FOUNDATIONS OF PHYSICAL EDUCATION

THE LEGALITY OF PHYSICAL EDUCATION

Article 1, International Charter of Physical Education and Sports, UNESCO, Paris, 1978
and Recommendation 1, International Disciplinary Regional Meeting of Experts on Physical
Education, UNESCO, Brisbane, 1982 –
“The practice of physical education and sport is a fundamental right of all…”

“And this right should not be treated as different in principle from the right to adequate
food, shelter , and medical care.”

Article XIV, Section 19, 1986 Constitution of the Republic of the Philippines – “The state shall
promote physical education and encourage sports programs, league competitions and
amateur sports including training for international competition to foster self-discipline,
teamwork, and excellence for the development of a healthy and alert citizenry.”

“All educational institutions shall undertake regular sports activities throughout the country
and in cooperation with athletic clubs and other sectors.”

The Allied Fields of Physical Education

The allied fields of physical education and sport share many common purposes – the
development of the total individual and concern for quality life. These areas allied to the field may
vary in content of the subject matter and the methods used in accomplishing their goals.

Health Education
Health education is concerned with the total well-being of the individual, which
encompass physical, emotional, mental, social, and spiritual health. There are three areas within
health education that are also functions and goals of health education.

⮚ Health instruction is focused in teaching the basics of healthful living to students

and the general public.
⮚ Delivery of health services is concerned with developing and maintaining a
satisfactory level of health for all people.
⮚ Environmental health included within health education is concerned with the
development of healthful and safe environments for all people.
Recreation

Recreation is generally thought of as a leisure-time activity. However, it has been defined

as fulfilling an educational goal of “worthy use of leisure”. It may be a self-chosen activity that
provides a means of revitalizing and refreshing one’s body and spirit

Dance
Dance activities have been something of a stepchild for physical education, for dance
hangs on the periphery of physical education (Freeman, 1997). Aesthetic expression through
movement is provided by dance.

THE OBJECTIVES OF PHYSICAL EDUCATION

The objectives of physical education pertain to all educational levels, although there
could be delineation of goals for each level.

Physical Fitness Development Objective

The development of the various organic system of the body is necessary for an individual
to have the ability to sustain adaptive efforts, to recover and to resist fatigue.

Motor Skill Development Objective

This objective is concerned with developing body awareness, making purposeful physical
movement with a little expenditure of energy as possible, and being proficient, graceful, and
aesthetic in this movement.
 Cognitive Development Objectives
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The cognitive development objective involves the accumulation of knowledge and the
ability to think and interpret this knowledge.

Social-Emotional-Affective Development Objective

This is concerned with assisting an individual in making personal and group adjustments
as well as adjustments as a member of society.

PHILOSOPHICAL FOUNDATION OF PHYSICAL EDUCATION

Philosophy, derived from the Greek word philisophia, means the love of wisdom. It can
also be defined as a set of beliefs relating to a particular field.

BRANCHES OF PHILOSOPHY
BRANCH

Metaphysics

Epistemology

Logic

Axiology

Ethics

Aesthetics

Source: Charles Bucher and Deborah Wuest. FOUNDATIONS OF PHYSICAL EDUCATION.

1995.

TRADITIONAL EDUCATIONAL PHILOSOPHIES

Because of physical education’s historic association with education, its program have
been influenced by the five traditional educational philosophies-idealism, realism, naturalism,
pragmatism, and existentialism.

Idealism
As a philosophy, idealism emphasizes the mind as central to understanding, reasoning
plays a critical role in arriving at the truth, values and ideals are held in high regard and are
considered universal and absolute, values and ideals don change regardless of circumstances.
Intellectual development is emphasized and the teacher plays a pivotal role in the educational
process.
Education under this philosophical approach emphasizes understanding of concepts and
self-development.

Realism
As a philosophy, realism emphasizes the use of the scientific method to arrive at the truth.
Reasoning and understanding the natural laws of nature are features of this philosophy. Education
under this philosophy stresses the importance of training students in the scientific method, the use
of proven methods, and following of orderly progressions, and periodic assessment of progress to
ensure that learning is taking place.

Pragmatism
For a pragmatist, experience-not ideals or realities- are the basis of truth. Reality differs from
person to person because individuals experience different situations. Therefore, values are
relative and are derived from one’s experiences.
Within this philosophical approach, whatever works in a given situation at a given time is seen
as successful, although pragmatists see the truth as variable and what is right as individually
determined, they emphasize social responsibility. Individuals must recognize and fulfill their
responsibilities to society.
 Problem-solving, consideration of individuals’ needs and interest, development of
individuals’ social skills, and cooperation are emphasized.

Naturalism
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The belief that life is governed by the laws of nature is central to the philosophy of naturalism.
Development of both the mind and body is incorporated in this philosophy. It emphasizes the
importance of considering each individual’s level of growth and development in learning and
designing experiences that are congruent to the individual’s needs. The natural environment
provides an excellent setting to help individuals learn. Self direction, individualized learning,
and competition against oneself are important in this philosophical approach.

Existentialism
According to this philosophy, reality is determined by individuals’ experiences. Individuals
must accept responsibility for themselves and the choices they make. An individual’s experiences
and choices create a uniquely personal worldview and affect their perception of reality. It
emphasizes the freedom of individuals to think as they choose and to make choices, but stresses
that they must accept the consequences of their actions.
Creativity, individuality, self-responsibility, and self-awareness are important aspects of
this philosophy and learning experiences should reflect these attributes..

HISTORICAL DEVELOPMENT OF PHYSICAL EDUCATION

“By understanding the history of physical education and sport, a professional can be better
understand the nature of the profession , appreciate the significant developments from the past to
the present, and project trends for the future” (Bucher and Wuest, 1995).

PHYSICAL ACTIVITIES IN THE PRIMITIVE SOCIETY

Participation in physical activities in the primitive society was practical. Strong, agile, and
powerful body were necessary to carry on the demands of primitive life. Mimetic games provided
children the opportunity to prepare themselves for adult life and responsibilities. Through dancing,
primitive people communicated to their gods.

PHYSICAL EDUCATION IN ANCIENT NATION

Persia: Physical education was the modality used to accomplish the primary aim of developing in
their young men military skills, high moral standards and patriotism to strengthen and extend the
empire.

Egypt : Popular activities in ancient Egypt were swimming, since civilization’s life was based on
rivers. Wrestling which was participated in by the nobility, the soldiers, the merchants, and the
unskilled laborers; and gymnastic activities and games using the skills of fighting and war.
Gymnastics exercises were required exercises to make the body supple, strong, and capable of
great endurance and stamina. One of the most popular indoor activities was a board game called
senet. Dances were both religious and folk.

China: Physical activities in ancient China were confined to the military men. They were given
examinations on lifting the weights, shooting the bow, and handling the sword. They boxed,
played football (tsu’ u chu), and practiced jiu-jitsu. Recreational games and sports such as the
early versions of soccer, polo, chess, and competitions in archery and wrestling, tug-of –war,
water games, chi’ ui wan (similar to golf), shuttlecock, and kite flying were popular. Dancing was
popular that a man’s prestige often depended on his prowess as a dancer. When ancient Chinese
felt weak, Cong Fu, a mild exercises, similar to gymnastics-oriented calisthenics and developed
in 2698 B.C was designed to prevent diseases and keep the body in good organic conditions.

India: Several physical activities were participated in by ancient India despite Buddha’s
prohibition of games, amusements, and exercises. Throwing balls, plowing contests, tumbling,
chariot races, riding elephants and horse, swordsmanship, wrestling, and boxing were among
their favorites. Became very popular in India was Yoga, which was a unique activity involving
exercises in posture, regulated breathing, to discipline the mind and the body. Physical exercises
were sometimes used to promote health. Hindu dancing was considered the oldest of organized
dancing.
 PHYSICAL EDUCATION AND SPORT IN GREECE

Physical education was a vital part of the education of every Greek boy. Gymnastics was
believed to contribute to courage, discipline, and physical well-being. It stressed a sense of
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fair play, development of the individual’s aesthetic values, amateurism, and the utilitarian values
inherent in the activity.

Greek sport manifested itself in the concept of the amateur athlete, whose primary goal is to
compete in a “circuit” of four major national festivals- the Olympia Festival, the Pythia Festival, the
Nemea festival, and the Isthmia Festival that were designated as the Pan Hellenic Festival, and
scheduled to ensure that one major competition was held every year.

The Spartan approach to physical training (not physical education) was strictly the training
of the body for military purposes. The Spartan boy at seven years of age is housed in a primitive
barracks under the watchful eye of the Paidonomous, who supervised the educational program
called the Agoge. Instructions in swimming, running, fighting, wrestling, boxing, ball games,
horsemanship, archery, discus and javelin throwing, field marches, and pancratium, a combination
of boxing and wrestling were given. At age twenty (20), he took an oath of allegiance to Sparta
and went into actual combat where they engaged themselves in intensive military maneuvers and
warfare until the age of fifty (50). A well-educated Spartan was one who was physically fit and a
good soldier.

Spartan women at an early age were given physical activities such wrestling, swimming,
and horseback riding to produce healthy babies when they marry.

In Athens, physical education and athletic competitions was prominent feature of

Athenian education. Sport was associated with philosophy, music, literature, painting, and
sculpture. Athenian youth at age six started his schooling in the palaestrae, which was commonly
a center where wrestling activity occurred,and provided rooms for various physical activities and
for oiling and sanding the athlete’s body. Exercise and games were given by the physical
education teacher called paidotribe, who owned the palaestrae. After deserting the palaestrae, the
Athenian youths attended the gymnasium, the physical, intellectual and social center of Greece,
under a specialist called gymnast, who was responsible for training the youth in particular
gymnastic contests. The gymnasiarch was the chief official at the gymnasium and an over-all in
charge.

There were some Greek philosophers, teachers and medical men who contributed to the
worth of physical education.

Plato believed that gymnastics and music, which were identified as “physical education”
and “academics” respectively educates the body and the mind/soul. His argument in his Republic
is that the mission of physical education in the schools blends with movements.
Aristotle believed that athletics enables youth to develop strong, healthy citizens who
would defend Athens in time of war and serve her in time of peace.
Herodotus (Herodikos) used physical education as an aid to medicine as early as the 5th
century.
Hippocrates proclaimed the law of use and disuse of the parts of the body. He believed
that the parts of the body are strengthened through use. Muscle atrophy and weakness are
results of disuse.
Xenophon thought of physical education as important in terms of military.

ROMAN PHYSICAL ACTIVITIES

Moral and military training were significant to the Romans. The maintenance of health
was a worthwhile and natural goal for the Romans. These were evident in the proliferation of
public baths with provisions for exercises – the thermae. Required physical skills among the
Roman youths prior to their induction to manhood, and then into the military were held in the
Campus Martinus, the replacement of the gymnasium after the conquest of Greece. Roman
youth were given skills in running, jumping, swimming, wrestling, horsemanship, boxing, fencing,
archery, and instructions of complete obedience to commands. The Romans developed their own
system of physical training and demanded the promotion of “team unity”. Athleticism of the
Greeks was not valued militarily. Spectacular gladiatorial combats between slaves and
prisoners were held at the Colosseum, the most famous landmark in Rome. Along with the
 Colosseum, horse and chariot races and large-scale entertainment were held at the Circus
Maximus, the premier hippodrome in the Roman Empire.

Claudius Galen who developed a refutation in Alexandra to treat gladiators was one of
the first to incorporate medicine and biomechanics into the science of exercise, and one of the
first to practice sports medicine. He advocated vigorous exercises, which are performed with
strength not speed, and violent exercises which combined strength and speed. He was opposed
to the professional athlete.
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Physical Education In The Middle Ages

An intriguing historical era shortly after the fall of the Western Roman Empire where the
setbacks to learning, public works, and government associated with the invasions has been
commonly termed as the Middle Ages. The Christian church ( Catholicism), the only institution
that survived the fall provided a symbol of stability and order amidst chaos and fear through
intellectual and spiritual leadership. Two movements worked to its advantage – asceticism that
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 to be part
of the curriculum. Medieval university also frowned on physical education and sport. However,
games and physical activities were still participated in by the people. Such were soule,
a ball game that resembled the modern day soccer played by an indeterminate number of men on
each side. Kegels was 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 being 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 who 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 enter the monastery and
become monks, or enter the 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 pastime
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 for 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’ physical education was preparation for the military, and his
program included pentathlon, swimming, and horsemanship, the use of the shield, spear, sword
and club.
Vittorio da Feltre’s school La Giocosa (Pleasant House) blended the spirit of Christianity,
the classics, and the concepts of P.E. for the sons of the wealthy. He instituted P.E. as an
 important part of the educational curriculum.
Aeneas Silvio Piccolomini (Pope Pius II) believed that to prepare children to be good
soldiers, the use of bow and sling, throw spear, ride horses, and swim in order to be a good
soldier were necessary activities.
Martin Luther’s physical education was a means of obtaining elasticity of the body, and a
medium of promoting health. He advocated music, games and dancing as acceptable pastime,
and believed that people should engage in honorable and useful modes of exercises so they
would not fall into vice and evil pursuits during leisure hours.
Thomas Elyot’s being familiar with the latest medical teachings of his time, he claimed
six (6) physiological benefits that could be derived from exercise: aids in digestion, increases
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appetite, helps in living longer, warms the body, raises metabolism, and cleanses the body of its
wastes.
Roger Ascham appreciated the value of exercise as a means of resting the mind to
make it sharper at a later time.
Francois Rabelais believed that physical activities help the students reach his goal of
being a well-rounded individual and these include horsemanship, martial arts, hunting, and ball
playing, running, and swimming.
Richard Mulcaster’s book Positions dealt specifically to physical education: for indoors,
he recommended dancing, wrestling, fencing, and climbing; for outdoors, walking, running,
leaping, swimming, riding, hunting, shooting, and playing ball. He was considered the “father” of
the modern educational practice including sports in the schools.
Michel de Montaigne advocated “manly exercise” where the child experienced the
rougher life in the outdoors.
John Comenius believed that exercise served as a rest from other parts of the learning
process, and P.E. exists to refresh the body and able one to work and study more efficiently. John
Milton believed that martial arts should be practiced in schools, because they were useful in time
of war.
John Locke believed that P.E. was of primary importance in developing an educational
foundation because physical activity is used to refresh the individual in order to pursue more
intellectual pursuits.

The development of the child’s health was Jean Jacques Rousseau’s first requirement in
the education of the child. He believed that children should develop their senses through specific
physical activities, such as swimming, running, jumping, spinning a top, throwing stones, etc.

Physical Education In Europe

Germany

Johann Bernhard Basedow founded the Philanthropinum in 1774, where three hours of
the ten-hour school day was to be spent for recreational activities such as fencing, riding, dancing,
and music. His younger students engaged in “Greek Gymnastics” contests: running, wrestling,
throwing, and jumping; older ones practiced “knightly exercises” as dancing, fencing, riding,
vaulting on live horses, shuttlecock, tennis, skittles, and playing with large air-filled ball.
Johann Christoph Friedrich Gutsmuths who is considered the real founder of physical
education, and “grandfather of physical education” legitimized the P.E. profession and believed in
the promotion of people’s health to have a strong nation
Friedrich Wilhelm August Froebel established the theory of play and believed that play
in the form of physical education was a wonderful mechanism for stress reduction, and character
and moral development.
Friedrich Ludwig Jahn whose system of gymnastics was more political in nature
established the German Turnverein Movement in the spring of 1811. He was called turnvater –
father of gymnastics. The word was coined from the extinct Teutonic word – turnen – to perform
gymnastics exercises.
Adolph Spiess believed that the P.E. program should be progressive that is, from simple
exercises to more difficult. and advocated exercises combined with music for free expression, and
believed in marching exercises as aid in class organization, discipline, and posture development.

Sweden

Per Henrik Ling was the founder of the Swedish medical and pedagogical gymnastics.
Lars Gabriel Branting devoted most of his time to the area of medical gymnastics where his
teachings were based on the premise that activity causes changes not only in the muscular
system of the body but also in the nervous and circulatory system
 Hjalmar Fredrik Ling was credited for the organization of educational gymnastics.

Denmark

Danish program of gymnastics emphasized fitness and strength with formalized exercise
performed on command and little individualized expression allowed. It used hanging ropes and
ladders, poles for climbing, beams for balancing and wooden horses for vaulting.

Franz Nachtegall was acknowledged the father of physical education in Denmark. Due
to his influence, P.E. became a requirement in both elementary and secondary public schools in
Copenhagen. He established the Normalskol for Gymnastikken to emphasize the need to train
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P.E. teachers and provide instruction to students. He employed equipment such as hanging
ladder, climbing poles, balance beam, vaulting horses, and rope ladder.
Niels Bukh’s “Primitive Gymnastics”, patterned to some extent after the work of Ling was
one of the innovations in the field of physical education and sports.

Great Britain/ England

Swimming, rowing, archery, riding, hockey, quoits, tennis, golf, football (soccer), and
cricket were played prior to 1800. Sports and recreation pursuits during this time were clearly
among class lines or by economic status. Popular among the working class were sports that
require little equipment like football (soccer) and boxing. Cricket and rugby were for the upper
class men. Athletic sports were a feature of English life. Football (soccer) is one of the oldest of
English sports. Hockey and quoits were played in England as early as the 15th century, tennis as
early as the 1300, golf as early as 1600, and cricket as early as 1700. As early as the time of
Henry II, English youth did wrestling, throwing, riding, fishing, hunting, swimming, rowing, skating,
and shooting the bow.

Archibald Maclaren who combined his knowledge of medicine, sports and gymnastics to
develop a system of gymnastics for the British army and navy was the chief contributor to
England’s physical education.

Physical Education In the United States

Sports, dance, and dramatic enactments were incorporated into native American festive
celebrations. Physical prowess, cunning, skillfulness, skill, speed and endurance were valued.
Baggataway (lacrosse) was popular and rituals often surrounded the game, also used to settle
disputes. Rules and playing equipment vary by tribe. Shiny, a game similar to field hockey, in
which a stick is used to propel a ball into a goal was played by both men and women. Swimming,
canoeing, archery, various types of ball games, and games of chance were other popular
activities among the Native Americans. Horse racing was still popular apparently for the
improvement of the breed. Bowling, tennis, cricket, and early versions of the croquet and shooting
matches were played and enjoyed.

The first horse race was a quarter mile long eventually gave birth to the Virginia Quarter
Horse. Southerners also enjoyed fox hunts, hunting, fishing, rowing, lawn bowling, dancing,
cockfighting, boxing, and fencing. Southern gentlemen from proper families were expected to
exhibit requisite social and athletic skills through riding, dancing, and fencing.

Tom Molyneux who was America’s first well-known pugilist gained his freedom from
slavery by fighting on the Southern Plantation Circuit.

National Period (1784-1861)

During this period, interest in education grew, and more schools were established. During
the mid-1800s, gymnasiums and swimming pools were constructed. Turnvereins or German
gymnastics societies were established. Horse racing and foot races were popular. The growth of
female private schools increased educational opportunities for women. In the 1820s and 1830s,
physical education began to be incorporated into the school curriculum. German gymnastics was
introduced during the 1820s. Baseball was invented in 1839.

Charles Beck, a Turner, introduced Jahn’s gymnastic program of exercise and apparatus
 to his students at Round Hill School. He built an outdoor gymnasium and started the first school
gymnastics program.
Charles Follen organized exercise classes based on the German system for students at
Harvard University.
Catharine Beecher, the director of the Hartford Female Seminary for Women in
Connecticut, an institution of higher education for young women, developed and implemented
program of physical education within the educational curriculum of the school in 1828. It consisted
of calisthenics performed to music. These exercises included Swedish gymnastics and were
designed to improve the health and vitality of her students and to prepare them more fully for their
future role as homemakers and mothers.

Civil War Period Until 1900

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Dioclesan Lewis developed his system of “light” gymnastics in 1860. His program of
gymnastics was directed at improving the health and well-being of his participants.

From 1870 to 1900, when the programs became much more focused and formalized and
terms such as gymnastics, physical culture, physical training and physical education were used
synonymously to describe the systematic exercise program. Physical education survived as the
name became most closely identified with professional field and the academic discipline. Swedish
gymnastics was recognized for inherent medical values. Tennis was introduced in 1874. Golf
came to America in the late 1880. James Naismith invented basketball in 1895.

Dr. Dudley Allen Sargent became known for his work in teacher preparation, remedial
equipment, exercise devices, college organization and administration, anthropometric
measurement, and experimentation as basis for activity and scientific research.

Early 20th Century

In the early 20th century, Jessie Bancroft and Elizabeth Burchenal stressed the
importance of intramural games rather than interscholastic competition for girls. Most institutions
of higher learning provided some program of gymnastics for their students and sports, athletics
and team games became more important.

Thomas Dennison Wood emphasized game and game skills and introduced his new
program under the name “Natural Gymnastics”.
Clark Hetherington emphasized children’s play activities in terms of survival and continued
participation, athletics and athletic skills.
Jessie H. Bancroft influenced the development of physical education as a responsibility of
homeroom teachers in the elementary schools, and contributed much to the field of posture and
body mechanics.

World War I (1916 to 1919)

∙ Many physical educators provided leadership for physical conditioning programs for the
armed forces and for people on the home front.

Golden Twenties (1920 to 1929)

More games, sports, and free play became popular during this period. Measurement in
physical education was emphasized as a means of grouping the students, measuring
achievements, and motivating performance. Programs of physical education and sports continued
to expand in schools and colleges. Elementary school and secondary schools PE program
stressed formal activities; periodic lectures on hygiene were added in the secondary schools.

Jesse Feiring Williams stressed the importance of physical education in general education
Thomas D. Wood, Rosalind Cassidy, and Jesse Feiring Williams published the book “The
New Physical Education” in 1927.

Depression Years (1930 to 1939)

During the economic depression in the United States, health and physical education had
a difficult time surviving in many communities. Physical educators became more involved in
recreation programs in the agencies and projects concerned with unemployed persons. The trend
in physical education was away from the formal-type approach to an informal game-sports
approach. Intramural athletics continued to grow in colleges and universities. Women’s athletic
 associations increased in numbers.

Charles McCloy one the leaders of this time wrote the Philosophical Bases of Physical
Education in 1940. He advocated “education of the physical” espousing the belief that school
physical education’s unique contribution to the education of the individual is organic and
psychomotor development. School physical education program, he said, should focus their efforts
on promoting fitness and teaching sports skills.

Mid-Twentieth Century (1940 to 1970).

Boys and men, girls and women were exposed to the programs of physical education in American
schools and colleges. Girls and women were provided opportunities to engage in competitive
sports at both high school and college. Lifetime sport was emphasized. Research became
increasingly specialized in such areas as exercise physiology, motor learning, sociology of sport,
and pedagogy. The fitness movement, the emphasis on preventive medicine, the
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increased specialization of the field, and the broadening of physical education and sport programs
to reach all segments of the population are some significant developments in physical education
and sport since 1970 up to the present.

PHYSICAL EDUCATION IN THE PHILIPPINES

Pre-Spanish Period

Physical activities were necessary for existence. Cockfighting, introduced by the Malays
and considered a favorite sport was popular. Dancing was a religious activity with several
purposes and officiated by a priest or a priestess. War dances were performed. Bathing and
swimming were important part in the lives of the natives.

Spanish Period

Cockfighting continued to be a favorite sport and found its way to the other places in the
archipelago. Dancing became a major activity enjoyed by the people. The Fandango, the Jota, the
Curacha of Spain; the Polka, and Mazurka of Central Europe; and the Lanceros and Rigodon of
France were introduced by the conquistadores to lure the Filipinos to be converted to Christianity.
Ceremonial dances were performed during religious activities.

Recreational games such as the juego de anillo, juego de prenda, and the duplo (a poetic
joust) were introduced. Girls played sungka, siklot, piko, luksong tinik, and hide and seek. Boys
played patintero, sipa, and kite-flying. Older women played card games. Higher order recreational
activities like horse races triggered the founding of Manila Jockey Club in 1867 to supervise the
holding of races once a year, but were closed down in 1880. In 1893, gymnastics was recorded to
be a required subject for all candidates for the Elementary Teachers Certificate at the Superior
Normal School for Men Teachers.

American Period

1901 – Physical exercise was one of the subjects introduced in the public schools, and regular
program of athletics was developed.
1905 – Baseball and track and field were introduced and taught to young boys. 1909 – Athletic
program for the schools emphasized the playing of western sports and coaching of tennis.
1910 – Basketball was first introduced as a game for young girls at the Carnival Meet held in
Manila but was later discontinued in 1914 because it was found very strenuous for the girls.
Later, indoor baseball, tennis, and volleyball were introduced. 1911 – The “Athletic Handbook”
was published by the Bureau of Education where the first part prescribed few simple games
and relays; the second part contained the rules for baseball, basketball for girls, volleyball,
indoor baseball, track and field, and lawn tennis. January, 1911 - the Philippine Amateur Athletic
Federation (PAAF) was organized to control amateur sports in the Philippines.
1914 – In cognizant to the implementation of the “play for everybody” policy of the Bureau of
Education, the Teacher’s Vacation Assembly started in Manila to give special training to
Filipino teachers to be able to conduct various physical activities, and in turn recipients
of the special training taught at the provincial normal schools
March 5, 1919 – A syllabus entitled “Physical education: A Manual for Teachers” was published
as a result of the plan in 1918 for a definite course of study in Physical Education,
submitted by a special committee of superintendents.
 1920 – Physical Education was made a required subject in all public schools. A rating of 75%
which was based on attendance in the required exercises is necessary for promotion
every year from grade four to fourth year high school. However, the grade was not
included in the computation of the general average.
1928 – A Summer School for Coaching was opened by the Office of the National Physical
Education Director in cooperation with the Bureau of Education to help the public school teachers
who are in- charge of athletics to improve their coaching methods.
1937 – Physical Education was made a curricular subject in the secondary schools where the
grade was not only based on attendance but in proficiency in skills as well. The grade
was included in the computation of the general average.
1939 – Women’s track and field was added in the program of the National Inter-Scholastics.

Japanese Period

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The Japanese Military Administration obliged all public schools to perform daily
calisthenics on air called the Radio Taiso, where Japanese instructors were provided. The
demonstration of the exercise was held in Luneta.

Post-War to Present

1948 to 1952 – Under the joint sponsorship of the PAAF and Department of Education, The
National College of Physical Education conducted a Summer school of Physical Education
held at the Rizal Memorial Field. In 1953, PAAF took the sponsorship alone.

The Schools Physical education and Sports Act of 1969 provided program of activities
that included among others a program of health education and nutrition, a program of physical
fitness for all pupils, a program of competitive athletics, a program of intramural and inter-unit
athletic competition within schools, districts, and provinces, and an annual competition within and
among regions.

In the 70’s and early 80’s, physical education was incorporated in the subject Youth
Development Training or YDT in the high school. The subjects included Physical Education,
Scouting, Health, and Music.

The Physical education Program in the Elementary was revised in 1971 to comprise the
activities such as the Testing Program, rhythmic activities, games, relays and athletic team
games, swimming, and physical education for children needing attention.

The Revised Secondary School Program is contained in the Department Order No. 20, s.
1973. Two aspects of the program were Youth Development Training (YDT) for first year to third
year and Citizen Army Training (CAT) for fourth year high school.

In MEC Order No. 6, s. 1982, the New Elementary School Curriculum (NESC) reflected
directions for change based on the Program for Decentralized Educational Development
(PRODED). PE in Grades I and II is integrated with the subject Sibika at Kultura (Civics and
Culture) No specific time block is allotted to this subject but is taught as the need arises. Grades
III to VI PE is clustered with Art and Music in a subject entitled Music, Art and Physical Education
(MAPE).

The 1989 Secondary Education Development Program (SEDP) is a response to continue

pupil development started by the Program for Decentralized Educational Development in 1982.
Based on DECS Order No. 11, s. 1989, the New Secondary Education Curriculum (NSEC) of
SEDP is cognitive-affective-manipulative-based and is student-centered and community-oriented.
One of the 8 subject areas in the NSEC is Physical Education, Health and Music (PEHM).

In the elementary, based on DECS Order No. 53, s. 1994, states that Physical Education
in Grades I and II shall be listed as a separate additional subject and will be taught daily for 20
minutes beginning school year 1994 – 1995 in public elementary schools. It shall continue to be
taught as a component of MAPE in Grades III to VI.

THE PHILIPPINE SPORTS COMMISSION

The Philippine Sports Commission (PSC) was created through Republic Act No. 6847 in
1990 to serve as the “sole policy-making and coordinating body of all amateur sports development
 programs and instructions in the Philippines”. It was mandated to provide the leadership,
formulate the policies and set the priorities and directions of all national sports promotion and
development, particularly giving emphasis on grassroots participation. Increased participation in
sports by Filipinos (Grassroots Sports); excellence in sports performance by Filipinos (Elite
Sports); and national unity and solidity through physical fitness and sports are among its
objectives.

THE PHILIPPINE OLYMPIC COMMITTEE

The Philippine Olympic Committee, the umbrella organization of all national sports
associations (NSAs), is affiliated with the International Olympic Committee (OIC) and is
recognized in the PSC Charter as the National Olympic Committee (NOC) for the Philippines. It is
a private organization and autonomous in character, similar to its accredited and affiliated sports
organizations. It is primarily responsible for activities pertaining to the country’s participation in the
Olympic Games, Asian Games, Southeast Asian Games, and other international athletic
competitions in accordance respectively with the rules of the International Olympic Committee,
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the Olympic Council of Asia, the Southeast Asian Games Federation, and other international
sports bodies.

THE NATIONAL SPORTS ASSOCIATIONS

The National Sports Associations which are autonomous in character have exclusive
technical control over the promotion and development of the particular sport for which they are
organized. They decide on matters affecting the discipline of their athletes and officials and
dispute among members; adopt a training program for athletes development, in preparation for
international competitions; and select the athletes, coaches and other officials for their teams,
taking into consideration not only their athletic abilities but their discipline, moral character,
aptitude, and attitude.

Philippine Participation in the Olympics (1924 – 2000)

The Philippines was represented for the first time in the World Olympics. It was a two man
delegation sent by the Philippine Amateur Athletic Federation in the 1924 VIIIth Olympiad in Paris.
David Nepomuceno, a Philippine scout competed in the 100 m. and 200 m. dash and was
eliminated in the trial heats. Dr. Regino R. Ylanan was the representative official and coach. The
first medal (bronze) was garnered in the 1928 Amsterdam Olympics courtesy of Teofilo Yldefonso
in 200 m backstroke. In the Los Angeles Olympiad in 1932 Teofilo Yldefonso won again a bronze
in the same event. In addition, Simeon Toribio garnered a bronze in high jump and Jose Villanueva
also bronze in boxing bantamweight. Miguel White brought the bronze in 400m hurdles in the 1936
Berlin Olympics, at the same time that the Philippine Basketball Team placed 5th place among 23
nations. The first silver medal of the Philippines was won by Anthony Villanueva in boxing
featherweight from Tokyo Olympics in 1964. In 1988 Seoul Olympiad, Arianne Cerdeña brought
home the gold medal in bowling, which was a demonstration sport.

MEDALS and HONORS

Efren “Bata” Reyes was dubbed as “The magician”, when he became the 1985 Red 9-
Ball Open champion for his ability to execute brilliant shots.
Eric Buhain was a bronze medalist in swimming in the 1990 Beijing Asian Games.
Eugene Torre became Asia’s first grandmaster at the age of 22.
Elma Muros was the only track athlete who won in different events in the Southeast
Asian Games. She was hailed as the Southeast Asian games heptathlon queen in 1997.
Francisco Pancho Villa Guilledo was Asia’s first world champion in boxing and dubbed as the
greatest flyweight of the century.
Gabriel “Flash” Elorde was dubbed as the greatest Filipino boxer of all time. Gerald
Rosales was an Asian Games silver medalist and Southeast Asian Games two time champion in
golf.
Jennifer Rosales was a five-time champion in golf in the ladies’ Amateur open (1994-
1998) before she turned professional.
Lydia de Vega was Asia’s fastest woman in the 1980s. She brought home the gold medal
twice in arrow in the Asian Games in the 100-meter dash and the silver medal in the 200m run.
Manny Pacquiao won the International Boxing Federation super bantamweight
championship at the age of 23.
 MikeeCojuangco-Jaworski is the accomplished equestrienne who bagged the gold
medal for the Individual Show jumping competition in the 2002 Asian Games. Paeng
Nepomuceno is an all-time greatest international bowler with six world championships to his
credit; some considered him as the greatest Filipino athlete of all time for making it to the
Guinness Book of World Records.
Ramon Fernandez was the Philippine Basketball Association’s first four-time Most
Valuable player and played in the league for a record of 20 seasons.
Robert Jaworski was one the Philippine Basketball Association’s 25 greatest players of
all time. At his time of retirement, he was the oldest professional basketball player in the world.
Toni Leviste was part of the Philippine Team that won silver medal in the 2002 Asian Games
show jumping competition.
Alvin Patrimonio was a four-time Philippine Basketball Association Most valuable Player,
two of which were won back-to-back in 1993 and 1994.
Bong Coo made her mark in the bowling world when she delivered nine consecutive
strikes in 1979.
Carlos Loyzaga led the Philippine Team that won bronze medal in the 1954 World
Basketball Championship and four golds.
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Dorothy Delasin is the Filipina who has become the youngest Ladies’ Professional
Golf Association Champion in the last 25 years.

The Origin of the Olympic Games

The first recorded Olympic game was in 776 B.C. held at the foot of Mount Olympia in
ancient Greece The Games were held every 4 years. Although Greek cities had continuous wars,
hostilities were suspended during the Games for 1 month and later extended to three months as
they were sacred festivals in honor of Zeus. At first, it consisted only of one event called the
stade, a 192 yard foot race. Koroibus of Elis was recognized as the first champion. Only male
citizens could compete and watch the Games. Women were not allowed to observe and
participate as athletes, except for the priestess Demeter, who observed the Games. Women
caught observing the Olympic Games were taken to Mount Tympaion and thrown to their death.
Other events were added thereafter. The Games were held for 1169 years until 393 A.D. Running
and jumping events, discus and javelin throwing were held at the stadium. Horseback and chariot
races were done in the hippodrome or race course. An open space in front of the altar of Zeus
was the arena for boxing and wrestling. The games were abolished by Roman Emperor
Theodosius in 394 AD in the belief that the games were pagan in nature.

THE MODERN OLYMPIC GAMES

In his quest to revitalize the youth of France, with his family being a well-to-do member of
the French aristocracy, and an impeccable social and political connections the Frenchman Baron
Pierre de Ferdy de Coubertin established the modern Olympic Games.

Inaugural Olympic Games of the modern era was held in Athens, Greece in 1896. The
goal of the Olympic Movement is to contribute toward achievement of mutual understandings and
global peace by overcoming differences including race, nationality and culture through physical
and mental disciplines. Its underlying concept is called Olympism, which is defined as a
philosophy of life, the way of mankind within the Olympic charter.

Three Latin words “ Citius, Altius, Fortius” meaning “Faster, Higher, Stronger” were
adopted with permission as the Olympic Motto. The phrase was coined by Coubertin’s friend
Father Didon during an IOC public conference held in a northern French town of Le Havre in the
following year of inaugural Athens Olympiad.The Olympic Flag designed by Coubertin himself in
1914was used in1920 Antwerp Games in Belgium. Five colored rings from left to right in blue,
yellow, black, green and red symbolizing unity of 5 continents of the world were set against a
white background which is symbolic of peace. It was also in this year that the Olympic oath was
introduced. The Ceremonial Lighting of the Olympic Flame was introduced in 1928 during the
Olympic Games in Amsterdam, Netherlands.. Women competed in athletic events for the first
time. The first torch relay from Olympia to the host city was introduced in 1936 by Dr. Karl Diem,
the director general of the Berlin Olympic Games.

THE ASIAN GAMES

The Asian Games are held for the purpose of developing intercultural knowledge and
friendship within Asia. The member countries and regions affiliated to the Olympic Council of Asia
 participate in this multi-sports event. The Games are held every four years in between the
Olympic Games. This was first conceived in 1950, and the first Asian Games were held in New
Delhi, India in 1951 with its motto Ever Onward. The 2nd Asian Games was held in Manila in 1954.
In 1994 Asian Games, despite opposition from other nations, OCA admitted the former Soviet
Republics of Kazakhstan, Kyrgyzstan, Uzbekistan Turkmenistan, and Tajikistan.

THE SOUTHEAST ASIAN GAMES

The South East Asian Games were known as the South East Asian Peninsular Games
until 1975. When SEAP Games Federation accepted Indonesia and the Philippines as members,
the name was then changed to South East Asian (SEA) Games. Its aim is to promote
cooperation, understanding and good relations among countries in the region. The first SEAP
Games was held in Thailand in 1959.The hosting of the SEA Games is rotated alphabetically by
nation name which removes the politics of bidding for the games, and allows the host countries
ample time to plan for their turn at the games. Manila has hosted the 1981, 1991, and 2005 SEA
Games.

THE ASEAN Para Games

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The ASEAN Para Games is a biannual multi-event held after every Southeast Asian
Games for athletes with physical disabilities. Patterned after the Paralympics, they include the
mobility, disabilities, amputees, visual disabilities, and those with cerebral palsy. The Para Games
is under the regulation of the ASEAN Para Sports Federation (APSF). The games are hosted by
the same country where the SEA Games took place. The 1st ASEAN Para Games was held in
Kuala Lumpur, Malaysia in 2001. To promote friendship and solidarity among persons with
disabilities in he ASEAN region through sports; to promote and develop sports for the differently
able; and to rehabilitate and integrate persons with disability into mainstream society through
sports are the underlying objectives of the Games.

SOCIOLOGICAL FOUNDATIONS OF PHYSICAL EDUCATION AND SPORTS

SOCIOLOGY

Physical educators are interested in an important factor that motivates the formation of
groups - the drive action that is inherent in a child. After becoming a member of a group, certain
collections are important for successful adjustments.
1. Need for affection – the belief that he is liked by the other members
2. Belongingness – the belief that he is accepted
3. Independence – exemplifies the individual’s right to make his own decisions. 4.
Social approval and Opportunity to Maintain Self-Esteem

SOME THEORIES OF PLAY

1. Surplus-Energy or Spencer Theory expresses the idea of play as the aimless

expenditure of exuberant energy. (Friedrich Schiller)
2. Recreation Theory emphasizes the recreative values of play, and play as a means of
revitalization. (Guts Muths)
3. Relaxation Theory emphasizes play as a medium for relaxation in today’s mode of work
that leads to nervous disorders if the organism does not have a means to relax from
the work’s ordeal.
4. Instinct Theory declares that human beings have an instinctive tendency to be active at
various stages of their life-time.
5. Social-Expression Theory by Bernard S. Manson expresses the modern theory of play.
Physiological and anatomical structure of man as an active creature limits his activity.
His degree of physical fitness at any time affects the kind of activity in which he
engages in. The psychological inclinations that are the result of physiological needs
and learned responses, habits, or attitudes propel him into certain types of play
activities.
PLAY THEORISTS
∙ Herbert Spencer believed that play could be used to expend excess energy, which was
necessary for survival.
∙ G. Stanley Hall viewed play and its natural extensions (games and sport) as ideal
mechanisms of development, an ideal type of exercise for the young, most favorable for the
growth, and most self-regulating.
∙ John Dewey believed that play was not a physical act that has no meaning, rather it was an
activity the integrated mind and body.
∙ Karl Groos believed that play provides necessary experiences and prepares the