CHAPTER I

GENERAL CONCEPTS ON PHYSICAL EDUCATION

DEFINITIONS

Different authors define Physical Education in many ways. Physical

Education is a method through which an individual acquires optimal mental,
social and fitness skills through physical activities (Lumpkin 2002 in Eviza, et
al., 2007). In the same way, Ravelo (1972) surmised the concept of Physical
Education as education through or by means of physical activities.

According to Andin (1988) Physical Education is an integral part of

educational program designed to promote the optimum development of the
individual physically, socially, emotionally, and mentally through total body
movement in the performance of properly selected physical activities.

Therefore, Physical Education, hereinafter referred to as P.E., is a

planned sequential instruction that promotes lifelong physical activity. It is
designed to develop basic movement skills and physical fitness as well to
enhance mental, social and emotional abilities (Wikipedia.org).

LEGAL BASES OF PHYSICAL EDUCATION

Article XIV of the 1987 Constitution mandates the state to give

priority to education, science and technology, arts, culture and sports.

Specifically, Section 19, Article XIV of the 1987 Constitution provides

the legal 'basis for physical development:

(1) The state shall promote physical education and encourage sports
programs, league competitions, to foster self-discipline, teamwork, and
excellence for the development of a healthy and alert citizenry.
(2) All educational institutions shall undertake regular sports activities
throughout the country in cooperation with athletic club and other sectors.

PHYSICAL FUNCTIONS OF PHYSICAL EDUCATION

There are three main functions of P.E.: biologic, integrative and social
function.

1. Biologic function refers to the enhancement of the individual's

growth and development through body movement.
2. Integrative function refers to personality integration achieved
through participation in properly selected activities (Andin in Eviza, et
al.).
3. Social function refers to the provision of opportunities for the
individual to acquire desirable social values through participation in
physical social activities.

BRIEF HISTORY

P.E. has existed since the earliest stages of humanity, in areas as

simple as where knowledge of basic survival, Le., hunting, was transmitted.
However, the formal P.E. was first observed during the ancient times as a
component of military trainings as in the case of the ancient Roman
citizens. During that time, children were trained to learn basic military skills
such as fighting tactics. In some cases, P.E. was a form of entertainment as
in the case of the ancient Greeks who organized P.E. programs by the 700's
B.C. at educational establishments called gymmasia. Wrestling and athletics
(ie., discus and javelin throwing, jumping and running) are examples of P.E.
programs which served the purpose of entertainment among the ancient
Greeks.
During the Middle Ages (from 400's to 1500's), many sports and other
physical activities were considered sinful, especially in Europe. However, it
was during the Renaissance, which spanned from the 1300's to 1600's when
the interest in Greek and Roman culture was revived that brought a return
of fitness sports and bodybuilding activities and competitions.

During the 1700's, P.E developed significantly as it was promoted to

the masses. It was during that century when P.E. was regarded as a social
activity. A series of gymnastic apparatuses was also developed during that
century.

During the 1800's, P.E. found its way into formal schools in Germany,
Sweden, United Kingdom, and America. German and Swedish programs
emphasized gymnastics and exercise routines. The British programs
stressed team sports. The American programs borrowed ideas from all
other European sources. The introduction of P.E. into the educational
system led to many things that we have today. It was also during this
century when plenty of new sports were invented.

In the 1900's, the most significant development was the large-scale

provision of P.E. programs for girls and people with disabilities.

OBJECTIVES OF PHYSICAL EDUCATION

There are four objectives of Physical Education (Andin in Eviza, 2007):

1. Physical Development. To be able to maintain a lifelong health and

high level of fitness, one should actively participate in physical activities.
Thus, by engaging in physical activities, one can enhance his growth and
development. In addition, an individual who engages in sports and
recreational activities will lead a healthy lifestyle and will avoid the risk of
various health problems.
2. Social Development. Through participation in sports-related activities,
one can acquire desirable social traits such as friendliness, cooperation,
respect for the right of others, good sportsmanship, good leadership and
followership, and lastly, honesty in game competition.

3. Emotional Development. Worthwhile emotional traits that can be

developed through participation in sports-related activities are self
confidence, self-control, self-reliance, courage, determination and personal
discipline.

4. Mental Development. The individual improves mental capacities

through learning the mechanical principle underlying movements, as he
obtains knowledge and understanding of rules and strategies of games and
sports, and as he discovers ways of improving his movements.

FOUR TYPES OF DEVELOPMENT

1. Organic (Physiological). The improvement of various organs used to

gain power and stamina such as power and endurance in the heart
and lungs, heat regulating mechanism, and digestive and eliminating
organs
2. Neuromuscular (Muscular and Nerves). It refers to the
development of skills and coordination, strength in the skeletal
muscles.
3. Interpretive (Mental). Continuously develops and strengthens the
judgment, interpretation and problem solving skills through learning
the rules, signals and different techniques.
4. Emotional. Enhance the development of impulses and emotions.
Through participating in different activities, one can experience fear,
anger, joy and other powerful emotions and learns to control it.
PHYSICAL EDUCATION PROGRAM

There are two related areas in Physical Education Program:

1. Regular Program

2. Extra-class or Recreation Program

REGULAR PROGRAM EXTRACURRICULAR PROGRAM

held during the schedule of P.E. extension of the instructional
period program
attendance is required attendance is voluntary
focuses in skills development provides the opportunity for
students to practice further and to
apply the skills learned in regular
program

ACTIVITIES UNDER REGULAR PROGRAM

1. Core Activities are the skills and activities needed to carry out the
objectives of the program.

2. Related Activities are sometimes called enrichment activities from allied

areas in the curriculum such as those in other subjects.

3. Adaptive Activities refer to those activities, especially adapted to the

needs of children who diverge from the normal, such as the gifted, slow
learners, culturally less privileged and handicapped.

ACTIVITIES UNDER EXTRA CLASS PROGRAM

1. Intramurals refer to competitions within the school, like dance,

gymnastics, volleyball and other ball games.

2. Extramurals refer to competitions of teams from different schools or

universities.
3. Field Mass Demonstration is a kind of activity where most, if not all,
students participated for the purpose of informing the public of the
activities in physical education.

4. Exhibition Groups are special groups specially trained for certain events.

PURPOSES OF PHYSICAL EDUCATION

Why do you think we need to study P.E. and why is it included in the
school curriculum? The purposes of P.E. must be clearly understood by the
students. Below are the purposes of P.E. (Andin, 1988):

1. To develop optimum fitness and health of the individual so that he is

capable of living the "good life" and of contributing to his maximum
capacity in the attainment of the goals of our society;

2. To produce individuals who can contribute to the economic well-being

through: a) the improvement of proper work habits and work attitudes,
such as punctuality, cooperation, reliability, precision and accuracy and
open-mindedness; b) proper emphasis on problem-solving skills such that
an individual can identify a problem correctly and master the skills
necessary or useful in school and in the business world;

3. To train good leaders with moral integrity of the highest order and
develop other desirable traits necessary for effective-group participation
essential to our society through a) an adequate system of values by
equipping the individual to be able to make moral choices or decisions
needed in daily living and through b) offering group participation in such
experiences as intramurals, extramurals, play days or sportsfest;

4. To develop creativity and innovativeness inspired by an abiding faith in

God and love of country and fellowmen;
5. To instill a love of and pride for our rich cultural heritage and strive for
their preservation and develop an understanding of the culture of others
for a feeling of international brotherhood and unity.

CHAPTER II

PHYSICAL FITNESS

Fitness is the ability to carry out daily tasks efficiently with enough
physical capacity to cope with the physical needs of life (Scully in Eviza,
2007).

Physical fitness is the primary specific objective in teaching Physical

Education. According to Safrit (Eviza, 2007), it is the ability to carry out daily
tasks with vigor and alertness, without undue fatigue, and with ample
energy to enjoy leisure time pursuits and to meet unforeseen emergence.

FACTORS THAT AFFECT FITNESS

Age and heredity are the factors that can affect the level of fitness of
the individual. But according to some fitness experts, behavior can help in
obtaining and maintaining fitness. There are three basic factors that are
needed to be observed:

1. Food. Correct amount of food and balanced diet is the primary

factor.

2. Rest/Sleep. Sufficient rest and enough sleep can affect the fitness
of the individual. In teenagers, at least eight hours is good enough.

3. Exercise or Physical Activities. Proper exercise and daily activities

have a major effect to our body.
ASPECTS OF FITNESS

Andin (1985) presented the following Aspects of Fitness:

1. Physical fitness refers to the ability of an individual to perform his daily

tasks efficiently without undue fatigue and has some extra "reserves" in
case of emergency.

2. Social fitness is the ability to mingle with different types of people with
interest and concern for others.

3. Emotional fitness refers to the ability of an individual to control his

emotions or feelings.

4. Mental fitness is the ability to cope with the common problems of

everyday living.

According to Corbin and Lindsey (Eviza, 2007), TOTAL FITNESS is the

fitness of the whole person including physical, mental, social, and
emotional. Good nutrition, good dental health, and ample relaxation and
sleep are important to total fitness.

Physical fitness is therefore one of the four aspects of fitness/total

fitness.
Authors use the terms fitness and physical fitness with the latter in
mind. Andin and Cobin somehow emphasized the four aspects of fitness
that every individual should aspire and claim to have. That is total fitness.
Attaining the desirable development of fitness components with a
balanced combination of the aspects of fitness, may draw total fitness.

COMPONENTS OF PHYSICAL FITNESS

There are two basic components of physical fitness: the health-
related, which pertains to the total functioning of the body and the skill-
related components.
A. Health-Related Physical Fitness:
1. Cardiovascular fitness is the ability to exercise the entire body for long
periods of time. Cardiovascular fitness requires a strong heart, healthy
lungs, and clear blood vessels to supply the body with oxygen.
2. Muscular strength refers to the maximum force that can be generated
by a muscle or muscle group against a resistance.
3. Muscular endurance is the ability of a muscle or muscle groups to exert
external force repetitively.
4. Flexibility is the ability to move through the full range of motion of a
particular joint or combination of joints. It is dependent upon the structure
of the bone at the joint, the amount of mass surrounding the joint, and the
capacity of ligaments, tendons, muscles, and skin that traverse the joint.
5. Body composition refers to the ratio between lean tissue and fatty
tissue in the body. Lean tissue (or fat-free mass) includes muscles, bones,
organs, and connective tissue.

B. Skill-Related Physical Fitness:

Skill-related fitness helps you perform well in sports and activities that
require certain skills.
1. Agility is the ability of the individual to change position in space; also
refers to quickness of movement. Sheppard and Young (2006) define agility
as a rapid whole body movement with change of velocity or direction in
response to stimulus.
2. Balance is the ability of a person to hold certain position while moving or
in still position.
3. Coordination is the ability to use the senses together with the body
parts in performing tasks smoothly and accurately.
4. Power refers to muscular power which is the ability to release maximum
force in the shortest possible time. It is a combination of strength (force)
and speed (velocity).
5. Reaction Time is the time required to initiate a movement of various
body parts after the reception of a stimulus.
6. Speed refers to the ability to do successive movements of the same kind
in the shortest period of time.
Muscular Fitness

1. Standing Long Jump

Objective: To measure leg strength and power in jumping forward.
Procedure: Stand on the starting line. Place the toes beyond the inner
edge of the line. Bend knees, swing both arms backward and jump
forward as far as possible and land on both feet. Measure the
distance in centimeter from the take off line to the mark of the heel
of the feet landed on floor.

2. Knee-bent Sit-up
Objective: To measure the endurance of the abdominal muscles.
Procedure: From lying position, bend knees and slide heels to not
more than 30 cm. from the buttocks. Feet should rest flat on the floor
or mat and separated about 20 cm. Place both hands across the
chest. Curl up by tightening the abdominal muscles and return to
original position curl up again. Resting between sit-ups is not
allowed.
3. Push-ups/Modified Push-ups
Objective: To measure the endurance of the arms and the shoulder
girdle.
Procedure: Men: Both hands on the floor, palms facing down, with
legs straightened and the chest is two inches away from the floor.
Push-up trunk to full extension of arms, keeping the body straight
from head to feet. The body must not sag..
Women: Bend knees. Both hands on the floor, palms facing down.
Push-up trunk to full extension of arms.
Flexibility

4. Trunk Flexion/Sit and Reach

Objective: To measure the flexion of the hip and back as well as the
elasticity of the hamstring muscles.

General Fitness

5. 15-Minute Walk and Run

Objective: To measure cardio respiratory endurance.
Procedure: Upon signal, performer can run or walk as many laps as
possible within 15 minutes. Score the number of meters completed.
6. Step Test
Objective: To measure physical fitness for muscular work and the
ability to recover from work.
Procedure: Stand before the bench on the given signal. To begin
onto the bench with one foot, count one; then with the other, count
two. Step down with one foot, then the other.
Cadence: 96 steps in one minute for boys
88 steps in one minute for girls
Continue up to three minutes or up as the performer stops due to
exhaustion. Count the pulse beat for 90 seconds.