Development of physical education
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The document summarizes the development of physical education and sport in Europe. It discusses how sport was initially used as a means of social control in schools. Over time, greater structure and rules were created for sports, and muscular Christianity and athleticism became tools to promote morality. Physical education began formally in 1860, influenced by Europe, but state schools had few resources compared to public schools. The Hadow Report of 1926 created grammar schools, and the 1933 syllabus introduced the first truly child-centered physical education approach.
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Physical education in schools originally aimed to maintain social order and control rowdy student behavior. Thomas Arnold established organized team sports like rugby at Rugby School in the 1830s to channel student energy and promote values like leadership and fairness. As sports developed standardized rules to make them acceptable, they progressed from schools to universities and national organizations like the Football Association emerged. During Queen Victoria's reign, schools were encouraged to include military-style physical training to prepare students for service in the British Empire's growing conflicts. Archibald MacLaren later emphasized developing students' physical abilities over strict military training.
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Historical background AND DEVELOPMENT OF PHYSICAL EDUCATION
Primitive society
primitive man moved in order to satisfy a felt need or a necessity. He had to satisfy his hunger and so he had to search for food by hunting wild animals in the forests or by fishing along the rivers and streams.
the physical activities of primitive man were not organized. His motives for physical activity were mainly to search for food and to protect himself from his enemies.
Ancient oriental and Near East Countries
Ancient China
India
Ancient Egypt, Assyria, Babylonia,Syria, Palestine, and Persia
Ancient China
This policy of isolation lacked the motivating factor to be physically strong because there was no fear of aggression.
they neglected their physical body to something they believed was more important and which is the spirit. As early as 2698 B.C., the “Kung-Fu” was the earliest of exercises recorded in history.
India
like that of ancient China, the religious life of the people affected their concern for their physical well-being.
a great contribution of India to physical education is “Yoga” which composed of exercises in posture and regulated breathing. Although Yoga is a religious activity in India, it is being accepted today as important activity to discipline the mind and the body because it involves 84 different positions.
Ancient Egypt, Assyria, Babylonia, Syria, Palestine, and Persia
these country marked the turning point in the history of physical education in the ancient near east.
the Egyptians believed in living a full life.
this meant a life full of physical activity. The Egyptian young boys were instructed in the use of weapons of war, such as the bow and arrow, lance, and shield.
they engaged in many sports and gymnastics exercise.
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The two city states in ancient Greece which gave much importance to ancient Greece, were the Sparta and Athens.
in Sparta, the main objective of physical education was contribute to a strong and powerful army.
While in Athens, the individual’s life was not controlled and regulated as in Sparta, and one enjoyed individual freedom.
The objective of physical education was for physical perfection with emphasis on beauty of physique.
Greece laid the foundation for the present Olympic games which were first held in 776 B.C. and continued every four years thereafter. A number of Greek philosophers, teachers, and medical men contributed to the worth of physical education and among them were the following:
Herodotus
Galen
Hippocrates
Socrates
Plato
Aristotle
Xenophon
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The document summarizes the history of physical fitness and education from ancient Greece and Rome to modern times. In ancient Greece, gymnastics and music were emphasized for boys' education and development. Military training in ancient Rome also focused on physical prowess through gymnastics. Over time, organizations like the YMCA and expansion of public schooling helped establish physical education programs and activities. Today, while technology has reduced physical activity for some, fitness remains important for health and quality of life.
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The document discusses long term psychological preparation in sport, including goal setting, motivation, attribution theory, group cohesion, and learning. It provides details on developing goals using the SMARTER model, the importance of intrinsic and extrinsic motivation, and how attribution theory can be used to explain success and failure. Additionally, it outlines the stages of group cohesion development and the three stages of learning - cognitive, associative, and autonomous - and strategies to support learning at each stage.
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Activity discussion exs 101
Physical education began as a way to train for military combat and survival in ancient societies like Greece and Rome. In the 18th century, Johann Bernhard Basedow was the first to recognize exercise's importance in education, and Charles Beck became the first physical education teacher in Germany. Throughout history, physical education was included or excluded from schooling based on cultural values, but it is now recognized as important for both health and academic success.
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The document provides a historical overview of physical education around the world. It discusses how physical activities evolved in primitive societies for survival and expression. It then focuses on ancient Greece where physical education developed strong armies and emphasized beauty and total development. Activities included wrestling, running and the Olympic Games. In ancient Rome, physical training focused on the military while activities like chariot racing and gladiator combat entertained spectators. The document then outlines developments in physical education throughout various periods and regions including China, India, medieval Europe and the Renaissance era.
Physical-education-on-mid-20th-century.pptx
Physical education programs grew in the mid-20th century due to men failing military fitness tests during WWII and the war emphasizing conditioning. By the 1950s, over 400 colleges offered physical education majors, but fitness testing showed 56% of American students failed fitness tests compared to just 8% of European students. As a result, President Eisenhower established the President's Council on Physical Fitness to recommend more PE time, equipment, and staff in schools. However, by the late 20th century physical education declined as electives increased and funding cuts reduced PE programs, though awareness of obesity is bringing PE back into focus with mandatory early education classes.
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The document discusses the historical development of sport. In the medieval era, sports were occasional, simple, functional for hunting and defense, and participated in during feasts. Popular pre-industrial games included real tennis among the gentry, violent football games, and cricket played by peasants and gentry. In the 19th century, public schools used sports like cricket to discipline students and develop character, which they then spread through their influence in the military, colonies, universities, and founding sports clubs.
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This document discusses the history and development of physical education. It begins by explaining that physical education originated as a formal subject in schools that is standards-based and focuses on developing motor skills, health, fitness, and emotional intelligence. It then provides background on physical education in ancient Greece and Sparta, where the focus was on building a strong military, and Athens, where it was about aesthetic and intellectual development. The document also gives an overview of the evolution of physical education in the United States from the ancient Olympics to modern times. It concludes by defining physical education and outlining its general objectives such as organic development, neuro-muscular development, and improving lifestyle and social relationships.
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The history of physical education, exercise science, and sport can be traced from ancient civilizations like Greece, China, and India to modern developments. Key events that influenced growth include the Olympic revival in 1896 and passage of Title IX in 1972. Recent decades have seen a focus on health, fitness, and participation for all alongside the commercialization and specialization of elite sport. Technology has also enabled new research and achievements while legislation has promoted inclusion of groups historically facing barriers.
history of p.e.
Physical education has evolved from activities aimed at survival in primitive societies to organized programs in modern societies. In primitive societies, physical activity was limited to tasks like hunting and gathering food. In ancient Oriental countries and ancient Greece, physical education was introduced but mainly for elites and focused on activities like dancing, archery, and gymnastics. During the Middle Ages, physical activity declined as asceticism rose and the body was deemphasized. In feudal times, physical training strengthened bodies for military and labor tasks. The Renaissance saw physical education's role in health, learning, and social life recognized. In modern times, many contributors established physical education in school curriculums with an emphasis on games, play, and recreation
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Physical education has a long history dating back to ancient China, Egypt, Greece and Rome where it was part of military training. In the 19th century, many European countries adopted gymnastics and built gymnasiums. Both World Wars showed that American soldiers were out of shape, prompting increased P.E. requirements in schools. However, recessions in the 1970s and 1980s led to cutbacks in P.E. as schools spent less time on it due to economic pressures. Today, fighting child obesity is important but promoting P.E. in schools remains challenging due to limited school funding.
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Physical education in schools originally aimed to maintain social order and control rowdy student behavior. Thomas Arnold established organized team sports like rugby at Rugby School in the 1830s to channel student energy and promote values like leadership and fairness. As sports developed standardized rules to make them acceptable, they progressed from schools to universities and national organizations like the Football Association emerged. During Queen Victoria's reign, schools were encouraged to include military-style physical training to prepare students for service in the British Empire's growing conflicts. Archibald MacLaren later emphasized developing students' physical abilities over strict military training.
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This document provides an introduction and overview of athletics. It discusses that athletics originated from ancient Greek competitions and were part of the original Olympic Games. The first known winner of an athletics event was Korobios, a Greek cook who won the 600-foot stadium race at the first Olympics in 776 BC. Athletics grew popular over centuries but declined after 394 AD when the Roman emperor banned the Olympics. Athletics reemerged and became organized as a modern sport in the 19th century with competitions in England and the US. Key events included the first English Championships in 1866 and the founding of the International Amateur Athletic Federation in 1913 to oversee the sport globally.
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The document provides an overview of the history of American schooling. It discusses the European foundations of education in ancient Greece and Rome, as well as the different systems that emerged in the colonial American regions of New England, the Middle Colonies, and the Southern Colonies. Key developments discussed include the rise of common schools in the 1800s, led by Horace Mann, and the evolution of the high school model in the early 20th century.
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European Influences on American Educational History
Colonial Period of American Education (ca. 1600-1776)
Early National Period of American Education (ca. 1776-1840)
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Historical background AND DEVELOPMENT OF PHYSICAL EDUCATION
Primitive society
primitive man moved in order to satisfy a felt need or a necessity. He had to satisfy his hunger and so he had to search for food by hunting wild animals in the forests or by fishing along the rivers and streams.
the physical activities of primitive man were not organized. His motives for physical activity were mainly to search for food and to protect himself from his enemies.
Ancient oriental and Near East Countries
Ancient China
India
Ancient Egypt, Assyria, Babylonia,Syria, Palestine, and Persia
Ancient China
This policy of isolation lacked the motivating factor to be physically strong because there was no fear of aggression.
they neglected their physical body to something they believed was more important and which is the spirit. As early as 2698 B.C., the “Kung-Fu” was the earliest of exercises recorded in history.
India
like that of ancient China, the religious life of the people affected their concern for their physical well-being.
a great contribution of India to physical education is “Yoga” which composed of exercises in posture and regulated breathing. Although Yoga is a religious activity in India, it is being accepted today as important activity to discipline the mind and the body because it involves 84 different positions.
Ancient Egypt, Assyria, Babylonia, Syria, Palestine, and Persia
these country marked the turning point in the history of physical education in the ancient near east.
the Egyptians believed in living a full life.
this meant a life full of physical activity. The Egyptian young boys were instructed in the use of weapons of war, such as the bow and arrow, lance, and shield.
they engaged in many sports and gymnastics exercise.
Physical Education in European Countries
Physical Education in Greece
Physical Education in Rome
Physical Education in Germany
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The two city states in ancient Greece which gave much importance to ancient Greece, were the Sparta and Athens.
in Sparta, the main objective of physical education was contribute to a strong and powerful army.
While in Athens, the individual’s life was not controlled and regulated as in Sparta, and one enjoyed individual freedom.
The objective of physical education was for physical perfection with emphasis on beauty of physique.
Greece laid the foundation for the present Olympic games which were first held in 776 B.C. and continued every four years thereafter. A number of Greek philosophers, teachers, and medical men contributed to the worth of physical education and among them were the following:
Herodotus
Galen
Hippocrates
Socrates
Plato
Aristotle
Xenophon
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The document discusses the history and development of competitive sport. It outlines that in ancient times, sport originated from festival games. As society became more industrialized in the late 18th and 19th centuries, sport emerged among the working classes and universities. In the 20th century, sport became increasingly commercialized and spectator-focused, influenced by the rise of television and globalization of events like the Olympics.
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The document summarizes the history of physical fitness and education from ancient Greece and Rome to modern times. In ancient Greece, gymnastics and music were emphasized for boys' education and development. Military training in ancient Rome also focused on physical prowess through gymnastics. Over time, organizations like the YMCA and expansion of public schooling helped establish physical education programs and activities. Today, while technology has reduced physical activity for some, fitness remains important for health and quality of life.
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Group Research Task - Funding and support: UK Sport
This document discusses funding sources for UK sports, including both public and private sector funding. It notes there are four main types of funding: direct sales, charities/private institutes, sponsorships, and salaries. Public funding comes from the government through programs like the World Class Programme. Private funding includes company sponsorships and endorsements. The document also reviews funding amounts for the 2012 London Olympics, noting the average cost per medal and total amounts from UK Sport and private sponsors. It concludes by discussing private sector sports academies and requirements for preparing elite global athletes.
A2 PE Centres of Excellence Task
The document outlines steps to understand elite sports systems, assess their pros and cons, and apply that knowledge to develop an elite sports pathway for the United Arab Emirates. Students will peer assess previous essays, evaluate the strengths and weaknesses of historical elite sports models, and then design a new structure for managing elite athletics in the UAE drawing on strengths from different existing systems.
A2 Centres of Excellence
The document discusses talent identification and development systems for elite athletes in East Germany, Australia, and the United States. It provides details on:
1) East Germany's extensive state-run system from 1949-1990 that identified and trained potential Olympic athletes from a young age in specialized schools, prioritizing sporting excellence and winning medals, though it was later revealed to involve widespread doping.
2) Australia's creation of the Australian Institute of Sport in 1981 in response to poor Olympic performances, which provided high-performance coaching, facilities, and multi-sport support to elite athletes.
3) The United States' system of developing athletes through high school and college sports programs and scholarships, with the best going on to
A2 - Long Term Technical Prep
This document discusses various ergogenic aids or technical devices that can be used to monitor physical activity and improve performance. It describes force plates for analyzing movement, pedometers for measuring distance walked or run, heart rate monitors for tracking intensity during exercise, and GPS technology for tracking location, distance, speed and other metrics during sports. The document provides information on calculating basal metabolic rate and caloric expenditure and having students practice using these technologies and calculations to optimize their training.
AS PE - Talent ID
This document discusses talent identification and development in sports. It explains that talent identification involves screening young athletes to identify their physical and mental attributes like fitness, power, and determination in order to provide pathways for their potential in sports. It notes that talent identification varies between closed-loop individual sports like swimming and open-loop team sports like football. The document also discusses how East Germany and Australia developed successful talent identification programs, with East Germany screening children at age 7 and placing them in sports boarding schools to develop elite athletes.
AS PE - Traditional pathways
This document outlines the traditional pathways for aspiring athletes in the UK. It discusses participation, foundation, competition, and elite performance levels of sport. It also describes the school sports pathway and how regional teams, elite clubs, and education have traditionally contributed to athlete development. Finally, it introduces the national framework for sport and its goal of creating clear pathways to support people in sport.
A2 PE Short Term Technical Preparation in practice
The document discusses short-term preparation for an athletic event, noting that an athlete should focus on physical, technical, and mental preparation in the days and weeks before competition through proper warm-up, equipment checks, maintaining hydration and nutrition, and developing a positive mental attitude. It also recommends athletes participate in holding camps and preparation camps to train in the same facilities they will compete in. Proper adjustment to time zone changes when traveling is also important for short-term preparation before an event.
A2 PE Short Term Technical Preparation 2
This document discusses the use of drugs and supplements in sports. It notes that athletes have long sought competitive advantages through substances like alcohol, mushrooms, and caffeine. Today, supplements are legal if they do not enhance performance or harm health. Illegal drugs include anabolic steroids, hormones, painkillers, and stimulants. However, the line between legal and illegal is not clear cut. The document asks students to consider where to draw the line and complete a homework task outlining their own system for the legalities of short-term technical preparation substances in sport.
A2 PE Short Term Technical Preparation 1
This document discusses short-term preparation for athletes before competition. It defines ergogenic aids as substances or devices that enhance energy production, use or recovery to provide a competitive advantage. It provides examples of different types of ergogenic aids, including mechanical aids like heart rate monitors; naturally occurring products like ginseng; chemical copies like creatine monohydrate; psychological techniques like imagery and hypnosis; and dietary supplements. The key factors that influence the legality of an ergogenic substance are whether it physically enhances performance, is detrimental to health, or conflicts with the spirit of sport.
AS PE - World Class Programme
UK Sport has created the World Class Performance Programme to help the UK's most talented athletes realize their potential and win medals at international competitions. The Programme has three levels: World Class Talent supports identifying new athletes; World Class Development funds athletes who could medal in 2012; World Class Podium supports athletes who could medal in the next Olympics. Over 1,200 athletes at Development and Podium levels receive around £100 million annually from the Programme to support their development through their sport's governing body.
Dcms creating-a-sporting-habit-for-life-1-
This document outlines a new youth sport strategy for England that aims to increase the number of young people who develop sport as a habit for life. Key elements of the strategy include building on the School Games program to promote competitive sport in schools, improving links between schools and community sports clubs by establishing at least 6,000 partnerships by 2017, focusing 60% of national governing bodies' funding on activities for youth, investing over £250 million in community sports facilities and programs, and implementing a payment-by-results system for funding allocations. The goal is to convert interest generated by the 2012 London Olympics into lifelong participation in sport.
AS PE - The Role of UK Agencies
The document discusses three key UK sport agencies - UK Sport, Sport England, and the Youth Sport Trust. UK Sport leads sport in the UK to world-class success by managing funding and supporting athletes to succeed at the Olympics and Paralympics. Sport England promotes community sport, distributes lottery funding, and aims to create a lifelong habit of sport. The Youth Sport Trust aims to enhance youth physical education and sport participation through initiatives like school sport partnerships and competitions.
AS PE Revision Guide Opportunities and Pathways
The document summarizes the development of sport in pre-industrial Britain and the effects of the industrial revolution on sport. In pre-industrial Britain, sport was limited by short leisure time and based around the church calendar for festivals. The industrial revolution led to longer working hours but also Saturday half-days off and the loss of common land, enabling the development of team sports and standardized rules. The rise of industry also saw the growth of factory and church teams competing against each other.
AS PE - Lifelong Involvement Notes
Here are some potential sports that could fall into each category:
Early Specialization: Gymnastics, figure skating, diving, swimming
Late Specialization: Athletics, team games like soccer/basketball, combat sports like judo/boxing, rowing
AS PE - UK Sport World Class Programme
UK Sport has created a World Class Performance Programme to help UK athletes realize their potential and win medals at international competitions. The programme has three levels - World Class Talent, World Class Development, and World Class Podium - and provides funding and support to identified athletes through their sport's national governing body. Over 1,200 leading athletes at the Podium and Development levels benefit annually from around £100 million in funding and support through the various stages of their development and pursuit of podium success.
World class programme
The UK Sport assumed responsibility for Olympic and Paralympic performance support in England in 2006. It established a three-level World Class Programme funded by the lottery to identify, develop, and support talented athletes. The levels include World Class Talent for identifying athletes, World Class Development for sports with medal potential in 6 years, and World Class Podium for sports likely to medal at the next Games. Funding is provided through governing bodies and individual athlete awards.
AS PE - Talent Identification
This document discusses talent identification and development in sports. It explains that talent ID aims to identify potential in young athletes and provide pathways for them to reach their potential. It notes that talent ID looks at both physical and mental attributes. There is variation in talent ID between closed-loop individual sports like swimming versus open-loop team sports like football. Talent ID was highly developed in East Germany and involved screening children at age 7 and funneling identified talents into sports schools. Australia also developed talent ID programs through the Australian Institute of Sport.
Traditional pathways
The document outlines traditional pathways in sport in the UK, including participation, foundation, competition, and elite performance levels. It discusses how individuals have historically progressed from school to regional teams to elite clubs. It also mentions strategies like PESSCL that aim to bridge gaps between school and club sport. Finally, it provides context on the national framework for sport in England, including its key drivers, settings, and outcomes like increased participation and improved health.
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