you with the
most up-to-date information while recognizing that
the dynamic field of kinesiology and its disciplines
are ever changing in this fast-paced, technology-
driven society in which we live.
We challenge students from the beginning of
their careers to commit to ongoing development
and growth as professionals in their disciplines.
Students are encouraged to be advocates for physi-
cal activity and quality physical education, to value
diversity and appreciate its many forms, and to
work toward making opportunities to participate in
physical activity available to all people throughout
their lifespan. We hope that, as young leaders, they
will work collaboratively with other dedicated pro-
fessionals to address the issues facing us, the chal-
lenges ahead, and the realization of physical
education, exercise science, and sport's potential to
positively contribute to the lives of all people.
x
ORGANIZATION
The 15 chapters of this book are organized into 4
parts. Part I provides students with an orientation
to the field of kinesiology along with the field's dis-
ciplines. Chapter l focuses on the meaning and
scope of contemporary physical education, exercise
science, and sport. Emphasis is placed on under-
standing the scope of the disciplines and commit-
ting to professional development. In Chapter 2,
students are introduced to the philosophy, goals,
and objectives of physical education, exercise sci-
ence, and sport. The last chapter in this part, Chap-
ter 3, discusses the health and physical activity
levels in our society, particularly in relation to the
changing demographics, wellness movement, and
fitness and physical activity movement.
In Part II, the historical foundations of the field
and an overview of some of the disciplines are pre-
sented. The historical foundations are covered in
Chapter 4, including our heritage from other coun-
tries and the significant influences on the growth of
the field in the United States. In Chapter 5, an over-
view of motor behavior is provided. Chapter 6, bio-
mechanics, is written by Dr. Deborah King, Ithaca
College. Chapter 7 with its focus on exercise physi-
ology and fitness follows. In Chapter 8, an overview
of sport sociology is presented, and Chapter 9 pro-
vides information on sport and exercise psychology.
xii Preface
We hope that readers will gain knowledge and
inspiration through the topics and issues discussed
in this text. We hope that they will aspire to be fu-
ture leaders and agents of change as physical educa-
tion, exercise science, and sport professionals.
SUCCESSFUL FEATURES
The following pedagogical aids have been incorpo-
rated into this textbook:
Instructional Objectives. At the beginning of
each chapter, the instructional objectives and com-
petencies to be achieved by the students are listed.
This identifies for the students the points that will
be highlighted. Attainment of the objectives indi-
cates the fulfillment of the chapter's intent.
Summaries. Each chapter ends with a brief re-
view of the material covered, assisting the students
in understanding and retaining the most salient
points.
Discussion Questions. At the end of each chap-
ter, discussion questions are provided to stimulate
critical thinking. Students are encouraged to share
their perspectives with their classmates and to ex-
plore different solutions to the problems and issues
presented.
Internet Resources. Each chapter includes a Get
Connected box, which lists Internet sites that pro-
vide up-to-date information about relevant topics.
The self-assessment exercises include activities that
draw on these Internet resources.
Self-Assessment Activities. Self-assessment ac-
tivities are presented at the end of each chapter to
enable students to check their comprehension of
the chapter material. More activities using technol-
ogy resources and tools are included.
References. Each chapter provides up-to-date
references to allow students to gain further infor-
mation about the subjects discussed in the chapter.
Photographs. Carefully chosen photographs,
many new, have been used throughout the text to
enhance the presentation of material and to illus-
trate key points.
Writing Style. Foundations of Physical Educa-
tion, Exercise Science, and Sport has been written
in a style that students find readable and that pro-
vides them with important insights into the founda-
tions and the roles of physical education, exercise
science, and sport in the world today. Students will
find substantial information about the career and
professional opportunities that exist for knowledge-
able, dedicated, and well-prepared professionals
committed to the promotion of lifespan involve-
ment in physical activity for all people.
The twentieth edition of Foundations of Physical
Education, Exercise Science, and Sport is now avail-
able online with Connect, McGraw-Hill Educa-
tion's integrated assignment and assessment
platform. Connect also offers SmartBook® 2.0 for
the new edition, which is an adaptive reading expe-
rience proven to improve grades and help students
study more effectively. All the title's website and
ancillary content is also available through Connect,
including:
• An Instructor's Manual for each chapter.
• A full Test Bank of multiple-choice questions
that test students on central concepts and ideas
in each chapter.
• Lecture Slides for instructor use in class.
TEST BUILDER IN CONNECT
Available within Connect, Test Builder is a cloud-
based tool that enables instructors to format tests
that can be printed or administered within a LMS.
Test Builder offers a modern, streamlined interface
for easy content configuration that matches course
needs, without requiring a download.
Test Builder allows you to:
• access all test bank content from a particular title.
• easily pinpoint the most relevant content
through robust filtering options.
• manipulate the order of questions or scramble
questions and/or answers.
• pin questions to a specific location within a test.
• determine your preferred treatment of algorith-
mic questions.

Chapter 10 focuses on physical education pedagogy
and provides information on curriculum, teaching,
and assessment.
Part III, which consists of four chapters, ad-
dresses professional considerations and career op-
portunities, including enhancing professional
marketability. Chapter 11 focuses on professional
development, including professional responsibili-
ties, ethics, and certification. This edition includes
information on social media and its use in network-
ing and securing an internship and/or job. Chapter
12, on teaching and coaching careers, shows how
opportunities for these careers have broadened
from the school setting and school-age population
to nonschool settings and people of all ages. In
Chapter 13, employment opportunities for profes-
sionals interested in fitness- and health-related ca-
reers are discussed. Careers in sport management,
sport communication, performance, and other
sport-related careers are described in Chapter 14.
Part IV explores how professionals can be lead-
ers and advocates and looks ahead to the future.
The final chapter, Chapter 15, addresses two key
professional responsibilities: leadership and advo-
cacy. The textbook closes with a discussion of cur-
rent and future trends.
HIGHLIGHTS OF THIS EDITION
The 20th edition of Foundations of Physical Educa-
tion, Exercise Science, and Sport continues its dual
emphasis on providing students with an overview
of disciplinary knowledge and encouraging them to
explore the expanding career opportunities. This
edition reflects the dynamic nature of the field to-
day and is designed for use in introductory and
foundations courses. Specifically, the most signifi-
cant change in this edition is an explicit emphasis
placed on social justice, diversity, and cultural hu-
mility. These concepts and issues have been a com-
ponent of the text for some time; however, we have
created social justice boxes in each chapter to high-
light the salient social issues that are concerning
and prevalent related to the chapter focus. We be-
lieve, as physical education, exercise science, and
sport professionals, that students and future profes-
Preface xi
sionals need to be educated about issues related to
social justice and social inequalities.
The text continues its focus on the role of
physical education, exercise science, and sport pro-
fessionals in promoting lifespan participation in
physical activity for all people. This text empha-
sizes the need for culturally competent profession-
als to work with our increasingly diverse population.
The responsibility of professionals to serve as advo-
cates for historically underserved populations is
stressed; this work is essential if our goal of lifespan
involvement in physical activity is to be achieved.
Updated information and statistics are used to
help students stay abreast of developments in the
field. Additional key changes to this edition are
highlighted below:
• A focus on current trends has been included in
each chapter. Salient factors and issues related
to each chapter that are currently hot topics are
discussed.
• Expanded emphasis on social justice and the im-
portance of professionals to infuse this theme
within their professional practice.
• Updated information on using social media to
network and advance one's career is included.
• New end-of-chapter Discussion Questions are
added to this edition and can be used by instruc-
tors to engage students' critical thinking skills in
the classroom.
• Several chapters have been restructured based
on government reports and policies that have
significant applications for professional practice,
such as National Physical Activity 2018 Plan,
Physical Activity Guidelines for Americans, 2015
Dietary Guidelines and MyPlate Recommenda-
tions, Gender and Race Report Card in Sports,
SHAPE America Physical Education National
Standards, and Every Student Succeeds Act.
• Because the future of physical education, exer-
cise, and sport is closely related to the issues
and challenges of today, this edition combines
these topics in one final chapter. This final chap-
ter closes the textbook with an emphasis on
leadership and advocacy and discusses future
trends.

• choose the layout and spacing.
• add instructions and configure default settings.
Test Builder provides a secure interface for bet-
ter protection of content and allows for just-in-time
updates to flow directly into assessments.
ACKNOWLEDGMENTS AND
DEDICATIONS
The authors extend their appreciation to Dr. Deborah
King, Ithaca College, for authoring Chapter 6. We
also thank the reviewers for their thoughtful feed-
back. The reviewers of this edition include:
Elizabeth Ash
Morehead State University
David Perron
Bryan College
Victor Romano
Catawba College
Barbara Tyree
Valparaiso University
This textbook would not have been possible
without the outstanding professionals at McGraw-
Hill who contributed in many ways to the comple-
tion of this project. We also extend our appreciation
to our development editor, Arny Oline, for her pa-
tience and attention to detail, especially with the
new online system!
In closing, the authors would like to acknowl-
edge the people who helped support them through-
out this endeavor.
Preface xiii
Jennifer L. Walton-Fisette. This edition is lovingly
dedicated to my wife, Theresa, and my children,
Quinn and Harper, who have brought so much joy,
love, and happiness to my life. I am truly grateful for
their continued support of my professional endeav-
ors. I also want to dedicate this edition to Bill and
Marie Chaplin for their unwavering support and un-
conditional love over the past two decades. This
book is also dedicated to my coauthor, Deb, who has
been a great mentor and friend for many years. Her
work ethic, attention to detail, ability to wax poetic
justice out of a salient concept, and thoroughness in
staying on top of the latest research and trends have
allowed this Foundations text to be a success for de-
cades. I continue to learn so much from her and feel
grateful that I get a first-hand experience of her bril-
liance, humbleness, and caring heart.
Deborah Wuest. This edition is dedicated to
my daughter, Meriber, who inspires me with her
passion for the world's beautiful game-soccer or
football as known globally. This book is also dedi-
cated to my early-morning writing companions-my
cats Jake, Rosie, Mia, Mira, Magic, and Casper and
my dogs, Ally Goose and Bella. They were great
company and, in their honor, a portion of the pro-
ceeds of this edition will be donated to the SPCA.
Most importantly, a special thank you to my co-au-
thor, Jen. Jen continues to impress me with her
enthusiasm for life, her commitment to the field,
and her ongoing advocacy for social justice. I am
honored to have Jen's leadership shape this edition,
as she emerges as one of the leaders in the field. I
value our longstanding professional relationship
and personal friendship .
FOR INSTRUCTORS

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Jennifer L. Walton-Fisette is an associate professor of
Physical Education Teacher Education in the School
of Teaching, Learning, and Curriculum Studies and
director of educator preparation at Kent State Univer-
sity. Before taking this position in 2008, she taught
physical education and health in Rhode Island. She
obtained her B.S. in physical education from Rhode
Island College, her M.S. in sport pedagogy from Ithaca
College, and her Ed.D. in Physical Education Teacher
Education from the University of Massachusetts-
Amherst. Her teaching responsibilities include: Sec-
ondary Physical Education Content; Inquiry into
Professional Practice; Development and Analysis of
Game Performance; Introduction to Physical Educa-
tion, Fitness, and Sport; Analysis of Motor Skills; Cur-
riculum Development; and Forms of Inquiry, a
doctoral course. Her scholarship throughout her ca-
reer has explored the critical examination of girls' lived
experiences and embodied identities within physical
education and physical activity through student voice,
assessment, and curriculum development. She is cur-
rently exploring how sociocultural issues and social
justice are addressed and implemented in PETE pro-
grams locally, nationally, and internationally.
xvi
Deborah A. Wuest is a professor in the Depart-
ment of Health Promotion and Physical Educa-
tion at Ithaca College, New York. She received her
B.S. degree in physical education from SUNY
Cortland, her M.S. degree in physical education
from Indiana University, and her Ed.D. in Human
Movement from Boston University. Deborah has
over 45 years of teaching experience, has twice
received Ithaca College's Charles C. Dana Award
for Teaching Excellence, and most recently hon-
ored with the Ithaca College Faculty Excellence
Award. Deborah teaches courses in the founda-
tions of physical education, foundations of health
sciences, stress management, coaching and com-
puter applications in health and physical educa-
tion. She has co-authored textbooks on foundations
of physical education, exercise science, and sport;
secondary methods in physical education, and hu-
manism in coaching. Deborah is the Managing
Editor of the Apps section on PECentral.
 /

PART
Anthony Saint James/Getty Images Anthony Saint James/Getty Images Mitch Hrdlicka/Getty Images

Nature and Scope

of Physical Education,
Exercise Science,
and Sport

P art I introduces the reader to physical edu-

cation, exercise science, and sport. The
first chapter sets the stage for the reader by provid-
ing definitions and an introduction to the special-
ized areas of study within physical education,
exercise science, and sport. Chapter 1 concludes
with a discussion of how to grow as a professional
in physical education, exercise science, and sport.
Chapter 2 includes the influences of various phi-
losophies on programs and provides the reader
with information about the objectives and assess-
ment of physical education, exercise science, and
sport. Chapter 3 describes the contribution of
physical education, exercise science, and sport to
society and health, and the critical role of profes-
sionals delivering services to people of all ages.
Physical education, exercise science, and
sport are representative of the growing and ex-
panding field of kinesiology. The growth of this
field is reflected in the expanding knowledge base
and the development of specialized areas of study.
The expansion of physical education, exercise
science, and sport has created a diversity of career
options for professionals.

1
 C H A P T E R

1
MEANING AND SCOPE
OBJECTIVES
After reading this chapter, students should be able to-

Polka Dot Images/Getty • Discuss the nature of contemporary physical education, exercise science, and
Images sport, and show how it has evolved over the past five decades.
• Define the following specialized areas of study: sport philosophy, sport history,
sport sociology, sport and physical activity psychology, motor development,
motor learning, biomechanics, exercise physiology, sports medicine/athletic
training, physical education pedagogy, adapted physical activity/physical
education, and sport management.
• Describe how the disciplines are interdisciplinary to the professions of physical
education, exercise science, and sport relative to the field of kinesiology.
• Explain the relationship of physical education, exercise science, and sport to
allied fields of study.
• Describe the different types of research reports and their application to
physical education, exercise science, and sport.
• Identify social media resources that can inform the practice within the field of
physical education, exercise science, and sport.

T his is one of the most exciting, dynamic times in the history of physical
education, exercise science, and sport. Unfolding before us is the vision
of lifetime involvement in physical activity for all people. This powerful vision
is compelling for physical educators, exercise scientists, and sport leaders who
have the potential to put it into action, which can influence the well-being and
quality of life of people of all ages.
Contemporary physical education, exercise science, and sport have evolved
from a common heritage-the traditional program of physical education de-
signed to prepare teachers to serve children and youth in the school setting.
Since the 1960s, the foundation, scope, and focus of our programs have grown
and changed tremendously. As physical education expanded, new disciplines of
study-exercise science and sport-emerged. As the knowledge base comprising
this multidimensional field grew, specialized areas of study evolved and exciting
new career opportunities began to appear for qualified professionals. Today

2
 CHAPTER 1 Meaning and Scope 3

Defining Social Justice: Professionals who are committed to social justice strive to provide opportunities for
equality, to ensure access and to show sensitivity to those that are marginalized and less fortunate by challenging
injustice and valuing diversity.

Talking Points

• Physical activity initiatives and opportunities need to be provided to all individuals regardless of one's
social identity and status [e.g., gender identity, race, sexual identity, (dis )ability, socioeconomic status, and
age] if we want to increase physical activity levels and decrease chronic and hypo kinetic diseases.
• All aspects of human movement need to be advocated for and supported rather than placing emphasis on
judging and critiquing the level or type of an activity over others ( e.g., playing a sport is better than walking
or doing yoga).
• Emphasis needs to be placed on the interrelatedness of the disciplines and allied fields instead of the
disciplines operating as silos or in competition with one another.
• Establishing a critical perspective through scientific-based research will allow professionals to make
informed decisions that influence their clients, players, employees, or students.

physical education, exercise science, and sport pro-

fessionals serve people of all ages in a diversity of
settings within a new and reformed field of study,
kinesiology.
Providing an overview of the entire field of ki-
nesiology is, quite admittedly, a challenge as it is
expanding and changing rapidly. This virtual explo-
sion of knowledge has led to the development of
new areas of study that are highly specialized and
discrete and yet, at the same time, highly interre-
lated and vitally connected. Thus in this text, we
will refer to kinesiology with a specific emphasis
placed on and within the disciplines of physical Career opportunities in physical education, exercise
science, and sport range from teaching in the school
education, exercise science, and sport.
setting to instructing in nonschool settings, such as
We now know that leading a physically active leading group exercise classes in a community or
lifestyle can help prevent disease and positively corporate fitness setting.
contribute to health and well-being throughout the Hero/Corbis/Glow Images
lifespan. If the health of our nation is to improve,
physical education, exercise science, and sport pro- Physical educators, exercise scientists, and
fessionals must make certain that all people have sport leaders need to know how to read scientific
access to programs, regardless of their age, race, and practitioner-based research. As the field contin-
ethnicity, gender, gender identity, sexual identity, ues to grow and change, this knowledge base will
ability/ disability status, income, educational level, inform your professional practice and provide a
or geographic location. This is a challenge that clearer picture of all individuals across the lifespan
awaits you as future professionals. within today's society. As we enter the next decade
4 PART I Nature and Scope of Physical Education, Exercise Science, and Sport
in the twenty-first century, new and more exciting
opportunities and challenges await us.
CONTEMPORARY PHYSICAL
EDUCATION, EXERCISE SCIENCE,
AND SPORT PROGRAMS
The proliferation of physical education, exercise
science, and sport programs during the last five de-
cades has been remarkable. Programs have ex-
panded from the traditional school setting to
community, home, worksite, commercial, and med-
ical settings. School-community partnerships bring
sport instruction and fitness programs to adults in
the community and offer increased opportunities
for youth involvement. Community recreation pro-
grams offer a great variety of instruction and sport
activities for people of all ages and abilities, such as
tennis, golf, bowling, softball, yoga, and martial arts
clubs.
Ryan McVay/Getty Images
Health club membership is booming. Today,
over 61 million people belong to a health club, com-
pared with only 20. 7 million in 1990. 1 Adults seek-
ing the convenience of working out at home
boosted the sales of home exercise equipment to
$3.6 billion a year and is projected to reach 4.4 bil-
lion by 2024. 2 Walkers, joggers, bikers, and swim-
mers join the millions who meet the daily
recommendation of including 30 minutes of physi-
cal activity into their lives.
Corporations offer employees comprehensive
onsite health promotion programs, encompassing a
wide range of fitness activities as well as cardiac
rehabilitation and nutritional counseling. Many
worksites offer smoking cessation, stress manage-
ment, and occupational safety courses to their em-
ployees, who find it convenient to fit these
health-enhancing opportunities into their busy
schedules. Hospitals sponsor cardiac rehabilitation
programs and increasingly offer fitness programs to
community members. Sports medicine clinics treat
injured sport and fitness participants of all ages, no
longer limiting their practice to the elite adult ath-
lete.
People of all ages are seeking out sport oppor-
tunities in many different settings. Youth sports in-
volve more than 4 5. 7 million children a year. 3
Almost 8 million athletes participate in interscho-
lastic sports and over 611,000 participate in inter-
collegiate sports. 4 - 7 Sport events such as AAU
People of all ages enjoy athletic competition.
Courtesy of Sarah Rich

basketball and travel teams, Senior Games, running
events, Tough Mudders, and master's swimming
competitions involve millions of adults in sport
competitions. Community recreational leagues for
basketball, softball, soccer, and volleyball provide
increased opportunities for participation. Sport
events such as the Super Bowl, the Olympics, the
World Cup, and the National Collegiate Athletic
Association basketball tournament capture the en-
thusiasm of millions of spectators. Girls and
women are participating in sports and physical ac-
tivities in record numbers.
School physical education programs focus on
promotion of lifespan involvement in physical ac-
tivity. Students learn the skills, knowledge, and at-
titudes that will enable them to participate in
various physical activities throughout their lives. At
the collegiate level, young adults enroll in courses
in CrossFit or tennis, work out at fitness centers,
join wellness and fitness classes, and take part in
recreational sports programs. Intercollegiate athletic
mylife photos/Alamy Stock Photo
CHAPTER 1 Meaning and Scope 5
programs for men and women continue to expand,
involving more participants and attracting greater
interest from the public.
People are engaging in physical activity in re-
cord numbers. There is increased public recogni-
tion that being active is good for your health.
Several national reports, such as the 2016 National
Physical Activity Plan,8 Healthy People 2020, 9 and
The Physical Activity Guidelines 10 present over-
whelming evidence that people of all ages can im-
prove their health and quality of life by including
moderate amounts of physical activity in their daily
lives. Although most people know that physical ac-
tivity is good for them and participation in physical
education, exercise science, and sport programs is
at an all-time high, a closer look at the participation
by children, adolescents, and adults reveals much
cause for concern.
Despite the documented health benefits of phys-
ical activity, 80% of adults do not meet the recom-
mended amount of aerobic and muscle-strengthening
Maria Taglienti-Molinari/Getty Images
6 PART I Nature and Scope of Physical Education, Exercise Science, and Sport
physical activity. 11 Young children and adolescents
are more active than adults are, but their activity
levels decrease with age. Only 27 % of high school-
ers met the recommendation for aerobic capacity
and muscle-strengthening activity. 12 In today's soci-
ety, many children and youth are inactive, unfit,
and overweight, placing them at increased risk to
develop many chronic diseases.
Further examination of health status and phys-
ical activity patterns in the United States reveals
health disparities and fitness inequities among dif-
ferent population groups. Age, socioeconomic sta-
tus, race, ethnicity, gender, educational attainment,
and geographic location were found to influence
physical activity levels. Inactivity is greatest among
women, minorities, the economically and educa-
tionally disadvantaged, people with disabilities, and
the aged. 9 These populations have less access to
services and face other barriers to the adoption and
maintenance of physically active lifestyles. Their
limited opportunities for physical activity adversely
affect their health, their quality of life, and, ulti-
mately, their lifespan.
Involvement in physical activity should begin
at an early age and continue throughout one's life.
School physical education programs are the pri-
mary avenue for helping children and youth learn
the skills, knowledge, and attitudes to lead a healthy,
physically active lifestyle. Health policy reports rec-
ognize the important contribution physical educa-
tion can make to health and call for daily,
high-quality physical education for all students
K-12. 9 Unfortunately, the number of children and
youth participating in daily physical education pro-
grams has declined. Daily participation in physical
education by high school students decreased from
42% in 1991 to 25% in 1995 and rose slightly to
29% in 2013. 12•13 Many lifelong habits (e.g., drug
and alcohol abuse, smoking/vaping, lack of physi-
cal activity) and many diseases (e.g., type 2 diabe-
tes, heart disease) have their roots in childhood.
That is why it is important to develop positive
health habits early in life. Over 50 million students
are enrolled in public and private elementary and
secondary schools in the United States and are
projected to reach 56.5 million by the 2025-2026
academic year, with a slight increase in public schools
and a significant decrease in private schools. 14
Imagine the health benefits if each of these stu-
dents had access to daily quality physical education
pre-K-12. Increasing the number of children and
youth that have the opportunity to participate in
quality physical education programs on a daily
basis is an important priority.
The main challenges facing professionals are
increasing the level of physical activity by people
across the nation and addressing inequities in physi-
cal activity opportunities. As physical education,
exercise science, and sport professionals, we must
make a greater commitment to reach out to these
populations and involve them in our programs. We
must address the specific barriers that inhibit the
adoption and maintenance of physical activity by
different population groups, utilize new approaches
that are sensitive to the needs of increasingly diverse
populations, and improve access by developing qual-
ity public programs in schools, recreation centers,
worksites, and health care settings. All people have
the right to good health and the opportunity to be
physically active throughout their lifespan.
As you begin your professional career, make a
commitment to service. Commit yourself to creat-
ing opportunities for all people-regardless of age,
income, education, race, ethnicity, gender, sexual
identity, geographic location, or ability-to enjoy
and to benefit from lifespan participation in physi-
cal activity.
Physical Education, Exercise Science,
and Sport Defined
Physical education, exercise science, and sport share
a common focus-human movement or, more gener-
ally, physical activity. Yet, each discipline offers a
unique approach as to how human movement and
physical activity are learned, enhanced, or achieved.
Each of these disciplines is defined in this section as
well as in the Definitions of Terms box on page 9.
Physical education is an educational process
that uses physical activity as a means to help indi-
viduals acquire skills, fitness, knowledge, and atti-
tudes that contribute to their optimal development
 CHAPTER 1 Meaning and Scope 7

HEALTHY PEOPLE 2020-PHYSICAL ACTIVITY OBJECTIVES

• PA-1: Reduce the proportion of adults who engage in no leisure-time physical activity.
• PA-2: Increase the proportion of adults who meet current Federal physical activity guidelines for aerobic
physical activity and for muscle-strengthening activity.
• PA-3: Increase the proportion of adolescents who meet current Federal physical activity guidelines for
aerobic physical activity and for muscle-strengthening activity.
• PA-4: Increase the proportion of the Nation's public and private schools that require daily physical education
for all students.
• PA-5: Increase the proportion of adolescents who participate in daily school physical education.
• PA-6: Increase regularly scheduled elementary school recess in the United States.
• PA-7: Increase the proportion of school districts that require or recommend elementary school recess for
an appropriate period of time.
• PA-8: Increase the proportion of children and adolescents who do not exceed recommended limits for
screen time.
• PA-9: Increase the number of States with licensing regulations for physical activity provided in childcare.
• PA-10: Increase the proportion of the Nation's public and private schools that provide access to their physical
activity spaces and facilities for all persons outside of normal school hours (that is, before and after the
school day, on weekends, and during summer and other vacations).
• PA-11: Increase the proportion of physician office visits that include counseling or education related to
physical activity.
• PA-12: (Developmental) Increase the proportion of employed adults who have access to and participate in
employer-based exercise facilities and exercise programs.
• PA-13: (Developmental) Increase the proportion of trips made by walking.
• PA-14: (Developmental) Increase the proportion of trips made by bicycling.
• PA-15: (Developmental) Increase legislative policies for the built environment that enhance access to and
availability of physical activity opportunities.

Source: US Department of Health and Human Services. Healrhy People 2020: Improving the Healrh ofAmericans. Washington, D.C.: US
Government Printing Office, 2010.

and well-being. In this definition, the term educa-
tion refers to the ongoing process of learning that
occurs throughout our lifespan. Education, just like
physical education, takes place in a variety of set-
tings and is not limited to a specific age group.
Homeschooling, continuing education through dis-
tance learning, worksite health promotion pro-
grams, and preschools are just some of the
expanded settings for education and physical edu-
cation programs. Teachers today may be called in-
structors, leaders, directors, or facilitators. Today's
students span the age range, from the very young
exploring movement skills in a preschool program
to the older adults learning how to play golf through
a community recreation program.
Most physical education programs today are
based on a developmental model. This model pur-
ports that physical education, through the use of
carefully structured physical activity, contributes
to the development of the whole person. Physical
education includes the acquisition and refinement
of motor skills, the development and maintenance
of fitness for optimal health and well-being, the at-
tainment of knowledge about physical activities,
and the fostering of positive attitudes conducive to
lifelong learning and lifespan participation.
8 PART I Nature and Scope of Physical Education, Exercise Science, and Sport
Exercise physiologists study the body's short- and long-
term adaptations to exercise.
Mauro Grigollo/Getty Images
Within the last five decades, there has been an
increase in the scholarly study of physical education.
Research continues to expand our knowledge with re-
spect to the preparation of physical education teach-
ers, teacher effectiveness, teaching methods, and
improvement of student learning; it also provides us
with new insights on coaches' and athletes' behaviors.
Exercise science is the scientific analysis of exer-
cise or, more inclusively, physical activity. To study
physical activity, exercise scientists draw upon scien-
tific methods and theories from many different disci-
plines, such as biology, biochemistry, physics, and
psychology. The application of science to the study
of physical activity Jed to rapid expansion of the
knowledge base of exercise science. As the knowl-
edge base of exercise science grew, so did our under-
standing of the effects of physical activity on various
systems of the body. The significant role that physi-
cal activity plays in preventing disease and promot-
ing health became clearer. Exercise's value as a
therapeutic modality in the treatment of disease and
the rehabilitation of injuries became better known.
Exercise science is a very broad area of study,
encompassing many different aspects of physical ac-
tivity. Through research, scholars gain new insights
into how people's movements develop and change
across their lifespan and further expand their under-
standing of how people learn motor skills. Analysis
of the performance of motor skills using biome-
chanics leads to improvement in skill efficiency and
effectiveness. Researchers' exploration of the limits
and capacities of performers has enabled athletes of
all abilities to perform at higher levels of achieve-
ment. The psychological effects of physical activity
on well-being and strategies to enhance adherence
to exercise and rehabilitation programs are some
other areas of study within exercise science.
Sports are highly organized, competitive physical
activities governed by rules. Rules standardize the
competition and conditions so that individuals can
compete fairly and achieve specified goals. Sports
provide meaningful opportunities to demonstrate
one's competence and to challenge one's limits. Com-
petition can occur against an opponent or oneself.
People of all ages and abilities engage in sports
for enjoyment, personal satisfaction, and the op-
portunity to attain victory and/or obtain rewards.
The level of competition ranges from recreational
sport to elite sport. When sport is highly developed,
governing bodies regulate sport and oversee its
management. Athletics refers to highly organized,
competitive sports engaged in by skillful partici-
pants. At this level, coaches play a significant role,
athletes are highly skilled, specially trained officials
ensure the fairness of the competition, records are
kept, events are promoted through the media, and
spectators assume an important role. Sports oc-
cupy a prominent position in our society.
Since the early 1970s, there has been an enor-
mous interest in the scholarly study of sport. These
sport studies have focused on the significant role of
sport in our society, its tremendous impact on our
culture, and its effects on the millions of people
who play sports and the millions more who watch
and read about them. Scholars study the philosoph-
ical, historical, sociological, and psychological di-
mensions of the sport experience. Examples of
areas of investigation include sport ethics, the influ-
ence of significant historical events on the sport
experience, the inequities in sport opportunities for
minorities, and the control of anxiety by athletes
during performance. Other researchers have di-
rected their attention to investigating the manage-
ment of sport and its promotion. The growing
popularity of sport and its prominent role in our
society makes sport a vital area of study.
Another random document with
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 “Well, I’m glad you’ve got here. We’ve been having a picnic up at
the house. Julie’s been having the hysterics and MacDonald—you
never knew MacDonald, did you?”
Applegate listened politely. He had a curious feeling that Julie and
her hysterics were already very far away and unimportant to him, but
he did not wish to be so brutal as to show this.
“When did MacDonald return and where has he been?” he asked,
gravely.
“He got here yesterday. He says he had a shock or something in
that accident—anyhow, he just couldn’t remember anything, and
when he come to he didn’t know who he was, nor anything about
himself, and all his papers and clothes had been burnt, so there was
nothing to show anybody who he was. He could work, and he was all
right most ways. Says he was that way till about six months ago,
when a Frisco doctor got hold of him and did something to his head
that put him right. He has papers from the doctor to show it’s true.
His case attracted lots of attention out there. Of course he wrote to
Julie when he came to himself, but his letters went to our old
address and she never got them. So then he started East to see
about it. He says he’s got into a good business and is going to do
well.”
There was a long silence. Presently Hopson began again,
awkwardly:
“I don’t know how you feel about it, but I think Julie’d ought to go
back to him.”
Applegate’s heart began to beat in curious, irregular throbs; he
could feel the pulsing of the arteries in his neck and there was a
singing in his ears.
“Of course Julie agrees with you?” he said, thickly.
“Well, no; she don’t. That’s what she wanted me to talk to you
about. She can’t see it but one way. She says he died, or if he didn’t
it was the same thing to her, and she married you. She says nobody
can have two husbands, and it’s you who are hers. I told her the law
didn’t look at it that way, and she says then she must get a divorce
from MacDonald and remarry you. MacDonald says if she brings suit
on the ground of desertion he will fight it. He says he can prove it
ain’t been no wilful desertion. But probably he could be brought
round if he saw she wouldn’t go back to him anyhow. MacDonald
wouldn’t be spiteful. But he was pretty fond of Julie.”
Applegate had stopped suddenly in the middle of Hopson’s
speech. Now he went forward rapidly, but he made no answer.
Hopson scrutinized his face a moment before he continued:
“Julie says you won’t be spiteful either. She says maybe she was a
little hasty in what she said just before she came up here. But you
know Julie’s way.”
“Yes,” said Applegate, “I know Julie’s way.”
Hopson drew a breath of relief. He had at least discharged himself
of his intercessory mission.
“I tell Julie she’d better put up with it and go with MacDonald. The
life would be more the sort of thing she likes. But her head’s set and
she won’t hear to anything Henriette or I say. You see, that’s what
Julie holds by, what she thinks is respectable. And it’s about all she
does hold by.” He hesitated, groping blindly about in his
consciousness for words to express his feeling that this passionate,
reckless nature was only anchored to the better things of life by her
fervent belief in the righteousness of the established social order.
“Julie thinks everything of being respectable,” he concluded,
lamely.
“Is it much farther to your house?” asked Applegate, dully.
“Right here,” answered Hopson, pulling his key from his pocket.
They entered a crude little parlor whose carpet was too gaudy, and
whose plush furniture was too obviously purchased at a bargain, but
its air was none the less heavy with tragedy. A single gas-jet
flickered in the centre of the room. On one side a great, broad-
shouldered fellow sat doggedly with his elbows on his knees and his
face buried in his hands. There was resistance in every line of his
figure. On the sofa opposite was Julie in her crimson dress. As she
lifted her face eagerly, Applegate noticed traces of tears upon it. Mrs.
Hopson, who had been moving about the room aimlessly, a pale and
ineffective figure between these two vivid personalities, came to a
standstill and looked at Applegate breathlessly. For a moment no
one spoke. Then Julie, baffled by the eyes she could not read,
sprang to her feet and stretched out her hands with a vehement
gesture.
“John Applegate, you’ll put me right! You will. I know you will. I
can’t go back to him! How can I?” Her hungry eyes scrutinized his
still, inexpressive face.
“John, you aren’t going to turn me off?” Her voice had a despairing
passion in it. “You won’t refuse to marry me if I get the divorce?
Good God! You can’t be such a devil. John! oh, John!”
Applegate sat down and looked at her apathetically. He was not
used to being called a devil. Somehow it seemed to him the term
was misapplied.
“Don’t take on so, Julie,” he said, quietly. The room seemed to
whirl around him, and he added, with a palpable effort:
“I’ll think it over and try to do what is best for both of us.”
At that MacDonald lifted his sullen face from his hands for the first
time and glanced across at the other man with blood-shot eyes.
Then he rose slowly, his great bulk seeming to fill the room, and
walking over to Applegate’s chair stood in front of it looking down at
him. His scrutiny was long. Once Applegate looked up and met his
eyes, but he was too tired to bear their fierce light and dropped his
own lids wearily.
MacDonald turned from him contemptuously and faced his wife,
who averted her head.
“Look at me, Julie!” he cried, appealingly. “I am better worth it than
he is. Good Lord! I don’t see what you see in him. He’s so tame! Let
him go about his business. He’s nobody. He don’t want you. Come
along with me and we’ll lead a life! You shall cut a dash out there. I
can make money hand over fist. It’s the place for you. Come on!”
 For a moment Julie’s eyes glittered. The words allured her, but her
old gods prevailed. She threw out her arms as if to ward off his
proposal.
“No, no,” she said, shrilly. “I cannot make it seem right. You were
dead to me, and I married him. One does not go back to the dead. If
I am your wife, what am I to him? It puts me in the wrong these two
years. I cannot have it so, I tell you. I cannot have it so!”
Applegate felt faint and sick. Rising, he groped for the door. “I
must have air,” he said to Hopson, confusedly. “I will come back in a
minute.”
Once outside, the cool November night refreshed him. He dropped
down upon the doorstep and threw back his head, drinking in long
breaths as he looked up at the mocking stars.
When he found at last the courage to ask himself what he was
going to do, the answer was not ready. The decision lay entirely in
his hands. He might still be free if he said the word; and as he
thought of this he trembled. He had always tried to be what his
neighbors called a straight man, and he wanted to be straight in this
also. But where, in such a hideous tangle, was the real morality to be
found? Surely not in acceding to Julie’s demands! What claim had
she upon the home whose simple traditions of peace and happiness
she had trampled rudely under foot? Was it not a poor, cheap
convention of righteousness which demanded he should take such a
woman back to embitter the rest of his days and warp his children’s
lives? He rebelled hotly at the thought. That it was Julie’s view of the
ethical requirement of her position made it all the more improbable
that it was really right. Surely his duty was to his children first, and as
for Julie, let her reap the reward of her own temperament. The Lord
God Himself could not say that this was unjust, for it is so that He
deals with the souls of men.
It seemed to him that he had decided, but as he rose and turned to
the door a new thought stabbed him so sharply that he dropped his
lifted hand with a groan.
 Where had been that sense of duty to his children, just now so
imperative, in the days when he had yielded to Julie’s charm against
his better judgment? Had duty ever prevailed against inclination with
him? Was it prevailing now?
High over all the turmoil and desperation of his thoughts shone out
a fresh perception that mocked him as the winter stars had mocked.
For that hour at least, the crucial one of his decision, he felt assured
that in the relation of man and woman to each other lies the supreme
ethical test of each, and in that relation there is no room for
selfishness. It might be, indeed, that he owed Julie nothing, but
might it not also be that the consideration he owed all womankind
could only be paid through this woman he had called his wife? This
was an ideal with which he had never had to reckon.
He turned and sat him down again to fight the fight with a chill
suspicion in his heart of what the end would be.
Being a plain man he had only plain words in which to phrase his
decision when at last he came to it.
“I chose her and I’ll bear the consequences of my choice,” he said,
“but I’ll bear them by myself. His aunt will be glad to take Teddy, and
Dora is old enough to go away to school.” Then he opened the door.
Hopson and his wife had left the little parlor. Julie on the sofa had
fallen into the deep sleep of exhaustion. MacDonald still sat there,
with his head in his hands, and to him Applegate turned. At the
sound of his step the man lifted his massive head and shook it
impatiently.
“Well?” he demanded.
“The fact is, Mr. MacDonald, Julie and I don’t get along very well
together, but I don’t know as that is any reason why I should force
her to do anything that don’t seem right to her. She thinks it would be
more”—he hesitated for a word—“more nearly right to get a divorce
from you and remarry me. As I see it now, it’s for her to say what she
wants, and for you and me to do it.”
MacDonald looked at him piercingly.
 “You know you’d be glad of the chance to get rid of her!” he
exclaimed, excitedly. “In Heaven’s name, then, why don’t you make
her come to me? You know I suit her best. You know she’s my sort,
not yours. She’s as uncomfortable with you as you with her, and
she’d soon get over the feeling she has against me. Man! There’s no
use in it! Why can’t you give my own to me?”
“I can’t say I don’t agree with you,” said Applegate, and the words
seem to ooze painfully from his white lips, “but she thinks she’d
rather not, and—it’s for her to say.”
 A CONSUMING FIRE
He is a man who has failed in this life, and says he has no chance
of success in another; but out of the fragments of his failures he has
pieced together for himself a fabric of existence more satisfying than
most of us make of our successes. It is a kind of triumph to look as
he does, to have his manner, and to preserve his attitude toward
advancing years—those dreaded years which he faces with pale but
smiling lips.
If you would see my friend Hayden, commonly called by his friends
the connoisseur, figure to yourself a tall gentleman of sixty-five, very
erect still and graceful, gray-headed and gray-bearded, with fine gray
eyes that have the storm-tossed look of clouds on a windy March
day, and a bearing that somehow impresses you with an idea of the
gracious and pathetic dignity of his lonely age.
I myself am a quiet young man, with but one gift—I am a finished
and artistic listener. It is this talent of mine which wins for me a
degree of Hayden’s esteem and a place at his table when he has a
new story to tell. His connoisseurship extends to everything of
human interest, and his stories are often of the best.
The last time that I had the honor of dining with him, there was
present, besides the host and myself, only his close friend, that
vigorous and successful man, Dr. Richard Langworthy, the eminent
alienist and specialist in nervous diseases. The connoisseur
evidently had something to relate, but he refused to give it to us until
the pretty dinner was over. Hayden’s dinners are always pretty, and
he has ideals in the matter of china, glass, and napery which it would
require a woman to appreciate. It is one of his accomplishments that
he manages to live like a gentleman and entertain his friends on an
income which most people find quite inadequate for the purpose.
After dinner we took coffee and cigars in the library.
 On the table, full in the mellow light of the great lamp (Hayden has
a distaste for gas), was a bit of white plush on which two large opals
were lying. One was an intensely brilliant globe of broken gleaming
lights, in which the red flame burned strongest and most steadily; the
other was as large, but paler. You would have said that the prisoned
heart of fire within it had ceased to throb against the outer rim of ice.
Langworthy, who is wise in gems, bent over them with an
exclamation of delight.
“Fine stones,” he said; “where did you pick them up, Hayden?”
Hayden, standing with one hand on Langworthy’s shoulder, smiled
down on the opals with a singular expression. It was as if he looked
into beloved eyes for an answering smile.
“They came into my possession in a singular way, very singular. It
interested me immensely, and I want to tell you about it, and ask
your advice on something connected with it. I am afraid you people
will hardly care for the story as much as I do. It’s—it’s a little too
rococo and sublimated to please you, Langworthy. But here it is:
“When I was in the West last summer, I spent some time in a city
on the Pacific slope which has more pawnbrokers’ shops and that
sort of thing in full sight on the prominent streets than any other town
of the same size and respectability that I have ever seen. One day,
when I had been looking in the bazaars for something a little out of
the regular line in Chinese curios and didn’t find it, it occurred to me
that in such a cosmopolitan town there might possibly be some
interesting things in the pawn-shops, so I went into one to look. It
was a common, dingy place, kept by a common, dingy man with
shrewd eyes and a coarse mouth. Talking to him across the counter
was a man of another type. Distinction in good clothes, you know,
one is never sure of. It may be only that a man’s tailor is
distinguished. But distinction in indifferent garments is distinction
indeed, and there before me I saw it. A young, slight, carelessly
dressed man, his bearing was attractive and noteworthy beyond
anything I can express. His appearance was perhaps a little too
unusual, for the contrast between his soft, straw-colored hair and
wine-brown eyes was such a striking one that it attracted attention
from the real beauty of his face. The delicacy of a cameo is rough,”
added the connoisseur, parenthetically, “compared to the delicacy of
outline and feature in a face that thought, and perhaps suffering,
have worn away, but this is one of the distinctive attractions of the
old. You do not look for it in young faces such as this.
“On the desk between the two men lay a fine opal—this one,” said
Hayden, touching the more brilliant of the two stones. “The younger
man was talking eagerly, fingering the gem lightly as he spoke. I
inferred that he was offering to sell or pawn it.
“The proprietor, seeing that I waited, apparently cut the young man
short. He started, and caught up the stone. ‘I’ll give you—’ I heard
the other say, but the young man shook his head, and departed
abruptly. I found nothing that I wanted in the place, and soon passed
out.
“In front of a shop-window a little farther down the street stood the
other man, looking in listlessly with eyes that evidently saw nothing.
As I came by he turned and looked into my face. His eyes fixed me
as the Ancient Mariner’s did the Wedding Guest. It was an appealing
yet commanding look, and I—I felt constrained to stop. I couldn’t
help it, you know. Even at my age one is not beyond feeling the force
of an imperious attraction, and when you are past sixty you ought to
be thankful on your knees for any emotion that is imperative in its
nature. So I stopped beside him. I said: ‘It is a fine stone you were
showing that man. I have a great fondness for opals. May I ask if you
were offering it for sale?’
“He continued to look at me, inspecting me calmly, with a
fastidious expression. Upon my word, I felt singularly honored when,
at the end of a minute or two, he said: ‘I should like to show it to you.
If you will come to my room with me, you may see that, and another;’
and he turned and led the way, I following quite humbly and gladly,
though surprised at myself.
“The room, somewhat to my astonishment, proved to be a large
apartment—a front room high up in one of the best hotels. There
were a good many things lying about which obviously were not hotel
furnishings, and the walls, the bed, and even the floor were covered
with a litter of water-color sketches. Those that I could see were
admirable, being chiefly impressions of delicate and fleeting
atmospheric effects.
“I took the chair he offered. He stood, still looking at me,
apparently not in haste to show me the opals. I looked about the
room.
“‘You are an artist?’ I said.
“‘Oh, I used to be, when I was alive,’ he answered, drearily. ‘I am
nothing now.’ And then turning away he fetched a little leather case,
and placed the two opals on the table before me.
“‘This is the one I have always worn,’ he said, indicating the more
brilliant. ‘That chillier one I gave once to the woman whom I loved. It
was more vivid then. They are strange stones—strange stones.’
“He said nothing more, and I sat in perfect silence, only dreading
that he should not speak again. I am not making you understand
how he impressed me. In the delicate, hopeless patience of his face,
in the refined, uninsistent accents of his voice, there was somehow
struck a note of self-abnegation, of aloofness from the world,
pathetic in any one so young.
“I am old. There is little in life that I care for. My interests are
largely affected. Wine does not warm me now, and beauty seems no
longer beautiful; but I thank Heaven I am not beyond the reach of a
penetrating human personality. I have at least the ordinary instincts
for convention in social matters, but I assure you it seemed not in the
least strange to me that I should be sitting in the private apartment of
a man whom I had met only half an hour before, and then in a
pawnbroker’s shop, listening eagerly for his account of matters
wholly personal to himself. It struck me as the most natural and
charming thing in the world. It was just such chance passing
intercourse as I expect to hold with wandering spirits on the green
hills of paradise.
“It was some time before he spoke again.
“‘I saw her first,’ he said, looking at the paler opal, as if it was of
that he spoke, ‘on the street in Florence. It was a day in April, and
the air was liquid gold. She was looking at the Campanile, as if she
were akin to it. It was the friendly grace of one lily looking at another.
Later, I met her as one meets other people, and was presented to
her. And after that the days went fast. I think she was the sweetest
woman God ever made. I sometimes wonder how He came to think
of her. Whatever you may have missed in life,’ he said, lifting calm
eyes to mine, and smiling a little, ‘you whose aspect is so sweet,
decorous, and depressing, whose griefs, if you have griefs, are the
subtle sorrows of the old and unimpassioned’—I remember his
phrases literally. I thought them striking and descriptive,” confessed
Hayden—“‘I hope you have not missed that last touch of exaltation
which I knew then. It is the most exquisite thing in life. The Fates
must hate those from whose lips they keep that cup.’ He mused
awhile and added, ‘There is only one real want in life, and that is
comradeship—comradeship with the divine, and that we call religion;
with the human, and that we call love.’
“‘Your definitions are literature,’ I ventured to suggest, ‘but they are
not fact. Believe me, neither love nor religion is exactly what you call
it. And there are other things almost as good in life, as surely you
must know. There is art, and there is work which is work only, and
yet is good.’
“‘You speak from your own experience?’ he said, simply.
“It was a home thrust. I did not, and I knew I did not. I am sixty-five
years old, and I have never known just that complete satisfaction
which I believe arises from the perfect performance of distasteful
work. I said so. He smiled.
“‘I knew it when I set my eyes upon you, and I knew you would
listen to me and my vaporing. Your sympathy with me is what you
feel toward all forms of weakness, and in the last analysis it is self-
sympathy. You are beautiful, not strong,’ he added, with an air of
finality, ‘and I—I am like you. If I had been a strong man.... Christ!’
“I enjoyed this singular analysis of myself, but I wanted something
else.
“‘You were telling me of the opals,’ I suggested.
 “‘The opals, yes. Opals always made me happy, you know. While I
wore one, I felt a friend was near. My father found these in Hungary,
and sent them to me—two perfect jewels. He said they were the twin
halves of a single stone. I believe it to be true. Their mutual relation
is an odd one. One has paled as the other brightened. You see them
now. When they were both mine, they were of almost equal
brilliancy. This,’ touching the paler, ‘is the one I gave to her. You see
the difference in them now. Hers began to pale before she had worn
it a month. I do not try to explain it, not even on the ground of the old
superstition. It was not her fault that they made her send it back to
me. But the fact remains; her opal is fading slowly; mine is burning to
a deeper red. Some day hers will be frozen quite, while mine—mine
—’ his voice wavered and fell on silence, as the flame of a candle
fighting against the wind flickers and goes out.
“I waited many minutes for him to speak again, but the silence was
unbroken. At last I rose. ‘Surely you did not mean to part with either
stone?’ I said.
“He looked up as if from a dream. ‘Part with them? Why should I
sell my soul? I would not part with them if I were starving. I had a
minute’s temptation, but that is past now.’ Then, with a change of
manner, ‘You are going?’ He rose with a gesture that I felt then and
still feel as a benediction. ‘Good-by. I wish for your own sake that
you had not been so like my poor self that I knew you for a friend.’
“We had exchanged cards, but I did not see or hear of him again.
Last week these stones came to me, sent by some one here in New
York of his own name—his executor. He is dead, and left me these.
“It is here that I want your counsel. These stones do not belong to
me, you know. It is true that we are like, as like as blue and violet.
But there is that woman somewhere—I don’t know where; and I
know no more of their story than he told me. I have not cared to be
curious regarding it or him. But they loved once, and these belong to
her. Do you suppose they would be a comfort or a curse to her? If—if
—” the connoisseur evidently found difficulty in stating his position.
“Of course I do not mean to say that I believe one of the stones
waned while the other grew more brilliant. I simply say nothing of it;
but I know that he believed it, and I, even I, feel a superstition about
it. I do not want the light in that stone to go out; or if it should, or
could, I do not want to see it. And, besides, if I were a woman, and
that man had loved me so, I should wish those opals.” Here Hayden
looked up and caught Langworthy’s amused, tolerant smile. He
stopped, and there was almost a flush upon his cheek.
“You think I am maudlin—doting—I see,” he said. “Langworthy, I
do hope the Lord will kindly let you die in the harness. You haven’t
any taste for these innocent, green pastures where we old fellows
must disport ourselves, if we disport at all. Now, I want to know if it
would be—er—indelicate to attempt to find out who she is, and to
restore the stones to her?”
Langworthy, who had preserved throughout his usual air of strict
scientific attention, jumped up and began to pace the room.
“His name?” he said.
Hayden gave it.
“I know the man,” said Langworthy, almost reluctantly. “Did any
one who ever saw him forget him? He was on the verge of
melancholia, but what a mind he had!”
“How did you know him, Langworthy?” asked Hayden, with
pathetic eagerness.
“As a patient. It’s a sad story. You won’t like it. You had better keep
your fancies without the addition of any of the facts.”
“Go on,” said Hayden, briefly.
“They live here, you know. He was the only son. He unconsciously
acquired the morphine habit from taking quantities of the stuff for
neuralgic symptoms during a severe protracted illness. After he got
better, and found what had happened to him, he came to me. I had
to tell him he would die if he didn’t break it off, and would probably
die if he did. ‘Oh, no matter,’ he said. ‘What disgusts me is the idea
that it has taken such hold of me.’ He did break it off directly and
absolutely. I never knew but one other man who did that thing. But
between the pain and the shock from the sudden cessation of the
drug, his mind was unbalanced for awhile. Of course the girl’s
parents broke off the engagement. I knew they were travelling with
him last summer. It was a trying case, and the way he accepted his
own weakness touched me. At his own request he carried no money
with him. It was a temptation when he wanted the drug, you see. It
must have been at some such moment, when he contemplated
giving up the struggle, that you met him in the pawn-shop.”
“I am glad I knew enough to respect him even there,” murmured
Hayden, in his beard.
“Oh, you may respect him, and love him if you like. He died a
moral hero, if a mental and physical wreck. That is as good a way as
any, or ought to be, to enter another life—if there is another life.”
“And the woman?” asked the connoisseur.
“Keep the opals, Hayden; they and he are more to you than to her.
She—in fact it is very soon—is to marry another man.”
“Who is—”
“A gilded cad. That’s all.”
Langworthy took out his watch and looked at it. I turned to the
table. What had happened to the dreaming stones? Did a light flash
across from one to the other, or did my eyes deceive me? I looked
down, not trusting what I saw. One opal lay as pale, as pure, as
lifeless, as a moon-stone is. The other glowed with a yet fierier
spark; instead of coming from within, the color seemed to play over
its surface in unrestricted flame.
“See here!” I said.
Langworthy looked, then turned his head away sharply. The
distaste of the scientific man for the inexplicable and irrational was
very strong within him.
But the old man bent forward, the lamp-light shining on his white
hair, and with a womanish gesture caught the gleaming opal to his
lips.
“A human soul!” he said. “A human soul!”
 AN UNEARNED REWARD
It is the very last corner of the world in which you would expect to
find a sermon. Overhead hang the Colorado skies, curtains of
deepest, dullest cobalt, against which the unthreatening white clouds
stand out with a certain solidity, a tangible look seen nowhere else
save in that clear air. All around are the great upland swells of the
mountains, rising endlessly, ridge beyond ridge, like the waves of the
sea. In a hollow beside the glittering track is the one sign of human
existence in sight—the sun-scorched, brown railway station. It is an
insignificant structure planted on a high platform. There is a red tool-
chest standing against the wall; a tin advertisement of somebody’s
yeast-cakes is nailed to the clap-boards; three buffalo hides, with
horns still on them, hang over a beam by the coal-shed, and across
the side of the platform, visible only to those approaching from the
west, is written, in great, black letters:
THE WAGES OF SIN IS DEATH.
This legend had no place there on the September afternoon, some
years ago, when Carroll Forbes stepped off the west-bound express
as it halted a minute at the desolate spot. Because it looked to him
like the loneliest place in all the world the notion seized him
suddenly, as the train drew up beside the high platform, to catch up
his valise and leave the car. He was looking for a lonely place, and
looking helplessly. He snatched at the idea that here might be what
he sought, as a drowning man at the proverbial straw.
When the train had gone on and left him there, already repenting
tremulously of what might prove his disastrous folly, a man, who was
possibly the station agent—if this were indeed a station—came
limping toward him with an inquiring look.
Forbes was a handsome man himself, and thoroughly aware of
the value of beauty as an endowment. He was conscious of a half-
envious pang as he faced the blonde giant halting across the
platform. This was, or had been, a singularly perfect specimen of the
physical man. Over six feet in height, muscular, finely proportioned,
fair-haired and fair-skinned, with a curling, blonde beard, and big,
expressionless blue eyes, he looked as one might who had been
made when the world was young, and there was more room for
mighty men than now.
The slight, olive-skinned young man who faced him was conscious
of the sudden feeling of physical disadvantage that comes upon one
in the presence of imposing natural objects, for the man was as
august in his way as the cliffs and canyons.
“I am a—an artist,” said Carroll Forbes. “Is there any place
hereabouts where I can get my meals and sometimes a bed, while I
am sketching in the mountains?”
The man stared at him.
“Would it have been better if I had said I was a surveyor?” asked
Forbes of his confused inner consciousness.
“We feed folks here sometimes—that is, my wife does. Mebbe you
could have a shake-down in the loft. Or there’s Connor’s ranch off
north a ways. But they don’t care about taking in folks up there.”
“Then, if you would ask your wife?” ventured Forbes, politely. “I
shall not trouble you long,” he added.
“Ellen!”
A woman appeared at the door, then moving slowly forward, stood
at her husband’s side, and the admiration Forbes had felt at the sight
of the man flamed into sudden enthusiasm as he watched the wife.
She was tall, with heavy, black hair, great eyes like unpolished jet,
one of the thick white, smooth, perfectly colorless skins, which
neither the sun nor the wind affect, and clear-cut, perfect features.
Standing so, side by side, the two were singularly well worth looking
at.
“What a regal pair!” was Forbes’s internal comment; and while
they conferred together he watched them idly, wondering what their
history was, for of course they had one. It is safe to affirm that every
human creature cast in the mould of the beautiful has, or is to have,
one.
“She says you c’n stay,” announced the man. “Just put those traps
of yours inside, will you?” and, turning, he limped off the length of the
platform at a call from somebody who had ridden up with jingling
spurs.
Forbes, left to his own devices, picked up his valise, then set it
down again and looked around him helplessly, wondering if there
was a night train by which he could get away from this heaven-
forsaken spot.
“If you want to see where you can sleep,” said a voice at his side,
“I will show you.” It was the woman. She bent as she spoke to pick
up some of his impedimenta, but he hastily forestalled her with a
murmur of deprecation.
She turned and looked at him, and as he met her eyes it occurred
to him that the indifference of her face was the indifference of the
desert—arid and hopeless. The look she gave him was searching
and impersonal; he saw no reason for it, nor for the slow, dark color
that spread over her face, and there was less than no excuse for the
way she set her lips and stretched a peremptory hand, saying, “Give
me those,” in tones that could not be disobeyed. To his own
astonishment he surrendered them, and followed her meekly up a
ladder-like flight of steps to the rough loft over the station. It was
unfinished, but partitioned into two rooms. She opened the door of
one of these apartments, silently set his luggage inside, and
vanished down the stairs.
Forbes sat down on the edge of a broken chair and looked about
him.
“Now, in heaven’s name,” he demanded of the barren walls, “what
have I let myself in for, and why did I do it?”
To this question there seemed no sufficient answer, and for awhile
he sat there fretting with the futile anxiety of a man who knows that
his fate pursues him, who hopes that this turning or that may help
him to evade it, yet always feels the benumbing certainty that the
path he has taken is the shortest road to that he would avoid. When
at last—recognizing that his meditations were unprofitable—he rose
and went down the stairs, it was supper-time.
The woman was uncommunicative, but he could feel that her eyes
were on him. The man—it occurred to Forbes that he had probably
been drinking—was talkative. After the meal was over they went
outside. Forbes, by way of supporting his pretence of being an artist,
took out a pocket sketch-book and made notes of the values of the
clouds and the outlines of the hills against the sky in a sort of artistic
short-hand. The man Wilson sat down on a bench and began to talk.
Between the exciting effects of the whiskey he had taken, the
soothing influence of the cigar Forbes proffered him, and a natural
talent for communicativeness, he presently went on to tell his own
story. Forbes listened attentively. It seemed a part of the melodrama
of the whole situation and was as unreal to him as the flaming
miracle of the western skies or his own presence here.
“So the upshot of it all was that we just skipped out. She ran away
with me.”
It was a curious story. As Forbes listened he became aware that it
was one with which he had occasionally met in the newspapers, but
never in real life before. It was, apparently, the story of a girl
belonging to a family of wealth and possibly of high social traditions
—naturally he did not know what importance to attach to Wilson’s
boast that his wife belonged “to the top of the heap”—who had
eloped with the man who drove her father’s carriage.
The reasons for this revolt against the natural order of her life was
obscure; there was, perhaps, too high a temper on her side and too
strict a restraint on the part of her guardians. There was necessarily
a total absence of knowledge of life; there was also the fact that the
coachman was undoubtedly a fine creature to look at; there might
have been a momentary yielding on the part of a naturally dramatic
temperament to the impulse for the spectacular in her life.
But whatever the reasons, the result was the same. She had
married this man and gone away with him, and they had drifted
westward. And when they had gone so far west that coachmen of his
stamp were no longer in demand, he took to railroading, and from
brakeman became engineer; and finally, being maimed in an
accident in which he had stood by his engine while the fireman
jumped—breaking his neck thereby—he had picked up enough
knowledge of telegraphy to qualify him for this post among the
mountains. He and his handsome wife lived here and shared the
everlasting solitude of the spot together, and occasionally fed stray
travellers like this one who had dropped down on them to-day.
“He drinks over-freely and he swears profusely,” mused Forbes,
scrutinizing him, “but he is too big to be cruel, and he still worships
her beauty as she, perhaps, once worshipped his; and he still feels
an uncouth pride in all that she gave up for his sake.”
It had never occurred to him before to wonder what the after-life of
a girl who eloped with her father’s servant might be like. He
speculated upon it now. By just what process does a woman so
utterly déclassée adjust herself to her altered position? Would she
make it a point to forget, or would every reminder of lives, such as
her own had been, be a turning of the knife in her wound? Would not
a saving recollection of the little refinements of life cling longer to a
weak nature than to a strong one under such circumstances?
This woman apparently gave tongue to no vain regrets, for her
husband was exulting in the “grit” with which she had taken the
fortunes of their life. “No whine about her,” was his way of expressing
his conviction that the courage of the thoroughbred was in her.
“No, sir; there’s no whine about her. Un she’s never been sorry,
un, s’help me, she sha’n’t never be,” concluded Wilson. There were
maudlin tears in his eyes.
“Few men can say that of their wives,” said Forbes’s smooth,
sympathetic voice. “You are indeed fortunate.”
While her husband was repeating the oft-told tale of their conjugal
happiness, Ellen Wilson had done her after-supper work, and,
slipping out of the door, climbed the short, rocky spur to the north of
the station. Beyond the summit, completely out of sight and hearing,
there was a little hollow that knew her well, but never had it seen her
as it saw her now, when, throwing herself down, her face to the
earth, she shed the most scalding tears of all her wretched years.
They were such little things this stranger had done—things so
slight, so involuntary, so unconscious that they did not deserve the
name of courtesies, but they were enough to open the flood-gates of
an embittered heart. There was a world where all the men were
deferential and all the women’s lives were wrapped about with the
fine, small courtesies of life—formal, but not meaningless. It had
been her world once and now was so no longer.
Good or bad, she knew little and cared less, this man had come
from that lost world of hers, as she was made aware by a thousand
small signs, whose very existence she had forgotten; and silently,
fiercely she claimed him as an equal.
“I—I too was—” Slow tears drowned the rest.
She could have told him how a déclassée grows used to it. She
knew how the mind can adjust itself to any phase of experience, and
had learned that what woman has undergone, woman can undergo
—yes, and be strong about it. She knew how, under the impulse of
necessity, the once impossible grows to be the accepted life, and the
food that could not be swallowed becomes the daily bread.
When the struggle for existence becomes a hand-to-hand fight,
traditions of one’s ancestry do not matter, except, possibly, that some
traditions bind you to strength and silence, while others leave you
free to scream. She knew what it was to forget the past and ignore
the future, and survey the present with the single-hearted purpose of
securing three meals a day, if possible; two, if it were not.
She had forgotten with what facility she might the faces and
scenes that once were dear to her. She had nothing to do with them
any longer, as she knew. She might, perhaps, have heard their
names without emotion. But, even in this day and generation and
among this democratic people, in the soul of a woman bred as she
had been the feeling for her caste is the last feeling that dies. And to
her anguish she found that in her it was not yet dead.
The color died from the sky, and the stars came swiftly out.