College of Teacher Education

URDANETA CITY Music, Art, Physical Education and Health Department

UNIVERSITY
Owned and operated by the City Government of Urdaneta

Name: Ching, Jon Ellis M.________________ Date: _______________

Course: BPED 1 BLOCK 2________________ Score: ______________
Code: E416_________

ASSIGNMENT No. 1

1. PHYSICAL EDUCATION IN ROME

 Physical education was based on the notion of mind-body synergy as it was developed
by the Greeks. Romans placed further emphasis on honing physical strength as a
necessary element of a militaristic people.

2. PHYSICAL EDUCATION DURING DARK AGES

 During dark ages was the fall of the Roman Empire 476AD which the land that is
experienced glory and grandeur. They were teutonic barbarians wherein tribe people
where lived a life characterized by much physical activity were strong and healthy

3. TWO MAJOR MOVEMENTS DEVELOPED DURING DARK AGES

 Asceticism a belief that one can attain high spiritual level though solitude
mortification of the flesh and devotional contemplation
 Scholasticism a belief that most essential items in one’s education thar life I
development of the mental or intellectual powers.

4. PHYSICAL EDUCATION DURING THE AGE OF FEUDALISM

 Feudalism is a system of land tenancy. It is developed as a result of integration of the
Roman Empire, where individuals sought protection within the umbrella of the strong
Lords or the nobles to form education which is upon to the children of the nobles
namely:
 Clergy education /priesthood
 Knighthood

5. PHYSICAL EDUCATION DURING THE RENAISSANCE PERIOD

 The Renaissance Period helped to interpret the worth of physical education to public in
general. The belief became prevalent that physical education is necessary for health, as
a preparation for warfare, as a means of developing the body. However, the important
contributions that physical education can make to the esthetic, social and moral life of
society.

6. POPULAR RECREATION IN PRE-INDUSTRIAL BRITAIN

In pre-industrial Britain, sports clearly reflected the society. In the main sports were
of two types:
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 College of Teacher Education
URDANETA CITY Music, Art, Physical Education and Health Department

UNIVERSITY
Owned and operated by the City Government of Urdaneta

 The sports of the aristocracy- complex and refined, such as real tennis and
fencing
 The sports of the peasants-the so-called ‘mob’ games.

The Mob Games and other people’s sports were closely associated to the church
calendar of holy days and wakes and to the farming year of spring and harvest.
These sports were a chance for the people to meet as a community and ‘let off
steam’.
They were not really sport in the modern sense there were very few (if any) rules,
the game being a kind of free-for-all. They were also not played often, sometimes
only once a year (for example the annual Ashbourne Football game was played once
a year on Shrove Tuesday).

7. THE ORIGINS OF SPORT

 The oldest sports were probably gymnastic displays. One of the earliest
recorded forms of sport is evident in Minoan Crete - this is bull leaping, in
which slaves leap over the horns of a bull. Records of bull leaping give us a
glimpse of the function of this ancient form of sport, mainly as a spectacle with
some ritualistic or religious element. To the Minoans the bull symbolized God.
Wrestling originated in Graeco-Roman times. Wrestling was considered as
the‘ultimate sport’ because it was one-on-one and could end in the death of one
participant.

8. HISTORICAL LINKS OF VARIOUS SPORTS

 INVASION GAMES: These games, such as rugby and football, are warlike
games, where the object is to invade the opponent’s territory. The origin of
these games lies in mob games in which one part of a community played
against another part, usually to defend or steal something.

 TARGET GAMES: These games involve use of marksmanship and include

sports such as archery, with its clear link to war/defense and also sports such
as golf and bowling. The urge to aim to hit targets is almost innate in humans.

 COURT GAMES: Court Games originally reflected culture- sophisticated games

were thought to represent sophisticated culture. Such games include lawn
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 College of Teacher Education
URDANETA CITY Music, Art, Physical Education and Health Department

UNIVERSITY
Owned and operated by the City Government of Urdaneta

tennis, badminton, etc. The sports are non-contact because the opponents
are on opposite sides of a net. Because of the sophistication and expense these
games were often confined to the upper class.

 FIELD GAMES: Sports such as hunting, shooting and fishing are associated with
finding food and survival but also the enjoyment of the chase. These sports have
also been associated with the upper classes, although the working classes found
a similar satisfaction in “coarse fishing” and in animal baiting.

9. A BRIEF OVERVIEW OF THE HISTORICAL DEVELOPMENT OF MODERN SPORT

 At the beginning of the nineteenth century (19th century), public schools began
appear for the upper classes. Very quickly these became an essential element of
training to be a gentleman. . They were also to play a very important role in the
development of modern sport.
 Initially the boys took the rural sports into the schools and with some
adaptation carried on the sporting traditions of an upper class gentleman. The
games of hare and hounds or cross country running became substitutes for
hunting, but games and sports were increasingly used for educational purposes.
Football is the most popular example of this transformation. With its roots in
the mob festivals of the populace, football was transformed by public schools
into an organized regular game with rules and played an essential role in
the education of a gentleman whose destiny was lead and develop Empire

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