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Historical Foundations of
Physical Education

T-PE & HEALTH IN ELEM GRADES

Ancient Greece (Pre-Historic Times-338 B.C.) and Rome (500-27 B.C.)
• Greece, particularly the city-state of Athens, gives high importance to physical activity,
viewing sport, exercise, and fitness as essential to education and life. They believe
education consists of intellectual and physical development. The expression "a sound
mind in a sound body" illustrates this belief.
• They have a gymnasium that serves as the center for intellectual discussions, sports
instruction, and physical training. Wrestling, running, and jumping were among the
physical activities taught to males.
• Greeks held festivals in honor of the gods, where sporting events enabled Greek men to
show off their physical beauty, as well as their athletic abilities.
• The Olympic games, held in honor of Zeus, the chief god, were the most famous among
festivals. The Olympic games, which began about 776 B.C. and lasted at least five days,
were held every four years. They included music, feasting, and athletic competitions.
 Historical Foundations of Physical Education
• Physical activity was also valued in the ancient Roman era, though it played a different
role than in Greece. Fitness and physical prowess were critical to Rome's military
victory. Many physical activities, such as archery, wrestling, horseback riding, and
fencing, were taught to males.
• As Rome continued to extend its empire, physical activities were critical growing the
men's strength so that they could be effective in defending the state and fighting wars.
• Greek gymnastics were introduced to the people after Rome invaded Greece, but they were
not well received. Professional sports such as gladiatorial battles, men fighting wild
animals, and men fighting to death were common among Romans. These and other
games such as chariot races were all attended by spectators.
• The Roman's population's health deteriorated due to excessive eating and drinking, as well
as lack of physical activity. The Roman empire fell apart.
 Historical Foundations of Physical Education
Early Modern European Programs
Germany
• Physical education in Germany during the early modern European era was
focused on the creation of strong people through programs in schools and
community organizations.
• Johann Bernhard Basedow (1723-1790), Johann Christoph Friedrich Guts
Muths (1759-1839), and Adolph Spiess (1810-1858), all pioneers of physical
education at the time, were instrumental in encouraging school gymnastics.
Their programs emphasized gymnastics, games, marching, running, and
wrestling, as well as drills and training in those sports. These leaders claimed
that physical education deserved to be included in the school curriculum.
 Historical Foundations of Physical Education
Sweden
• Gymnastics in Sweden was inspired by nationalism in the early 1800s. During
this period, Henrik Ling (1776-1839) was a key figure in the growth of
gymnastics.
• Ling was appointed director of the Royal Gymnastics Central Institute in
Stockholm in 1814. He created a military program for men at the institute that
emphasized mass drills and movements from position to position on command
and in a defined, progressive series.
• Stall bars, vaulting racks, and oblique ropes were among the exercise equipment
created by Ling. He was credited with the advancement of medical,
educational, and aesthetic gymnastics, in addition to his military gymnastics
program.
 Historical Foundations of Physical Education
Denmark
• The Danish government was also inspired by nationalism in the early
1800s. Franz Nachtegall (1777-1847) is known as the "Father of
Danish Physical Education" for his contributions to creation of physical
education programs in Denmark.
• In 1799, Nachtegall established the first private outdoor gymnasium in
Copenhagen, which was dedicated to physical training.
• Guts Muths' work had an impact on his education.
• In 1804, the Danish king appointed Nachtegall as the director of a
training school for military gymnastics instructors.
 Historical Foundations of Physical Education
Great Britain
• Physical education was approached differently in the early 1800s in Great
Britain. European countries emphasized structured gymnastics
programs, the United Kingdom emphasized organized games and
sports programs. In the United Kingdom, sports have a long and
illustrious history. Before the 1800s, swimming, rowing, archery,
horseback riding, hockey, quoits, tennis, golf, football (soccer), and
cricket were all common sports.
• Sport and leisure pursuits were distinctly divided by class lines or by
socio-economic status.
 Historical Foundations of Physical Education
• Football (soccer) and boxing, which require little equipment, were
common among the working class. Cricket and rugby became common
among the upper-class citizens, many of whom had participated in such
sports while attending private boarding schools.
 History of Physical Education in the Philippines

• Pre-Spanish Era
The Negritos or Aetas use bows and arrows to hunt for
food. They run, leap, jump, and run. They enjoy music
and dancing.
• Indonesian and Malays Period
Producing food through planting and cultivating the
mountain sides (agriculture) is the major physical activity
of Indonesians and Malays. They also dance as a form of
religious activity. Bathing and swimming are their
favorite past time in rivers, ponds, etc.
 History of Physical Education in the Philippines
Spanish Regime
• Enforced labor among low class Filipinos through the building of churches and other
infrastructures is the only physical activity of the people while waiting for the time
of harvest after planting in that time.
• Fandanggo, Curacha, Jota, Polka, Mazurka, Rigodon, and Lanceros dances are
examples of popular physical activity/dance among Filipinos in this time due to the
influences of Spanish culture.
• Filipinos used to play games after the Santa Cruzan or during big celebration. Patin,
palo sebo, juego de anillo, sungka, siklot, piko, luksong tinik, and hide and seek
were popular games in those times. Patintero, sipa, top spinning, and kite flying are
some of the gamesthat young boys enjoy.
 History of Physical Education in the Philippines
• For the formal education of the Filipinos, schools, colleges and universities were
established. Physical education was not offered as part of the curriculum at these
institutions.
• Physical education was made a part of the curriculum at the Ateneo de Municipal de
Manila, which was established by the Jesuit Fathers. Physical education was not
included in the curriculum when a royal decree created a Normal School for Men in
the City of Manila and another royal decree established a Superior Normal School for
Women in 1863.
• Gymnastics was added to the curriculum at the Superior Normal School for Men
Teachers in 1893. The Manila Jockey Club was established in 1867 to oversee the
holding of horse races.
 History of Physical Education in the Philippines
American Regime
• Physical education became one of the subjects taught in public schools in 1901 and a
daily athletics program was developed. After four years, baseball and track and field
were introduced and taught to school-aged pupils.
• Another four years passed, and the school’s athletic program was launched.
• In 1910, basketball was first adopted as a female-oriented sport. A year after, they
published the athletics handbook. They also gave specific training for Filipino
teachers (Teachers Vacation Assembly Manila) in 1914. Five years passed, they
published a syllabus titled “Physical Education Manual for Teachers,” then a year
after, physical education became a required subject in the curriculum in all public
schools.
 History of Physical Education in the Philippines
Japanese Regime
Since the military government forbade it, Filipinos did not engage in sporting events. The
Filipinos were engrossed in the war at the time.
 Motor Behavior
Motor Learning is the study of how people learn new skills through practice and experience.
The study of the neurophysiological and behavioral processes that influence the regulation
of skilled movements is known as motor control. Motor development is the study of the
roots of movement activity and how it evolves.
Stages of Learning (Fitts and Posner)
1. Cognitive Stage – The cognitive stage is the first stage of learning. The pupils is
attempting to comprehend the natural goal of the task to be learned at this time. Questions
like “How I stand?” might be on the pupil’s mind. “Can you show me how to handle a
tennis racquet?” “Can you tell me how you do in this game?” The pupil must also pay
careful attention to the information presented by the teacher, which can include both verbal
and visual information, such as a demonstration of a skill or a videotape of a performer
performing this skill.
2. Associative Stage – The associative stage is the second stage. At this stage, the pupil has
mastered the fundamentals of the skill and is concentrating on honing it. During this point,
the pupil focuses on mastering the necessary timing for the skill; the pupil’s output appears
to be more fluid. There are few mistakes, and the same form of error is more likely to recur.
The pupil is also aware of some of the more obvious errors he/she is making when
performing the task and may use this knowledge to improve subsequent results.
3. Autonomous Stage – The autonomous stage is the third stage. After a lot of practice, the
pupil will get to this stage of learning. He/She can reliably perform the skill with few errors.
The ability is well-coordinated and seems to be done with ease. The ability has almost
become automatic at this stage. The pupil is not required to pay attention to every detail of
the skill; in fact, the pupil can perform the skill without even thinking about it.
 Historical Foundation of Health
• “Any combination of learning opportunities designed to foster voluntary activities
conducive to health” is how health education is characterized. Although health
education has a long tradition reaching back to the 19 th century, it was not until the
1940s that it became a distinct discipline.
• Health education’s philosophy and practice base has evolved, moving away from one-on-
one and mass media behavioral approaches to provide accountability for policies,
processes, and environments that influence population health.
• Health education and health promotion are frequently used interchangeably in the United
states in the early 21st century, whereas health promotion is used globally as an
umbrella definition that involves health education.
 Historical Foundation of Health
• Given that it has established a distinct body of knowledge, specified competencies, a
credential system for individuals, code of ethics, a federal occupational classification,
and recognized accreditation processes in higher education, health education is
considered a mature discipline.
• One of the central aspects of public health education is considered a mature discipline,
which is typically associated with behavioral and social sciences.