Physical Education Concepts and Objectives

The ability of the body's systems to work efficiently and effectively. It involves improving cardiovascular health, muscular strength and endurance, flexibility, and body composition.

The process of learning and improving skills that involve movement, such as running, jumping, throwing, and catching.

Focuses on understanding the nature of physical activity and its impact on individuals and society, considering ethical and social issues.

Branch of philosophy exploring knowledge, truth, and reality. It asks questions about the nature of physical activity, value, meaning, and purpose.

Branch of philosophy analyzing moral principles and values. It focuses on the ethical implications of physical activity and sport, like fair play and sportsmanship.

Branch of philosophy focusing on the nature, origin, and limits of knowledge. It questions how we come to understand physical activity and its benefits.

A philosophical perspective that emphasizes the importance of reason and the pursuit of knowledge. It stresses intellectual development and the use of physical activities to cultivate moral character, discipline, and leadership.

A philosophical perspective that emphasizes the importance of practical experience and real-world application. It sees physical activities as a means to develop practical skills and knowledge that are useful in everyday life.

A philosophy emphasizing the mind and intellect, becoming a driving force behind the development of monasteries and schools.

A ball game popular during the Middle Ages that resembles modern-day soccer, often played with many players on each team.

A type of training for knighthood that involved physical, social, and military elements, starting from a young age.

A medieval tournament event featuring a one-on-one competition where two mounted knights charge at each other with long lances, attempting to unhorse their opponent.

A medieval tournament event involving hands-on combat where groups of knights fight each other with dull swords.

A recreational pursuit popular among medieval nobility, involving hunting and capturing birds of prey, often used for falconry.

A form of handball, popular during the Middle Ages, played in a similar enclosure as tennis.

A medieval period that saw a resurgence of physical activity and the valuing of physical fitness, driven by the emphasis on a balanced human experience.

A field of study that aims to improve physical health and well-being through physical activity, movement, and education.

The use of leisure time to refresh and revitalize the body and spirit. It involves self-chosen activities that promote well-being and enjoyment.

The study of health and how to maintain it. It includes areas like nutrition, disease prevention, and mental well-being.

A form of art that uses movement to express emotions, ideas, and stories. It enhances physical education by promoting coordination, creativity, and self-expression.

They are fields that share a common goal of promoting individual development and quality of life. They complement physical education by providing different approaches and perspectives.

The overall well-being of the individual, encompassing physical, emotional, mental, social, and spiritual aspects. It aims to educate people about maintaining a healthy lifestyle.

Physical education has been defined in various ways, reflecting different perspectives and goals. It is a multi-faceted field that aims to develop the whole person.

It's not just about sport, but about learning healthy habits and skills through physical activity. This contributes to a more active and fulfilling life.

Petrus Paulus Vergerius strongly believed that physical education was essential training for military service. His ideal program included activities such as the pentathlon, swimming, horsemanship, and weapon training with the shield, spear, sword, and club.

Vittorio da Feltre, known for his school 'La Giocosa', integrated physical education into the curriculum, alongside classical studies and Christian values, to offer a comprehensive education for wealthy boys.

Aeneas Silvio Piccolomini, later Pope Pius II, believed in preparing children for soldiery through practical activities like archery, spear throwing, horseback riding, and swimming.

Martin Luther saw physical education as crucial for health and maintaining bodily flexibility. He advocated for music, games, and dance as desirable leisure activities, believing they could prevent idleness and potential vice.

Thomas Elyot, a scholar of his time, identified six key benefits of exercise: improved digestion, increased appetite, prolonged life, body warming, enhanced metabolism, and waste removal.

Roger Ascham valued exercise as a way to refresh the mind, making it sharper for intellectual pursuits after engaging in physical activity.

Francois Rabelais believed that physical activities like horsemanship, martial arts, hunting, ball sports, running, and swimming helped students develop well-rounded personalities.

Considered the "father" of modern educational practice, Richard Mulcaster emphasized physical education in his book Positions. He advocated for indoor activities like dancing, wrestling, fencing, and climbing, and outdoor activities like walking, running, leaping, swimming, riding, hunting, shooting, and ball games.

Franz Nachtegall, a Danish pioneer in P.E., introduced formalized gymnastics exercises in schools, emphasizing fitness and strength through equipment like ropes, ladders, and vaulting horses.

Niels Bukh, influenced by Ling's work, introduced "Primitive Gymnastics," emphasizing natural movement and individual expression with a focus on physical and mental wellbeing.

In England before 1800, sports were divided by class, with working class favoring sports requiring minimal equipment like soccer, while the upper class enjoyed cricket and rugby.

Archibald Maclaren, utilizing his experience in medicine and sports, developed a system of gymnastics specifically for the British armed forces, significantly impacting England's physical education.

Native American dances, sports, and dramatic enactments celebrated physical prowess, emphasizing skills like speed, endurance, cunning, and dexterity.

Southern gentlemen were expected to excel in riding, dancing, and fencing, considered essential social and athletic skills, reflecting the dominant culture of the region.

The National Period (1784-1861) in the U.S. saw a surge in education, leading to an increase in schools and a greater focus on physical education.

Tom Molyneux, America's first renowned pugilist, fought his way to freedom from slavery through boxing matches in the Southern Plantation Circuit, demonstrating the significance of boxing in the region.

A system of "light" gymnastics developed in 1860 by Dioclesian Lewis, focusing on health and well-being.

The period from 1870 to 1900 saw a formalization of physical education, with terms like "gymnastics", "physical culture", and "physical training" being used interchangeably. Eventually, "physical education" became the standard term.

Early 20th-century physical education shifted its focus from traditional gymnastics to games, athletics, and team activities.

The National Sports Associations (NSAs) in the Philippines are autonomous organizations responsible for promoting and developing specific sports.

The pre-Spanish period in the Philippines saw physical activities like hunting, fishing, and various forms of combat being practiced.

The American period in the Philippines (1898-1946) brought significant advancements in physical education, including the establishment of physical education programs in schools, the introduction of American sports, and the formation of athletic organizations.

During the 1970s and early 1980s, the focus on physical education in the Philippines shifted towards promoting fitness, wellness, and a more comprehensive approach to physical activity.

The 1990s saw developments in physical education in the Philippines, with a greater emphasis on the role of physical activity in achieving overall health and well-being.