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Course Module for Philosophical and Socio-anthropological Foundations of PE and Sports
Course Title: Philosophical and Socio-anthropological Foundations of PE and Sports
Course Description: A study of the diverse justifications on the educational value of PE and an examination how the various structures, patterns, organizations, and institutions in culture and society create, relate to, and influence physical education and sports; discussion of the historic tradition of mind/ body and theoretical/ practical knowledge dualism; conceptual analysis of the issues of sports as a human activity and the distinction and relationship between PE and sport.
Course Credit: 3 units
Contact Hours: 3 hours
Prerequisite:
Instructor:
Consultation Time:
Program Specialization Outcomes: On successful completion of this course students should be able to: Provide information about the nature, concepts, and objectives of physical education. Identify the influences of the various philosophies on physical education. Trace the historical development of physical education. Identify the philosophical, psychological, and sociological theories of physical education. Apply the theories and principles in the teaching of physical education. Relate the theories and principles to the teaching of physical education.
Suggested Learning Resources (e.g., Textbooks and References)
- Wuest, Deborah. Foundations of Physical Education, Exercise Science, and Sport, 2015
- Routledge. Handbook of Sport, Race and Ethnicity, 2017.
- Coakley, Jay. Sports in Society: Issues and Controversies, 2015.
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Course Module for Philosophical and Socio-anthropological Foundations of PE and Sports
Midterm
Lesson 1: The Nature, Concepts, and Objectives of Physical Education
Objectives: At the end of the chapter, students should be able to;
- Discuss the nature of contemporary physical education, exercise science, and sport, and show how it has evolved during the past five decades.
- Define the following specialized areas of study: sports philosophy, sports history, sport sociology, sport, and physical activity psychology, motor development, motor learning, biomechanics, exercise physiology, sports medicine/athletic training, physical education pedagogy, adapted physical activity/physical education, and sport management.
- Explain the objectives of physical education, exercise science, and its allied fields of study.
Physical Education , as a component of the overall educational process, is a subject of study whose goal is to increase human performance through the use of physical activities that have been specifically chosen to achieve this goal. It is a course that uses a play or movement exploration context to transmit physical knowledge and abilities to an individual or a group, as well as their application and outcomes. It can also refer to any intramural or extracurricular sport or physical activity that students participate in as part of their education. Physical education is about more than just exercising the body or physical system.
The Nature, Concepts, and Objectives 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 have 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
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Course Module for Philosophical and Socio-anthropological Foundations of PE and Sports
As Applied to Physical Education and Sport A sports 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. An 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 for learning. Physical educators emphasize the importance of creativity. The activities provide the students with 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.
Activity 2: Of the six major philosophies, which one do you identify with the most? Why do you identify with this philosophy? How do you think your philosophical perspective can impact you as a future professional?
Lesson 3: Historical Development of Physical Education
Physical activities in the primitive society Physical education in the ancient nation Physical education and sport in Greece and Rome Physical Education in the Middle Ages Physical Education in the Renaissance Period Physical Education in Europe Physical Education in the United States
Objectives: At the end of the chapter, students should be able to;
- Identify events that served as catalysts for physical education, exercise science, and sports growth.
- Identify some of the outstanding leaders in physical education, exercise science, and sport over the course of history and the contributions each made to the field.
- Discuss recent developments in physical education, exercise science, and sport.
- Draw implications from the discussion of the history of principles that will guide the professional future of physical education, exercise science, and sport.
Historical Development of Physical Education “By understanding the history of physical education and sport, a professional can 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 The Philosophy was “survival of the fittest”. Fitness in primitive times was necessary for survival, hence, the activities were related to the incessant search for food, clothing, shelter, and protection from a hostile environment such as hunting, fishing & food gathering. Games & dance were also performed as a means of communication.
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Course Module for Philosophical and Socio-anthropological Foundations of PE and Sports
believed that people should engage in honorable and useful modes of exercises so they would not fall into vice and evil pursuits during leisure hours. Thomas Elyot’s being familiar with the latest medical teachings of his time, he claimed six (6) physiological benefits that could be derived from exercise: aids in digestion, increases appetite, helps in living longer, warms the body, raises metabolism, and cleanses the body of its wastes. Roger Ascham appreciated the value of exercise as a means of resting the mind to make it sharper at a later time. Francois Rabelais believed that physical activities help the students reach his goal of being a well-rounded individual and these include horsemanship, martial arts, hunting, and ball playing, running, and swimming. Richard Mulcaster’s book Positions dealt specifically to physical education: for indoors, he recommended dancing, wrestling, fencing, and climbing; for outdoors, walking, running, leaping, swimming, riding, hunting, shooting, and playing ball. He was considered the “father” of the modern educational practice including sports in the schools. Michel de Montaigne advocated “manly exercise” where the child experienced the rougher life in the outdoors. John Comenius believed that exercise served as a rest from other parts of the learning process, and P.E. exists to refresh the body and able one to work and study more efficiently. John Milton believed that martial arts should be practiced in schools, because they were useful in time of war. John Locke believed that P.E. was of primary importance in developing an educational foundation because physical activity is used to refresh the individual in order to pursue more intellectual pursuits. The development of the child’s health was Jean Jacques Rousseau’s first requirement in the education of the child. He believed that children should develop their senses through specific physical activities, such as swimming, running, jumping, spinning a top, throwing stones, etc.
Physical Education in Europe Germany Johann Bernhard Basedow founded the Philanthropinum in 1774, where three hours of the ten-hour school day was to be spent for recreational activities such as fencing, riding, dancing, and music. His younger students engaged in “Greek Gymnastics” contests: running, wrestling, throwing, and jumping; older ones practiced “knightly exercises” as dancing, fencing, riding, vaulting on live horses, shuttlecock, tennis, skittles, and playing with large air-filled ball. Johann Christoph Friedrich Gutsmuths who is considered the real founder of physical education, and “grandfather of physical education” legitimized the P.E. profession and believed in the promotion of people’s health to have a strong nation Friedrich Wilhelm August Froebel established the theory of play and believed that play in the form of physical education was a wonderful mechanism for stress reduction, and character and moral development. Friedrich Ludwig Jahn whose system of gymnastics was more political in nature established the German Turnverein Movement in the spring of 1811. He was called turnvater – father of gymnastics. The word was coined from the extinct Teutonic word – turnen – to perform gymnastics exercises. Adolph Spiess believed that the P.E. program should be progressive that is, from simple exercises to more difficult. and advocated exercises combined with music for free expression, and believed in marching exercises as aid in class organization, discipline, and posture development.
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Course Module for Philosophical and Socio-anthropological Foundations of PE and Sports
1911 – The “Athletic Handbook” was published by the Bureau of Education where the first part prescribed a few simple games and relays; the second part contained the rules for baseball, basketball for girls, volleyball, indoor baseball, track and field, and lawn tennis. January 1911 - the Philippine Amateur Athletic Federation (PAAF) was organized to control amateur sports in the Philippines. 1914 – In cognizant of the implementation of the “play for everybody” policy of the Bureau of Education, the Teacher’s Vacation Assembly started in Manila to give special training to Filipino teachers to be able to conduct various physical activities, and in turn recipients of the special training taught at the provincial normal schools March 5, 1919 – A syllabus entitled “Physical education: A Manual for Teachers” was published as a result of the plan in 1918 for a definite course of study in Physical Education, submitted by a special committee of superintendents. 1920 – Physical Education was made a required subject in all public schools. A rating of 75% which was based on attendance in the required exercises is necessary for promotion every year from grade four to fourth-year high school. However, the grade was not included in the computation of the general average. 1928 – A Summer School for Coaching was opened by the Office of the National Physical Education Director in cooperation with the Bureau of Education to help the public school teachers who are in charge of athletics to improve their coaching methods. 1937 – Physical Education was made a curricular subject in the secondary schools where the grade was not only based on attendance but on proficiency in skills as well. The grade was included in the computation of the general average. 1939 – Women’s track and field was added to the program of the National Inter-Scholastics.
Japanese Period The Japanese Military Administration obliged all public schools to perform daily calisthenics on air called the Radio Taiso, where Japanese instructors were provided. The demonstration of the exercise was held in Luneta.
Post-War to Present 1948 to 1952 – Under the joint sponsorship of the PAAF and Department of Education, The National College of Physical Education conducted a Summer school of Physical Education held at the Rizal Memorial Field. In 1953, PAAF took the sponsorship alone. The Schools Physical Education and Sports Act of 1969 provided a program of activities that included among others a program of health education and nutrition, a program of physical fitness for all pupils, a program of competitive athletics, a program of intramural and inter- unit athletic competition within schools, districts, and provinces, and an annual competition within and among regions. In the 70’s and early 80’s, physical education was incorporated in the subject Youth Development Training or YDT in high school. The subjects included Physical Education, Scouting, Health, and Music. The Physical Education Program in the Elementary was revised in 1971 to comprise the activities such as the Testing Program, rhythmic activities, games, relays and athletic team games, swimming, and physical education for children needing attention. The Revised Secondary School Program is contained in Department Order No. 20, s. 1973. Two aspects of the program were Youth Development Training (YDT) for the first year to the third year and Citizen Army Training (CAT) for fourth-year high school.
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Course Module for Philosophical and Socio-anthropological Foundations of PE and Sports
In MEC Order No. 6, s. 1982, the New Elementary School Curriculum (NESC) reflected directions for change based on the Program for Decentralized Educational Development (PRODED). PE in Grades I and II is integrated with the subject Sibika at Kultura (Civics and Culture). No specific time block is allotted to this subject but is taught as the need arises. Grades III to VI PE is clustered with Art and Music in a subject entitled Music, Art, and Physical Education (MAPE). The 1989 Secondary Education Development Program (SEDP) is a response to continue pupil development started by the Program for Decentralized Educational Development in 1982. Based on DECS Order No. 11, s. 1989, the New Secondary Education Curriculum (NSEC) of SEDP is cognitive-affective-manipulative-based and is student-centered and community- oriented. One of the 8 subject areas in the NSEC is Physical Education, Health and Music (PEHM). In the elementary, based on DECS Order No. 53, s. 1994, states that Physical Education in Grades I and II shall be listed as a separate additional subject and will be taught daily for 20 minutes beginning school year 1994 – 1995 in public elementary schools. It shall continue to be taught as a component of MAPE in Grades III to VI.
Activity 4: Learning the history of PE and sports in the country, elaborate your thoughts on the questions below; Why do you think “PE lang” ideology is seen in today’s Philippine education system? Why is The Philippines relatively “weak” in sports?
Lesson 5: The Olympic Games and other international games
Objectives: At the end of the chapter, students should be able to;
- Define Olympism and the Olympic movement.
- Relate the philosophies of the Olympic Games to society.
Sports Governing Bodies in the Philippines The Philippine Sports Commission
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