PEM

Chapter 2
Instructional Planning for
Physical Education and Health

Presented by: Elvie Jane S. Estrada

3rd Year BEED
 LESSON 1

Foundations of Physical
Education and Health
 OBJECTIVES
At the end of the lesson, you will be able to:
• discuss the foundation of physical education
and health;
• define motor behavior;
 OBJECTIVES
At the end of the lesson, you will be able to:
• differentiate the focus, purpose, and target people of
physical education and health throughout time; and
• distinguish the benefits of learning the foundations of
physical education and health.
 Physical education and health are
important parts of every pupil's life. In
these subjects, pupils learn about different
activities that are beneficial for their body
like physical fitness, games, and sports.
The subjects have a colorful milestone that will
serve as the foundations for teaching the subjects.
Preservice teachers must acquire knowledge about
the foundation of PE and health for them to provide
a curriculum and instruction that are congruent to
the concept that their future pupils need to learn.
 Historical Foundations of Physical
Education
 History educates us by allowing us to
comprehend how past leaders and
events influenced physical fitness,
exercise science, and sports.
Ancient Greece (prehistoric times-338 B.C.) and Rome (
500-27 B.C.)
 Greece, particularly the city-state Athens, gives high
importance to physical activity, viewing sport, exercise, and
fitness as essential to education and life.
 They believe education consists of intellectual and physical
development.
Ancient Greece (prehistoric times-338 B.C.) and Rome (500-27
B.C.)
 The expression "a sound mind in a sound body" illustrates this
belief.
 They have a gymnasium that serves as the center for intellectual
discussions, sports instruction, and physical training.
 Wrestling, running, and jumping were among the physical
activities taught to males.
 Greeks held festivals in honor of the gods, where
sporting events enabled Greek men to show off
their physical beauty, as well as their athletic
abilities.
 The Olympic games, held in honor of Zeus, the
chief god, were the most famous among these
festivals.
 The Olympic games, which began about 776 B.C.
and lasted at least five days, were held every four
years.
 They included music, feasting, and athletic
competitions.
 Physical activity was also valued in the ancient
Roman era, though it played a different role than in
Greece.
 Fitness and physical prowess were critical to
Rome's military victory.
 Greek gymnastics were introduced to the people after Rome
invaded Greece, but they were not well received.
 The Roman population's health deteriorated due to excessive
eating and drinking, as well as lack of physical activity.
 The Roman Empire eventually fell apart, with poor physical
condition of its people as one of the contributing factors.
 Early Modern
European Programs
GERMANY
- Physical education in Germany during the early
modern European era was focused on the creation
of strong people through programs in schools and
community organizations.
GERMANY
- Johann Bernhard Basedow (1723-1790). Johann
Christoph Friedrich Guts Muths (1759-1839), and
Adolph Spiess (1810-1858), all pioneers of
physical education at the time, were instrumental
in encouraging school gymnastics.
GERMANY
- Their programs emphasized gymnastics, games,
marching, running. and wrestling, as well as drills
and training in those sports. These leaders claimed
that physical education deserved to be included in
the school curriculum.
 SWEDEN
 Gymnastics in Sweden was inspired by nationalism
in the early 1800s.
 During this period, Henrik Ling (1776-1839) was a
key figure in the growth of gymnastics.
 Ling was appointed director of the Royal Gymnastics
Central Institute in Stockholm in 1814.
 SWEDEN
 He created a military training program for men at the
institute that emphasized mass drills and movements
from position to position on command and in a
defined, progressive series.
 Stall bars, vaulting racks, and oblique ropes were
among the exercise equipment created by Ling.
 SWEDEN
 Ling was credited with the advancement of
medical, educational, and aesthetic gymnastics,
in addition to his military gymnastics program.
 DENMARK
 Danish gymnastics was also inspired by nationalism in
the early 1800s.
 Franz Nachtegall (1777-1847) is known as the "Father
of Danish Physical Education" for his contributions to
the creation of physical education programs in
Denmark.
 DENMARK
 In 1799, Nachtegall established the first private outdoor
gymnasium in Copenhagen, which was dedicated to physical
training.
 Guts Muths' work had an impact on his education.
 In 1804, the Danish king appointed Nachtegall as the director
of a training school for military gymnastics instructors.
 GREAT BRITAIN
 Physical education was approached differently in the
early 1800s in Great Britain.
 While other Europe appcountries emphasized
structured gymnastics programs, the United Kingdom
emphasized organized games and sports programs.
 GREAT BRITAIN
 In the United Kingdom, sports have a long and
illustrious history.
 Before the 1800s, swimming, rowing, archery,
horseback riding, hockey, quoits, tennis, golf, football
(soccer), and cricket were all common sports.
 GREAT BRITAIN
 Football (soccer) and boxing, which require little
equipment, were common among the working class.
 Cricket and rugby became common among upper-
class citizens, many of whom had participated in such
sports while attending private boarding schools.
History of Physical Education
in the Philippines
.
 Pre-Spanish Era
- The Negritos or Aetas use bows and arrows to
hunt for food. They run, leap, jump, and run.
They enjoy music and dancing.
 Indonesian and Malays Period
 Producing food through planting and cultivating the
mountain sides (agriculture) is the major physical
activity of Indonesians and Malays.
 They also dance as a form of religious activity.
Bathing and swimming are their favorite past time
in rivers, ponds, etc.
 Spanish Regime
 Enforced labor among low-class Filipinos through
the building of churches and other infrastructures is
the only physical activity of the people while
waiting for the time of harvest after planting in that
time.
 Spanish Regime
 Fandango, Curacha, Jota, Polka, Mazurka,
Rigodon, and Lanceros dances are examples of
popular physical activity/dance among Filipinos in
this time due to the influence of Spanish culture.
 For the formal education of the Filipinos, schools,
colleges, and universities were established.
 Physical education was not offered as part of the
curriculum at these institutions.
 Physical education was made a part of the curriculum at
the Ateneo de Municipal de Manila, which was
established by the Jesuit fathers.
 For the formal education of the Filipinos, schools,
colleges, and universities were established.
 Physical education was not offered as part of the
curriculum at these institutions.
 Physical education was made a part of the curriculum at
the Ateneo de Municipal de Manila, which was
established by the Jesuit fathers.
 Physical education was not included in the
curriculum when a royal decree created a
Normal School for Men in the City of
Manila and another royal decree established
a Superior Normal School for Women in
1863.
 Gymnastics was added to the curriculum at
the Superior Normal School for Men
Teachers (Normal School for Men) in 1893.
The Manila Jockey Club was established in
1867 to oversee the holding of horse races.
 American Regime
 Physical education became one of the subjects
taught in public schools in 1901, and a daily
athletics program was developed. After four
years, baseball and track and field were
introduced and taught to school-aged pupils.
 American Regime
 Another four years passed, and the school's
athletic program was launched.
 In 1910, basketball was first adopted as a female-
oriented sport.
 A year after, they published the athletics
handbook.
 American Regime
 They also gave specific training for Filipino teachers
(Teachers Vacation Assembly in Manila) in 1914.
 Five years passed, they published a syllabus titled
"Physical Education Manual for Teachers," then after a
year, physical education became a required subject in the
curriculum in all public schools.
 Japanese Regime
 Since the military government forbade it,
Filipinos did not engage in sporting
events. The Filipinos were engrossed in
the war at the time.
 Motor Behavior
 Learning and refining motor skills are among the main
concerns of physical education, exercise science, and sport
practitioners.
 Motor activity includes three areas: motor learning, motor
control, and motor growth and is concerned with the
learning or acquiring of skills over the lifespan.
 Motor Behavior
 Motor Learning is the study of how people learn new skills
through practice and experience.
 The study of the neurophysiological and behavioral
processes that influence the regulation of skilled movements
is known as motor control.
 Motor development is the study of the roots of movement
activity and how it evolves.
Stages of Learning (Fitts and Posner)
Individuals move across many phases
as they master motor skills and make the
transition from unskilled to professional
athletes.
Stages of Learning (Fitts and Posner)
1. Cognitive Stage
- The pupil is attempting to
comprehend the natural goal of the task to
be learned at this time.
Stages of Learning (Fitts and Posner)
2. Associative Stage
- At this stage, the pupil has mastered the
fundamentals of the skill and is concentrating on
honing it. During this point, the pupil focuses on
mastering the necessary timing for the skill; the
pupil's output appears to be more fluid.
Stages of Learning (Fitts and Posner)
3. Autonomous Stage
- After a lot of practice, the pupil will get to
this stage of learning. He/She can reliably
perform the skill with few errors. The ability is
well-coordinated and seems to be done with ease.
The ability has almost become automatic at this
stage.
 Historical Foundation of Health
 "Any combination of learning opportunities designed to
foster voluntary activities conducive to health" is how
health education is characterized (Green and Kreuter 2005).
 Although health education has a long tradition reaching
back to the 19th century, it was not until the 1940s that it
became a distinct discipline.
 Historical Foundation of Health
 Health education and health promotion are
frequently used interchangeably in the United States
in the early 21st century, whereas health promotion
is used globally as an umbrella definition that
involves health education.
 Our Objectives

Objective One Objective Two Objective Three

Elaborate on what you Elaborate on what you Elaborate on what you
want to discuss. want to discuss. want to discuss.
 Write an original
statement or inspiring
quote
— Include a credit, citation, or supporting message
Past
Events
 Future Plans

Oct 5 Oct 12 Oct 25

Plan One Plan Two Plan Three
Elaborate on what you Elaborate on what you Elaborate on what you
want to discuss. want to discuss. want to discuss.
Thank
you!
Write a closing statement or
call-to-action here.
Resource
Page
Use these design resources
in your Canva Presentation.

This presentation template uses

the following free fonts:

Titles: Paytone One

Headers: Nunito
Body Copy: Nunito

You can find these fonts

online too. Happy designing!

Don't forget to delete this

page before presenting.
 Credits

This presentation template is free for

everyone to use thanks to the following:

SlidesCarnival for the presentation template

Pexels for the photos

Happy designing!