LICENSURE EXAMINATION FOR TEACHERS (LET)

Refresher Course

WHAT TO EXPECT
MAJORSHIP

Area: Music, Arts, Physical Education and Health (MAPEH)

Focus: Foundations of Physical Education

LET Competencies:

1. Provide information about the nature, concepts, and objectives of physical

education.
2. Identify the influences of the various philosophies on physical education.
3. Trace the historical development of physical education.
4. Identify the philosophical, psychological and sociological theories of physical
education.
5. Apply the theories and principles in the teaching of physical education.
6. Relate the theories and principles to the teaching of physical education.

PART I – KNOWLEDGE UPDATE:

Theories and Principles of Physical Education

THE NATURE, CONCEPTS AND OBJECTIVES OF PHYSICAL EDUCATION

For about a century, many people have been confused about the term physical
education, and are not exactly sure about the term and what physical education teachers do.
Even college students, who have chosen physical education as their major field shared this
confusion. Despite this confusion, physical education has been accepted as part of the curriculum
in all schools. What is important is that physical education is one subject that is well –taught and
well-accepted.
Within the past decades, dramatic changes have occurred in the field of physical
education and sport. Contemporary physical education and sport has expanded to include
persons of all ages and abilities. Involvement in carefully designed programs can enhance the
health and quality of life of the participants.

THE LEGALITY OF PHYSICAL EDUCATION

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

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

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

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

Many definitions of physical education have been given by authors and scholars in the
field.
1. With new understanding of the nature of human beings in which wholeness of the
individual is the outstanding fact, physical education becomes according to Jesse Feiring
Williams (1977) “education through the physical”.

2. Stressing the total educational experience, John E. Nixon and Ann E. Jewett, as restated
by William Freeman (1977) defined physical education as “that phase of total process of
education which is concerned with the development and utilization of the individual’s
movement potential and related responses, and with the stable behavior modifications in
the individual which results from these responses”.

3. According to Robert P. Pangrazi (1998), “physical education is that phase of general

educational program that contributes to the total growth and development of each child
through movement experiences”.
4. Deborah Wuest and Charles Bucher (1999) defined physical education as “an
educational process that uses physical activity as a means to help individuals acquire
skills, fitness, knowledge, and attitudes that contribute to their optimal development and
well-being”.

The Allied Fields of Physical Education

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

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

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

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

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

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

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

THE OBJECTIVES OF PHYSICAL EDUCATION

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

Physical Fitness Development Objective

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

Motor Skill Development Objective

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This objective is concerned with developing body awareness, making purposeful
physical movement with a little expenditure of energy as possible, and being proficient, graceful,
and aesthetic in this movement.

Cognitive Development Objectives

The cognitive development objective involves the accumulation of knowledge and the
ability to think and interpret this knowledge.

Social-Emotional-Affective Development Objective

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

PHILOSOPHICAL FOUNDATION OF PHYSICAL EDUCATION

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

BRANCHES OF PHILOSOPHY

BRANCH FOCUS General Questions Questions Relative

to Physical
Education and Sport

Metaphysics Nature of reality What is the meaning What experiences in a

of existence? What is physical education
real? program will better
enable the individual
to meet the
challenges of the real
world?

Epistemology Nature of knowledge What is true? What is the validity of

and methods of the knowledge
obtaining knowledge pertaining to physical
activity and its
influence on the
development of the
individual?

Logic Systematic and What is the method of What process should

orderly reasoning reasoning that will a researcher use to
lead to the truth? determine the value of
physical education to
program participants?

Axiology Aims and values of How do we determine What is the value of

society what has value, and physical education
on what criteria are programs to the
this judgment based? individual?

Ethics Issues of conduct, What is the highest How can sport be

right and wrong standard of behavior utilized to develop
each person should ethics?
strive to attain?

Aesthetics Nature of beauty and What is beauty? Why are skilled

art performer’s
movements beautiful
to view?

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Source: Charles Bucher and Deborah Wuest. FOUNDATIONS OF PHYSICAL EDUCATION.
1995.

TRADITIONAL EDUCATIONAL PHILOSOPHIES

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

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

As Applied to Physical Education and Sport

 Coaches promote development of character and the ideals of sportsmanship among the
athletes over winning.
 Physical education professionals emphasize understanding of concept and self-
development.
 Physical fitness and activities contribute to the development of one’s personality.
 Ideals are emphasized in the physical education and sport programs.
 The activities should give students the opportunity to develop the qualities of honesty,
courage, and creativity.
 Play is regarded as having recreational values, an opportunity for the child to be
inventive, imaginative, and to express his feelings.

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

As Applied to Physical Education and Sport

 Physical education focuses on the total development of the person.
 Physical educators carefully evaluate the scientific evidence in order to better understand
the contribution of different types of physical activity to health.
 Physical educators incorporate frequent assessment procedures into their classes, so
that the students would have a means to monitor their progress toward attainment of their
goals.
 Coaches select training techniques based on the scientific evidence of their
effectiveness, and would use systematic, progressive approach in designing practices.
 Programs are based on scientific knowledge and orderly progression, and activities are
selected on the basis of scientific evidences.
 The emphasis on teaching is on fundamentals of games and activities with each skill
broken down into its component parts.

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

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As Applied to Physical Education and Sport
 Variety of activities is presented for meaningful experiences.
 Activities are socializing in nature.
 Learning is accomplished through problem-solving method
 The curriculum should be based on the needs and interests of the students.

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

 The physical educator allows normal growth.

 Developmentally appropriate physical activities with the students at all levels of
instruction are used..
 Physical educators emphasize individualized learning.
 Play and outdoor activities provide beneficial opportunities for exploration and problem
solving as a means of personal growth and learning.
 Fitness leaders encourage their program’s participants to take advantage of opportunities
to engage in outdoor pursuits during their leisure time as a means of incorporating
physical activities into their lifestyle.

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

As Applied to Physical Education and Sport

 A sport psychologist encourages an athlete to carefully reflect upon his experiences in
order to identify the thoughts that led to poor performances. He offers the athlete variety
of options to deal with these issues, allowing the athlete to choose among the
alternatives.
 A existentialist coach emphasizes the athlete’s responsibility in adhering to the
established code of conduct. He allows some individuality in dress, but emphasizes the
athlete’s responsibility in adhering to training rules.
 Physical educators allow students to select from a variety of activities within the program,
promoting reflection, and individual responsibility fro learning.
 Physical educators emphasize the importance of creativity.
 The activities provide the students opportunities to develop self-awareness and self-
responsibility.
 The teacher is a counselor who promotes reflective thinking while allowing the students
to make choices, and deal responsibly with the consequences of those choices.

HISTORICAL DEVELOPMENT OF PHYSICAL EDUCATION

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

PHYSICAL ACTIVITIES IN THE PRIMITIVE SOCIETY

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

PHYSICAL EDUCATION IN ANCIENT NATION

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

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

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

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

PHYSICAL EDUCATION AND SPORT IN GREECE

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

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

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

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

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

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

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

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

ROMAN PHYSICAL ACTIVITIES

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

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

Physical Education In The Middle Ages

An intriguing historical era shortly after the fall of the Western Roman Empire where the
setbacks to learning, public works, and government associated with the invasions has been
commonly termed as the Middle Ages. The Christian church ( Catholicism), the only institution
that survived the fall provided a symbol of stability and order amidst chaos and fear through
intellectual and spiritual leadership. Two movements worked to its advantage – asceticism that
had a belief in the existence of evil in the body and therefore it should be subordinated to the
spirit, which is pure; and scholasticism, a highly intellectual philosophy that emphasized the
mind. Monasteries were built where Christians could isolate themselves from the world and evils.
Later, schools were attached to the monasteries and would not allow physical education to be
part of the curriculum. Medieval university also frowned on physical education and sport.
However, games and physical activities were still participated in by the people. Such were soule,
a ball game that resembled the modern day soccer played by an indeterminate number of men on
each side. Kegels was similar to bowling. There were ball games that employed the use of sticks
and were precursors to modern versions of hockey and baseball.

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St. Thomas Aquinas, the greatest scholastic of all time, embraced the idea of physical
fitness and recreation as a positive force in promoting social and moral well-being. Under the
tutoring of Aquinas, Scholastics were able to cherish the body and value physical fitness and
recreation for man’s physical, mental, social, and moral well-being.

Chivalry emerged as a kind of education that was physical, social, and military in nature.
Three stages in the training for knighthood: as a Page – from age 7 to being a Squire – from age
14, and finally to being a Knight – at age 21. Knighthood was conferred after proving his fitness,
bravery, skill, prowess, strength, and courage. Joust or Medieval tournament was the most
famous of the war games where two mounted horsemen who would charge each other with long,
wooden lances to knock down the opponent from his horse. Melee was an event in the
tournament where groups of opposing knights would engage in hand-to-hand combat with dull
swords.

Sons of noblemen had two careers to choose from: either they enter the monastery and
become monks, or enter the knighthood.

Because wealth came from the labor of others, leisure became the unique commodity of
nobles. Aristocrats had sporting activities. Hunting and hawking were other recreational pastime
of the nobility. Le jeu de paume is a form of handball. Royal tennis was played within an
enclosure. Sedentary forms of recreational outlets included shuffleboards, billiards, chess, and
backgammon.

Physical Education In The Renaissance Period

With the emergence of the philosophy of humanism and its concepts of the “universal
man”, physical education became more valued. Good physical health was believed to promote
learning. A person needed rest and recreation from study and work. The body is needed to be
developed for purposes of health and for preparation for warfare.

There were some outstanding leaders during the Renaissance period who were
responsible for spreading these beliefs concerning physical education and sport.

Petrus Paulus Vergerius’ physical education was preparation for the military, and his
program included pentathlon, swimming, and horsemanship, the use of the shield, spear, sword
and club.
Vittorio da Feltre’s school La Giocosa (Pleasant House) blended the spirit of
Christianity, the classics, and the concepts of P.E. for the sons of the wealthy. He instituted P.E.
as an important part of the educational curriculum.
Aeneas Silvio Piccolomini (Pope Pius II) believed that to prepare children to be good
soldiers, the use of bow and sling, throw spear, ride horses, and swim in order to be a good
soldier were necessary activities.
Martin Luther’s physical education was a means of obtaining elasticity of the body, and
a medium of promoting health. He advocated music, games and dancing as acceptable pastime,
and believed that people should engage in honorable and useful modes of exercises so they
would not fall into vice and evil pursuits during leisure hours.
Thomas Elyot’s being familiar with the latest medical teachings of his time, he claimed
six (6) physiological benefits that could be derived from exercise: aids in digestion, increases
appetite, helps in living longer, warms the body, raises metabolism, and cleanses the body of its
wastes.
Roger Ascham appreciated the value of exercise as a means of resting the mind to
make it sharper at a later time.
Francois Rabelais believed that physical activities help the students reach his goal of
being a well-rounded individual and these include horsemanship, martial arts, hunting, and ball
playing, running, and swimming.
Richard Mulcaster’s book Positions dealt specifically to physical education: for indoors,
he recommended dancing, wrestling, fencing, and climbing; for outdoors, walking, running,
leaping, swimming, riding, hunting, shooting, and playing ball. He was considered the “father” of
the modern educational practice including sports in the schools.
Michel de Montaigne advocated “manly exercise” where the child experienced the
rougher life in the outdoors.

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John Comenius believed that exercise served as a rest from other parts of the learning
process, and P.E. exists to refresh the body and able one to work and study more efficiently.
John Milton believed that martial arts should be practiced in schools, because they were
useful in time of war.
John Locke believed that P.E. was of primary importance in developing an educational
foundation because physical activity is used to refresh the individual in order to pursue more
intellectual pursuits.

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

Physical Education In Europe

Germany

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

Sweden

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

Denmark

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

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

Great Britain/ England

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

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

Physical Education In the United States

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

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

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

National Period (1784-1861)

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

Charles Beck, a Turner, introduced Jahn’s gymnastic program of exercise and

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

Civil War Period Until 1900

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

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

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

Early 20th Century

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

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

World War I (1916 to 1919)

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

Golden Twenties (1920 to 1929)

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

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

Depression Years (1930 to 1939)

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

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

Mid-Twentieth Century (1940 to 1970).

Boys and men, girls and women were exposed to the programs of physical education in
American schools and colleges. Girls and women were provided opportunities to engage in
competitive sports at both high school and college. Lifetime sport was emphasized. Research
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Prof. Aquilino Eduardo P. Santos
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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
and considered a favorite sport was popular. Dancing was a religious activity with several
purposes and officiated by a priest or a priestess. War dances were performed. Bathing and
swimming were important part in the lives of the natives.

Spanish Period

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

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

American Period

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

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Prof. Aquilino Eduardo P. Santos
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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. In 1953, PAAF took the sponsorship alone.

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

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

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

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

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

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

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

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

THE PHILIPPINE SPORTS COMMISSION

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

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

THE NATIONAL SPORTS ASSOCIATIONS

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

Philippine Participation in the Olympics (1924 – 2000)

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

MEDALS and HONORS

Efren “Bata” Reyes was dubbed as “The magician”, when he became the 1985 Red 9-
Ball Open champion for his ability to execute brilliant shots.
Eric Buhain was a bronze medalist in swimming in the 1990 Beijing Asian Games.
Eugene Torre became Asia’s first grandmaster at the age of 22.
Elma Muros was the only track athlete who won in different events in the Southeast
Asian Games. She was hailed as the Southeast Asian games heptathlon queen in 1997.
Francisco Pancho Villa Guilledo was Asia’s first world champion in boxing and dubbed
as the greatest flyweight of the century.
Gabriel “Flash” Elorde was dubbed as the greatest Filipino boxer of all time.
Gerald Rosales was an Asian Games silver medalist and Southeast Asian Games two-
time champion in golf.
Jennifer Rosales was a five-time champion in golf in the ladies’ Amateur open (1994-
1998) before she turned professional.
Lydia de Vega was Asia’s fastest woman in the 1980s. She brought home the gold
medal twice in arrow in the Asian Games in the 100-meter dash and the silver medal in the 200m
run.
Manny Pacquiao won the International Boxing Federation super bantamweight
championship at the age of 23.
MikeeCojuangco-Jaworski is the accomplished equestrienne who bagged the gold
medal for the Individual Show jumping competition in the 2002 Asian Games.

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Paeng Nepomuceno is an all-time greatest international bowler with six world
championships to his credit; some considered him as the greatest Filipino athlete of all time for
making it to the Guinness Book of World Records.
Ramon Fernandez was the Philippine Basketball Association’s first four-time Most
Valuable player and played in the league for a record of 20 seasons.
Robert Jaworski was one the Philippine Basketball Association’s 25 greatest players of
all time. At his time of retirement, he was the oldest professional basketball player in the world.
Toni Leviste was part of the Philippine Team that won silver medal in the 2002 Asian
Games show jumping competition.
Alvin Patrimonio was a four-time Philippine Basketball Association Most valuable
Player, two of which were won back-to-back in 1993 and 1994.
Bong Coo made her mark in the bowling world when she delivered nine consecutive
strikes in 1979.
Carlos Loyzaga led the Philippine Team that won bronze medal in the 1954 World
Basketball Championship and four golds.
Dorothy Delasin is the Filipina who has become the youngest Ladies’ Professional Golf
Association Champion in the last 25 years.

The Origin of the Olympic Games

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

THE MODERN OLYMPIC GAMES

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

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

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

THE ASIAN GAMES

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

THE SOUTHEAST ASIAN GAMES

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

THE ASEAN Para Games

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

MOTOR BEHAVIOR

One of the primary concerns of physical education is the learning and refinement of
motor skills. Learning is defined as a relatively permanent change in behavior and performance
as a result of practice or experience. Motor behavior is concerned with the learning and
acquisition of skills across the lifespan and encompasses three areas: motor control, motor
learning, and motor development. Motor control and motor learning trace its roots to
experimental psychology, while motor development traces its roots to developmental psychology.

 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. To assess how well an
individual learned the skill, the instructor would observe the performance of the skill.
It focuses on studying the cognitive aspects of motor skill acquisition. The goals are
“understanding the influence of feedback, practice, and individual differences especially
how they relate to the retention and transfer of motor skill”.
 Motor Control is the study of the neurophysiological and behavioral processes affecting
the control of skilled movements. The goals are understanding “how the muscles and joints are
coordinated during movement, how a sequence of movements is controlled, and how to
use environmental information to plan and adjust movement”.
 Motor development is the study of the origins of and changes in movement behavior
throughout lifespan. It involves understanding how motor behavior is influenced by the integration
of psychological, sociological, cognitive, biological, and mechanical factors.

Learning Theories in Physical Education

The physical educator is concerned with facilitating learning in all three domains.
 Cognitive Learning. The concern of physical educators in teaching for cognitive learning
is increasing the individual’s knowledge, improving problem-solving abilities, clarifying,
understanding, and developing and identifying concepts.
 Affective Learning. In teaching for affective learning, the physical educator is concerned
with attitudes, appreciations, and values.
 Psychomotor Learning. This type of learning is the heart of the physical education

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Prof. Aquilino Eduardo P. Santos
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and sport experience. The development of motor skill is the concern in teaching for
psychomotor learning.

Stages of Learning
 Cognitive Stage. During this stage the learner is endeavoring to understand the
nature and/or goal of the activity to be learned.
 Associative Stage. At this point the basics of the skill have been learned and the
learner concentrates on refining the skill.
 Autonomous Stage. This stage is reached after much practice. the learner can
perform the skill consistently with few errors. The skill is well coordinated and may appear to be
performed effortlessly.

Forces Influencing Learning

 Readiness. It is the successful acquisition of new information or skills depends on the
individual’ readiness. The desire and willingness to learn will affect his acquisition of that
particular skill. Physiological readiness is the learner’s readiness to control his body in physical
activities to such a degree. Psychological readiness refers to the learner’s state of mind; it is
one’s feeling or attitude toward learning a particular skill.
 Level of Development. As psychologist Piaget stated, “learning proceeds most rapidly
when instructional experiences are geared to individual’s physical and intellectual abilities.
 Motivation. It refers to a condition within an individual that initiates activity directed toward
a goal. Needs and drives form the basic framework for motivation.
 Reinforcement. It is using events, actions, and behavior to increase the likelihood of a
certain response (e.g., a skill or a behavior) recurring
 Individual differences. 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.

Concepts, Factors, and Conditions that Promote the Learning of Motor Skills and improve
Performance
1. Practice sessions should be structured.
2. The task to be learned must be understood by the learners.
3. The nature of the skill should be considered when designing practice.
4. Consider the learner in deciding whether to teach the skill by the whole or by part
method, the nature of the task and the background of the learner.
5. Whether speed or accuracy should be emphasized in learning a skill depends on the
requirement of the skill.
6. Transfer of learning can facilitate the learning of motor skills.
7. Essential for learning is feedback.
8. Plateaus ( a period in which little or no progress is made) in performance may be
experienced by the learners.
9. Self-analysis should be developed.
10.The leadership provided determines to a great degree how much learning will take
place.

SOCIOLOGICAL FOUNDATIONS OF PHYSICAL EDUCATION AND SPORTS

SOCIOLOGY

Physical educators are interested in an important factor that motivates the

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

SOME THEORIES OF PLAY

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

expenditure of exuberant energy. (Friedrich Schiller)

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2. Recreation Theory emphasizes the recreative values of play, and play as a means
of revitalization. (Guts Muths)
3. Relaxation Theory emphasizes play as a medium for relaxation in today’s mode of
work that leads to nervous disorders if the organism does not have a means to relax
from the work’s ordeal.
4. Instinct Theory declares that human beings have an instinctive tendency to be active
at various stages of their life-time.
5. Social-Expression Theory by Bernard S. Manson expresses the modern theory of
play. Physiological and anatomical structure of man as an active creature limits his
activity. His degree of physical fitness at any time affects the kind of activity in which
he engages in. The psychological inclinations that are the result of physiological
needs and learned responses, habits, or attitudes propel him into certain types of play
activities.

PLAY THEORISTS
 Herbert Spencer believed that play could be used to expend excess energy, which was
necessary for survival.
 G. Stanley Hall viewed play and its natural extensions (games and sport) as ideal
mechanisms of development, an ideal type of exercise for the young, most favorable for the
growth, and most self-regulating.
 John Dewey believed that play was not a physical act that has no meaning, rather it was
an activity the integrated mind and body.
 Karl Groos believed that play provides necessary experiences and prepares the

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Prof. Aquilino Eduardo P. Santos
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PART I I: ANALYZING TEST ITEMS

individual for the coming tasks of life.

 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.

1. When the physical education teacher assists a student in making personal and group
adjustments as well as adjustments as a member of society, which of the following
objectives does he want to attain?
a. Physical Fitness Development objective
b. Cognitive Development Objective
c. Motor Skills development objective
d. Social-Emotional-Affective Development Objective

The answer is option d, because option a (Physical Fitness Development Objective) assists
students in the development of the various organic system of the body, while option b (Cognitive
Development Objective) involves the accumulation of knowledge and the ability to think and
interpret this knowledge, and option c (Motor skills Development Objective) is concerned with
developing body awareness, making purposeful physical movement with a little expenditure of
energy as possible.

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
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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
education became more valued during the Renaissance period.
a. Realism c. Monism
b. Existentialism d. Humanism

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
Foundations of Physical Education
Prof. Aquilino Eduardo P. Santos
 21
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

24. It is using events, actions, and behaviors to increase the likelihood of a certain response.
a. Reinforcement c. Level of Development
b. Motivation d. Independence

25. In any learning situation, what must the physical educator understand in terms of social and
economic backgrounds, physical abilities, intelligence and preferred learning styles, and
personality among students.
a. Individual Differences c. Need for Affection
b. Cooperation d. Responsibility

Foundations of Physical Education

PART III: ENHANCING TEST TAKING SKILLS Prof. Aquilino Eduardo P. Santos
 22

1. The legal basis of physical education and sport is stipulated in what article and section of the
1986 Constitution?
a. Article XI, Section 19 c. Article XIII, Section 19
b. Article XII, Section 19 d. Article XIV, Section 19

2. Motor skill development objective of Physical Education is concerned with –

a. The development of the various organic system of the body is necessary for an
individual to have the ability to sustain adaptive efforts, to recover and to resist fatigue.
b. Developing body awareness, making purposeful physical movement with a little
expenditure of energy as possible, and being proficient, graceful, and aesthetic in this
movement.
c. The accumulation of knowledge and the ability to think and interpret this knowledge.
d. Assisting an individual in making personal and group adjustments as well as
adjustments as a member of society.

3. This philosophy influenced the teaching of physical education in terms of problem-solving,

consideration of individuals’ needs and interest, development of individuals’ social skills, and
cooperation.
a. Idealism c. Naturalism
b. Realism d. Pragmatism

4. Understanding concepts and self-development in physical education is influenced by the

philosophy of –

a. Idealism c. Naturalism
b. Realism d. Pragmatism

5. He established the German Turnverein movement, where his members led the drive toward a
unified democracy and social change in the German states. He was then considered the father
of physical education.
a. Richard Mulcaster c. Friedrich Jahn
b. Johann Gutsmuths d. Franz Nachtegall

6. The Secondary Education Development Program (SEDP) is a response to continue pupil

development started by the Program for Decentralized Educational Development in 1982.,
The New Secondary Education Curriculum (NSEC) of SEDP is cognitive-affective-
manipulative-based and is student-centered and community-oriented. One of the 8 subject
areas in the NSEC is Physical Education, Health and Music (PEHM). This is based on what
order?
a. DECS Order No. 11, s. 1989
b. Department Order No. 20 s. 1973
c. MEC Order No. 6 s. 1982
d. DECS Order No. 53 s. 1994

7. Romans believed that exercise was only for health and military purposes. All of the following
had no value or had little appeal to the Romans, EXCEPT –
a. Greek formal athletic competition and training.
b. The Greek concept of health gymnastics.
c. Greek nudity and development of the body beautiful.
d. Athleticism

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 festivals that were designated as the Pan-Hellenic
Festivals. What is the most popular among the four?
a. Isthmia Festival c. Nemea Festival
b. Olympic Festival d. Pythia Festival
Foundations of Physical Education
Prof. Aquilino Eduardo P. Santos
 23
9. In the Philippines, this is autonomous in character have exclusive technical control over the
promotion and development of the particular sport for which they are organized.
c. Philippine Olympic Committee c. National Sports Associations
d. SEAP Games Federation d. Olympic Council of Asia

10. The Romans developed their own system of physical training. They demanded the promotion
of –
c. athleticism c. individualism
d. team unity d. agon

11. The Philippines joined the 1924 Olympic Games in Paris for the first time. It was a two-
man delegation sent by the Philippine Amateur Athletic Federation. Dr. Regino R. Ylanan
was the representative official and coach. The athlete who was a Philippine scout and
competed in the 100 m. and 200 m. dash, but was eliminated in the trial heats .
a. Teofilo Yldefonso c. Simeon Toribio
b. David Nepomuceno d. Jose Villanueva

12. She brought home the gold medals twice in a row in the Asian Games in the 100-meter dash
and the silver medal in 200-meters. She earned the title Asia’s fastest woman in the 1980s.
a. Elma Muros c. Lydia de Vega
b. Bong Coo d. Jennifer Rosales

13. “What is the highest standard of behavior each person should strive to attain?” is a
philosophical question that is emphasized in the teaching of physical education, especially in
sport. This philosophical question pertains to –
a. Axiology c. Aesthetics
b. Ethics d. Logic

14. Understanding how the muscles and joints are coordinated during movement, how a
sequence of movements is controlled, and how to use environmental information to plan and
adjust movement are goals of –
a. Motor Development c. Motor learning
b. Motor Skill d. Motor Control

15. A theory developed by Guts Muths that emphasizes the recreative values of play, and play
as a means of revitalization.
a. Spencer theory c. Social-expression theory
b. Instinct theory d. Recreation theory

16. When coaches select training techniques based on the scientific evidence of their
effectiveness, and would use systematic, progressive approach in designing practices, he is
an advocate of the philosophy of –
a. Idealism c. Existentialism
b. Realism d. Pragmatism

17. What does the physical education teacher consider in deciding whether to teach the skill by
the whole or by part method.
a. the task to be learned
b. the nature of the task and the background of the learner
c. the requirement of the skill
d. the plateaus
18. In teaching the folk dance, Mr. Redondo’s concern is to develop a proper attitude towards
folkdance, appreciation and values. These factors are attributed to –
a. Cognitive learning c. Affective learning
b. Psychomotor learning d. Transfer of learning

19. Miss Demonstrador wanted to effect learning among her students most rapidly when she
gave them instructional experiences that geared to individual’s physical and intellectual
abilities. This means that she believes in –
a. Piaget c. Schiller
b. Freud d. Manson
Foundations of Physical Education
Prof. Aquilino Eduardo P. Santos
 24
20. A recreation leader emphasizes the benefits of play for the development of both the sense of
self and social self of the students. With this in mind, he believes in -
a. G. Stanley Hall c. Karl Groos
b. Herbert Spencer d. Luther Halsey Gulick

21. The philosophical question “ What process should a researcher use to determine the value
of physical education to program participants?” is related to the philosophy of –
a. Axiology c. Epistemology
b. Ethics d. Logic

22. The physical education teacher uses this philosophical approach when he validates the
knowledge pertaining to physical activity and its influence on the development of the
individual.
a. Axiology c. Epistemology
b. Ethics d. Logic

23. It is the study of the origins of and changes in movement behavior throughout lifespan.
a. Motor Learning c. Motor Control
b. Motor Development d. Skill Learning

24. The desire and willingness to learn a particular skill will depend on this factor that influence
learning.
a. Readiness c. Level of Development
b. Physical abilities d. Reinforcement

25. He 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.
a. Thomas Dennison Wood c. Jessie Bancroft
b. Jacob Riis d. G. Stanley Hall

FOUNDATIONS OF PHYSICAL EDUCATION

Foundations of Physical Education
Prof. Aquilino Eduardo P. Santos
 25
KEY TO CORRECTION

PART II: PART III:

ANALYZING TEST ITEMS ENHANCING TEST TAKING SKILLS

1. D 1. D
2. C 2. B
3. A 3. D
4. D 4. C
5. B 5. C
6. D 6. A
7. A 7. B
8. D 8. B
9. C 9. C
10. A 10. C
11. C 11. B
12. D 12. C
13. D 13. B
14. D 14. D
15. C 15. D
16. C 16. B
17. A 17. B
18. C 18. C
19. C 19. A
20. C 20. D
21. B 21. A
22. B 22. C
23. B 23. B
24. A 24. A
25. A 25. D

FOUNDATIONS OF PHYSICAL EDUCATION

Table of Specification
Foundations of Physical Education
Prof. Aquilino Eduardo P. Santos
 26

and objectives of physical educationProvide information about the nature, concepts,

C

philosophies of physical educationIndentify the influences of the various

education and sportTrace the historical development of physical

physical education and sportIdentify the philosophical, psychological (motor

teaching of physical educationApply the theories and principles in the

teaching of physical educationRelate the theories and principles to the

O ITEM NUMBER P

behaviour), and sociological theories of

M OF E
P P R
T L I C
E A T E
N C E N
C E M T
I M S A
E E G
S N E
T
TOPICS

The nature,
concepts and 2 1,2 2 8%
objectives of
physical
education

Philosophical 2 1 1 2 3,4,13 6 24%

foundation of ,16,21
physical ,22
education

Historical 8 5,6,7, 8 32%

development of 8,9,10
physical ,11,12
education

Psychological 1 3 2 14,17, 6 24%

foundations 18,19,
(motor 23,24
behaviour) of
physical
education

Sociological 1 1 1 15,20, 3 12%

foundations of 25
physical
education

No. of Items 2 2 8 3 5 5 25 100

%

% 8% 8% 32% 12% 20%

20%

Foundations of Physical Education

Prof. Aquilino Eduardo P. Santos