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**The Nature, Concepts, and Objectives of Physical Education** For over a century, confusion has surrounded the term \"physical education.\" Even college students majoring in the field often struggle to define it or understand the role of physical education teachers. Despite this, physical educatio...

**The Nature, Concepts, and Objectives of Physical Education** For over a century, confusion has surrounded the term \"physical education.\" Even college students majoring in the field often struggle to define it or understand the role of physical education teachers. Despite this, physical education has become an integral part of school curricula and is widely accepted when taught effectively. Over the past decades, the field of physical education and sport has evolved significantly. It now caters to individuals of all ages and abilities, emphasizing programs that enhance health and improve the quality of life. ### **The Legality of Physical Education** #### **International Legal Basis** - - #### **Philippine Legal Framework** - ### **Meaning of Physical Education** Physical education has been defined in various ways by authors and scholars: 1. 2. 3. 4. ### **The Allied Fields of Physical Education** These fields align with physical education in fostering individual development and promoting quality of life. #### **Health Education** Focuses on the total well-being of the individual, addressing physical, emotional, mental, social, and spiritual health. #### **Recreation** Defined as self-chosen leisure activities that refresh and revitalize the body and spirit, contributing to the educational goal of utilizing leisure time effectively. #### **Dance** Dance provides aesthetic expression through movement, enriching both physical education and personal growth. **The Allied Fields of Physical Education** The allied fields of physical education and sport share common goals: fostering total individual development and promoting a quality life. These fields vary in subject content and methods but align in their purpose. ### **Health Education** Health education focuses on the overall well-being of the individual, including physical, emotional, mental, social, and spiritual health. Its main areas include: 1. 2. 3. ### **Recreation** Recreation is generally perceived as a leisure activity but also fulfills the educational goal of the \"worthy use of leisure.\" It involves self-chosen activities that refresh and revitalize the body and spirit. ### **Dance** Dance occupies a unique place in physical education, often seen as peripheral but essential for providing aesthetic expression through movement. According to Freeman (1997), it offers a creative outlet and enriches physical education. **The Objectives of Physical Education** The objectives apply across educational levels, though specific goals may differ by age and developmental stage. ### **Physical Fitness Development Objective** This focuses on enhancing the body\'s organic systems, enabling individuals to sustain effort, recover efficiently, and resist fatigue. ### **Motor Skill Development Objective** Promotes the acquisition and refinement of skills that are vital for effective movement and physical performance. ### **Objectives of Physical Education:** 1. - 2. - 3. - 4. - ### **Philosophical Foundation of Physical Education:** - #### **Branches of Philosophy:** 1. - - 2. - - 3. - - 4. - - 5. - - 6. - ### **Traditional Educational Philosophies in Physical Education:** #### **1. Idealism:** - - - - - - - #### **2. Realism:** - - - - - - - - ### **Pragmatism:** - - - - - - - - - - - ### **Naturalism:** - - - - - - - - - - ### **Existentialism:** - - - - - - - - - ### **Existentialism:** - - - - - - - - - - - - ### **Historical Development of Physical Education:** Understanding the history of physical education and sport allows professionals to better comprehend the nature of the profession, appreciate past developments, and anticipate future trends. **Physical Activities in Primitive Society**: - - - - **Physical Education in Ancient Nations**: - - ### **Ancient Physical Education in China, India, Greece, and Rome** **China**: - - - - - - **India**: - - - - - **Greece**: - - - - - - - - - - **Rome**: - - - **Physical Education in Ancient Greece and Rome** **Greece**: - - - - - - - - - - **Rome**: - - - - - - - - **Physical Education In The Middle Ages** An intriguing historical era shortly after the fall of the Western Roman Empire, commonly termed as the Middle Ages, provided a symbol of stability and order amidst chaos and fear. The Christian church (Catholicism), the only institution that survived the fall, offered intellectual and spiritual leadership. Two movements worked to its advantage: asceticism, which had a belief in the existence of evil in the body and therefore it should be subordinated to the spirit, which is pure; and scholasticism, a highly intellectual philosophy that emphasized the mind. Monasteries were built where Christians could isolate themselves from the world and evils. Later, schools were attached to the monasteries and would not allow physical education and sport. However, games and physical activities were still participated in by the people. Such was Soule, a ball game that resembled modern-day soccer played by an indeterminate number of men on each side. Kegels were similar to bowling. There were ball games that employed the use of sticks and were precursors to modern versions of hockey and baseball. St. Thomas Aquinas, the greatest scholastic of all time, embraced the idea of physical fitness and recreation as a positive force in promoting social and moral well-being. Under the tutoring of Aquinas, Scholastics were able to cherish the body and value physical fitness and recreation for man\'s physical, mental, social, and moral well-being. Chivalry emerged as a kind of education that was physical, social, and military in nature. Three stages in the training for knighthood: as a Page---from age 7; to be a Squire---from age 14; and finally to being a Knight---at age 21. Knighthood was conferred after proving his fitness, bravery, skill, prowess, strength, and courage. Joust, or Medieval tournament, was the most famous of the war games where two mounted horsemen would charge each other with long, wooden lances to knock down the opponent from his horse. Melee was an event in the tournament where groups of opposing knights would engage in hand-to-hand combat with dull swords. Sons of noblemen had two careers to choose from: either they entered the monastery and became monks, or entered knighthood. Because wealth came from the labor of others, leisure became the unique commodity of nobles. Aristocrats had sporting activities. Hunting and hawking were other recreational pastimes of the nobility. Le jeu de paume is a form of handball. Royal tennis was played within an enclosure. Sedentary forms of recreational outlets included shuffleboards, billiards, chess, and backgammon. **Physical Education In The Renaissance Period** With the emergence of the philosophy of humanism and its concepts of the \"universal man,\" physical education became more valued. Good physical health was believed to promote learning. A person needed rest and recreation from study and work. The body is needed to be developed for purposes of health and preparation for warfare. There were some outstanding leaders during the Renaissance period who were responsible for spreading these beliefs concerning physical education and sport. **Petrus Paulus Vergerius** emphasized physical education as preparation for the military. His program included the pentathlon, swimming, horsemanship, and the use of the shield, spear, sword, and club. **Vittorio da Feltre** founded the school La Giocosa (Pleasant House), blending the spirit of Christianity, the classics, and the concepts of physical education for the sons of the wealthy. He made physical education an important part of the educational curriculum. **Aeneas Silvio Piccolomini (Pope Pius II)** believed in preparing children to be good soldiers through activities such as using a bow and sling, throwing a spear, riding horses, and swimming. **Martin Luther** saw physical education as a means to promote health and maintain the elasticity of the body. He advocated for music, games, and dancing as acceptable pastimes and believed that honorable and useful exercise could prevent individuals from falling into vice and evil pursuits during leisure hours. **Thomas Elyot**, familiar with the latest medical teachings of his time, identified six physiological benefits of exercise: aiding digestion, increasing appetite, promoting longevity, warming the body, raising metabolism, and cleansing the body of its wastes. **Roger Ascham** valued exercise as a way to rest the mind and make it sharper later. **Francois Rabelais** believed physical activities like horsemanship, martial arts, hunting, ball playing, running, and swimming helped students become well-rounded individuals. **Richard Mulcaster**, considered the \"father\" of modern educational practice, wrote the book *Positions*, which specifically addressed physical education. For indoor activities, he recommended dancing, wrestling, fencing, and climbing, while for outdoor activities, he suggested walking, running, leaping, swimming, riding, hunting, shooting, and ball games. **Michel de Montaigne** advocated for \"manly exercise,\" where children could experience the rougher life outdoors. **John Comenius** believed exercise served as a rest from other parts of the learning process and refreshed the body, enabling more efficient work and study. **John Milton** argued that martial arts should be practiced in schools due to their usefulness in times of war. **John Locke** considered physical education a primary foundation for education, as physical activity refreshed the individual and prepared them for intellectual pursuits. **Jean Jacques Rousseau** believed that developing the child\'s health was the first requirement in education. He emphasized the importance of children developing their senses through physical activities. **Physical Education In Europe** **Germany\ ** Johann Bernhard Basedow founded the Philanthropinum in 1774, where three hours of the ten-hour school day were devoted to recreational activities such as fencing, riding, vaulting on live horses, shuttlecock, tennis, skittles, and playing with a large air-filled ball. His younger students engaged in \"Greek Gymnastics\" contests, including running, wrestling, throwing, and jumping. Older students practiced \"knightly exercises\" such as dancing, fencing, and music. Johann Christoph Friedrich Gutsmuths, considered the real founder and \"grandfather of physical education,\" legitimized the P.E. profession and emphasized promoting people\'s health to build a strong nation. Friedrich Wilhelm August Froebel established the theory of play, viewing play in the form of physical education as a mechanism for stress reduction and for character and moral development. Friedrich Ludwig Jahn, known as the \"Father of Gymnastics\" or \"Turnvater,\" established the German Turnverein Movement in 1811. His system of gymnastics, rooted in the extinct Teutonic word \"turnen,\" emphasized performing gymnastic exercises and had a political undertone. Adolph Spiess advocated for a progressive P.E. program, starting from simple to more difficult exercises. He emphasized exercises combined with music for free expression, along with marching exercises to aid class organization, discipline, and posture development. **Sweden\ ** Per Henrik Ling, the founder of Swedish medical and pedagogical gymnastics, introduced a structured system focusing on therapeutic and educational purposes. Lars Gabriel Branting dedicated his work to medical gymnastics, emphasizing that activity not only impacts the muscular system but also affects the nervous and circulatory systems. Hjalmar Fredrik Ling contributed to the organization and development of educational gymnastics. **Denmark\ ** The Danish gymnastics program emphasized fitness and strength through formalized exercises performed on command, with little room for individualized expression. The program used equipment such as hanging ropes, ladders, poles for climbing, beams for balancing, and wooden horses for vaulting. Franz Nachtegall, known as the \"Father of Physical Education in Denmark,\" made P.E. a requirement in both elementary and secondary public schools in Copenhagen. He also established the Normalskol for Gymnastikken to stress the importance of physical education. **\ ** Franz Nachtegall trained P.E. teachers and provided instruction to students using equipment such as hanging ladders, climbing poles, balance beams, vaulting horses, and rope ladders.\ Niels Bukh introduced \"Primitive Gymnastics,\" an innovation in the field of physical education and sports, inspired to some extent by Ling's work. **Great Britain/England\ ** Before 1800, physical activities included swimming, rowing, archery, riding, hockey, quoits, tennis, golf, football (soccer), and cricket. Sports and recreation pursuits were divided along class lines. The working class favored sports requiring minimal equipment, such as soccer and boxing, while cricket and rugby were popular among upper-class men. Athletic sports were an integral part of English life: - - - During Henry II's time, English youth engaged in wrestling, throwing, riding, fishing, hunting, swimming, rowing, skating, and shooting the bow. Archibald Maclaren, combining his expertise in medicine, sports, and gymnastics, developed a system of gymnastics for the British army and navy, significantly contributing to England\'s physical education system. **Physical Education In The United States** **Native American Activities\ ** Sports, dance, and dramatic enactments were integral to Native American celebrations, emphasizing physical prowess, cunning, skill, speed, and endurance. Key activities included: - - - **Southern Pastimes\ ** Horse racing (e.g., the Virginia Quarter Horse), fox hunting, fishing, rowing, lawn bowling, dancing, cockfighting, boxing, and fencing were popular. Southern gentlemen were expected to master riding, dancing, and fencing as essential social and athletic skills. Tom Molyneux, America's first well-known pugilist, gained his freedom from slavery by competing in the Southern Plantation Circuit. **National Period (1784--1861)\ ** This era saw a growing interest in education and an increase in schools. The mid-1800s introduced gymnasiums and swimming pools. Turnvereins (German gymnastics societies) became prominent. Horse racing and foot races remained popular. Female private schools grew, expanding educational opportunities for women. By the 1820s, physical education facilities were developing significantly. **Physical Education In The United States** **National Period (1784--1861)\ ** By the 1820s and 1830s, physical education began to be incorporated into school curriculums. Notable developments include: - - - - **Civil War Period Until 1900\ ** Dioclesian Lewis developed his system of \"light\" gymnastics in 1860, emphasizing health and well-being. From 1870 to 1900, physical education became more formalized, and terms like gymnastics, physical culture, and physical training were used interchangeably. Eventually, \"physical education\" became the standard term for the professional field and academic discipline. Key developments during this period include: - - - - **Early 20th Century\ ** In the early 20th century, the focus of physical education shifted towards games, athletics, and team activities. Key figures and contributions include: - - - - **World War I (1916--1919)** - **Golden Twenties (1920--1929)** - - - - - - **Depression Years (1930--1939)** - - - - - **Mid-Twentieth Century (1940--1970)** - - - - - **PHYSICAL EDUCATION IN THE PHILIPPINES** **Pre-Spanish Period** - - - - **Spanish Period** - - - - - - - - - - - - - - **American Period** - - - - - - - - **PHYSICAL EDUCATION IN THE PHILIPPINES** **American Period (Continued)** - - - - - - - - - **Japanese Period** - - **Post-War to Present** - - - - - - - - **1970s to Early 1980s** - - - - - - - - - - **PHYSICAL EDUCATION IN THE PHILIPPINES (Continued)** **1980s to 1990s** - - - - - - - - **1990s (Development and Changes in Physical Education)** - - - **Key Organizations Supporting Physical Education and Sports in the Philippines** 1. - - - - - - - 2. - - - - - - **THE NATIONAL SPORTS ASSOCIATION (NSA)\ ** The National Sports Associations (NSAs) in the Philippines are autonomous organizations that: - - - - **PHILIPPINE PARTICIPATION IN THE SUMMER OLYMPICS (1924--2020)** 1. - - 2. - 3. - - 4. - - 5. - 6. - 7. - 8. - 9. - - **FILIPINO MEDALS AND HONORS IN SPORTS** 1. - 2. - 3. - 4. - 5. - **Medals and Honors** - - - - - - - - - - - - - - - - **The Origin of the Olympic Games** - - - **The Ancient Olympic Games** - - - - - - - **The Modern Olympic Games** - - - - - - - - **The Asian Games** - - - - - **The Southeast Asian Games** - - - **The ASEAN Para Games** - - - - **Sociological Foundations of Physical Education and Sports** - **Formation of Groups** - 1. 2. 3. 4. **Some Theories of Play** 1. 2. 3. 4. 5. **Play Theorists** - - - - -