Fitness: A Major Goal of Physical Education PDF

FITNESS A MAJOR GOAL OF PHYSICAL EDUCATION Participation in physical education activities provides opportunities for the development of desirable social traits needed for...

FITNESS A MAJOR GOAL OF PHYSICAL EDUCATION Participation in physical education activities provides opportunities for the development of desirable social traits needed for Different people differ in their concept of fitness. In the field of adjustment to the social life in general. Some worthwhile traits are. physical education, the concept of fitness has implica- tions for physical, social, emotional, and mental well-being. Considering these four aspects, Friendliness it can be said that fitness is the ability to live a healthy, satisfying, and useful life. This kind of life is what the educational philosophers and Cooperation thinkers term as the "good life." This is the ultimate goal of education. Respect for the rights of others To live the "good life" means that an individual satisfies his basic Good sportsmanship needs as physical well-being, love, affection, security and self-respect. He lives happily with other people because he likes them and is interested Good leadership and followership in them. He has an interest and de sire to serve humanity and believes in Honesty in group competition and exemplifies high ethical standards. Because of his close relationship with people and future events he lives an interesting and exciting life. Emotional Development Physical education as a part of the educational system to help The informal nature of physical education activities offers or facilitate the development of the potentialities of the individual so opportunities for self-expression and emotional mastery. Examples of that he can attain total fitness to enable him to enjoy the "good life." worthwhile emotional traits are: Therefore, a major goal of physical education is fitness. self-confidence OBJECTIVES OF PHYSICAL EDUCATION self-control The following objectives of physical education are viewed and self-reliance stated in terms of their contributions to the outcomes of education and which justify the existence of physical education in the curriculum. courage Physical Development determination Through carefully selected physical education activities, an Mental Development individual who participates actively will develop and maintain good health and a high level of physical fitness. The acquisition of physical Through participation in physical education activities the skills can motivate an individual to participate further in physical activities, individual develops his mental capacities as he learns the mechanical hence, his growth and development will be enhanced. principles underlying movement, as he acquires knowledge and understanding of rules and strategies of games and sports, and as he Social Development discovers ways of improving his movements in gymnastics and dance. THE CONCEPT OF PHYSICAL FITNESS contained in Presidential Decree No. 6-A which is entitled the "Educational Development Decree of 1972" the goals of which are: Physical fitness is the primary specific objective in teaching physical education. Therefore, it is in order that the physical education 1. To achieve and maintain an accelerating rate of economic development teacher should have the correct concept of physical fitness. Physical and social progress: fitness is the ability to perform one's daily tasks efficiently without undue fatigue but with extra "reserve" in case of emergency. The specific 2. To assure the maximum participation of all the people in the attainment components of physical fitness are: and enjoyment of the benefits of such growth: Organic vigor refers to the soundness of the heart and the lungs 3. To strengthen national consciousness and promote desi- rable cultural which contributes to the ability to resist disease values in a changing world. Endurance is the ability to sustain long continued contractions The foregoing development goals must provide direction to the where a number of muscle groups are used: the capacity to bear or last teaching of physical education. How many physical education relevantize long in a certain task without undue fatigue. itself to these development goals? What can the physical education teacher do to be able to contribute to the attainment of the goals? The Strength - is the capacity to sustain the application of force answers to these questions come to the fore when the purposes of without yielding or breaking; the ability of the muscles to exert effort physical education have been well understood. against a resistance. PURPOSES OF PHYSICAL EDUCATION Power refers to the ability of the muscles to release maximum force in the shortest period of time. A physical education teacher in a developing country like the Philippines should be able to identify the purposes in teaching physical Flexibility is a quality of plasticity which gives the ability to do a education so that he will understand his important contribution in the wide range of movement. education of the Filipino child as well as his service to our country. The following purposes of physical education have been identified by physical Agility is the ability of the individual to change direction or education specialists in our country: position in space with quickness and light- ness of movement. 1. To develop optimum physical fitness and health of the individual so Balance is the ability to control organic equipment that he is capable of living the "good life" and of contributing to his neuro-muscularly: a state of equilibrium. Speed is the ability to make maximum capacity to the attainment of the goals of the New Society; successive movements of the same kind in the shortest period of time. 2. To produce individuals who can contribute to the eco nomic well-being NEW DIRECTIONS FOR PHYSICAL EDUCATION through: All our educational efforts must be directed towards the development of our national goals as a developing country. This focus is  a. the improvement of proper work habits and work at- titudes, adolescent years; final- ly, all the growing parts catch up and a more stable such as punctuality, cooperation, reliability. precision and accuracy, and state is reached. open-mindedness. Growth toward social and emotional maturity is not also easy b. proper emphasis on problem-solving skills such that an and smooth. There are periods of slow growth and retro- gressions individual can identify a problem correctly and master the skills necessary or useful in school and in the business world: Implication: The teacher must help facilitate growth and help the children to know themselves. He should be sensitive to some of the 3. To train good leaders with moral integrity of the highest order, and symptoms that individuals manifest when their adjustment is not develop other desirable traits necessary for ef- fective group participation occurring effectively. or group living essential to the New Society: CHARACTERISTICS OF FILIPINO CHILDREN a. through an adequate system of values by equipping the individual to be able to make moral choices or decisions needed in daily Early Childhood (Ages 4-6) living. Physical Characteristics b. through offering group participation in such experi- ences as 1. Period of rapid structural growth; bones soft and flexible. Heart intramurals, extramurals, play days or sports fests; and lungs small in relation to height and weight. 4. To develop creativity and innovativeness inspired by an abiding faith in 2. Muscular strength some- what limited giving rise to early postural God and love of country and fellowmen: defects, such as sloping shoulders, spinal curvatures and in- correct foot alignments. 5. To instill a love of and pride for our rich cultural heritage and strive for 3. Ability to continue an activity or strenuous exercise program for their preservation, and develop an understanding of the culture of others exterided period of time is also limited. for a feeling of in- ternational brotherhood and unity. 4. Gross control of hands and fingers due partly to inability to quickly focus objects within close range. cence and adulthood. Within each stage changes also occur. However, the 5. Dominance of the hand and foot becomes well established near rate and extent of change differ among individuals because each one has the end of the age range. his own personalized "time and quality" table. Psychological Characteristics Growth Takes Time, Is Orderly and Uneven 1. Individualistic, possessive, and intensely curious. Growth does not happen overnight. It is very clear that evidence 2. 2.Attention span is very short and quite related to their personal of growth can not be expected quite easily. Physical growth is a motivation. developmental process and although it is orderly it is also uneven. During 3. Show a great deal of friendliness almost to the point of affection. infancy there is a rapid physical growth; during the elementary school 4. Show no sex preference. years it is continuous but slower: it is rapid again but uneven during the  5. Would rather play in small groups: not ready for sustained 6. Rapid and almost un- believable recovery from acute fatigue after cooperation. short rest periods. 6. Like to move to music, words, or some other stimuli that encourage creative response. Psychological Characteristics Implications: 1. Classified as the age of conflict: sometimes still individualistic. self-assertive, then without warning or rea-son, may reveal a 1. improved exercises and activity that will develop and maintain good willingness to share or cooperate. posture. 2. 2. By 7 adult approval is more important than that of classmates. 2. Provide vigorous activities involving all parts of the body. By 8-a shift to the importance of "gang life." 3. Provide frequent rest periods, particularly between vigorous action or 3. Show increased attention span coupled with a desire to practice movement. specific skills. 4. Provide simple activities that develop eye-hand coordination, 4. Still movable, imaginative, and keenly interested in rhythmical stationary and moving balance and general body control. sounds; enjoy expressive movements of all kinds. 5. Select rhythmic activities that allow for the development of free 5. Easily excited, sensitive to criticism, and strongly in need of ap expression and creativity. proval and close super vision. 6. Select games that have simple rules, involve small groups and teach children to take turns. Implications: 7. Provide a variety of activities within a unit and within a single lesson. 1. Continue with Nos. 1-8 of the early childhood group in as much as 8. Stress wherever possible maximum class participation. this is a transition age range. Middle Childhood (Ages 7-9) 2. Begin to assign pupils some responsibility for equipment, discipline, and activity selection. Physical Characteristics 3. Introduce dance activities that involve partners and group participation. 1. A period of stable and regular structural growth and physical Late Childhood (Ages 10-12) maturation. Physical Characteristics 2. General increase in strength, particularly in the arms and legs. 1. A period of marked change in physical growth and maturation 3. Improved muscular control, specifically those relating to hand-eye with extreme differences in height, weight, and sex. movements and in reaction time and balance. 2. Heart and lungs are in size and capacity proportionate to 4. Postural abnormalities be- come more evident as bones continue to height and weight. harden. 3. Muscle strength continues to increase with boys showing a 5. Heart and lungs still small in proportion to body weight responsible of significant improvement over the girls. Girls, however, are early fatigue with strenuous activities. more flexible and graceful in self-testing and dance activities. 4. Muscular development and motor coordination usually good. 5. Still active, full of energy. while physical and organic growth 4. Give much emphasis on the development of good continues to be slow and steady. sportsmanship, leadership, and team loyalty. 6. Reaction time continues to improve with the boys revealing a 5. Provide opportunities for dance activities as folk and social noticeable inferiority in skill involving hand-eye coordination. dancing for both sexes to develop a healthy boy-girl relationship. Psychological Characteristics 6. Give more lessons on health and good grooming with 1. Both sexes are becoming more conscious of their bodies. emphasis on proper hygiene. 2. Boys tend to be sloppy in dressing because they are more 7. Provide a variety of self-evaluative devices for all areas of the concerned with physical skills and fitness rather than program. grooming: keenly interested in vigorous competitive sports: ADOLESCENT DEVELOPMENT AND IMPLICATIONS show a keen concern about their peers: a great deal of Development Changed and Characteristics confidence in adults. Hero worship, particularly for A. PHYSICAL DEVELOPMENT well-known basketball players is the rule rath- er than the 1. Height and Weight - Girls are taller than boys at early exception. stage, but boys catch up after 2 years and grow taller at 3. Girls become concerned with their own personal femininity. later stage. Girls are frequently heavier at early stage, but Activities such as general body mechanics and social dances a levelling off comes upon onset of menarche and boys are now more important than vigorous and "rough" team catch up later. sports. 4.Strong feelings for right and wrong; team loyalty and 2. Skeletal Changes Differences in body proportion caused success seem to mean more than personal glory. by skeletal changes facial contours change as nose 4. Desire for independence increases. lengthens; hairline changes; and second molars appear.\ 5. Sex antagonism and rivalry very rampant. 3. Sex Maturation Primary Sex Changes: Girls between 12 6. More and more interest- ed in activities that give chances to and 14 years signal their matu- ration with the onset of tax skill, agility, and staying power. menarche. Boys of 14 to 16 years of age or about 2 years later than the girls have their reproductive organs ma- Implications: ture: certain cases of over- development or underdev- 1. Separate the boys from the girls in such activities as elopment of these organs are causes of concern competitive sports and some self-testing activities. The separation must be based upon a combination of skill and Secondary Sex Characteristics interest level. Girls at around 10 years of age and continued long after menarche have: 2. Provide team sports, club activities, and intramural com- petition. a. mammary glands devel oping 3. Provide longer periods of instruction with an increased b. pubic and axillary hair emphasis on skills development. c. settling of the voice  d. development of the waistline 4. Adventure Variety of interest in many different areas pro- vide e. broadening of the shoulders. satisfaction to the need of adventure. 4. Other Systemic Changes 5. Security Early adolescents seek security in their social world a. The circulatory system continues to grow steadily. through the gang. Mid-adolescents find satisfaction in smaller Normal increase in blood pressure. Pulse rate seems to groups or cliques. de- crease. Late adolescents find security more with adult relationship and b. The respiratory system shows large increase in vital within himself. capacity. 6. Sense of well-being (Individual worth) This is brought about by c. The organs of the digestive system need more daily adjusting the self through various mechanisms, such as nourishment as they continue to grow. rationalization, blame, compensation, and use of excuses or alibi. d. d. The nervous system Increase in the complexity of brain C.SOCIAL DEVELOPMENT- social traits generally observed are easy-going. connections with a subsequent in- crease in the type of enthusiastic. carefree. and friendly. thought processes. 5. Basic Motor Skills (Changes in adolescent performance) 1. Relationship with Own Sex. a. Balance -Boys perform better than girls. b. Accuracy- Girls are better than boys. Early adolescents' social world consists of age- mates of the same sex c. Agility- Girls are more agile than boys. who provide him with stand- ards of behavior such as manner of d. Control -Girls have better control than boys at early dressing, talk- ing, etc. stage but boys become superior at mid- adolescent stage. Mid-adolescents the big group begins to break down into smaller and e. Strength- Boys are al- ways superior to girls. more adhesive cliques. B. EMOTIONAL DEVELOPMENT 2. Relationship with Oppo- site Sex Adolescent Needs: Early adolescents Sex antagonism and rivalry are marked. Mid-adolescents the girls are interested in boys and social 1. Need to adjust to a changing physical state; a heterosexual functions; the bovs are not. interest; an environment free from parental control. 3. Relationship with Adults. 2. Affection Early adolescent seeks friendship with same sex. Early adolescents - resentful of adult authority except in Mid-adolescents seek friendship with opposite sex. Late hero-worship. adolescents seek relationship with adults. Mid and late adolescents Receptive to adult help- fulness and 3. Achievement Sense of accomplishment is realized through seek advice from those who represent fields in which they are success in varied interests and hobbies. strongly interested. D. INTELLECTUAL DEVELOPMENT 1.There is much growth spurt or change but just an expansion of powers and increase in capacities. Memory - seems to de- crease due to lack of interest (carefree and easy- going). 2. Concentration - shows increase particularly in areas of work they are greatly interested in. 3. Imagination increasing. 4. Reasoning power distinct increase; generalize from their experiences.