THE NATURE, CONCEPTS AND

OBJECTIVES OF PHYSICAL
EDUCATION
 Competencies:
 

1.
Provide information about the nature, concepts, and objectives of
physical education.
2.
Identify the influences of the various philosophies on physical
education.
3.
Trace the historical development of physical education.
4.
Identify the philosophical, psychological and sociological theories of
physical education.
5.
Apply the theories and principles in the teaching of physical
education.
6.
Relate the theories and principles to the teaching of physical
education.
• 
For about a century, many people have been confused about the
term physical education and are not exactly sure about the term
and what physical education teachers do.
Even college students, who have chosen physical education as
their major field shared this confusion.
Despite this confusion, physical education has been accepted as
part of the curriculum in all schools.
What is important is that physical education is one subject that is
well –taught and well-accepted.
Within the past decades, dramatic changes have
occurred in the field of physical education and
sport.
Contemporary physical education and sport
 has expanded to include persons of all ages
and abilities.
 Involvement in carefully designed programs
can enhance the health and quality of life of
the participants.
 THE LEGALITY OF PHYSICAL EDUCATION

• Article 1, International Charter of Physical Education and Sports,

UNESCO, Paris, 1978 and Recommendation 1, International
Disciplinary Regional Meeting of Experts on Physical Education,
UNESCO, Brisbane, 1982 –
• “The practice of physical education and sport is a fundamental
right of all…”
•
• “And this right should not be treated as different in principle from
the right to adequate food, shelter , and medical care.”
Article XIV, Section 19, 1986 Constitution of the Republic of the
Philippines –
“The state shall promote physical education and encourage sports
programs, league competitions and amateur sports including training
for international competition to foster self-discipline, teamwork, and
excellence for the development of a healthy and alert citizenry.”

“All educational institutions shall undertake regular sports activities

throughout the country and in cooperation with athletic clubs and
other sectors.”
MEANING OF PHYSICAL EDUCATION

Many definitions of physical education have been given by

authors and scholars in the field.
1. With new understanding of the nature of human beings
in which wholeness of the individual is the outstanding
fact, physical education becomes according to Jesse
Feiring Williams (1977) “education through the physical”.
2. Stressing the total educational experience, John E.
Nixon and Ann E. Jewett, as restated by William
Freeman (1977) defined physical education as “that
phase of total process of education which is concerned
with the development and utilization of the individual’s
movement potential and related responses, and with the
stable behavior modifications in the individual which
results from these responses”.
1.According to Robert P. Pangrazi (1998),
“physical education is that phase of
general educational program that
contributes to the total growth and
development of each child through
movement experiences”.
4. Deborah Wuest and Charles Bucher (1999)
defined physical education 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”.
THE ALLIED FIELDS OF PHYSICAL
EDUCATION
The allied fields of physical education and sport share
many common purposes –
“ the development of the total individual and concern
for quality life”.
These areas allied to the field may vary in content of
the subject matter and the methods used in
accomplishing their goals.
1. HEALTH EDUCATION
• Health education is concerned with the total well-being of the individual,
which encompass physical, emotional, mental, social, and spiritual health.
There are three areas within health education that are also functions and
goals of health education.
 
 Health instruction is focused in teaching the basics of healthful living to
students and the general public.
 Delivery of health services is concerned with developing and maintaining a
satisfactory level of health for all people.
 Environmental health included within health education is concerned with the
development of healthful and safe environments for all people.
2. RECREATION
Recreation is generally thought of as a leisure-time
activity. However, it has been defined as fulfilling an
educational goal of “worthy use of leisure”. It may
be a self-chosen activity that provides a means of
revitalizing and refreshing one’s body and spirit
3. DANCE

Dance activities have been something of a stepchild for

physical education, for dance hangs on the periphery of
physical education (Freeman, 1997). Aesthetic expression
through movement is provided by dance.
 THE OBJECTIVES OF PHYSICAL EDUCATION

The objectives of physical education pertain to all

educational levels, although there could be
delineation of goals for each level.
1. PHYSICAL FITNESS DEVELOPMENT OBJECTIVE
The development of the various organic system of the body is
necessary for an individual to have the ability to sustain adaptive
efforts, to recover and to resist fatigue.
2. Motor Skill Development Objective
This objective is concerned with developing body awareness, making
purposeful physical movement with a little expenditure of energy as
possible, and being proficient, graceful, and aesthetic in this
movement.
3. COGNITIVE DEVELOPMENT OBJECTIVES

The cognitive development objective involves the accumulation of

knowledge and the ability to think and interpret this knowledge.

4. Social-Emotional-Affective Development Objective

This is concerned with assisting an individual in making
personal and group adjustments as well as adjustments as a member
of society.
 PHILOSOPHICAL FOUNDATION OF PHYSICAL
EDUCATION

Philosophy, derived from the Greek word philisophia, means the

love of wisdom. It can also be defined as a set of beliefs relating to
a particular field.
 BRANCHES OF PHILOSOPHY

BRANCH FOCUS General Questions Questions Relative to Physical Education and Sport

       
Metaphysics Nature of reality What is the meaning of existence? What experiences in a physical education program will better enable the individual to meet the challenges of the
What is real? real world?

       
Epistemology Nature of knowledge and methods of What is true? What is the validity of the knowledge pertaining to physical activity and its influence on the development of the
obtaining knowledge individual?

       
Logic Systematic and orderly reasoning What is the method of reasoning that What process should a researcher use to determine the value of physical education to program participants?
will lead to the truth?

       
Axiology Aims and values of society How do we determine what has value, What is the value of physical education programs to the individual?
and on what criteria are this judgment
based?

       
Ethics Issues of conduct, right and wrong What is the highest standard of How can sport be utilized to develop ethics?
behavior each person should strive to
attain?

       
Aesthetics Nature of beauty and art What is beauty? Why are skilled performer’s movements beautiful to view?
 
 TRADITIONAL EDUCATIONAL PHILOSOPHIES
 

Because of physical education’s historic association with education, its

program have been influenced by the five traditional educational philosophies-
1. Idealism
2. Realism
3. Naturalism
4. Pragmatism
5. Existentialism.
• 
IDEALISM
• As a philosophy, idealism emphasizes the mind as central to
understanding, reasoning plays a critical role in arriving at the truth,
values and ideals are held in high regard and are considered universal
and absolute, values and ideals don't change regardless of
circumstances. Intellectual development is emphasized and the
teacher plays a pivotal role in the educational process.
• Education under this philosophical approach emphasizes
understanding of concepts and self-development.
• IDEALISM As Applied to Physical Education and Sport

 Coaches promote development of character and the ideals of sportsmanship

among the athletes over winning.
 Physical education professionals emphasize understanding of concept and self-
development.
 Physical fitness and activities contribute to the development of one’s personality.
 Ideals are emphasized in the physical education and sport programs.
 The activities should give students the opportunity to develop the qualities of
honesty, courage, and creativity.
 Play is regarded as having recreational values, an opportunity for the child to be
inventive, imaginative, and to express his feelings.
• 
REALISM

• As a philosophy, realism emphasizes the use of the

scientific method to arrive at the truth. Reasoning and
understanding the natural laws of nature are features of this
philosophy.
• Education under this philosophy stresses the importance
of training students in the scientific method, the use of
proven methods, and following of orderly progressions, and
periodic assessment of progress to ensure that learning is
taking place.
REALISM AS APPLIED TO PHYSICAL EDUCATION AND SPORT

 Physical education focuses on the total development of the person.

 Physical educators carefully evaluate the scientific evidence in order to better
understand the contribution of different types of physical activity to health.
 Physical educators incorporate frequent assessment procedures into their classes,
so that the students would have a means to monitor their progress toward
attainment of their goals.
 Coaches select training techniques based on the scientific evidence of their
effectiveness, and would use systematic, progressive approach in designing
practices.
 Programs are based on scientific knowledge and orderly progression, and activities
are selected on the basis of scientific evidences.
 The emphasis on teaching is on fundamentals of games and activities with each
skill broken down into its component parts.
• 
PRAGMATISM

• For a pragmatist, experience-not ideals or realities- are the

basis of truth. Reality differs from person to person because
individuals experience different situations. Therefore, values
are relative and are derived from one’s experiences.
• Within this philosophical approach, whatever works in a
given situation at a given time is seen as successful, although
pragmatists see the truth as variable and what is right as
individually determined, they emphasize social
responsibility. Individuals must recognize and fulfill their
responsibilities to society.
PRAGMATISM

Problem-solving, consideration of individuals’ needs and

interest, development of individuals’ social skills, and
cooperation are emphasized
PRAGMATISM As Applied to Physical Education and Sport

 Variety of activities is presented for meaningful

experiences.
 Activities are socializing in nature.
 Learning is accomplished through problem-solving method
 The curriculum should be based on the needs and interests
of the students.
• 
NATURALISM

•The belief that life is governed by the laws of nature is central to the
philosophy of naturalism. Development of both the mind and body is
incorporated in this philosophy.
•It emphasizes the importance of considering each individual’s level
of growth and development in learning and designing experiences that
are congruent to the individual’s needs. The natural environment
provides an excellent setting to help individuals learn. Self direction,
individualized learning, and competition against oneself are
important in this philosophical approach.
NATURALISM AS APPLIED TO PHYSICAL EDUCATION AND SPORT
 

 The physical educator allows normal growth.

 Developmentally appropriate physical activities with the students at all
levels of instruction are used..
 Physical educators emphasize individualized learning.
 Play and outdoor activities provide beneficial opportunities for exploration
and problem solving as a means of personal growth and learning.
 Fitness leaders encourage their program’s participants to take advantage
of opportunities to engage in outdoor pursuits during their leisure time as
a means of incorporating physical activities into their lifestyle.
 
EXISTENTIALISM

•According to this philosophy, reality is determined by individuals’

experiences. Individuals must accept responsibility for themselves and
the choices they make. An individual’s experiences and choices
create a uniquely personal worldview and affect their perception of
reality. It emphasizes the freedom of individuals to think as they
choose and to make choices, but stresses that they must accept the
consequences of their actions.
•Creativity, individuality, self-responsibility, and self-awareness
are important aspects of this philosophy and learning experiences
should reflect these attributes.
• EXISTENTIALISM As Applied to Physical Education and Sport
A sport psychologist encourages an athlete to carefully reflect upon his experiences in
order to identify the thoughts that led to poor performances. He offers the athlete
variety of options to deal with these issues, allowing the athlete to choose among the
alternatives.
A existentialist coach emphasizes the athlete’s responsibility in adhering to the
established code of conduct. He allows some individuality in dress, but emphasizes the
athlete’s responsibility in adhering to training rules.
Physical educators allow students to select from a variety of activities within the
program, promoting reflection, and individual responsibility fro learning.
Physical educators emphasize the importance of creativity.
The activities provide the students opportunities to develop self-awareness and self-
responsibility.
The teacher is a counselor who promotes reflective thinking while allowing the students
to make choices, and deal responsibly with the consequences of those choices.
HISTORICAL DEVELOPMENT OF PHYSICAL EDUCATION

“By understanding the history of physical education

and sport, a professional can be better understand
the nature of the profession , appreciate the
significant developments from the past to the present,
and project trends for the future” (Bucher and Wuest,
1995).
PHYSICAL ACTIVITIES IN THE PRIMITIVE SOCIETY
 

Participation in physical activities in the primitive society was

practical.
Strong, agile, and powerful body were necessary to carry on
the demands of primitive life.
Mimetic games provided children the opportunity to prepare
themselves for adult life and responsibilities.
Through dancing, primitive people communicated to their gods.
PHYSICAL EDUCATION IN ANCIENT NATION

Persia:
• Physical education was the modality used to
accomplish the primary aim of developing in their
young men military skills, high moral standards and
patriotism to strengthen and extend the empire.
Egypt
Popular activities in ancient Egypt were swimming, since
civilization’s life was based on rivers.
Wrestling which was participated in by the nobility, the soldiers,
the merchants, and the unskilled laborers; and gymnastic activities
and games using the skills of fighting and war.
Gymnastics exercises were required exercises to make the body
supple, strong, and capable of great endurance and stamina.
One of the most popular indoor activities was a board game
called senet.
Dances were both religious and folk.
China
Physical activities in ancient China were confined to the military men.
 They were given examinations on lifting the weights, shooting the bow, and
handling the sword.
They boxed, played football (tsu’ u chu), and practiced jiu-jitsu. Recreational
games and sports such as the early versions of soccer, polo, chess, and
competitions in archery and wrestling, tug-of –war, water games, chi’ ui wan
(similar to golf), shuttlecock, and kite flying were popular.
Dancing was popular that a man’s prestige often depended on his prowess
as a dancer.
When ancient Chinese felt weak, Cong Fu, a mild exercises, similar to
gymnastics-oriented calisthenics and developed in 2698 B.C was designed
to prevent diseases and keep the body in good organic conditions.
 INDIA
Several physical activities were participated in by ancient India
despite Buddha’s prohibition of games, amusements, and
exercises. Throwing balls, plowing contests, tumbling, chariot
races, riding elephants and horse, swordsmanship, wrestling,
and boxing were among their favorites. Became very popular in
India was Yoga, which was a unique activity involving
exercises in posture, regulated breathing, to discipline the mind
and the body. Physical exercises were sometimes used to
promote health. Hindu dancing was considered the oldest of
organized dancing.
PHYSICAL EDUCATION AND SPORT IN GREECE

Physical education was a vital part of the education of every

Greek boy. Gymnastics was believed to contribute to
courage, discipline, and physical well-being. It stressed a
sense of fair play, development of the individual’s aesthetic
values, amateurism, and the utilitarian values inherent in the
activity
GREECE
• Greeksport manifested itself in the concept of the
amateur athlete, whose
• primary goal is to compete in a “circuit” of four major
national festivals- the Olympia Festival, the Pythia Festival,
the Nemea festival, and the Isthmia Festival that were
designated as the Pan-Hellenic Festival, and scheduled to
ensure that one major competition was held every year.
GREECE
 The Spartan approach to physical training (not physical education) was
strictly the training of the body for military purposes.
 The Spartan boy at seven years of age is housed in a primitive barracks
under the watchful eye of the Paidonomous, who supervised the
educational program called the Agoge.
 Instructions in swimming, running, fighting, wrestling, boxing, ball games,
horsemanship, archery, discus and javelin throwing, field marches, and
pancratium, a combination of boxing and wrestling were given.
 At age twenty (20), he took an oath of allegiance to Sparta and went into
actual combat where they engaged themselves in intensive military
maneuvers and warfare until the age of fifty (50).
 A well-educated Spartan was one who was physically fit and a good
soldier.
SPARTAN

•Spartan women at an early age were given physical

activities such wrestling, swimming, and horseback riding to
produce healthy babies when they marry.
• 
Athens

In Athens, physical education and athletic competitions was

prominent feature of Athenian education.
Sport was associated with philosophy, music, literature,
painting, and sculpture.
Athenian youth at age six started his schooling in the
palaestrae, which was commonly a center where wrestling
activity occured, and provided rooms for various physical
activities and for oiling and sanding the athlete’s body.
Athens
• Exercise and games were given by the physical education
teacher called paidotribe, who owned the palaestrae.
• After deserting the palaestrae, the Athenian youths
attended the gymnasium, the physical, intellectual and social
center of Greece, under a specialist called gymnast, who was
responsible for training the youth in particular gymnastic
contests.
• The gymnasiarch was the chief official at the gymnasium
and an over-all in charge.
 THERE WERE SOME GREEK PHILOSOPHERS, TEACHERS AND
MEDICAL MEN WHO CONTRIBUTED TO THE WORTH OF PHYSICAL
EDUCATION.

• Plato believed that gymnastics and music, which were identified as “physical education”
and “academics” respectively educates the body and the mind/soul. His argument in his
Republic is that the mission of physical education in the schools blends with movements.
• Aristotle believed that athletics enables youth to develop strong, healthy citizens who
would defend Athens in time of war and serve her in time of peace.
• Herodotus (Herodikos) used physical education as an aid to medicine as early as the 5th
century.
• Hippocrates proclaimed the law of use and disuse of the parts of the body. He believed
that the parts of the body are strengthened through use. Muscle atrophy and weakness are
results of disuse.
• Xenophon thought of physical education as important in terms of military.
• 
 ROMAN PHYSICAL ACTIVITIES

Moral and military training were significant to the Romans.

The maintenance of health was a worthwhile and natural
goal for the Romans.
These were evident in the proliferation of public baths with
provisions for exercises – the thermae. Required physical
skills among the Roman youths prior to their induction to
manhood, and then into the military were held in the Campus
Martinus, the replacement of the gymnasium after the
conquest of Greece.
Roman
 Roman youth were given skills in running, jumping, swimming,
wrestling, horsemanship, boxing, fencing, archery, and
instructions of complete obedience to commands.
 The Romans developed their own system of physical training and
demanded the promotion of “team unity”.
 Athleticism of the Greeks was not valued militarily. Spectacular
gladiatorial combats between slaves and prisoners were held at
the Colosseum, the most famous landmark in Rome.
 Along with the Colosseum, horse and chariot races and large-
scale entertainment were held at the Circus Maximus, the
premier hippodrome in the Roman Empire.
PHYSICAL EDUCATION IN THE MIDDLE AGES

An intriguing historical era shortly after the fall of the

Western Roman Empire where the setbacks to learning,
public works, and government associated with the invasions
has been commonly termed as the Middle Ages.
The Christian church ( Catholicism), the only institution that
survived the fall provided a symbol of stability and order
amidst chaos and fear through intellectual and spiritual
leadership.
MIDDLE AGES
Two movements worked to its advantage
1. Asceticism that had a belief in the existence of evil in the body and
therefore it should be subordinated to the spirit, which is pure.
2. Scholasticism a highly intellectual philosophy that emphasized the
mind. Monasteries were built where Christians could isolate
themselves from the world and evils. Later, schools were attached
to the monasteries and would not allow physical education to be part
of the curriculum.
MIDDLE AGES
 Medieval university also frowned on physical education and
sport. However, games and physical activities were still
participated in by the people.
 Such were soule, a ball game that resembled the modern
day soccer played by an indeterminate number of men on
each side.
 Kegels was similar to bowling.
 There were ball games that employed the use of sticks and
were precursors to modern versions of hockey and baseball.
 
St. Thomas Aquinas
 The greatest scholastic of all time, embraced the idea of
physical fitness and recreation as a positive force in
promoting social and moral well-being.
 Under the tutoring of Aquinas, Scholastics were able to
cherish the body and value physical fitness and
recreation for man’s physical, mental, social, and moral
well-being.
Chivalry
 emerged as a kind of education that was physical, social, and military in nature.
 Three stages in the training for knighthood as a:
 Page – from age 7 to being a
 Squire – from age 14, and finally to being a
 Knight – at age 21.
 Knighthood was conferred after proving his fitness, bravery, skill, prowess,
strength, and courage.
 Joust or Medieval tournament was the most famous of the war games where
two mounted horsemen who would charge each other with long, wooden lances to
knock down the opponent from his horse.
 Melee was an event in the tournament where groups of opposing knights would
engage in hand-to-hand combat with dull swords.