  In the ‘system-based period,’ pedagogical concerns motivated the philosophical analysis of sport and physical exercise. However, the protagonists of this phase, such as Elwood Craig David and Earle Ziegler, relied on a method that placed greater weight on philosophical modes of analysis. They began by describing and comparing different philosophical systems, distilled them to the basic concepts and positions that related to physical education, and finished by drawing practical implications and pedagogical recommendations. Their emphasis on philosophical systems created a fertile ground for the development of the philosophy of sport. As William J. Morgan (2000, 205) notes, this shift in emphasis led to the progressive displacement of science and pedagogy as the main pillars of physical education curricula, and it facilitated a broader approach to the study of physical exercise and sport that gave pride of place to cultural and historical dimensions. 