Module 1

THE LEGAL BASES OF PHYSICAL EDUCATION

Intended Learning Outcome:

At the end of the lesson, the student should be able to:

A. Discuss the legal bases of Physical Education.

B. Identify and understand why Physical Education is a part of curriculum.

C. Appreciate the importance of Physical Education.

Physical Education's is important such makes it legally compulsory in most cultures, to develop character,
promotes a healthy life style, sets a person up for a happy and productive youth life.

1987 Philippine Constitution

The 1987 Constitution is the utmost symbol of Philippine statehood. It the central institution in
our political system. However, given the ignorance and indifference to our Constitution Day unraveled by
my informal survey, it appears that the "democratic principles and the "noble and lofty ideals" enshrined
in this sublime document are not yet properly instilled in our hearts and minds. Of course, there are other
more telling proofs which actually show that the constitutional spirit has yet to be infused in our political
consciousness.

Article 1 of the International Charter of Physical Education 1. Interdisciplinary Regional Meeting

of Experts on Physical Education, UNESCO, Brisbane, Australia, 1982. States that: "The practice of
Physical Education and Sports is Fundamental rights for all. And this right should not be treated as
different in principle from the right to the adequate food, shelter and medical care.

As stated in Article XIV, Section 19, 1987 Constitution of the Republic of the Philippines,
provides;

"The state shall promote Physical Education and encourage sports program, league competition,
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 institution shall undertake regular sport activities throughout the country and in
cooperation with athletic club and other sectors."

In the Filipino people develop a teaching system for Physical Education. And all public and
private school used this teaching system to improve physical fitness, self-discipline, strengthened peer
relationship, and improvement of self-esteem and confidence of a person.

As stated in the legal provision, the State encourage the development of healthy communities as
well as a healthy citizenry by promoting Physical Education which are manifested in different forms such
as sports programs league completion in the provincial, regional and international arena. It is clearly
stated that government in itself adheres to this kind endeavor. This kind of development can be well
manifested and employed in Physical Education where in the citizens become aware of the benefits of
indulging in Physical Education and Sports. As the saying goes "Healthy body makes a healthy mind and
so it could reach out the communities as well in general and in proper perspective. It does not end only on
that premises more so, a new endeavor has been well manifested in Presidential Decree No. 6 which
states that one of the educational objectives of the Department of Education is to encourage educational
practitioner to design, utilize and improve instructional technology and develop or produce textbook and
other instructional materials leading to quality education.

Basic Physical Education in College

The services Physical Education refers to the four subjects given in the freshmen and sophomores
in the first four semester of their college work as stipulated in the DECS Order No. 58, series of 1990.

Cariaga (2016) Stated this declaration was made for the first time in the history a year dedicated
to the promulgation of sport and physical education worldwide, with particular emphasis on men and
women; also created sport and development goals conjunction with Millennium Development Goal. The
first official inclusion of sport and physical activity as part of human rights was published in the 1978
International Charter of Physical Education and Sports as part of the United Nations Educational,
Scientific and Cultural Organization (UNESCO). "One of the essential conditions for the effective
exercise of the human rights is that everyone should be free to develop and preserve his or her physical,
intellectual and moral powers, and that access to physical education and sport should consequently be
assured and guaranteed for all human beings."

Republic Act No. 5708

An Act Providing for the Promotion and Financing of an Integrated Physical Education and Sports
Development Program for the Schools in the Philippines
Republic Act No. 5708
Congress of the Philippines
21 June 1969

Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:

SECTION 1. This Act shall be known as "The Schools Physical Education and Sports Development Act
of 1969."

SECTION 2. An integrated physical education and sports development program in all schools in the
Philippines shall be undertaken by the Department of Education in accordance with the following guiding
principles:

(1) The goal of physical education is to instill in young citizens a proper appreciation of the importance of
physical development hand in hand with the mental development in individual and social activities;

(2) The sports and other activities in a physical education program should provide opportunities for the
athletic development of children and youth who have the competitive spirit as well as grace, coordination,
stamina and strength;
(3) A well-rounded physical education program must be addressed to physical growth, social training, and
personal, discipline for all pupils and students, as well as superior athletic achievement for those who are
psychologically inclined and physically gifted; and

(4) An integrated program for sports development in the schools requires effective organizational
planning and administration with provisions for adequate training facilities and sustained stable financing.

SECTION 3. Pursuant to the guiding principles as herein above provided, the Secretary of education
shall prescribed by regulation a program of activities in the Bureau of Public Schools, Bureau of Private
Schools and the Bureau of Vocational Education which shall include among others (1) a program of
health education and nutrition with increased emphasis on food production activities to augment and
improve the pupils' and students' diets; (2) a program of general physical fitness for all pupils in the
elementary and secondary schools through an observance of a daily routine of calisthenics exercises and a
separate daily period in the school program for physical education including folk dancing and gymnastics;
(3) a program of competitive athletics in all schools starting in the intermediate grades with a view to
identifying promising athletes whose participation in individual and team athletics should be further
encouraged, developed and supervised more intensively in the secondary schools; (4) a program of
intramural and inter-unit athletic competition within schools, districts and provinces prescribed by the
three bureaus with proper recognition and incentive awards for outstanding performance in competitive
activities; and (5) an annual program of athletic competition within and among regions and in
interscholastic or national meets formulated by athletic associations organized by each bureau: Provided.
That in the formulation of regulations the Secretary of Education shall seek the recommendation of the
Department of Health through its Secretary with respect to the program of general physical fitness for
pupils and students and the program of health education in the present.

SECTION 4. There shall be created in the Department of Education a Physical Education and Sports
Center Development Commission composed of the assistant Secretary for Physical Education, as
Chairman the Director of Public Works, the Physical Director of the University of the Philippines, the
three coordinators each representing the Bureau of the Public Schools, the Bureau of Vocational
Education, and the Bureau of Private Schools and the President of the Philippine Amateur Athletics
Federation, as members.

SECTION 5. The Assistant Secretary for Physical Education shall oversee the promotion and
coordination of the schools physical education and a sports development program under the general
supervision and control of the Secretary of Education. The Physical Education and Sports Development
Commission shall submit an annual report to the Secretary of Education who shall make appropriate
recommendations to the President and to the Congress. The Physical education coordinators shall
promote and coordinate the physical education and sports development program in their respective
bureaus under the direction of the corresponding bureau director.

SECTION 6. Sports centers shall be established in cities, provincial capitals or in municipalities

determined by the Commission upon the recommendation of the provincial board or the city council, as
the case may be, as the sports center site for the province, which shall have standard grounds and facilities
for track and field and ball games, gymnasia, swimming pools and dormitory and cafeteria. The Assistant
Secretary for Physical Education shall oversee the promotion and coordination of the schools physical
education and a sports development program under the general supervision and control of the Secretary of
Education.

SECTION 7. Within one year following the affectivity of this Act, the Department of Education shall
undertake a five-year coach development program, in coordination with similar programs launched by the
University of the Philippines, and the Philippine Amateur Athletic Federation (PAAF) and the Armed
Forces of the Philippines, for the training of coaches in the Bureau of Public Schools, Bureau of Private
Schools, and the Bureau of Vocational Education.

Physical Education aims to provide children and young people with learning experiences that
enable them to develop knowledge, motivation and competence to live a physically active life; physically,
morally, intellectually and social within an education context where students are valued and cared.

Establishing and implementing high quality physical education (PE) programs can provide
students with the appropriate knowledge, skills, behaviors, and confidence to be physically fit and healthy
life style. High quality physical education is the cornerstone of a physical activity program. Also,
evaluation is an important part of the education process. It is the way to act of making judgement around
which education decision will be made meeting the needs of the students, the effectiveness of teaching
and the value of the physical education program itself. The purpose of this work text to help the faculty
and students to promote physical education program enhance the movement through exercise.

PHYSICAL EDUCATION
DEFINITION
HISTORICAL BACKGROUND AND CONTRIBUTORS

Intended Learning Outcome:

At the end of the lesson, the student should be able to:

A. Discuss the meaning and definition of Physical Education.

B. Discuss and identify the historical background of physical education.

C. Appreciate the important part of history of physical education.

Physical Education

Is the process by which changes in the individual are bought about through movement's
experiences? Physical Education aims not only at physical development but is also concerned with
education of the whole person through physical activities.

Encourage the development of motor skills, physical abilities, knowledge. reasoning, appreciation
of the value and habituation healthy lifestyle that leads to stimulate growth and balanced development.

Instruction in the development and care of the body ranging from simple calisthenics exercise to a
course of study providing training in hygiene, gymnastics, and the performance and management of
athletic games. (Merriam Webster)
 Physical Education is "education through the physical". It aims to develop students' physical
competence and knowledge of movement and safety, and their ability to use these to perform in a wide
range of activities associated with the development of an active and healthy lifestyle. It also develops
students' confidence and generic skills, especially those of collaboration, communication, creativity,
critical thinking and aesthetic appreciation. These, together with the nurturing of positive values and
attitudes in PE, provide a good foundation for students' lifelong and life wide learning.

Systematic instruction in sports, exercises, and hygiene given as part of a school or college
program focuses on developing physical fitness in the youth. To understand what physical education, we
must understand physical fitness which it intends to promote.

Brief History and Contributor of Physical Education

Physical education would start in just about 1820 when schools focused on gymnastics. hygiene
training and care and development of the human body. By the year 1950, over 400 institutes had
introduced majors in physical education. The Young Men's Christian Association launched its very first
chapter in 1851 and focused on physical activities. Colleges were encouraged to focus on intramural
sports particularly track, field and football. But physical education became a formal requirement
following the civil war when many states opted to pass laws that required schools to incorporate a
substantial physical education component into their curriculums. But it was not till 1970 that an
amendment was made to the Federal. Education Act that allowed women from high school and college to
compete in athletic competitions. Sex-based discrimination was completely outlawed from government
funded programs at this point.

Physical education in the United States would kick off in the nineteenth century. There was
growing popularity of formal physical education programs a all across Europe where calisthenics and
gymnastics were all the rage. American schools looked to follow the European model by incorporating
physical education into the curriculum for primary and secondary schools. And a brief history of physical
education would not be complete with a consideration of institutes of higher education that gradually built
up extremely successful sports programs.

The people beyond the existing of Physical Education one of the first men to recognize the
importance of physical activity in school curriculum was Johann Bernard Base Dow in Germany. He
includes gymnastics as part of daily curriculum devoting-up to three hours per day to educating through
the physical. Base Dow required specific uniform for his students, so they had unrestricted movement. He
also offered a camp for two months during the summer for his student.
WHAT IS PHYSICAL EDUCATION?

The term refers to an important segment of general education which aims to contribute to the total
development of the learner through participation in selected vigorous activities. It provides opportunities
to acquire lifelong skills that are essential to his physical, mental, social, and emotional development.

THE OBJECTIVES OF PHYSICAL EDUCATION

The goal of physical education is to assist the learner to develop and maintain a healthy lifestyle
that can be achieved through the acquisition of knowledge, desirable habits and attitudes, game and dance
skills, and whole some interpersonal relationships. The objectives of physical education are focused on
the four aspects of development, namely:

1. Physical Development Objectives. Physical fit ness, which is the capacity of the body to en gage
in work and play without undue fatigue, is the foremost aim of physical education. This is
achieved through regular exercise and participation in varied vigorous activities. In the pursuit of
the development and maintenance of physical fitness, fundamental movement skills, games,
sports, and dance skills are acquired which can increase one's capability to enjoy life time
recreational pursuits.

2. Mental Development Objectives. Focus is on the acquisition of knowledge and understand ing,
ability to analyze body movements and skills, evaluate game situations and make important
decisions. Understanding the rules of the games leads to better performance or appreciation of an
activity if one is a spectator. Creativity is an essential segment of growth that can be enhanced if
the learner has a rich background and an exposure to a variety of physical activities.

3. Social Development Objectives. A learner seldom gets into vigorous physical activity by him
self. He plays, dances, or exercises with people. In the process, he learns to respect others, and
practices fair play, sportsmanship, teamwork, and develops leadership. He learns the game of life
the application of the golden rule.

4. Emotional Development Objectives. Participating in varied physical activities enables one to

acquire pleasant attitudes, desirable habits, appreciations, and values. Positive character traits
such as courage, self-confidence, discipline, appreciation for beautiful performances, as well as
self-expression are developed and become part of an individual's way of life.

As a subject in colleges and universities, Physical Education requires a substantial budget

allocation, higher than other areas in the curriculum. It is a fact that essential facilities include a
gymnasium, outdoor courts, and playing fields. Several institutions have swimming pools that should be
regularly maintained. In addition, an ad equate supply of fitness, sports, gymnastics, and dance equipment
should be continuously provided for effective instruction. There is likewise a separate amount alloted for
intramural and extramural meets and competitions.
 Nevertheless, educators believe that the lifetime bene fits a student gain from participation in
instructional and recreational programs outweigh the financial input to maintain a quality physical
education program in educational institutions.

In line with Bloom's Taxonomy of Behavioral Objectives, physical education proves it has a
place in the total development of any learner as it is concerned with the cognitive, psychomotor, and
affective domains of growth and development.

PHYSICAL EDUCATION IN COLLEGE

Service Physical Education refers to the four sub jects given in the first four semesters of college
work. Basic instruction in physical education is prescribed by the Department of Education, Culture and
Sports Order Number 58, series 1990. Below are the subject titles and the corresponding suggested
activities that will be under taken by all college students.

Physical Education 1: Physical Fitness.

This is the first course in physical education. It deals with the concept of Physical Education and
Fitness. It also provides opportunities for physical fitness testing and the students' participation in the
development and maintenance of fitness such as aerobics, self-testing activities, light and heavy apparatus
work, and freehand and floor exercises.

Physical Education 2: Rhythmic Activities

The subject covers the concept of rhythm, fundamental rhythmic activities, dance mixers, local
and foreign dances as well as social and ballroom dances.

Physical Education 3: Individual-Dual Sports/Games

Concentration is on the acquisition of skills on recreational activities such as Bowling, Table

Tennis, Badminton, Track and Field events, and outdoor activities such as camping, mountaineering, and
aquatics. Mga Laro ng Lahi are likewise given to foster love of country.

Physical Education 4: Sports and Games

The subject deals with the fundamentals of common team sports such as Volleyball, Basketball,
Baseball/Soft ball, and Football. The acquisition of basic skills is em phasized.
WHAT IS A PHYSICALLY EDUCATED PERSON?

An individual who has undergone physical education in the educational ladder cannot deny the
valuable contribution of this area of learning toward his total development. His/her exposure and
experiences in regular class instruction, in intramural and extramural competitions, are expected to have a
tremendous effect on his/her lifestyle. A physically educated person:

✓ understands the potential of physical education activities in the attainment of a healthy lifestyle
and strives to achieve this goal;

✓ exercises regularly to develop and maintain his/ her weight and physical fitness;

✓ has acquired sufficient skills to enable him/her to participate actively in some forms of
recreational games, sports, and dances;

✓ eats a balanced diet and practices good eating habits;

✓ gets adequate sleep and avoids drugs and stimulants that will negatively affect his/her total well-
being;

✓ enjoys participation in a variety of vigorous activities and recreational pursuits; and

✓ appreciates good performances in games, sports, and dances.

BADMINTON
DISCUSSION TOPICS

01 Definition Of
Badminton
02 History of
Badminton

03 Facilities and
Equipment
04 Terminologies
 01 ● Historically, the shuttlecock
(also known as a “bird” or
“birdie”)
● The common forms of the game
are singles (with one player per
side) and double (with two

Badminton players per side).

● Casual games- Yard or beach
● Formal games- played on
Is a racquet sport played rectangular indoor court
using racquets to hit a ● Points are scored by striking the
shuttlecock across a net. shuttlecock and landing it within
the opposing side of the court.
 Badminton
● The game developed in British India
from earlier game of battledore and
shuttlecock.
● Since 1992, badminton has been a
summer Olympic sport with four
events: men’s single, women’s single,
men’s double and women’s double with
mixed doubles added four years later
What makes a good badminton player?
Badminton players need to excel in

Physical Tactical Psychological Technical

traits
 The 10 rules of badminton
are as follows:
1. A game starts with a coin toss.
2. At no time during the game should the player touch the
net, with his racquet or his body.
3. The shuttlecock should not be carried on or come to rest
on the racquet.
4. A player should not reach over the net to hit the
shuttlecock.
5. A serve must carry cross court (diagonally) to be valid.
6. During the serve, a player should not
touch any of the lines of the court, until
the server strikes the shuttlecock

7. A point is added to a player's score as

and when he wins a rally.
8. A player wins a rally when he strikes the
shuttlecock and it touches the floor of the
opponent's side of the court or when the
opponent commits a fault.

9. Each side can strike the shuttlecock

only once before it passes over the net.

10. The shuttlecock hitting the ceiling, is

counted as a fault.
02

History of
Badminton
Original scoring system in badminton dates back as to early 1873

1. Best of three games

2. In men’s single and doubles, a game is played until 15 points

3. In ladies’ single, a game is played until 11 point

4. The first service is determined by a coin toss.

5. Opportunity to choose “setting”

1887 – J.H.E. Hart of the Bath Badminton Club

1890 – Hart and Bagnel Wild

1893 – Badminton Association of England

Dunbar – where the modern badminton game was
officially launched on September 13, 1893

All England Open Badminton Championship – first

badminton competition in the world

In 1900, single competition were

added and England-Ireland
championship appeared in 1904.
Founding members of the International
Badminton Federation
1934
● England
● Scotland
● Wales
● Canada
● Denmark
● France
● Ireland
● The Netherlands
● New Zealand

1936
● India
Nations which have produced world-
class players

● China
● Denmark
● Indonesia
● Malaysia
● India
● South Korea
● Taiwan (playing as ‘Chinese Taipei’)
● Japan
 Battledore and
shuttlecock, or jeu de
volant

is an early sport related to that of modern

badminton. It is a children’s game played by
two persons using small rackets called
battledores, which are made of parchment,
plastic, or rows of gut or nylon stretched
across wooden frames, and shuttlecocks,
made of a base of some light material, such
as cork, with trimmed feathers fixed
around the top.
1873 – The game is named for Badminton, comes from
Badminton House, from the dukes of Beaufort in
Gloucestershire England.

1860 – Isaac Spratt

1863 – The Cornhill Magazine

British army officers learned the game about 1870.

Poonah or Poona
Ball badminton
is a form of a game played with a wool ball instead of a shuttlecock, was
being played in Thanjavur as early as 1850. It is a sport native in India. It is a
racket game, played with a yellow ball made of wool, on a court of fixed
dimensions divided by a net. By 1875, officers returning home had started a
badminton club in Folkestone. Initially, the sport was played with sides
ranging 1 to 4 players, but was quickly were coated with India rubber and, in
outdoor play, sometimes weighted with lead. Although the depth of the net
was no consequence, it was preferred that it should reach the ground
03

Equipment
and Facilities
1. Rackets
● Much lighter than most
other sports rackets

● Parts of the racket

include the head, throat,
shaft and handle with a
maximum length of 27.77
inches and a width of 9
inches.
2. Shuttlecock
● Acts similarly to a ball in
other racket sports.

● Made up of a cone
shape with a hard cork
at its tip

● The shuttle has 16

feathers attached to
the base and the length
of the feathers range
between 2.44 and 2.75
inches.
3. Net
● It divides the badminton court into
two sides.

● A badminton net is placed lower than

a volleyball net at Tive Teeth and one
inch high on the sides and five feet
high in the center.

● The length may vary depending on whether doubles or

singles are playing, with singles reaching 17 feet and
doubles reaching 22 feet. The net is 30 inches wide
with a 3-inch white tape doubled over the top.
4. Strings
● For racquets are thin, high-performing
strings with thicknesses ranging from
about 0.62 to 0.73 mm.

● Thicker strings are more durable, but

many players prefer the feel of thinner
strings.

● String tension is normally in the range of

80 to 160 N Best Badminton String
● Recreational players generally string at
for Smashing is Yonex
lower tensions than professionals, Aerobite Boost,
typically between 80 and 110 N (18 and 25 Aerosonic, and
lbf). Professionals range between about Ashaway Zymax 66 Fire
110 and 160 N (25 and 36 lbf).
 5. Grip
● It allows a player to increase the
thickness of their racquet handle
and choose a comfortable surface to
hold.

● There are two main types of grip:

replacement grips and overgrips.

Replacement grips are thicker and are often used to

increase the size of the handle. Overgrips are thinner
(less than 1 mm), and are often used as the final layer.
 6. Facilities
● Facilities the badminton court
should be 44 feet long by 22
feet wide if playing doubles,
and 44 feet long by 17 feet wide
for singles.

● This height will vary depending

on the strength of the players.
Terminologies
04
Alley – the area on each side of the court that is used to doubles.
Often referred to as the “side alley”.

Back Alley – the area between the doubles long service line and the
baseline.

Backcourt – the back third of the court

Backhand – a stroke made on the non-racket side of the body.

Baseline – the back boundary line of the court.

Bird – another name for the shuttlecock

Block – a soft short used primarily in defense against a smash

Centerline – the mid-line separating the service courts

Clear – a high shot that goes over your opponent’s head and lands close to the
baseline.

Crosscourt – a shot hit diagonally into the opposite court.

Double hit – an illegal shot in which the racket contacts the shuttle twice in one
swing.

Doubles service court – the short wide area

Drive – a hard driven shot that travels parallel with the floor. This shot clears
the net but does not go high enough for your opponent to smash.

Drop – a shot that just clears the net, then falls close to it.
Face – the string area of the racket

Fault – any infraction of the rules. It results in the loss of serve or

in a point for the server.

Forecourt – the front area of the court, usually considered to be

between the net and the short service line.

Forehand – any stroke made on the racket side of the body

Inning – the time during which a player or team holds service.