Article 1, International Charter of Physical Education and Sports, UNESCO, Paris, 1978 and

Recommendation 1, International Disciplinary Regional Meeting of Experts on Physical Education,

UNESCO, Brisbane, 1982 –

“The practice of physical education and sport is a fundamental right of all…”

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

Article XIV, Section 19, 1986 Constitution of the Republic of the Philippines –

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

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

Definition of Physical Education

Jesse Feiring Williams (1977) “education through the physical”.

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

Robert P. Pangrazi (1998), “physical education is that phase of general educational program that
contributes to the total growth and development of each child through movement experiences”.

Deborah Wuest and Charles Bucher (1999) defined physical education as “an educational process that
uses physical activity as a means to help individuals acquire skills, fitness, knowledge, and attitudes that
contribute to their optimal development and well-being”

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

PHYSICAL ACTIVITIES IN THE PRIMITIVE SOCIETY

Participation in physical activities in the this society was practical. Strong, agile, and powerful body were
necessary to carry on the demands of this life.

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

Egypt- Popular activities were swimming, since civilization's life was based on rivers. Wrestling which
was participated in by the nobility, the soldiers, the merchants, and the unskilled laborers; and
gymnastic activities and games using the skills of fighting and war.
China- Dancing was popular that a man's prestige often depended on his prowess as a dancer. When this
ancient era felt weak, Cong Fu, a mild exercises, similar to gymnastics-oriented calisthenics and
developed in 2698 B.C was designed to prevent diseases and keep the body in good organic conditions.

India- Became very popular in India was Yoga, which was a unique activity involving exercises in posture,
regulated breathing, to discipline the mind and the body.

Hindu dancing was considered the oldest of organized dancing.

PHYSICAL EDUCATION AND SPORT IN GREECE

Gymnastics was believed to contribute to courage, discipline, and physical well-being. It stressed a sense
of fair play, development of the individual's aesthetic values, amateurism, and the utilitarian values
inherent in the activity.

Plato- he believed that gymnastics and music, which were identified as "physical education" and
"academics" respectively educates the body and the mind/soul.

Aristotle- he believed that athletics enables youth to develop strong, healthy citizens who would defend
Athens in time of war and serve her in time of peace.

Herodotus (Herodikos)- he used physical education as an aid to medicine as early as the 5th century.

Hippocrates- he proclaimed the law of use and disuse of the parts of the body. He believed that the
parts of the body are strengthened through use. Muscle atrophy and weakness are results of disuse.

Xenophon- thought of physical education as important in terms of military.

PHYSICAL EDUCATION IN THE MIDDLE AGES

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

St. Thomas Aquinas- the greatest scholastic of all time

PHYSICAL EDUCATION IN THE RENAISSANCE PERIOD

With the emergence of the philosophy of humanism and its concepts of the "universal man", physical
education became more valued. Good physical health was believed to promote learning. A person
needed rest and recreation from study and work.

PRE-SPANISH PERIOD

Cockfighting, introduced by the Malays and considered a favorite sport was popular. Dancing was a
religious activity with several purposes and officiated by a priest or a priestess. War dances were
performed.

SPANISH PERIOD- The Fandango, the Jota, the Curacha of Spain; the Polka, and Mazurka of Central
Europe; and the Lanceros and Rigodon of France were introduced by the conquistadores to lure the
Filipinos to be converted to Christianity.
1901 – Physical exercise was one of the subjects introduced in the public schools, and regular program
of athletics was developed.

1905 – Baseball and track and field were introduced and taught to young boys.

1909 – Athletic program for the schools emphasized the playing of western sports and coaching of
tennis.

1910 – Basketball was first introduced as a game for young girls at the Carnival Meet held in Manila but
was later discontinued in 1914 because it was found very strenuous for the girls. Later, indoor baseball,
tennis, and volley- ball were introduced.

1911 – The “Athletic Handbook” was published by the Bureau of Education where the first part
prescribed few simple games and relays; the second part contained the rules for baseball, basketball for
girls, volleyball, indoor base- ball, track and field, and lawn tennis.

January, 1911 – the Philippine Amateur Athletic Federation (PAAF) was organized to control amateur
sports in the Philippines.

1914 – In cognizant to the implementation of the “play for everybody” policy of the Bureau of
Education, the Teacher’s Vacation Assembly started in Manila to give special training to Filipino teachers
to be able to conduct various physical activities, and in turn recipients of the special training taught at
the provincial normal schools.

March 5, 1919 – A syllabus entitled “Physical education: A Manual for Teachers” was published as a
result of the plan in 1918 for a definite course of study in Physical Education, submitted by a special
committee of superintendents.

1920 – Physical Education was made a required subject in all public schools. A rating of 75% which was
based on attendance in the required exercises is necessary for promotion every year from grade four to
fourth year high school. However, the grade was not included in the computation of the general
average.

1928 – A Summer School for Coaching was opened by the Office of the National Physical Education
Director in cooperation with the Bureau of Education to help the public school teachers who are in-
charge of athletics to improve their coaching methods.

1937 – Physical Education was made a curricular subject in the secondary schools where the grade was
not only based on attendance but in proficiency in skills as well. The grade was included in the
computation of the general average.

1939 – Women’s track and field was added in the program of the National Inter- Scholastics.

JAPANESE PERIOD

period that obliged all public schools to perform daily calisthenics on air called the Radio Taiso, where
Japanese instructors were provided.

Physical Fitness Development Objective -The development of the various organic system of the body is
necessary for an individual to have the ability to sustain adaptive efforts, to recover and to resist fatigue
Motor Skill Development Objective -This objective is concerned with developing body awareness,
making purposeful physical movement with a little expenditure of energy as possible, and being
proficient, graceful, and aesthetic in this movement.

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

Social-Emotional-Affective Development Objective -This is concerned with assisting an individual in

making personal and group adjustments as well as adjustments as a member of society.

PHYSICAL EDUCATION

Is an integral part of the education program which aims to promote optimum development of an
individual physically, mentally, socially, emotionally and even spiritually in the performance of properly
selected physical activities.

Fitness

ability to carry out daily tasks efficiently.

Physical Fitness

refers to the ability of an individual to perform his daily tasks efficiently without undue fatigue and has
some extra "reserves" in case of emergency.

Social Fitness

ability to mingle with different types of people and interest and concern for others.

Emotional Fitness

ability of an individual to control his emotions or feelings.

Mental Fitness

ability to cope with common problems of everyday living

Total Fitness

refers to the fitness of the whole person including physical, mental, social and emotional fitness

Health-related Fitness

Cardio Respiratory Endurance

ability of the lungs and heart to take in and transport adequate amounts of oxygen to the working
muscles

Muscular Endurance

ability of the muscles to apply a sub maximal force repeatedly or to sustain a muscular contraction for a
certain period of time

Muscular Strength- the maximal one effort force that ca be exerted against a resistance.
Flexibility

the functional capacity of a joint to move through a full range of motion

Body Composition

the ratio of lean body tissue (muscle and bone) to body fat tissue

SKILL-RELATED FITNESS

Agility

quickness of movement

Speed

the ability of the individual to make a successive movement of the same kind in the shortest time

Balance

the state of equilibrium

Power

refers to muscular power which is the ability to release maximum force in the shortest period of time;
the ability of the muscle to exert effort

Reaction Time

the amount of time it takes to start a movement once your senses signal the need to move

Coordination

the ability to use the senses together with body parts in performing tasks smoothly and accurately

Physical ability tests- typically ask individuals to perform job-related tasks requiring manual labor or
physical skill.

Muscular Tension Tests - Tasks requiring pushing, pulling, lifting.

Muscular Power Tests - Tasks requiring the individual to overcome some initial resistance. (e.g.,
loosening a nut on a bolt)

Muscular Endurance Tests - Tasks involving repetitions of tool use. (e.g., removing objects from belts)

Cardiovascular Endurance Tests - Tasks assessing aerobic capacity. (e.g., climbing stairs)

Flexibility Tests - Tasks where bending, twisting, stretching or reaching of a body segment occurs.

Balance Tests - Tasks in which stability of body position is difficult to maintain. (e.g., standing on rungs of
a ladder)

Supination- body facing upward/ palm facing up

Pronation - body facing downward/ palm facing down

Pronation - body facing downward/ palm facing down

Dorsi flexion - pointing up (feet)

Flexion - compression of muscle. Illustrated example is flexion of biceps and triceps

Extension – relaxation of muscle. Opposite of flexion. Illustrated example is extension of biceps and
triceps

Hyperextension - next movement after extension

Circumduction - cone movement Abduction - act of moving away the midline. Illustrated example, arms
moving away from the body (body serving as the midline.)

Adduction - moving back to anatomical position

Elevation - moving up. Illustrated example is elevation of body through tip-toe

Depression - moving down. Illustrated example, moving down of shoulders

Opposition - thumb and little finger move together.

Reposition - thumb and little finger going back to its anatomical position