LESSON 1: Introduction toPhysicalEducation

OVERVIEW
“Physical Education is the study, practice, and appreciation of the art and science of human
development”. It’s the role of Physical Education to provide instructional activities (e.g. how
to perform jumping) promote skill development and proficiency. It is also an integral part of
general education, play, recreation, organized activities, competitive sport, traditional games,
etc.Teaching the student how to manage stress tertiary.How to enjoy and manage stress by
doing physical activities. It also develops confidence on how to value habit and being active
lifestyle.The intention of this course is to support an active and healthy lifestyle of an
individual as well as an advanced knowledge of physical well-being. Physical fitness refers
to the ability of your body systems to work together efficiently to allow you to be healthy and
perform activities of daily living.Health and physical education provides students with the
knowledge and skills that will enable them to achieve and maintain a physically active and
healthful life, not only during their time in school but for a lifetime.

A. PURPOSE OF TERTIARY PHYSICAL EDUCATION

❖ Exposes students to various physical and health related activities

❖ It also discusses the individual’s development, mental development, and social
development
❖ It provides training in different movement patterns and core engagement along with
principles of healthy eating and lifestyle
❖ Physical activity or exercise can improve your health and reduce the risk of
developing several diseases like type 2 diabetes, cancer and cardiovascular disease
❖ The importance of health education impacts many areas of wellness within our
community, including: Chronic disease awareness and prevention

B. GOALS AND CONTEXT OF TERTIARY PHYSICAL EDUCATION GOALS

1. Promoting Physical Fitness and Well-being

Tertiary physical education programs encourage students to engage in regular physical
activity to improve their fitness, install a lifelong love for exercise, and prevent chronic
diseases like obesity, diabetes, and heart disease.

2. Enhancing Skill Development and Knowledge

Tertiary physical education programs focus on developing a wide range of physical
skills,enhancing both fine and gross motor skills through activities like yoga and martial arts,
and educating students about healthy lifestyle principles, empowering them to make
informed health decisions.

3. Fostering Social and Personal Development

It also emphasises teamwork, communication, and cooperation through
team sports to develop transferable social skills, instil ethical values like fairness and
respect, and promote mental wellbeing through stress-reduction strategies and mindfulness
exercises.

4. Cultivating Inclusivity and Diversity

Tertiary physical education aims to break down gender stereotypes and promote inclusivity
by encouraging all students to participate in various activities, while also fostering cultural
awareness and tolerance by exposing students to a diverse range of sports and physical
activities from different cultures.

CONTEXT
1. Student Population and Developmental Stage
Tertiary physical education caters to young adults aged 18-25, who possess greater
independence and understanding of their bodies, enabling them to engage in complex
physical activities, while also considering their established personal interests and
preferences to provide a diverse range of activities that cater to individual preferences.

2. Academic Focus and Professional Preparation

Tertiary physical education programs integrate with academic disciplines like
kinesiology,health science, and sport management, offering a curriculum that is theoretically
grounded and emphasises critical thinking, research skills, and scientific principles. These
programs provide specialised training and professional development opportunities for
students pursuing careers in physical education, coaching, or related fields, including
courses on teaching methodology, coaching theory, sport psychology, and program
development.

3. Emphasis on Lifelong Learning and Health Promotion

Tertiary physical education aims to instill a lifelong love for physical activity and healthy
habits in young adults, recognizing the importance of promoting well-being as they navigate
busy lifestyles, with programs incorporating health promotion, disease prevention, and the
influence of lifestyle choices on long-term well-being.

4. Inclusivity and Diversity

Tertiary physical education programs are expected to be inclusive and cater to the needs of
a diverse student population, addressing gender differences, cultural backgrounds, physical
abilities, and personal interests, creating a supportive and welcoming environment where all
students feel comfortable and empowered to participate in physical activity.

5. Research and Innovation

Tertiary institutions are at the forefront ofresearch and innovation in physical education, with
faculty members conducting studies on physical activity, health, and performance,
contributing to the advancement of knowledge and informing the development of new
teaching methods, training programs, and interventions to improve physical literacy and
health outcomes.

6. Challenges and Opportunities

Tertiary physical education faces challenges including declining participation rates, budget
constraints, and competing academic priorities, yet there are opportunities to leverage
technology, promote interdisciplinary collaborations, and address emerging health concerns
to enhance the relevance and engagement of physical education for students.

C. PE PROGRAM OUTCOMES
The vision is for all students to be physically educated and have fun while moving. Students
who choose to actively participate in quality physical education programs receive a variety of
benefits, including the development of:

1. A variety of motor skills and abilities related to lifetime leisure activities.

2. Improved understanding of the importance of maintaining a healthy lifestyle.
3. Improved understanding of movement and the human body.
4. Students will exhibit a physically active lifestyle and will understand that physical activity
provides opportunities for enjoyment, challenge and self expression.
5. Self-confidence and self-worth as they relate to physical education recreation program.

OUTCOMES FOR STUDENTS:

1. Students will develop competency in many movement activities.
2. Students will understand how and why they move in a variety of situations and use this
information to enhance their own skills.
3. Students will achieve and maintain a health enhancing level of physical fitness.
4. Students will exhibit a physically active lifestyle and will understand that physical activity
provides opportunities for enjoyment, challenge and self expression.
5. Students will understand the relationship between history, culture and games.

HISTORY OF PHYSICAL EDUCATION

Physical education dates back to ancient Greece. Ancient Greece found Physical Education
especially important as they believed that Physical education was needed to develop a
strong army. Major training consisted of such physical activities as wrestling, jumping,
running, throwing the javelin and discus, horseback riding, and hunting.They also
established the first gymnasiums and emphasised strength, endurance, and speed through
various sports and competitions, including the Olympics.

•FRIEDRICH LUDWIG JOHN

A German philosopher, and the Father of Gymnastics. He introduced many of the different
gymnastic activities and developed basic gymnastics equipment such as the balance beam,
parallel bars, and rings. John also established the first gymnastics clubs for both children
and adults.
•CHARLES BECK
Gymnastics was introduced to the United States by Charles Beck, who began teaching at a
reform school in Northampton, Massachusetts, following the German system. In 1826,
another German, Charles Follen, built Harvard's first college gymnasium.
I. PRE-SPANISH PERIOD IN THE PHILIPPINES
The aboriginal peoples of the Philippines, such as the Negritos or Aetas, had a way of life
similar to other people living in primitive societies. Their physical activities were primarily
motivated by survival and protection against a dangerous environment as they searched for
food. Running, leaping, jumping, and climbing were some of the physical activities they
engaged in to stay in shape.

II. SPANISH PERIOD IN THE PHILIPPINES

During the Spanish colonial era, formal education in the Philippines was primarily provided
by religious institutions and physical education was not included in the curriculum. However,
physical activities continued through dances, religious processions, and festivities. The
Spanish also introduced some European games and sports, although these were restricted
to the elite class.Spanish and European dances, such as the Fandango and Curacha,
became popular dances during this time. Additionally, Filipinos also participated in games
during celebrations, such as pabitin, palo sebo, sungka, piko, and luksong tinik. Ceremonial
dances were also performed during religious events, such as the Santa Cruzan and
processions

III. AMERICAN COLONIAL PERIOD (1901-1936)

The Americans have implemented PE into the school curriculum. They introduced sports like
baseball, basketball, and track and field. Physical Education was made a curricular subject
in the secondary school curriculum. The focus was on team sports, physical fitness,
discipline, and teamwork. The government formalized PE programs, training teachers, and
established athletic leagues.

IV. JAPANESE OCCUPATION (1942–1945)

During World War II, when Japan occupied the Philippines, the Japanese Military
Administration obliged all public schools to perform daily callisthenics on air called the Radio
Taiso.

V. 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 a program of activities that included among others a
program of health education and nutrition.The Physical Education Program in the
Elementary was revised in 1971 to include the Testing Program, rhythmic activities, games,
relays and athletic team games, swimming, and physical education for children needing
attention.Today, P.E. helps students develop skills and confidence, maintain physical
fitness,learn about personal health and wellness, and demonstrate positive social skills. All
this is in addition to the good routines that can carry into adulthood.
THE 4 GENERAL OBJECTIVES OF PHYSICAL EDUCATION
1.Physical Development – selective physical education activities that develops and maintain
good health and high level of physical fitness.

2.Social Development – to have a happy life (socialise/communicate with other people)

❖ Friendliness
❖ Cooperation
❖ Respect for the right of others
❖ Sportsmanship
❖ Leadership & fellowship
❖ Honesty in group competition
3.Emotional Development – include self confidence, self-control, self-reliance, courage,
determination, and discipline.

4.Mental Development – develops mental

capacities to learn mechanical principles of
underlying movements that require knowledge and
understanding of rules and strategies of games,
sports, dances, and instructions