A.

PHYSICAL EDUCATION IN AMERICA

CONTENT

the driver behind the establishment of the physical education system in America was war—in
short, the fitness of soldiers in combat became a country-wide priority. After the end of the
American Civil War, school systems implemented physical education programs and enacted laws
that would make the inclusion of physical education programs compulsory in all public schools.

After World War I ended, distressing overall health statistics revealed that one-third of all
drafted recruits in the U.S military were not physically fit for combat. The government
interceded and passed legislation intended to advance the quality of physical education classes
throughout the country. During World War II physical education programs became more
common for men and women due to the physical fitness that was required in military service and
for manual labor jobs.

Following World War II, as a response to an inquiry that concluded that the men rejected from
the American military draft during World War II were unfit for service due to childhood
malnutrition, the Roosevelt administration introduced the National School Lunch Program,
intended to improve the nutrition of American school children.

In 1975, the United States House of Representatives amended the Federal Education Act in order
to lift gender discrimination in school physical education programs. This granted girls and
women new opportunities to participate and compete in athletic programs in high school and
college.

Currently, according to the United States President’s Council on Fitness, Sports & Nutrition,
95% of high schools and 84% of middle schools require physical education. However, only 69%
of elementary schools do so. 38 of 50 states now require or encourage districts and schools to
follow physical education standards based on the National Standards for Physical Education.

The current standards of U.S. physical education involve:

1. Competency in motor skills and movement patterns

2. Understanding of movement concepts
 3. Participates regularly in physical activity
4. Achieves and maintains health‐related fitness
5. Responsible behavior in physical activity settings
6. Values physical activity

The success key factor of any physical education program is ensuring that adequate time is
devoted to physical education. Current recommendations are at least 150 minutes/week for
elementary school and 225 minutes/week for middle school and high school.

ACTIVITY
1. How important physical education in America?
2. America believes that Girls and Boys are equal. Explain.
3. Do we need standards for Physical Education? Why?

B. PHYSICAL EDUCATION IN THE PHILIPPINES

CONTENT

The aborigines of the Philippines, the Negritos and Aetas the first people who migrated here in
the Philippines, had a way of life the same way to any other peoples living in the primitive
society.

The only motivations for physical activities were for survival in connection with their quest for
food and protection against the hostile environment where they must leap, run, walk, jump and
climb trees.

A chieftain is chosen by his/her physical prowess therefore the chieftain must be physically fit
for fighting, hunting and having special skill in other areas for survival.(The Marikudo)

Indonesians and Malays migrated to the Philippines: their physical activities consist of planting
and cultivating the mountains until they produce one of the wonders of the world once the
Banaue Rice Terraces.
Dancing was a form of Religious activity as to please their gods, to cure the sick, to make the
rain came during drought, after a bountiful harvest, victory in a tribal war which they termed as
“canao”(religious dance of igorots)

Cockfighting was considered as an “ancient sport” in the Philippines particularly in Palawan.

ACTIVITY
1. What are the uniformity/similarity between primitive age and
Philippines Physical Education History?
2. How foreign colonialism does affects Philippine Education in PE?
3. How does religion affects Physical Education?

C. PHYSICAL EDUCATION IN MODERN EUROPE

CONTENT
 Characteristics of modern sport:
 Secularism
 Equality
 Specialization
 Rationalization
 Bureaucracy
 Quantification
 The birth of modern sport in Europe.
 The birth of physical education.
 Social conditions affecting the rise of modern sport and physical education (e.g.
social class, religious influences.)

Physical Education in Educational Nationalism

• Loyalties based on national ideals date back to ancient Greece. Common racial origin, land,
language, religion and culture are elements of a Nation.

• Nationalism in Europe became a distinctive force around the 1750s

• Being a man without a nationality in the 21st Century is a very stressful idea.

Education, PE and Nationalism

• The general purpose of a national education is to promote social and political homogeneity
(common language, history, geography, literature, and folklore).

• Physical education is an important part of the curriculum since it enhances fitness and skills
necessary for national safety. Also, it contributes to patriotism and builds community spirit.

Education and Nationalism

• Nationalistic educational systems are state supported and state controlled. Such is the case in
most European countries.

• In the US the individual states have exclusive prerogative of educational control What are
some of the problems that our educational system is faced with? How do these issues affect
physical education?

ACTIVITY
1. Physical Education enhances what?
2. How physical education does affect nationalism?
3. What is nationalism?