Juan Andrés Jerónimo Barbosa

Code: 148104117

Aristotle
He was born in Stagira (present-day Stavros), Macedonia, in year I of the
XCIX Olympiad, around the year 386/385 or 384 BC Son of Nicomachus,
personal physician to the Macedonian king Amyntas III. Upon the death of his
father and mother, Festis, and then his only brother Arimnestus, he moved to
the city of Atarneus. There he had Proxenus as a tutor. He traveled to Athens
at the age of 17 with the intention of attending Plato's Academy. Aristotle was
his disciple and that of other thinkers such as Eudoxus during the twenty
years he was at the Academy, where he was nicknamed "the intelligent one."
When Plato died in 347 BC, he traveled to Assos, a city in Asia Minor where
he ruled. his friend Hermias, whom he served as an advisor, also marrying
his niece and adopted daughter, Pythias, with whom he had a daughter. He
also had a relationship with Hepylis, with whom he had another son whom he
named Nicomachus and dedicated his Ethics to Nicomachus. After Hermias
was executed by the Persians in 345 BC, Aristotle moved to Pella, capital of
Macedonia, where he was tutor to the youngest son of King Philip II, who
would be known as Alexander III the Great. Philip sent for him because he
was the philosopher with the most fame and the most extensive knowledge.
His teachings were rewarded by rebuilding the city of Stagira, his hometown,
which Philip himself had devastated. For eight years the student received a
comprehensive education in the area of Miéza, near Pella. It seems that
Alexander not only learned ethics and politics, but also became aware of
other reserved teachings that philosophers called "achromatic" and
"epoptics", and that they did not communicate to the "crowd". In the year 335
BC, when Alexander acceded to the throne, he returned to Athens and
founded his own school: the Lyceum . Aristotle opened the Lyceum around
334 BC in a space near the Diocares gate. The name comes from Apollo
Lycian, the god to whom Aristotle consecrates his institution. In the Lyceum,
as before in the Academy, there were two groups of disciples: those who
participated in the most profound teachings and those who received simpler
and more practical teachings. As much of the debates took place while
walking around the Lyceum, the center was known as the peripatetic school.
Recognized as a metaphysician, biologist, cosmologist, logician, zoologist,
mathematician, ethicist, epistemologist, writer, philosopher, astronomer and
scientist, his ideas exerted a great influence on the intellectual history of the
West. Aristotle died in Chalcis, Kingdom of Macedonia, in 322 BC. C.
probably from a stomach condition around the age of sixty-three. 1 Before he
died, he wrote a will by which he left Theophrastus the direction of the
Lyceum. Likewise, he gave his daughter from his first marriage to his godson
Nicanor.2
Contributions to physical education.
For Aristotle, gymnastics and music were fundamental for the development of
man, “Aristotle said that one should think about forming customs before
reason, and the body before the spirit; from which it follows that it is
necessary to subject young people to the art of pedotribia and gymnastics.
The first was intended to strengthen the body, taking into account health; and
the second, the strong exercises necessary to throw weapons, bridle a horse,
fight and acquire other warrior habits.”3 , Aristotle was also interested in
virtuous and winning athletes, Aristotle said: “We are, therefore, in agreement
that we must use gymnastic education and in what way we must apply it. In
fact, until puberty we must use light exercises, prohibiting harsh regimes and
violent tensions so that nothing can impede growth, since no small test of
training can produce these results, in fact in the list of winners. Olympians we
will find only two or three people who have achieved it as men and boys,
because when people start training when they are young, the severity and
rigor of the exercises robs them of their strength. But when they have spent
three years after puberty in other studies, then it is appropriate to spend the
period following their life in laborious exercises and in their strict training
regimen."4
 Francisco de Amorós y Ondeano.
“From the marriage formed by the Valencian Vicente Amorós, lieutenant of
the King's Immemorial regiment, and María Joaquina Ondeano, a rich
Aragonese heiress, Francisco de Paula Amorós y Ondeano was born on
February 19, 1770. Valencia was the city in which he began to live. During his
youth, his training was always conditioned by his father's military career,
which required constant geographical mobility, and who always had the best
educators in those cities where his family had to settle successively.
Philosophy, grammar, French, mathematics, drawing, music, etc. were some
of the subjects he studied in his childhood, from a young age he felt a special
attraction for the classical world, which is why authors such as Polybius,
Homer, Plato, Juvenal and Julius Caesar contributed to enrich, guide and
shape his personality and intellect. He also received notions of political

1
https://www.buscabiografias.com/biografia/verDetalle/9055/Aristoteles
2
https://www.ecured.cu/Arist%C3%B3teles
3
Aristotle, politics, book fifth chapter iii.
4
Aristotle, Complete Works. Aguilar Publishing. P. 58.
economy and administrative science. A maternal uncle, Ondeano, a wise old
man who had succeeded Pablo de Olavide as mayor of La Carolina, would
be in charge of this. Already into the year 1813, in the month of February, we
have evidence that Amorós was in the palace of Madrid along with other state
councilors and ministers. But there were few things that could be done in the
capital. The fall of the Bonapartist regime was a matter of time, even more so
after the psychological defeat that the news of the Napoleonic disaster in the
Russian winter campaigns had meant for the (numerically diminished) French
troops in Spain. Joseph I definitively abandoned Madrid on March 17, 1813,
beginning for the most committed French citizens the time of evacuations and
eternal flight to who knows where: the fatal hour of ostracism arrived.
Wellington's victory in Vitoria would give the final blow to the French troops
and to the little that still remained of the French administrative apparatus. “At
this moment, the exodus in search of political asylum in the neighboring allied
country began for thousands of Spanish families.”5 .
Contributions to physical education
Amorós was someone fundamental for physical education, he was the first
person to include physical education in the school curriculum, also following
the Pestalocian model, he managed to impact the French people since his
physical education was not based exclusively on education as a strength and
health of the body if he did not look at it from a moral perspective. Regarding
the function of knowledge, Amorós in his method declares “that if the
intellectual faculties are not developed at the same time as the physical ones,
education is imperfect and we do not get the most out of both of them.” With
this he makes it clear that he is not only interested in the physical aspect, but
that the intellectual level is important in his method. The publication of the first
edition of Amorós' gymnastic treatise was called Manual of Physical,
Gymnastic and Moral Education. At first glance we can see that the method is
much more than gymnastics. It subdivides the faculties that are developed
into: • Exclusively physical: strength, firmness, resistance, agility, docility,
dexterity. Physical and moral: regularity, joy, zeal, courage, energy,
perseverance. Purely moral: foresight, prudence, temperance, kindness,
generosity.
Amorós, opened more than 200 gyms in France, both in parks and schools
 Aristippus
“He was born in Cyrene in the year 435 BC and died in 350. He studied the
works of the sophists and then moved to Athens. After the death of Socrates,
5
http://www.cervantesvirtual.com/descargaPdf/biografia-de-francisco-amoros-y-ondeano-1770-
1848-774800/
he founded a school of Philosophy in his hometown. Unlike his teacher,
Aristippus charged considerable sums for his teachings.
Like Plato but with better luck, he visited Dionysus, tyrant of Syracuse. This
distinguished him by giving him a luxurious life and important financial
rewards. However, Aristippus did not intend to intervene there in matters of
state. He always kept his distance from political activity, even in his
hometown. He said that he considered himself a foreigner even in his own
land.
From the sophists he inherited a skeptical epistemology: "We can only be
sure of sensations." He considered things unknowable as they are in
themselves. That is why he could not sustain rationality and Science as an
ideal of life. On the contrary, he was in favor of basing life on impressions, the
only certain data. If we stick to what they tell us, we will find that the good is
pleasure and that only it can serve as a measure to judge other values.
Pleasure is a “gentle motion,” unlike pain which is a “rough motion.” To
achieve pleasure you need wisdom and prudence. They show man what is
best for him, teaching him to avoid not only pain but also those pleasures that
cause pain. There is then no worse evil than ignorance.
However, if pleasure is individual, why do men gather and live in society?
Aristippus explains this phenomenon by the pleasure that interacting with
others generates for the individual.6
Contribution to physical education
Aristippus with the creation of the Cyrenaic school, where it was based on
teaching through the senses, where everything that the senses perceive was
true, where the refinement of these should be from childhood, where they
should be naturalistic exercises Apart from thinking about the Gods, I
conclude that physical exercises are important for the first stages of children's
education.7

Johann Bernhard Basedow

6
https://www.ecured.cu/Ar%C3%ADstipo
7
https://www.ecured.cu/Escuela_cirenaica
Johann Bernhard Basedow (Hamburg, September 11, 1723 - Magdeburg,
July 25, 1790) was a German pedagogue, founder of the Philantropinum of
Dessau. He revalued the educational realism of Comenius and originated the
school reform in his country.
He attended the Hamburg gymnasium (Johanneum) and studied Theology in
Leipzig. But he had little interest in classes and dedicated himself to studying
on his own, reading numerous works, among which those by Crusius, Wolff
and Reimarus deserve to be remembered, which awakened in him his
separation from orthodoxy. Preceptor in the home of the classroom counselor
of Qualen (in Holstein), his successes after three years determined his
pedagogical vocation immersed in philanthropic ideals. His ideas on
education, which he considered a new method, were published and earned
him the title of master's degree at the University of Kiel. Later he was a
professor of Philosophy and Eloquence at the Danish Academy of Soore and
at the Altona gymnasium. In 1770 he published the Methodical Book for
Fathers and Mothers of Families and Countries. In 1774 the Obra elemental
was published. The Philantropinum was inaugurated in the same year. It was
a kind of boarding school for the wealthy classes, where poor children were
also educated so that they would become teachers. There he had such
valuable collaborators as Wolke, Salzman and Campe, but the fights between
them, due to Basedow's repeated state of drunkenness and his offensive
manners, determined that, after achieving great fame throughout Europe (he
received the applause of Kant and Goethe), closed in 1793. Basedow
abandoned it in 1778.8
In the "Reflections to the friends of Humanity and powerful men on schools,
studies and their influence on public well-being", published in 1768, we
already find one of his fundamental ideas: the neutral school. In the New
Method of Education, he had pointed out the need for realistic teaching and
specified that play and conversation should be the only teaching methods, at
least until the age of ten.
Contributions to physical education.
Basedow was an educator who began his career in Denmark. At this time,
physical education was part of a physical and mental training program. This
pedagogue returned to Germany where he institutionalized a variety of
reforms in physical education. In 1774 he founded a model school, where
physical education had a vital function in the student's comprehensive
education curriculum. This program included the incorporation of a wide
range of sporting activities, such as dancing, fencing, horse riding, running,
jumping, wrestling, swimming, skating and walking. In this innovative school
8
TO. Piazzi, L'educazione filantropica, Milan, 1920
in 1768, we already find one of its fundamental ideas: the neutral school. In
the New Method of Education, he had pointed out the need for realistic
teaching and specified that play and conversation should be the only teaching
methods, at least until the age of ten. European represents the first to admit
children of all social classes. In addition, she was the pioneer in the
integration of physical education into the general school curriculum. These
important radical curricular changes that Basedow made served as a basis
for other educational settings in Germany and other parts of the world to
incorporate physical education into their regular educational program.
 José María Cagigal
José María Cagigal (Bilbao, 1928 - Madrid, December 7, 1983) was a
Spanish philosopher Academic studies: Studies in Theology and Psychology
at the Faculty of St. Georgen (Frankfurt, Germany). Professor of Physical
Education at the School of Physical Education of the Faculty of Medicine of
the Complutense University of Madrid. Diploma in Psychology from the
Complutense University of Madrid. Graduate in Philosophy and Letters from
the Complutense University of Madrid. Graduate in Physical Education from
the INEF of Barcelona. Doctor in Philosophy (Physical Education) from the
“Carolus” University of Prague. Osé María Cagigal was a pioneer and
decisive man in the new orientation of sport and physical education in Spain,
he contributed to its intellectual dignity and its institutional and social
consolidation. Abroad he enjoyed great prestige, held high responsibilities
and became a world leader. He helped, from his privileged vantage point in
the international political-professional circuits, to spread his idea of a humane
and pedagogical physical education, which constituted an alternative to the
technological, empirical and hygienic physical education that was on the rise.
Consequently, it deserves to occupy a place in the history of Spanish
pedagogy.
Sports in our country, creating a higher training center among the best in
Europe.9
Contributions to physical education
Cagigal affirms that sports practice helps decisively in the development of the
individual's personality: “Sports action presents itself to us in this sense with
great possibilities in the world of channeling, conditioning, reorganization,
dominance, all of them decisive phenomena. in the construction of
personality. Practical sport facilitates more real contact with the outside world,
provides multiple contacts, a variety of possibilities with people of other races,
other thoughts, other cultures. The human sporting attitude that treasures

9
Olivera, Javier (1997). «Physical education in the thought of José María Cagigal (1928-1983)
multiple and varied development possibilities provides an excellent cultural
flow to the person.
Pioneer of sports psychopedagogy, “Sport Psychopedagogy” was simply
fundamental. This subject would later be the basic substrate of what would be
inaugurated in the first academic year of the INEF in Madrid with the name
"Theory and psychopedagogy of physical activity" and which Cagigal would
teach throughout his teaching career.
The first steps towards the creation of the National Institute of Physical
Education (INEF) began when Cagigal, at his own request, was
commissioned in January-February 1962 to study “in situ”, in Germany,
Sweden and Italy, the organization and operation of the Higher Institutes of
Physical Education and Higher Sports Schools. Starting in 1962, he was
commissioned to plan, organize and manage the construction and
implementation of the National Institute of Physical Education of Madrid,
created by the Physical Education Law of December 1961. The ideological
foundation of Cagigalian thought is sporting humanism. The man is the
maximum center of his attention. Through sport, Cagigal carries out an
intense search for humanism and the identity of man in today's society. Sport
is an ancestral human practice of a recreational nature that has been the
heritage of all cultures. Sport is loaded with history, cultural values and
educational values. Sport constitutes, by itself, the great means of man's
education. He outlines a bifrontal theory of sport: spectacle sport and praxis
sport; Both start from a common core (game, physical exercise and
competition) but follow divergent lines and form different realities. Since its
first publication, it has repeatedly tried to define sport as an individual reality
and a social phenomenon. Later (in 1970) he outlined a triple definition of
sport as a summary of his thinking on this polysemic concept: from the
essential point of view, he considered it a competitive game in the form of
physical exercise with structured and more or less organized rules; From the
existential point of view, he sees sport as the instinct that man manifests in
body and spirit; and, finally, he believes that it is an instinctive protest against
the restriction10
Contrary to the traditional educational line, it considers the corporal man as
the most integral conception of man. It intellectually dispenses with the official
physical education existing in Spain, omitting almost all reference to it, and
opposes the empirical and technological physical education that prevailed in
international environments. It proposes a true revolution in the educational
field. Physical education is, for Cagigal, a fundamental part of the total

10
http://revintsociologia.revistas.csic.es/index.php/revintsociologia%20/article/viewFile/34/34
education of the individual. It must be the most complete system of human
education because it is closer to human nature.
Physical culture must displace intellectual culture from the center of
educational gravity and physical education must become the educational
center of the human person. Well, man (being mobile by nature) develops
through movement and this affects the entire person and not just the body.
He believes that it is necessary to provide physical education with the
scientific and humanistic character that it lacked. It defends a humanistic
physical education rooted in the field of educational sciences and closely
linked to the Olympic ideals. He advocated the open and multidisciplinary
nature of the sciences of physical education, rejecting the reductionism of
starting from one's own and original space to build a specific science
independent of the others. It lays the foundations for a pedagogical and
humanistic theory of physical education, the central core of the education of
the human being, since through it (through its basic structural components:
the body and movement) the total education of the human being can be
achieved. individual. In the scientific knowledge of physical education, he
distinguished the scientific dimension (kinanthropology), that is, the rigorous
study of human motor skills, and the educational dimension (physical
education), that is, the study of the pedagogical and educational implications
of human movement. Sport is the central and most essential component of
physical education, although not the only one. In 1967 he tested a definition
that was born from the faithful interpretation of the concept of “education” and
that he subsequently redefined. However, in 1981, he explicitly renounced
continuing to define the concept of “physical education” although he did
explain it and complete it with various arguments. The semantic dispersion of
the term physical education, or its equivalent, and the lack of conceptual
identity of this discipline represent a serious obstacle to a unitary and
definitive conception of the term.11

 Juan Amos Comenio

John Amos Comenio was born in Uherský Brod, Moravia, March 28, 1592.
He was a theologian, philosopher and pedagogue born in the current Czech
Republic. He was a cosmopolitan and universal man, convinced of the
important role of education in the development of man. The work that made
him famous throughout Europe and that is considered the most important is

11
Olivera, Javier (1996). José María Cagigal Gutiérrez (1928-1983). Life, work and thought around
physical education and sports. doctoral thesis. University of Barcelona. Two volumes.
the Didactica Magna, and its first edition appeared in the year 1630. He gave
importance to the study of languages and created a work called Open Door to
Languages.
He was known as the Father of Didactics. In his work The New Realities,
Peter Drucker highlights Comenius' position as the inventor of the textbook, in
an attempt (successful, by the way) to encourage the autonomy of the
educational process to prevent the Catholic government from completely
eliminating Protestantism in the Czech Republic. If people read the Bible at
home, they will not be confused" was Comenius' thought.
The great contributions made to Pedagogy, his travels to different countries in
Europe (in many of them, invited by kings and governors), and the high
preparation and perseverance in his work of educating, earned him the title of
"Teacher of Nations." . Juan Amos Comenio was the first to speak of the "first
school" or "maternal school." He did not consider it an institution outside the
family, but the first to transmit a series of values to the child. The family will
also educate and provide other teachings, but according to Comenio, the
mother will be the first to do so. Nursery school: Which lasts up to 6 years.
Science should be taught there. Elementary school: It is the equivalent of
primary school and lasts up to 12 years of age. It teaches general instruction
and virtues. Intelligence, memory and imagination are cultivated. It should be
mandatory. The Latin school or gymnasium: from 12 to 18 years old. It serves
to prepare students for higher studies. When they finish this school, the
students take an exam to check who is suitable to enter the academy.
For him, education should have as its goal (for some utopian) the "pansophic
ideal", that is, teaching everything to everyone. Being all children of God, we
all have the possibility of learning, "educability" is in our nature. The wiser we
are, the closer we get to God. If the student failed to learn or was
undisciplined, it was the teacher's mistake.
Education had to be universal, have order and method, and be enjoyable.
The student should be the center of attention. For Comenius, teaching is due
to a disposition of three things: time, object and method. He provided
educational ideas based on three methods: understand, retain and practice.
The purpose of this was to improve teaching for the student. It focused on the
teacher's capacity for sensitivity towards the student, as well as interaction
and thereby guaranteeing the success of learning.
Relationship with physical education
Comenio pointed out the importance of Physical Education in the education
process. He emphasized outdoor games and the practice of physical
exercises in educational centers as a way to contribute to the complete
development of students. It is convenient to note in this sense that Comenius
laid the scientific foundations of Modern Physical Education. 12 According to
Rosental (1964, 71), Comenius systematized “for the first time in the history
of pedagogy, didactics as a special science. His didactic principles (living
teaching, graduation, imitation, exercise) required the conscious
apprehension of the laws of nature and a rationally projected consolidation of
knowledge." He was constantly concerned about Physical Education,
advocating its participation in the education process. integral, since he said
that development must be complete and recommended bodily exercises in
school courses, insisting on the need for a new education. Comenius
explained the importance of conceiving Physical Education in the education
system as it is a fundamental means to achieve the correct development and
balance of the human being.
He paid special attention to Physical Education, advocating its participation in
the comprehensive education process, especially with outdoor games. “He
conceived the goal of education as complete development and recommended
physical exercises in schools.” For Comenius, outdoor games were of great
importance. Regarding this aspect, he expounded the principle of conformity
with nature, supporting learning through the natural method.
Engravings appear for educational purposes among which several men are
seen playing tennis. Regarding play, it generally considers its recreational
nature based on the distraction of the external and internal senses.
Comenio's pedagogical work is of such importance that his contributions laid
the scientific foundations of Modern Physical Education later developed by its
four founders: Federico Ludovico Jahn (1778 - 1852), Pedro Enrique Ling
(1776 - 1839), Francisco de Amorós y Ondeano (1770 – 1848) and Thomas
Arnold (1795 – 1842).13

 Rene Descartes
René Descartes, also called Renatus Cartesius (in Latin writing) (La Haye en
Touraine, March 31, 1596-Stockholm, Sweden, February 11, 1650), was a
French philosopher, mathematician and physicist, considered the father of
analytical geometry and modern philosophy, as well as one of the epigones
with its own light on the threshold of the scientific revolution.
After the early disappearance of her mother, Jeanne Brochard, a few months
after her birth, she was left in the care and upbringing of her grandmother, her
12
Aguirre Lora, M. AND. (2001) Teaching with texts and images. One of the contributions of Juan
Amós Comenio. In Electronic journal of educational research
13
https://www.ecured.cu/Juan_Am%C3%B3s_Comenio
father and her wet nurse. He was raised by the care of a wet nurse, to whom
he would remain attached throughout his life, in his maternal grandmother's
house. His mother died on May 13, 1597, thirteen months after giving birth to
René and a few days after the birth of a child who did not survive. The
education he received at La Flèche until he was sixteen years of age (1604-
1612) provided him, during the first five years of courses, with a solid
introduction to classical culture, having learned Latin and Greek by reading
authors such as Cicero, Horace and Virgil, on the one hand, and Homer,
Pindar and Plato, on the other. The rest of the teaching was based mainly on
philosophical texts by Aristotle (Organon, Metaphysics, Nicomachean Ethics),
accompanied by comments by Jesuits (Suárez, Fonseca, Toledo, perhaps
Vitoria) and other Spanish authors (Cayetano). It should be noted that
Aristotle was then the reference author for the study of both physics and
biology. The curriculum also included an introduction to mathematics
(Clavius), both pure and applied: astronomy, music, architecture. Following a
widespread medieval and classical practice, in this school students were
constantly exercised in discussion (Cf. Gaukroger, who takes into account the
Ratio studiorum: the study plan applied by Jesuit institutions).
Contributions to physical education
The entire development of mechanistic science in the 17th, 18th and 19th
centuries, including Newton's great synthesis, was nothing other than the
development of the Cartesian idea predominant in modernity. This position of
Descartes, which gave scientific thought its general structure, has decisively
influenced and governed the theoretical postulates that have accompanied
the academic development of Physical Education, turning it into a discipline in
charge of intervening in the biological domains of the body and the
mechanical laws of motion in order to optimize performance. The reference
by Arboleda (1996) alludes to the above: “... the industrial body is a hard,
heavy, measured, intervened, segmented, rationalized, material, mechanized,
objectified, productive and produced body, a body to offer force of job14 .
Dualism as a philosophical current since Aristotle, passing through
Christianity, has been characterized by the understanding of the human being
as a reality divided into two totally separate entities that can be conceived
and exist one without the other: The rex cogitans (mind) and the rex
extensive (body), in addition to recognizing two substances, one infinite or
God and another finite, in turn subdivided into corporal and spiritual. The
body as a mere instrument of the mind/spirit is material and its essence is
extension; This is considered as an object and fragment of visible space
separated from the "knowing subject." The soul is spiritual substance, whose

14
https://dialnet.unirioja.es/descarga/articulo/4027605.pdf
essence is thought. Thinking belongs to the soul, the body is a machine
governed by general laws of mechanics.
 Carl Diem
Carl Diem (June 24, 1882 – December 17, 1962) Born in an upper-middle
class family, Carl Diem was a medium and long distance runner in his youth,
forming a club called “Macromannia” in 1899. . Already in his university years,
he began to write his first sports articles for newspapers and at the age of 20
he was hired by the German Sports Authority for Athletics (DSBfA) and a year
later he was elected a member of its board of directors. Diem was convinced
of the benefits that international sport could have on the alliance between
nations. This is one of the reasons why he was a disciple of Pierre de
Coubertin, founder of the IOC and the father of the modern international
Olympiad, whom he considered the “first figure of contemporary sport.”
In 1896, he began his Olympic career, as a delegate of the German team at
the Olympic Games organized by the Greeks. Later, together with Theodor
Lewald (president of the COA) he carried out the preparations for the Berlin
games that finally could not take place due to the outbreak of the First World
War, in which Diem participated and was wounded. After the war ended, in
1920, he created the Deutsche Hochschule für Leibesübungen, a school
dedicated to the study of sports science (first sports psychology laboratory).
In 1929, he traveled to the United States. Accompanied by Lewald, in part, to
learn more about American sports programs. On this trip he met Avery
Brundage, an American Olympic official who would play an important role in
the '36 Olympics.

Contributions to physical education

Weltgeschichte des Sports und der Leibeserziehung. It deals with the origins
of physical exercise, which according to Diem "has a cultural origin",
specifically showing and relating it through the religious festivals of our
ancestors (both those of the Indians, those of the Chinese, etc.), in which a
series of “games” were introduced. This consideration by the author is logical
when he notices the image he has of primitive man, whom he describes with
poetic enthusiasm (to man "the whole existence seems like a gift from the
gods"). For these men who feel their entire spiritual and physical existence as
a gift from the gods, physical exercise will in any case be linked to divinity.
According to Diem, at a specific moment man surpassed the actions
necessary only for his existence and gave way to “game.” At that same
moment, this “game”, those surplus forces (free activities of primitive man,
among which the forms and movements of the body stand out for this topic)
begin to be linked with the cult.
Diem establishes that physical education is one of the means to take man out
of his narrow habits and the closets of existence in order to give him access
to the free expression of his will and power, and at the same time, allow him
to find the path of personality.15
Diem sought that physical education would make man feel responsible for his
body, that it would give his vital forces the opportunity to be used in a way
that would be useful and in accordance with the needs of existence, since
man has the capacity to execute exercises throughout their existence, that is,
physical exercise must therefore be a school of duty. It cannot subsist by
itself, but it is indispensable for the other demands of life and, if we dedicate
ourselves to realizing it, it will bring us “the perfect enjoyment of existence.”
In addition to this, it is necessary to point out that Diem's intention was the
training of great athletes but not only of physical strength and their
development in physical potential, but rather the development of a great
spirituality that serves as a primary basis for their personal development. with
the spirituality of an athlete, since his advice to educate men was only to take
them outside, in complete freedom, in order to give them the opportunity to
prepare and brave the storm that shakes the world.

 Erasmus of Rotterdam
(Desiderio Erasmus of Rotterdam; Rotterdam, 1466 - Basel, 1536) Dutch
humanist of Latin expression. Regular cleric of Saint Augustine (1488) and
priest (1492), but uncomfortable in religious life (which he saw as full of
barbarism and ignorance), Erasmus of Rotterdam dedicated himself to
classical literature and, due to his fame as a Latinist, managed to leave the
monastery as secretary of the bishop of Cambrai (1493).
He studied in Paris (1495) and, after two brief stays in the Netherlands (1496
and 1498), decided to lead an independent life. On three occasions (1499,
1505-1506 and 1509-1514) he visited England, where he became friends with
Jane Colet and Thomas More, in whose house he wrote his lighthearted and
ironic In Praise of Folly (1511), before teaching theology and Greek at
Cambridge.

15
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In Paris he began, with Adagios (1500), a publishing success that continued
in 1506 with his Latin translations (of Lucian of Samósata and Euripides) and
that culminated in Basel (1515-1517 and 1521-1529) with his versions of
Plutarch, his editions of Seneca and Saint Jerome and his great edition of the
New Testament (1516). This edition, with annotated Greek text and its Latin
translation (very different from the Vulgate of Saint Jerome) gave it European
renown.16
Relationship with physical education
Erasmus rejected mechanical learning - confronting the scholastic system of
eternal repetition and discussion that was as encyclopedic as it was sterile,
he advocated play as a method to make the long and arduous path of
learning more bearable and he combated the educational violence of those
teachers-preceptors who They understood that the letter enters with blood.
For Rotterdam it was to make teaching seem like a game and not a penalty.
In the teaching of all knowledge it is necessary that the preceptor is neither
heavy nor severe, this way of teaching makes the student not feel that
studying is an unpleasant obligation and that he does not get bored with
unilateral teaching, but rather it makes it more varied, introducing him in the
middle of the theoretical classes physical education, to harden his body,
forcing him to jump, climb, swim, shoot the sling and arrow, fencing, horse
riding and complete gymnastics.
It promoted the practice of physical education and its training was
intellectually intense and reflective, making the student think about what they
are learning. He also took full advantage of his time, such as eating, playing
and walking.
 Friedrich Fröbel
(Friedrich Fröbel or Froebel; Oberweissbach, 1782 - Marienthal, 1852)
German pedagogue. A disciple of Rousseau and Pestalozzi, he studied
preschool education above all. Starting from the principle that nature can
manifest itself without hindrance, he encouraged the development of children
through exercises, games and songs in the open air. In 1837 he created the
first kindergarten. He is the author of The Education of Man (1826).
The pedagogical conception and educational activity of Friedrich Froebel
appear linked, more than to the undeniable romantic inspirations, to the
modern ideological current, which judges the child as "spontaneity" and the
center of the educational process. Froebel spent his childhood with his father
(a serious and severe Protestant pastor) and his less than benevolent

16
https://www.biografiasyvidas.com/biografia/e/erasmo.htm
stepmother. After a five-year stay in an uncle's house, he began working with
a forestry inspector at the age of fifteen and dedicated himself, self-taught
and in a haphazard manner, to the cultivation of various sciences:
cartography, mathematics, botany, architecture, accounting. and surveying.17
Relationship with physical education
Fröbel proposes that the child learns through his harmonious and
spontaneous development, which is why he requires a comprehensive,
harmonious and progressive education, in open, closed and transitional
spaces. It highlights the importance of the child's sensory development and
provided semi-closed spaces to develop the child's body expression. The
classes had to have 25 children per classroom and the platforms were
rejected, the classes had to have tables and chairs. The lighting in the
classroom had to be natural and artificial and the walls must have settings
that stimulate the child and that he can manipulate. Interaction with the
environment and space is where the child will develop their learning. The
spaces must ensure that the child's learning develops freely, at his or her own
pace, but directed at direct contact with nature, the perception and
abstraction of geometric shapes, the observation of objects, etc.
Comprehensive, harmonious and gradual education: cultivation of physical
and mental faculties, including intellectual, aesthetic and moral training under
a gradual process.
Disposition of children in the classroom to learn through games and dialogues
to reinforce what they have learned with the concepts taught with gifts and
activities. In this way, children work on rhythm, expression, comprehension,
and reading stories.18
 Claudius Galen
He was born in the year 131 (dne). He grew up under the tutelage of his
parents of Greek origins. His interest in medicine could be said to have been
born in the temple of his city dedicated to the God of health Asclepius. The
young Galen observed how the medical techniques of the time were used to
treat the sick or injured.
He began his training in medicine at 17 years of age. He traveled to Izmir,
Corinth and Alexandria where he expanded his knowledge in anatomy and
clinical practice. Galen attends to other disciplines but ultimately focuses his
interest on physiological research. Being already recognized, he located his
residence in Rome, as physician to the emperors Marcus Aurelius and Lucius
17
https://www.biografiasyvidas.com/biografia/f/frobel.htm
18
https://maricarmencanocuerda.wordpress.com/friedrich-frobel-1805-1852-primer-modelo-
formalizado-de-educacion-infantil-mitad-del-siglo-xix/
Verus. He returned to Pergamon, where he was appointed doctor of
gladiators. Around the year 161 he settled in Rome, where he achieved great
renown for his skill as a doctor. He achieved great prestige and had the
protection of relatives of Emperor Marcus Aurelius. In the year 167 Galen had
the doors open to achieve the aspiration of many; the imperial court.
What will never be known is why he specifically left Rome, returning to his city
Pergamos. The influential Roman court did not accept his departure and sent
for him, around the year 169 he arrived in Rome, it is said that he was around
40 years old. The aspiration to reach the imperial court came as a surprise
since the emperor Marcus Aurelius appointed him doctor to his son, Lucius
Aurelius Commodus. In this way Galen becomes an imperial doctor and
chooses to stay forever in Rome.
Relationship with physical education
He was a pioneer in sports medicine. He gained experience in the treatment
of wounds, bones, joints and muscles. Galen, in the treatment of diseases,
preferred to let nature act (nature cured itself) with the doctor only having to
help her. He was a supporter of massage as a preparation for sporting activity
and among his recommendations were walking, specific movements and
active and passive exercises as a treatment for certain diseases. Although a
follower of the Hippocratic doctrine, Galen recommended the use of
substances to alter the course and evolution of diseases, something that
Hippocrates always rejected.
He wrote works, comprising more than 400 volumes. His Anatomical
Dissertations, based on the dissection of animals, are a valuable contribution,
although they have large gaps and errors and are mixed with speculations on
the function of organs. He was a great anatomist, who gave an excellent
description of the skeleton and the muscles that move it, in particular, the way
signals are sent from the brain to the muscles through the nerves. He began
the systematic knowledge of human anatomy applied to the diagnosis and
treatment of diseases: he learned about osteology through the direct study of
the human skeleton, and the structure of soft tissues through animal
dissections. In his text On Anatomical Procedures he explains the shape of
the dissection table and the anatomical study technique.
 Homer
Homer (ancient Greek Ὅμηρος Hómēros; ca. 8th century BC C.) is the name
given to the ancient Greek aedo who is traditionally attributed the authorship
of the main Greek epic poems: the Iliad and the Odyssey. Since the
Hellenistic period, it has been questioned whether the author of both epic
works was the same person; However, before, not only did these doubts not
exist, but the Iliad and the Odyssey were considered real historical stories.
The Iliad and the Odyssey are the pillar on which the Greco-Latin epic rests
and, therefore, the literal name of Hómēros is an Ionian variant of the Aeolian
Homaros. Its meaning is hostage, pledge or guarantee. There is a theory that
the name comes from a society of poets called the Homerids (Homēridai),
which literally means "children of hostages", that is, descendants of prisoners
of war. Since these men were not sent to war because their loyalty on the
battlefield was doubted, they did not die on it. Therefore, when there was no
literature per se (written), they were entrusted with the job of remembering
local epic poetry, and, with it, past events. It has also been suggested that
what the name Homeros could contain is a play on words derived from the
expression ho me horón, which means he who does not see Western vision.
In the figure of Homer reality and legend come together. Tradition held that
Homer was blind, and several places claimed to be his birthplace: Chios,
Smyrna, Colophon, Athens, Argos, Rhodes, Salamis, Pylos, Cumae, and
Ithaca.
Relationship with physical education
Homer, according to many historians, was the Greek educator of his time with
his songs and narrated stories. Homer, being such an important educator, did
not leave aside physical education; on the contrary, there were songs from
the Odyssey and the Iliad that are key to education. physical.
Homer assigned different instances, such as the thumós,3 the most extensive
and spontaneous of the Homeric organs, which completely embraces the
sphere of emotions; the frenes [mind], which predominantly indicate practical
thinking, prudence, and are located in the chest, near the heart; The noos,
which means thought in its purest sense, is also the organ of clear
conception; kradíe, kēr, ētor[heart], understood as a physical organ but also
as an organ of feelings and affections. Other terms are connected to these
terms, among which menos [vital energy] deserves mention, which is
expressed through all the physical and spiritual organs, and kephale [head],
which in certain cases expresses the person in general.
In his texts, Homer highlighted physical vigor, as long as it was accompanied
by a series of values and virtues of man (intelligence, courage, cunning...etc),
where he did not conceive it as only the formation of aesthetically healthy
people, but also gave importance to the entire humanistic field of man.
 Guarino of Verona
Italian philosopher and pedagogue, born in Verona in 1374 (which is why he
is also known as Guarino Veronese or Veronese) and died in Ferrara in 1460.
He taught classical literature in Florence, Venice and Verona, and opened a
school in Ferrara that was later elevated by the emperor to the rank of
general study (with university rights), and which very soon welcomed
students from all over Europe, without distinction of social classes. or
economical. The ideal of his pedagogy was that of first humanism: to train
honest, kind writers, attracted by goodness and beauty, who would use their
knowledge to promote public well-being. In this school, abandoning the study
of the liberal arts typical of medieval education, education was articulated in
three grades: an elementary course for learning the correct pronunciation and
writing of Latin, a grammatical course, and a rhetoric course. This exclusively
literary education was complemented by particular attention to physical
development (hunting, swimming, dancing, gymnastics), always in direct
contact with nature. His main works are his Epistolary, the Chrisolorina and
Little Commentaries, in addition to numerous translations and editions of
classical authors that he was in charge of. His son, named Battista (Ferrara,
1435-Ferrara, 1505), was also a conspicuous humanist, who taught Greek
and rhetoric in Bologna and Ferrara and served as ambassador for his
republic.19

Relationship with physical education

He gave great importance in his educational curriculum to ancient language
and culture, and to physical education, based on the practice of five
fundamental activities: horseback riding, hunting, ball games, swimming and
throwing. He values physical education for its positive transfer of utilitarian
aspects to daily life, aesthetic training and elegance in the students' attitudes.
His Epistolary shows us the educator and humanist nature of this great
pedagogue.
Its success lies in having managed to combine an orderly academic
distribution with a warm atmosphere of family, solidarity and collaboration. Of
the three courses into which teaching was divided: elementary, grammatical
and rhetoric, the one that had the true character of middle studies was the
second, since rhetoric corresponded to a higher level. The works of Cicero
and Quintilian were studied in depth, as well as Platonic and Aristotelian
philosophy, also taking into account Christian thought. For the famous Italian
pedagogue.
19
http://www.lahistoriaconmapas.com/historia/historia2/biografia-de-guarini-de-verona-guarino-
1374-1460/
Physical exercise is proposed in the pedagogical field, by the great Italian
humanist thinkers, as an educational and hygienic means, and is included in
the school programs of the time, considering it at the same level as the
specifically intellectual objectives, and assigning it a triple dimension. :o) As a
means of relaxation from daily chores; b) As a contribution to the total
development of the individual; e) As a possibility of expression of human
personality.20
 Johann Friedrich Herbart
Johann Friedrich Herbart. German idealist philosopher, psychologist and
pedagogue. He considered that the basis of everything that exists is found in
the "real", eternal, invariable, spiritual (like the "monad" in Leibniz) and
unknowable essences (like "the thing in itself" by Kant). In pedagogy, he
departed from the democratic principles of his teacher Pestalozzi. Some of
his conceptions played a positive role. His political-social ideas were
reactionary.
Born on May 4, 1776 in Oldenburg. He studied in Jena and was a tutor for
several years in Switzerland, where he became interested in the work of the
Swiss reformist pedagogue Johann Heinrich Pestalozzi. In 1805 he was a
professor of philosophy in Göttingen. He traveled to Königsberg (now
Kaliningrad, Russia) in 1809 to take up a similar position and in 1833 returned
to Göttingen.

Although he was never in Austria, he was certainly the most admired

philosopher in that country, where he gained supporters and had disciples
among Catholics, doctors and lay pedagogues (who tried to reform teaching
in high schools and universities based on such theories). This was especially
the case of Franz Brentano, or even that of Franz Exner 1802-1853 and his
student Gustav Adolf Lindner 1822-1877, both authors of empirical
psychology manuals widely distributed from the 1850s onwards. Before
Herbart, Johann Fichte had criticized the Cartesian cogito and the Kantian act
of knowledge as an awareness of knowing thought. Fichte defined the self as
a transcendental subject that posited itself for itself. This self was infinite and,
to be fulfilled, it needed a not-self. According to Fichte, this drama of the
relationship of the self with the non-self characterized the identity of the
modern subject, always obliged to affirm its reality through an activity.
Relationship with physical education.

20
https://core.ac.uk/download/pdf/39140687.pdf
Direct the child with authority (it is a kind of extension in education of the
needs of discipline. It is about ensuring order and that in the exercise of his
freedom, the child does not exceed the permitted limits),
Inciting the child to act (the culture of morality pushes the child to act. It
teaches him what must be endured and suffered to possess what he desires
or do what he wants, it accustoms him to deciding himself by providing him
with the opportunity to choose between different motives for action),
Establish the rules (precepts of conduct, here the dogmatic teaching of
morality intervenes),
• Maintain tranquility and serenity in the spirit (moral culture must be inspired
by the idea that, if peace of the soul is the objective of virtue, it is also its
condition. This will be achieved by promoting the child's natural joy, ensuring
that he is in a good mood),
• Move the spirit through approval and censure (asking for help from a
strange help: the judgment of others. To achieve virtue, the child needs to be
supported, through censure and punishment, which is the consequence, of
being returned to the right path...),
Warn and correct (it is related to the previous point but also to correction. He
believed that opinions can be given without having anything to do with
reproaches, and that correction is only useful if it is kind. You have to treat the
child humanely, realize all the good and beautiful that is in him and avoid any
severity in both actions and words.)
 Georges Herbert
Georges Hébert (* Paris, April 27, 1875 - Tourgéville, August 2, 1957) was a
French naval officer and physical education instructor who promoted a new
training method, the Natural Method or Hébertism, contrary to gymnastics.
swedish As an officer in the French Navy before World War I, Hébert was
assigned to the village of St. Pierre in Martinique. In 1902 there was a
catastrophic volcanic eruption and Hebert heroically coordinated the
evacuation and rescue of around seven hundred people. This experience had
a profound effect on him, and reinforced his belief that athletic ability must be
combined with courage and altruism. He developed this ethos in his phrase:
"Etre fort pour être utile" - "Be strong to be useful."
Hébert had traveled all over the world and was impressed by the physical
development and movement skills of indigenous Africans and other regions:
Their bodies were splendid, flexible, exact, skillful, resilient, and yet they had
had no training. gymnastic but their lives in nature.
As a lieutenant, he became director of physical exercises in the Navy in 1910.
In 1913 he was appointed technical director of the Reims Athletes College
built by the Marquis Melchior de Polignac. Although his actions were largely
ignored, he was promoted to the Legion of Honor.
Relationship with physical education
I conclude the natural method of physical education, “The natural method is,
therefore, a complete opposition to the spirit of other educational or physical
culture systems, which precisely consider elementary and corrective
exercises, as well as conventional exercises for the legs and arms. and trunk,
as the basis of physical education” (Hébert, 1914, p XVII). The natural
method of Physical Education is a return to rational nature and adapted to
current social conditions. In this method, the beginning of the work session
every day is precisely to restore, for a certain period, the natural living
conditions.
For Hébert, the natural method is a codification, adaptation and gradation of
the procedures used by living beings in a state of nature, to acquire an
integral development, therefore no physical culture, called scientific or
physiological, can produce beings superior in beauty, health and strength
than the indigenous inhabitants of the natural regions of the world (Hébert,
1941). Against this, Hébert's main source of inspiration stands out, being
mainly focused on the observation of the customs of primitive peoples and
their impact on the physical, virile and moral formation of their members.
The observation of the lifestyle of primitive people in the middle of nature
allows Hébert to generate an outline of the key ideas that will be contained in
his method, allowing the selection and categorization of essential gestures
and movements that will be applicable in the first instance in school. Navy of
the Lorient Fusiliers and will later be welcomed in the physical education of
children and women. methodical, progressive and continuous action, from
childhood to adulthood, aiming to ensure comprehensive development;
increase organic resistance; reveal attitudes in the types of essential natural
and utilitarian exercises (walking, running, jumping, four feet, climbing,
balancing, throwing, lifting, defense, swimming), developing energy and all
other qualities of action or virile qualities; in short, subordinate everything
acquired, physical and virile, to a dominant moral idea: altruism” (Hébert
1925, p.25).
Through his work, we note that Hébert's objective is to bring individuals to a
fullness of their natural potential, suggesting specific contexts in which the
conditions are self-sufficiently brought together to achieve those ends, being
the natural environment, the mountains and the field a favorable scenario for
the development of this ideal. When characterizing Hébert's natural method, it
is possible to distinguish the requirement for a comprehensive education,
which is reflected mainly in his work Virile and Moral Physical Education in
1941, where he emphasizes issues such as the foods that should be
consumed, the quality of housing, recreation, exercise, travel and people's
working conditions. The understanding of a physical education that goes
beyond achieving physical strengthening objectives is assimilated by Hébert,
with great concern, when considering that the psychic faculties must be
educated simultaneously with the physical faculties, since "the human being
is more than a simple organism: it has a brain and a soul” (Hébert, 1925,
p.23), therefore, physical education is closely linked to moral and intellectual
education, there being a harmony between these three levels, this being a
determinant of a good and true education. The methodology used in carrying
out the activities proposed in Hébert's work lessons responds to the
objectives pursued, there being different orientations for carrying out physical
activities, consequently, if the work approach is oriented towards the
functional, the The objective focuses on the quantity of work rather than the
technique, however, if the objective is to achieve better technical
performance, the attention is concentrated on the quality of the execution of
the activities, finally if the objective of the lesson It has a maintenance
purpose, both the guidelines for functional and technical work are equally
present in the proposed activities. Hébert privileges nature as a work setting,
as this is an environment conducive to achieving the goals of his method,
although possibilities of working on a more restricted space (plateu) are also
offered, adapting and proposing in this space a organized way of presenting
the exercises to the class, where tasks are assigned by groups, carried out
alternately in different phases, always respecting the principles of intensity
that characterize the natural method. Langlade and Langlade (1970) take
Hébert's works as a basic reference, pointing out that the use of this restricted
space to perform physical exercises is proposed as an alternative, given the
difficulty of approaching nature, given that the living conditions in the city
mean that the possibilities of accessing these spaces are diminished.
 Johann Gottfried von Herder
Johann Gottfried von Herder (Mohrungen, Germany, August 25, 1744-
Weimar, Germany, December 18, 1803) was a German philosopher,
theologian and literary critic, whose writings contributed to the emergence of
German Romanticism. As an instigator of the movement known as Sturm und
Drang ("Storm and Momentum"), the German side of European Pre-
Romanticism, he inspired many writers, including, and especially, the young
Johann Wolfgang von Goethe, whom he met in Strasbourg in 1770. and who
would later become the main figure of German literary classicism, although
he would distance himself significantly from Herder. He studied Theology at
the University of Königsberg and was greatly influenced by the German
professor and philosopher Immanuel Kant. Among Herder's early critical
works were Fragments on Modern German Literature (1766-1767), which
advocated the emancipation of German literature from foreign influences. The
essays that followed—such as On German Style and Art (1773), written in
collaboration with Goethe—were a paean to popular literature, to the poetry
of William Shakespeare and Homer, and to developing Herder's idea of the
Volksgeist (' spirit of the people'), expressed in the language and literature of
a nation. The national character of Spanish literature interested him greatly
and he made a version of the Cantar de mio Cid. For Herder, contrary to the
Enlightenment, literature should not follow guidelines or models, but rather
the inspiration of genius, rooted in its time and its cultural environment. He
questions the validity of Greek tragedy as a model for all theater, since for
him each literature is rooted in its specific circumstances and can only be
understood from them. With this he will be one of the precursors of cultural
relativism, although he continues to maintain the idea - inspired by Kant and
the Enlightenment - of the profound unity of humanity, which is manifested in
diversity.
Relationship with physical education
Forms emphasis on Cultural relativism criticizes Evolutionism and more
specifically the concept of race as a parameter to evaluate or determine the
cultural life of a community. Instead, it was said that each culture should be
studied or interpreted from its own beliefs, values, practices, habits, etc.
Relativism defends the validity and richness of any cultural system and
denies any absolutist moral or ethical assessment of them. It opposes
ethnocentrism and cultural universalism—of a positivist nature—which affirms
the existence of values, moral judgments and behaviors with absolute value
and of a universal nature.
This means that cultural relativism leads to considering any aspect of another
society or group in relation to the cultural standards of that group, instead of
doing so from a point of view considered universal, or in relation to the
assessment from other cultures. For example, it considers the different forms
of marriage, such as polygamy or polyandry, relative to each cultural system.
According to this school of thought, all cultures would have equal value, and
none would be superior to another since all values are considered relative.
Relativism defines culture as the totality of mental and physical reactions and
activities that characterize the behavior of the individuals who make up a
social group, collectively and individually, in relation to their natural
environment, other groups, members of the same group and of each
individual towards himself.
  Hippocrates
(Called the Great; Island of Cos, present-day Greece, 460 BC - Larisa, id.,
370 BC) Greek physician. According to tradition, Hippocrates descended from
a line of magicians from the island of Cos and was directly related to
Aesculapius, the Greek god of medicine. A contemporary of Socrates and
Plato, he quotes him on various occasions in his works. Apparently, during
his youth Hippocrates visited Egypt, where he became familiar with the
medical works that tradition attributes to Imhotep.
Although without certain basis, Hippocrates is considered the author of a kind
of medical encyclopedia of Antiquity made up of several dozen books
(between 60 and 70). In his texts, which are generally accepted as belonging
to his school, the conception of illness is defended as the consequence of an
imbalance between the so-called liquid humors of the body, that is, blood,
phlegm and yellow bile or cholera. and black bile or melancholy, a theory that
Galen would later develop and that would dominate medicine until the
Enlightenment.
To combat these conditions, the Hippocratic corpus uses cautery or scalpel,
proposes the use of medicinal plants and recommends fresh air and a healthy
and balanced diet. Among the contributions of Hippocratic medicine, the
consideration of the body as a whole, the emphasis placed on carrying out
detailed observations of symptoms and taking into consideration the clinical
history of the patients stand out.
Relationship with physical education
“Almost all the Greek philosophers and doctors have dealt with athletics and
with the life of athletes in general, but more than any other, the father of
medicine was the immortal Hippocrates, who was not only concerned with the
exercises and the training of the athletes but also the regimen they had to
follow, prescribing the type of food to eat to increase their strength and at the
same time indicating the way to combat their thirst. In addition, Hippocrates
pointed out the need for kinesiotherapy and recommended massage and a
short walk after exercises. The master of Cos considered the notion of
massage as indispensable for every doctor, and explained in detail how it
should be done so that the massage gives different results depending on the
way it is applied. Hippocrates insisted that excess exercise was harmful, and
that it was difficult to determine and measure the amount of exercise
appropriate for each person. He also recognized the importance of
movements as a factor in the elimination of useless or harmful products for
the human body and indicated, as the best of contemporary sports doctors
would do, prescribing that a special regimen is necessary for each season of
the year. . He studied fatigue and its causes, as well as its prophylaxis and
treatment, prescribing massage and hydrotherapy. In summary, Hippocrates
did what coaches and sports doctors do today, who study athletes in order
not only to obtain a new record, but also to investigate how to ensure that
their health is in perfect condition, with similar exercises. to athletic games
and without causing them any harm. It is clear that the word exercise appears
often in the works of Hippocrates although most of the time it refers to the
hygienic aspect of general exercise, recognizing its value in strengthening
weak muscles, hastening convalescence and improving mental health.
Hippocrates was the creator of the Greek medical school and, in his writings,
he refers to the medical use that physical exercise can have. In his works
there are various references to the medical use of exercises, but he also
advises caution in resuming vigorous exercise after prolonged rest. The most
notable words he wrote in relation to exercise were those dedicated to
medical rehabilitation, since the Greeks not only believed in it, but also had a
word for it: analepsis. But although the Hippocratic doctor must pay great
attention to the qualities of the food ingested as well as the patient's
excrement, in order to have more data with which he can be related to the
course of the disease, observation clinic of the ancient doctor, seems only to
limit himself to what enters and what leaves the human body, about whose
interior he knows little, to the point that his attention on external factors
comes to prioritize the environment in which he lives and relates, as possible
imbalance factor. Hence, dietetics is expanded into a study not only of food,
but also of the environment and the lifestyles of patients since the human
being will be conditioned by the physical and climatic environment. This type
of attention must be seen well manifested in some treaties such as: Airs,
Waters, Places, as well as in many clinical histories such as those of
Epidemics.21
 Friedrich Ludwig Jahn
Friedrich Ludwig Jahn (Lanz, Brandenburg, August 11, 1778 - Freyburg,
October 15, 1852) was a German pedagogue, known as the "father of
gymnastics" (in German, Turnvater).
An ardent nationalist, Jahn sought to exalt love for the country through
gymnastics. The gymnastic organizations he created were, along with the
men's choirs and shooting associations, one of the main channels of the
movement for German unification.
In 1811 Jahn inaugurated the first space for practicing outdoor gymnastics on
the Hasenheide meadow (near Berlin). Jahn called it tie, recovering an old
Germanic term for public meeting places, since he was convinced that it was
the tradition of the ancient Germans to hold similar contests. Jahn wanted to
21
http://www.cienciared.com.ar/ra/usr/41/626/calidadevidauflo_i_pp67_82.pdf
recapture the classic ideal of male beauty, highlighting it through specially
designed gym suits. His pedagogy did not distinguish between body and
spirit, nor between teaching and life as a whole. He saw in the practice of
gymnastics an antidote to bourgeois vices and a path towards austerity as an
ideal of life.
Contribution to physical education
He founded the Philanthropinum of Dessau, a famous educational center of
the time. He was a riding teacher at the Danish school in Soroe. Their
educational program included swimming, ice skating and horse riding as
fundamental training activities.
Author of the work Gymnastics for Youth (1793), a true pedagogical treatise
on school Physical Education, translated into several languages and widely
praised by the fathers of gymnastics of the time, including Friedrich Ludwig
himself. Jahn , who visited the author and declared himself “his faithful
follower.” His method focused on the use of all types of exercises that were
not against nature. A faithful admirer of classical Greek education, he
understood exercise as a means of balanced and harmonious development
of the physical capabilities of the human being. His program included
activities in nature as the ideal form of physical exercise: cross-country
running, jumping, throwing, weight lifting, wrestling, and weapons exercises.
As an important fact, one hundred years before Pierre de Coubertin's
proposal to recover the Olympic Games, Guts Muths had already proposed to
King Frederick William III and the political authorities "the need to reactivate
Games similar to those of classical antiquity, for the good of our youth.”
Of the magnitude and interest of the work of Friedrich Ludwig Jahn, we have
reference in the gymnastic societies created through his initiative, which
reached three hundred in 1850, and more than two thousand in 1865,
creating an environment of physical activity and of health care among the
German population. Prominent French figures of the time such as Napoleon
Laisné, AntoineTriat, or Eugene-Moïse Paz tried to transfer Jahn's philosophy
to France to motivate French youth to participate in gymnastic societies.22
 Gaspar Melchor de Jovellanos
Gaspar Melchor de Jovellanos y Jove Ramírez was born in Gijón, on January
5, 1744. We do not believe it is excessive to say that with him comes into the
world one of the most exciting personalities of the entire Spanish 18th
century, a character forged in the crucible of a complex and ambiguous
period, of tensions that are difficult to synthesize, marked by advances and
setbacks, a culmination, in short. , of a bitter philosophical, political and
22
https://www.upo.es/revistas/index.php/materiales_historia_deporte/article/view/1207/982
cultural debate, which had never ceased to encourage over the course of the
century, but which acquired truly dramatic tones during the mature life of our
author. Jovellanos lived the Spain of his time with an intensity
disproportionate to that of his own personal fortune, which, as in the case of
so many compatriots, ended up being unfairly adverse to him.

Synthesizing some of his most relevant biographical data, we will say that he
studied in Oviedo, Osma, Ávila and Alcalá and that, dissuaded from pursuing
an ecclesiastical career (for which he had prepared, at the same time that he
was trained in Law, at the aforementioned universities ) chose to work for the
benefit of the State Administration. In 1767 he was appointed Mayor of Crime
of the Royal Court of Seville, after unsuccessfully competing for a chair of
Decree in Alcalá and a doctoral canonry in Tuy. In Seville, a city where he
arrived at the age of 24, Jovellanos remained until 1778. The physical and
moral description that Ceán Bermúdez has left us of him corresponds to this
period: of proportionate stature, taller than short, graceful body, upright head,
white and blond, bright eyes (...) he was generous, magnificent, and even
prodigal. in his short faculties: religious without concern, naive and simple,
lover of truth, order and justice: firm in his resolutions, but always soft and
benign with the helpless; constant in friendship, grateful to his benefactors,
tireless in study, and hard and strong at work.23
Contributions to physical education
The second half of the 20th century has been, without a doubt, the time
period in which physical-sports activity has been incontestablely consolidated
as one of the essential columns of global education. The latest reform of the
educational system has been respectful and considered with the area of
physical education, to the detriment of other training areas. But this port has
not been reached by any shortcut, but rather after going through a long
process. The creation of the Delegation of Physical Education, and the
previous steps of the Interministerial Commission of l926, the Central School
of Gymnastics of Toledo (1918), the Faculty of Medicine of the University of
San Carlos, and above all, the Central School of Physical Education of
Madrid (1883), were key to reaching the current moment. However,
previously, there were those who with clear vision, of course collecting ideas
from other pedagogues and thinkers, were able to put into writing a series of
considerations and principles that have become the cornerstone and birth
certificate of our education. physical.

23
http://www.cervantesvirtual.com/portales/gaspar_melchor_de_jovellanos/autor_biografia/
Jovellanos recommends that young people practice ball games, bocce, tricks
and other physical agility exercises, as long as they are not indecent or risky.
He also states that on the walk and in the field they will be given freedom to
run, encouraging them to do so. The Asturian scholar makes up to an
allocation of hours for physical exercise within the general training schedule:
– “Eight or nine hours of sleep.” – «From two and a half to three hours of
study». – «Three and a half hours of class». – «Two and a half hours for skills
and body exercises». – «Two and a half hours for devotions…». – «Two and
a half hours to get dressed, eat and wash.» – «An hour and a half between
walk and play». We find ourselves before the first Spanish pedagogue who
faces the need for physical education as a substantial part of harmonious
development, and he does so faithful to his enlightened condition and to the
influences of Rousseau, Locke or Pestalozzi, assuming natural methods and
learning through through empiricism.
Physical education is achieved through the perfection of the movements and
its characteristics, collected in bases for a General Plan of Public Instruction.
According to Jovellanos they would be:
The Object of Physical Education is divided into three purposes: to improve
the strength, agility and dexterity of citizens. – "Although individual strength is
determined by nature, it is up to public education to develop it... to the highest
degree that fits into its physical constitution." – «Agility is a natural effect of
the habit of exercising and repeating actions and movements; but this
repetition thus produces good and bad habits depending on whether it is well
or poorly directed" - "The skill of movements and actions thus perfects the
strength and agility of individuals and is a necessary effect of good direction
in exercise from them". – "This good direction given in public education will
not only perfect the physical faculties of individuals but will also correct the
vices and bad habits that they have contracted in private education." – «The
teaching and exercises of this education can be reduced to the natural and
common actions of man such as walking, running, and climbing, moving,
lifting and throwing heavy bodies, fleeing, chasing, struggling, fighting and
everything that leads to loosening the limbs. of the boys, to develop all their
vigor and give to each of their movements and actions all the strength, agility
and dexterity that suits their object, through good direction. – «Even the good
use and application of the senses can be perfected in this education,
exercising the boys in discerning by sight and hearing objects and sounds at
great distances, or up close, just by taste, smell and touch; something that in
the use of life is of greater benefit than is commonly believed. – «It follows
that physical education is based on the fact that the exercises indicated for it
are directed by people capable of teaching the best way to execute them to
achieve greater strength and agility in the actions and movements of the
boys.» – "It also follows that this education can be common and public in
almost all the towns of Spain and that it should be." – "It follows that no
individual should be exempt from receiving it." – «The Board will determine
the age at which this education can begin and must end. It will determine the
days, times and places in which it must take place, the people who must be in
charge of its direction, and those who must supervise the good order of the
exercises and the good method of directing them.24
 Immanuel Kant
Immanuel Kant (AFI: [ɪˈmaːnu̯ eːl ˈkant]; Königsberg, Prussia; April 22, 1724 –
February 12, 1804) was a Prussian philosopher of the Enlightenment. He was
the first and most important representative of criticism and precursor of
German idealism. He is considered one of the most influential thinkers of
modern Europe and universal philosophy. Furthermore, he is the last thinker
of modernity, prior to contemporary philosophy that began in 1831 after the
death of the thinker Hegel.
Immanuel Kant was baptized Immanuel but changed his name to Immanuel
after learning Hebrew. He was born in 1724 in Königsberg (since 1946
Kaliningrad, Russia). He was the fourth of nine siblings, of whom only five
reached adolescence. He spent his entire life in or around his hometown, the
capital of East Prussia at the time, never traveling more than 150 km from
Königsberg. His father, Johann Georg Kant (1682-1746), was a German
craftsman from Memel, at that time the northeasternmost city of Prussia (now
Klaipėda, Lithuania). His mother Anna Regina Reuter (1697-1737), born in
Nuremberg, was the daughter of a German saddle maker.
In his youth, Kant was a constant, if unspectacular, student. He grew up in a
pietistic home that emphasized intense religious devotion, personal humility,
and a literal interpretation of the Bible. Consequently, Kant received an
education so severe—strict, punitive, disciplinary, polarized, and exclusive—
that it favored the teaching of Latin and religion over mathematics and
science.
Relationship with physical education
The Kantian proposal regarding pedagogy is to divide education into; physics
and practice. Only through education can man be a man. Education can be
positive (instruction) or negative (discipline). The educational goal in Kant is
to form a man with moral autonomy. Education is an art that can only be
taught to human beings and must be perfected for many generations.

24
https://www.forodeeducacion.com/ojs/index.php/fde/article/download/235/192
The curriculum is based on the proposal of educational duality: physical
education and practical education. It is important to cultivate memory through
language, reading and reflective writing because knowledge is directly related
to memory.
Games must have an intention and a purpose, the child must play and have
his or her hours of recreation, because following Rousseau he says that if the
child plays he will know how to work, the best games are those that develop
skills and exercise the senses. the one titled On physical education, in which
it considers the care that should be given to the child, and its influence on the
good education of emotions and will and, finally, 4. Of practical education, in
which it explains the way to ensure that human beings develop their reason
and self-esteem (self-esteem), not because of the passions that their
comparison with others may arouse, but because of having achieved a solid
ability to do and know. things, a prudent temperament that allows him to face
negative situations, and a moral character that allows him to know what his
duty is towards himself and towards others, for having achieved a capacity to
know how to do, know and behave, which translates in logic.
Therefore, the education of nature has to begin from birth, and requires that
the people who care for him know that his body and his spirit need the same
care to form his nature, but that he is also a free being, which means that it is
not enough to make him form habits or submit to customs, but he also needs
a moral education that allows him to exercise his freedom. The education of
human nature is aimed at ensuring that the human being is a strong and
resistant being physically and spiritually, not a pampered, weak and indolent
being; Therefore, in physical education it is essential that the human being
feel the coercion, the opposition of his own constitution, of the environment
and of others, of society, to achieve what he wants, the response
mechanisms to the environment being the way in which this education is used
to ensure that human beings develop those natural conditions for which they
are best equipped, and which are most appropriate to them.
Pedagogy or theory of education is either physical or practical. Physical
education is that which man has in common with animals, that is, care.
Practical or moral education is that through which man must be formed to be
able to live, as a being that acts freely. (Everything that is related to freedom
is called practical). It is the education of personality, the education of a being
that acts freely, that is self-sufficient, and that is a member of society, but that
can have intrinsic value for itself.25
 Gotthold Ephraim Lessing

25
http://www.scielo.org.co/pdf/rhel/n13/n13a13.pdf
Gotthold Ephraim Lessing (Kamenz, Saxony; January 22, 1729-Brunswick,
February 15, 1781) was a German writer, playwright, philosopher, poet and
art critic considered one of the most important personalities of the
Enlightenment. With his dramas and theoretical essays he had a significant
influence on the evolution of German literature. Lessing, the son of a pastor
and editor of theological works, grew up in Kamenz. After beginning his
training in 1737 at the town school and continuing it since 1741 at the Santa
Afra academy in Meissen, he began to study Theology and Medicine in
Leipzig in 1746, which he finished in 1748. From 1748 to 1760 he lived in
Leipzig and Berlin, where he worked as a critic and editor, among other
publications, of the newspaper Vossische Zeitung. In 1752 he obtained the
academic title of Magister (equivalent to today's "bachelor's degree") in
Wittenberg. From 1760 to 1765 he was secretary to General Friedrich
Bogislav, Count of Tauentzien. In 1765 he returned to Berlin from where he
moved to Hamburg in 1767 to work as a playwright and advisor to the
Deutsches Nationaltheater (German National Theatre). That's where he met
Eva König, his future wife. In 1770 he was appointed librarian at the Herzog-
August-Bibliothek ("Duke Augustus Library") in Wolfenbüttel. However, his
work was interrupted on multiple occasions due to various trips, among
others in 1775 together with Prince Leopold to Italy. In 1776 he married Eva
König, who had been widowed, in Jork (near Hamburg). Eva Lessing died in
1778 after the birth of a son who also failed to survive. On February 15, 1781,
Lessing died while visiting the wine merchant Angott in Brunswick.
Relationship with physical education
What education is for the individual is revelation for the entire human race.
Education is the revelation that happens to the individual and revelation is the
education that has happened and continues to happen to the human race. I
will not examine here whether it can be useful for pedagogy to consider
education from this point of view. But for theology it can, without a doubt, be
very useful and solve numerous difficulties by representing revelation as an
education of the human race.
Education gives man nothing that he could not also draw from himself: it
gives him what he could provide for himself but more quickly and easily. In
the same way, revelation does not grant the human race anything that man's
reason would not achieve if left to itself; but it has given and continues to give
you the main of these things earlier.26
 Pehr Henrik Ling

26
https://revistafilosofia.uchile.cl/index.php/RDF/article/download/46091/48104/
Pehr Henrik Ling (Södra Ljunga, November 15, 1776 – Stockholm, May 3,
1839) was a gymnastics instructor at the Karlberg War Academy in Sweden.
Specialist in human anatomy and physiology and later founder of Swedish
gymnastics. He died due to Murder who murdered him was his predecessor.
At first, Ling had no interest in physical education, but rather in literature. He
wrote several epic poems, including "Gylfe" (in 1810).
It was by reading Rousseau that his interest in physical education began,
since he had been educated following the pedagogical movement of the
"philanthropists", who advocated for "education for all." During his stay in
Copenhagen, and influenced by philanthropism, he decided to frequent the
gymnasium created by Natchegall, and there he confirmed the need to create
methods that developed body education.
Due to paralysis in his arm, he came into contact with fencing, using it as
therapy. After three years, he fully recovered his ability to move, and this
made him value the usefulness and effects of physical exercises.27
Contributions to physical education
After a trip to China, Ling returned to Sweden, importing with him various
massage techniques that would later lead him to develop a Swedish massage
technique, whose purpose is to eliminate tension, firm muscles and joints in
addition to restoring the body's natural balance, a a topic that would later be
reflected in Ling's methodology. Years later, he worked as a fencing teacher
in the south of Sweden and at this particular time he tried to promote his
exercise methods, which he classified into three blocks: the Introduction
(order exercises), the Fundamental Exercises A (legs, arms and trunk) and
Fundamental Exercises B (jumps, climbs and skills). In this process, he
worked to convince the authorities to adopt gymnastics as a compulsory
subject in youth education. In addition to this, he created a complete system
of exercises, static and therapeutic exercises limited to certain places on the
body. This was what later became the Swedish method.28
In 1813, Ling created The Royal Central Gymnastics Institute in
Stockholm, the first higher training institution for gymnastics teachers.
As director of this institute, he establishes his method and introduces a new
repertoire of systematized exercises into teaching, designed to modify
students' unhealthy habits such as bad posture. In that sense, this man was
also a precursor of Kinesiotherapy (science of treating diseases and injuries
through movement).29

27
https://es.wikipedia.org/wiki/Pehr_Henrik_Ling
28
https://eligeeducar.cl/pehr-henrik-ling-aporte-las-clases-educacion-fisica
29
https://aulademasaje.com/historia-del-masaje/historia-del-masaje-la-escuela-de-ling/
At the time, Ling divided Gymnastics into four branches: Pedagogical, which
responds to the current concept of Educational Gymnastics; the Military,
referring to exercise with weapons (mainly fencing); the Medical, which
includes the movement used as therapy; and Aesthetics, based on the
practice of ballet and Swedish popular dances.
Ling's vision and his Swedish method influenced current physical education
from all areas as it was one of the first educational manifestations that
occurred after the Middle Ages. The influence of this educator allowed the
body to be understood as a pedagogical and therapeutic tool for improving
health through a constant training system.
Furthermore, its exercises can be compared today with practices such as
Pilates and other training systems that are concerned with posture, breathing
and balanced and healthy body movement. This fact is especially salient now
that many teachers are implementing physical activity practices that, beyond
soccer, basketball or volleyball, seek to understand the body as a tool for
students to find harmony between the physical and the mental.30
 John Locke
(Wrington, Somerset, 1632 - Oaks, Essex, 1704) British thinker, one of the
greatest representatives of English empiricism, who stood out especially for
his studies in political philosophy. This versatile man studied at the University
of Oxford, where he received his doctorate in 1658. Although his specialty
was medicine and he maintained relationships with renowned scientists of the
time (such as Isaac Newton), John Locke was also a diplomat, theologian,
economist, professor of ancient Greek and rhetoric, and achieved renown for
his philosophical writings, in which laid the foundations of liberal political
thought.
Locke approached such ideas as a doctor and secretary to the Earl of
Shaftesbury, leader of the Whig party, an opponent of monarchical
absolutism in the England of Charles II and James II. Converted to the
defense of parliamentary power, Locke himself was persecuted and had to
take refuge in Holland, from where he returned after the triumph of the
English "Glorious Revolution" of 1688.
Locke was one of the great ideologues of the English Protestant elites who,
grouped around the Whigs, came to control the State by virtue of that
revolution; and, consequently, his thought has exerted a decisive influence on
the political constitution of the United Kingdom until today. He defended
religious tolerance towards all Protestant sects and even non-Christian
religions; but the interested and partial nature of his liberalism was evident
30
https://eligeeducar.cl/pehr-henrik-ling-aporte-las-clases-educacion-fisica
when he excluded both atheists and Catholics from the right to tolerance (the
confrontation of the latter with Protestants being the key to the religious
conflicts that had been bleeding the British Isles). and all of Europe).
Relationship with physical education.
Physical Education, in the thought of John Locke. It can be organized in great
provisions: in the care of the body to preserve health, in helping to keep the
spirit straight and in the recreation of the spirit. Locke highlights Physical
Education as the basis for an adequate moral and intellectual education;
However, as with moral and intellectual education, Locke's concern is to
prepare the child for the age of reason, taking care first of the body and
health to keep the body strong and vigorous, and then taking care of the
formation of the spirit. Furthermore, in this author, the ideal of the education
of the physical part is 'hardening', that is, that the body must be made capable
of withstanding fatigue and rigor so that it can then obey and execute the
orders of the spirit, and so that progressively acquires complete mastery as
an instrument of reason. It proposes keeping the body strong and vigorous to
obey the spirit, through healthy child development, both physical and mental.
Locke refers to Physical Education through physical exercises, horse riding,
swimming and games, aspects that he treats as essential components for
achieving physical and mental health of the individual, preparing him for
social and professional success. In this sense, he gave special importance to
Physical Education, pointing out the need to provide a balance between the
body and the spirit through the sensations perceived by the senses, as well
as play in the child, pointing out that through This is taught to properly use
one's own forces and to control oneself, with freedom of action and initiative
being the main attraction. This English philosopher says that in the process of
acquiring knowledge, the senses are the conduit through which human
beings apprehend reality. Furthermore, he postulated that consciousness was
immersed in the ideas that come from sensory experiences acquired in the
environment where human beings live and act. In Physical Education, it is
important to accustom the child, from childhood, to some daily habits based
on the type of exercises, games, food, and clothing that were recommended
in order to gradually acquire this hardening of the body so that it can get used
to it. to everything, from the budget that the most essential thing is to adhere
to discipline.
Physical Education is mainly knowledge that is based on practice. Practice
here understood as a know-how, which in empiricism, can be understood as
experiences of an instrumental technical nature, where the student
experiences with his body a series of stimuli that accumulate in the 'motor'
memory. Even today, Physical Education says that the student only learns
and knows from experience, that is, with the provision of a series of
'exercises' that from a didactic device, 'gesture' or 'movement'. It is becoming
a habit and this makes it increasingly effective.
 Martin Luther
Martin Luther, born Martin Luder, later changed to Martin Luther, as he is
known in German (Eisleben, Germany, November 10, 1483-ibidem, February
18, 1546), was an Augustinian Catholic theologian and friar who began and
He promoted religious reform in Germany and whose teachings were inspired
by the Protestant Reformation and the theological and cultural doctrine called
Lutheranism.
Luther exhorted the Christian church to return to the original teachings of the
Bible, which produced a restructuring of the Christian churches in Europe.
The reaction of the Catholic Church to the Protestant Reformation was the
Counter-Reformation. His contributions to Western civilization extend beyond
the religious realm, as his translations of the Bible helped develop a standard
version of the German language and became a model in the art of translation.
His marriage to Catherine of Bora, on June 13, 1525, began a movement
supporting priestly marriage within many Christian currents.
Relationship with physical education
Luther envisioned physical education as a means of obtaining elasticity of the
body, a means of promoting health, and a substitute for worldly activities or
vices, such as drinking and gambling.
Physical education was of utmost importance to maintain proper health, to
prepare and train physically in the event of a war, and as a means to
effectively develop the human body. Education of the body focuses on
maintaining health, based on simple behaviors, namely, plenty of air,
exercise, sleep and a simple regimen. The search for balance in man places
the body alongside other human values, which explains why the body is the
object of attention not only of educators but also of artists, painters and
sculptors above all. Much attention is given to the enjoyment of the present
and the development of the body. The idea that the body and soul were
inseparable, indivisible and that one was necessary for the optimal
functioning of the other became popular. It was believed that learning could
be fostered through good health. It was postulated that a person needed rest
and involvement in recreational activities in order to recover from work and
study activities.
 Hyeronimus Mercurialis
He was born and died in Forli. He was an Italian doctor and scholar. Different
authors consider him one of the great humanist theorists. Mercurialis studied
medicine in Bologna and Padua. In the latter he received his doctorate in
1555. Subsequently, he settled in his hometown and then traveled to Rome,
where he lived at the behest of Cardinal Alexander Farnese (1562). Also in
Rome he was archiatrist to Pope Gregory XIII. In this city he spent around
seven years dedicated to the practice and teaching of Medicine. At that time
he compiled information in different public and private libraries, which
facilitated the writing of his work De arte gymnastica libri sex (Gymnastics of
the ancients). He searched the Vatican library for references to medical
practice. When reflecting on this aspect, we can see how Mercurialis is one of
the first to establish relationships between Physical Culture and Medicine. He
held important academic positions as professor at the University of Padua
(1569), Bohemia (1587), Pisa (1599) and Rome. These universities
collaborated with the transmission of Renaissance humanistic thought and
also attracted students from all over the continent who aspired to obtain
knowledge about the new sciences. Mercurialis achieved such prestige in
teaching that students from different cities attended its courses. But his fame
was not only focused on his developed teaching but also on the practice of
medicine. He was characterized by having universal knowledge acquired
through the study of different subjects. His vast culture made him one of the
most prominent personalities in the field of humanism.
Contributions to physical education
He laid the foundations of Modern Physical Education. Others like the father
of sports medicine, and others establish their relationship with Therapeutic
Physical Culture or massage.
In relation to Physical Culture, there is the text De arte gymnastica libri sex
(Venice, 1569), a treatise on ancient gymnastics. The comments made by
Mercurialis in his text on the physical activity described by Galen constitute
fundamental observations and are not without depth. They are a valuable
interpretation for the study of physical activity in Galen's time, because he not
only comments on them but also reproduces them in his book. Furthermore, it
can be recognized as the first gymnastics manual. In this sense, it is
important to clarify that before the Mercurialis text, the first printed book
related to exercise, titled the Book of Exercise, was written by the Spanish
doctor Cristóbal Méndez; however, its limited circulation did not have the
influence of the Mercurialis book. The text of the latter achieved such
notoriety at the time that not only was it published for the first time in Venice
(1569), but publications were also recognized in Paris and Amsterdam
(1672).
Mercurialis is included among the people who promoted the use of physical
exercises for therapeutic and prophylactic purposes, and mentions the
following as the principles of medical gymnastics established by him:
 Each exercise must preserve the existing state of health.
 Exercise should not disturb the harmony between the main humors.
 The exercises will be appropriate for each part of the body.
 All healthy people should exercise regularly.
 Sick people should not perform exercises that may exacerbate existing
conditions.
 Convalescents must perform special exercises, prescribed on an
individual basis.
 People who lead a sedentary life urgently need exercise.
 These principles play an important role in forming a humanistic
attitude, consciousness and culture not only in the time of Mercurialis
but also today.

In the same way, it alludes to how mountain hiking strengthens the legs, and
discus throwing relieves wrist arthritis; and also recommended that pregnant
women avoid physical activity with jumping.31
 Michel de Montaigne
Michel Eyquem de Montaigne French humanist and moralist of the
Renaissance, author of the Essays and creator of the literary genre known in
the Modern Age as the essay. He has been described as the most classic of
the moderns and the most modern of the classics.1 His work was written in
the tower of his own castle between 1580 and 1588 under the question "What
do I know?" Montaigne is the brother of Joan of Montaigne, married to
Richard de Lestonnac and therefore the uncle of Saint Joan Lestonnac.
Contributions to physical education
He held the need to teach children the art of living. He insisted on practicing
physical exercise for comprehensive training and that he will not only focus
on acquiring knowledge. They opened a new period in the history of physical
activity, as they established the selection criteria for certain games and
activities based on their usefulness, as well as beginning to value physical
action based on its usefulness.
31
https://www.ecured.cu/Hyeronimus_Mercurialis
He wrote phrases on the ceiling of his Castle and read them so as not to lose
“the floor.”
Montaigne's pedagogy is based on the development of attitudes.
Education must be a “severe gentleness” that is, not giving a punishment so
that children fear but rather we must tire them out and educate them in the
cold.
For Michel, it is necessary to give ideas, attitudes and skills to the child that
will serve them for life since we are not building a soul or a body but a man.
Use rural pedagogy because through this strategy children learn more.
For him, learning by heart is not real knowledge because true learning
requires the child to make his own judgment.32
a dedicated to the essay genre in France. Montaigne emphasized that
physical education was important for the body and soul and that it was
impossible to divide the individual into two components, since they are
indivisible to the individual being trained.33

 Johann Christoph Friedrich GutsMuths

Johann Christoph Friedrich GutsMuths, also called Guts Muth or Gutsmuths
(9 August 1759 – 21 May 1839), was a teacher and educator in Germany,
and is especially known for his role in the development of physical education.
He is considered the "grandfather of gymnastics", the "father" being Friedrich
Ludwig Jahn. GutsMuths introduced systematic physical exercise into the
school curriculum and developed the basic principles of artistic gymnastics.
He was born in Quedlinburg. He attended the University of Halle from 1778 to
1782, where he studied pedagogy. Sometime after 1785, while a private tutor
in Schnepfenthal (where he remained all his life), he was appointed teacher
and it was there that he taught gymnastics supervised by Salzmann. In 1793,
GutsMuths published Gymnastik für die Jugend, the first systematic textbook
on gymnastics.
His literary production in moral and physical education continued more than
twenty-five years after the production of his seminal work Gymnastik.
Contributions to physical education

32
https://www.materialeducativomk.com/pedagogia/montaigne/
33
https://cesarjoya7.wixsite.com/educacionfisica/renacimiento
He worked at the "Schnepfenthal Educational Institute", founded by Christian
Gotthilf Salzmann (1744 to 1811). During his stay at this institute he acquired
vast experience regarding the field of physical education. Later, Guts Muths
worked as a physical education instructor for almost his entire life at this
institution. This educator was noted for having published several books
related to physical education, among the most important of which are
Gymnastics for the Young and Games. These works show various
illustrations of exercises and pieces of apparatus, arguments in favor of
physical education, and discussions about the relationship of physical
education with educational institutions. We see that Guts Muths had a great
influence on the movement of physical education as an academic subject for
this era. Due to this vital contribution, this outstanding educator is considered
the founder of modern physical education in Germany.

The full title of the manual is Gymnastics for Young People: or, a Practical
Guide to Charming and Amusing Exercises for the Use of Schools, an Essay
on the Necessary Improvement of Education Chiefly Concerning the Body.
Wolff is recognized as an influence on writing, and especially on the
intellectual movement called naturalism, embodied in the work of the
philosopher Jean-Jacques Rousseau and using the earlier gymnastics of
ancient Greece. GutsMuths used the exercises known to his students to
compose those within the work, his students were taken from European
countries, and his work was based on a foundation of thought originating from
the European tradition. It is believed that Gutsmuths in some way imitated
Johann Bernhadt Basedow and his Philanthropinum. Ultimately, Gutsmuths'
work was most influential in formalizing a new way of understanding physical
exercise.
He describes twenty-nine different exercises in his manual. GutsMuths
designed the core of the curriculum as the Greek pentathlon and new
exercises he had invented. His work also included climbing, dancing,
jumping, military exercises, running, swimming, throwing and walking. [2] [5]
The second edition contained additional information on balance, bathing,
carrying, declamation, fasting, jumping exercises, lifting, manual work,
organizing an outdoor gym, tug and wrestling
Gutsmuths described gymnastics as a culture for the body, which is an
integral part of a holistic education with the goal of building a foundation of
strength of character and achieving self-control. The first principle of a
gymnastics education for him was that he could34

34
Naul, Roland (2008). Olympic Education. Meyer & Meyer. p. 41
Franz Nachtegall
Vivat Victorius Fridericus Franciscus "Franz" Nachtegall (October 3, 1777 –
May 12, 1847)
He was born in Copenhagen on October 3, 1777. He took fencing and vault
lessons in childhood.
Nachtegall was apparently spurred to begin teaching gymnastics after
reading the GutsMuths gymnastics manual. In 1799 he was invited to teach
gymnastics at the Vesterbro school.
In 1804 he was appointed the first director of a training school for teaching
gymnastics in the army of Denmark. This school provided instructions for
future non-commissioned officers in both the army and navy. In 1805 he
prepared a detailed gymnastics manual for the military course. [2]
In 1807 he was appointed professor of gymnastics at the University of
Copenhagen. In 1808 he was awarded a fee for giving free instructions to
civilians, who were interested in teaching physical education. [2]
From 1821 to 1842, Nachtegall was Director of Gymnastics, overseeing army
and navy programs.
Contributions to physical education
In his youth, Nachtegall was an athlete, excelling in gymnastic events, such
as jumping, and also in fencing. In 1804, this pedagogue became the first
director of a Training School for the Preparation of Gymnastics in the Army.
At the peak of his career, Nachtegall was appointed as the Director of
Gymnastics for all of Denmark. This educator was primarily responsible for
the incorporation of physical education into the public school curriculum in
Denmark, as well as for the preparation of teachers in this field. As we see,
around this time, Franz Nachtegall had a great influence on physical
education in schools in his country and it was because of him that physical
education became a requirement for the elementary and higher school
systems of Denmark. As a result of this, the demand for the preparation and
employment of future professionals in the pedagogical field of physical
education increased. In addition, Nachtegall took the lead in developing
courses of study aimed at preparing physical educators. By 1809, elementary
schools began a physical education program with teachers trained in this
field. It was not until 1814 that the higher schools of Denmark were added to
this list.
After Nachtegall, and due to his influence, the progress of physical
education in Denmark continued. Among the most outstanding innovative
changes that occurred in the field of physical education at this time in
Denmark were the organization of the Danish Rifle Clubs, gymnastic
societies, the incorporation of Ling's gymnastic system, the development of
supervised education programs. physical education for the general population
(led by non-military physical educators), improvements in programs for the
preparation of physical education teachers, and the incorporation of other
sports and games into the physical education curriculum in schools in
Denmark.
 August Hermann Niemeyer
August Hermann Niemeyer, professor, university chancellor and director of
the Francke institutions in Halle, was born in Halle on September 1, 1754 and
died there on July 7, 1828.
He was educated at the Pædagogium in his hometown and after graduating
taught at the German and Latin schools of Francke's foundation. In 1777 he
began teaching at the university on Homer, the Greek tragics, and Horace. In
1779 he was appointed extraordinary professor of theology and inspector of
the theological seminary, in 1784 ordinary professor and inspector of the
Pædagogium, in 1785 he was assistant director of the Francke institutions
and in 1799 director. In 1792 he was appointed councilor of the consistory
and in 1793 prorector of the university. In 1806 Napoleon abolished the
university of Halle and Niemeyer was sent to Paris as a hostage. After a six-
month exile he was allowed to return, but in the meantime Halle had been
separated from Prussia and associated with the kingdom of Westphalia. King
Jerome restored the university and appointed Niemeyer chancellor and
perpetual rector (1808). Because of Niemeyer's association with the Prussian
cause the university was again abolished in 1813. When the institution was
reorganized under Prussian government in 1815, Niemeyer left his position
as rector, but retained superintendence of external administration as
chancellor. It is due to his talent and ability that the institution founded by
Francke continued and prospered. In pedagogy he established the principle
of humanity and his theological position was that of an honest rationalism of
the old type.
Relationship with physical education
Niemeyer adopts an attitude of moderation. In religion, he leaves the door
open to pietism and claims that, in addition to practical reason, pure reason
and revelation can also legitimately lead to faith. Likewise, there may be a
compromise solution on the moral level where, together with the total
gratuitousness of moral behavior, the supreme criterion of idealists, it admits
increasingly opportunistic motivations and does not reject even the
simulacrum of morality dictated by the most petty, in the belief that in this way
positive conditioning can be created.
In practice, the school will guarantee almost all systematic education, that is,
on the one hand the formal teaching of the faculties taken in isolation
culminating in the exercise of reason, in the love of higher intellectual
cultivation and in high morality – and on the other hand another, the
orientation towards truth, beauty and goodness, without which the faculties
would have no significance.
 Johann Heinrich Pestalozzi
(Also called Juan Enrique Pestalozzi; Zurich, 1746 - Brugg, Switzerland,
1827) Swiss pedagogue. Reformer of traditional pedagogy, he directed his
work towards popular education.
In 1775 he opened a school for poor children in Neuhof, inspired by the
model of Emile, the famous educational treatise that Jean-Jacques Rousseau
had published in the previous decade. The project failed, as did another
similar one carried out in Stans. In 1797 he published My investigation into
the course of nature in the development of the human race, his most
influential work. He resumed his pedagogical practices in a castle given by
the government, in Bern, an experience that he reflected in his work How
Gertrud Teaches Her Children (1801). Pestalozzi aspired to promote the
reform of society from an education that sought a comprehensive formation of
the individual. , more than the mere imposition of certain contents, and that
granted a wide margin to the initiative and observation capacity of the child
himself. His doctrine soon spread, and came to be greatly admired by
philosophers such as Fichte and pedagogues such as Johann Friedrich
Herbart, as well as by the majority of young pedagogues of the time.
Contributions to physical education
His image of physical education was not reflected in training athletes but in
developing bodily strength in harmony with the development of intelligence.
According to Pestalozzi, physical education is a necessary and delicious art
The poor are deprived of their benefits (that is, they did not see wealthy
classes). It is known that physical education gives health, preserves life,
provides means to distinguish oneself, fosters pretensions, grants position,
confers social status, engenders courage and is the prevention of many
diseases. Without it, all dignity is indispensable in the state and conservation
of the human body.
What nature lays as a foundation... is nothing other than the child's impulse to
the same activity.
The movements that begin as soon as you are born, the games with your
own body, etc.
Exercises as the basis of their comprehensive education: physical education
begins at home and is conditioned by it. The child's objective is to become
autonomous in two directions: intellectual, he must develop the capacities of
observation, thinking, comparison and understanding. In the aesthetic aspect,
the child has to become master of… his body as an instrument of his soul.
Gymnastics at home puts into activity all of the child's mental abilities: his
imagination, his memory, his combinatorial capacity, his judicial capacity and
his inventiveness. The gymnastics that Pestalozzi seeks is a corporal
education that considers mentally to be a mental means, considered morally,
to be a means of moral education; and seen from the aesthetic or artistic
angle related to having a good-looking body and beauty, it is a means of
aesthetic development.
The pedagogical nature of the gymnastics that we propose is simply about
continuing and completing the action of nature. He even has a detail of this
work written on his tomb that says; preacher of the town of Leonard and
Gertrude. Next, it will be mentioned how Gertrudis teaches her children,
which the author represents in a writing in the year 1801, where he proposes
to correct the intellectualist education of his time to do so, he rehearses,
experiments, and perfects a method; A technique that educates both the
heart and the hand, uses exercise and the method of intuition, is composed of
14 cards in which the steps that were observed in the training of children are
identified.
Francesco Petrarca
Francesco Petrarca (Arezzo, July 20, 1304-Arquà Petrarca, Padua, July 20,
1374) was an Italian lyricist and humanist, whose poetry gave rise to a literary
movement that influenced authors such as Garcilaso de la Vega (in Spain) ,
William Shakespeare and Edmund Spenser (in England), under the generic
nickname of Petrarchism. As influential as the new forms and themes he
brought to poetry was his humanist conception, with which he attempted to
harmonize the Greco-Latin legacy with the ideas of Christianity. On the other
hand, Petrarch preached the union of all of Italy to recover the greatness it
had had at the time of the Roman Empire.
Son of the notary Pietro (Petracco) di Ser Parenzo, he spent his childhood in
the town of Incisa in Val d'Arno, near Florence, since his father had been
banished from Florence by the black Guelphs in 1302 because of his political
relations with Dante, who was a white Guelf. The notary and his family then
went to Pisa and Marseille. The exiles arrived in Avignon in 1312 and
Francesco settled in Carpentras where he learned humanities with the
Tuscan professor Convenevole da Prato. He spent his entire youth in
Provence, assimilating troubadour poetry, and began studying law in
Montpellier at the beginning of the autumn of 1316; There he met several
members of the Colonna family, and then went on to the University of
Bologna; Even then he expressed a great love for classical Latin literature,
especially Cicero; but his father, an enemy of those readings, which he saw
as unprofitable, threw those books into the fire in 1320; Legend has it that
Petrarch's desperation was such that he had to remove what was left of them
from the chimney.
Contributions to physical education
Petrarchism is characterized by themes related to beauty, bucolism and
courtly love. As influential as his themes in poetry was his humanist
conception. Humanism is a Renaissance movement that advocates a return
to Greco-Latin culture as a means of restoring human values.
What was unique about Petrarch with respect to physical and sporting activity
was that on April 26, 1336 he climbed Mount Ventoso, in the 1909 m Alps,
and later wrote a memoir of the trip in the form of a letter to a friend. As at
that time it was not common to climb mountains, much less for no reason,
Petrarch is considered one of the precursors of mountaineering as a sport.35

 Plato
Plato was probably born in Athens or Aegina in 427 BC. and died in Athens in
347 BC He was a philosopher, apprentice of Socrates and teacher of
Aristotle. He is recognized for his dialogues, in which he talks about
philosophy, metaphysics, epistemology, ontology, ethics, politics, art, and
many other topics.
Plato was the son of Ariston, and was born into an aristocratic family, in which
some members had usurped the power of Athens after the Peloponnesian
War. That is why, despite belonging to the oligarchy, Plato on several
occasions showed his rejection of the government that Athens had at that
time. This can be evidenced in his works Political, Laws and Republic.
Speeusippus, his nephew, talks to us about his childhood and adolescence,
describing Plato's precocious mental agility. He also says that at first the
philosopher wanted to be an artist and that he was very interested in painting,
35
https://educacionfisicaculturafisica.blogspot.com/2012/10/francesco-petrarca-el-padre-del.html
drama and poetry, and that he even wanted to write tragedies; but all this
changed when Plato began to attend the meetings given by Socrates. And
this interest in art quickly changed into a hatred towards them, to the point of
promoting, in the construction of their Ideal State, the expulsion of poets. It is
known that, on the other hand, Plato dedicated himself to sports, physical
exercise and above all to athletic practices and gymnastics. In fact, it has
come to be known that “Plato” was not his real name, but Aristocles, and that
“Plato” was actually a nickname his gym teacher had given him because of
his broad back. Some even believe that he was a hunchback, and that he
fought in the Peloponnesian War and the Corinthian War.
Contributions to physical education
According to Plato, Physical Education is “a discipline whose results are not
limited only to the body, but can even be projected to the soul itself.”
According to Wuest & Bucher, Physical Education is “an educational process
that uses physical activity as a means to help individuals acquire skills,
physical fitness, knowledge and attitudes that contribute to their optimal
development and well-being.” Physical Education: “It is “a process or system
to help the individual in the correct development of their personal possibilities
and social relationships, with special attention to their physical capacities for
movement and expression.” Physical Activity: Any spontaneous movement of
the body produced by the contraction of skeletal or voluntary muscles, which
results in an increase in the metabolic rate (energy expenditure), such as
daily activities Physical Exercise: That physical activity that is carried out
carried out in a structured, organized, planned and repetitive manner, which
has the purpose of improving or maintaining physical fitness. Sport: That form
of physical activity that uses human motor skills as a means of integral
development of people. And they are divided into three groups: • Training
Sports • Recreational Sports • Competitive Sports • High-performance sports
with international projection. Education: According to Nixon & Jewllet (1980,
p. 28), education is a “continuing lifelong process of change, modification or
adjustment of the individual (outside or inside school)36
Physical exercises have always had a predominant role in Greece. This is
due to its warlike and civic potential. When Plato describes his ideal State, he
realizes the importance of the education of citizens, each one educated
according to the functions they would have in that State: if they are an artisan
they will be educated in their art, if they are a guardian they will be trained
through music and gymnastics in order to protect and monitor the Polis, if he
is a ruler he will be educated to govern through music, gymnastics and

36
https://historia-biografia.com/platon/
philosophy (mathematics, astronomy, musical harmony and dialectic)
(Republic, 473e).
Plato understands the education of the guardians in two moments, as we
said, in the teaching of music and the practice of gymnastics. Gymnastics is
for the care of man and involves a diet and specific behaviors (Republic,
410ff).37
Gymnastics must be practiced in a flexible and balanced manner (Republic,
403b) since it has hygienic purposes. The guardians, and among them the
rulers, should not be educated like athletes, since drowsiness and poor health
occur in athletes due to their excessive care of the body (Republic, 410b). It is
suggested not to exclude the women and children of the guardians from
these practices, because they must be educated in the same way as their
husband and parent (República, 452). What we have said so far is that
gymnastics has a specific function in the context of education in Athens, a
political, warlike and ethical function. All of this is ultimately framed by Plato's
interest in having the person govern himself and then be able to protect and
govern the community. Although Plato gives greater importance to the
practice of gymnastics by guardians and rulers, we cannot lose sight of the
meaning it has in his vision of the world and the person.38

Plutarch
Plutarch was born a little before the year 50 in Chaeronea, a Boeotian city
with an illustrious past in the history of Greece, but which at that time was
only a small town. He belonged to a wealthy family in the area and we know
the name of his great-grandfather. , Nicarco, because he mentions him in one
of his works lamenting the evils that the war brought to the area at the time of
the battle of Actium (Antonio, 58).3 His grandfather, Lamprias, also appears
as characters in his dialogues, who presents as a cultured man in the After-
dinner Talks and who must have remained alive well into his youth, his father
Autobulus, fond of hunting and horses, as well as two brothers: Timon and
Lamprias, the latter a priest in Libadea. Lamprias was also an Aristotelian ,
while Plutarch was a Platonist. During his studies in Athens, directed by
Ammonius, who taught at the Academy, he was directed towards
mathematics, although he preferred ethics; The title of a lost work by Plutarch
seems to indicate this: Ammonius, or Voluntary Non-Coexistence with Evil.
After completing his studies, he returned to Chaeronea, but the city required
37
http://juliocesarvallejos.blogspot.com/2013/04/segun-platon-la-educacion-fisica-es-una.html
38
https://www.revistaesfinge.com/filosofia/item/979-la-educacion-segun-platon
his services to discuss administrative matters with the Roman proconsul in
Corinth. .
Contributions to physical education
education; The human being will pursue more than ever that ancient and
Socratic maxim of “Know thyself.”
Nowadays, nothing distances us more from a good knowledge of ourselves
than the false image that is returned to us in the mirror of television,
dominated by commercial advertising and political propaganda, whose
fundamental mechanism for imposing its vision of things on us is flattery,
adulation. In relation to this, Plutarch's words take on a current and
clairvoyant meaning:
“It is necessary to separate children from all perverse men and, above all,
from flatterers. Well, I would also like to say now what I often repeat to many
parents: there is no species more depraved or one that, above all and quickly,
leads to the ruin of youth than that of flatterers, who annihilate parents and
children from the roots. children, grieving the old age of some and the youth
of others; offering pleasure as irresistible bait for their advice. Parents advise
their [rich] children to be sober, they to get drunk; let them be moderate, and
they let them be impudent; let them save, and they let them squander; that
they love work, and they that are negligent, saying: 'all life is an instant, it is
better to live not to vegetate'” On the education of children.

Pindar
There is little reliable news about his biography, despite the six Lives that
ancient authors have left behind. It is believed that he was born in
Cynoscephalas, Boeotia, around 518 BC. C. and that, according to tradition,
belonged to an aristocratic family. In fact, in the Vth of the Pythians he himself
seems to affirm that he comes from the lineage of the Aegeids, which is why
he will often express in his works a special sympathy for the Dorian
institutions.
He spent his childhood and early youth in Thebes and Athens, where he was
a disciple of Agathocles. Still very young, he participates in a poetry contest in
which he is defeated by the poetess Corina de Tanagra. It was she, and on
this occasion, who advised him to "sow with full hands, not with full bags."
The first Pindarian ode is the Xª Pítica and was composed when the author
was barely twenty years old. He soon becomes a renowned poet. As such, he
tours the main aristocratic courts of Greece: Cyrene, Syracuse, etc. Faced
with the invasion of the Persians, he adopted an attitude of compromise with
the enemy, which was the self-serving politics of his Theban homeland. On
this issue, Pindar clashed with another important poet, Bacchylides, who had
adopted a Panhellenic point of view and advocated bitter resistance to the
Persians, which he saw as a threat to all of Hellas. Pindar died in Argos in
438 BC. c.
Contributions to physical education
Pausanias, born around 110 or 115 and died around 180 AD, according to
Fernández-Galiano (1961), is the most important source of information on the
classical Olympic Games and in fact is considered by Piernavieja (1959) as
an inexhaustible source for sports history. Through authors such as
Piernavieja or Popplow we have learned that illustrious classical thinkers
such as Plato or Aristotle dedicated part of their work to chronicling the
Olympic Games and athletic events in general as part of the education of the
time. The transmission of culture from generation to generation has often
divided and restricted the history of classical thought. If we cite Aristotle or
Plato, we quickly think of Philosophy, Ethics or Education. But we do not
associate these thinkers with sport, since it is unknown in popular culture that
they were great narrators and chroniclers of the classic Olympic Games. In
this article we wanted to analyze the work Triumphal Hymns (1968) by
Pindar, considered one of the great lyric poets of classical Greece, and
specifically the Olympic odes.39
 Quintilian
Marcus Fabius Quintilianus; Calagurris Nassica, today Calahorra, current
Spain, around 30 - ?, around 100) Latin writer and rhetorician. Not much is
known about his biography; It is not even known if his father was the rhetor
Quintilian, named by Seneca the Elder in his Controversies. It is also difficult
to guess how long he remained in Spain before leaving for Rome, where the
bulk of his training took place. There, as Quintilian himself points out
throughout his work, he attended the grammar school of Quintus Remius
Palemón (also a teacher of Persio) and, later, he was very close to the
famous orator Domitius Afro (died in 59); He also remembers meeting
Seneca and the geographer Pomponio Mela. After completing his training in
Rome, it is assumed that he returned to Spain, where he remained for some
time until he returned to Rome, called by Servius Sulpicio Galba when he was
proclaimed emperor in 68.
Contributions to physical education
Meador, Quintilian's most original contribution to the theory of rhetorical
education is his doctrine about the "good man", his theory of moral integrity
39
https://www.efdeportes.com/efd162/pindaro-el-poeta-deportivo.htm
as a condition of "credibility" and as the foundation of all oratory: In summary,
the The system of rhetorical education that Quintilian defends has as its goal
the creation of the ideal Roman orator: a virtuous, efficient, courageous and
eloquent man (in Murphy, ed., 1988: 176). L. Conte Marín affirms that the
pedagogical ideas that guide the education of children in Quintiliano's
Institutiones, especially in his first two books, have been included in the
reform of current Spanish education, and they even fully coincide with the
didactic methodology of Physical Education (VV. AA. 1993: 31).
François Rabelais
François Rabelais /fʀɑ̃ˈswa ʀaˈblɛ/ (Chinon c. 1494 - Paris, 1553) was a
French writer, physician and humanist. He also used the pseudonym
Alcofribas Nasier, an anagram of François Rabelais (and that of Seraphin
Calobarsy, another anagram).
François Rabelais was the son of Antoine Rabelais (died 1553), a lawyer in
Chinon and seneschal of Lerné. According to Bruneau de Tartifume (1574-
1636), Rabelais would have been a novice towards the end of 1510 in the
monastery of Cordeliers de la Baumette (order of minor Franciscans), built
near the rock of Chanzé, in Angers. He received theological training and later
(doubtless at the beginning of 1520) went to the Franciscan convent of Puy-
Saint-Martin in Fontenay-le-Comte, where he became a monk around
October 1520.

He soon manifested a typically humanist curiosity. Pierre Lamy introduced

him to Greek studies and encouraged him to write to Guillaume Budé.
Rabelais was interested in ancient authors and would correspond with other
famous humanists. With Pierre Lamy, Rabelais frequented the house of the
Fontenay jurist André Tiraqueau, where the talents of the region gathered;
There you will find Amaury Bouchard and Geoffroy d'Estissac, prior of the
Benedictine Abbey of Maillezais.
In 1523, after Erasmus's comments on the Greek text of the Gospels, the
Sorbonne tried to prevent the study of Greek; At the end of this year Rabelais
and Pierre Lamy's superiors confiscate their Greek books. Although they are
gradually returned to them, Rabelais resolves to change his monastic order.
Supported by Geoffroy d'Estissac, who welcomed him into his abbey of
Maillezais, Rabelais presented a petition to the Pope in this regard,
motivating it in the excessive austerity of the rule of Saint Francis.
Already a Benedictine, Rabelais served as Geoffroy d'Estissac's secretary
and accompanied him on inspection trips to his lands and abbeys. He will
spend time at the Ligugé Priory, habitual residence of Geoffroy d'Estissac,
where he will meet Jean Bouchet. At the nearby monastery of Fontaine-le-
Comte, he again sees the noble abbot Antoine Ardillon.
Contributions to physical education
In the pedagogical field, François Rabelais not only criticized the social and
educational customs of his time but also proposed a new pedagogical plan;
He examined that of some pedagogues and celebrated that of others in his
famous novels Pantagruel and Gargantua, considered among the most
important in the history of French literature. Rabelais's pedagogical thought
contains the idea of complete or “integral” training, as his countrymen point
out. Therefore, this pedagogical plan conceives physical education along with
intellectual and moral education as a way to contribute to the formation of
man as a whole.
F. Rabelais advised the practice of different activities such as jumping,
swimming, slingshot and arrow shooting, swordplay, horseback riding,
wrestling, weightlifting and gymnastics, as well as hygienic exercise. , games,
hobbies and expeditions, hence it is considered one of the precursors of
physical education. Among the activities mentioned, he considered
gymnastics and games very important for education; also life and experience
as a great teacher, and the understanding and good sense to govern human
acts.
Jean-Jacques Rousseau
Jean-Jacques Rousseau was born on June 28, 1712 in Geneva, Switzerland
and died in Ermenonville, France, on July 2, 1778.
He was a writer, philosopher, botanist, naturalist and musician of the
Enlightenment, despite the profound contradictions that separated him from
the main representatives of the movement. His first years of life, especially
hard, marked his existence and his thinking. Due to religious reasons, the
Rousseau family was exiled to Geneva when it was an independent city-
state.
Isaac Rousseau was a watchmaker, and was part of a group of artisans in the
Saint-Gervais neighborhood. His mother, Suzanne Bernard, died nine days
after giving birth and Jean-Jacques, who was raised by his maternal aunt and
his father Isaac Rousseau, educated him at home, reading with him all kinds
of novels and stories, including Astrea de D 'Urfé and the Parallel Lives of
Plutarch. These readings fueled Rousseau's fantasy and increased his
sensitivity.
Due to a duel, his father was forced to exile from Geneva to avoid prison, so
he abandoned little Jean-Jacques at the age of ten, who was taken in by his
uncle. With this family he enjoyed an education that he would consider ideal,
describing this time as the happiest of his life. Together with his cousin,
Rousseau was sent as a pupil to the home of the Calvinist pastor Lambercier,
in Bossey, for two years. In the shepherd's school he received a certain
school education for the first time. There Rousseau, in the countryside, spent
two happy years.
Contributions to physical education
Rousseau's concerns regarding bodily care were important to bring up the
need for concern in that sense. On the other hand, we must think to what
extent what the author addressed in relation to the body corresponds to the
merit that he so easily gave him. is attributed: having been a revolutionary,
since he inaugurated a pedagogical proposal that took into account the
education of the body, seeking autonomy, freedom and the formation of the
"integral man", this is integrated into body and mind2. Keeping this question
in mind, I will try to carry out an analysis of Rousseau's thinking about the
education of the body, through his work "Emile or Education", more
specifically in chapters I, III and IV, trying to identify his main ideas. . Before, I
will develop a succinct reflection on Physical Education as a regulatory
possibility of human potential, through its work, regarding the education of the
body.

Physical activities as a means of education for work

The identification of physical activities as a means of education has been
propagated for a long time.
Allied to other events of the time, such as the Reformation and the advent of
great inventions, the Renaissance led to the emergence of rationalism and
modern humanist thought. From rationalism arose the idolatry of scientism
and experimentation, which resulted in the development of experimental
methods, empiricism, scientific observation and verification. From humanism,
the cult of the body as an instrument of the soul emerged, returning to
Juvenal's maxim "mens sana in corpore sana", because by rescuing Greco-
Roman culture, it reborn its ancient spirit, awakening even more the taste for
science and knowledge - whose later influences were fundamental for
Physical Education.
In that period, another look at the body was designed, promoting a certain
revitalization of interest in body culture, although the practice of physical
activities had not been presented as a systematized methodological proposal.
Concern for health imposed certain care that varied from attention to food,
clothing, habits and customs, seeking to strengthen individual moral
conscience, also facilitating self-control, which corresponded to doctors and
educators, a fundamental action for its concretion.
Gymnastics appeared, meanwhile, as an essential element for the education
of the total man, since it served to enrich the spirit, ennoble the soul and
strengthen the body. The aim was to educate a healthy individual, in body
and spirit, capable of facing the vicissitudes of an active life. Physical
activities should be applied in a way to achieve ethical, social and hygienic
purposes. Ethical because they were considered a valid instrument of
discipline and training of youth; social, predominantly military, because they
fortified the body, making it more resistant to the fatigue of war and therefore
useful to the country; hygienic because they were treated as an indispensable
means to strengthen the body and maintain bodily health
In all this set of objectives, a rigorous disciplinary control was implicit,
manifest in the unfolding of each method and in the conception of the human
being (biological) and of movement (anatom-mechanical) that they supported
and for which Physical Education directed its attention.
Vittorino da Feltre
Vittorino Ramboldini, better known as Vittorino da Feltre (Feltre, 1372 or 1378
- Mantua, February 2, 1446)1 was an Italian humanist and educator.
The son of a notary, he went to Padua to study at the University of Padua,
where he was a student of Gasparino de Barzizza. In 1422 he obtained
professorships in Philosophy and Rhetoric at the University of Padua. Later,
he worked as a professor of mathematics and classical languages (Latin and
Greek). His mentors Pier Paolo Vergerio, author of the first treatise on the
pedagogy of humanism, and Guarino Guarini of Verona, with whom he
perfected Greek in Venice, influenced his conceptions of education. He also
had Juan de Ravena and Gasparino Barzizza as teachers in the literary
disciplines, and Jacobo de Forli in the physical and astronomical sciences.
He was invited to Mantua by Francisco I Gonzaga and settled there in 1422.
He soon founded (in 1423) a school there under Christian ideals united with
those of humanism. He called it Ca' Gioiosa, which means The House of Joy.
He established it away from the hectic and mundane court life, in a town that
Gonzaga, his collaborator, left at his disposal. He lived with the same
students in the same house, which is why it is considered that he founded the
first secular boarding school.
Contributions to physical education
He was the first humanist to develop a physical education curriculum. Their
program incorporated archery, racing, dancing, hunting, fishing, swimming,
fencing, wrestling and jumping. According to Vittorino, physical education
should be considered like any other discipline within the individual's
educational process, since it is essential for learning in other fields of
knowledge. Additionally, it was important for disciplining the body, preparing
for war, and for rest and recreation. He is credited with creating special
exercises for children with physical disabilities.40
It had the double prestige of antiquity and its precise conceptions. He was a
professor at the University of Papua when, in 1425, he was called by Prince
Juan Francisco Gonzaga of Mantua to educate the children of the nobility.
De Feltre had the school furnished that he installed in a Villa in Mantua and
called it La Casa Giocosa (The House of Joy) where paintings were seen in
which children appeared in a playful attitude. This school began true secular
education in Italy, since it used methods completely opposite to those that
characterized monastic education during the Middle Ages, both in its
purposes and in the way of treating children.
La Giocosa had large grounds for the practice of such varied activities and
student participation was mandatory. Feltre himself joined the boys at
exercise time, which took up a considerable part of the schedule, and led
occasional excursions to places near and far including the Alps. The “Casa
Giocosa” is considered Vittorino's great pedagogical work by defending the
idea that school does not have to be an uninteresting, unpleasant place, a
heavy burden or something obligatory, but rather a comfortable, happy and
useful place. for life. The very name of the institution created by him already
suggests an entire pedagogical program and a sample of the style with which
Vittorino wanted to set his teaching. For this pedagogue, the path of
education was impossible without Physical Education. Referring to the
classical world, especially Greek culture, he saw the foundation of physical
activity in the Greeks in the idea that perfection was not possible without the
beauty of the body. According to Vittorino's criteria, physical education was as
important as any other discipline in the educational process of students,
because it could contribute to the learning of other areas of human
knowledge. It was also important as a way to discipline the human body,
prepare for the defense of the homeland, rest and physical recreation.
Juan Luis Vives
He died on March 6, 1492. The Vives family was important within the nucleus
of Jewish, religious and economically well-off merchants in the city of

40
Sambolín, 1979, p.13; Wuest & Bucher, 1999, p.157
Valencia. To protect the lives of their families as well as their property and
also avoid the risk of being expelled, they were forced to convert to
Christianity. However, they continued practicing Judaism in a synagogue that
they had in their house and where Juan Luis's first cousin, Miguel Vives, was
rabbi. But the Inquisition discovered Miguel and his mother in the synagogue
in the midst of liturgy, thus beginning a process against the Vives family at the
hands of the Inquisition. At the age of fifteen, Juan Luis Vives began studying
at the University of Valencia, founded five years earlier. He went to this center
from approximately 1507 to 1509.
The process against his family continued and in 1509, his father, concerned
about the direction the matter was taking, decided to send his son to study
abroad. Thus, in the autumn of 1509 Vives left for Paris to perfect and expand
his knowledge at the Sorbonne University, a center of attraction for many
students of the Crown of Aragon and where many Spanish professors taught.
He finished his studies in 1512, reaching the degree of doctor and moved to
Bruges (Belgium) where some families of Valencian merchants lived,
including that of his future wife, Margarita Valldaura.
Contributions to physical education
He focuses his reflections on how to make the school form a virtuous man.
The school institution is established around virtue and in it, the teacher, with
his example, becomes a model of behavior for his students. In the Treatise of
the Soul, Vives assigns the school the purpose of ensuring that a man is
formed who approaches objects virtuously.
Her contribution to pedagogy is recorded in the work The Instruction of the
Christian Woman, which means a vindication of feminine pedagogy. For the
author, Christian virtue and intellectual culture mutually support each other in
female education. A man who approaches objects virtuously is formed.
Le boulch
He was born on January 28, 1924, in Brest, capital of Bretagne (France) into
a modest family. Under the occupation, he studied as a teacher at the St-
Brieuc Normal School. A renowned athlete and basketball player, in 1945 he
prepared the competition to enter the École Normal Supérieur d'Education
Physique in Paris, where he would share a classroom with two other
renowned innovators of Physical Education: Pierre Vayer and André Lapierre,
who would never meet again. in a professional scientific event until we
ourselves brought them together at the first International Conference on
Psychomotor and Body Education, which we organized in Madrid, in March
1980. In 1947 he joined CREPS (Regional Center for Physical Education and
Sports) as a teacher in Dinard, in his beloved Brittany, where, despite
traveling around the world and working for a long period in Paris, it would be
his continuous residence until the end of his life. He teaches courses,
prepares teachers to enter competitions, works with children and disabled
people, and begins to question the established Physical Education model,
characterized by "constructive", analytical and systematic gymnastics and by
the "natural exercises" of the games, and dance for girls, options that divided
the contents, while he was interested in the Physical Education unit.
Contributions to physical education

From this time is his first publication: “L'éducation physique fonctionnelle à

l'école primaire” (1952), where he shows that “the exercises themselves are
not natural or sporting, nor can they be grouped into “structured gymnastics”
or "functional gymnastics", quantitative or qualitative, because the educator's
approach and the motivations, needs and intentions of the subject are
determinants of physical motor development. From that very moment, his
intellectual and professional career was forged consisting of searching,
clarifying and developing the scientific foundations of Physical Education and
assume a demanding attitude of transformation and improvement of Physical
Education, against the intolerance and rigidity of the administration of
National Education.
When the CCIP pedagogical research team was dissolved in 1972, it
continued its research on its own, participated in Symposiums and
Congresses and encouraged teachers to generate a global Physical
Education, against the official substitution of its contents, by the teaching and
learning of physical and sports activities, the (APS). It receives criticism, not
only from the Administration but from the Teachers' Unions, especially from
the communists, among which the controversy with Monique Vial was
proverbial. He vents his discomfort with a constructive approach in his book
Face au sport, (1977), which is not a diatribe against sport, but rather a
theoretical-practical development from the biological and psychological
sciences, endorsed by the experience of his inseparable Mme Essioux. , a
true transcript of Piaget's collaborator, Bärbel Inhelder, from whom he will
take the arguments for the renewal of his “old” book “Education through
movement” through “the conciliation of socio-cultural demands with the
consideration of the individual not as a simple mechanism, nor as an abstract
entity totally detached from reality.” In this way, it incorporates the Piagetian
conception of “assimilation, accommodation and internalization” and
maintains that the harmony of this process resides in the psycho-affective
conditions of the movement in all its manifestations: dynamic-tonic, personal-
relational and involuntary voluntary, placing the emphasis on “not
decomposing, analyzing and dissecting the movements, but rather
considering the individuals who move, globally, with personal intentionality in
the execution of the movements occupying the foreground.”41

41
http://viref.udea.edu.co/contenido/publicaciones/memorias_expo/educacion_fisica/cuatro.pdf