Foundations of

NATURE AND MEANING OF PHYSICAL EDUCATION

Jesse Feiring Williams (1977) John E. Nixon and Ann E.

expressed the nature of the Jewett, as restated by
human being and wholeness William Freeman (1977)
of the individual. expressed total experience.

Deborah Wuest and Charles Robert P. Pangrazi (1998)

Bucher (1999) expressed expressed total growth
optimal development and and development.
well-being through physical
activities)
WHAT ARE THE ALLIED FIELDS OF PHYSICAL EDUCATION AND SPORT?

• Health Education through health instruction, delivery of health

services and environmental health .

• Recreation with educational goal of “worthy use of leisure”, and

• Dance activities for aesthetic expression through movement .

WHAT ARE THE OBJECTIVES OF PHYSICAL EDUCATION THAT
PERTAIN TO ALL EDUCATIONAL LEVELS, ALTHOUGH THERE
COULD BE DELINEATION OF GOALS FOR EACH LEVEL?

• Physical Fitness Development the ability to sustain adaptive efforts, to

recover and to resist fatigue.
• Motor Skill Development for 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 the accumulation of knowledge and the ability
to think and interpret this knowledge.
• Social-Emotional-Affective Development making personal and group
adjustments as well as adjustments as a member of society.
 
IS PHYSICAL EDUCATION LEGAL?
YES!
Its legality is stipulated in -
• 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  
and- 
• Article XIV, Section 19, 1986 Constitution of the Republic of
the Philippines.
METAPHYSICS.
AXIOLOGY.
ETHICS.
EPISTEMOLOGY.
AESTHETICS. LINGUISTICS.
 WHAT ARE THE PHILOSOPHICAL BASES OF
PHYSICAL EDUCATION AND SPORT?
Physical education and sport are grounded on the branches of
philosophy –
• to understand the issues relating to human existence and determine
the learning experiences to enable the students be able to meet the
challenges of life, METAPHYSICS.

• to examine how we come to know everything about physical

education, we use EPISTEMOLOGY.
 WHAT ARE THE PHILOSOPHICAL BASES OF
PHYSICAL EDUCATION AND SPORT?
• When we seem to determine the values in physical education, we use
• AXIOLOGY.
• When we reason or argue about physical education, we use . LOGIC
•  When we question meaning about physical education, we use the sub-
branch . • LINGUISTICS.
• When we determine what is right or wrong; correct or incorrect
behavior, we use . • ETHICS.
• When we deal with art and beauty in physical education, we use.
• AESTHETICS.
Because of physical education’s historic association with education, its program have been influenced by
FIVE TRADITIONAL PHILOSOPHIES.

IDEALISM emphasizes understanding of concepts and self-development.

Idealists say that physical education and sport-
• Promote development of character ,one’s personality ( honesty, courage, and
creativity through physical activities,
• and the ideals of sportsmanship among the athletes,
• understanding of concept and self-development,
• Play has recreational values and
• gives students the opportunity to be inventive, imaginative, and to express his
feelings.
Realism
stresses the importance of training the students in the scientific method.
According to realists, physical education and sport –
• Focus on the total development of the child
• Incorporate assessment and evaluation procedures to monitor students’
progress
• Select training techniques based on the scientific evidence of their
effectiveness
• Offer programs and the activities are selected on the basis of scientific
evidences.
• Focus to the fundamentals of games and activities in teaching
Pragmatism emphasizes problem solving, individuals’ needs and
interests, social skills, and cooperation.
• Present variety of activities that are socializing in nature for
meaningful experiences.
• Offer a curriculum based on the needs and interests of the students.

Naturalism emphasizes the importance of individual’s level of growth

and development in learning and designing experiences .
• important are self direction
• individualized learning, and competition against oneself.-
Existentialism emphasizes the freedom of individuals.

• Allow students to select from a variety of activities within the program,

promoting reflection, and individual responsibility from learning.
• Place importance on creativity.
• Provide activities that give the students opportunities to develop self-awareness
and self-responsibility.
HOW DID PHYSICAL EDUCATION AND SPORT DEVELOP
HISTORICALLY?
IN THE PRIMITIVE SOCIETY, PHYSICAL ACTIVITIES WERE-
• Practical and Unorganized, Mimetic Games were played, and there was
Primitive Dancing.
In PERSIA (Physical education )
• military skills, high moral standards and patriotism to strengthen and
extend the empire.
• In EGYPT
Swimming, wrestling, gymnastic exercises and games existed. Senet was
one of the most popular indoor board game. Dances were for royal
entertainment.
In China:
• military men who were given examinations on lifting the weights, shooting the
bow, sword handling, boxing. There were football (tsu’ u chu), jiu-jitsu
• When ancient Chinese felt weak due to lack of exercise, in 2698 B.C.
Cong Fu, a mild exercises, similar to gymnastics-oriented calisthenics was
designed to prevent diseases and keep the body in good organic conditions was
developed.
• Dancing was popular that a man’s prestige often depended on his prowess as a
dancer.
• Recreational games and sports were early versions of soccer, polo, chess, archery
and wrestling, tug-of –war, water games, chi’ ui wan (similar to golf), shuttlecock,
and kite flying
In India
• Yoga, which was a unique activity involving exercises in posture, regulated
breathing, to discipline the mind and the body.
• Hindu dancing was considered the oldest of organized dancing.

PHYSICAL EDUCATION AND SPORT IN GREECE

• Gymnastics- , development of the individual’s aesthetic values, amateurism. the
activity was believed to contribute to courage, discipline, and physical well-
being.
• Physical education was a vital part of the education of every Greek boy.
• Greek’s concept of the amateur athlete is to compete in a “circuit” of four major
national festivals called the Pan-Hellenic Festivals
In Sparta –
• a well-educated Spartan is one who was physically fit and a good soldier.
• Agoge compulsory training was given for the Spartan boys at age 7.
• pancratium, a combination of boxing and wrestling.
• A Paidonomous monitored the training.
• Oath of allegiance to Sparta (age20) was administered and went into actual
combat and engaged in intensive military maneuvers and warfare until the age of
fifty (50).
In Athens
• physical education and athletic competitions( Athenian education.)
• Sport was associated with philosophy, music, literature, painting, and particularly
with sculpture.
• Athenian youth started his schooling (age 6)
• Palaestrae (Greek wrestling school ) gymnasium
• paidotribe responsible directing the exercise and games of Greek youth
• specialist called gymnast.
 
PLATO believed that gymnastics and music educates the body and the mind/soul.

ARISTOTLE believed that athletics enables youth to develop strong, healthy citizens.
XENOPHON thought of physical education as important in terms of military.

HERODOTUS (Herodikos) used physical education as an aid to medicine as early as the 5th
century.
HIPPOCRATES who proclaimed the law of use that could strengthened the parts of the
body, and disuse of the parts of the body results in muscle atrophy and weakness.
 ROMAN PHYSICAL ACTIVITIES

• Maintenance of health natural goal for the Romans.

• Thermae or public baths were built and Greek physicians were used to
instruct Romans the benefits of health-related exercises.
• Learning basic military skills and enjoyment of the benefits of healthful
exercise.

• moral and military training were significant. System of brutal physical

training was developed for war. A training ground for complete obedience
to commands was held in the Campus Martinus
ROMAN PHYSICAL ACTIVITIES

• Romans were not interested in the formal athletic

competitions, and athleticism was not valued militarily.

Since Romans did not want to participate in physical

activities due to wealth, the Roman Empire grew into a
nation of spectators.
• Spectacular gladiatorial combats between slaves and
prisoners were held at the Colosseum
• Horse and Chariot races, and large-scale entertainment were
held at the Circus Maximus.
Eventually, the sporting activities of the Romans evolved into
massive spectacles of entertainment, debauchery, and
carnage that were deterrents to the growth and development
of physical education and sports.
.
• Physical health and exercises were neglected.
• Due Physical deterioration, excesses which caused poor health, massive “Blood
sport” games, and moral decay, led to the fall of the Roman Empire occurred in
476 A.D
Setbacks to learning, public works, and government occurred.
Physical Activities in the Middle Ages

• Christian Church (Catholicism) was the only institution that survived the fall.
• The Teutonic (grouded in living Traditions ) invasions supported the value of
physical activity.
• Two movements worked to its advantage
• asceticism had the belief in the existence of evil in the body an d it
should be subordinated to the spirit, and
scholasticism, a highly intellectual philosophy that emphasized the
mind.
• Monasteries and schools were built but did not allow physical education to
be part of the curriculum
• Ball games took place on church land, if a common area was
not available.
• Soule was a ball game
• Kegels was similar to bowling.
• Recreational pastime of the nobility: hunting and hawking,,
a form of handball, royal tennis, played within an enclosure,
and sedentary forms of recreational outlets like
shuffleboards, billiards, chess, and backgammon.
Chivalry emerged as a kind of education that was physical, social, and
military in nature.
Enter the monastery and become monks, or enter the knighthood
were two careers to choose from by the sons of noblemen. Joust or
Medieval tournament was part of the training for knighthood.

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 his tutoring, Scholastics were able
to cherish the body and value physical fitness and recreation for man’s
physical, mental, social, and moral well-being.
 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.
• Rest and recreation were needed from study and work.
• The body is needed to be developed for purposes of health and for preparation
for warfare.

 
 - pentathlon, swimming, and horsemanship, the use of the shield, spear,
sword and club, use of bow and sling, throwing spear, riding horses,
swimming, and martial arts. Program of physical activities were for the
military and to prepare children in time of war

PETRUS PAULUS VERGERIUS’

, AENEAS SILVIO PICCOLOMINI’S
(Pope Pius II),
JOHN MILTON’S

FRANCOIS RABELAIS believed that physical activities help the students

reach his goal of being a well-rounded individual.
 VITTORIO DA FELTRE instituted P.E. as an important part of the
educational curriculum.

RICHARD MULCASTER was considered the

“father” of the modern educational practice
including sports in the schools.

JOHN COMENIUS believed that exercise and

P.E. served as a rest from other parts of the
learning process to refresh the body.

JOHN LOCKE believed that P.E. was of primary importance in

developing an educational foundation because physical activity refreshes
the individual to pursue more intellectual pursuits.
 JEAN JACQUES ROUSSEAU’s first requirement in the education of the child was the
development of the child’s health and their senses through physical activities.

MARTIN LUTHER’s physical education was a means of obtaining

elasticity of the body, and a medium of promoting health.

THOMAS ELYOT claimed six (6) physiological benefits that could be derived
from exercise: aids in digestion, increases 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.

MICHEL DE MONTAIGNE advocated “manly exercise” where the child

experienced the rougher life in the outdoors.
GERMANY
JOHANN BERNHARD BASEDOW - “Greek Gymnastics” contests for younger students -
running, wrestling, throwing, and jumping; “knightly exercises” , and for older ones - dancing,
fencing, riding, vaulting on live horses, shuttlecock, tennis, skittles, and playing with large air-
filled ball were practiced.

JOHANN CHRISTOPH FRIEDRICH GUTSMUTHS considered

the real founder of physical education, and “grandfather of physical
education”.
FRIEDRICH LUDWIG JAHN whose system
of gymnastics was more political in nature
FRIEDRICH WILHELM AUGUST FROEBEL established was called turnvater or father of gymnastics
the theory of play in the form of physical education for for establishing the German Turnverein
stress reduction, and character and moral development. Movement in the spring of 1811.

ADOLPH SPIESS advocated progression of exercise, from

simple to more difficult exercises combined with music for free
expression, and marching exercises as aid in class organization,
discipline, and posture development.
SWEDEN

PER HENRIK LING the founder of the Swedish medical and

pedagogical gymnastics.

LARS GABRIEL BRANTING devoted to the teaching

of medical gymnastics 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 of hanging ropes and ladders, poles for climbing, beams for balancing and
wooden horses for vaulting.

FRANZ NACHTEGALL the father of physical education

in Denmark and made P.E. a requirement in both
elementary and secondary public schools in Copenhagen.

NIELS BUKH advocated “Primitive Gymnastics” and an

innovator in the field of physical education and sports.
GREAT BRITAIN/ ENGLAND

Sports and recreation pursuits were among class lines or by economic status
• Cricket and rugby were for the upper-class men; Sports requiring little equipment
like football (soccer) and boxing were for the working class.
• Football (soccer) is one of the oldest of English sports.
• Athletic sports were a feature of English life;
Swimming, rowing, archery, riding, hockey, and quoits were played prior to 1800.
Hockey and quoits were played in England as early as the 15th century
Tennis was played as early as the 1300, golf as early as 1600, and cricket as early
as 1700.

ARCHIBALD MACLAREN was the chief contributor to England’s physical education.

He combined his knowledge of medicine, sports and gymnastics to develop a system of
gymnastics for the British army and navy.
Physical Education In the United States
Sports, dance, and dramatic enactments were incorporated into
native American festive celebrations.
• Baggataway (lacrosse) was popular and rituals often surrounded the game,
also used to settle disputes. Rules and playing equipment vary by tribe.
• Shiny which is a game similar to field hockey where a stick is used to propel
a ball into a goal was played by both men and women.
• Other popular activities among the Native Americans included swimming,
canoeing, archery, various types of ball games, and games of chance,
bowling, tennis, cricket, early versions of the croquet, and shooting
matches.
• Apparently for the improvement of the horse breed horse racing was still
popular.
• The first horse race was a quarter mile long, a distance that eventually
gave birth to the Virginia Quarter Horse.
• Tom Molyneux was America’s first well-known pugilist (boxer), who gained
his freedom from slavery by fighting on the Southern Plantation Circuit.
• Turnvereins or German gymnastics societies were established.
• Gymnasiums and swimming pools were constructed during the mid-
1800s.
• Horse racing and foot races were popular.
• Baseball, which has evolved from the English sports of the rounders was
invented in 1839.
National Period (1784-1861)

In the 1820s and 1830s, physical education began to be incorporated into school
curriculum.
• German gymnastics was introduced during the 1820s.
CATHARINE BEECHER, the director of the Hartford Female Seminary for Women in
Connecticut, developed and implemented program of physical education within the
educational curriculum of the school in 1828 consisting of calisthenics performed to music
including Swedish gymnastics which 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.

CHARLES FOLLEN organized exercise classes based on

the German system for students at Harvard University.

CHARLES BECK started the first school gymnastics program, built an outdoor gymnasium
and introduced Jahn’s gymnastic program of exercise and apparatus at Round Hill School.
Civil War Period Until 1900
Dioclesan Lewis developed the Lewis system of “light” gymnastics in 1860 where his
program of gymnastics was directed at improving the health and well-being of his
participants.
• From 1870 to 1900, the programs became much more focused and formalized. 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.
• Golf came to America in the late 1880.
• James Naismith invented basketball in 1895.
Dr. Dudley Allen Sargent worked 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
• Sports, athletics and team games became more important.
Jessie Bancroft and Elizabeth Burchenal stressed the importance of
intramural games for girls rather than interscholastic competition.
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.
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.
• 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 in 1927 the book
“The New Physical Education”.

Depression Years (1930 to 1939)

• Informal game-sports approach was the trend in physical education
• Intramural athletics continued to grow in colleges and universities.
• Women’s athletic associations increased in numbers.

Charles McCloy one the leaders of this time advocated “education of the physical”, and
school physical education program 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
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 was popular.
• Dancing was a religious activity with several purposes.
• 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.
• Bathing and swimming were still popular, and some native dances were
still performed.
• The Fandango, the Jota, the Curacha of Spain; the Polka, and Mazurka of Central
Europe; and the Lanceros and Rigodon of France were introduced to the
“bourgeoisie” by the conquistadores to lure the Filipinos to be converted to
Christianianity.
• Dancing became a major activity enjoyed by the people. Ceremonial dances were
performed during religious activities.
• Recreational games 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
prescribing few simple games and relays, 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 be able to teach at the
provincial normal schools
• March 5, 1919 – A syllabus entitled “Physical education: A Manual for Teachers” was
published in 1918 for a definite course of study in Physical Education.
• 1920 – Physical Education was made a required subject in all public schools where 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-charged 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
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.
Several Orders and Memoranda for Physical Education were implemented.
• 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, along with 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. 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, 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,
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, it 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.
National Sports Associations emerged.
• 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”. Its
objectives are: Increase 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
• 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:
private organization and autonomous in character, similar to its accredited and
affiliated sports organizations.
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, the Olympic Council of Asia, the Southeast
Asian Games Federation, and other international sports bodies.
• 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.
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.
1928 (Amsterdam) Teofilo Yldefonso, bronze, 200m backstroke
1932 (Los Angeles) - Teofilo Yldefonso, bronze, 200m backstroke
- Simeon Toribio, bronze, high jump
- Jose Villanueva, bronze, boxing bantamweight
1936 (Berlin) - Miguel White, bronze, 400m hurdles

- Philippine Basketball Team, 5th place among 23 nations

1964 (Tokyo) - Anthony Villanueva, silver, boxing featherweight
1988 (Seoul) - Leopoldo Serrantes, bronze ,boxing, flyweight
- Arianne Cerdeña, gold, bowling, demonstration sport
1992 (Barcelona) - Roel Velasco, bronze, boxing lightweight
- Bea Lucero and Stephen Fernandez, bronze medals, taekwondo,

demonstration sport
1996 Atlanta) - Mansueto Velasco, silver, boxing lightweight
 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 – 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, and 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.

JENNIFER ROSALES was a five-time champion in golf in the ladies’

Amateur open (1994-1998) before she turned professional.

GERALD ROSALES was an Asian Games silver medalist

and Southeast Asian Games two-time champion in golf.

GABRIEL “FLASH” ELORDE was dubbed as the greatest Filipino boxer of all time.
 LYDIA DE VEGA was Asia’s fastest woman in the 1980s.

MANNY PACQUIAO won the International Boxing

Federation super bantamweight championship at the age
of 23.

MIKEE COJUANGCO-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; and made it to the Guinness Book of World Records.
ALVIN PATRIMONIO was a four-time Philippine
Basketball Association Most valuable Player, two of
which were won back-to-back in 1993 and 1994.

TONI LEVISTE was part of the Philippine Team that

won silver medal in the 2002 Asian Games show
jumping competition.

ROBERT JAWORSKI was one the Philippine

Basketball Association’s 25 greatest players of all time,
and was the oldest professional basketball player in the
world, at his time of retirement.

BONG COO made her mark in the bowling world

when she delivered nine consecutive strikes in 1979.
CARLOS LOYZAGA led the DOROTHY DELASIN is RAMON FERNANDEZ
Philippine Team that won the Filipina who has was the Philippine
bronze medal in the 1954 become the youngest Basketball Association’s
World Basketball Ladies’ Professional Golf first four-time Most
Championship and four Association Champion in Valuable player and played
golds. the last 25 years. in the league for a record of
20 seasons.
 THE ORIGIN OF THE OLYMPIC GAMES
• 776 B.C. the first recorded Olympic game held at the foot of Mount Olympia in
ancient Greece and consisted only of one event called the stade, a 192 yard
foot race. Only male citizens could compete and watch the Games. Koroibus of
Elis was recognized as the first champion.
• 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.
• 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 held for 1169 years until 393 A.D.
 THE MODERN OLYMPIC GAMES

• To revitalize the youth of France, Baron Pierre de Ferdy de Coubertin

established the modern Olympic Games following the Olympic ideals.
• Inaugural Opening was held in Athens, Greece in 1896. Its Olympism, an
underlying concept 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 Olympic Flag was used in the 1920 Antwerp Games in Belgium. It was
designed by Coubertin himself in 1914. 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. The Olympic
oath was introduced.
• The Ceremonial Lighting of the Olympic Flame was introduced in 1928
Amsterdam Olympiad. 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
• Purpose: To develop intercultural knowledge and friendship within Asia.
• The first Asian Games were held in New Delhi, India in 1951 with its motto Ever
Onward.
• The Games are held every four years in between the Olympic Games.
• The 2nd Asian Games was held in Manila in 1954.
• In 1994 Asian Games, OCA admitted the former Soviet Republics of Kazakhstan,
Kyrgyzstan, Uzbekistan Turkmenistan, and Tajikistan despite opposition from
other nations.
 THE SOUTHEAST ASIAN GAMES
• The South East Asian Games were known as the South East Asian
Peninsular Games (SEAP), starting in 1957 until 1975.
• The first SEAP Games held in Thailand in 1959.
• Indonesia and the Philippines were accepted as members of the SEAP,
and the name was changed to South East Asian (SEA) Games.
• Aim: To promote cooperation, understanding and good relations
among countries in the region.
• 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

The ASEAN Para Games is a biannual multi-event held after every Southeast Asian Games for
athletes with physical disabilities and 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.
Objectives include
To promote friendship and solidarity among persons with disabilities in the 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.
ONE OF THE PRIMARY CONCERNS OF PHYSICAL EDUCATION AND PHYSICAL EDUCATORS IS MOTOR BEHAVIOR.

•
TO FACILITATE LEARNING, THE PHYSICAL EDUCATOR SHOULD BE
CONCERNED OF THE THREE DOMAINS OF LEARNING - COGNITIVE
LEARNING, AFFECTIVE LEARNING, and PSYCHOMOTOR LEARNING.
• Teaching for cognitive learning is increasing the individual’s knowledge,
improving problem-solving abilities, clarifying, understanding, and
developing and identifying concepts;
• for affective learning attitudes, appreciations, and values; and
• for psychomotor learning which is the heart of the physical education and
sport experience the development of motor skill .
IN LEARNING AND REFINING MOTOR SKILLS THREE OTHER CONCERNS SHOULD BE
UNDERSTOOD – MOTOR LEARNING, MOTOR CONTROL, and MOTOR DEVELOPMENT.

 
Motor Learning is the study of the acquisition of movement skills as a
consequence of practice. Learning of a movement skill is inferred from
performance. The physical educator will have to observe the performance of
the skill to assess how well an individual learned the skill.
• Motor Control is intimately related to motor learning. It is the study of the
neural mechanisms and processes by which movements are learned and
controlled.
• Motor development is the study of the origins of and changes in
movement behavior throughout lifespan.
Information – Processing Approach
The has been used by researchers in recent years to describe motor skill acquisition and performance. It
comprises of four components or processes: input, decision – making, output, and feedback.

•Input: In learning a particular skill, the teacher provides all the information about the skill, teaches the
skill (with possible demonstration of the skill).
•Decision-making (processing): The learner absorbs all the information, interprets and evaluate how he
can do the skill and makes decisions.
•Output: The learner responds by executing the skill.
•Feedback: The teacher makes feedback about the correctness of the performance, the quality of the
movement, and its appropriateness.

On the part of the learner, these feedbacks can be used to improve the performance and much more
provide information on the next attempt of the skill, or another skill.
THIS PROCESS IS IN RELATION WITH THE STAGES OF LEARNING -
Cognitive Stage, Associative Stage, and Autonomous Stage.

• During the cognitive stage the learner is endeavoring to understand

the nature and/or goal of the activity to be learned.
• At the associative stage the basics of the skill have been learned and
the learner concentrates on refining the skill through practice.
• The autonomous stage is reached after much practice where the
learner can perform the skill consistently with few errors till the skill is
well coordinated and may appear to be performed effortlessly.
IN TEACHING A SKILL, THE PHYSICAL EDUCATOR SHOULD BE AWARE OF THE FORCES THAT INFLUENCE THE LEARNING OF THE SKILL.

•Readiness, as well as desire and willingness to learn.


Physiological readiness to control his body in physical activities to such a degree, and his

Psychological readiness or his state of mind, and his feelings or attitude toward learning the skill.
•Level of development where instructional experiences should be according to learner’s physical
and intellectual abilities to make learning proceeds most rapidly.
•Motivation where needs and drives form its basic framework. Activities directed toward a goal
could initiate the condition within an individual.
•Reinforcements by using events, actions, and behavior to increase the recurrence of a skill or
behavior.
•In any learning situation, the physical educator must provide for individual differences – in social
and economic backgrounds, physical abilities, intelligence and preferred learning styles, and
personality.
TO PROMOTE LEARNING AND IMPROVE PERFORMANCE OF
MOTOR SKILLS SEVERAL CONCEPTS, FACTORS AND
CONDITIONS SHOULD BE TAKEN INTO CONSIDERATION

• Nature of the task and the background of the learner

• Task to be learned
• Requirement of the skill (speed or accuracy )
• Whether should be emphasized in learning a skill depends on the
Transfer of learning can facilitate the learning of motor skills.
• Plateaus (a period in which little or no progress is made) in
performance may be experienced by the learners.
• Self-analysis should be developed.
• The leadership provided determines to a great degree how much
learning will take place.
• Structured practice sessions promote optimal conditions for learning.
• Consider the nature of the skill when designing practice
• Essential for learning is feedback.
SOCIOLOGICAL FOUNDATIONS OF PHYSICAL EDUCATION AND SPORTS
• The drive action that is inherent in a child motivates the formation of
groups.
• After becoming a member of a group, certain collections are
important for successful adjustments.
• Need for affection – the belief that he is liked by the other
members
• Belongingness – the belief that he is accepted
• Independence – exemplifies the individual’s right to make his own
decisions.
• Social approval and Opportunity to Maintain Self-Esteem
 SOME THEORIES OF PLAY

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

expenditure of exuberant energy. (Friedrich Schiller). Active play is necessary to get
rid of the surplus.
• Recreation Theory emphasizes the recreative values of play, and play as a means of
revitalization. (Guts Muths)
• 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.
• Instinct Theory declares that human beings have an instinctive tendency to be
active at various stages of their life-time.
• Social-Expression Theory by Bernard S. Manson expresses that 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

LUTHER HALSEY GULICK emphasized the benefits of play for the

development of both the private (sense of self) and social aspects (social
self) of the individual.
KARL GROOS believed that play provides necessary
experiences and prepares the individual for the coming
tasks of life.

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.

HERBERT SPENCER believed that play could be used to expend excess energy,
which was necessary for survival.

JOHN DEWEY believed that play was not a physical act that has no
meaning; rather it was an activity the integrated mind and body.
IT’S YOUR TURN
2. Which of the following ally of physical education concerns itself on aesthetic expression
through movements?
Sport c. Dance
Health d. Games
 
3. All of the following are attributes of the philosophy of existentialism that influence learning
experiences in physical education, EXCEPT –
Competition c. Self-responsibility
Creativity d. Self-awareness
 
4. Self-direction and individualized learning are important in the teaching and learning process in
physical education. These aspects are emphasized in this philosophical approach.
Idealism c. Realism
Pragmatism d. Naturalism
 
5. Although physical activities in the primitive society were practical in nature, primitive men still
had to participate in recreational activities. Which of the following provided children in the
primitive society preparation for adult responsibilities?
a. Dancing c. Physical exercise
b. Mimetic games d. Chanting
6. A strong Persian army meant a healthy and physically fit army. Persian physical education was
____.
a. The modality to lift weights, shoots the bow, and handles the sword.
b. Personified by iron discipline, obedient to authority, indifference to pain and suffering,
and obsession to victory in battle.
c. The modality for brutal method of training the body for war which was a prestige
profession.
d. The modality used to develop military skills, high moral standards, and patriotism.
 
7. Dancing was popular that a man’s prestige depended on his prowess in it. This could be
traced back from this ancient nation.
a. ancient China c. ancient Egypt
b. ancient India d. ancient Greece
 
8. Greek sport manifested itself in the concept of the amateur athlete, whose primary goal is
to compete in a “circuit” of four major national games that were designated as the ____.
a. Capitoline Games c. Funeral Games
b. Heraean Games d. Pan-Hellenic Games

9. When was the first recorded Olympic Game that was held at the foot of Mt Olympus and had a
single event, the stade, a 192-yrd foot race?
a. 476 A.D. c. 776 B.C.
b. 394 A.D. d. 724 B.C.
10. A Greek medical man who used physical education as an aid to medicine as early as
the 5th century.
a. Herodotus c. Galen
b. Hippocrates d. Xenophon
 
11. Aside from the warriors, Rome grew into a nation of spectators. Spectacular and
bloody
gladiatorial combats became popular and were a favorite of the Romans. Where
were
these bloody spectacles held?
a. Circus Maximus c. Colosseum
b. Campus Martinus d. Thermae
 
12. This was a kind of education for the sons of the nobility that was physical, social,
and military
in nature that emerged after the fall of the Western Roman Empire.
a. Asceticism c. Feudalism
b. Scholasticism d. Chivalry
 
13. With the emergence of this philosophy and its concepts of the “universal man”,
physical
14. “Understanding the influence of feedback, practice, and individual differences especially
how
they relate to the retention and transfer of motor skill” are goals of -
a. Transfer of Learning c. Motor development
b. Motor Control d. Motor Learning
 15. What important factor should physical educators be interested of that motivates the
formation of groups?
a. The belief that the child is liked by the other members
b. The belief that the child is accepted.
c. The drive action that is inherent in a child.
d. The child’s self-esteem
 16. This philosophical approach assesses dance performance in terms of graceful and
expressive movements.
a. Metaphysics c. Aesthetics
b. Linguistics d. Ethics
 
17. In teaching for psychomotor learning, the physical educator is concerned with –
a. the acquisition of motor skills.
b. the understanding of concepts presented.
c. the instilling of qualities and values.
d. the realization of learning potentials.
18. During this stage of learning, the physical education teacher provides the learner to work on
mastering the timing needed for the skill.
a. Autonomous stage c. Associative stage
b. Cognitive stage d. Motor development
 
19. What is the concern of the physical educator in teaching for skill learning?
a. The physical educator is concerned with attitudes, appreciations, and values toward
physical activity.
b. The physical educators is concerned in increasing the individual’s knowledge,
improving problem-solving abilities, clarifying, understanding, and developing and
identifying concepts.
c. The physical educator is concerned with motor learning and motor control.
d. The physical educator is concerned with the development of motor skills.
 
20. The physical education teacher grouped the students in his class and gave important task to
be accomplished. One of his objectives is to give opportunity to each member of the group
to make his own decision. This is opportunity for the students to –
a. acquire the need for affection
b. feel the sense of belongingness
c. be independent
d. achieve social approval
21. Which of the following statement reflects a pragmatic teacher of physical education?
a. Provides activities that give students the opportunity to develop the qualities of
honesty, courage, creativity, and sportsmanship.
b. When the physical educator uses the problem-solving method in teaching an activity
to effect learning.
c. Provides individualized learning through self-activity that leads to the attainment of
individual goals.
d. Uses drills extensively after instructions.
 
22. All of the following statements are naturalistic view of physical education EXCEPT
a. Developmentally appropriate physical activities at all levels of instruction are
used.
b. Activities are socializing in nature
c. Physical educators emphasize individualized learning.
d. The physical educator allows normal growth.
 
23. This refers to a condition within an individual that initiates activity directed toward a goal.
Needs and drives form its basic framework.
a. Reinforcement c. Individual Differences
b. Motivation d. Readiness
LET’S CHECK..
2. Which of the following ally of physical education concerns itself on aesthetic expression
through movements?
a. Sport c. Dance
b. Health d. Games
 
3. All of the following are attributes of the philosophy of existentialism that influence learning
experiences in physical education, EXCEPT –
a. Competition c. Self-responsibility
b. Creativity d. Self-awareness
 
4. Self-direction and individualized learning are important in the teaching and learning process in
physical education. These aspects are emphasized in this philosophical approach.
a. Idealism c. Realism
b. Pragmatism d. Naturalism
 
5. Although physical activities in the primitive society were practical in nature, primitive men still
had to participate in recreational activities. Which of the following provided children in the
primitive society preparation for adult responsibilities?
a. Dancing c. Physical exercise
b. Mimetic games d. Chanting
6. A strong Persian army meant a healthy and physically fit army. Persian physical education was
____.
a. The modality to lift weights, shoots the bow, and handles the sword.
b. Personified by iron discipline, obedient to authority, indifference to pain and suffering,
and obsession to victory in battle.
c. The modality for brutal method of training the body for war which was a prestige
profession.
d. The modality used to develop military skills, high moral standards, and patriotism.
 
7. Dancing was popular that a man’s prestige depended on his prowess in it. This could be
traced back from this ancient nation.
a. ancient China c. ancient Egypt
b. ancient India d. ancient Greece
 
8. Greek sport manifested itself in the concept of the amateur athlete, whose primary goal is
to compete in a “circuit” of four major national games that were designated as the ____.
a. Capitoline Games c. Funeral Games
b. Heraean Games d. Pan-Hellenic Games

9. When was the first recorded Olympic Game that was held at the foot of Mt Olympus and had a
single event, the stade, a 192-yrd foot race?
a. 476 A.D. c. 776 B.C.
b. 394 A.D. d. 724 B.C.
10. A Greek medical man who used physical education as an aid to medicine as early as
the 5th century.
a. Herodotus c. Galen
b. Hippocrates d. Xenophon
 
11. Aside from the warriors, Rome grew into a nation of spectators. Spectacular and
bloody
gladiatorial combats became popular and were a favorite of the Romans. Where
were
these bloody spectacles held?
a. Circus Maximus c. Colosseum
b. Campus Martinus d. Thermae
 
12. This was a kind of education for the sons of the nobility that was physical, social,
and military
in nature that emerged after the fall of the Western Roman Empire.
a. Asceticism c. Feudalism
b. Scholasticism d. Chivalry
 
13. With the emergence of this philosophy and its concepts of the “universal man”,
physical
14. “Understanding the influence of feedback, practice, and individual differences especially
how
they relate to the retention and transfer of motor skill” are goals of -
a. Transfer of Learning c. Motor development
b. Motor Control d. Motor Learning
 15. What important factor should physical educators be interested of that motivates the
formation of groups?
a. The belief that the child is liked by the other members
b. The belief that the child is accepted.
c. The drive action that is inherent in a child.
d. The child’s self-esteem
 16. This philosophical approach assesses dance performance in terms of graceful and
expressive movements.
a. Metaphysics c. Aesthetics
b. Linguistics d. Ethics
 
17. In teaching for psychomotor learning, the physical educator is concerned with –
a. the acquisition of motor skills.
b. the understanding of concepts presented.
c. the instilling of qualities and values.
d. the realization of learning potentials.
18. During this stage of learning, the physical education teacher provides the learner to work on
mastering the timing needed for the skill.
a. Autonomous stage c. Associative stage
b. Cognitive stage d. Motor development
 
19. What is the concern of the physical educator in teaching for skill learning?
a. The physical educator is concerned with attitudes, appreciations, and values toward
physical activity.
b. The physical educators is concerned in increasing the individual’s knowledge,
improving problem-solving abilities, clarifying, understanding, and developing and
identifying concepts.
c. The physical educator is concerned with motor learning and motor control.
d. The physical educator is concerned with the development of motor skills.
 
20. The physical education teacher grouped the students in his class and gave important task to
be accomplished. One of his objectives is to give opportunity to each member of the group
to make his own decision. This is opportunity for the students to –
a. acquire the need for affection
b. feel the sense of belongingness
c. be independent
d. achieve social approval
21. Which of the following statement reflects a pragmatic teacher of physical education?
a. Provides activities that give students the opportunity to develop the qualities of
honesty, courage, creativity, and sportsmanship.
b. When the physical educator uses the problem-solving method in teaching an activity
to effect learning.
c. Provides individualized learning through self-activity that leads to the attainment of
individual goals.
d. Uses drills extensively after instructions.
 
22. All of the following statements are naturalistic view of physical education EXCEPT
a. Developmentally appropriate physical activities at all levels of instruction are
used.
b. Activities are socializing in nature
c. Physical educators emphasize individualized learning.
d. The physical educator allows normal growth.
 
23. This refers to a condition within an individual that initiates activity directed toward a goal.
Needs and drives form its basic framework.
a. Reinforcement c. Individual Differences
b. Motivation d. Readiness
THANK YOU