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Modules in PHILOSOPICAL SOCIO-ANTHROPOLOGICAL FOUNDATIONS OF PHYSICAL

EDUCATION AND SPORTS

Module 3: PHILOSOPHICAL FOUNDATION OF PHYSICAL EDUCATION

Intended Learning Outcome: At the end this module, the student must have:

1. Defined the meaning of philosophy using graphic organizer.

2. Listed and identified the branches of philosophy and its definitions through using the table.
3. Analyzed given situation whether what philosophy is being described in each of the given statement.
4. Listed and identified the proponent of a specific philosophies and its relation to curriculum and role of a teachers
using the table completion format.
5. Created and provided situations for each of the following philosophical foundations.

A. Introduction

A historical and philosophical study of sport, physical education and exercise including an overview of
physical activity from Ancient Greece and Rome to the Modern Olympiad with an emphasis on 19th and 20th
century sport history, sport philosophy, physical education and exercise systems. Physical Education (PE) plays
an important role in the physical growth and development of students. Through PE, students acquire the
knowledge, skills, right attitudes and values towards the pursuit of a lifelong physically active and healthy
lifestyle. It also provides an avenue for students to express themselves through movement and physical activity.

Physical activity is the cornerstone of the PE programme. The PE programme in schools should be
enjoyable and provide opportunities for students to develop a positive association with physical activity.
Through PE, students are given the opportunity to participate in a variety of physical activities such as sports
and games and acquire the concepts and skills that will enable them to participate in these sports and games
both for leisure and competition.

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. Physical
Education (PE) plays an important role in the physical growth and development of students. Through PE,
students acquire the knowledge, skills, right attitudes and values towards the pursuit of a lifelong physically
active and healthy lifestyle.
Learning Activity No. 1 “WORD MAPPING”

Directions: Using the matrix below, list down the words that can be associated with the term philosophy. Use all the
words to create the definition of the term PHILOSOPHY.

PHILOSOPHY

1. Using your own words, what is Philosophy?

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Learning Activity No. 2

Directions: Complete the matrix below by supplying the correct information about the branches of Philosophy.
Choose your answer from the box.

METAPHYSICS EPISTEMOLOGY LOGIC AXIOLOGY MORALITY ETHICS PROGRESSIVISM

NATURALISM IDEALISM PRAGMATISM REALISM EXISTENTIALISM ESSENTIALISM

The branch of philosophy that deals with ultimate reality. It asks questions “What is real”?

It studies the methods, structure and validity of knowledge. It considers the validity of ideas.

It deals with the rules and regulations of reasoning.

It also deals with aesthetic which relates to the human concept of beauty.

It looks at the judgments, rightness and wrongness, goodness and principles of conduct.

BRANCHES OF PHILOSOPHY

DEFINITION: DEFINITION: DEFINITION: DEFINITION:

C. ANALYSIS I

Directions: Analyze given situation whether what philosophy is being described in each of the given statement. Choose
your answer from the box. Write your answers on the space provided.

IDEALSIM REALISM PRAGMATISM NATURALISM EXISTENTIALISM

1. Physical Education teacher Mr. Ruiz emphasized that in track and field, runner's agility and
cardiovascular endurance is developed. ___________________________________

2. Badminton coach Josiah strictly implied that before the game starts, an athlete must first do warm-ups to
assess the human body's response to physical activities. ____________________________________

3. "You can't win unless you learn how to lose." - Basketball player Kareem Abdul-Jabbar quoted that
sport is an experience which taught him that losing is a part of the process of winning.
___________________________

4. Coach Malvic talked about his 20 years of experience in football and how every game taught him to
level up in stirring plans for more heated games to come. _______________________________

5. Coach Martin elaborated the contribution of learning gymnastics to inner self and stated that it teaches a
person to appreciate the lengths he is willing take in approaching his goals. ______________________

6. Ms. Anna said to her students that physical activities and exercises such as push-ups and curl-ups teach
discipline and mirrors life reality that beginnings might be exhausting, but the results are satisfying.
__________________________________________

7. Marian was hesitant to join the swimming club because their school was known for having the best
veteran swimmers and she's afraid not to meet the standards. During the process however, fortunately,
she discovered that her ability can be levelled to those who have long been in the club.
___________________________

8. Through playing tennis, and experiencing hardships, Baron discovered that he can truly be successful in
the sport of his choice despite having to deal with self-troubles every time he fall down and beaten up to
lose. ___________________________

9. Mr. Arao, a PE teacher and a dance coach, discussed that in dancing; the movements of hands and
details of steps present not only its benefit to the physical body, but also its relativity to art, culture, and
social identity. _________________________

10. Physical education pushed the entire Grade 10 class to aim for holistic productivity, which covers the
personal and social aspects of their life, individually and as an array of students willing to take on life
challenges through sports. ___________________________________
ANALYSIS II

Directions: Complete the table below by providing the necessary information for each column. See example on the first
row.

SCHOOL OF PHILOSOPHY PERSONS AIMS OF CURRICULUM ROLE OF

THOUGHTS EDUCATION TEACHER
The theory that Plato Search for The curriculum The teacher
IDEALISM holds idea as (427-347 B. Absolute Truth should be based technically does not
the only reality. C.) on each child’s teach but his skill is
People did not stage of tested on how to
create knowledge development. bring out the ideas
but rather, they that are already in
discover it. Curriculum the minds of the
should focus on learners.
two things: Sports
and Gymnastics

IDEALISM

REALISM

PRAGMATISM

EXISTENTIALISM

NATURALISM
D. Abstraction

Philosophy in a general sense is conceived a person’s “sum of his fundamental beliefs and convictions”. We have
some ideas concerning physical objects, our fellow persons, the meaning of life, death, God, right and wrong, beauty and
ugliness, and the like. Of course, these ideas are acquired in a variety of ways, and they may be vague and confused.

Philosophy is a guide for living; because the issues it addresses are basic and pervasive, determining the course
we take in life. Hence, we can say that all the aspects of human life are influenced and governed by the philosophical
consideration. Philosophers always ask these questions: Who we are? Is there a higher existence that determines our
existence? What is the relationship between nature and human beings? What is the meaning of life? Are our senses
reliable in telling us about the truth of the universe? How do we get to know about the world? What is the relationship
between the mind and the body? They further ask these questions: What is happiness? What is virtue? What is the
relationship between individuals and the collective? How can we organize a society and an economy that promote the
common good? What methods should we employ to find out truth from false statements? Can we ever hope to find out the
truth of our existence?

Philosophy is reflection of the above questions. Hence, philosophy is the study of general and fundamental
problems concerning matters such as existence, knowledge, truth, beauty, law, justice, validity, mind, and language.
Moreover, philosophy is rationally thinking, of a more or less systematic kind about the general nature of the world –
metaphysics or theory of existence, the justification of belief - epistemology or theory of knowledge, and the conduct of
life - ethics or theory of value.

Two of these general or world philosophies, idealism and realism, are derived from the ancient Greek
philosophers, Plato and Aristotle. Two are more contemporary, pragmatism and existentialism. However, educators who
share one of these distinct sets of beliefs about the nature of reality presently apply each of these world philosophies in
successful classrooms. Let us explore each of these metaphysical schools of thought.

Idealism

Idealism is a philosophical approach that has as its central tenet that ideas are the only true reality, the only thing
worth knowing. In a search for truth, beauty, and justice that is enduring and everlasting, the focus is on conscious
reasoning in the mind. Plato, father of Idealism, espoused this view about 400 years BC, in his famous book, The
Republic. Plato believed that there are two worlds. The first is the spiritual or mental world, which is eternal, permanent,
orderly, regular, and universal. There is also the world of appearance, the world experienced through sight, touch, smell,
taste, and sound, that is changing, imperfect, and disorderly. This division is often referred to as the duality of mind and
body. Reacting against what he perceived as too much of a focus on the immediacy of the physical and sensory world,
Plato described a utopian society in which "education to body and soul all the beauty and perfection of which they are
capable" as an ideal. In his allegory of the cave, the shadows of the sensory world must be overcome with the light of
reason or universal truth. To understand truth, one must pursue knowledge and identify with the Absolute Mind. Plato also
believed that the soul is fully formed prior to birth and is perfect and at one with the Universal Being. The birth process
checks this perfection, so education requires bringing latent ideas (fully formed concepts) to consciousness.

In idealism, the aim of education is to discover and develop each individual's abilities and full moral excellence in
order to better serve society. The curricular emphasis is subject matter of mind: literature, history, philosophy, and
religion. Teaching methods focus on handling ideas through lecture, discussion, and Socratic dialogue (a method of
teaching that uses questioning to help students discover and clarify knowledge). Introspection, intuition, insight, and
whole-part logic are used to bring to consciousness the forms or concepts which are latent in the mind. Character is
developed through imitating examples and heroes.

Realism

Realists believe that reality exists independent of the human mind. The ultimate reality is the world of physical
objects. The focus is on the body/objects. Truth is objective-what can be observed. Aristotle, a student of Plato who broke
with his mentor's idealist philosophy, is called the father of both Realism and the scientific method. In this metaphysical
view, the aim is to understand objective reality through "the diligent and unsparing scrutiny of all observable data."
Aristotle believed that to understand an object, its ultimate form had to be understood, which does not change. For
example, a rose exists whether or not a person is aware of it. A rose can exist in the mind without being physically
present, but ultimately, the rose shares properties with all other roses and flowers (its form), although one rose may be red
and another peach colored. Aristotle also was the first to teach logic as a formal discipline in order to be able to reason
about physical events and aspects. The exercise of rational thought is viewed as the ultimate purpose for humankind. The
Realist curriculum emphasizes the subject matter of the physical world, particularly science and mathematics. The teacher
organizes and presents content systematically within a discipline, demonstrating use of criteria in making decisions.
Teaching methods focus on mastery of facts and basic skills through demonstration and recitation. Students must also
demonstrate the ability to think critically and scientifically, using observation and experimentation. Curriculum should be
scientifically approached, standardized, and distinct-discipline based. Character is developed through training in the rules
of conduct.

Pragmatism (Experientialism)

For pragmatists, only those things that are experienced or observed are real. In this late 19th century American
philosophy, the focus is on the reality of experience. Unlike the Realists and Rationalists, Pragmatists believe that reality
is constantly changing and that we learn best through applying our experiences and thoughts to problems, as they arise.
The universe is dynamic and evolving, a "becoming" view of the world. There is no absolute and unchanging truth, but
rather, truth is what works. Pragmatism is derived from the teaching of Charles Sanders Peirce (1839-1914), who believed
that thought must produce action, rather than linger in the mind and lead to indecisiveness.

John Dewey (1859-1952) applied pragmatist philosophy in his progressive approaches. He believed that learners
must adapt to each other and to their environment. Schools should emphasize the subject matter of social experience. All
learning is dependent on the context of place, time, and circumstance. Different cultural and ethnic groups learn to work
cooperatively and contribute to a democratic society. The ultimate purpose is the creation of a new social order. Character
development is based on making group decisions in light of consequences.

For Pragmatists, teaching methods focus on hands-on problem solving, experimenting, and projects, often having
students work in groups. Curriculum should bring the disciplines together to focus on solving problems in an
interdisciplinary way. Rather than passing down organized bodies of knowledge to new learners, Pragmatists believe that
learners should apply their knowledge to real situations through experimental inquiry. This prepares students for
citizenship, daily living, and future careers.

Existentialism

The nature of reality for Existentialists is subjective, and lies within the individual. The physical world has no
inherent meaning outside of human existence. Individual choice and individual standards rather than external standards
are central. Existence comes before any definition of what we are. We define ourselves in relationship to that existence by
the choices we make. We should not accept anyone else's predetermined philosophical system; rather, we must take
responsibility for deciding who we are. The focus is on freedom, the development of authentic individuals, as we make
meaning of our lives.

There are several different orientations within the existentialist philosophy. Soren Kierkegaard (1813-1855), a
Danish minister and philosopher, is considered to be the founder of existentialism. His was a Christian orientation.
Another group of existentialists, largely European, believes that we must recognize the finiteness of our lives on this small
and fragile planet, rather than believing in salvation through God. Our existence is not guaranteed in an after life, so there
is tension about life and the certainty of death, of hope or despair. Unlike the more austere European approaches where
the universe is seen as meaningless when faced with the certainty of the end of existence, American existentialists have
focused more on human potential and the quest for personal meaning. Values clarification is an outgrowth of this
movement. Following the bleak period of World War II, the French philosopher, Jean Paul Sartre, suggested that for
youth, the existential moment arises when young person’s realize for the first time that choice is theirs, that they are
responsible for themselves. Their question becomes "Who am I and what should I do?

Related to education, the subject matter of existentialist classrooms should be a matter of personal choice.
Teachers view the individual as an entity within a social context in which the learner must confront others' views to clarify
his or her own. Character development emphasizes individual responsibility for decisions. Real answers come from within
the individual, not from outside authority. Examining life through authentic thinking involves students in genuine learning
experiences. Existentialists are opposed to thinking about students as objects to be measured, tracked, or standardized.
Such educators want the educational experience to focus on creating opportunities for self-direction and self-actualization.
They start with the student, rather than on curriculum content

Think about It:

o Which general or world view philosophy best fits with your own views of reality? Why?
o What have you learned from the history of education that is related to these metaphysical philosophies?
o It is said that an image is worth a thousand words. What might be your image metaphor for each of these
world or metaphysical philosophies?
E. APPLICATION

Directions: Create and provide situations for each of the following philosophical foundations:

PHILOSOPHICAL FOUNDATIONS: SITUATIONS

1. IDEALSIM

2. REALISM

3. PRAGMATISM

4. EXISTENTIALISM

5. NATURALISM
F. EVALUATION

Directions: Identify what philosophy in physical education is being described in the following situation below.
Choose your answer from the box. Write your answers on the space provided.

IDEALSIM REALISM PRAGMATISM NATURALISM EXISTENTIALISM

1. Football requires good legs and mind coordination, it practices both the brain and muscles. ________________
2. Coach Danivo taught practical techniques in playing badminton, including focus and body control. ___________
3. Celis is an athletics player, after years of experience in this sport, she mastered the practices requisite for an
athlete to succeed. ________________
4. Coach Arniel shared his life story before becoming a trainer, he elaborated that nothing beats hard work, "learning
through experience" he said. ________________
5. The pingpong ball in table tennis relates to bouncing backs an athlete could experience while facing games of life,
you can hit hard, but never aim short. ________________
6. PE Teacher, Mr. Grieg always attribute disciplines in sports to paradigm of life, he believes, as he always
discussed to his students, that trainings are more than just polishing the physicality, rather it hones individuality.
7. Dedication enables Ron to become eager in learning Physical Education, it has become his principle to develop
himself and discover what more he can do. ________________
8. Dona's biggest realization about herself arrived when she was training for table tennis. Sports taught her that her
potentials are worthless when not channeled to strive harder. ________________
9. Gradual changes happened to Simeon when he started doing gymnastics, he appreciated himself more.
10. Swimming champion Aeguel, dwell to the idea that his life revolves in water, and its depths which he has to look
into to succeed- his deeps. ________________
11. Sports is a representation of structure of nature, sometimes you fall, oftentimes you get up. ________________
12. Sir Danilo likened sports to music, both have humongous influence to the world, youth, and life. _____________
13. Balls are attached to individuals born for playing sports. Coach Damian quoted at his talk with young aspiring
volleyball players. ________________
14. People gush over sport because it habituates in nature, fundamental to life. Grade 10 Physical Education teacher
said. ___________________
15. Gibson Marteres is a track and field national champion, and more than the training, what helped him as he races
for the title is the place it has in his natural self. _________________________