2020-2021-BPE-PE 01-MODULE 3-HISTORICAL DEVELOPMENT OF PHYSICAL EDUCATION.pptx

HISTORICAL DEVELOPMENT OF
PHYSICAL EDUCATION AND SPORTS
Module 3

Introduction
• The terms Physical Education and Sport are used
in reference to early historical developments, with
Physical Education typicallyused to refer to
school–based programmes and Sport used to refer
to organised, competitive contest.
• History enlightens us-it enables us to understand
how the fields of Physical Education, Exercise
Science and Sporttoday have been shaped by the
leaders and events of the past.

Cont.
• History guides us-it suggests future possibilities
and courses of action that might be most effective
in the years to come. History is a field of study,
focusing on the study of change over time.
• History expands our understanding ofsociety as
well as Physical Education, Exercise Science, and
Sport.

Cont.
• In ancient times people engaged in physical
activityand participated in sports for many
different purposes. During this time the growth of
physical activity and sport wasinfluenced by
religious beliefs, social class, geography, activities
of daily living, and conceptions of the relationship
between the mind and body.

• Teachers for the commoners were normally retired
soliders. Exemption from the military began at the age of
50. At this age, if a male was able to live this long, he
would turn his attention the education of the next
generation.
• The emphasis in Persian education was gymnastics,
moral, and military training. The physical training was
arduous, to say the least. Boys were pushed well nigh to
their physical limits.

Physical Education during the Primitive Society
• Aims of Physical Education : To increase the chances of group
survival,
the tribe encouraged youths to develop the strength, endurance,
agility, and skills needed to withstand the danger of outdoor life, to
obtain the necessities of life.
• Promotion of P.E. : Parents, medicine men or shamans, and other
tribal leaders informally acquainted youths with the skills and
knowledge they would need as adults.
• Program of P. E. : Games of war, games of chase, and tag, dancing
and other forms of rhythmic activity generally related to religious
beliefs, play and physical activities related to self-preservation
skills.
• Methods of P.E. : Imitation, indoctrination, and trial and error methods
were the basic means of educating children.

Physical Education in Ancient China
• Physical exercise is an idea of little interest to the Chinese society.
Physical activities 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 (ts’ u chu) and participated ji-
jits. Sons of rich families engaged in music, dancing, and archery.
Recreational games and sports such as the early versions of soccer,
polo, chess, and competition in archery and wrestling were practiced.
Tug-of-war, water games. Ch’ 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 exercise, similar to gymnastics-
oriented calisthenics and developed in 2698 B.C. was designed to
prevent diseases and keep the body in good organic conditions.

• Ancient China followed a policy of isolation. This country did not care to
associate withthe rest of the world butinstead desired to live unto itself.
• The isolated existence of ancient Chinese was detrimental in many ways
to a belief in physical activity. Because they did not fear aggression,
they lacked the military motivating factor of being physically strong.
The people of ancient China weremainly concerned with memorising the
works of Confucius and ancestor worshipaspart of their religious life.
Individuality was suppressed and all persons were destined to live a
rigid and stereotyped existence, therefore little room was made for
organised Physical Education. Physical activity meant stressing the
importance of the body and individual freedom of expression, which
were contrary to the teachings of this ancient culture.

Cont.
• Despite the emphasis on intellectual excellence and the
influence of Taoism, Confucucianism and Buddhism,
which stressed the studious, quiet and contemplative life,
certain evidence exist of participation in physical
activityand sport activities in China. Many Chinese
classics tell of how the sons of rich families engaged in
music, dancing and archery. Wrestling, jujitsu, boxing, ts’
u chu (football), polo, tug-of-war, water games, ch’ui wan
(similar to golf), shuttlecock and flying kites were also
popular. Thus the more favoured classes engaged in play,
but (it seems) the masses had little opportunity for
participation in formal physical activities

• Interestingly, the Chinese thought that certain diseases
were caused by inactivity. As a result, historyreveals that
the Cong Fu gymnastics were developed in 2698 B.C.
These were medical gymnastics intended to keep the
body in good condition. It was believed that illness were
caused by internal stoppagesand malfunctioning of
organs. Therefore, if certain kneeling, bending, lying, and
standing exercises could be performed, together with
certain types of respiratory training, the illness could be
alleviated

• Aims/Objectives of P.E. : In the earlier times (before Taoism,
Buddhism and Confucianism) bodily conditioning played a
more important role in Chinese society than later times.
• Promotion/Development of P.E. : Some authorities believe that
more than four thousand t-years ago the Chinese not
only originated schools but also had state education
officers and a system of national education examinations.
• Program of P.E. : Wrestling boxing, football, archery (military
purposes), polo, hunting, fishing, swimming, flying
kites, light exercises( eg Cong Fu) etc.
• Methods of P. E. : Little is known how they taught motor skills
probably learned by doing and by following the example of their
elders.

Physical Education in Ancient India
• Indian people lived an existence that was very religious in
nature. Two of the major religions were Hinduism and
Buddhism. Hinduism stressed that the human soul passed
through several reincarnations before being reunited with
Brahma, the supreme goal. The quickest and most certain
way to attain this goal was to refrain fromcatering to the
body and enjoying worldly things. The person who
desired to be holy ignored the physical needs of the body
and concentrated solely on spiritual needs. Physical
activity had little place in the culture of these religious
people.

Cont.
• Buddhism emphasized that right living and thinking, including self-
denial, will help the individual’s soul reach Nirvana, a divine state.
However, Buddha’s ban of games, amusements, and exercises in
ancient India did not totally prevent participation in such activities.
There is evidence about pastimes such as dice, throwing balls,
plowing contest, tumbling, chariot races, marbles, riding elephants
and horses, swordsmanship, footraces, wrestling, boxing and
dancing. Yoga, an activity common in India and involving exercises
in postureand regulated breathing was popular. This disciplining of
mind and body required the instruction of experts, and a person
fully trained in this activity followed a routine involving 84 different
postures.

Cont.
• Aim/Objective of PE: Indian people lived an existence that was
very religious in nature. Physical activity had little place in the
culture of these religious people.Buddhism emphasized that right
living and thinking, including self-denial, will help the individual’s
soul reach Nirvana, a divine state.
• Promotion/Development of PE: Buddha’s ban of games,
amusements, and exercises in ancient India did not totally prevent
participation in such activities. Yoga, is the oldest and the greated
contribution of India in PE develooment. This is an activity common
in India and involving exercises in posture and regulated breathing
was popular. This disciplining of mind and body required the
instruction of experts, and a person fully trained in this activity
followed a routine involving 84 different postures.

Cont.
• Program of PE.: Indias' pastimes such as dice,
throwing balls, plowing contest, tumbling, chariot
races, marbles, riding elephants and horses,
swordsmanship, footraces, wrestling, boxing,
dancing and Yoga.

Physical Education in Ancient Near East
• The civilizations of ancient Egypt, Assyria,
Babylonia, Syria, Palestine and Persia believed in
living a full life, including all types of physical
activity. In these countries the military provided
the drive for physical activity and sport because
they saw it as an opportunity to build stronger and
more powerful armies.

Physical Education in Ancient Egypt
• Egyptian youths were reared in a manner involving much
physical activity. As young boys they were instructed in
the use of various weapons of war, such as bow and
arrow, battleaxe, mace lance and shield. They were
required to participate in exercises and activities designed
to make the body supple, strong and capable of great
endurance and stamina. These activities included
marching, running, jumping, wrestling, pirouetting and
leaping. Before their military training started, they had
numerous opportunities to engage in many sports and
gymnastic exercises. They also found great enjoyment in
hunting and fishing expeditions

Cont.
• Popular activities in ancient Egypt were, swimming, since
civilization’s life was based on rivers. Wrestling which was
participated in the nobility, the soldiers, the merchants,
and the unskilled laborers; and gymnastics 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 dances.

Cont.
• In the countries between the Tigris and Euphratesrivers,
great stress was placed on physical activities, especially
among the upper classes. The lower strata of the
population found few opportunities for recreation and
sport and the upper classes indulged themselves in these
pastimes at regular intervals. Horsemanship, use of bow
and arrow, water activities, and training in physical
exercises were considered as important as instruction that
was more intellectualin nature

PHYSICAL EDUCATION IN EGYPT
• Aims/Objectives of P.E.: The vocational, recreational, and
religiousobjectives of P.E. than in military or health
objectives.
• Promotion/Development: Apprenticeship was the mode
of education inEgypt.
• Program of P.E.: Swimming was one of the popular sports
even among women, dance, archery, lion hunting,
fishing, stick fighting, acrobatics, ball games
etc.
• Methods of P.E.: Under the apprenticeship system,
youngsters learned by imitating the movement of
their parents or tutors.

Physical Education in Ancient Persia
• In Persia the main objective was building an empire through
militaryaggression. A strong army Persian army meant a
healthy and physically fit army. By 529 B.C., the Persian
territory included the area that is referred to as the Near
East. The success of Persia’s battles was largely the result
of the moral and physical conditioning of his soldiers.At the
age of six the state required all boys to leave their homes
for training, which consisted of events such as running,
slinging, shooting a bow, throwing a javelin, riding, hunting
and marching. The soldier had to be ableto travel without
much food and clothing and was compelled to endure all
sorts of hardship.

Cont.
• Where military importance existed, physical activity
programmes were aimed at imposing purposes.Strength,
endurance, stamina, agility and other physical
characteristics were not developed so that the individual
could live a full, vigorous and more interesting life but,
instead, so that the state could utilize these physical
attributes in achieving its own national military goals

• Aim/Objective of PE: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.
• Promotion/Development of PE: The physical training was arduous,
to say the least. Boys were pushed well night to their physical
limits. The moral training was also vigourously instilled. Boys
were taught to have a strong understanding of right and wrong
as well as a sense of justice.
• Program of PE: The emphasis in Persian education was gymnastics,
moral, and military training.
• Methods of PE: Persia education was one strongly dominated by the state. The
purpose was primarily to mold boys into just, moral soldiers who could serve
to defend and expand the empire.

PHYSICAL EDUCATION AND SPORTS IN GREECE
• Physical Education as well as sport experienced a
“golden age” in ancient Greece. The Greeks strove
for Physical perfection, and this objective affected all
phases of their life. It influenced the political and
educational systems, sculptureand painting and the
thinking and writings of that day. It was a unifying
force in Greek life, playing a major part in national
festivals and helping to build strong military
establishments. No country in history has held
physical education or sport in such high esteem as
did ancient Greece.

Cont.
• 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.

• Greek sport manifested itself in the concept of the amateur athlete,
whose primary goal is to compete in a “circuit” of four major
national festivals that were designated as the PanHellenic Festivals
which were events most important in the lives of the Greeks and
scheduled to ensure that one major competition was held every
year.
• The Olympia Festival was at Olympia every four years in
honor of Zeus. Winners received wild olive leaves.
• The Pythia Festival was held at Delphi at the sacred site of Apollo, the god
of light and truth every four years and laurel for the winners.
• The Nemea Festival in honor of Zeus was held in Nemea at Argolis every
two years and for the winners – parsley (celery)
• The Isthmia Festival at Corinth in honor of Poseidon, the sea god, was held
every two years and winners received pine needles.

Physical Education for the Homeric Greeks
• Aims of P.E.: The overall aim of p.e. was to develop the man of
action. Every citizen was a soldier and physical fitness was a
necessity.
• Promotion of PE. : During the Homeric age there were no formal educational
institutions. The agencies of education were the f amily or clan.
• Program of P.E.: ( Iliad and the Odyssey- Funeral-chariot race- boxing-
wrestling-foot race-javelin throw). Dancing was another activity the Greeks
participated from the earliest times. Some sport activities were reserved
for the aristocrats, particularly chariot racing, boxing, wrestling and
running.
• Methods of P.E.: Children acquired their education by imitating the adults, pay
attention to the feast or funeral games, listening to the exciting tales of the
gods, memorizing the great epics, and absorbing the wisdom of the council
meetings.

• The Spartan approach to physical training (not physical education)
was strictly education of the physical, which means that the training
of the body was the most important for military purposes. The
Spartan boy after staying with the parents until 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. They were given 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. At age twenty (20), he took an oath of
allegiance to Sparta and went into actual combat and 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.

Physical Education for the Spartan Greeks
• Aims of P.E.: Spartan p.e. was designed to develop a man of action who
possessed brute strength, physical endurance, unflinching courage and
military skill.
• Promotion of P.E.: Only the healthy and strong children were allowed to live
by a council of elders. Until the age of seven the mother was responsible fort
the training of the child. The more formal education system, called ‘‘agoge''
was supervised by the superintendent (paidonomus). Stage in education,
after 18 concentrated on military exercises. Spartan would remain in military
services until he was at least 50. The youths were grouped into companies of
64 with a selected leader. Four of these companies were combined into
a troop. At the age of 30, a man gained full citizenships, expected to marry
and take a seating the council but still live in public barracks. The education of
Spartan women was similar to that of men. Divided into different classes and
participated in same exercise but live in only home. Great success in Ancient
Olympics between 720 B.C. and 576 B.C.

• Program of P.E.: The Spartan curriculum consisted almost
entirely of a military training. Gymnastic exercises were
the main means of education for beginning youths. They
engaged in running, fighting, leaping, swimming,
hunting, wrestling, hiking, boxing, playing ball,
throwing discus, and javelin, and competing in arena.
• Methods of P.E.: Periodic testing by the state officials
(ephors) was administered to evaluate the boy's physical
capacity and citizenship. Praise and punishment used.
Flogging was the universal penalty.

Physical Education in Athens
• In Athens, physical education and athletic competitions were prominent
feature of Athenian education. Sport was associated with philosophy,
music, literature, painting, and particularly with sculpture. An ideal
Athenian education was to achieve a proper balance in moral, mental,
physical, and aesthetic development. Athenian youth at age six started
his schooling in the palaestrae, which was commonly a center where
wrestling activity occurred, was a building that provided rooms for
various physical activities and for oiling and sanding the athlete’s body.
Respoinsible for directing the exercise and games of the Greek youth
was 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.

Physical Education for the Early Athenians
• Aims of P.E.: In Athens, P.E. was an integral part of national life not
only in the need to prepare citizens for war, but also in the Greek
ideals of beauty and harmony (Aesthetic). Moral and spirit training
using sports.
• Promotion of P.E.: Much less regulated than in Sparta. The state gave
no financial support to formal education. Government concerned
with safeguarding the morals of the youths than with prescribing
age, courses, methods or supervision.Father determined the
child's physical fitness-free education for children whose fathers
killed in fighting's for Athens. Girls remained at home until they
married. No physical or intellectual education only household arts.
They did not participated in social and political life with men. Two
kinds of private elementary schools- palaestra (wrestling) for P.E.
and didascaleum (music) for literature, music, and arithmetic.

• Program of P.E.: 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.
• Methods of P. E.: Athenian youth at age six started his schooling in
the palaestrae, which was commonly a center where wrestling activity
occurred, was a building that provided rooms for various physical
activities and for oiling and sanding the athlete’s body. Respoinsible
for directing the exercise and games of the Greek youth was the
physical education teacher called paidotribe, who owned the
palaestrae.

Contributors in Greece for the development of PE
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.
• Xenophone – 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 which were evident in
the proliferation of public baths with provisions for
exercises – the thermae. The Campus Martinus which was
a large open area for physical skills which were required
and taught to Roman youth prior to their induction to
manhood, and then into the military replaced the
gymnasium. Roman youth were given skills in running,
jumping, swimming, wrestling, horsemanship, boxing,
fencing, archery, and instructions of complete obedience
to commands.

Cont.
• The Romans developed their own system of physical training and
demanded the promotion of “team unity”. Athleticism was not valued
militarily. Spectacular gladiatorial combats between slaves and
prisoners were held at the Colesseum, the most famous landmark in
Rome. Along with the Colessium, horse and chariot races and large-
scale entertainment for the Romans were held at the Circus Maximus,
the premier hipopodrome in the Roman Empire.
▪ Claudius Galen – who developed a refutation to treat gladiators was one of
the first to incorporate medicine and biomechanics into the science of exercise,
and one of the first to practice sports medicine. He advocated vigorous
exercises, which are performed with strength not speed, and violent exercises
which combined strength and speed. He was opposed to the professional
athlete.

Physical Education in the Midddle Age
• 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, particularly Catholicism was the only
institution that survived the fall. It provided a symbol of
stability and order amidst chaos and fear through
intellectual and spiritual leadership. Although the Teutonic
invasions supported the value of physical activity, two
movements worked to its advantage – 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; and
scholasticism, a highly intellectual philosophy that

Cont.
• 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.
Medieval university also frowned on physical education and sport.
▪ 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 of
physical, fitness and recreation for man’s physical, mental, social
and moral well-being.
• Soule was 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.

Cont.
• Chivalry emerged as a kind of education that was physical,
social, and military in nature. There were 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, after providing his fitness, bravery, skill, prowess,
strength, and courage required of a knight – knighthood was
conferred. Joust or Medieval tournament was the most
famous of the war games. It was between two mounted
horsemen who would charge each other with long, wooden
lances to knock 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.

Cont.
• Sons of noble had two careers to choose from either they
enter the monastery and become monks or enter the
knighthood.
• Because wealth came from the labor of others, leisure
became the unique commodity of nobles. Aristocrats had
sporting activities. Hunting and hawking were other
recreational pastime of the nobility. Le jeu de paume is a
form of handball. Royal tennis was played within an
enclosure. Sedentary forms or recreational outlets
included shuffleboards, billiards, chess, and
backgammon.

Physical Education in the Renaissance Period
• With the emergence of the philosophy of humanism and its
concepts of the “universal man”, physical education became more
valued. Good physical health was believed to promote learning. A
person needed rest and recreation from study and work. The body
is needed to be developed for purposes of health and for
preparation for warfare.
• There were some outstanding leaders during the
Renaissance period who were responsible and sport.
▪ Petrus Paulus Vergerius - physical education was preparation for the
military, and his program included pentathlon, swimming, and
horsemanship, the use of the shield, spear, sword and club.

Cont.
▪ Petrus Paulus Vergerius - physical education was
preparation for the military, and his program included
pentathlon, swimming, and horsemanship, the use of
the shield, spear, sword and club.
▪ Vitorio da Feltre’s school La Giocosa (Pleasant
House) blended the spirit of Christianity, the classics,
and the concepts of P. E. for the sons of the wealthy.
He instituted P. E. as an important part of the
educational curriculum.

Cont.
▪ Aeneas Silvio Piccolomini (Pope Pius II) believed
that to prepare children to be good soldiers, the use of
bow and sling, throw spear, ride horses, and swim in
order to be a good soldier were necessary activities.
▪ Martin Luther’s physical education was a means of
obtaining elasticity of the body, and a medium of
promoting health. He advocated music, games and
dancing as acceptable pastime, and 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.

Cont.
▪ Thomas Elyot’s being familiar with the latest medical teaching
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 Rebelais 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.

Cont.
▪ 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.

Cont.
▪ John Milton believed that martial arts should be practiced in
schools, because they were useful in time and war.
▪ John Locke believed that P. E. was a of primary importance in
developing and 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
German contributors to PE development
• Johann Bernhard Basedow founded the Phillanthropinum
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, such as 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.

Cont.
• Johann Christoph Friedrich Gutmuths legitimized the
P. E. profession. He believed in the promotion of people’s
health to have a strong nation. Gutmuths is considered
the real founder of physical education, and “grandfather of
physical education”.
• Friedrich Wilhelm August Froebel established the
theory of play that supports the place and purpose of
physical education. He believed that play in the form of
physical education was a wonderful mechanism for stress
reduction, and character and moral development.

Cont.
• Friedrich Ludwig Jahn established the German Turnverein
Movement in the spring of 1811. The word was coined from
the extinct Teutonic word – turnen – to perform gymnastics
exercises. He was called turnvater – father of gymnastics.
His system of gymnastics was more political in nature.
• Adolph Spiess believed that 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.

Sweden contributors for PE development:
• Per Henrick Ling was the founder of the Swedish medical and
pedagogical gymnastics. He strove to make physical education a
science that utilized anatomy and physiology in examining the
body to determine what was inherent in physical activity to enable
the body to function in a nearly optimum.
• Lars Gabriel Branting devoted most of his time to the area of
medical gymnastics where his teaching were based on the premise
that activity causes changes not only in the muscular system of the
body but also in the nervous and circulatory system.
• Hjalmar Fredrik Ling was credited for the organization of
educational gymnastics.

Denmark contributors for PE develoment:
Danish program of gymnastics emphasized fitness and strength with
formalized exercise performed on command and little individualized
expression allowed. It used hanging ropes and ladders, poles for
climbing, beams for balancing and wooden horses for vaulting.
• Franz Nachtegall was acknowledged the father of physical education
in Denmark. Due to his influence, P. E. became a requirement in both
elementary and secondary public schools in Copenhagen. He
established the Normalskol for Gymnastikken to emphasize the need to
train P. E. teachers and provide instruction to students. He employed
equipment such as hanging ladder, climbing poles, balance beam,
vaulting horses, and rope ladder.
• Niels Bukh’s “Primitive Gymnastics”, patterned to some extent after
the work of Ling was one of the innovations in the field of physical
education and sports.

Great Britain/England contributors for PE development:
• Swimming, rowing, archery, riding, hickey, quoits, tennis, golf, football (soccer),
and cricket were played prior to 1880. Sports and recreation pursuits during this
time were clearly among class lines or by economic status. Sports that require little
equipment like football (soccer) and boxing were popular among the working
Football (soccer) is one of the oldest of English sports. Hockey and quoits were
played in England as early as the 15th century, tennis as early as the 1300, golf as
early as 160, and cricket as early as 1700. As early as the time of Henry II, English
youth were wrestling, throwing, riding, fishing, hunting, swimming, rowing, skating,
and shooting the bow.
– Archibald Maclaren was the chief contributor to England’s physical
education. He combined his knowledge of medicine, sports and gymnastics
to develop a system of gymnastics for the British army and navy.

Physical Education inn the United States
• Sports, dance, and dramatic enactments were incorporated into
native American festive celebration. Physical prowess, cunning,
skillfulness, skill, speed and endurance were valued. Baggataway
(Lacrosse) was popular and rituals often surrounded the game,
also used to settle disputes. Rules and playing equipment vary by
tribe. Shiny, a game similar to field hockey, in which a stick is used
to propel a ball into a goal was played by both men and women.
Swimming, canoeing, archery, various types of ball games, and
games of chance were other popular activities among the Native
Americans.
• Horse racing was still popular apparently for the improvement of
the breed. Bowling was enjoyed. Tennis, cricket, and early versions
of the croquet were played. Shooting matches were popular.

Cont.
• The first horse race was a quarter mile long; a distance that
eventually gave birth to the Virginia Quarter Horse.
Southerners also enjoyed: fox hunts, hunting, fishing, rowing,
lawn bowling, dancing, cockfighting, boxing, and fencing.
Southern gentlemen from proper families were expected to
exhibit requisite social, and athletic skills which included –
riding, dancing, and fencing.
– Tom Molyneux was America’s first well-known pugilist, who
gained his freedom from slavery by fighting on the Southern
Plantation Circuit.

Cont.
NATIONAL PERIOD (1784 – 1861)
• During this period, interest in education grew, and more schools were
established. The growth of female seminaries (private schools)
increased educational for opportunities for women. In the 1820s and
1830s, physical education began to be incorporated into school
curriculum. German gymnastics was introduced during the 1820s.
– Charles Beck, a Turner, introduced Jahn’s gymnastic program of
exercise and apparatus to his students at Round Hill School. He built
an outdoor gymnasium and started the first school gymnastics
program.
– Charles Follen, organized exercise classes based on the German
system fro students at Harvard University.

Cont.
–Catherine Beacher, the director of the Hartford Female Seminary
for Women in Connecticut, an institution of higher education for
young women, developed and implemented program of physical
education within the educational curriculum of the school in
1828. It consisted of calisthenics performed to music. These
exercises included Swedish gymnastics and were
designed to improve the health and vitality of her students and
to prepare them more fully for their future role as homemakers and
mothers.
• Turnvereins or German gymnastics societies were established.
During the mid-1800s, gymnasiums and swimming pools were
constructed. Horse racing and foot races were popular. Baseball,
which has evolved from the English sports of rounders was invented
in 1839.

Cont.
CIVIL WAR PERIOD UNTIL 1900
• Dioclesan Lewis developed in 1860 the Lewis system of “light”
gymnastics. His program of gymnastics was directed at improving
the health and well-being of his participants.
• From 1870 to 1900, the programs became much more focused and
formalized and terms such as gymnastics, physical culture, physical
training and physical education were used synonymously to
describe the systematic exercise program. Physical education
survived as the name became most closely identified with
professional field and the academic discipline. Swedish gymnastics
was recognized for inherent medical values. Tennis was introduced
in 1874. Golf came to America in the late 1880. James Naismith
invented basketball 1891.

Cont.
• Dr. Dudley Allen Sargent became known for his work in
teacher preparation, remedial equipment, exercise
devices, college organization and administration,
anthropometric measurement, and experimentation as
basis for activity and scientific research.

Cont.
EARLY 20TH CENTURY
• In the early 20th century, Jessie Bancroft and Elizabeth Burchenal
stressed the importance of intramural games rather than
interscholastic competition for girls. Most institutions of higher learning
provided some program of gymnastics for their students. Sports,
athletics and team games became more important.
– Thomas Dennison Wood emphasized game skills and introduced his new
program under the name “Natural Gymnastics”.
– Clark Hetherington emphasized children’s play activities in terms of survival
and continued participation, athletics and athletic skills.
– Jessie H. Bancroft influenced the development of physical education as a
responsibility of homeroom teachers in the elementary schools, and
contributed much to the field of posture and body mechanics.

Cont.
WORLD WAR (1916 – 1919)
• Many physical educators provided leadership for physical conditioning
programs for the armed forces and for people on the home front.
GOLDEN TWENTIES (1920 TO 1929)
• More games, sports, and free play became popular during this period.
Measurement in physical education was emphasized as a means of
grouping the students, measuring achievements, and motivating
performance. Programs of physical education and sports continued to
expand in schools and colleges. Elementary school and secondary
schools PE program stressed formal activities; periodic lectures on
hygiene were added in the secondary schools.
– Jesse Feiring Williams stressed the importance of physical
education in general education.
– Homas D. Wood, Rosalind Cassidy, and Jesse Feiring Williams
published in 1927 the book “The New Physical Education”.

Cont.
DEPRESSION YEARS (1930 TO 1939)
• During the economic depression in the United States, health and
physical education had a difficult time surviving in many communities.
Physical educators became more involved in recreation programs in
the agencies and projects concerned with unemployed persons. The
trend in physical education was away from the formal-type approach
to an informal game-sports approach. Intramural athletics continued to
grow in colleges and universities. Women’s athletic associations
increased in numbers.
– Charles McCloy one of the leaders of this time wrote the Philosophical Bases
of Physical Education in 1940. He advocated “education of the physical”,
espousing the belief that school physical education’s unique contribution to
the education of the individual is organic and psychomotor development.
School physical education program, he said, should focus their efforts on
promoting fitness and teaching sports skills.

Cont.
MID-TWENTIETH CENTURY (1940 – 1970)
• Boys and men, girls and women were exposed to the programs of
physical education in American schools and colleges. Girls and
women were provided opportunities to engage in competitive
sports at both high school and college. Lifetime sport was
emphasized. Research became increasingly specialized in such
areas as exercise physiology, motor learning, sociology, of sport,
and pedagogy. The fitness movement, the emphasis on preventive
medicine, the increased specialization of the field, and the
broadening of physical education and sport programs to reach all
segments of the population are some significant developments in
physical education and sport since 1970 up to the present.

Physical Education in the Philippines
Pre-Spanish Period
• Physical activities were necessary for existence.
Cockfighting introduced by the Malays and considered a
favorite was popular. Dancing was a religious activity with
several purposes and officiated by a priestess, who
performs the sacrifice. War dances were performed.
Bathing and swimming were important part in the lives of
the natives.

Cont.
Spanish Period
• Cockfighting continued to be a favorite sport and found its
way to the other places in the archipelago. Dancing became
a major activity enjoyed by the people. The Fandanggo, the
Jota, the Curacha of Spain; the Polka, and Mazurka of
Cebtral Europe; AND THE Lanceros and Rigodon of France
were introduced by the conquistadores to lure the Filipino to
be converted to Christianity. Ceremonial dances were
performed during religious activities.

Cont.
• Recreational games such as the juego de anillo, juego de prenda,
and the duplo (a poetic joust) were introduced. Girls played
sungka, sikot, piko, luksong tinik, and hide and seek. Boys played
patintero, sipa, and kite-flying. Older women played card games.
Higher order recreational activities like horse races triggered the
founding of Manila Jockey Club in 1867 to supervise the holding of
races once a year, but were closed down in 1880. In 1893,
gymnastics was recorded to be a required subject for all candidates
for the Elementary Teachers Certificate at the Superior Normal
School for Men Teachers.

Cont.
American Period
• 1901 – Physical exercise was one of the subjects introduced in the
public schools, and regular program of athletics was developed.
• 1905 – Baseball and track and field were introduced and taught to
young boys.
• 1909 – Athletic program for the schools emphasized the playing of
western sports and coaching ofTennis.
• 1910 – Basketball was first introduced as a game for young girls at the
Carnival Meet held in Manila but was later discontinued in 1914
because it was found very strenuous for the girls. Later, indoor
baseball, tennis and volleyball were introduced.

Cont.
• 1911 – The “Athletic Handbbok” was published by the Bureau of
Education where the first part prescribed 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 to the implementation of the “play for everybody”
policy of the Bureau of Education, the Teachers 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.

Cont.
• 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-
charged of athletics to improve their coaching methods.
•

Cont.
• 1937 – Physical Education was made a curricular
subject in the secondary schools where the grade
was not only based on attendance but in
proficiency in skills as well. The grade was
included in the computation of the general
average.
• 1939 – Women’s track and field was added in the
program of the National Inter-Scholastics.

Cont.
Japanese Period
• The Japanese Military Administration obliged all public
schools to perform daily calisthenics on air called Radio
Taiso, where Japanese instructors were provided. The
demonstration of the exercise was held in Luneta.

Cont.
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
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 with 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 the high school. The subjects included Physical Education, Scouting, Health
and Music.

• The Physical Education Program in the Elementary was revised in 1871 to compromise 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 the Department Order No. 20, s. 1973. Two aspects of the program were
Youth Development Training (YDT)for first year to third year and Citizen Army Training (CAT) for fourth year high school.
• 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 1 and 11 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 111 to V1 PE is clustered with
Arts 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, it states that Physical Education in Grades 1 and 11 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 111 to V1.

Cont.
• In the 70’s and early 80’s, physical education was incorporated in
the subject Youth Development Training or YDT in the high school.
The subjects included Physical Education, Scouting, Health and
Music.
• The Physical Education Program in the Elementary was revised in
1871 to compromise 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 the
Department Order No. 20, s. 1973. Two aspects of the program
were Youth Development Training (YDT)for first year to third year
and Citizen Army Training (CAT) for fourth year high school.

Cont.
• 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 1
and 11 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 111 to V1 PE is clustered with Arts
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).

Cont.
• In the elementary based on DECS Order No. 53, s.
1994, it states that Physical Education in Grades 1
and 11 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 111 to V1.
• At present implemented tghe K to 12 Curriculum SY
2016- 2017.

References
• https://educationalresearchtechniques.com/2018/06/13/ed
ucation-in-ancient-
persia/#:~:text=The%20emphasis%20in%20Persian%20e
ducation,arduous%2C%20to%20say%20the%20least.&te
xt=The%20moral%20training%20was%20also,as%20a%
20sense%20of%20justice.

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