PED 101:

Philosophical &
Socio-Anthropological
Foundations of PE &
Sports
COURSE MODULE
AUTHOR
Jay P. Mabini

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 Learner’s Guide
As you begin working on this module, please take
time to read the notes below to guide you in
completing the module.

1. Every lesson in this module has objectives. These are

your targets to be achieved at the end of the lesson.
2. Always visit the instruction/direction panel for you to be
guided in answering and submitting your outputs.
3. Make sure to check the allotted time frame for each
activity. For your reference, please see the time
framework for you to plot it with your own schedule. See
to it that you accomplish at least one (1) activity in a day.
4. Needed materials are indicated in every lesson. As much
as possible, provide the materials for you to be able to
actively participate. (Smart phones can be used in the
absence of computers, laptops, and other similar devices.)
5. Every lesson has parts which requires you to participate in
an (1) activity, (2) analyze, (3) read and understand, and
(4) apply the lesson that you have learned. All these parts
are in a form of activity (other lessons will require you to
compete a metacognitive activity). Comply all the
requirements in each part for you to complete the lesson.
6. Suggested readings after this module is also encouraged
to supplement and enrich the lessons you learned and
other similar important topics.
7. Do not hesitate to raise your questions to your teacher, a
separate chatroom will then be organized for your
concerns.
8. Good luck and stay safe!

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 TABLE OF
CONTENTS
Course information 4
Overview 6
Let’s get started 9
Key Terms 11
Lesson 1 12
 Let’s Explore 13
 Think & Reflect 14
 Engage & Discuss 15
 On the Spotlight 25
 Enrichment 25
Lesson 2 26
 Activating Thinking Skills 27
 Think & Reflect 28
 Engage & Discuss 30
 On the Spotlight 40
Suggested readings 45
References/resources 45
Answer Key 47

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 COURSE INFORMATION

Course Description: Philosophical and Socio-

anthropological foundations of physical education and
Health
Course Code: PED 101
Pre-requisite: None
Course Credit: 3 units
Year Level: First Year Pre-service Teachers
Semester Offered: 1st Semester

Evaluators Lay-out Artist

Content Writer
Prof. Rulf Alcober Mr. Jay P. Mabini
Mr. Jay P. Mabini
Ms. Maricar Tegero

A Learning Module in PED101

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 My Personal
Philosophy in
Physical Education

A Learning Module in PED101

A Learning Module in PED101
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OVERVIEW
Welcome to module 1!
Are all those physical education classes we've all taken
important? Some might say no, but sure we got to have some fun
playing sports with our friends and classmates. Is that all there is
with physical education? Of course not. The philosophy behind
physical education entails theories and principles that teach
students the mechanics of physical activity, why it's important,
and how they can and should remain physically active and
productive on their own.
It goes much deeper than that. Underlying this outward
manifestation of physical education is the understanding that if
students learn all of this and apply it, it will benefit them
tremendously in terms of physical and mental well-being. This
will, in turn, benefit the entire nation since healthier people do not
take up as many healthcare resources. Clearly, good physical
education affects the health and economics of individuals and an
entire nation.

My personal philosophy in physical education is the first

module of the course philosophical and socio-anthropological
foundations of physical education and health. This study session
will introduce you to the diverse justifications on the educational
value of physical education. Consequently, we will look closely
on the traditional and modern philosophies of physical education
which will help you in understanding philosophical backgrounds,
influences, applications of the philosophy, and clear justifications

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of your personal philosophy on education. The end goal of this
module is for you to articulate a personal philosophy of physical
education that is learner centered.

Let’s look at the learning activities of module 1. You will

complete the various tasks that includes identifying,
A Learning
understanding, andModule in PED101
analyzing specific situations adhering to the
central tenets of the philosophies. All this activity will guide you
and will lead you to articulating your personal philosophy in
physical education.

The role of your course instructor is to guide you in the different

learning activities to ensure that your expected outputs are
delivered as suggested by the date of completion, hence achieving
the module outcomes. He/she will give timely feedback of your
outputs in the learning platform.

OVERVIEW
By the end of this module, you will be able to:
1. identify the philosophical foundations of physical
education;
2. identify the influences of the various philosophies of
physical education;
3. analyze specific applications of the traditional and
modern philosophies;

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 4. demonstrate content knowledge on the nature,
background, concepts, and objectives of physical
education;
5. articulate a personal philosophy of teaching physical
education; and
6. justify your own philosophy in teaching physical
education.

Module 1 activities are listed below, followed by estimated time

allotment for each activity. We have also suggested specific days
whenAtoLearning
finish each
Moduleactivity. These guidelines will help you finish
in PED101
all activities by the end of Week 1.

Module 1 Dates:
October 2020
Learning Activities Suggested Suggested
time to Deadline
finish
1. Take the diagnostic test
2. Complete the Let’s Explore Activity
3. Create your own definition
4. Write an essay on contemporary nature of
PE
5. Illustrate the allied fields of PE
6. Write a lesson on development objectives
7. Cite other legal basis of physical education
8. Complete the glimpse of the past activity
9. Write and post a spoken-word poetry on
the discussion panel

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 10.Read about the traditional philosophies of
physical education
11.Watch a video about a personal philosophy
in physical education
A Learning
12.Answer a quizModule in PED101
on the practical applications
of the traditional philosophies in physical
education
13.Take a matching type quiz on the
classroom situations
14.Complete the on the spot activity
15.Justify your own philosophy by
comparing/contrasting to an existing
philosophy
16.Write an essay on the topic given

Let’s get started (Diagnostic Test)

Before you begin your journey in this module, let us try to
evaluate what you know about the philosophies as applied in
physical education. Here, we will try to look into your
conscious observation while you are learning philosophical
foundations of physical education.

Accomplish this diagnostic test by providing answers to the items

listed below. You may also answer the test offline by encircling
the letter that corresponds to your answer.

1. Which of the following reflects a pragmatic teacher of

physical education?

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 a. Provides activities that give students the opportunity to
develop the qualities of honesty, courage, creativity,
and sportsmanship.
b. When the physical educator uses problem-solving
method in teaching an activity to effect learning
c. Provides individualized learning through self-activity
that leads to the attainment of individual goals.
d. Uses drills extensively after instructions

2. What is the concern of the physical educator in teaching for

skill learning?
a. The physical educator is concerned with attitudes,
appreciations, and values toward physical education.
b. The physical educator is concerned in increasing the
individual’s knowledge, improving problem-solving
abilities, clarifying, understanding, developing and
identifying concepts.
c. The physical educator is concerned with motor learning
A Learning Module
and motor in PED101
control
d. The physical educator is concerned with the
development of motor skills.

3. The physical education teacher grouped the students in his

class and gave important task to be accomplished. One of his
objectives is to give opportunities to each member of the
group to make his own decision. What is this kind of
opportunity?
a. Acquire the need for affection
b. Feel the sense of belongingness
c. Be independent
d. Achieve social approval

4. All the statements are naturalistic view of physical education

EXCEPT

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 a. Developmentally appropriate physical activities at all
levels of instruction are used
b. Activities are socializing in nature
c. Physical educators emphasize individualized learning
d. The physical educator allows normal growth

5. What kind of teacher is Kent if he emphasizes self-directed

learning, promoting discovery learning, caters all learning
styles and intelligence, and considers the needs and interests
of the learners which is very much student centered?
a. Progressivist
b. Humanist
c. Existentialist
d. Naturalist

KEY TERMS
AsA Learning
you navigate
Module inthe module, you will encounter the
PED101
following terms which will aid your comprehension in the
different learning activities.

Motor Control is the study of neurophysiological and behavioral

processes affecting the control of skilled movements.

Motor Learning is the study of acquisition of movement skills as

a consequence of practice

Personal Philosophy is a subjective philosophical belief of the

students in physical education and the end goal of this learning
module.

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Philosophy the study of the fundamental nature of knowledge,
reality, and existence, especially when considered as an academic
discipline.

Physical Education is that phase of general education program

that contributes to the total growth and development of each child
through movement experiences (Pangrazi, 1998). With the
understanding of the nature of human beings in which wholeness
of the individual is the Understanding of fact, physical education
becomes “education through the Physical”.

Lesson 1
A Learning Module in PED101

Background of
Physical Education

Objectives
By the end of this lesson, you will be able to:

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 1. define physical education;
2. discuss the nature of contemporary physical education
and sport;
3. illustrate the relationship of the allied fields of physical
education; and
4. write a lesson plan using physical education development
objective.

Materials
To begin this lesson, these are the things that you will need:
1. module in PED101 (PSA foundations of PE & Health);
2. cellphones/laptop/computer;
3. internet connection.

In navigating this module, read all the directions carefully

which includes how will you answer the activities, the
medium that you will use in each task, and how you will
submit or complete the activity, are all stated in each
direction. Never hesitate to raise a question on the teacher’s
lounge panel on Moodle.

Lesson 1
A Learning Module in PED101

Let’s Explore (Activity)

As many professionals in the field state their own definition
of physical education which applies to them and their
expertise, by now as a physical education major, you should
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also find your own meaning of physical education. In a
constructivist perspective, discovering your own meaning of
something augments the quality of learning to support
lifelong learning. Below are bubbles of ideas, fill it in with
words, phrases, and sentences as your own definitions of
physical education. Please note that you are making an
opinionated answer, which means, no right and wrong
answers. For offline users, you may write your answers in
the figures below. For those with internet access, you may
download the softcopy on Facebook social learning page.
You may submit directly your responses of this activity in
the submission panel on Facebook.

Physical
Educati
Physical
A Learning Module in PED101

on
Educati
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 Lesson 1
Think and Reflect (Analysis)
From your responses in the previous activity, consolidate all
your answers to get the synthesis. Get the theme of each
response and write the full definition below. For offline
users, you may write your answer in the space provided
below. For those with internet access, you may download
the softcopy on Facebook social learning page. You may
submit directly your responses of this activity in the
submission panel on Facebook.

__________________________________________________
__________________________________________________
A Learning Module in PED101
__________________________________________________
__________________________________________________

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__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________

Lesson 1
Engage & Discuss (Abstraction)
Physical education and sports share a common focus -
human movement or more generally, physical activity.
Physical activity is the cornerstone of these dynamic
fields. Historically, physical education programs
focused on teaching children and youths in the school
setting. The traditional definition of physical education
reflects on this educational focus. Since the 1960s, a
tremendous amount of change has occurred in physical
education. The expansion of physical education beyond
its traditional realm to non-school settings and the
development of programs to instruct people of all ages
in physical activities requires a more inclusive,
contemporary definition.
Today, Physical education is defined 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. Below are some of the
definitions of physical education.
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 THEModule
A Learning NATURE
in PED101& CONCEPT OF
CONTEMPORARY PHYSICAL EDUCATION

The proliferation of physical education during the last

four decades has been remarkable. Programs have
expanded from the traditional school setting to
community, home, worksite, commercial, and medical
settings. School-community partnerships bring sport
instruction and fitness programs to adults in the
community and offer increased opportunities for youth
involvement. Community recreation programs offer a
great variety of instruction and support activities for
people of all ages and abilities.
Physical activity is the cornerstone of these dynamic fields. Most
physical education programs today are based on a developmental
model. This model purports that physical education, through the
use of carefully structured physical activity, contributes to the
development of the whole person. physical education includes the
acquisition and refinement of motor skills, the development and
maintenance of fitness for optimal health and well-being, the
attainment of knowledge about physical activities, and the
fostering of positive attitudes conducive to lifelong learning and
life span participation. As Ziegler states, “We have a ‘womb to
tomb’ responsibility for the developmental physical activity for
all citizens throughout their lives.” Within the last four decades,
there has been an increase in the scholarly study of physical
education. Research continues to expand our knowledge with
respect to the preparation of physical education teachers, teacher
effectiveness, teaching methods, and improvement of student

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learning.it also provides us with new insights on coaches and
athletes behaviors.

PHYSICAL EDUCATION & SPORTS:

A Learning Module in PED101
OBJECTIVE

Before a discussion of the goals and objectives of

education and physical education, defining these
terms may be helpful. goals are statements of
purpose, intents, and aims that reflect desired
accomplishments. goals are expressed as general
statements and are very broad in their direction.
They state long-term outcomes to be achieved by
participants in the program. A goal of
contemporary education is to help all students
acquire the necessary knowledge and
competences to engage in lifelong learning. a goal
of contemporary physical education and sports is
to help people acquire the necessary knowledge,
skills, and appreciation to participate in physical
activity throughout their lifespan.
Objectives are derived from goals. Objectives describe learning,
specifically what individual should know, do, or feel as a result of
instruction. Objectives are more specific than goals. They are
short-term statements of specific outcomes that build
commutatively to reach a goal. Below are examples of objectives
in physical education.

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A Learning Module in PED101

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A Learning Module in PED101 21 | P a g e
 ALLIED FIELDS OF PHYSICAL
EDUCATION

Health, recreation, and dance are frequently

referred to as allied fields of physical education
and sports. These fields share many purposes with
physical education, namely the development of
the total individual and concern for quality of life.
However, the content of the subject matter of the
allied fields and the methods used to accomplish
their goals may vary from one subject matter and
methods of physical education and sports.
HEALTH
Health education concerns itself with the total well-being of the
individual encompassing physical, mental, social, emotional, and
spiritual health. Three areas within health education are health
instruction, the provision of health services, and environmental
health.
RECREATION
Another area allied with physical education and sports is
recreation. Recreation is generally thought of as self-chosen
activities that provide a means of revitalizing and refreshing one's
body and spirit. The spectrum of activities ranges from active to
passive and from group to individual in nature. Recreation is
important for individuals of all ages. Through recreation,
individuals can learn to use their leisure time constructively in
ways that are personally fulfilling.
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DANCE
The third allied Module
A Learning area is indance.
PED101Dance is a popular activity of
people of all ages and is both a physical activity and a performing
art that gives participants an opportunity for aesthetic expression
through movement. People dance for a variety of reasons. dance
is used to communicate ideas and feelings and is considered a
creative art form. As with all of the arts, dance should be an
integral part of the educational experience. As a form of
recreation, dance provides opportunities for enjoyment, self-
expression, and relaxation.

THE LEGALITY OF PHYSICAL

EDUCATION

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Article XIV, Section 19, 1987 Constitution
A Learning Module in PED101

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 Let’s try how far you’ve managed to understand the
lesson. In no less than 500 words, write an essay and
A Learning Module in PED101
discuss your observations in the current or
contemporary nature of physical education. For offline
users, you may write your answer in the space provided
below. You may as well submit directly your responses
in this activity on the submission panel and interactive
forum panel on Facebook.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
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A Learning Module in PED101

_____________________________________________________
_____________________________________________________
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_____________________________________________________
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__
Using a concept map, illustrate how health, recreation,
and dance are considered as an allied field of physical
education. Provide a brief description to describe your
illustration. For offline users, you may use the space
below for your answers. You may as well submit
directly your responses in this activity on the
submission panel and interactive forum panel on
Facebook.

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 __________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
________________________________

Lesson
A Learning Module in1
PED101

On the Spotlight (Application)

In the next activity, you will have the opportunity to
write a lesson plan using physical education
development objective. You may submit/attach a
separate paper for this output.
1. Use 4 A’s model in your lesson plan.
2. A template is uploaded on Facebook so feel free to
download the file.
3. Use an A4 bond paper in your lesson plan.

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 4. Submit your output in the submission panel on
Facebook. For offline users, you may send your
hardcopies along with your module.

Lesson 1
Enrichment
As you begin to grasp the subject, you were able to
understand how physical education is supported with
legalities. As part of the enrichment, search for more
physical education related laws and post them on the
forum panel of the Facebook social learning group.
Your participation in the forum will be rewarded by
additional points.

Lesson 2
A Learning Module in PED101

Philosophies of
Physical Education

Objectives
By the end of this lesson, you will be able to:
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 1. identify the philosophical foundations of physical
education;
2. identify the influences of the various philosophies of
physical education;
3. analyze specific applications of the traditional and
modern philosophies;
4. articulate a personal philosophy of teaching physical
education; and
5. justify your own philosophy in teaching physical
education.

Materials
To begin this lesson, these are the things that you will need:
4. module in PED101 (PSA foundations of PE & Health);
5. cellphones/laptop/computer;
6. internet connection.

In navigating this module, read all the directions carefully

which includes how will you answer the activities, the
medium that you will use in each task, and how you will
submit or complete the activity, are all stated in each
direction. Never hesitate to raise a question on the teacher’s
lounge panel on Moodle.
A Learning Module in PED101
Lesson 2
A Glimpse of the Past (Activity)
As a physical education student, you have encountered
varied approaches from your former PE teachers. As a
result, you have experienced approaches which you think is
best fit for you. In this task, we invite you to go back to the

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 past and try to recall how you, as a PE student, viewed the
way your former teacher deals with the subject.

1. What were the practices of your former PE teachers which

you find effective during physical education classes?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________

2. Compare and contrast the two pictures by describing your

observations on the discussion panel.

Lesson 2
Think and Reflect (Analysis)

A Learning Module in PED101 30 | P a g e

 From your responses in the previous activity, consolidate all
the practices for you to write a spoken-word poetry that
will tell a story that best elucidates your ideal practices when
you become a physical educator. Write your outputs on the
discussion panel along with the recorded audio of the piece
on Edmodo. You will be graded using the following criteria.

Lesson 2
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The philosophy underlying physical education (PE) utilizes
principles that encourage exploration and mastery of
physical, mental, and social skills. The goals of physical
fitness include the development of motor and social skills,
the appreciation for rules and the appreciation of those of a
different background. These goals have numerous purposes,
such as the ability to maintain a healthy lifestyle throughout
one's life, to grow stronger bones, and to decrease the risk of
numerous deadly diseases. Current trends in physical
education are in line with this as the newest programs
include a wide variety of sports and physical activities that
help students find something they enjoy and develop the
internal motivation to stick to it.

Physical educators have their own unique perception of

dealing with the subject matter and the learners. They create
an image of their own based on their outlooks in life. These
practices have been carried out in their learning objectives
and more so on their educational careers, thus, giving them
an identity and brand that they can use in the teaching and
learning process. Quite literally, the term "philosophy"
means, "love of wisdom." In a broad sense, philosophy is an
activity people undertake when they seek to understand
fundamental truths about themselves, the world in which
they live, and their relationships to the world and to each
other.

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Engage & Discuss (Abstraction)
You've probably heard that question asked before and
may have thought about it for a few minutes before
coming to an answer. Or you may have taken it as a
silly question and laughed at it. But the fundamental
question behind that question is simple: is there a true
reality, which exists outside of human perception or is
reality only what we perceive? Do teachers have their
own philosophies in teaching? You will be able to
answer these realities as the topic progresses.
Realism is a philosophy started by the ancient Greek writer,
Aristotle. It states that there is a true reality, and things exist
whether humans perceive them or not. Aristotle believed
that there was an absolute reality out there, regardless of
whether we perceive it or not. But what does that have to do
with teaching? Realism is the belief that we should study
logic, critical thinking, and the scientific method to teach
students to perceive and understand reality. As you might
imagine, there is a heavy emphasis on math and science,
though the humanities can also be influenced by educational
realism. What does educational realism look like in a
classroom? To figure that out, let's imagine a teacher, Henry,
who is trying to plan his lessons for the upcoming school
year. Henry is a realist and believes that Aristotle was on the
right path all those years ago. So how can Henry plan a year
of learning to help students perceive and understand reality?
The first thing that Henry, as a realist, is likely to do is to
include lots of opportunities to study the natural world.

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LearningModule
ModuleininPED101
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Realists believe that the job of schools is to teach students
about the world around them. This means that Henry wants
to teach his students how to use logical processes to find
truth in the natural world. For example, instead of teaching
his students about contemporary dance from a textbook,
Henry might take them outside and observe the movement
of a butterfly as a basis for dance routines. No matter what
Henry is teaching, educational realism emphasizes using
logical processes in the natural world to find truth.

Idealism is the oldest system of philosophy known to man.

Its origins go back to ancient India in the East, and to Plato
in the West. Its basic viewpoint stresses the human spirit as
the most important element in life. The universe is viewed as
essentially nonmaterial in its ultimate nature. Although
Idealist philosophers vary enormously on many specifics,
they agree on the following two points; the human spirit is
the most important element in life; and secondly the

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universe is essentially nonmaterial in its ultimate nature.
Idealism should not be confused with the notion of high
aspirations that is not what philosophers mean when they
speak of Idealism. In the philosophic sense, Idealism is a
system that emphasizes the pre-eminent importance of mind,
soul, or spirit. It is possible to separate Idealism into
different schools, but for our purposes we shall be content to
identify only the most general assumptions of the Idealists in
metaphysics, epistemology, and value theory, without regard
to the idiosyncrasies of the various schools.

Pragmatism is an educational philosophy that says that

education should be about life and growth. That is, teachers
should be teaching students things that are practical for life
and encourage them to grow into better people. Many
famous educators, including John Dewey, were pragmatists.
Sally is a new teacher, and she's stressed out. She wants to
make her lessons as good as possible, and to reach as many
students as possible, but she's not sure how to do that. Add
on top of that the fact that she's supposed to teach all sorts of

A Learning Module in PED101 35 | P a g e

information that seems completely useless in the real world,
and she is worried that her students will leave her class

having not gotten anything out of it. The idea of practical

learning is that education should apply to the real world.
For example, if Sally is teaching students who live in an
urban area, there might not be much practical application for
them to learn about agricultural science. Or, if she's teaching
at a school for children of farmers, there might be little need
for her to teach art history. But for the children of farmers,
agricultural science is very practical. And for students who
will be running museums, art history is important. The point
is that Sally will need to know her students and their lives in
order to focus her lessons on what is most important.

Naturalism is the philosophy that separates nature from

God, subordinates’ spirit to matter and set up unchangeable
laws as supreme. In naturalism efforts are made to develop
personality of a child in order to make him a natural man.
According to naturalism, the personality of the child
disintegrates in the attempt for making it cultured and

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civilized. It is like destroying the useful elements of food in
the attempt of making it delicious. Nature is the ultimate
reality. So, the child should be encouraged to learn with the
nature. It gives full freedom to the child so that they can
learn whatever they want. According to this philosophy
senses are the gateway of knowledge. They encourage
negative education and discourages traditional teachings. In
addition, they believe in child centered education and
opposes bookish knowledge. They support science education
and has no faith on soul.

Existentialism in education focuses on the individual,

seeking out a personal understanding of the world. Thus
each individual characterizes for himself or herself the
concepts of reality, truth and goodness and as a result,
schools exist to aid children in knowing themselves and their
place in society. Existentialism in education is a teaching
and learning philosophy that focuses on the student’s

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freedom and agency to choose their future. Existentialist
educators believe there is no god or higher power guiding
their students. Thus, they encourage all students to exercise
personal agency and create their own meaning for life.

Take a look at the table below. This shows the realities of

each philosophy and its influence in the human experience.

Modern philosophies have also emerged as the quest for

knowledge overtakes to fill in the gaps of traditional
philosophies. Progressivism and Humanism sprouted as
improved versions of the existing philosophical
underpinnings.
Progressivists believe that education should focus on the
whole child, rather than on the content or the teacher. This
educational philosophy stresses that students should test
ideas by active experimentation. Learning is rooted in the
questions of learners that arise through experiencing the
A Learning Module in PED101 38 | P a g e
world. It is active, not passive. The learner is a problem
solver and thinker who makes meaning through his or her
individual experience in the physical and cultural context.
Effective teachers provide experiences so that students can
learn by doing. Curriculum content is derived from student
interests and questions. The scientific method is used by
progressivist educators so that students can study matter and
events systematically and first hand. The emphasis is on
process-how one comes to know. The Progressive education
philosophy was established in America from the mid-1920s
through the mid-1950s. John Dewey was its foremost
proponent. One of his tenets was that the school should
improve the way of life of our citizens through experiencing
freedom and democracy in schools. Shared decision making,
planning of teachers with students, student-selected topics
are all aspects. Books are tools, rather than authority.
A humanistic approach to education and development is
based on the foundation of an integrated approach to
knowledge, learning and development. Some core principles
are important: respect for life and human dignity; equal
rights and social justice; respect for cultural diversity, as
well as a sense of shared responsibility and a commitment to
international solidarity. These principles are all fundamental
aspects of our common humanity. It is an approach that
recognizes the diversity of knowledge systems, worldviews,
and conceptions of well-being as a source of wealth. It
recognizes the diversity of lived realities while reaffirming a
common core of universal values. A humanistic approach
implies a central concern for sustainable human and social
development, in which the fundamental purpose of

39 | P a g e
education should be to sustain and enhance the dignity,
capacity and welfare of the human person in relation to
others and to nature
Now that you know the different educational philosophies in
physical education. I want you to watch this video about a
personal philosophy of physical education. Click the link to
redirect you to youtube.com.

https://youtu.be/DfxRmkW2CNM

Let’s try to practice how far you’ve managed to

understand the lesson. Identify the philosophy in each
example. Write your answers in the discussion panel on
Edmodo.

_____________1. Activities should give the students the

opportunity to develop the qualities of honesty, courage,
and creativity

_____________2. Coaches select training techniques based

on the scientific evidence of their effectiveness and would
use systematic, progressive approach in designing practices.

_____________3. Play and outdoor activities provide

beneficial opportunities for exploration and problem solving
as a means of personal growth and learning.

A Learning Module in PED101 40 | P a g e

_____________4. Physical educator allows students to
select from a variety of physical activities in the program,
promoting reflection, and individual responsibility from
learning.

_____________5. Play is regarded as having recreational

values, an opportunity for the child to be inventive,
imaginative, and to express his feelings.

_____________6. Programs are based on scientific

knowledge and orderly progression, and activities are
selected on the basis of scientific evidences.

_____________7. Intelligences of the learners are of top

priority in selecting appropriate activities.

_____________8. Fitness leaders encourage their program’

participants to take advantage of the opportunities to engage
in outdoor pursuits during their leisure time as a means of
incorporating physical activities into their lifestyle.

_____________9. Physical educators emphasize the

importance of student’s progress, learning styles,
intelligences, and student-centered approach in learning.

_____________10. The teachers is a counselor who

promotes reflective thinking while allowing the students to
make choices and deal responsibly with the consequences of
those choice.

AA Learning
Learning Module
Module in
in PED101
PED101 41 | P a g e
Lesson 2
Now that you understand the applications of these
philosophies in physical education, scrutinize these
practical situations by matching column A with column
B. These situations will also help you review your
answers in the diagnostic test.

A. B.
1. Teacher Rico always give his students a. Realism
the freedom to wear anything for their
physical education class as long as
they're following the school policy and
b.
are comfortable in that outfit. What
Progressivism
Lesson 2
philosophy do teacher Rico adhere?
2. Teacher Rita always try to make sure
activities given to her students are based
on their level of development. What c. Idealism
kind of teacher is Rita?
3. Fern is very much emphatic on
integrating values in every lesson that
she teaches to her students. What kind of d. Naturalism
philosophy is observed?
4. What kind of teacher is Kent if he
emphasizes self-directed learning,
promoting discovery learning, caters all e.
learning styles and intelligence, and Existentialism
considers the needs and interests of the
learners which Module
A Learning is very much student
in PED101 42 | P a g e
centered.
5. Clarence, a teacher in physical f. Humanism
On the Spotlight (Application)
In the next activity, you will have the opportunity to
articulate your own philosophy in physical education.
This will give you your identity as a physical educator
in the future. You can freely express your principles as
to what kind of teacher you want to become and what
you believe in as a physical education teacher. All
outputs will be posted on the submission panel on
edmodo. You can create your outputs through the
following mediums:

1. Poem/Siday
2. Song
3. Interpretative dance
4. Spoken word poetry
5. Posters
6. Caricature
7. Comics
8. Vlog

Note: Poem, Poster, caricature, and comics must be

submitted through a snapshot of the output; audio file for
song and spoken word while mp4 videos for interpretative
dance and vlog.

A Learning Module in PED101 43 | P a g e

 Your responses will be rated using the rubric below. Use it
as your guide in obtaining the highest possible score.

Lesson 2
Let’s Explore More (Reinforcement Activity)
As you begin to grasp the subject, you were able to
establish your own philosophical stance in teaching
physical education. Use the Venn diagram to justify
your own philosophy. Choose a traditional philosophy
of physical education mentioned above and
compare/contrast the differences or unique features and

44 | P a g e
 their similarities. Submit this output on the submission
panel on Edmodo.

My
Personal Similarities
Philosophy

A Learning Module in PED101 45 | P a g e

Lesson 2

Think Beyond (Metacognition Activity)

In Module 1, we explored the different traditional
philosophies in physical education, its influences on the field
and practical applications, and you were able to articulate
and justify your own philosophy in physical education.
As part of your assignment, reflect on this question and
write an essay to be submitted on the submission panel on
edmodo.
“What do you think is the best philosophy of physical
education in the 21st century?”
Your responses will be rated using the rubric below. Use it
as your guide in obtaining the highest possible score

AA Learning
Learning Module
Module in
in PED101
PED101 46 | P a g e
A Learning Module in PED101 47 | P a g e
Suggested Readings

Chu, G., & Chai, X. (2018, February). Thinking and

Practice of" Student Oriented" Educational Philosophy.
In 6th International Conference on Social Science,
Education and Humanities Research (SSEHR 2017).
Atlantis Press.
Hein, G. E. (2016). Progressive museum practice: John
Dewey and democracy. Routledge.
Pring, R. (2017). Educational Philosophy of John Dewey
and its relevance to current dilemmas in
Education. Education in the North, 24(1), 3-15.
Sikandar, A. (2016). John Dewey and his philosophy of
education. Journal of Education and Educational
Development, 2(2), 191-201.

References

Aerobics and Fitness Association of America.

FITNESS THEORY AND PRACTICE (2002), AFFA
USA

Aquilino Eduardo P. Santos. (2013). Foundations in

Physical Education. MAPEH, A Reviewer for the
Licensure Examination for Teachers, Philippine
Normal University. FCA Printhouse

48 | P a g e
 Bucher, Charles A (1983). Administration of Physical
Education and Athletic Programs. London The C.V.
Mosby Company

Deborah A. West and Charles A. Bucher. (2009).

Foundations of Physical Education, Exercise Science,
and Sport. McGraw-Hill Companies, Inc.,1221 Avenue
of the Americas, New York, NY 10020.

Hager, P. (2018). Refereed book review of The

Philosophy of Physical Education by Steven
Stolz. Educational Theory.

Schmottlack, Neil and Mcmanama, Jerre (1997)

PHYSICAL EDUCATION HANDBOOK, A Simon
and Schuster Company.

Stehlik, T. (2018). Educational Philosophy for 21st

Century Teachers. Palgrave Macmillan.

Turkeli, A., & Senel, O. (2016). Physical education

teachers attitudes towards philosophy of education and
technology. Educational Research and
Reviews, 11(15), 1351-1354.

A Learning Module in PED101 49 | P a g e

 Answer Key

Diagnostic Test
1. B
2. C
3. C
4. B
5. A
Identification
1. Idealism
2. Realism
3. Naturalism
4. Existentialism
5. Idealism
6. Realism
7. Pragmatism
8. Naturalism
9. Progressivism
10. 10.Existentialism
Matching Type

A Learning Module in PED101 50 | P a g e

 1. E
2. D
3. C
THE AUTHOR. Jay P. Mabini is a faculty of the MAPEH/BPED Unit
of4.Leyte
B Normal University.
5. A
THE COVER. LNU's iconic College Building speaks about a well-
established and noble educational institution approaching its 100 years
of service to the people in the region.
(Photo by Mark Joshua Tan Photography)

LEYTE NORMAL UNIVERSITY PRESS

Paterno St., Tacloban City, Philippines 6500
ISBN-01 123-4-567-89012-3

© Leyte Normal University 2020

All rights reserved. No part of this publication may be reproduced,

distributed, or transmitted in any form or by any means, including
photocopying, recording, or other electronic or mechanical methods,
without the prior written permission of the publisher, except in the case
of brief quotations embodied in critical reviews and certain other
noncommercial uses permitted by copyright law. For permission
requests, write to the publisher, addressed “Attention: Permissions
Coordinator,” at the address below.

Jay.mabini@lnu.edu.ph

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