Republic of the Philippines

ZAMBOANGA CITY STATE POLYTECHNIC COLLEGE

Region IX, Zamboanga Peninsula
R.T. Lim Blvd., Zamboanga City

LEARNING MODULE

Course Code: BPED 228

Course Description : Process Of Teaching Pe And Health
Education
Date Developed: Date Revised:
Document No: ZCSPC – Issued by: ZCSPC - CTE
LM2020
Prepared by:
RONEL S. PEROMINGAN, LPT, MAEd-PE
Reviewed by:
VJOY T. BALUYO, LPT,
Recommending Approval: Dr. JUDITH M. MAGHANOY
Approved by: Dr. ELIZABETH JANE P. SEBASTIAN

NAME: Melvin G. Lucman

Course and Year: BPED 1-K1

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 VISION MISSION INSTITUTIONAL CORE VALUES
ZCSPC as the leading Provide effective and OUTCOMES Love of God;
provider of globally efficient services through Globally competitive graduates Social Responsibility;
competitive human advance technological who can perform advanced Commitment/
resources. studies and researches for technological competencies in Dedication to the
the empowerment of the their field of specialization. Service; and
nation’s human resources. Accountability

INTRODUCTION

Welcome to Zamboanga City State Polytechnic College, the premier higher

education institution in Zamboanga Peninsula, one of the Centers of Development in
Teacher Education Institutions in the country and an ISO accredited institution as
recognized by the Commission on Higher Education. It is our pride and honor, that
you choose ZCSPC as your school of choice.

With the current situation under a NEW NORMAL condition due to COVID19
Pandemic, the school is now trying to find ways and means to provide accessible and
quality tertiary education. It is for this reason that the administration has decided to
offer flexible learning education using two modalities: Blended and Distance Learning
education. In as much as the school limit that actual and physical face-to-face mode
of delivery, each college has decided to come up with printed module to cater those
students who cannot avail online learning modalities.

This module has been prepared to guide you in your learning journey with the use of
the Guided and Self-directed learning activities prescribed to finish your course. Each
module includes reading materials that have been chosen to help you understand the
ideas and concepts introduced by the module.

For this semester, your class in Process of Teaching PE and Health focuses on the
variety of teaching strategies and making different lesson plans. Exercises and
assessment of learning activities are provided to test your comprehension and apply the
concepts that you have learned from this module. After accomplishing all modules, you
are expected to do the following:

1. Demonstrate ___________
2. Develop/design, select and use ______________
3. Use appropriately_______________

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 HOW TO USE THIS MODULE

 This is a self-study module particularly designed to help you study with little or no
intervention from your teacher. Please follow very carefully the instructions on
how to use this module so you can fully benefit from it.

• The lessons on this module is logically organized. Every lesson is connected to

the next and necessary for a better understanding of the next topic. Hence,
please do not skip a page. Read every page of this module and do every task
that is asked of you.

• Read the Table of Contents so that you will have a good grasp of the entire
course. Having an overview of what you are about to study will help you see the
interrelationships of the concepts or knowledge that you are about to learn.

• Every lesson or unit begins with the learning objectives. The objectives are the
target skills or knowledge that you must be able to gain or perform after studying
the entire lesson/unit.

• Take the post test, activity or practice exercise given at the end of the lesson or
unit. Do this only when you have thoroughly read the entire lesson or unit. When
answering every activity, test or exercise, please answer them honestly without
looking at the answer key. They answer key is given to you for you to check your
own progress and monitor your own understanding of the lesson. The knowledge
you will gain depends on how much effort and honesty you put into your work.
• Please pay attention to the Study Schedule on page ____. This will guide you
and make sure that you don’t lag behind. Lagging behind will result to cramming
and eventually affects your understanding of the lesson.
• Know what it takes to pass the course. Please refer to the Evaluation and
Grading System on page ___ and ___ respectively.
• If you encounter difficult words which are not found in the Glossary page of this
module, take some time to locate the meaning of these words in a dictionary. You
will fully understand your lesson if you exert extra effort in understanding it. There
is no room for laziness and complacency. College students are expected to be
independent learners.
• If there is anything in the lesson which you need clarifications on, do not hesitate
to contact your instructor or professor at the appropriate time.
• You will be evaluated by your instructor or professor to check how much
knowledge and skills you have gained. The result of this evaluation will form a big
chunk of your grade. So please do well and do not waste time.
• Lastly, you are the learner; hence, you do the module on your own. Your family
members and friends at home will support you but the activities must be done by
you. As ZCSPians you must always be guided by our core values, Love of God;
Social Responsibility; Commitment/ Dedication to the Service; and
Accountability

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 SUGGESTED STUDY SCHEDULE

Week Topic Activities

Module 1 Teaching process
Unit 1 Critical analysis on variety of teaching process in physical education
First Week
August 1-5, Pre-Spanish Times
2020  The Early Filipinos

2nd week Spanish Era

 Spanish Advent in the Philippines
 Filipino to Physical Education

3rd week  Jose Rizal: Sports and games

 And physical Educator

4th week American Regime

 Education for Democracy

5th week  Playground Movement

6th
 American Patrons of Physical
Education
7th – 11th week  Civic organization
 Filipino Leaders in Physical
 The revival of Philippines Folk
Dances
Health and Military Instructions

12th week Japanese Occupation

Japanese Co-Prosperity Sphere
13th -15th Contemporary Period
 Republic of the Philippines
 Outstanding Men of Sports
Revitalization of Physical Training

16th week Final Week

17th week

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 EVALUATION

To pass the course, you must:

1. Read all course readings and answer the pre assessment quizzes, self-
assessment activities and reflection questions.
2. Answer the print-based discussion activities
3. Submit four assignments and two graded quizzes for midterm and finals
4. Submit the final project (Portfolio)
5. Do the Mid Term and Finals

Evaluative Assessment Activities

A. Quizzes and Examination

Instruction: The two graded quizzes and examinations which are embedded in
your module must be answered guided by the given evaluation tool. I will call you,
if you need help or assistance for purposes of further validation and verification.

B. Assignment and Projects

Instruction: There will be four assignments that will comprise the final project for
this course. The evaluation tools to these assignments are provided in this
module.

>Assignment #1 Sample Teacher Support materials. A sample

Interactive multimedia presentation for the learning plan
 Assignment #2 ________________________________________
 Assignment #3_________________________________________

GRADING SYSTEM

NO. CRITERIA PERCENTAGE (%)

1 Requirements 10
2 Quizzes ( 10
3. Individual Output 15
4 Essays analysis 25
5 Midterm Exam/Final 40

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 MODULE 1: Pre-Spanish Times

Lesson 1: The Early Filipinos

INTENDED LEARNING OUTCOMES

After studying this module, you are expected to:

 Demonstrate understanding manner of living and physical training of
early Filipinos
Demonstrate understanding of the Christianization of Filipino
Identify dances, sports and games
Identify Filipino Intellectuals
Appreciate life of Jose Rizal

The history of the Philippines between 900 and

1565 begins with the creation of the Laguna Copperplate
Introduction Inscription in 900 and ends with Spanish colonisation in 1565.
The inscription records its date of creation in the year 822 of
the Hindu Saka calendar, corresponding to 900 AD in
the Gregorian system. Therefore, the recovery of this document
marks the end of prehistory of the Philippines at 900 AD. During
this historical time period, the Philippine archipelago was home
to numerous kingdoms and sultanates and was a part of the
theorised Indosphere and Sinosphere.

Sources of precolonial history

include archeological findings, records from contact with
the Song Dynasty, the Bruneian Empire, Japan, and Muslim
traders, the genealogical records of Muslim rulers, accounts
written by Spanish chroniclers in the 16th and 17th century, and
cultural patterns which at the time had not yet been replaced
through European influence.

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Activity

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Analysis

Direction: Provide a chronological event of the time during the early Filipinos to the
time of the Spanish era.

Early humans made stone tools in the

Tabon Cave in Palawan.
Nigretos start to settle.
The Spanish first arrived in 1521.
Next Spanish expedition.

Direction: Explain the chronological series of time from early Filipinos to the Pre-
Spanish era
The chronological series of the early Filipinos started first on an early humans
made stone tools in the Tabon Cave in Palawan. It was said that Tabon Man was
making stone tools for hunting animals as their foods. Next, Nigretos start to settle . The
Philippines were probably first occupied by people who arrived in small migrations from
mainland Southeast Asia. The first of these were believed to be Negritos. The only
survivors of the original hunter gather that inhabited Southeast Asia are Semang
Negritos of peninsular Malaysia and the Negritos of the mountains of Luzon and some
islands of the Philippines. Next, the explorer Ferdinand Magellan lands on Cebu and
claims the region for Spain but Lapu Lapu defending his Island of Mactan aand slays
Magellan. Lastly, Next Spanish expedition led by Ruy de Villalobos lands in Mindanao.
He names the archipelago “Filipinas”, after Crown Prince Felipe II.

Abstraction
EARLY HISTORY OF THE PHILIPPINES

It is thought that the earliest inhabitants of the Philippines lived some 40,000
years ago. On Palawan human bones have been found that date to about 22,000 years
ago. Stone tools dating to 30,000 to 40,000 years ago have also been found on
Palawan (See Tabon Man Below). Analysis of these tools shows that they have similar
features to tools found on Kalimantan (Indonesian Borneo).

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 Hominid remains dating back to around 28,550 B.C. old have were found in
Tabon Cave on the island of Palawan. It is possible there were people much earlier than
this. People have lived in Australia for 60,000 years.

Negritos (Aeta) in the Philippines

The Philippines were probably first occupied by people who arrived in small
migrations from mainland Southeast Asia. The first of these were believed to be
Negritos. The only survivors of the original hunter gather that inhabited Southeast Asia
are Semang Negritos of peninsular Malaysia and the Negritos of the mountains of
Luzon and some islands of the Philippines.
  Negritos---or the Aeta as they are sometimes called in the Philippines— are very
small people with a dark skin and curly brown hair. The Aeta are thought to have arrived
in the Philippines between 13,000 and 10,000 years ago from the Asian continent, most
likely from what is now the Malay Peninsula or Borneo (and perhaps even Australia). In
earlier times they lived widespread throughout the Philippines. Today they are live only
in the remote highland areas of Luzon, Palawan, Panay, Negros and Mindanao.
The genetic affinities of the Negritos in
Malaysia are much more similar to the people
around them than to Africans. This suggests
that Negritos and Asians had the same
ancestors but that Negritos developed feature
similar to Africans independently or that Asians
were much darker and developed lighter skin
and Asian features, or both. The Semang of
Malaysia are probably descendants of the
Hoabinhian rain forest foragers who inhabited
the Malay Peninsula from 10,000 to 3,000 year
ago. After the arrival of agriculture about 4,000
years, some became agriculturalist but enough
remained hunter gatherers that they survived
as such.
Archers in the service of the colonial power

During the colonial period, many tribes were forced to fight on the Spanish side.
In 1578, Governor Francisco de Sande assembled an army in Manila to attack the
southern island of Borneo. About 1,500 Filipino archers from the main island Luzon and
the Visayas also participated in this expedition. The campaign, which was carried out
with great effort, achieved its goal: the Sultan of Brunei had to bow to the Spanish
crown and became a vassal.

Over time, the different tribes of the Philippines developed very different bow
models. They varied in shape and size of the components as well as in the materials
used. Also the technique of shooting differed from island to island. The indigenous
people, called "Negritos" by the Spaniards because of their dark skin, perfected the use

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of iron points. They often equipped their arrows with barbs that were as refined as they
were brutal.

The Muslim "Moros" in the south even used poisoned arrows. They made their
bows from the exceptionally smooth wood from the heart of the palm tree. These bows
were polished for hours with coconut oil to make them fine and flexible. Some Moro
tribes domesticated horses and rode them in battle. The long bows could not be shot
from the horse's back. Nevertheless, the warriors did not develop shorter bows like the
American natives. They kept shooting their arrows in a standing position.

Photo: Negrito archers by the end of the 19th century

aus: Alden March: The History and Conquest of the Philippines and Our Other Island
Possessions, Philadelphia 1899

Sports during the period (ARNIS)

The Philippines are best known in the West for the stick fighting styles Eskrima,
Arnis and Kali. The techniques used are largely based on the sword-fighting of
indigenous tribes. But the pre-modern warriors of the island empire also mastered
other weapons. The archers were particularly feared.

Virtually all tribes of the Philippines used bows and arrows as weapons.
Relatively short bows were usually used for hunting or fishing. Their tips were made of
iron, palm wood or bamboo. But archers also fought rival tribes. Their war bows were
usually longer than the hunting bows. Often they towered over the shooter. They were
held vertically and placed on the floor with the lower end. The shooter pulled the string
with his fingers and was thus able to achieve a high level of accuracy.

The Philippines were probably first occupied by people who arrived in small
migrations from mainland Southeast Asia. The first of these are believed to be Negritos
(See Below). About 2300 years ago Malayan people arrived from the mainland in the
Philippines and brought a more advanced culture; dairy, iron melting and production of
iron tools, pottery techniques and the system of sawah's (rice fields). In the tenth
century Muslim traders came from Kalimantan (Indonesia) to the Philippines. Islam in
the Philippines has traditionally been based Mindanao and the other smaller islands in
the southern Philippines.

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Pre Spanish time ( before 1521)
Physical Education during pre-Spanish time
Children were instructed in the proper use of spear, bows and arrows and swords
 Essential in their lives living because the skills involved were useful in
o Catching animals for their daily meals
o Securing clothing articles
o Finding shelter materials
o Fighting off enemies whether man or beast
o Proving props for their religious ceremonies

As the elders worked, the children took time out from their household chores to indulge
in frolics such as
 Climbing trees
 Running and jumping all over the wide open spaces
 Crossing streams and rivers
Playing their games of make believe imitating their parents in such activities such as:
 Hunting
 Fishing
 Housekeeping
 Making weapons and tools
 Worshiping

The men and boys were involved in

- Long-disatance underwater swimming
- Double underarm stroke
- Diving to fish for pearls which they sold at a profit to neihboring countries
- Rowing? padding the banca

Rituals
Rituals involving various body
movement and deep berating exercise
to glorify God.

War Dance
- Incite the fighting spirit
- To express the hatred the
people harboured against their
enemies and the type of
vengeance they had planned
11 | P a g e - Oftentimes, the members of the
war council danced solemnly
while trying to decide the course
of war
Saut – Characterized by quick runs, distinct body elevations, and much body quivering
performed to the rhythm, of the guimba, or drum.

Himog or Death dance

- A ceremonial Dance executed to the accompaniment of the bangibang, or wooden
clapper

Funeral Dances
 In case of illness in the family, the people also danced to hasten recovery
 When a person died, the neighbors perform this type of dance characterized by
slow swinging of feet up in the air by line of men standing with arms on each
other’s shoulders.

Benesew or Witch Dance

 Held precisely to drive away evil spirits that inhabit the balete tree

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Tabing Baila
 An exotic ceremonial dance which was a prayer for a bountiful fish catch.
 The movement stimulated those off a fish, with the hands curling in and out like a
fin, arms circle here and yon, and the body twisting and controlling much like a
marine creature.
Bumayab
 Started auspiciously with a limliwa or chant
 Notable for its elaborate footwork and hand movements
 Music was provided by gongs, gongha tubo, and habit

Tangggugo
 A dance with hardly any arm movement
 Men and women rotated bodily, stepped sideways, and stamped animatedly with
kulang-kulang aroundthier feet to the accompaniment of thr tanggungguan, or
gongs suspended by ropes from a triangular rack

Unomey-umey
 A thanksgiving dances for the diwatas for a rich crop

Courtship Dances
Tadek
 Both man and woman danced on tiptoe feet remaining always on the ground
carrying a piece of red cloth which they fluttered from side to side as they shook
their whole body to the measure of ganza, or native drum
 The highlight of the dance was the exchange of symbolic keepsakes wherein the
wife offers her husband a dagger to show that she looked up to him; in turn, the
husband gave her a piece of cloth to signify their common bond.
Kinal-logong
 The man remained in place as the woman teasingly sang and danced around
him trying each tme to place a hat on his head
Takik
 The man daced with a blanket on his shoulders

Pinanyo-wan
 Both man and woman danced with a handkerchief, the man chasing after his
love like a rooster, until she showed acceptance by placing her handkerchief on
thr shoulder of the suitor.

Wedding Dances

Tagum Di MAlahim
 Characterized by energetic birdlike movement of the bridegroom, enlaced with
elegant, flexuous movement of the bride.

Mimetic Dances

Munggayong
 A line of men and another of women participants danced around a pile of pots
 The dancers sat dawn afterwards and went through the motions of making pots

 As they did so, tapuy or rice wine was passed around in coconut shells

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Sayaw Tu Baud
 A pigeon dance
 An imitation of the flight of pigeons from hunters stalking them

Ninong
 A hawk dance
 Feigned the movements of a hawk as if pounced on its quarry
Kinnotan or ant Dance
 Shoed a man dancing anmd gesticulating to another person who had been
attached by ants
 With deft movement, the former scratched the hurt parts of the body of the victim.

Application
Direction: Answer the following question.

1. As the first Filipinos arrive in the Philippines, how would you define their ways of
living?

If I were the first Filipino arrived, I possibly define their ways of living simple but
rich. They were so simple without pretentious but they had what they want in terms
of foods and resources.

2. What are their form Physical Education?

The early Filipinos engaged in certain forms of physical activity incidental to their
living, such as planting, fishing, hunting, tree climbing, making tools and weapons,
building shelter and boats, throwing and carrying heavy burdens were the physical
attributes necessary for survival. They run, leap, jump and climb. They fond of music
and dancing for their ceremonies and rituals.

Reflection
If you are to compare the history of the early Filipinos and today what are the changes
happened in terms of physical education and sports? Expound your answer.

If I were to compare the history of the early Filipinos and today, as I observed
and learned the changes happened in terms of physical education and sports are;
Before, in order to survive they hunt or kill animals and climb trees to get some fresh
fruits but now you just walk or run to buy food in the store for your appetite. Before,
early Filipinos were satisfied in playing few basic sports only such as swimming, running
and padding of boat unlike now because of the influence of many countries, the
Filipinos are having lots of fun by involving in many sports and activities like basketball,
badminton, volleyball and etc. We all know that Filipinos are very fond of dancing.

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Before, Filipinos dance for their rituals and ceremonies but now they dance for what’s
trend like pop dance and modern dance but the good thing is Filipinos never forget the
traditional dance.

Lesson 2
Activity
Direction: Draw a picture or anything that describe the physical education of the
early Pilipino.
Criteria: Creativity – 25%
Originality – 25%

Context – 50%
100%

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 Early Filipinos Wedding
Dance

Analysis
Direction: Identify the different physical education of the early Filipinos.

Essential in their lives living because the As the elders worked, the children took time
skills involved were useful in out from their household chores to indulge
 Catching animals for their daily in frolics such as
meals  Climbing trees
 Securing clothing articles  Running and jumping all over
 Finding shelter materials the wide open spaces
 Fighting off enemies whether  Crossing streams and rivers
man or beast
 Proving props for their religious
ceremonies

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 Physical Education of
the early FILIPINOS

Playing their games of make believe The men and boys were involved in
imitating their parents in such activities  Long-distance underwater
such as: swimming
 Hunting  Double underarm stroke
 Fishing  Diving to fish for pearls which
 Housekeeping they sold at a profit to
 Making weapons and tools neighboring countries
 Worshiping Rowing? padding the banca

Ritual Dances
 War Dance
 Saut
 Himog or Death dance
 Funeral Dances
 Benesew or Witch Dance
 Tabing Baila
 Bumayab
 Tangggugo
 Unomey-umey

Courtship Dances Wedding Dances Mimetic Dances

 Tadek  Tagum Di MAlahim  Munggayong
 Kinal-logong  Sayaw Tu Baud
 Takik  Ninong
 Pinanyo-wan  Kinnotan or ant
Dance

Abstraction
Arrival of Malay People in the Philippines
 It is believed that around 3000 B.C. Malay people—or people that evolved into the
Malay tribes that dominate Malaysia, Indonesia and the Philippines—arrived in the
Philippines. About 2300 years ago Malay people from the Asian mainland or Indonesia
arrived in the Philippines and brought a more advanced culture; iron melting and
production of iron tools, pottery techniques and the system of sawah's (rice fields).
Additional migrations took place over the next millennia.
 Many believe the first Malays were seafaring, tool-wielding Indonesians who introduced
formal farming and building techniques. According to Lonely Planet: “ It's fair to assume
that this bunch was busily carving out the spectacular rice terraces of North Luzon some

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2000 years ago. With the Iron Age came the Malays. Skilful sailors, potters and
weavers, they built the first permanent settlements and prospered from around the A.D.
1st century until the 16th century, when the Spanish arrived. The wave migration theory
holds that the Malays arrived in at least three ethnically diverse waves. The first wave
provided the basis for the modern-day Bontoc and other tribes of North Luzon. The
second laid the foundations for the most dominant of modern-day indigenous groups -
the Bicolano, Bisayan and Tagalog. The third wave is thought to have established the
fiercely proud Muslim Malays.” [Source: Lonely Planet.
 Over time, social and political organization developed and evolved in the widely
scattered islands. The basic unit of settlement was the barangay (a Malay word for boat
that came to be used to denote a communal settlement). Kinship groups were led by
a datu (chief), and within the barangay there were broad social divisions consisting of
nobles, freemen, and dependent and landless agricultural workers and slaves. [Source:
Library of Congress *]
 The social and political organization of the population in the widely scattered islands
evolved into a generally common pattern. Only the permanent-field rice farmers of
northern Luzon had any concept of territoriality. The basic unit of settlement was the
barangay, originally a kinship group headed by a datu (chief). Within the barangay, the
broad social divisions consisted of nobles, including the datu; freemen; and a group
described before the Spanish period as dependents. Dependents included several
categories with differing status: landless agricultural workers; those who had lost
freeman status because of indebtedness or punishment for crime; and slaves, most of
whom appear to have been war captives. *
 Written records and archeological artifacts from this period are few. “Migration is only
one theory. “An alternative proposed by some Philippine scholars suggests that the
early inhabitants of Southeast Asia were of the same racial group (the Pithecanthropus
group, to be exact), with more or less the same traditions and beliefs. Over time, they
say, divisions formed according to the demands of the environment.” =
 Over the centuries, Indo-Malay migrants were joined by Chinese traders. A major
development in the early period was the introduction of Islam to the Philippines by
traders and proselytizers from the Indonesian islands. By A.D. 1500, Islam had been
established in the Sulu Archipelago and spread from there to Mindanao; it reached the
Manila area by 1565. In the midst of the introduction of Islam came the introduction of
Christianity, with the arrival of the Spanish.

Chinese Links to First Wave of Settlers to the Philippines

 The ancestors of modern Laotians, Thais and possibly Burmese, Cambodians, Filipinos
and Indonesians originated from southern China. This belief is partly based on linguistic
evidence. The Austronesian family of languages—which are spoken as far west as
Madagascar, as far south of New Zealand, as far east as Easter island and which all
Philippine and Polynesian languages belong— most likely originated in China. A great
diversity of these languages is found in Taiwan, which has led some to conclude they
originated there or on the nearby mainland. Others believe they may have originated in
Borneo or Sulawesi or some other place.
 The ancestors of modern Southeast Asian people arrived from Tibet and China about
2,500 years ago, displacing the aboriginal groups that occupied the land first. They
subsisted on rice and yams which they may have been introduced to Africa. In the
Philippines, Austronesian-speaking people probably began arriving around 3000 B.C.,
most likely via Taiwan. After that they came in successive waves. The early people are

18 | P a g e
believed to have migrated from south China through Taiwan and into Luzon and then
followed he Cagayan River Valley.
 Pottery and stone tools of southern Chinese origin dating back to 4000 B.C. have been
found in Taiwan. The same artifacts have been found in archeological sites in the
Philippines dating back to 3000 B.C. Because there were no land bridges linking China
or Taiwan with the Philippines, one must conclude that ocean-going vessels were used
to get to the Philippines. Genetic studies indicate that the closest genetic relatives of the
Maori of New Zealand—which is very long way from any Ice Age land bridges— are
found in Taiwan.
 Southern Chinese culture, agriculture and domesticated animals (pigs, chickens and
dogs) is believed to have spread from the Philippines through the islands of Indonesia
to the islands north of New Guinea. By 1000 B.C., obsidian was being traded between
present-day Sabah in Malaysian Borneo and present-day New Britain in Papua New
Guinea, 2,400 miles away. Later southern Chinese culture spread eastward across the
uninhabited islands of the Pacific, reaching Easter Island (10,000 miles from China)
around A.D. 500.
 Chinese researchers Feng Zhang, Bing Su, Ya-ping Zhang and Li Jin wrote in an
article published by the Royal Society: “There has been controversy regarding the origin
of Polynesian populations, which have been classified as a part of the Austronesian
linguistic family. The express train hypothesis, a well-accepted theory on the origin of
Austronesian (Diamond 1988), postulates that Proto-Austronesian originated in Taiwan
and began to expand southward ca 5000–6000 years ago, by way of the Philippines
and eastern Indonesia, and eventually navigated eastward to Micronesia and Polynesia.
The ‘express train’ refers to the swift migration in the last leg of this journey starting from
eastern Indonesia. Pertaining to East Asian diversity studies, the hypothesis of
Taiwanese origin (referred to as the Taiwan homeland hypothesis) requires careful
examination. [Source: “Genetic studies of human diversity in East Asia” by 1) Feng
Zhang, Institute of Genetics, School of Life Sciences, Fudan University, 2) Bing Su,
Laboratory of Cellular and Molecular Evolution, Kunming Institute of Zoology, 3) Ya-ping
Zhang, Laboratory for Conservation and Utilization of Bio-resource, Yunnan University
and 4) Li Jin, Institute of Genetics, School of Life Sciences, Fudan University, 2007, The
Royal Society
 “To test the Taiwan homeland hypothesis, Su et al. (2000a,b) examined 19 Y-SNPs in
551 males from 36 populations living in Southeast Asia, Taiwan, Micronesia, Melanesia
and Polynesia. Surprisingly, there is a virtual absence of the Formosan haplotypes in
Micronesia and Polynesia. However, the presence of all the Polynesian, Micronesian
and Formosan haplotypes in Southeast Asians suggested that Southeast Asians might
be the ancestral population for Formosan and Polynesian (Su et al. 2000a,b). Recently,
Jin and colleagues examined 20 Y-SNPs and 7 Y-STRs in 1325 males from 29 Daic, 23
Polynesian and 11 Formosan populations, and showed that Taiwan is unlikely to be the
homeland of Austronesian; and that Austronesian is not a genetically monophyletic
group. Furthermore, the NRY evidence supported the idea that Polynesian and
Formosan derived from Daic separately (Li Jin 2005, unpublished data). ***
 “By assessing mtDNA variations in 640 individuals from nine tribes from Taiwan,
Trejaut et al. (2005) showed the prevalence of several haplogroups (B4, B5a, F1a, F3b,
E and M7) in the Formosan populations, which indicated that Taiwan was the common
origin of the Austronesian populations. In addition, a new sub-haplogroup (B4a1a) was
defined according to the sequence data, which supported the origin of Polynesian
migration as being from Taiwan (Trejaut et al. 2005). One explanation for the
inconsistent results, mainly between the NRY evidence and the mtDNA data, is that the
migration pattern of the Proto-Austronesian populations may be different for the paternal
and maternal lineages.”

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Chinese Culture Displaces the Indigenous Culture
 Inventions such as the animal harness and iron-making gave the ancient Chinese a
technological advantage over their Stone Age neighbors. As people of Chinese origin
moved across Asia they displaced and mixed with the local people, mostly hunter-
gatherers whose tools and weapons were no match against of those the Chinese. It is
also likely that many of the indigenous people died from diseases introduced by the
people from China just as the original inhabitants of America were killed off by
European diseases for which they had no resistance.
 Even these Negritos adopted Chinese-influenced languages. The ancestors of the
hunter-gatherers live on in New Guinea and the Solomon Islands and other Pacific
islands. Seafarers that originated Southeast Asian colonized Philippines, Indonesia,
Pacific islands such as Hawaii and Easter Island, New Zealand and even Madagascar
in the first millennium A.D.
 Not everyone agrees with these theories. Based on links between ancient Chinese
history, the early Thai language and archaeological discoveries in Southeast Asia, the
scholar Paul Benedict has argued that Southeast Asia was a “focal point” for the cultural
development of ancient man. There is some evidence that the earliest known agriculture
and earliest metal working took place in Southeast Asia. Benedict is author of Austro-
Thai Language and Culture.

Application
Direction: Draw a picture or anything that describe the physical education of the
early Pilipino.

Criteria: Creativity – 25%

Originality – 25%
Context – 50%
100%

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 Reflection
Question: Write your reflection about the lesson (300 words)

History of Philippines unseemingly surprise us with every topic we discuss about

the physical education of the early Filipinos. Just as everything we have today has the
culture, tradition and beliefs that represents itself. As what the famous line says, “history
repeats itself”, but I don’t think it only repeats, but it also improves. Discussion below will
explain my stand to this point.
Before the Philippines has been colonized by other countries, our country has
been the place of different kingdoms and sultanates. Surely, the Philippines has many
influence taken from different countries. As what I understood about this lesson, it really

shows the importance of physical education of the early Filipinos before and how it was
developed in today’s generation. Physical education of the early Filipinos are not only

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for their satisfaction but also in order for them to survive. Just like today, each member
of the family has their own task but instead of children playing outside or learning to fish
or hunt in the wild, by the power and influence of social media, most kids are in the
corner sulking with their phones. On the other hand, we Filipinos really love to dance
like drive oneself to the limit because as I believe and thought that it really runs in our
blood as a Filipino in the early era until now. But surely, the love of arnis stays in the
blood and it is part of the physical education class. So, I must say that Filipinos are very
talented, creative and versatile in such things.
In conclusion, the Philippines is a very diverse country, having different native
people and social class standardized by its own city-state. Influence is evident and is
still being influenced by the world. Changes in physical education adapts to every
alteration by the persuasion of the neighboring countries and technology. History, today
and the future will forever be connected despite the adjustments.

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