Bicol University

Institute of Physical Education, Sports and Recreation

Legazpi City
Email Address: [email protected]

MODULE
1 Introduction to
Physical Education
I. LEARNING OUTCOMES:

Objectives:
At the end of this module, you should be able to:

 Define Physical Education and its importance

 Recognize the historical development of Physical Education
 Demonstrate understanding of the legal basis
 Explain the aims and objectives

Topics/Subtopics:
Lesson 1: Concept of Physical Education
Lesson 2: Historical Development of Physical Education
Lesson 3: Legal Basis of Physical Education
Lesson 4: Objectives of Physical Education

Pre-Test Activity: Concept Map

Direction: A concept map is a visual organization and representation of knowledge. Create a concept map
to build and organize your prior knowledge about physical education.

Physical Education

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 II. LEARNING CONTENT:
LESSON I: CONCEPT OF PHYSICAL EDUCATION

The term Physical Education has various meaning to different people. A few of its definitions by some
eminent people are listed below.

 From a Latin words “physica”, physics and “educatio” meaning the training of the bodily organs and
powers with the view to the promotion of health and vigor
 It is an integral part of the education process, designed for the optimum development of individual’s
potentials through the performance of suitable and selected movement experience.
 According to C.A Butcher, “An integral part of total education process which has its aim- the
development of physically, mentally, emotionally and morally.”
 According D. Oberteuffer, “Physical Education is the sum of those experiences which come to the
individual through movements.”
 According Cassidy, “Physical Education is the sum of changes in the individual caused by experiences
censoring motor activity.”
 According R J B Nash, “Physical Education is that phase of the whole field of education that deals
with big muscle activities and their related responses.”
 According J F Williams and C L Brownell, “Physical Education is the sum of man’s physical activities
selected as to kind and conducted as outcomes.”
 According C L Brownell, “Physical education is the accumulation of wholesome experience through
participation in large muscle activities that promote optimum growth and development.”
 According to the Central Advisory Board of Physical Education and Recreation, “Physical Education is
education. It is education through physical activities for the development of the total personality of
the child to its fullness and perfection in body, mind, and spirit.”
 According to Webster’s Dictionary, “Physical education is an integral part of education which gives
instructions in the development and care of the body ranging from simple calisthenic exercises to a
course of study providing training in hygiene, gymnastics and the performance and management of
athletics games.”
 According Columbia Encyclopedia, “Physical education and training, is an organized instruction in
motor activities that contribute to the physical growth, health and body image of the individual.”

In the light of the above definitions, Sharma (2018) summarized that physical education is an integral part
of general education and is essential for human beings. It is not merely a physical activity but it is the education
of the body though the body. In addition, physical education uses physical means to develop each person’s
whole being (Freeman, 2013). It can be concluded that physical education not only helps in physical
development but it also helps in mental social emotional and spiritual development.

LESSON II: HISTORICAL DEVELOPMENT OF PHYSICAL EDUCATION

Physical education has its roots in the earliest stages of human society. In the past the use of physical
education is in various forms.

Primitive time:
 Physical Activity were not organized
 Physical Activities were mainly to search food and defend themselves from harm and danger

Ancient Oriental Countries:

 The people were concern about intellectual excellence and led a sedentary lifestyle. Their concern was
memorizing the teaching of Confucius, the Great Teacher at that time.
 Physical Activity, are only for the rich, were Chinese classics show in music, dancing and archery
 Wrestling, polo, tug of war, kite flying, water games, jujitsu
 The people, felt that the cause of their illnesses was their sedentary life, so KUNG FU was developed, a
form of medical gymnastics

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 India:
 Concentrate solely on spiritual rather than PA activities
 Their religious belief stress reincarnation of the soul before being united finally with BRAHMA, the supreme
goal.
 Evidence of PA; Hindu Dancing- one of the oldest organized dancing
 YOGA their greatest contribution, exercise in posture and breath taking and involve several positions to
regulate the discipline of the mind.
Egypt:
 The Egyptians believed in life full of PA activities
 Young boys were instructed in the use of weapons of war, on the other hand dance for the royal
entertainment
Persia:
 Empire building through military aggression is the main objective of Persia
 The state trained six-year old's in such events as running, throwing a javelin, slinging, hinting and marching.
 There was no training in the intellectual. The program of PA was directed toward building of strength,
conquest and aggrandizement
Greece:
 Physical Education reach its golden age
 The two city states that gave importance in PA were SPARTAN and ATHENS, but they were exact opposite
in their objectives of P.E
SPARTANS
 The main objective was to contribute a strong and powerful army. Only the strong and
vigorous babies were allowed to live. No individual freedom.
 All boys above 6 years old are subjected to rigid training and entered the Agoge, which was
a system of public compulsory training.
 PA activities are wrestling, jumping, running, throwing the discus and javelin, hunting,
horseback riding and marching.
Athens
 Individual life was not controlled so people enjoyed individual freedom
 The objective of P.E was for physical perfection with emphasis on beauty of physique
 Gymnastic and music were considered as the two important subjects in the curriculum
 Palaestra- were a building for exercise and space for jumping and wrestling
 Greece laid the foundation of the present Olympic Games, which was first held in 776 B.C
and continued every Four years
Greek Philosophers
 Herodotus- PA as an aid to medicine
 Hippocrates- proclaimed the law of use and dis use of the body parts
 Aristotle- prescribe progression of exercises and recognize the interrelationship of the body
and soul
 Socrates- gave emphasis on the importance of PE in attaining health in order to achieve
one’s purpose in life
 Plato- considered gymnastics and music as the two most important subject in the
curriculum
 Galen- stated that P.E should be part of hygiene and subordinate to medicine

P.E in Modern Europe (Germany, Sweden, and England)

 Germans introduced the Turner Societies, which advocated a system of gymnastics training that utilized
heavy apparatus (e.g., side horse, parallel and horizontal bars) in the pursuit of fitness.
 In contrast, the Swedish system of exercise promoted health through the performance of a series of
prescribed movement patterns with light apparatus (e.g., wands, climbing ropes).
 The English brought sports and games with a system that stressed moral development through participation
in physical activities. The influence of these three nations laid the foundation for sport and physical
education in America.

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 P.E in Modern United States
 On the nineteenth century there was a growing popularity of formal physical education programs 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.
Schools focused on gymnastics, hygiene training and care and development of the human body.

P.E in the Philippines

Pre-Spanish Period
 Negritos or Aetas, aborigines of the Philippines lived mainly by hunting with the use of bow
and arrow. They have to run, leap, jump and climb these activities kept them physically fit.
 Those who were living in the high mountains of Bataan, Zambales and Tarlac were very fond
of music and dancing. Their musical instruments are made of bamboo and mountain cane
with abaca fiber. Among their Dances were: Juan Camote (performed by men motion of
stealing camote) Pina-Pa-ni-lan (motion of gathering honey from a tree)
Indonesians and Malay migrated to the Ph
 Those who settled along coast or in the lowlands produced their food through planting and
cultivating mountainsides
 Dancing was a form of religious activity and they dance for their Gods and other purposes.
(to cure sick, wanted rain, bountiful harvest etc.)
P.E in the Philippines
 After the Spanish Regime, dancing continued to be one of the major activities enjoyed by
the Filipinos. (Fandangos, Curachas, Jotas of Spain, Polkas, Mazurkas and Rigidon)
 Games were played during grand celebrations. (Pabitin, Palo Sebo, Juego de anillo,
Duplo,Sungka etc.)

LESSON III: LEGAL BASIS OF PHYSICAL EDUCATION

The practice of Physical Education and sports is a fundamental right for all. This right should not be treated
as different in principle from the right of adequate food, shelter and medicare.

Article XIV, Section 19 of the 1987 Constitution of the Republic Act of the Philippines states that:

 The state shall promote physical education and encourage sports programs, league competitions and
amateur sports, including training for international competitions to foster discipline, teamwork, and
excellence for the development of a healthy and alert citizenry.
 All educational institution shall undertake sports activities throughout the country in cooperation with
the athletic clubs and other sectors.

LESSON IV: OBJECTIVES OF PHYSICAL EDUCATION

In general, the aim of Physical Education is the wholesome/holistic development of an individual, or it can
be said that the aim of P.E is complete living. This aim can be achieved step by steps and these steps are called
objectives. Objectives are steps considered towards the attainment of the aim. They are the particular and precise
means employed to realize an aim.

The following are the main objectives of Physical Education:

1. Physical Development - Through carefully selected physical education activities, an individual who
participates actively will develop and maintain and a high level of physical fitness. The acquisition of
physical skills can motivate an individual to participate further in physical activities; hence, his growth
and development will be enhanced.
2. Social Development - Participation in physical education activities provides opportunities for the
development of desirable social traits needed for adjustment to the social life in general. (Some
worthwhile traits: Friendliness, cooperation, respect the rights of others, Good sportsmanship, Good
leadership and followership, Honesty in group competition)
3. Emotional Development - The informal nature of physical education activities offers opportunities for
self-expression and emotional mastery. (Example of worthwhile emotional traits are Self-confidence,
self-control, self-reliance, courage, determination)
4. Mental Development - Through participation in physical education activities the individual develops his
mental capacities as he/she learns the mechanical principles underlying movements, as he/she

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 acquirer’s knowledge and understanding of rules and strategies of game and sports, and as he/she
discovers ways of improving his/her movements in gymnastics and dance.
5. Spiritual Development - Provide the development of inner self and soul. Experiencing activities helps
students discover a personal meaning and purpose in life.

III. LEARNING ACTIVITY:

Check your progress

1. How would you define physical education?
2. Discuss at least one historical development of Physical Education that gave the most impact to you?
3. What is the significance of the legal basis of physical education?
4. List the five of objectives of Physical Education and explain how it affects your development.

RUBRIC FOR ASSESSMENT

 Content 5 pts- demonstrates full knowledge by answering with explanations and

elaboration, supports ideas with data, evidence, examples, and facts and from the
course content

 Organization 3 pts- Paragraph is well presented and uses co mplete sentences that
is relevant to the topic

 Grammar 2 pts - Spell, punctuate and use rules of grammar accurately and use a
wide range of specialist terms precisely.

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 IV. LEARNING REFERENCE:

Freeman, William. (2013). Physical Education, Exercise and Sport Science in a Changing Society. Jones &
Bartlett Publishers. ISBN 1449691056, 9781449691059 retrieved from:
https://books.google.com.ph/books?id=W3JHAgAAQBAJ&printsec=frontcover&dq=Physical+Educatio
n&hl=en&sa=X&ved=2ahUKEwj5j9qvoLXrAhUaK6YKHTaeBsEQ6AEwB3oECAgQAg#v=onepage&q&
f=false

Sharma V.K. (2018). Health and Physical Education Class 11. New Saraswati House India Pvt Ltd. ISBN
9352722167, 9789352722167. Retrieved from:
https://books.google.com.ph/books?id=zj9jDwAAQBAJ&printsec=frontcover&dq=Physical+Education&
hl=en&sa=X&ved=2ahUKEwjG1a3wobXrAhUKkJQKHZ8PDWw4KBDoATAHegQICRAC#v=onepage&
q&f=false

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