COURSE ELECTIVE 2- ADMINISTRATION & MANAGEMENT OF PE & HEALTH

PROGRAMS

 TOPIC: Unit 2 – Organizational Structure of Physical Education

Prepared by :

Jacobe, Marianne Jeaneth A.

Lasmarias, Rohanie
Galope, John Gabriel
Jacob, Mark Daniel
Dechos, Reymond

UNIT 2 – ORGANIZATIONAL STRUCTURE OF PHYSICAL EDUCATION

Learning Objectives:

In this unit the student should be able to:

1. Discuss the basic foundations for a sound structure of physical education;
2. Illustrate and explain the complete program of physical education;
3. Explain how to organize a learning continuum based on a hierarchy of physical
skills;
4. Identify the specific activities included in the physical education program.

BASIC FOUNDATIONS FOR A STRUCTURE

 Any attempt to initiate a program of physical education should take into serious
consideration certain principles which serve as basic foundations for its structure or
framework.

Basic Aim of Physical Education

  Physical educators agree that the basic aim of physical education is fitness. Fitness is
refers to the optimal health and overall well-being of a person. It is this basic aim that sets
the direction for what is to be accomplished and helps to determine whether the effort is
approaching the desired goal. An educational perspective of this term brings us to the
kind of individual who develops his full potential as a human being.
Fitness has the following aspects:
1. Physical Fitness – refers to the ability of an individual to perform his daily tasks
efficiently without undue fatigue and has some extra “reserves” energy in case of
emergency. Examples are walking, jogging, swimming and biking.

2. Social Fitness – is the ability to mingle with different types of people and with interest
and concern for other.

3. Emotional Fitness – refers to the ability of an individual to control his emotions or

feelings.

4. Mental Fitness – is the ability to cope with the common problems of everyday living.

Objectives of Physical Education

The objectives of physical education are drawn out from its basic aim. Physical Education
offers a total approach to human development – physical, social, emotional and mental – through
total body movement.

PHYSICAL DEVELOPMENT. Through carefully selected physical education

activities, an individual who participates actively will develop and maintain good health
and a high level of physical fitness.

The specific components of Physical Fitness are:

1. Organic vigor – refers to cardiovascular respiratory efficiency which contributes to the
ability to resist disease.

2. Endurance – is the ability to sustain long- continued contractions where a number of

muscle groups are used; the capacity to bear or last long in a certain task without undue
fatigue.

3. Strength – is the capacity to sustain the application of force without yielding or breaking;
the ability to exert effort against a resistance.

4. Muscular power - is the ability to release maximum force in the shortest period of time.

5. Agility - is the ability to change position or direction in space with quickness and
lightness of movement.
 6. Flexibility – is a quality of plasticity; the ability to do a wide range of movement.

7. Balance - is the ability to control organic equipment neuro-muscularly; a state of

equilibrium.

8. Speed - refers to the ability to do successive movements of the same kind in the shortest
period of time.

SOCIAL DEVELOPMENT - Participation in physical education activities provides

opportunities for the development of desirable social traits needed for adjustment to the
social life, in general. Some of the worthwhile traits are friendliness, cooperation, respect
for the rights of others, good sportsmanship, leadership and followership, and honesty in
group competition.
EMOTIONAL DEVELOPMENT - The informal nature of physical education activities
favors the development of self expression and emotional mastery. Some emotional traits
that can be developed are self-confidence, self- control, self- reliance, courage, and
determination.
MENTAL DEVELOPMENT - Through participation in physical education activities,
the individual develops his mental capacities as he learns the mechanical principles
underlying movement, as he acquires knowledge and understanding of rules and
strategies of games and sports, and as he discovers ways of improving his movements in
gymnastics and dance.

A LEARNING CONTINUUM
 A learning continuum is a sequential and/or logical arrangement of skills, objectives,
competencies, or expectancies in a specific area of learning. A knowledge of how to
organize or develop a learning continuum is very essential for a teacher in order for him
to be able to provide a continuity of learning experiences for the learners. It is generally
recognized that each learner has different prerequisite skills as he attempts to learn a new
activity ( Gagne, 1970). A learning continuum can be very useful in determining the point
of entry for his particular class or individual learners after diagnostic tests have been
administered.

A Broad Learning Continuum for the Physical Education Program

Refined Skills
Demonstrated by varsity players and
professional performers.

Higher Skills
Used in play days, sports fests, competitions,
recreation, etc.
 Special Skills
Used in gymnastics, dance activities, games and sports.

Basic Movement Skills

Locomotor movements
Non- locomotor movements
Manipulative skills

Perceptual Motor Learnings

Directionality: Right- Left discrimination
Forward, backward, sideward, etc.
Spatial orientation (use of space)
Laterality: unilateral, bilateral, cross-lateral balance
Eye-hand; eye-foot, ear-foot, ear-hand coordinations
This ladder-type construct presented on Chart 2 shows a broad base or foundation for the
development of skills. The first step or rung of the ladder constitutes the so-called perceptual-
motor learnings or competencies which should be developed as early as the earliest school life of
the child. Perceptual – motor learnings as a learning activity area used to be for slow learners in
special education classes but it is now being adopted in the regular physical education program.
If neuro-muscular coordination can hasten or facilitate mental development; perceptual -motor
learnings should also be provided for the normal and gifted children in order for them to benefit
from such learning experiences.
Starting to go up the ladder, the child is now ready to develop the basic Movement skills which
are the locomotor, non-locomotor and manipulative skills. The next step are the special Skills
such as the skills in dance, gymnastics, games and sports. A mastery of these aforementioned
skills will lead the learner to the next rung of the ladder which are the higher Skills. These skills
are used in intramurals, play days and other recreational pursuit. The last step are the refined
Skills. These skills are demonstrated by professionals or experts in their own field.

ACTIVITIES IN THE ELEMENTARY SCHOOL PROGRAM

The specific activities in the elementary school program are classified in six main phases or
categories as follows.
1. Developmental Activities
2. Simple Games ( sometimes called Group Games)
3. Rhythmic Activities
4. Educational Gymnastics
5. Sports- type Games ( often called Lead-up Games)
6. Athletic Sports

ACTIVITIES IN THE PHYSICAL EDUCATION PROGRAM

DEVELOPMENTAL ACTIVITIES
1. Perceptual Motor activities
2. Posture and Body Mechanics
3. Basic Movement Skills

SIMPLE GAMES
1. Story Plays
2. Simple Organized Games
3. Relays and Races
RHYTHMIC ACTIVITIES
1. Fundamental rhythms
2. Rhythmic interpretations
3. Singing Games
4. Folk Dances
5. Other Dance Forms: jazz, modern, social and ballroom
GYMNASTICS
1. Self- testing stunts, tumbling pyramid- building
2. Conditioning Exercises; isotonic, isometric, aerobic
3. Apparatus Exercises: light equipment heavy apparatus
SPORTS SKILLS ACTIVITIES
1. Volleyball type games
2. Softball type games
3. Basketball type games
4. Soccer type games
ATHLETIC SPORTS
TEAM SPORTS:
1. Volleyball
2. Softball
3. Basketball
4. Soccer
INDIVIDUAL – DUAL SPORTS:
5. Badminton
6. Table- Tennis
7. Lawn Tennis
8. Bowling
9. Archery
10. Sipa
TRACK AND FIELD
1. Swimming ( optional)
DEVELOPMENTAL ACTIVITIES
The activities included under this category are the simple or basic types that contribute to the
normal growth and development of the children and which enhance the acquisition of further
skills.
1. PERCEPTUAL – MOTOR LEARNINGS – these develop neuro-muscular coordination for
the child to attain a certain degree of competency in managing his own body.
2. POSTURE AND BODY MECHANICS – Posture refers to the habitual or assumed
alignment of the main segments of the body while standing, sitting, or lying position. Body
Mechanics is the use of the body which has its basis in good posture. Opening door or windows
are example of activities which need application of the principles of good body mechanics.
3. BASIC MOVEMENT SKILLS – these include locomotor, non-locomotor and manipulative
skills.

SIMPLE GAMES
These are games with simple rules. Since they are often played in groups they are often called
Group Games. These are:
1. STORY PLAYS – these are activities wherein young children use their gross bodily
movements in their interpretation of a make-believe story or incident in their life.
2. SIMPLE ORGANIZED GAMES – a game of this kind is the meaningful application of a
basic movement skill or skills such as walking, running, jumping, hopping, skipping, leaping,
sliding, and galloping.
3. RELAYS AND RACES - a relay race is a special form of a simple organized game which
involves the competition of two or more groups or teams.

RHYTHMIC ACTIVITIES
These refer to activities in which the child responds physically, mentally, and emotionally to
rhythm or music.
1.FUNDAMENTAL RHYTHMS – combinations of locomotor movements which are
organized and structured with patterns of movements are fundamental rhythms.
2. RYTHMIC INTERPRETATION – these are activities wherein the child interprets his own
conception of the movements of nature, animals, real or imaginary characters, mechanical
objects, and activities. Purely imitative movements done rhythmically are called mimetic
rhythms. Rhythmic movements done to portray the thoughts or ideas in a nursery rhyme, poem,
song, or story are called dramatized rhythms.
3. SINGING GAMES – when an activity has both the song and game elements it is called
singing game.
4. FOLK DANCES - these are traditional dances that express the thoughts, ideas, and feelings
of a group of people.
5.OTHER DANCE FORMS – these include dance mixers, jazz, modern, dance, social, and
ballroom dancing.

EDUCATIONAL GYMNASTICS
These are systematic bodily exercises or feats of performance which are based on scientific
principles. These include:
1. SELF TESTING ACTIVITIES – these are activities or feats of performance wherein an
individual can test his ability to perform a difficult activity. Under this heading are:
a. STUNTS – The types of stunts are :
Individual stunts: duck walk, dog run, crab walk, coffee grinder
Dual or couple stunt: Chinese get-up, wring the dish rag, wheelbarrow
Group stunt: walking chair, skin the snake, merry-go-round
Combative stunt: rooster fight, tug-of-war, Indian hand wrestle.
Stunt race : any stunt conducted in the form of a race or competition.
b. TUMBLING – any body-rolling movements. Example are : forward roll, backward roll, cart-
wheel, egg roll.
c. PYRAMID- BUILDING – a grouping of two or more individual who are in a symmetrical
position as a test on the ability to hold oneself in a certain position within a minute or two.
2. CONDITIONING EXERCISES- these are exercises which are aimed primarily to tone up
and strengthen the muscles for the improvement and maintenance of physical fitness. Three types
of exercises are :

a. ISOTONIC EXERCISES – when the muscles are made to do some contractions

to gain tonus. Examples are calisthenics or freehand exercises and exercises with
equipment.
b. . ISOMETRIC EXERCISES – when the muscles are made to undergo tension
without contraction and held in a certain position for some time in order to
develop muscle strength.
c. AEROBIC EXERCISES – when very vigorous movements are performed such as
brisk walking, jogging, running, skipping and the like and the body experiences
fast breathing so that the muscles of the heart and lungs are exercised.

2. APPARATUS EXERCISES – these are exercises performed with light equipment such
as rings, wands, dumb-bells or balls; also exercises performed on heavy apparatuses such
as balance beams, vaulting horse trampoline, parallel bars among others.

SPORTS-TYPE GAMES
These types of games are sometimes called Lead- up Games or games of high organization.
These have more complicated rules than the group games played in the lower elementary level.
They involve the skills used or needed in a particular sport. Sometimes they are specifically
classified as volleyball-type games, softball-type games, basketball- type games, and soccer-type
games.

ATHLETIC SPORTS
These activities refer to the traditional games or sports which are highly organized and which
are governed by rules and regulations. These include:
 1. TEAM SPORTS – volleyball, softball, basketball, soccer, baseball, little league baseball.
2. INDIVIDUAL -DUAL SPORTS – badminton, table tennis, sipa, bowling, lawn tennis,
archery, pelota.
3. TRACK AND FIELD – consists of track events such as sprints, runs, relays; and field
events such as long jump, high jump, discus throw, javelin throw, shot put.
4. SWIMMING – is optional and may be included in the program of schools which have
swimming pools.

ACTIVITIES IN THE SECONDARY SCHOOL PROGRAM

Physical Education is one of the subject components of Youth Development Training ( YDT) in
the secondary school curriculum. Continuing the work in the elementary grades, the students are
expected to have mastered the basic skills and developed the special Skills needed for physical
fitness and recreational skills. There are four general categories included in the program, namely:
1. Physical Fitness or Conditioning Exercises
2. Gymnastics
3. Dance
4. Games and Sports
The first three categories stand as units for the learning experiences. Games and sports are
further broken down into more specific learning units such as:
1. Volleyball
2. Basketball
3. Softball
4. Soccer
5. Badminton
6. Table Tennis
7. Lawn Tennis
8. Sipa/ Sepak Takraw
9. Archery
10. Martial Arts ( Arnis/ Judo/ Karate)
11. Track and Field
12. Swimming
The physical fitness testing program is conducted at the beginning of the school year in order for
the students to identify their strengths and weaknesses. The results are also used by the physical
education teacher in the selection of activities as well as teaching strategies. At the end of the
school year the physical fitness tests are again administered in order to find out improvements
gained.

Gymnastics as a unit in the program of physical education in the high school is given more
emphasis in the first year than in the higher years. Educational gymnastics is the type needed in
the school program, not competitive or exhibition gymnastics. It has been a common observation
that physical education teachers have been focusing their activities towards the development of
gymnasts for competition. Educational gymnastics which include self- testing activities or stunts,
rhythmic exercises, and simple apparatus activities such as balance beam exercises are suitable
for the young high school students who are in their early adolescent years. The forward and
backward rolls, the cartwheel, the split, and heavy apparatus exercises should only be for the
potential gymnasts trained for exhibition or competition.
Dance as a unit in the secondary physical education program is an extension of Rhythmic
Activities in the elementary curriculum. The adolescent may now be taught more folk dances,
both native and foreign, modern dance, jazz dance, and social and ballroom dancing.
Given the most emphasis in the physical education program is the teaching of sports. The
fundamental skills included in a specific sport should first be learned and practiced or mastered
before a student gets into the real sport. Lead-up or sports-type Games are also enjoyable
activities wherein the first and second year students may participate as they practice or refine the
skills required in the real game.