Unit 1

P.E history

XVI CENTURY

The question refers to when educational thought starts from systematic exercise. Basically, it went
from a series of more "refined" recreational activities, in which extreme violence gives way to
activities more considered "skill" than strength. The main exponents are found in acrobatic physical
practices and traditional popular games. The acrobatic takes place in the Middle Ages and allows
shows to feudal lords, being protagonists in festivals and popular dances. There are fencing activities
that have replaced fights and tournaments (Blázquez, 2001). These acrobats and mountebanks were
the forerunners of many gymnastic techniques, apparatus and exercises, but we cannot place them
precisely in one time or place. On the other hand, the popular games that arise from work activities,
hunting or fights, etc., had a great relevance in the cohesion of social groups and were mainly part of
the activities of rural localities. Ball games, contests of skill at work, wrestling or personal
comparison, however, often led to their prohibition or exclusion from educational and civil values.
These activities were often associated with gambling, violence or loss of work hours. Locke
(1632-1704, cited in Blázquez, 2001) was the first author to introduce these more regulated games
from England into schools, justifying their educational components
Physical education is not understood, it is often confused with gimnasia, the problems are content
dispersion and excessively related to sports, they don’t know what they are doing, you only see kids
playing. Some contents that you don’t know

XVI,XVII Y XVII CENTURIES

In the 16th, 17th and 18th centuries, these activities are the result of analysis and reflection by
philosophers and pedagogues who applied the different ways of understanding life to the
development of the newborn PE. It is a time when freedom and naturalism in education are in
fashion and therefore they guided the progress of PE along these paths. The work of:

● Mercurial (1530-1606), with his work De Arte Gymnastica that develops proposals and
effects of exercise, distinguishing medical gymnastics as the most important. It is the link
between Greek gymnastics and modern PE.
● Rousseau (1712-1778) with his work Emilio supposes an enormous influence in PE. Its
naturalistic guidelines invite that education should be of and for the senses, trying to avoid
"harmful" influences of the society that surrounds the students.
● Basedow (1723-1790) continues with Rousseau's proposals and is the first to propose
physical exercises within an educational plan in Germany. Walking, balancing, weights,
swimming, etc., constitute a whole arsenal of activities for students.

1ST HALF XIX CENTURY

 In the first half of the s. XIX continuers of the previous stage aregradually improving
methodologically this body of content. We can highlight (Blázquez, 2001):

• Pestalozzi (1746-1827) who elaborated general didactic principles with a psychological basis
mainly using practice. It proposes to unite a methodical gymnastics with many exercises of
application in the natural environment.

• Guts Muths (1759-1839) stands out as the father of modern pedagogical gymnastics and was
the first to understand that PE was performed according to physiological and anatomical laws. Try to
classify exercises on this basis.

We also find four trends or schools that assign various functions to physical exercise. We must
think that at this time the social, healthy conditions, etc., were very poor, so their solution would be
sought thanks to these activities. Thus we find the English school characterized by the use of sport as
a fundamental element in the development of adequate habits. Arnold (1795-1842) was its main
supporter and thought of sport as a means of channeling youthful aggressiveness. With a moralizing
cut, he laid the first stones of fair play and made the transition from traditional games to sports in
England.

SECOND HALF XIX – EARLY XX CENTURY

In the second half of the s. XIX and early XX these currents are evolving and consolidating. English
sport begins to spread in a remarkable way and schools separate in concepts and methods. Baron
Pierre de Courbertin (1863-1937) by reinstating the Olympic Games essentially reactivated the
sporting phenomenon, its expansion throughout the world being unstoppable. Little by little, the
political powers are interested in Physical Education within the educational framework and the
points of view and methods are changing, especially those based on physiological principles. These
views transcend school and are held for a long time.

SECOND HALF XX CENTURY

In the second half of the s. XX the contents of the EF are influenced by the different events and
fashions. It begins with a hygienic and military PE that seeks the efficiency of the body, to continue
with sporting (politicized sporting successes) thanks to the Olympic movement, ending with the
pedagogical stage from 1965 to 1980. In this last stage, the preparatory or propaedeutic PE it
becomes a pedagogical treatment of the body, a complete and global training medium on motor,
affective and social levels. It is a renewal that divides the professionals who live together at that
time:

• Educational sport: defined as such as long as it adjusts to the characteristics of the child in
his way of structuring and teaching it. He rejects the position of teaching based on
mechanistic models derived from adults. It seeks to provide the student with motor
autonomy that allows him to adapt to different situations and not be a "miniature" adult.
• Psychomotricity or psychokinetics: derived from the technical-anatomical model of what
educational gymnastics was. Aimed at children between 3 and 11 years old, it seeks to
 • contribute to the child's development through perceptual-motor skills in relation to their
surroundings, space and time (awareness of their own motor skills).
• Corporal expression: it is opposition to the mechanization of the body and its
instrumentalization. It proposes a development of creativity through movement itself. The
body becomes a carrier of information and communication. Within this posture, the scenic
(communication and expression through dramatization and mime), psychoanalytic (as a
group technique), metaphysical (self-discovery and awareness of one's own bodily feeling)
and pedagogical or school (structured exercises to facilitate learning such as sung games,
dances, etc.).

Physical education is not understood, it is often confused with gimnasia, the problems are
content dispersion and excessively related to sports, they don’t know what they are
doing, you only see kids playing. Some contents that you don’t know

what do we do, we have an educative action, we teach to become better persons in the
future and, we teach them healthy habits which is compulsory to move, the purpose is
personal development improvement of skills and experiences as we can play 10000
different games, we need to improve their experience, socio-emotional interactions. Working
through games and educational sports, how to teach sports is chill as we think we are in a
football club while it is not the same.

PE
- Educative action
- Healthy habits
- Socio-emotional interactions
- Values work, critical spirit.
- Purpose: personal development
- Working through games and educative sport
- Improvement of skills and experiences
- Playful methodology: motor games.
- Cooperative activities, respect, rol acceptance, effort, etc.

BEFORE 18TH CENTURY

- THERE IS NOT PHYSICAL EDUCATION AS SUCH

- DIFFERENT KINDS OF PHYSICAL ACTIVITY IN ALL CIVILISATIONS
- PHYSICAL ACTIVITY: SURVIVAL, WAR TRAINING, PLAYFUL

FROM 18TH CENTURY

- ATTENTION TO LIFE AND BODY IN MOVEMENT

- PHYSICAL ACTIVITY IS UNDERSTOOD AS PHYSICAL EXERCISE
- REGULATED ACTIVIY, WITH GREAT BENEFITS FOR HEALTH
PHYSICAL EDUCATION AS EDUCATIVE SUBJECT STUDY OF THE HUMAN BODY
THROUGH MOBILITY

History of P.E (Resume)

- • CHANGES ASOCIATED TO AGE SOCIAL ENVIROMENT •

- EDUCATION INFLUENCIED BY EVERY HISTORIC STAGE REALITY •
- PHYSICAL EDUCATION RELATED TO BODY CONCEPT: •
- MIDDLE AGES: INSTRUMENT – TOOLS -
- MECHANISTIC• REINASSANCE:
- MEDICAL PEDAGOGICAL •
- 18TH – 19TH CENTURY: DIFFERENTE SCHOOLS, DIFFERENT MODELS •
- 19TH – 20TH CENTURY: SPORT PROJECTIONt

When P.E was born?

- AS CORPORAL ACTIVITY SINCE HUMAN BEING

- AS SCHOOL SUBJECT SINCE 19TH CENTURY

- DIFFERENT SCHOOLS OF THOUGHT ABOUT PE.

- DIFFERENT PROFESSIONALS - TEACHERS

16,17 AND 18TH CENTURY

- FREEDOM AND NATURALISM IN EDUCATION. MERCURIAL (1530-1606)

- • «DE ARTE GYMNASTICA»
- • PROPOSALS AND EXERCISE EFFECTS
- • MEDICAL GYMNASTICS DEVELOPMENT
- • HE CONECTS GREEK GYMNASTICS AND MODERN PHYSICAL EDUCATION

FREEDOM AND NATURALISM IN EDUCATION

J. J. ROUSSAU (1712-1778)

- FREEDOM AND NATURALISM IN EDUCATION

- BIG INFLUENCE IN PRESENT PE
- • NATURALIST GUIDELINES• EDUCATION BY AND FOR THE SENSES

J.B. BASEDOW (1723- 1790)

- • HE CARRIED ON WITH ROUSSAU PROPOSALS
- • PIONEER INCLUDING PHYSICAL EXERCISE IN EDUCATIVE PLANS
- • HE INTRODUCED WALKING, BALANCE, WEIGHTS, SWIMMING, ETC.

FIRST HALF 19TH CENT FOLLOWING PREVIOUS STAGE

PESTALOZZI (1746-1827)
- • GENERAL DIDACTICS PRINCIPES
- • PRACTICAL WORK AS BASE FOR PE
- • HE PROPOSES TO WORK METHODIC GYMNASTIC WITH EXERCISE AT
NATURAL ENVIROMENT

GUTS MUTHS (1759-1839)

- • FATHER OF PEDAGOGIC MODERN GYMNATICS
- • PHYSICAL EDUCATION BASED ON PHYSIOLOGICAL AND ANATOMIC
PRINCIPES

ENGLISH SCHOOL ARNOLD

- • SPORT TO DIRECT YOUTH AGGRESSIVENESS
- •FAIR PLAY PIONNER
- • TRANSITION FROM TRADITIONAL GAMES TO SPORTS IN ENGLAND

GERMAN SCHOOL
- • GERMANY WAS INVADED BY FRANCE
- • SCHOOL AT THE SERVICE OF NATIONAL UNIT
- • STRONG AND INTENSE MILITARY ACTIVITIES

SWEDISH SCHOOL
- • ANALITIC AND ORGANIZED MOVEMENTS
- • FUNCTIONS: MILITARY, MEDICAL, ESTHETIC AND PEDAGOGIC
- • «GYMNASTIC TABLES» LING (1820-1886)

FRENCH SCHOOL
- • GYMNASTIC WAS MAINLY MILITARY• HE ESTABLISHES A «GYMNASTIC
ORDER» IN SPAIN
- • DEVELOPMENT OF STRENGH, RESISTANCE AND AGILITY AMORÓS
(1770-1848)

SECOND HALF 19TH CENT BEGINNING 20TH CENT

- CONSOLIDATION OF PREVIOUS TRENDS
 - • ENGLISH SPORT EXPANSION
- • PIERRE DU COUBERTAIN (1863-1937) REIMPLANTS OLYMPIC GAMES
- • SPORT PHENOMENON IS EXTENDED ALL OVER THE WORLD.
- • GOBERMENTS INCLUDE PHYSICAL EDUCATION IN EDUCATIVE PROGRAMS

SECOND HALF 20TH CENT

DIFFERENT CONTENTS IN PHYSICAL EDUCATION HEALTHY AND MILITARY PE PE
BASED ON SPORT PEDAGOGIC STAGE(1965-1980)
- • TEACHING RELATED TO BODY
- • GLOBAL EDUCATION
- • MOTOR, EMOTIONAL AND SOCIAL TEACHING

EDUCATIVE SPORT
- • EDUCATIVE SPORT: ADJUSTED TO CHILDREN CHARACTERISTICS
- • IT REFUSES MECHANISTIC MODELF FROM ADULTHOOD
- • THE PURPOSE IS TO GIVE «MOTOR AUTHONOMY» TO STUDENTS

T DIFFERENT PROFESSIONALS

PSYCHOMOTRICITY
- • IT COMES FROM EDUCATIVE GYMNASTICS
- • DIRECT TO 3-11 YEARS CHILDREN
- • CHILDREN DEVELOPMENT THROUGH PERCEPTIVE-MOTOR SKILLS
(SPATIAL ORIENTATION, RHYTHM, ETC.)
- • AWARENESS ABOUT OWN MOBILITY

CORPORAL EXPRESSION
- • OPPOSITE TO BODY MECHANIZATION
- • CREATIVITY DEVELOPMENT THROUGH BODY MOVEMENT
- • HUMAN BODY, A WAY TO COMMUNICATE AND TO INFORM