UNIT 1: INTRODUCTION TO PHYSICAL EDUCATION
Lesson 1: History of Physical Education
The unit includes the discussion of history of Physical Education, its
definition, the legal bases, its main goal and objectives and its values and
benefits.
Objectives: At the end of the lesson, you are expected to:
1. Be aware of the beginning of Physical Education.
2. Discuss the meaning of Physical Education and interpret its legal bases.
3. Identify and exemplify the main goal and objectives of Physical
Education.
ACTIVITY 1. Think it!
What comes in your mind when you hear the word Physical Education? In
this activity, kindly write down your thoughts/ideas inside the circle.
Introduction to Physical education
Physical Education involves the learning processes of skills, the acquisition of
knowledge and the development of attitudes through movement. Physical education is
that part of the total process of education which utilizes games, sport, dance, and health
fitness activities to help the individual achieve the goals of education. Well-defined
programs of physical education provide a systemic progression of cognitive, affective,
and psychomotor experiences as every individual pass through various developmental
stages during their tenure in school.
Physical activity is critical to the development and maintenance of good health.
The goal of physical education is to develop physically educated individuals who have the
knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity.
History of Physical Education
Physical Education is the earliest form
of education known to human beings. Learning
how to move is vital for one`s survival.
Learning the most basic functions such as
turning over, sitting up, crawling, standing,
walking, and running are but a few of the
essential skills that an individual has to learn.
Growing up, a variety of more complex
movement skills must be acquired. In the
primitive era, one must learn the skills of
hunting and gathering food, of looking for shelter, as well as defending one`s territory.
The desire for propagation and mating is said to have been the origin of dance and play.
Ancient civilizations have forms of physical education as part of their past and
culture. China has records of forms of music, dance, and archery, as well as other forms
of activities such as wrestling, tug of war, polo, grappling, kite flying, and water games.
India has records of the earliest forms of
dances, as well as other forms of activities
such as throwing balls, dice, tumbling,
chariot races, marbles, riding elephants,
plowing contest, horse riding, wrestling,
swordsmanship, boxing, and dancing. In
Egypt, young boys were given weapons to
play and train with, and were trained in
gymnastics, while the girls were taught
dance to entertain royalties. In Persia, the empire was built through the military. The whole
life of the individual is a life of military training.
The Greeks valued physical
education as well. In Athens, life was a
democracy, and physical education was for
the purpose of perfection and beauty. In
Sparta, physical education was primarily
used for strengthening the army. Defective
babies were thrown off the cliff, and young
boys started their training by six years of age.
Spartans trained in wrestling, jumping,
running, discus and javelin throwing, riding a
horse, hunting, marching, and other activities. When Rome conquered Greece, such
practices in physical training were assimilated in the life of Roman soldier. As the Roman
empire started to become materialistic, there was a decline in physical education, and the
focus went into gladiatorial combat as a form of entertainment. With the decline of the
Roman empire, physical education experienced a decline as well.
The importance of physical education reemerged during the era of feudalism. With
the rise of the feudal system, there was a need to put up small armies and fiefs, as training
for military skills resurfaced. People were trained on how to use the sword, shield, and
the bow and arrow. Horseback riding and scaling walls were also taught.
During the Renaissance period,
physical education was also seen as an
important part of life. While the mind was
given premium, the people believed that the
body must have rest and recreation as well.
Eventually the practice of physical education
and gymnastics spread across Europe, and
was formalized in Germany, Denmark,
Sweden, and Great Britain. Physical
education was made part of the school
curriculum and was experiencing refinement. Eventually the United States followed suit.
It formalized physical education in school, establishing sports club and programs for
teacher training. Basketball was invented, and broad and extensive programs were
established for sports and recreational activities
The Philippines has adopted the
western institutional approach to education,
and gym class. Since the 1940`s, much more
emphasis has been made on physical fitness
and well-being in the school system. Soccer,
as is the case with an overwhelming majority
of the world`s population, is a favorite among
citizens of the Philippines. Many sports made
popular in the United States are prevalent in
the country due to the coming of the American
PEACE CORPS who had greatly influenced the Filipino sports and physical activities this
include basketball, tennis, volleyball, boxing, wrestling and even golf. This preponderance
on sports and recreation also is a direct result of the influence of physical education being
offered in schools across the country. In addition to the various forms of western influence
in the school system of the Philippines, Instructors have melded the art forms of martial
arts into their curriculum creating a symbiotic blend of east and west.
It is widely noted that health should
also be a major component in physical
education curriculum. Whereas physical
education was primarily for survival in the
past and utilized for military purposes,
today, the shift in purpose is to build a
citizenry that is fit for life. This entails that
the individual must be physically fit and
healthy as well.
1901 – Physical Exercise is one of the major subjects offered in public schools and
regular program of athletics was developed.
1905 – Baseball and track were introduced and taught in the young boys in school.
1909 – Athletics program for school was inaugurated.
1910 – Basketball was first introduced as a game for girls.
1920 – Physical Education was made a required subject in the curriculum of all
public schools.
Dr. Aparicio H. Mequi was considered the
father of Philippine physical fitness because of his
contribution such as the physical fitness test that was
used in the DepEd and to tertiary. Hataw dance was
initiated by him and supported by the government
through its agencies such as Department of Health, and
late Civil Service mandated its constituent to have every
end of the week as their fitness day.
Physical Education
It is an integral part of the 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 (Andin, 1988).
Physical Education develops the skills, knowledge, values and attitudes needed
for establishing and enjoying an active and healthy lifestyle, as well as building student
confidence and competence in facing challenges as individuals and in groups or teams,
through a wide range of learning activities (World Health Organization, 2002).
https://334.edb.hkedcity.net/doc/eng/framework1/pe.pdf
Legal Bases
1. Article 14, Section 19 of the 1987 Constitution of the Republic of the
Philippines.
“The State shall promote Physical Education and encourage sports program, 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 the cooperation with athletic club and other sectors.”
2. Article 1 of the International Charter of Physical Education and Sports,
UNESCO, Paris (1978) and Interdisciplinary Regional Meeting of Experts
in PE, UNESCO, Brisbane, Australia, (1982).
“Physical Education and Sports is a fundamental right to all and this right should not be
treated as different principle from the right to adequate food, shelter, and medical care”.
