LEARNING MATERIAL IN TEACHING P.E.

AND HEALTH

Lesson 1: Foundation of (Physical Education and Health Education)

Activity 1

Direction: Answer the following questions. Explain your answer

1. What is your concept on Teaching Physical Education and Health Education?

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2. Why do we need to study is Teaching Physical Education and Health Education in elementary
grades?
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Brief History of Physical Education

How it began
The brief history of physical education would start in just about 1820 when schools focused on
gymnastics, hygiene training and care and development of the human body. By the year 1950, over 400
institutes had introduced majors in physical education. The Young Men's Christian Association launched
its very first chapter in 1851 and focused on physical activities. Colleges were encouraged to focus on
intramural sports particularly track, field and football. But physical education became a formal
requirement following the civil war when many states opted to pass laws that required schools to
incorporate a substantial physical education component into their curriculums. But it was not till 1970
that an amendment was made to the Federal Education Act that allowed women from high school and
college to compete in athletic competitions. Sex-based discrimination was completely outlawed from
government funded programs at this point.
Physical Education in college
College athletics received a major stimulus when a National Collegiate Athletic Association was created
in the early twentieth centuries. There was a rise in popularity of sports within colleges and universities
and funding greatly increased. Colleges took great pride in their athletic programs and sports
scholarships became a norm. There was also a surge in people who enrolled in sports education
programs to meet the growing demand for professionals in the field.
The modern age
But recent awareness of the need for balanced curriculums particularly given the national concern over
the state of obesity and children's attention towards non-physical activities like video games has brought
physical education back in the spotlight. The government has re-signaled its commitment to physical
 education by making it mandatory in public schools in early classes. But it remains an elective at the
high school level. One of the most interesting developments in the history of physical education has
been how the definition of physical education has evolved. While it only encompassed traditional sports
in the beginning, it now includes several less physical activities such as yoga and meditation which are
considered critical to helping students develop a sense of control in such a stressful age.

History of Health Education and Health Promotion

1. HISTORY OF HEALTH EDUCATION AND HEALTH PROMOTION Col Zulfiquer Ahmed

Amin M Phil, MPH, PGD (Health Economics), MBBS Armed Forces Medical Institute AFMI)
2. A search for the origins of health education and health promotion leads to the earliest
civilizations: The writings of the Babylonians, Egyptians, and Old Testament Israelites indicate that
various health promotion techniques in relation to shelter, food, water and safety were utilized. There
were community systems to collect rain water or otherwise provide safe drinking water. EARLY
ORIGINS
3. There were various sewage disposal methods, including the use of earth closets. Personal
cleanliness was advocated. Intoxication was recognized as troublesome. Dietary restrictions were
numerous, and various sanitary restrictions governed the supply and preparation of food. Exercise was
advocated. In some places building regulations were set, and street cleaning and garbage removal
began to occur regularly. Mental health and spiritual health (e.g., a sense of harmony) were advocated.
4. In most early civilizations, health and religion overlapped. Organized religion sponsored
many of the earliest health care facilities and practitioners of the healing arts. In some civilizations, the
first temples were also the first hospitals. Regardless of the motivation, religious practitioners’ desire to
improve the health and well-being of others has been a powerful force in the history of medicine, health
education, and health promotion.
5. Histories of Public Health show that some form of collective public health measures have
always been implemented by societies, although these would not have been called Health Promotion.
Examples include: The Roman public baths. Roman laws governing burial of the dead and regulating
dangerous animals and unsound goods. The regulation of prostitution in Ancient Rome and Greece.
Inoculation against smallpox in India and China before the Christian era. The isolation of people with
leprosy in Europe in the Middle Ages. The quarantining of ships by the Venetians.
6. Early Public Health Movement 20th Century Medical Era 21 Century New Public Health
Movement Advocated Housing, sanitation, Food Supplementation for Poor communities. Focused on
structural and environmental measures to reduce disease burden. Emphasized developing and using
medicine to treat and prevent ill-health, resourcing tertiary hospitals and scientific research. 1970:
Medical Model & therapeutic Approaches questioned 1974: Lalonde Report- Symbolized start of new PH
movement -1900- -1970- -1980- -1990- -2000- Health Education Health Promotion 19th Century
7. The Early Public Health Movement in Europe The roots of today’s health promotion
programs lie in the Industrial Revolution (Period from about 1760 to sometime between 1820 and 1840).
The creation of large factories meant that thousands of people were brought together in congested,
unsafe worksites located in congested, unsafe cities. Science and technology have had a significant
impact on prevention by providing an understanding of the causative roles of pathogens and how to
immunize people. Similarly, discovery of the effects of diet, exercise, and substance abuse on chronic
disease led to the evolution and elevation of prevention programs.
8. In Northern Europe, the Industrial Revolution (late 18th century in Britain), resulted in
massive changes in population patterns and in the physical environment in which people lived. In Britain,
the overcrowded and unsanitary living conditions of the poor, coupled with the rise of cholera and
typhoid as major causes of death, placed pressure on the government to introduce reforms or legislation
to promote public health. In 1842, Edwin Chadwick, who was responsible for leading a “Health of Towns
Commission” and advocating for the first public health reforms, suggested that the ill health experienced
 by the poor was a result of poor housing, sanitation and unclean water. His efforts resulted in the 1848
Public Health Act.
9. It was around this time (1854), that the now-famous incident involving John Snow, one of the
first epidemiologists, took place. Snow discovered that cholera was a waterborne disease, by tracing an
outbreak to a water pump in Broad Street, Soho, London. When use of the water pump was stopped, the
outbreak stopped. Experiences such as these, together with public health legislation led to the
appointment of Medical Officers of Health by local authorities, to enforce public health legislation and
advise on appropriate measures.
10. The rise in popularity of the Medical Model Motivations aside, at the end of the nineteenth
century, the emphasis on improving environmental and social conditions in order to prevent ill-health
was overshadowed by the rising popularity and investment in a medical (or curative) approach to
tackling ill-health.
11. Questioning the Medical Model The social climate of the 1960s and 1970s was characterized
by protest, activism and challenging of the status quo or existing conditions. In addition, during the early
1970s, many countries were experiencing a crisis in health care costs. People began to consider that
whilst medicine might be good against acute illnesses like TB or pneumonia, it did not appear to have
much to offer in other areas such as cancer. The rates of cancer were still the same and there was still
no cure for the disease. Thus, value or returns from the investment in medical technology appeared to
be decreasing.
12. Questioning the Medical Model An important hypothesis or theory proposed by Thomas
McKeown (1976) re-confirmed the importance of non-medical factors in improving the health of
populations in industrialized countries. IN A BODY OF RESEARCH published from the 1950s to the
1980s, the physician and demographic historian Thomas McKeown put forth the view that the growth in
population in the industrialized world from the late 1700s to the present was due not to life- saving
advancements in the field of medicine or public health, but instead to improvements in overall standards
of living, especially diet and nutritional status, resulting from better economic conditions. The “McKeown
thesis” sparked the inquiries and shaped the research hypotheses of many scholars and became the
subject of an extended controversy.
13. The New Public Health Movement: The Lalonde Report (1974) is the first major landmark in
what came to be known as the New Public Health Era. This report suggested that greater emphasis
should be attributed to the environment and to behavioral factors as causes of disease and death, rather
than biophysical characteristics. The Lalonde Report described four health fields as having an influence
on health and illness: - Medicine and health care services. - Lifestyle or behavioral factors. - The
environment. - Human biology.
14. Health education has traditionally been used to refer to educational interventions. The basic
approach evolved from the moralistic (“Don’t do it because God or the church doesn’t want you to.”) to
the legalistic (“Don’t do it because it’s against the law.”). With this shift, educational programs began to
focus on possible harmful effects of certain substances or behaviors and why they were illegal. Of
course, one objective was to explain what would happen to lawbreakers if caught. Another was to urge
legislators and others to engage in social engineering, such as passing laws mandating safety-related
provisions, such as the use of air bags.
15. The educational process has changed as well. The original models were cognitive
(presenting the facts), but they were replaced by affective models (changing attitudes), peer- counseling
and peer support models, decision-making models, and, most recently, behavioral models.
16. WHO: Global Strategy for Health for All by the Year 2000 (1977), and the International
Conference on Primary Health Care, Alma-Ata (1978) In 1977, the thirtieth World Health Assembly
decided that the main health-related goal of governments and the World Health Organization in the
coming decades should be directed at ensuring that all the people of the world attain a level of health
that would permit them to lead socially and economically productive lives. This became know as the
Global Strategy for Health for All by the Year 2000 (HFA 2000). The significant feature of HFA 2000 was
 the recognition that the main determinants of health lay outside the health sector - namely food, water,
sanitation, housing, employment etc.
17. International Conference on Health Promotion, Ottawa, Ontario, Canada (1986) In 1986, the
first international conference on Health Promotion was held in Ottawa, Canada. The Ottawa Charter for
Health Promotion outlined five areas in which Health Promotion action should be directed: - Building
healthy public policy. - Creating supportive environments. - Strengthening community action. -
Developing personal skills. - Re-orienting health services.
18. GLOBAL CONFERENCES ON HEALTH PROMOTION Conference Venue Year Ottawa
Charter of Health promotion Canada 1986 Adelaide Recommendation on Health Public Policy Australia
1988 Sundsvall Statement on Supportive Environment for Health Sweden 1991 Jakarta Declaration on
Leading Health Promotion into the 21st Century Indonesia 1997 Mexico Ministerial Statement for the
Promotion of Health Mexico 2000 Bangkok Charter for Health Promotion in a Globalized World Thailand
2005 Global Conference on Health Promotion, Nairobi Kenya 2009 Global Conference on Health
Promotion, Helsinki Finland 2013 Global Conference on Health Promotion, Shanghai China 2016
19. City Country Year Theme Alma Ata USSR 1978 Health for All by 2000 Ottawa Canada 1986
Ottawa Charter Adelaide Australia 1988 Building Healthy Public Policy Sundsvall Sweden 1991
Supportive Environment for Health Jakarta Indonesia 1997 New Player for a New Era Mexico City
Mexico 2000 Bridging the Equity Gap Bangkok Thailand 2005 Policy and Partnership for Action Nairobi
Kenya 2009 Call to action Helsinki Finland 2013 Commit Health as a Political priority Shanghai China
2016 Healthy Cities and Good Governance

https://www.slideshare.net/zulfiquer732/history-of-health-education-and-health-promotion

Activity 2

Enumerate the Important events in A) Physical Education and B. Health Education, arrange them
chronologically, you may add another important information not mention above.
Lesson 2: The Philosophical Foundations of Physical Education and Health Education.

Lesson 1, Introduction to is Physical Education and Health Education

Physical education is the teaching and leading of physical activity in a school gymnasium or other
school setting. Its goal is to improve and maintain students' current health and set them on a path to
maintain a healthy lifestyle throughout their lives. This article will tell you more about what physical
education is and how to pursue a career teaching it.

Physical education is the teaching and leading of physical activity in a school gymnasium or other
school setting. Its goal is to improve and maintain students' current health and set them on a path to
maintain a healthy lifestyle throughout their lives.

Physical education teachers may also use sports and physical activities to teach about the cultural and
historical aspects of sports. In some classes, especially in elementary schools, students also learn
about health and nutrition.

Lesson 2 and 3: The Philosophical and Legal Bases of Physical Education and Health Education;
Conceptual Framework of K-12 Basic is Physical Education and Health Education Curriculum

K to 12 Basic Education Program:

An Overview Essentially, the K to 12 curriculum proposed in 2011 seeks to develop 21st century
skills among its learners. These include the cognitive skills of critical thinking, problem-solving and
creative thinking; the social or interpersonal skills of communication, collaboration, leadership and cross-
cultural skills; self-management skills of self-monitoring and self-direction, as well as task or project
management skills, and personal characteristics which are part of ethics, civic responsibility and
accountability.

The Curricular Philosophy of the K to 12 PE Curriculum

Fitness and movement education contents the core of the K to 12 PE Curriculum. It includes
value, knowledge, skills and experiences in physical activity participation in order to (1) achieve and
maintain health-related fitness (HRF), as well as (2) optimize health. In particular, it hopes to instill an
understanding of why HRF is important so that the learner can translate HRF knowledge into action.
Thus, self-management is an important skill. In addition, this curriculum recognizes the view that fitness
and healthy physical activity (PA) behaviors must take the family and other environmental settings (e.g.
school, community and larger society) into consideration. This curricular orientation is a paradigm shift
from the previous sports-dominated PE curriculum aimed at athletic achievement. Move to learn is the
context of physical activity as the means for learning, while Learn to move embodies the learning of
skills, and techniques and the acquisition of understanding that are requisites to participation in a variety
of physical activities that include exercise, games, sports, dance and recreation.

Learning Outcomes
The K to 12 PE Curriculum develops the students’ skills in accessing, synthesizing and evaluating
information, making informed decisions, enhancing and advocating their own and others’ fitness and
health. The knowledge, understanding and skills underpin the competence, confidence and commitment
required of all students to live an active life for fitness and health. The K to 12 Curriculum prioritizes the
following standards:
1. Habitual physical activity participation to achieve and maintain health-enhancing levels of fitness.
2. Competence in movement and motor skills requisite to various physical activity performances.
3. Valuing physical activities for enjoyment, challenge, social interaction and career opportunities.
4. Understanding various movement concepts, principles, strategies and tactics as they apply to the
learning of physical activity.

K to 12 BASIC EDUCATION CURRICULUM

Learning Approaches

Physical literacy is consisting of movement, motor-and activity-specific skills. In the early grades the
learners are taught the ‘what,’ ‘why’ and ‘how’ of the movement. This progresses to an understanding of
the ‘why’ of the movement which is achieved by developing more mature movement patterns and motor
skills in a wide range and variety of exercise, sports and dance activities to specifically enhance fitness
parameters. The learners build on these knowledge and skills in order to plan, set goals and monitor
their participation in physical activities (exercise, sports and dance) and constantly evaluate how well
they have integrated this their personal lifestyle. This implies the provision of ongoing and
developmentally-appropriate activities so that the learners can practice, create, apply and evaluate the
knowledge, understanding and skills necessary to maintain and enhance their own as well as others’
fitness and health through participation in physical activities.
The curriculum also allows for an inclusive approach that understands and respects the diverse
range of learners; thus, the program takes into account their needs, strengths and abilities. This is to
ensure that all learners have equivalent opportunities and choices in Physical Education.
The curriculum emphasizes knowing the ‘what’, ‘how’ and ‘why’ of movement. It focuses on
developing the learners’ understanding of how the body responds, adjusts and adapts to physical
activities. This will equip the learner to become self-regulated and self-directed as a result of
knowing what should be done and actually doing it; is the learners are equally confident in
influencing their peers, family, immediate community, and ultimately, society. These are all valuable
21st century skills which the K to 12 PE Curriculum aspires for the learners to develop.

Learning Strands The program has five learning strands:

1. Body management which includes body awareness, space awareness, qualities and relationships
of movements and how these are used dynamically in various physical activities.
2. Movement skills related to the fundamental movement patterns and motor skills that form the
basis of all physical activities.
3. Games and sports consisting of simple, lead-up and indigenous games; as well as individual, dual
and team sports in competitive and recreational settings.
4. Rhythms and dances include rhythmical movement patterns; the promotion and appreciation of
Philippine folk dance, indigenous and traditional dances as well as other dance forms.
5. Physical fitness includes assessment through fitness tests and records, interpreting, planning and
implementing appropriate programs that support fitness and health goals.

The acquisition of physical literacy serves as the foundation for lifelong physical activity participation
which is critical to maintaining and promoting health. Thus, the health strand in the senior high
school (SHS) is seamlessly integrated in the PE curriculum. This strand optimizes the learner’s
potential for health and wellbeing and contributes to building healthy, active communities. Thus, the
course title, Health-optimizing PE or H.O.P.E.

ACTIVITY

DIRECTION: Discuss the Conceptual Framework of Physical Education comprehensively.

Note: Not less than 300 words.
HEALTH EDUCATION

The Kindergarten to Grade 12 (“K to 12”) Health curriculum aims to assist the Filipino learner in
attaining, sustaining and promoting life-long health and wellness. The learning experience through
the program provides opportunities for the development of health literacy competencies among
students and to enhance their over-all well-being. Health Education from Kindergarten to Grade 10
focuses on the physical, mental, emotional, as well as the social, moral and spiritual dimensions of
holistic health. It enables the learners to acquire essential knowledge, attitudes, and skills that are
necessary to promote good nutrition; to prevent and control diseases; to prevent substance misuse
and abuse; to reduce health-related risk behaviors; to prevent and control injuries with the end-view
of maintaining and improving personal, family, community, as well as global health. Health
Education emphasizes the development of positive heath attitudes and relevant skills in order to
achieve a good quality of living. Thus, the focus on skills development is explicitly demonstrated in
the primary grade levels. Meanwhile, a comprehensive body of knowledge is provided in the upper
year levels to serve as a foundation in developing desirable health attitudes, habits and practices. In
order to facilitate the development of health literacy competencies, the teacher is highly encouraged
to use developmentally-appropriate learner-centered teaching approaches. This includes scaffolding
on student experience and prior learning; utilizing culture-responsive scenarios and materials;
incorporating arts, and music in imparting health messages; engaging learners in meaningful games
and cooperative learning activities; and using life skills and value-based strategies particularly in
discussing sensitive topics such as substance abuse and sexuality. The teacher is also advised to
use differentiated instruction in order to cater to the learners’ various needs and abilities.

HEALTH CONTENT AREAS

Injury Prevention, Safety and First Aid: Discusses the causes, costs, and prevention of
accidents and injuries while performing various activities at home, in school or in the community.
Prevention can be done through the promotion of safe environments, the development of safety
programs, procedures and services, which includes first aid education and disaster preparedness
programs.

Community and Environmental Health: Situates the learner as an integral part of the community
and the environment, with a great responsibility of protecting the environment, with the support of
individual and community actions and legislation promoting a standard of health, hygiene and
safety in food and water supply, waste management, pollution control, pest control, as well as the
delivery of primary health care.

Consumer Health: Focuses on the application of consumer knowledge and skills in the effective
evaluation, selection and use of health information, products, and services.

Family Health: Covers information on the human life cycle and also on family dynamics that
influence an individual’s development of ideals, values and standards of behavior with regard to
sexuality and responsible parenthood.

Growth and Development: Emphasizes developmental milestones and health concerns during
puberty and adolescence with focus on personal health and the development of self-management
skills to cope with life’s changes.
Nutrition: Addresses the importance of eating healthy and establishing good eating habits
especially for children and adolescents as a way to enhance health and prevent diseases.

Personal Health: Comprises personal health habits and practices that promote physical, mental,
social, emotional, and moral-spiritual health and prevent or manage personal health issues and
concerns.

Prevention and Control of Diseases and Disorders: Involves the prevention and control of both
communicable and non-communicable diseases and disorders through the development of health
habits and practices and the adoption of health programs supported by legislation with provisions
on school and community health services.

Substance Use and Abuse: Highlights the prevention and control of the use, misuse, and abuse
of substances and drugs by providing comprehensive information on the nature of abused
substances, the negative impact of substance abuse on the individual, family and society in
general; and the importance of learning and using resistance skills to protect oneself from drug risk-
taking behaviors.

CHARACTERISTICS OF THE HEALTH CURRICULUM

Culture-responsive: Uses the cultural knowledge, prior experiences, and performance styles of the
diverse student body to make learning more appropriate and effective for them (Gay, 2000).

Epidemiological: Relates to the incidence, prevalence and distribution of diseases in populations,

including detection of the sources and causes of epidemics.

Health and Life skills-based: Applies life skills to specific health choices and behaviors.
Holistic: Analyzes the interrelationship among the factors that influence the health status, the areas
of health, and the dimensions of health (physical, mental, social, emotional, moral and spiritual).

Learner-centered: Focuses on the student's needs, abilities, interests, and learning styles with the
teacher as a facilitator of learning.

Preventive: Characterizes something that helps people take positive health action in order to
prevent diseases and to achieve optimum health.

Rights-based: Advances the understanding and recognition of human rights, as laid down in the
Universal Declaration of Human Rights and other international human rights instruments.

Standards and outcomes-based: Requires students to demonstrate that they have learned the
academic standards set on specific content and competencies.

Values-based: Promotes an educational philosophy based on valuing self, others and the
environment, through the consideration of ethical values as the bases of good educational practice

ACTIVITY

DIRECTION: MAKE YOUR OWN CONCEPTUAL FRAMEWORK ON HEALTH EDUCATION, K-12

BASIC EDUCATION CURRICULUM