WEEK

2:
Physical Education
in the Philippines

Teaching Strategies
in PE
HISTORICAL DEVELOPMENT
OF PHYSICAL EDUCATION
PHYSICAL EDUCATION
IN
PHILIPPINES
 PRE-SPANISH
PERIOD

Negritos or Aetas
Nomadic and wandering tribes
 Hunting with
the use of bow
and arrow.

 Survival in the
quest for food.

 Protection against
the hostile
environment.

 They run, leap,

jump and
climb.

 They are fond

of music and
dancing.
 •Juna •Pina Pa-ni-
Camote lan
* a man in motion * a man going
of stealing camotes in through the motion of
the field. gathering honey in the
field.
 INDONESIANS AND
MALAYS

Their physical activities consisted of

producing food through planting and
cultivating the mountain sides.
•Dancing was a form of a religious
activity. They danced..

- to please their gods.

- to cure their sick.

- to call for rain when drought occurs.

- after a bountiful harvest.

- for a victory in a tribal war called “cañao”.

• bathin • swimmin
g g
Favorite
pastime
Ancient Sport in the
Philippines
 SPANISH
REGIME
The Spanish conquest of the Philippines
did not have much effect on the physical
activities of the people, except the
enforced labor among the lower class of the
people in the building of the churches and
generally the people lived in the sedentary
life while waiting for the harvest time after
planting.
 Favorite
pastime

bathin swimmin
Cockfighting still continued to be
the favorite sport of the
 Dancing continued one of the major
physical activities enjoyed by the
people.

 Fandango dance
Curacha Jot
a
Polk Mazurka
a
Rigodo Lanceros
n
• Ceremonial dances were performed
during religious events, like Santacruzan
where in people ate, sang, drank and
danced to their heart’s content.

• Games were played by the Filipinos

during a grand celebration or after the
Santacruzan.
 Games
like..

 played by the little

children.

Pabitin
• Palo Sebo • Juego de Anillo
 played by the young
girls
Sungka Siklot
…and also piko, luksong tinik and hide and
seek.

Young boys play patintero, sipa, top

spinning and kite flying.

Card games were very popular

recreational to old folks which were
introduced by the Spaniards.
Theatre presentation

Moro-moro
 Schools, colleges and universities
were established for formal training
of the Filipinos. In these
institutions, physical education was not
included in the curriculum.
 Ateneo de Municipal de Manila
(founded by the Jesuits Fathers)

- physical education
was made a part of
the
curriculum
 In 1863 a royal decree established a Normal
School for Men in the City of Manila and
physical education was not included in the curriculum.
 In 1863 a royal decree established the Superior
Normal School for Women and, still physical
education was not included in the curriculum.

In 1893 the Superior Normal School for Men

Teachers (Normal School for Men) included
gymnastics in the curriculum.
In 1867, the Manila Jockey Club was founded
to supervise the holding of horse races.
  American
Period
Just as soon as the American
soldiers landed in the Philippines after
the historic event of the signing of
the
Treaty of Paris on December
10, 1898, schools
reopened.
O1901- Physical exercise was
one of the subjects
introduced in the public
schools and a regular
program of athletics was
developed.
O 1905- Baseball and track and field were
introduced and taught to the young
boys
in school.
O 1909- The athletic program for the
schools was inaugurated.

O 1910- Basketball was first

introduced as a game for girls.
 O 1911- The “Athletic Handbook”
was
published.

O 1914- The Teachers Vacation

Assembly in Manila gave
special
training to Filipino teachers.

O 1919- A syllabus entitled “Physical

Education: A Manual for
Teachers”
was published.
O 1920- Physical education was made
required subjects in the curriculum
of all public schools.

O 1928- A summer school

for coaching was
held.


 1914 – the teachers vacation assembly in Manila gave special training

to
Filipino teachers.
1919 – the syllabus entitled “ physical education: a manual for teachers” was

published which was submitted by special committee of

superintendents and edited by frederick o. England.
1920 – physical education was made a required subjects in the curriculum of
all
public schools
1928 – a summer school for coaching was held with the aim of helping
the
public school teachers in change of athletics to improve their
coaching method.
 THE TRANSITION YEARS TO THE PRESENT


 November 15, 1935, marked the beginning of the

transition period for the Philippines to prepare for a truly
Self- Government– the Commonwealth period but this was
interrupted by the Japanese occupation during World War II

In 1937, Physical Education was made a curricular subject
in the secondary school curriculum. The grading system

included as basis to mark were the following: attendance,
proficiency in skills, attitude, daily performance, report and
 sportmanship.

 THE TRANSITION YEARS TO THE PRESENT


• The bureau of education introduced “mass

athletics” or athletics for all students.

• Elementary pupils were to learn the fundamentals
of sports activities and the high school students to
play games and specialized sports such as

volleyball, basketball and others.
• Athletics competition was soon held.
• And soon the regional athletic associations formed


the bureau of public school inter-scholastic athletic
association.
1938 , a summer school of P.E was opened by the Bureau


of Education under the direction of Mr. Serafin Aquino,

at Rizal Stadium.


In 1941, the attack of Pearl Harbor started the World War


II. Which necessitated the closing of schools.

In June 1942, the Japanese Military Administration

authorized the opening of the Public Elementary School to
carry out their scheme of Co-prosperity Sphere. In the


school, the Radio Taiso or Calisthenics on the air, was

made obligatory. The demonstration was held at Luneta
which was participated by thousands of Filipino children.

•In 1947, the training of teachers in vacation
school was revived, under the joint of sponsorship
of the department of education and the Philippine
Amatuer Athletic Federation.

•In August of that same year, the school got

its name National College of Physical
Education. It offered 40 units course of
certificate in P.E
 • Secretary Romulo, Republic Act No. 5708 known as

“The Schools Physical Education and Sports
Development Act 1969” was approved by Congress
on June 21, 1969, this act provided for promotion
and financing of an integrated physical education and
sports development program.
• Pursuant to the guiding principles contained in the act.
1. A program of health and nutrition
2. Physical fitness
3. A program of competitive athletics
4. Intramural and inter-unit athletics competition
within schools, district and provinces.
5. Athletic competition within and among regions
 LATER DEVELOPMENT
•  The Revised Elementary Education Program of 1970 issued by
the Secretary of Education and Culture had as its distinction
features the combination of Health and Science as a subject area
and P.E with Music and Art in Grade I to III, in grades IV to VI,
Health and Physical Education were taken as subject area.
•  A Revised Secondary Education Program Of 1973 introduced a
new course: Youth Development Training (Ydt) And Citizen Army
Training (CAT) to meet the needs of the maturing individual
during the crucial transition from childhood to adult.
•  YDT is composed of four related subjects areas: P.E, Scouting,
Health Education And Music for first to third year students and
CAT for the fourth year students.
•  In December 1981, the Southeast Asian Games were held in
Manila. Indeed P.E and Sports Development in our country have
been given a big boost.
 PART TWO


• In 1989, the last year to implement the YDT and

abolished the year after , the program had been revised
into
 PEHM
( Physical Education, Health And Music) spearheaded by
the Department Of Education Culture And Sports
(DECS)
• In the year 2000 onward, the PEHM program had
been revised into MAPEH ( Music, Arts And PE)
at the Secondary School and MSEP (Musika,
Sining At Edukasyong Pangkatawan) in
elementary level.
 Principles of Teaching PE
• Teaching approaches namely;
1. Activity-based
2. Developmentally appropriate
3. Standards-based
4. Integrated
5. Inclusive for the teaching of PE
Activity-Based
• PE is a movement or
physical skill-
dominated subject.
It is unthinkable to
have a PE class
without the
students actively
involved in the
learning process.
 Developmentally Appropriate
• It makes use of
developmentally
appropriate approach
in the sense that PE
teachers teach the
movement or skills that
are appropriate to the
students’
developmental stages.
• PE teaching is also standards-
based
• The teaching of PE is also
integrated
• The teaching of PE is inclusive.
There are four parts in teaching a new skill:

1. Instructing – instructions must be given for

them to complete the task or skill. These may
be written or verbal. The teacher must ensure
the student knows what is required of them

2. Demonstrating – The teacher may provide a

demonstration of the skill or may get a peer to
perform it. It is key that this is a good
demonstration to allow the student to form a
model in their memory and mentally rehearse
the skill to be performed
There are four parts in teaching a new skill:
3. Applying – The student then
practices the skill in a planned situation
to help them transfer the learning from
practice to a competitive situation

4.Confirming – This is all

about feedback and providing
information for the student about how
successful they have been. Testing or
assessing the skill allows the teacher
and the student to evaluate
performance.
ACTIVITY TIME
Answer the questions comprehensively.
1. Are there disadvantages of organizing
and playing Sports in school? If YES.
Explain.

2. Using a graphic organizer, summarize

the History of Physical Education in the
Philippines.