Module 1: INTRODUCTION TO PHYSICAL EDUCATION

Abouts:
The module will introduce provide information about the:
a. Overview of Physical Education
b. The Legality of Physical Education
c. Definition of Physical Education
d. Historical Development of Physical Education
e. Physical Education in the Philippines
f. Objectives of Physical Education

Content:

Overview of Physical Education

For about a century, many people have been confused about the term physical education, and are
not exactly sure about the term and what physical education teachers do. Even college students, who have
chosen physical education as their major field shared this confusion. Despite this confusion, physical
education has been accepted as part of the curriculum in all schools. What is important is that physical
education is one subject that is well –taught and well-accepted. Within the past decades, dramatic changes
have occurred in the field of physical education and sport. Contemporary physical education and sport has
expanded to include persons of all ages and abilities. Involvement in carefully designed programs can
enhance the health and quality of life of the participants

The Legality of Physical Education

Article 1, International Charter of Physical Education and Sports, UNESCO, Paris, 1978 and Recommendation
1, International Disciplinary Regional Meeting of Experts on Physical Education, UNESCO, Brisbane, 1982 –

“The practice of physical education and sport is a fundamental right of all…”

“And this right should not be treated as different in principle from the right to adequate food, shelter, and
medical care.”

Article XIV, Section 19, 1986 Constitution of the Republic of the Philippines –

“The state shall promote physical education and encourage sports programs, league competitions and
amateur sports including training for international competition to foster self-discipline, teamwork, and
excellence for the development of a healthy and alert citizenry.”

“All educational institutions shall undertake regular sports activities throughout the country and in
cooperation with athletic clubs and other sectors.”

The Definition of Physical Education

Many definitions of physical education have been given by authors and scholars in the field.

4. With new understanding of the nature of human beings in which wholeness of the individual is the
outstanding fact, physical education becomes according to Jesse Feiring Williams (1977) “education
through the physical”.

2. Stressing the total educational experience, John E. Nixon and Ann E. Jewett, as restated by William
Freeman (1977) defined physical education as “that phase of total process of education which is concerned
with the development and utilization of the individual’s movement potential and related responses, and
with the stable behavior modifications in the individual which results from these responses”.

3. According to Robert P. Pangrazi (1998), “physical education is that phase of general educational
program that contributes to the total growth and development of each child through movement
experiences”.

4. Deborah Wuest and Charles Bucher (1999) defined physical education as “an educational process that
uses physical activity as a means to help individuals acquire skills, fitness, knowledge, and attitudes that
contribute to their optimal development and well-being”

Historical Development of Physical Education

“By understanding the history of physical education and sport, a professional can be better understand the
nature of the profession, appreciate the significant developments from the past to the present, and project
trends for the future” (Bucher and Wuest, 1995).

PHYSICAL ACTIVITIES IN THE PRIMITIVE SOCIETY. Participation in physical activities in the primitive society
was practical. Strong, agile, and powerful body were necessary to carry on the demands of primitive life.
Mimetic games provided children the opportunity to prepare themselves for adult life and responsibilities.
Through dancing, primitive people communicated to their gods.

PHYSICAL EDUCATION IN ANCIENT NATION.

Persia: Physical education was the modality used to accomplish the primary aim of developing in
their young men military skills, high moral standards and patriotism to strengthen and extend the empire.

Egypt: Popular activities in ancient Egypt were swimming, since civilization’s life was based on rivers.
Wrestling which was participated in by the nobility, the soldiers, the merchants, and the unskilled laborers;
and gymnastic activities and games using the skills of fighting and war. Gymnastics exercises were required
exercises to make the body supple, strong, and capable of great endurance and stamina. One of the most
popular indoor activities was a board game called senet. Dances were both religious and folk.

China: Physical activities in ancient China were confined to the military men. Dancing was popular
that a man’s prestige often depended on his prowess as a dancer. When ancient Chinese felt weak, Cong Fu,
a mild exercises, similar to gymnastics-oriented calisthenics and developed in 2698 B.C was designed to
prevent diseases and keep the body in good organic conditions.

India: Several physical activities were participated in by ancient India despite Buddha’s prohibition of
games, amusements, and exercises. Became very popular in India was Yoga, which was a unique activity
involving exercises in posture, regulated breathing, to discipline the mind and the body. Physical exercises
were sometimes used to promote health. Hindu dancing was considered the oldest of organized dancing.
PHYSICAL EDUCATION AND SPORT IN GREECE. Physical education was a vital part of the education of every
Greek boy. Gymnastics was believed to contribute to courage, discipline, and physical well-being. It stressed
a sense of fair play, development of the individual’s aesthetic values, amateurism, and the utilitarian values
inherent in the activity. There were some Greek philosophers, teachers and medical men who contributed to
the worth of physical education.

Plato believed that gymnastics and music, which were identified as “physical education” and “academics”
respectively educates the body and the mind/soul. His argument in his Republic is that the mission of
physical education in the schools blends with movements.

Aristotle believed that athletics enables youth to develop strong, healthy citizens who would defend Athens
in time of war and serve her in time of peace.

Herodotus (Herodikos) used physical education as an aid to medicine as early as the 5 th century.

Hippocrates proclaimed the law of use and disuse of the parts of the body. He believed that the parts of the
body are strengthened through use. Muscle atrophy and weakness are results of disuse.

Xenophon thought of physical education as important in terms of military .

ROMAN PHYSICAL ACTIVITIES . Moral and military training were significant to the Romans. The maintenance
of health was a worthwhile and natural goal for the Romans.

PHYSICAL EDUCATION IN THE MIDDLE AGES. An intriguing historical era shortly after the fall of the Western
Roman Empire where the setbacks to learning, public works, and government associated with the invasions
has been commonly termed as the Middle Ages. St. Thomas Aquinas, the greatest scholastic of all time,
embraced the idea of physical fitness and recreation as a positive force in promoting social and moral well-
being. Under the tutoring of Aquinas, Scholastics were able to cherish the body and value physical fitness
and recreation for man’s physical, mental, social, and moral well-being.

PHYSICAL EDUCATION IN THE RENAISSANCE PERIOD. With the emergence of the philosophy of humanism
and its concepts of the “universal man”, physical education became more valued. Good physical health was
believed to promote learning. A person needed rest and recreation from study and work. The body is
needed to be developed for purposes of health and for preparation for warfare.

Physical Education in the Philippines

PRE-SPANISH PERIOD. Physical activities were necessary for existence. Cockfighting, introduced by the
Malays and considered a favorite sport was popular. Dancing was a religious activity with several purposes
and officiated by a priest or a priestess. War dances were performed. Bathing and swimming were important
part in the lives of the natives.

SPANISH PERIOD. Cockfighting continued to be a favorite sport and found its way to the other places in the
archipelago. Dancing became a major activity enjoyed by the people. The Fandango, the Jota, the Curacha of
Spain; the Polka, and Mazurka of Central Europe; and the Lanceros and Rigodon of France were introduced
by the conquistadores to lure the Filipinos to be converted to Christianity. Ceremonial dances were
performed during religious activities.
AMERICAN PERIOD
1901 – Physical exercise was one of the subjects introduced in the public schools, and regular program of
athletics was developed.
1905 – Baseball and track and field were introduced and taught to young boys.
1909 – Athletic program for the schools emphasized the playing of western sports and coaching of tennis.
1910 – Basketball was first introduced as a game for young girls at the Carnival Meet held in Manila but was
later discontinued in 1914 because it was found very strenuous for the girls. Later, indoor baseball, tennis,
and volley- ball were introduced.
1911 – The “Athletic Handbook” was published by the Bureau of Education where the first part prescribed
few simple games and relays; the second part contained the rules for baseball, basketball for girls, volleyball,
indoor base- ball, track and field, and lawn tennis.
January, 1911 – the Philippine Amateur Athletic Federation (PAAF) was organized to control amateur sports
in the Philippines.
1914 – In cognizant to the implementation of the “play for everybody” policy of the Bureau of Education, the
Teacher’s Vacation Assembly started in Manila to give special training to Filipino teachers to be able to
conduct various physical activities, and in turn recipients of the special training taught at the provincial
normal schools.
March 5, 1919 – A syllabus entitled “Physical education: A Manual for Teachers” was published as a result of
the plan in 1918 for a definite course of study in Physical Education, submitted by a special committee of
superintendents.
1920 – Physical Education was made a required subject in all public schools. A rating of 75% which was based
on attendance in the required exercises is necessary for promotion every year from grade four to fourth year
high school. However, the grade was not included in the computation of the general average.
1928 – A Summer School for Coaching was opened by the Office of the National Physical Education Director
in cooperation with the Bureau of Education to help the public school teachers who are in- charge of
athletics to improve their coaching methods.
1937 – Physical Education was made a curricular subject in the secondary schools where the grade was not
only based on attendance but in proficiency in skills as well. The grade was included in the computation of
the general average.
1939 – Women’s track and field was added in the program of the National Inter- Scholastics.

JAPANESE PERIOD. The Japanese Military Administration obliged all public schools to perform daily
calisthenics on air called the Radio Taiso, where Japanese instructors were provided. The demonstration of
the exercise was held in Luneta.

POST-WAR TO PRESENT.

1948 to 1952 – Under the joint sponsorship of the PAAF and Department of Edu- cation, The National
College of Physical Education conducted a Summer school of Physical Education held at the Rizal Memorial
Field. In 1953, PAAF took the sponsorship alone.

The Schools Physical education and Sports Act of 1969 provided program of activities that included among
others a program of health education and nutrition, a program of physical fitness for all pupils, a program of
competitive athletics, a program of intramural and inter-unit athletic competition within schools, districts,
and provinces, and an annual competition within and among regions.

In the 70’s and early 80’s, physical education was incorporated in the subject Youth Development Training or
YDT in the high school. The subjects included Physical Education, Scouting, Health, and Music.

The Physical education Program in the Elementary was revised in 1971 to comprise the activities such as the
Testing Program, rhythmic activities, games, relays and athletic team games, swimming, and physical
education for children needing attention.
The Revised Secondary School Program is contained in the Department Order No. 20, s. 1973. Two aspects of
the program were Youth Development Training (YDT) for first year to third year and Citizen Army Training
(CAT) for fourth year high school.

In MEC Order No. 6, s. 1982, the New Elementary School Curriculum (NESC) reflected directions for change
based on the Program for Decentralized Educational Development (PRODED). PE in Grades I and II is
integrated with the subject Sibika at Kultura (Civics and Culture) No specific time block is allotted to this
subject but is taught as the need arises. Grades III to VI PE is clustered with Art and Music in a subject
entitled Music, Art and Physical Education (MAPE).

The 1989 Secondary Education Development Program (SEDP) is a response to continue pupil development
started by the Program for Decentralized Educational Development in 1982. Based on DECS Order No. 11, s.
1989, the New Secondary Education Curriculum (NSEC) of SEDP is cognitive-affective-manipulative-based
and is student-centered and community-oriented. One of the 8 subject areas in the NSEC is Physical
Education, Health and Music (PEHM).

In the elementary, based on DECS Order No. 53, s. 1994, states that Physical Education in Grades I and II shall
be listed as a separate additional subject and will be taught daily for 20 minutes beginning school year 1994
– 1995 in public elementary schools. It shall continue to be taught as a component of MAPE in Grades III to
VI.

Objectives of Physical Education

The objectives of physical education pertain to all educational levels, although there could be delineation of
goals for each level:

1. Physical Fitness Development Objective

The development of the various organic system of the body is necessary for an individual to
have the ability to sustain adaptive efforts, to recover and to resist fatigue

2. Motor Skill Development Objective

This objective is concerned with developing body awareness, making purposeful physical
movement with a little expenditure of energy as possible, and being proficient, graceful, and
aesthetic in this movement.

3. Cognitive Development Objectives

The cognitive development objective involves the accumulation of knowledge and the ability
to think and interpret this knowledge.

4. Social-Emotional-Affective Development Objective

This is concerned with assisting an individual in making personal and group adjustments as
well as adjustments as a member of society.