PHILOSOPHICAL SOCIO-ANTHROPOLOGICAL FOUNDATION

Name of student: JURILLA, MARK KC B.

Course & sec: BPED2A

Address: Prk. Gumamela Brgy.Binubuhan Bago City

Teacher: Ms. Mia Balista

 Republic of the Philippines
COMMISSION ON HIGHER
EDUCATION
Higher Education Regional Office VI
(HERO VI) City Government of Bago

BAGO CITY COLLEGE

Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail:
bagocitycollege@yahoo.com.ph Course Guide

I. COURSE TITLE: PHILOSOPHICAL SOCIO-ANTHROPOLOGICAL FOUNDATIONS OF PHYSICAL

EDUCATION AND SPORTS

II.COURSE OVERVIEW

A. INTRODUCTION

A study of the diverse justifications on the educational value of Physical

Education and an examination how the various structures, patterns, organizations, and
institutions in culture and society create, relate to, and influence physical education and
sports; discussion of the historic tradition of mind/body and theoretical/ practical knowledge
dualism; conceptual analysis of the issues of sports as a human activity and the distinction
and relationship between PE and sport.

B. PROGRAM LEARNING OUTCOME

PHILOSOPHICAL SOCIO-ANTHROPOLOGICAL FOUNDATIONS OF PHYSICAL

EDUCATION AND SPORTS
a required and major course for all Bachelor of Physical Education students in the
Education Department. The content of this resource covers the course description for the
Bachelor of Physical Education as provided for by the CMO 80 Series of 2017:

In the context of this course, all Bachelor of Physical Education students are expected to be
able to:

1. Articulate and discuss the latest developments in the specific fields of practice.
2. Effectively communicate orally and in writing using both English and Filipino.
3. Work effectively and independently in multi-disciplinary and multi-cultural teams.
4. Act in recognition of professional, social, and ethical responsibility.
5. Preserve and promote “Filipino Historical and Cultural Heritage”.

C. MODULES AND UNIT TOPICS

To ensure that you will demonstrate the above cited course learning outcomes at
the end of the semester, these modules are divided into the following:
MODULE 1: HISTORICAL FOUNDATION OF PHYSICAL EDUCATION -this unit give students
an overview of the history from primitive society to later development of physical
education emphasizing the greatest contributions of different personalities. Through
this module, it is expected that students can widen their understanding and can answer
questions that will evaluate their learning and perform activities in line with the
topics.

MODULE 2: PHYSICAL EDUCATION IN THE MODERN EUROPE AND PHILIPPINES

- this aims to introduce to you the underlying philosophy in physical education
(PE)that utilizes principles and encourage exploration and mastery of physical,
mental, and social skills. It also highlights the significant contributions of different
personalities in the field of physical education.
 MODULE 3: PHILOSOPHICAL FOUNDATION OF PHYSICAL EDUCATION

MODULE 4: ANTHROPOLOGICAL FOUNDATIONS OF PHYSICAL EDUCATION

III. COURSE STUDY GUIDE

The key to successfully finish this module lies in your hands. This module was
prepared for you to learn diligently, intelligently and independently as would-be future
writer and researcher, doing these will greatly help and prepare you to become great
teachers. Aside from meeting the content and performance standards of this course in
accomplishing the given activities, you will be able to learn other invaluable learning
skills which you will be very proud of as a responsible learner. The following guide
and house rules will help you further to on track and to say at the end of the module, “I
did well!”
1. TIME MANAGEMENT. For the whole semester, you will be accomplishing
three modules in which you can work your tasks per term period. This means the
in every term period you will accomplish one module and by the end of the
semester the whole module will have an output. One module for prelim, midterm
and final period.
2. STUDY HABIT. Doing what is required of you in each module can be
highlighted and can be presented in matrix form about the lists of things needed
and time schedule by posting it in your schedule log to avoid delay. Filing of
documents per activity and module is highly advised.
3. SETTING GUIDELINES. Set guidelines how you will work your module by
logging it in your log book. Condition yourself to be guided with the criteria and
rubrics provided in the module. Provide yourself a notebook where you will write
your draft before finalizing your output for completion. Consider the idea that in
accomplishing all activities required of you in each module means allowing
yourself to pass the subject. In presenting all your output, develop this as your
principle:
* write legibly with face value
* Think before you write
* composed your answer in a complete and grammatically correct sentences
* Do not use abbreviation and ACRONYMs unless these are
introduced in the readings, and do not write in text-speak
* Avoid writing in all caps
* Do not write lengthy answers. Stick to the point. Be clear with your main
point and express it as concisely and possible. Do not let your
discussion go astray.
* Work your module based on experience to come up with an output.
* Your family members and friends at home will support you but the
activities must be done by you.

IV. STUDY SCHEDULE

WEEK TOPIC LEARNING OUTCOMES ACTIVITIES Learning Resources

MODULE 1 HISTORICAL FOUNDATION OF PHYSICAL EDUCATION
Prelim 1. Defined physical education
Period (4 through word mapping.
weeks)
2020 2. Identified the different period
through word scramble and picture
analysis.
3. Classified the physical
activities beliefs and famous
personalities for each period by
organizing it on the table and graphic
organizer.
4. Listed down the contributions of
the different personalities in the
history of physical education.
5. Identified the possible strength
and weaknesses of each period in the
field of education.
6. Created PowerPoint
instructional material for the
Philosophical Socio Anthropological
Foundation of PE and Sports.
MODULE 2 PHYSICAL EDUCATION IN THE MODERN EUROPE,
PHILIPPINES AND PHILOSOPHICAL FOUNDATION
Mid- 1. Identified the
term following personalities who
Period made great contributions in the field
(4-weeks) of Physical Education through picture
analysis.
2. Analyzed given situation
whether what philosophy is being
described in each of the given
statement.
3. Classified and identified the
following contributor’s according to
their places through graphic
organizer.
4. Completed the table by writing
the different personalities who made
significant contributions in physical
education in the modern Europe.
5. Completed the table through
writing the aims of education,
proponents, curriculum and roles of
teacher in every philosophy.
6. Listed down through tracing-up
the brief history of Physical education
in the Philippines. Identified the period
that make the flowering stage of PE
and sports in the country.
7. Created situations for each of
the following philosophical
foundations related to area of physical
education
MODULE 3 ANTHROPOLOGICAL FOUNDATIONS OF PHYSICAL
EDUCATION
Final

Term Period
(4 weeks)

V. EVALUATION
To pass this course, you must:
 1. Comply what is asked in each procedure of the module.
2. Present all outputs in a short-bond paper either in hand or
typed-written by Following the prescribed format of a project paper.
3. Submit all required outputs in each modules every end of each term period.
4. Submit the final output using technology as required by informing your subject
facilitator through text message.
5. Accomplish the final evaluation through online examination based on time
schedule set by your facilitator.

Basis of Grade Computation

Online Examination on the Final
Period Output in each Procedure
of the Module Portfolio required
in each Term-Period Research
Paper/Action Research

Note: See Attached Grading System, Criteria and Scoring Rubrics Appended in your Module in the
Appendices.

VI.TECHNOLOGICAL TOOLS

For you to be able to accomplish the activities, you will need the following software
Application, MS Word, MS Powerpoint, and VLC Media Player, Cellphone with Camera.

VII. CONTACT INFORMATION OF THE FACILITATOR

You can contact me through my email add (jpmia821@gmail.com); messenger (MI YAH); and
cellphone no. (09386397356).
 Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI
(HERO VI) City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: bagocitycollege@yahoo.com.ph
Modules in PHILOSOPHICAL SOCIO-ANTHROPOLOGICAL FOUNDATIONS OF PHYSICAL
EDUCATION AND SPORTS.

Module 1: HISTORICAL FOUNDATION OF PHYSICAL EDUCATION

Intended Learning Outcome: At the end of this module, the student must have:

1. Defined physical education through word mapping.

2. Identified the different period through word scramble and picture analysis.

3. Classified the physical activities beliefs and famous personalities for each
period by organizing it on the table and graphic organizer.

4. Listed down the contributions of the different personalities in the history of

physical education.

5. Identified the possible strength and weaknesses of each period in the field of education.

6. Created PowerPoint instructional material for the Historical Foundation of PE and

Sports.

A. Introduction
Physical education is defined nowadays as a “systematic instruction in
sports, exercises, and hygiene given as part of a school or college program”
(Park). When most people think of the term “physical education” they think of it as
“a broad, inclusive term comprising the fields of physical education, health
education, safety education, athletics, recreation, dance education, kinesiology and so
on” (Zeigler 1). It may sometimes be referred to as physical training or gym class and
mainly is taught in grades kindergarten all to the way up to your senior year in high-
school in the United States.

The history of physical education dates way back to the Greek and Roman times
and has slowly evolved into what it is now today. The history of physical education
reflects people’s attitudes about physical activity. From prehistoric times, because
survival was related to physical stamina and to people’s ability to find food, no
separate physical fitness programs were needed. Gradually, ancient societies in
china, Egypt, Greece, and Rome adopted physical education as part of military
training. As the more developed societies came to value the scholarly life, physical
education lost favor. Many developed countries have had to strike balance between
physical and intellectual interest. The history of physical education frequently shows a
pattern of military, social and political influence.

Colleges would follow suit as well, and schools all over the United States would
eventually offer a variety of courses that would help to grow the physical ability, give
a true understanding of the human body, and increase confidence among America's
youth. Originally, physical education programs in the
 United States saw girls mostly involved with gymnastics, while the boys would
partake in rougher activities. However, over time, both male and female individuals
would become educated on elements such as body composition, flexibility, nutrition,
and endurance.

Learning Activity No. 1 WORD MAPPING

Directions: Copy the diagram below and supply words that can be associated with the following
terms:

DEVELOPMENT

BODY

PHYSIQUE

PHYSICAL

APPEARANCE
FITNESS

TRAINING
 ACQUIRING

COACHING

LEARNING

EDUCATION

SCHOOLING
KNOWLEDGE

ENLIGHTENMENT
Questions:

1. What is PHYSICAL?

 Indicates connected with, pertaining to, animal or human body as a material organism: physical strength, exercise.
Bodily means belonging to, concerned with, the human body as distinct from mind or spirit: bodily suffering.

2. What is EDUCATION?

 It is the wise, hopeful and respect cultivation of learning and change undertaken in the belief that we should have the
chance to share in life

3. Define the word PHYSICAL EDUCATION:

 Education through the physical. It aims to develop students physical competence and knowledge of movement and safety,
and their ability to use these perform in a wide range of activities associated with the development of an active and
healthy lifestyle. It also develops students confidence and generic skills, especially those of collaboration, communication,
creativity, critical thinking and aesthetic appreciation

4. What are the objectives of Physical Education?

Answer: The main objectives of physical education are to: develop motor abilities like strength,
speed, endurance, coordination, flexibility, agility and balance, as they are important aspects for good
performance in different games and sports.

Learning Activity No. 2 WORD SCRAMBLE

Directions: Arrange properly the scrambled letters to form a correct word/s or terms. Write
your answers on the space provided.

RIMIPIVET SETYCOI CNAHI IDIAN

1. PRIMITIVESOCIETY 2. CHINA 3.INDIA

 GREECE MERO

RKDA
GESA

4. GREECE 5. ROME 6.DARKAGES

DALFEUISM SANCENAIRES

7. FEUDALISM 8. RENAISSANCE

Learning Activity No. 3 PICTURE IDENTIFICATION

Directions: Identify what period is being shown in the picture. Choose your answer from the
box. Write your answers on the space provided.

PRIMITIVE SOCIETY INDIA CHINA ROMAN SPARTAN

GREEKS

1. INDIAN 2. INDIAN 3. INDIAN 4. INDIAN

5. CHINA 6. GREEKS 7. CHINA 8. GREEKS
 9. PRIMITIVE SOCIETY 10. ROMA 11. PRIMITIVE SOCIETY12.PRIMITIVE SOCIETY

13. GREEKS 15. ROMAN

C. ANALYSIS

A. Primitive Society and Ancient Oriental Countries

Directions: Classify the physical activities beliefs and famous personalities for each period by
organizing it on the table below.

Satisfy hunger and search for food Concentrate solely on spiritual rather than physical needs.

Involve in warfare for protection. Engage in music, dance and archery Brahma-the supreme God.

Sedentary lifestyle was based on the teaching of Confucius. exercise. “Kung-fu” is an earliest form of

Yoga is composed of exercises in posture and regulated breathing. of soul” “Stressed the reincarnation

Wrestling, jujitsu, polo, tug of war, flying and water games. Hunting wild animals fishing along the river streams
Yoga-composed of exercises in posture and regulated breathingBelieved that the spirit is more important than the body.

Primitive Society Contribution in the field of Physical Education and

Sports
Beliefs and Major Activities included the following: *Play and games were an important part of living
for these primitive. It became a recognized way
• Satisfy hunger and search to improve strength, speed and skills qualities
for food Involved in a welfare
necessary for survival.
for protection.
*Dance was a mean of expression, particularly in a
• Hunting wild animals fishing along the river certain tribal societies
streams
• Engage in music, dance and archery

• Wrestling, jujitsu, polo, tug of war, flying

and water games

Ancient China
Beliefs and Major Activities included the following: *Kung Fu was found as early as 2698 BC
and also called as the earliest exercise
• “Kung-fu” is an earliest form of exercise. recorded in history
• Sedentary lifestyle was based on the
teaching of Confucius.

India
Beliefs and Major Activities included the following: *Program - Hindu Dances their oldest
organized dance . Yoga is a great
• Brahma-the supreme God. contribution which is exercise in posture
and regulated breathing
• yoga is composed of exercises in
posture And regulated breathing.

• yoga-compose of exercises in posture and

regulated breathing.

• Concentrate solely on spiritual rather than

physical needs.

• “Stressed the reincarnation of soul”

• Believed that the spirit is more important

than the body.
B. Physical Education in GREECE

Directions: Classify the physical activities beliefs and famous personalities for each
period by organizing it on the graphic organizer.

Focused on military training Full-pledged army citizen

Requires the citizen to be strong and hardly physical fit and full of valor.
They believed that the mind and body have intimate connection.
7-8 years old lives in barracks called “PAIDONOMOUS”-a training center.PAEDOTRIBE- an instructor

PALAESTRA- Public Gymnasium 20 years old enters military camp for actual combat training.

First state in the history that allowed full development of man’s capacities.
Produced men and women who would be charming in person and graceful in manner.
 SPARTAN TRAINING ATHENIAN TRAINING

7-8 years old lives in barracks PALAESTRA- Public

called “PAIDONOMOUS”-a Gymnasium.
training center.

Produced men and women who

20 years old enters military would be charming in person
camp for actual combat training. and graceful in manner.

Requires the citizen to be strong PAEDOTRIBE- an instructor

and hardly physical fit and full
of valor.
First state in the history that
allowed full development of man’s
Focused on military training
capacities.

Full-pledged army citizen They believed that the mind and

C.
C.
 D. Greek Philosopher, Teachers and medical men that contributed development to Physical Education.
Directions: List down the contributions of the different personalities in the history of physical
education.
PHILOSOPHER CONTRIBUTION
Recognized the use of p.e as an
aid to medicine.
Herodotus
Stated that P.E is part of
Galen hygiene and subordinate to
medicine.
Proclaimed the law of use
and disuse of the parts of
the body.
Hippocrates
Give emphasis on the importance
of pe in attaining help in order to
achieve one's purpose in life.
Socrates
Considered musics and
Plato gymnastics as the two most
important subject
in the curriculum.
Recognized the close
interrelationship of the body and
soul, and the mental faculties can
be affected by poor health.
Aristotle
Thought of P.E as important
on terms of the military.
Xenophon
E. Physical Education in Rome, During the Dark Ages, Feudalism and Renaissance Period.
1. Early Cultural and Primitive Society
> Beginning-6000 B.C. (Physical Education for Survival).
How they introduced
their contribution in
relation to Physical
Education
He recognized the use of
physical education as an aid
to medicine as early as the
5th Century.
He stated that physical
education is a part of
hygiene
and subordinate to medicine
Proclaim the law of use
and disuse of the part of
the body
;the part of the body are
streghten to use and disuse
result in the muscle
anthrophy or
weaknesses.
He gave emphasis on the
importance of physical
education attaining health in
order to achieve one’s purpose
in
life
He considered gymnastics
and music as two most
important
subjects in the curriculum.
Recognized the close
interrelationship of the body
and the soul. And that mental
faculties can be affected by
poor health. He also prescribe
progression of exercises. A
Excessive or deficient
exercises
can result in harm to the body.
He thought of physical
education as important in
terms of the military and
essential to success
in life soundness of the mind
and body.
> Aims: increase group survival and improvement of youth

> Program – Unorganized. Games of war, chase, tag, ritual dancing.

> Methods – Imitation, Indoctrination, Trial and Error.

> Primitive man moved in order to satisfy a felt need or necessity.

> His motives for physical activities were mainly to search for foods and to protect himself

> Two main activities are hunting and fishing.

> Dance was a mean of expression, particularly in a certain tribal societies

> Play and games were an important part of living for these primitive. It became a
recognized way to improve strength, speed and skills qualities necessary for
survival

2. Physical Education in India

> Their religious belief stressed reincarnation of the soul before being united finally
with Brahma, the supreme God.

> Aims – They believe solely on the spiritual rather than physical needs

> Program - Hindu Dances their oldest organized dance . Yoga is a great contribution
which is exercise in posture and regulated breathing

3. Physical Education in China

> Ancestor worshipping was the characteristics of their religious belief. They were also
into sedentary living because of memorizing the teaching of Confucius.

> Aims – earlier times states bodily conditioning is more important than later times.

> Kung Fu was found as early as 2698 BC and also called as the earliest exercise recorded in
history

4. Physical Education in Greece

Sparta, Peloponnesus:

> Physical Education was practiced to develop strong and powrful army.

> The Spartans were subservient to the state and required to help defend against enemies

> Women as well as men were required to be in a physical condition

> A major training consisted of such physical activities as wrestling, jumping, running,
throwing the javelin and discus, horseback riding and hunting.

> Only the strong and vigorous babies were allowed to live in this military state

Athens, City State in Eastern Greece

> Athenians believed in the development of the total individual in all life’s aspect

> Their objective of physical education was for physical perfection with emphasis on beauty of
physiques.

> Gymnastics was believed to contribute to physical development and music was also
considered important to the intellect.

> Gymnastics for the youth was practiced in palaestra, a building which provided rooms
for various physical activities.

> Gymnasium which was the social, intellectual, physical center of Greece led by the over
all in charge called Gymnasiarch.
5. Physical Education in Rome
> Roman people are great and well-disciplined.

> Army life was considered important.

> Fall of Roma Empire was due to Moral decay and physical deterioration.

6. Physical Education during Dark Ages

> Land experienced glory and grandeur.

> Two major movement which greatly affected physical education:

1. Asceticism-belief that one attains high spiritual level through solitude.

2. Scholasticism- most essential item in one’s educational life is the

development of mental intellectual ability.

7. Physical Education during the Age of Feudalism

> A system of land tenure based upon the allegiance and service to the
nobleman or Lord for protection.

> Fief- the lord who owned the land.

> Vassal- who let out the land to subordinates. They had to work for the
land but they will share profits.

> Serfs- must attach to the land that they can be transfer with the transfer of vassals.

> The son of the lord had two (2) choices:

1. To train for the church and become a member of clergy.

2. To enter chivalry and became knight.

8. Physical Education during the Renaissance Period

> “Rebirth”-revivaloflearning.

> A belief that good physical health promotes learning and rest and
recreation were needed for the body after study and work.
D. ABSTRACTION

Directions: Copy the matrix below on a separate sheet of paper and give the necessary information based
on the summary of learnings you have obtained from this module. Complete the matrix below. Write your
answers on the space provided.

Meaning of Physical Education

Physical Different Aspects in Primitive PE in China and India
Education of Development Society
The various Beginning-6000 B.C. Physical Education in China
The term physical aspects of (Physical Education
education consists of development for Survival). Ancestor worshipping was
two words Physical achieved the characteristics of
and Education so it through physical Aims: increase group their religious belief.
is essential to know education are as survival and They were also into
the meaning and follows: improvement of sedentary living
intention of these
words because these youth because of
I) Regular memorizing the
are foundational
Fitness Activity- Program – Unorganized.
words and total theme teaching of Confucius.
of the subject focus helps the Games of war, chase,
on this physical students to be fit tag, ritual dancing. Aims – earlier times states
education term. and develop their bodily conditioning is
muscular Methods – Imitation,
more important than
strength. Indoctrination, Trial
later times.
and Error.
The word physical II) Builds Primitive man moved in Kung Fu was found as early
has been derived self confidence- order to satisfy a felt as 2698 BC and also
from the French it brings a need or necessity. called as the earliest
language word positive impact
Physique that means His motives for exercise recorded in
on the
Body and the word personality, physical activities history
Education derived character and were mainly to
from the Greek confidence of a search for foods
Language word child.
Educere , Educare and to protect Physical Education in India
Which means to himself
III) Develops Their religious belief
develop, to bring up ,
to grow and the motor skills- Two main activities
there is are hunting and stressed
literary or complete
mean of the Physical development in fishing. reincarnation of the
education is the the body posture soul before being
development of the of a child. united finally with
body. P.E endeavors Brahma, the supreme
to affect and modify IV)Eating God.
positively the habits- it
development of educates the Aims – They believe solely
personality through child for sound on the spiritual rather
the medium of eating habits than physical needs
physical activity. and to avoid
junk foods. " Program - Hindu Dances
their oldest organized
dance . Yoga is a great
contribution which is
exercise in posture and
regulated breathing.
 PE in PE in ROMAN PE during dark ages PE during
GREECE renaissance
Sparta, Peloponnesus: Roman people Land “Rebirth”-
are great and experienc revivalof
Physical Education was
well- ed glory learning.
practiced to develop strong
and powrful army. disciplined. and
Army life was grandeur. A belief
The Spartans were subservient considered that
to the state and required to Two major
important. movement good
help defend against physical
enemies Fall of Roma which
greatly health
Empire was promote
Women as well as men were due to Moral affected
required to be in a physical physical s
decay and learning
condition physical education:
and rest
A major training consisted of such deterioration. Asceticism- and
physical activities as belief that recreati
wrestling, jumping, running, one attains on were
throwing the javelin and high spiritual needed
discus, horseback riding and level through for the
hunting. solitude. body
after
Only the strong and vigorous babies Scholasticism- most study
were allowed to live in this essential item in and
military state one’s educational work.
life is the
Athens, City State in development of
Eastern Greece mental intellectual
Athenians believed in the ability.
development of the total
individual in all life’s aspect
Their objective of physical
education was for physical
perfection with emphasis on
beauty of physiques.
Gymnastics was believed to
contribute to physical
development and music was
also considered important to
the intellect.
Gymnastics for the youth was
practiced in palaestra, a
building which provided rooms
for various physical activities.
Gymnasium which was the social,
intellectual, physical center of
Greece led by the over all in
charge called Gymnasiarch.
E.APPLICATION

Create PowerPoint instructional material for the Historical Foundation of PE and Sports

Guidelines:

1. Each one will create a PowerPoint presentation regarding the Historical Foundation of PE from
 primitive society until the renaissance period.

2. Submit your output in our respective Google Classroom.

3. See attached RUBRIC.

F.EVALUATION

Directions: Identify the following personalities being described in each statement below. Write
your answers on the space provided.

1. He recognized the use of physical education as an aid to Medicine as early

as fifth century. Herodotus
2. He stated that physical education is a part of hygiene and
subordinate to medicine. Galen
3. He proclaimed the law of use and disuse of
bodily parts. Hippocrates
4. He gave emphasis on the importance of physical
education. Socrates
5. He considered gymnastics and music as the two most important subjects in
the curriculum. Plato
6. He recognized the close interrelationship of the body and soul and that mental faculty
can be
 affected by poor
health. Aristotle
7. He thought of physical education as important in terms of the military and
that is essential to success in life is soundness of the mind and body.
Xenophon