UNIT – I INTRODUCTION

MEANING AND DEFINITION OF PHYSICAL EDUCATION

The meaning of physical education is always misunderstood. It is an education which develops
harmonious growth and development of the child. It develops all the powers of an individual-physical, mental,
moral as well as social. According to Comenius, “Education is the development of the whole man. The
ultimate end of man is happiness with God.” So physical education is considered as education of the body
which enables an individual to grow and develop fully. Physical activities are the educational tools that
promote optimum growth and development. Physical education is not only doing physical activities but also
related with health education, recreation, anatomy physiology, psychology and sociology.
Some important definitions of Physical Education
According to Charles A Bucher, “Physical education is an integral ^ part of the total education process
and has as its aim the development of physically, mentally, emotionally and socially fit citizen through the
medium
» of physical activities which have been selected with a view to realizing these outcomes.”
According to Irwin, “Physical education is a programme of physical activities that develops
health in youth through various organic systems of the body; develops skills in physical
activities which has implication for enjoyment, emotional development, recreation and the
optimum development of the human organism.”
According to H.C. Buck,”Physical education is the part of general education programme, which is
considered with growth, development and education of children through the medium of big muscle
activities. Physical activities are the tools, ‘they are so selected and conducted as to influence every child’s
life physically, mentally, emotionally and morally.”
According to Delbert Oberteuffer,”Physical education is the sum of those experiences which come to
the individual through movement.”
According to J.P. Thomas,“Physical education is the education through physical activities for the
development of total personality of the child and its fulfilment and perfection ,in body, mind and spirit.”
According to Clark. W. Hetherington,”Physical education is that phase of education which is
concerned, first, with the organization and leadership of children in big muscle activities, to gain the
development and adjustment inherent in the activities according to social standards, and second, with the
leadership of the activities so that the educational process may go on without growth handicaps.”
According to C.C. Cowell, ”Physical education is the social process of change in the behaviour of human
organism, originating primarily from the stimulus of big-muscle play and related activities.”
According to J.F. William,”Physical education is the sum of man’s physical activities selected as to kind
and conducted as to outcomes.”
 According to J.B.Nash,”Physical EldUcation is that field of education which deals with big muscle
activities and their related responses.”
According to Cassidy,”Physical education is the sum of the changes in the individual caused by
experiences centering in motor activity.”
According to Nixon and Cozens,“ Physical education should be defined as that phase of the whole
process of education which is concerned with vigorous muscular activities and related responses and with
the modifications in the individual resultant from these responses.”
According to Marshal & Rees, “Physical education is but one aspect of the larger problem of education
in general, and any system which divorces, or tends to divorce, the physical from the moral and intellectual
aspects of life, is thoroughly unsound.”
According to Sharman, “Physical Education should help to develop skills and attitudes which will
be conducive to the wise use of leisure time and provide opportunities for emotional control living
according to acceptable social standards and self-expression.”
According to Brownhill and Hagman, “Physical education is the accumulation of wholesome
experiences through participation in large muscular activities that promote optimum growth and development.”
According to AAPHER, “ Physical education is the way of education through physical activities which
are selected and carried on with regard to values in human growth, development and behaviour.”
SCOPE OF PHYSICAL EDUCATION
An extent to what any discipline can reach is said to be the scope of that particular discipline.
Physical Education having very wide scope, it is not limited to mere physical activities or physical
exercises. Physical education include every aspect that lead individual to all round development. History
of various Nations has proved physical Education is in cultural heritage of human beings. Physical Education
is not limited to school or college curricular but has successfully influenced human beings in all walk of life,
and in every field of development. Age, sex or physical abilities of individuals have no bar as far as physical
educational programmes are concerned.
 Scope of physical Education covers following:-

 Games and sports

 Corrective exercises

 Basic stances and exercises

 Rhythmic activities/programmes

 Social Awareness programmes

 Educational institution curriculum

 Scientific Methodology
 Rehabilitative programmes
Games and sports:
Games and sports widen the scope of physical Education to extreme. It includes every fame of
football, cricket soccer chess etc.
(Team game , individual game ) or in other words it includes any variety of game or sport e.g.
combative, ball game, indigenous etc. physical Education has its influence in every part of it. Any skill
display includes physically Education; Physical itself clears its scope in this field, but this merely not the
knowledge of physical activities. The load planning, the intensity of sports activity, playing technique, tactics
and making of strategies all includes effective educational processes given by physical education. Therefore
Games and sports cannot be taken apart from its scope.
Corrective Exercises and Rehabilitative programme:
Good posture makes individual work efficiently. This knowledge of correct and good basic posture
is presented effectively by physical Educationist. Even a wrong sitting habit can lead to bad posture, many
times work demands results in bad posture, physical education clears the basic concept about the posture
and presents the effective exercises to overcome bad postures.
Basic stances and Exercises:
Every productive skill needs good and accurate position of the, athlete. Physical Education introduces
to us different exercises for different skills for better performance. Knowledge about the stances, grips, action
and execution of the skills assists in enhancing the performance. Therefore physical education has its effective
and successful scope in the field of physical Education.
Recreational programmes:
Today’s world every individual needs to recharge oneself to become more productive even after
heavy workload. Physical Educational processes include Recreational activities as its essential
programme. After the heavy work out every human wants to feel relaxed and recreational, physical
Education introduces many Recreational activities that refreshes and recharges the individual. This scope of
physical Education on the other hand contributing a lot in mankind.
Rhythmic Activities:
Rhythmic activities include folk dances, aerobics, lezium etc. which mainly enhances the
coordinative ability of an individual. We cannot neglect the fact that many of these Rhythmic Activities is
integral part of our Indian culture like Bhangra and other folk dances. Therefore it is validly said that physical
Education is in cultural heritage of India.
Social Awareness programmes:
Physical Education introduces us about Hygiene, sex education, prevention from injuries etc. which
ultimately proves very assisting to society.
Educational Institutions curriculum:
Educational institutions having physical activities as essential part of curriculum. This mainly
includes “INTRAMEURAL AND EXTRAMEURAL PROGRAMMES” physical training through
activities like calisthenics, Bhartium and other mass training exercises clears the wide scope of physical
Education.
Scientific Methodology:
Bio-mechanics, sports physiology, sports science, sports psychology etc. newly introduced subjects in the
field of physical Education widens its scope in the scientific field of Education. Every day new
methodology is being introduced for the enhancement of sports field. The urge to grow faster and achieve
new heights in the field of sports no doubt increasing the scope of physical Education.
Rehabilitative programme:
For temporary-injured athlete it is very important to maintain his/her fitness level. Physical education
widen its scope by introducing Rehabilitative exercises which aims to reduce the recovery period of injured
athlete and also maintains the fitness components (strength, speed, endurance, flexibility etc..) that ultimately
leads for better performance after recovery).
Coaching:
The wide scope of physical education also covers Coaching. In the field of Coaching knowledge of
physical education makes coaches more empowered and efficient. Many basic aspects of coaching is
easily understood by the physically educationists and the theoretical subjects -matter as well as practical
aspects are widely covered in Physical education.
Aims of Physical education:
To provide skilled leadership and adequate facilities which will afford an oppurtunity for the individual or
group to act in situations that are physically wholesome, mentally stimulating and satisfying, and socially
sound.
OBJECTIVES
The objectives will help the physical educators to understand better what they are trying to achieve.

If the objectives are understood, the physical education will know through what activities those are to be
achieved.
 The objectives will help to understand the worth of the field.
Objectives will help to interpret better the worth of the field to general educator and a lay person
even. Objectives will help to know and appreciate the outcomes to be achieved.
Various physical educators have proposed a number of objectives but the following objectives
can be termed as the common.

OBJECTIVES OF PHYSICAL EDUCATION

Physical Development objectives (Organic Development):
The objectives of physical development deals with the program of activities that develop various
organic systems of the body. It results in the ability to resist fatigue, the ability to recover and the ability
to resist fatigue, the ability to recover an dthe ability to sustain adaptive effort. The value of this
objective is based on the fact that the individual will be more active, have better performance and be
healthier. The term organic refers to the digestive circulatory, excretory, heat regulatory, respiratory and
other systems of the human body. These systems are stimulated and trained through activities such as
hanging, climbing running, throwing, carrying and jumping. With vigorous muscular activity, several
beneficial results take place. The trained heart provides better nourishment to the entire body. The
trained heart beats slower than the untrained heart and pumps more blood per stroke, with the result
that more blood is dolivered to the cella and there in better removal of waste products. The trained
individual can performa work for a longer period of time, with less expenditure of energy and much
more efficiently. Therefore physical education should aid in the development of the trained individual so
that he will be better able to perform the routine tasks and live a healthful and happy existence.
2. Motor Development objectives (Neuro Muscular Development)

The motor development objective is concerned with developing body awareness and making
useful physical movement with as little expenditure of energy as possible and with being graceful
in the movement. Effective motor movement depends on a harmonious working together of the
muscular and nervous system. The neuromuscular skill is t perform with a degree of perfection. The
objective to develop as many skills as possible so that the individuals interests will be wide and varied.
Individuals enjoy by participating in activities in which they are skilful. The development of skill
contributes to confidence, brings recognition, enhance physical and mental health makes participating
safer, cuts down expenditure of energy and contributes to the aesthetic sense.
3. Cognitive Development Objective:

The cognitive development objective deals with the accumulation of a body of knowledge and
the ability to think and to interpret this knowledge. Physical activities must be learned, hence there is a
need for thinking on the part of the intellectual mechanism. The individuals not only should learn co-
ordination but also should acquire a knowledge of rules, techniques and strategies involved in physical
activities. Furthermore, a knowledge of followership, leadership, courage, self-reliance, assistance to
others, safety, and adaptation to group patterns is important.
4. Social Development objective:

The social development objective is concerned with helping an individual in making personal
adjustments, group adjustments and adjustments as a member of society. Each individual has certain
basic social needs that was be met. These include a feeling of belonging recognition that their
physique and physical skills have for their social change. When these needs are met, the individual
becomes well adjusted socially. Through physical education, individual should learn social qualities
such as cooperation, friendship, courtesy, sympathy, honesty, aspect for authority etc.
5. Affective Development Objective:
Another factor that should not be overlooked is the affective development. Physical education
should be concerned with helping young people to clarify and think through their value judgments,
appreciations and attitudes. Much can be done to motivate boys and girls to analyse and assess their
own values and attitudes.
IMPORTANCE OF PHYSICAL EDUCATION
Physical education has become a part of school curriculum all over (the world. It explains
about body movement and other physical activities. It involves variety of activities including
individual and team sports. Participation in various games develops cooperation. The need and
importance of physical education are as follows:
A. Harmonious growth and development: Harmonious growth and development is the most
important objective of physical education. All living things grow; A tiny seed can grow into a huge tree.
Adult elephants are 60 times heavier than baby elephants. Every living organism consists of cells. The
cells can multiply and divide to form other cells. Physical education also has relation with growth and
development. Exercise may promote muscle strength. The regular physical training can improve various
organs.
B. Development of physical fitness: Through games and sports development of body takes
place. A person physically fit can help others whenever his help is required. The various components of
physical fitness are speed, strength, endurance, flexibility and agility. Physical fitness enables a person to
perform vigorous activities. Generally physical fitness and good health are considered synonymous
but it is wrong. A healthy person may be physically unfit because he may be lacking in some
component of physical fitness. Regular vigorous exercise also increases the efficiency and capacity of an
individual to lead a fruitful life. Therefore vigorous physical activities should be done for the physical
growth and development.
C. Emotional Development: Many competitive sports develop the emotional qualities which
are very essential for socialization. For example a boxer while playing is emotionally agressive but after
the last bell he shakes his hands with the opponent by converting his anger into affection. Hence we
can say that sports helps a lot for the emotional development.
D. Development of cooperative attitude: Specially in team games all the players practise together
to win jointly. The lesson of cooperation is learned within the team. The tactics involved in team games
are successful due to cooperation of the players, e.g. in hockey, a player scores a goal with the
cooperation of his team mates.
E. Development of Sympathetic attitude: While playing if somebody gets injured, all the players
display affection and sympathy towards him. It can be observed in the cricket match also whenever
any player gets injured all the players rush towards him sympathetically.

F. Channelization of Surplus energy: It is evident from surplus energy theory that every
individual possesses extra energy which tends to play. Sports and games provide a healthy outlet of
surplus energy’otherwise this surplus energy can send somebody towards antisocial activity. So the
proper channelization of energy helps in socialization process.
G. Development of Discipline: We have to play under rules and regulations of the game in
discipline. So games and sports develop habit of discipline which is also an important social quality. Fear
of disqualification in the match also directs a player to remain disciplined in spite of emotional arousal.
H.Development of National Integration: Physical education and sports help a lot in the process of
National integration. Numbers of playful activities also create feeling of brotherhood. We can attain
National integration through games and sports.
Games and sports help a lot in promoting National integration as many opportunities are given
to the citizens for the development of qualities which promote national integration.
I. Development of Socialization : An individual can develop many social qualities through
games and sports like dutifulness, discipline, loyalty, cooperation, sincerity, tolerance,
regularity, punctuality, morality, etc. which promote the feelings of friendship and
brotherhood. Hence we can say that games and sports contribute a lot towards the formation of
healthy society.
J. Knowledge of Health Education: Healthful living requires an intensive and extensive
understanding of health. Health education guides a person to lead a fruitful life. Health
education acts as public relations which gives information about health and disease. It is very
essential for every community.
Health education informs the people about the prevention of disease particularly in epidemics. It
motivates the people to develop their habits and ways of living. For example, drinking of contaminated
water leads to many health hazards which can be prevented by the knowledge of safe drinking water.
K. Knowledge of Human Body: Physical education provides knowledge and understanding
of various systems of the human body. It enables a person to know about effects of exercise on various
systems of the body. This knowledge can help an individual to protect his body from various
diseases.
L. Development of leadership: There are many opportunities to lead in the field of physical
education, like captain of cricket team who acts wisely, sincerely, impartially and effectively. Even
leadership training is provided when a leader is appointed for warming up. Sometimes organization
of competitions also helps in the development of leadership qualities.
 It is clear from the above important that physical activities lead to the development of harmonious
growth and development of the body. In the conclusion we can say that physical education and
sports should be popularized on massive scale and should reach even the rural areas.
MINSCONCEPTIONS ABOUT PHYSICAL EDUCATION
Physical education is so vast a subject that it is mostly misunderstood In the ancient time, physical
education was considered as physical training only. It was made essential for the training of defence
personnel. Physical training was given to warriors only. The aim of physical training was to
produce tough persons who can help in fighting war and patural calamities. At that time physical
education was only limited to physical training. There are following misconceptions about physical
education which are still prevalent nowadays:
A. Wastage of time: Many parents think that participation in physical » activities are just
wastage of time. However this opinion is totally wrong as participation in physical activities
develops body. The mind and body “are two inter-related aspects of the same entity. A
proverb, ‘sound mind - in a sound body’ also supports psycho-physical unity of man. Mind and
body are like two wheels of a bull cart. In the absence of one wheel the effect is found on smother
wheel. Hence if physical condition of the body is disturbed, the mental condition of the body is also
affected. For example a physically fatigued person cannot do mental work properly, on the other side
mentally fatigued person cannot do physical work properly.
B. Physical Education is considered as participation in games only: Most of the people think
that physical education is only participation in games. However physical education enables a person
to maintain health and fitness. Many qualities like love, affection, tolerance, obedience, cooperation etc.,
are learned through participation in games.
C. Poor social status: Until recently physical educationists had poor social status. However this
perception is changing day by day. Sports persons are given social awards like Arjuna Award which can
uplift the social status as society has started recognizing sports personalities.
D. Physical education and Career: Most of the people do not opting physical education as career,
as they are not aware of its vast area. However physical education has many specialized branches like
physiology of exercise, kinesiology, sports anthropometry, physiotherapy etc. which can be opted as a
good career.
E. Indiscipline: It is also observed that sports persons are considered as indiscipline. Physical
education on the other hand trains a person to remain disciplined. We have to play under rules and
regulations of game in discipline. So physical education develops habit of discipline which is also an
important social quality. Fear of disqualification in the match also directs a player to remain disciplined
in spite of emotional arousal.
F. Wastage of money: Still it is thought that games require a lot of sports equipment which is
considered as wastage of money. However sports and games provide a healthy outlet of surplus
energy, otherwise this surplus energy can send somebody towards anti-social activities. So the
proper channelization of energy helps in educating the child.
RELATIONSHIP OF PHYSICAL EDUCATION WITH GENERAL EDUCATION
Physical Education has been accepted as an integral part of Education. The physical Education
teachers work for the achievement of the ultimate purpose of general education. Let us discuss how far a
Physical Education teacher can help in achieving the objectives of general education.
Education contributes to the development and advancement of the nation’s culture. Educational
institutions play a primary role in the achievement of intellectual skill, knowledge, understanding and
appreciations. Physical Education as a phase of the total educational process helps in realizing these
purposes.
Before we evaluate the role of Physical Education in the achievement of objectives of general
education, we should understand the meaning of education and its objectives.
The term ‘education’ means different things to different individuals. The simple meaning of
education is a change, modification of behaviour or an adjustment on the part of the student as a
result of experiences. A number of definitions made on educations are
A training process that comes about through study and instruction.
A series of experiences that enable a person to better understand new experiences.
John Dewey, an educator defines education as “the reconstruction of events which compose the
lives of individuals so that new events become more purposeful and more meaningful”Education is a
‘doing’ phenomenon. One learns through doing. Education takes place in the classroom, in the
library, on the playground, in the gymnasium and at home.
The primary goals of education are dissemination of knowledge, the liberation of minds, the
development of skills, and the establishment of wholesome attitudes which are useful in the
improvement of the society. The primary goals of general education are individual development, with
emphasis on behaviour and social usefulness together with intellectual development as an outcome of
learning. The important educational objectives are civic responsibility, the learning of respect, tolerance
and self-responsibility, development of intelligence and effective thinking, knowledge of body,
knowledge f health and training of body and spirit.
Physical Education plays an important role in the education process. The mind and the body
represent a unit in human beings. One gives strength to the other and both function harmoniously in
the educated person. When physical education is applied to education, it can readily be seen it plays an
instrumental role in the education process. Physical education with its emphasis on building a
physically, emotionally, mentally and socially fit society plays an important role in education. The
role of physical education can be discussed in relation to three domains namely cognitive, affective
and psychomotor.
1. Cognitive Domain’s
The objective of cognitive development is concerned with knowledge and understanding.
Physical Education contributes to cognitive development in the following ways.
 Physical Education programmes contribute to academic achievement by providing daily
movement experiences and instructions in selected basic motor activities, by providing knowledge
and modifying behaviours in regard to good health practices, and by aiding in the process of social and
emotional development.
Physical Education contributes to knowledge of exercise, health and disease; instructions are given
about the importance of nutrition, Physical activity rest and sleep. Physical education provides
knowledge and understanding relating to the various organic systems. Physical Education contributes to
an understanding of the role of Physical activity and sports in the culture. They affect the country’s
politics, government, economy and educational systems. Sports and physical activity dominate the
newspapers, magazines, radio and television.
Affective Domain
The affective domain is primarily concerned with interests, appreciations, attitudes and values.
Following are some of the contributions of Physical Education to this domain. Physical Education
contributes to an appreciation of beauty. The human body is a thing of beauty if it has been properly
developed. Nothing is more beautiful than perfectly proportioned and developed human body. The
beauty of movement is developed through Physical activity.
Physical education helps in the formulation of an individual’s philosophy of life. Through the
medium of Physical activity, guidance is given as to what is right and proper. Physical Education
program stresses human welfare. When an activity is planned, the needs and welfare of the participants
are taken into considerations. Play experiences offer an opportunity for children a rich social experiences
which help to develop child’s personality. Every educated person should have the characteristics of
courtesy, politeness, fair play and other social behaviours. Good training in Physical Education activities
provide opportunities to develop the characteristics of courtesy, politeness, fair play and good
sportsmanship. Physical education bring children and youth from all walks of life, all creeds, colours,
and races.
According to J.B. Nasls Physical Education is that phase of the whole field of Education that deals
with bit muscle activities and their related responses.
Physical education is concerned with the acquisition of motor skills, and the maintenance of
fitness for optional health as well as attainment of knowledge and the development of positive attitudes
towards Physical activity.
In recent years there has been considerable discussion regarding whether Physical Education is
the best name for this field. Other names that have been suggested include movement education,
kinesiology, sports education, physical fitness, sport, applied physical sciences and motor education.
The term that is used widely at present time is physical education and sport. The various sub-disciplines
of physical education are sport sociology, Biomechanics, sports medicine, Exercise physiology, sport
Philosophy, History, Pedagogy, Sport Psychology, Motor Learning, Motor development, adopted
Physical education, Health related fitness, performance related fitness, Health, Recreation and
athletics.
 Physical education, with its emphasis on building a physically, emotionally, mentally, and
socially fit society, plays an important role in general education. A heavy responsibility rests upon
the shoulders of those who spend a large share of their time with the youth of today. If experiences are
provided that are satisfying, successful, and directed toward enriching an individual’s life, these purposes
of education will be accomplished. Physical education teachers have within their power the ability to aid
in the fulfillment of the objectives of self-realization, human relationship, economic efficiency, and
civic responsibility in each individual. Physical education, when applied to general education, plays an
important role in the development of the student. The education that takes place on the playground, in
the swimming pool, and in the gymnasium can help considerably in accomplishing these purposes.
A fuller description of the role of physical education in the educational process is needed at this
point. For purposes of organization such a discussion may be grouped under four headings, which
have been adapted from the Educational Policies Commission’s list of objectives toward which
education is striving.
The objectives of intellectual self-realization are aimed at developing the individual so that he
realizes his potentialities. This development means much more than the accumulation of knowledge. It
means that the individual in the process of constant interaction with his environment has achieved
his rightful place, that a proper relationship has been established, and that he recognizes and associates
with what is best in his culture. It means that education is interested not only in shaping the individual for
his future role as a member of society but is interested also in his development and growth as he
progresses toward adult life. Physical education should contribute to the objectives of intellectual self-
realization in the following ways.

1. Physical education should contribute to academic achievement. Research findings indicate that
physical education programs can contribute to academic achievement by providing daily
movement experiences and instruction in selected basic motor activities, consistent with the
developmental level of the students; by promoting physical fitness; by providing knowledge and
modifying be-havior in regard to good health practices; and by aiding in the process of social and
emotional development, which leads to a more positive self-concept. Research findings also
indicate that the intellectual, physical, and emotional developments are closely associated.
Endocrinology has shown that mentality changes as body chemistry changes. Biology has
linked the cell to the learning experience. Psychology points to the act that the child’s earliest
learnings are actual and kinesthetic. Just as it is important to teach English so that students can
communicate effectively with one another, history so that they have an understanding of their
cultural heritage, and mathematics so they can understand the technology of our society, it is
also important to educate students regarding their physical selves so they can function most
efficiently as human beings. For further explanation of the evidence to support the relationship
between physical education and academic achievement, Psychological Interpretations of
Physical Education.
2. Physical education should contribute to an inquiring mind. An inquiring mind is essential to
the educated person. Only through curiosity is it possible to probe into the makeup of one’s
 environment. The motor mechanism of the child en-bales him to explore, to cruise, and to see his
environment. It stimulates his curiosity. He wants to see what is on the other side of the fence, how
hot the stove is, what happens when he pulls the light cord, what is in the box with the cover, how
people react to certain situations, and the like. Motor activity helps develop the inquiring mind
and aids in the solving of problems that at times thwart the individual. In fact, psychologist
Newell C. Kephart, former Executive Director of the Achievement Center for Children at Purdue
University, points out that motor activity is related to higher thought processes. He also indicates
that a child’s behavior cannot function better than the motor abilities upon which it is based.
Today, in education, the independent study movement is becoming more popular in our
schools and colleges. Alexander and Hines,* in their book entitled Independent Study in
Secondary Schools, describe the independent learner as one who makes optimum use of his
intellectual and other powers. He is one who undertakes on his own initiative learning tasks
important to him. The student in the independent study movement desires the opportunity to
participate in activities that will provide him with answers to questions that are perplexing him.
Physical education provides the op-opportunity for students to participate in such activities. One
may visit a school at 7 A.M. and observe a youngster running around a track with an interested
coach holding a stopwatch for him. Physical education activities open up new fields of curiosity.
The student seeks to discover the answers to such questions as why a vigorous workout and a
shower are exhilarating and why exercise improves his appetite, circulation, respiration, stamina,
and endurance; why Jim can lift his own weight in the air and Dick cannot; why Henry can wield a
tennis racquet with great skill; and why Sally can swim so gracefully. A new and interesting
phase of living is opened to the individual through activity. His inquiring mind is ac-tive, and he
seeks the answers to his health and physical problems. Many opportunities should be provided
the student to do independent study in various physical education activities that interest him.
3. Physical education should contribute to the ability to speak, read, and write effectively. Physical
education, through the various activities that it sponsors, can in-directly help an individual to speak,
read, and write with more effectiveness and clarity. Through the development of a healthy and
physically fit body one may possibly have better poise to command the attention of one’s listeners.
Francois Delsarte, a French teacher of voice and dramatics, pointed this out when he developed a
special system of physical exercises that were aimed at more effective dramatics and singing. This
system spread to America, where it was received with a great deal of interest. Many teachers of
oratorical public speaking were in accord with Deseret’s methods, combined them with their own
ideas, and developed a system of exercises that contributed to health, poise, grace, and beauty of
face and figure.
The ability to read efficiently is important to an individual’s development. It has been pointed out
that there are three types of illiterates. First, there are those who cannot read; second, those who
have mastered the mechanics of reading but do not use this acquired art; and, third, those who read
material of insignificant value. Physical education can contribute to discrimination in reading by
pointing out scientific materials available in regard to the maintenance and promotion of one’s
 health and physical fitness. It can discount the literature of health and physical culture “faddists,”
quacks, quick-cure artists, and medicine men who are exploiting the public. It can refer students to
sources of information where scientific information may be obtained. It can develop in the student a
critical attitude toward quick health cures and other misleading advertising that is chronicled daily
in newspapers and magazines and broadcast over radio and television. Through this medium of
discriminatory reading, physical education can contribute to self-realization.
Physical education should aid an individual to write effectively. The ability to express one’s views
in a clear, concise manner is a medium that contributes immensely to the solving of problems. In
the presentation of physical education reports on activities, in health lessons, and in the writing of
examinations, there should be a constant alertness on the part of the physical education teacher to
see that acceptable standards of written work are followed. This work should not be the sole
prerogative of the English profession. Instead, it is the duty of all educators to utilize every
“teachable moment” in the improvement of the writing ability of their students.
4. Physical education should contribute to knowledge of exercise, health, and disease. The educated
person has an under-standing of the facts pertinent to exercise, health, and disease. To a great
degree, a person’s success is dependent upon his health. His state of health and physical fitness
will determine to a great extent whether or not he succeeds in realizing his potentialities. An
individual cannot expect to be a top executive in the business world if he is sick and stays away
from work 2 or 3 days a week. He cannot expect to achieve stardom in professional athletics
without a physically strong and healthy body. He cannot expect to be accepted by members of his
community if his life is controlled by drugs such as heroin and LSD. He cannot aspire to a
highsalaried position in radio, engineering, the ministry, education, advertising, law, medicine, or
dentistry unless his body can stand the rigors of long hours of study and work. He cannot
expect to achieve happiness in living unless he is in good health. Therefore, knowledge of exercise,
health, and disease is a contributing factor to self-realization so that health obstacles, handicaps, and
strains may be guarded against.
Physical education contributes to this knowledge by instructing the individual in regard to the
importance of nutrition, physical activity, rest, and sleep; by informing him of the dangers of drugs;
by exploring with him the preventive and control measures that exist to guard against disease;
by providing opportunities for vigorous outdoors activity; by motivating the formation of
wholesome health attitudes and habits; by following up the correction of defects; by stressing
safety factors for the prevention of accidents; and by establishing various health services.
Through the experiences and knowledge provided by a physical education program, the
objectives of self-realization are brought much closer to attainment.
5. Physical education should contribute to family and community health. The educated person protects
his own health, his dependents’ health, and the health of the individuals within the community
where he resides. The educated person has a knowledge of health and disease and applies these
facts to himself, to his family, and to his community. He sees that his body is cared for in the
manner prescribed by the authorities on health and disease and has periodic health examinations. He
 gets adequate amounts of exercise, rest, and sleep; eats the right kind of food; engages in activity
conducive to mental as well as physical health; and sees that others also have the same
opportunities to maintain and improva their health in accordance with his standards. He realizes that
health is a product that increases in proportion as it is shared with other individuals, and he knows
that health is everybody’s business. In many ghetto areas where the horror of drug abuse has
taken countless lives, the educated person who has knowledge of such horrors is the one who
can inform members of the community of the dangers to them if they use drugs.
Physical education provides a program of activity to improve the physical and mental health of the
individual, his family, and the entire community. In the schools a planned program of physical
activity is offered as an essential to the optimum body functioning of young people during this
developmental period of their lives. It enables them to experience many pleasurable emotions
and to develop organic power essential to a healthy, happy, and interesting existence, so that they
will not have to turn to antisocial pursuits as an outlet for their frustrations. The groundwork for
adult years is laid during this formative period. Recreational programs provide facilities and
opportunities for the adult to continue, after leaving school, physical activity adapted to his needs.
They offer adults the opportunity to lose themselves in wholesome activity and thus be relieved of
some of the tension experienced in modern day living. Such a program is essential to the
health of all.
6. Physical education should contribute to skill as a participant and spectator in sports. Recognizing
that the body and mind represent a unity in man, the educated person recognizes the value of
physical activity. Sports and physical education activities are an important part of our culture.
Furthermore, the stress of modern day living, with its quest for material possessions, its machine
type labor, its sedentary pursuits, and its competitive nature, has implications for all who would
enjoy some of the simple, natural, and wholesome forms of activity. Modern-day man has been bit-
ton by a bug that lias destroyed to some extent his sense of values in regard to entertainment.
Many persons no longer wish to find entertainment through their own re-sources but, instead,
desire to have professionals satisfy these needs. Too frequently they turn to night clubs, horse races,
or games of chance for amusement. The educated person selects the manner in which he will
spend his leisure time with discretion and with regard for enriched living.
Participating in a game of softball, tennis, or badminton or going for a swim not only provides an
interesting and happy experience during leisure hours but at the same time contributes to mental
and physical health. The development of physical skills in all persons rather than in just a few select
individuals is an educationally sound objective and should be encouraged more and more by
educators. The so called rec-reational sports should receive greater emphasis so that activities
may be better adapted to the older segment of the population. Swimming, golf, tennis, camping,
and similar activities should occupy a prominent place in all physical education programs.
Physical education not only develops skill in the participant but at the same time develops an
interest and knowledge of other activities that at times may be engaged in by individuals from
the standpoint of a spectator. Although it seems the benefits from participation would
 outweigh the benefits of being a spectator in regard to physical activity, nevertheless many leisure
hours may be spent in a wholesome manner observing a ball game or some other sports activity.
The wise person, however, discovers the proper balance between the amount of time he will utilize
as a participant and as a spectator. The balance is destroyed if a person fails to realize that being a
spectator cannot result in the same values for an individual as being a participant. Physical
education can help by supplying knowledge of various sports so that the role of the spectator may
be more meaningful and interesting.
7. Physical education should contribute to resources for utilizing leisure hours in mental pursuits. The
educated person has mental resources for the utilization of leisure hours. Recreation is not
confined to sports and exercise. Instead, there is a whole game of activities that are more inactive
in their nature but that offer entertainment and relaxation after working hours for a great many
people. Such activities as reading, photography, music, and painting may be included in this
group. Physical education contributes here by providing the material for interesting stories of
great athletes, such as Babe Ruth, Jackie Robinson, Glenn Cunningham, Ben Hogan, and Kareem
Jabbar. These individuals, through the stories that have been written about them, allow others to
live vicariously their struggles in attaining fame and fortune amidst obstacles that seemed almost in-
surmountable. Physical education offers photography and painting enthusiasts subjects for their
pictures. Everyone has seen works of art that were inspired through some sports event. Physical
education also offers many hobbies. A sport such as fishing motivates a hobby such as teeing
flies. Many other examples could be listed.
8. Physical education should contribute to an appreciation of beauty. The educated person has
developed an appreciation of the beautiful. From the time of early childhood the foundation of an
appreciation of beautiful things can be developed. Architecture, landscapes, paintings, music,
furnishings, trees, rivers, and animals should ring a note of beauty in the mind of the growing
child and in the adult.
Physical education has much to offer in the way of beauty. The human body is a thing of beauty if it
has been properly developed. The Greeks stressed the “body beautiful” and performed their
exercises and athletic events in the nude so as to display the fine contours of their bodies. Nothing
is more beautiful than a perfectly proportioned and developed human body. Physical activity is one
of the keys to a beautiful body. Also, there is a beauty of movement that is developed through
physical activity. When a person picks up an object from the floor, it can be done with great skill
and grace, or it can be done crudely and awkwardly. When a football pass is caught, a basketball
goal made, a high jump executed, a two and one-half somersault dive performed, or a difficult
dance displayed, there can be included in the performance of these acts rhythm, grace, poise,
and ease of movement that is beauty in action. Anyone who has seen Jim Ryun run, Jack Nicklaus
drive a golf ball, Rod Laver stroke a tennis ball, Wilt Chamberlain hook a shot through the net, or
Johnny Bench hit a home run knows what beauty of performance means. Such beauty comes
only with practice and perfection.
9. Physical education should contribute to directing one’s life toward worthwhile goals. The educated
 person conscientiously attempts to guide his life in the proper direction. Upon the shoulders of each
individual rests the responsibility of determining how he will live, what religion he will choose, the
moral code he will accept, the standard of values he will follow, and the code of ethics in which he
will believe. This is characteristic of the democratic way of life. In a democracy man can in reality
“half control his doom.”
Man must develop his own philosophy of life. The way he treats his fellow men, the manner in
which he assumes responsibility, the objectives he sets to attain on earth, and the type of
government in which he believes will all be affected by this philosophy. Through the philosophy
that he has established, man forms his own destiny.
Physical education can help in the formulation of an individual’s philosophy of life. Through the
medium of physical education activities, guidance can be given as to what is right and proper, goals
that are worth competing for, intrinsic and extrinsic values, autocratic and democratic
procedures, and standards of conduct. Children and youths are great imitators, and the beliefs,
actions, and conduct of the coach and the teacher are many times reflected in the beliefs, actions,
and conduct of the student. In education, leadership is the key that unlocks the door to self-
realization for many of our youth.
PHYSICAL EDUCATION AS AN ART
Art can be described as a method of doing something beautifully. People who do things
beautifully may be called artists. Art implies that actions are performed with such principles of taste and
imagination, and with such aesthetic qualities, that they express beauty, grace and poise. A perfect dive (in
aquatics), a perfect gymnastic exercise, a beautiful painting, a colourful rainbow or a melodious song
excites an emotional response in us. This emotional response is received by us through our various
sense organs—ears, eyes, nose etc. Such responses evoke delight and excite admiration within us
because of the humanistic values and aesthetic qualities of the object or the experience. In music our
auditory perception is involved, in seeing a piece of art our visual perception is involved, in smelling the
food our olfactory perception is involved and in athletics our kinesthetic perception is involved. It is the
quality of the perception that evokes aesthetic response so as to term it as an art.
The person who performs an action beautifully, skillfully and creatively is an artist. The teacher or
the guide who creates such congenial learning environment which encourages and stimulates his
disciple to achieve perfection and beauty in performance is also an artist. An athlete who sails over
the high jump bar skillfully, beautifully with grace and poise is an artist and the teacher, the guide
who taught him with his soaring imagination and stimulating ideas is also an artist.
Art has two main principles, ‘form’ and ‘organization’ and physical education satisfies both these
principles. Form is essential quality of good activity in physical education. The teacher will be able to
evaluate the strong, supple physical from as well as the skilled activity as to its good form. Physical
education also satisfies the second principle of organization which is a function of imagination and
creativity. Physical education contributes to creativity and appreciation of the same by providing
different modes of expression through movements and also by allowing for individual differences of
the participants at the same time. These two principles are generally responsible for beautifying the
programme of physical education, extrinsically and intrinsically. It can thus, be said that physical
education is an art.
PHYSICAL EDUCATION AS A SCIENCE
Physical education can be termed as a science only if the principles, laws, theories on which it is
founded are determined and verified. What we know about human being is scattered through many
separate disciplines. Physical education draws its principles from various sources like anatomy,
physiology, mental hygiene, psychology, anthropology, bio-chemistry, bio-physics, bio-mechanics etc.
which contribute much to the understanding of‘man’ and his‘movements’. These sciences have paved the
way for building up a scientific basis of physical education. The principles and theories which guide
programming in physical education place heavy reliance on these sciences. Principles of these
services are so well established that there is hardly any possibility of any change taking place.
Basic characteristics of science are that it provides us the knowledge, the facts, intellectual tool for
solving problems, enabling us to construct means and also stresses on results and achievements. As
physical education relies heavily on these basic characteristics of science, it can be well said that
physical education as a science.
PHYSICAL EDUCATION AS AN ART AND SCIENCE
Since physical education derives its principles both from art and science, it will be appropriate to
treat it as an art and a science at the same time. It is an art because it is aesthetic, imaginative and
creative. It is science as it is systematic and realistic. Physical education being a rare combination of
science and art can be termed as ‘artistic science’.