Physical education and health are crucial aspects of a student's education, focusing on activities like fitness, sports, and healthy eating habits. These subjects lay the groundwork for effective teaching. Future teachers must grasp the subject's importance, as it contributes to students' overall well-being and future success. This lesson delves into the foundations of physical education and health, addressing essential concepts in these areas.

1. Unit II: Instructional Planning for
Physical Education and Health
LESSON 1
Foundations of
Physical Education
and Health

2. Introduction
Physical education and health are crucial aspects of
a student's education, focusing on activities like
fitness, sports, and healthy eating habits. These
subjects lay the groundwork for effective teaching.
Future teachers must grasp the subject's importance,
as it contributes to students' overall well-being and
future success. This lesson delves into the
foundations of physical education and health,
addressing essential concepts in these areas.

3. THINK: Foundations of
physical education and
health
“To keep the body in good health is a
duty… otherwise we shall not be able to
keep our mind strong and clear.”

4. Historical Foundations of
Physical Education

5. Ancient Greece (prehistoric times-338 B.C.) and Rome (500-27 B.C.)

6. Early Modern European Programs
Germany
Physical education in Germany during
the early modern European era was
focused on the creation of strong people
through programs in schools and
community organizations.
Sweden
Gymnastics in Sweden was inspired by
nationalism in the early 1800s. During
this period, Henrik Ling (1776-1839)
was a key figure in the growth of
gymnastics.
Denmark
Danish gymnastics was also inspired by
nationalism.in the early 1800s. Franz
Nachtegall (1777-1847) is known as the
"Father of Danish Physical Education"
for his contributions to the creation of
physical education programs in Denmark.

7. Great Britain
In the early 1800s in Great Britain, the approach to physical education differed from that in
other European countries. While Europe emphasized structured gymnastics programs, the UK
prioritized organized games and sports. The United Kingdom had a rich sporting history dating
back before the 1800s, featuring activities such as swimming, rowing, archery, horseback
riding, hockey, quoits, tennis, golf, football (soccer), and cricket. Sports and leisure pursuits in
Britain were traditionally divided along class lines, with football (soccer) and boxing being
popular among the working class due to their minimal equipment requirements. Meanwhile,
cricket and rugby gained popularity among the upper class, many of whom had engaged in
these sports at private boarding schools. A lasting British legacy is the concept of amateurism,
where individuals play for the love of the game, reflecting their deep-seated passion for sports.

8. History of Physical Education in the Philippines
Pre-Spanish Era
The Negritos or Aetas use bows
and arrows to hunt for food. They
run, leap, jump, and run. They
enjoy music and dancing.
Indonesian and Malays
Period
Producing food through planting
and cultivating the mountain sides
(agriculture) is the major physical
activity of Indonesians and
Malays. They also dance as a
form of religious activity. Bathing
and swimming are their favorite
past time in rivers, ponds, etc.

9. Spanish Regime
In the past, low-class Filipinos engaged in enforced labor, primarily in constructing churches and other
infrastructure while awaiting harvest after planting. Meanwhile, the influence of Spanish culture introduced
various dances like Fandango, Curacha, Jota, Polka, Mazurka, Rigodon, and Lanceros, becoming popular
physical activities among Filipinos. Ceremonial dances were a significant part of religious events such as
Santacruzan, where people also enjoyed eating, singing, drinking, and dancing. Traditional games like
Patin, palo sebo, juego de anillo, sungka, siklot, piko, luksong tinik, and hide and seek were commonly
played during big celebrations, with young boys enjoying games like Patintero, sipa, top spinning, and kite
flying. While formal education institutions were established, physical education wasn't initially part of the
curriculum, except at the Ateneo de Municipal de Manila, founded by the Jesuit fathers. Gymnastics was
later incorporated into the curriculum at the Superior Normal School for Men Teachers in 1893.
Additionally, the Manila Jockey Club was established in 1867 to oversee horse racing events.

10. American Regime
Physical education became one of the subjects taught in
public schools in 1901, and a daily athletics program was
developed. After four years, baseball and track and field
were introduced and taught to school-aged pupils. Another
four years passed, and the school's athletic program was
launched. In 1910, basketball was first adopted as a female-
oriented sport. A year after, they published the athletics
handbook. They also gave specific training for Filipino
teachers (Teachers Vacation Assembly in Manila) in 1914.
Five years passed, they published a syllabus titled
"Physical Education Manual for Teachers," then after a year,
physical education became a required subject in the
curriculum in all public schools.
Japanese Regime
Since the military government forbade it,
Filipinos did not engage in sporting events.
The Filipinos were engrossed in the war at
the time.

11. Motor Behavior
Learning and refining motor skills are among the main concerns of
physical education, exercise science, and sport practitioners. Motor
activity includes three areas: motor learning, motor control, and motor
growth and is concerned with the learning or acquiring of skills over
the lifespan.
Motor Learning is the study of how people learn new skills through
practice and experience. The study of the neurophysiological and
behavioral processes that influence the regulation of skilled
movements is known as motor control. Motor development is the study
of the roots of movement activity and how it evolves.

12. Individuals move across many phases as they
master motor skills and make the transition
from unskilled to professional athletes. The
cognitive stage, the associative stage, and the
autonomous stage were defined by Fitts and.
Posner as the three stages of learning.
Stages of Learning (Fitts and Posner)

13. Stages of Learning (Fitts and Posner)
Cognitive Stage
The cognitive stage is the first stage of
learning. The pupil is attempting to
comprehend the natural goal of the
task to be learned at this time.
Questions like "How do I stand?"
might be on the pupil's mind. "Can you
show me how to handle a tennis
racquet?" "Can you tell me how you
do in this game?" "Can you tell me the
steps in this swimming stroke?" The
pupil must also pay careful attention
to the information presented by the
teacher, which can include both verbal
and visual information, such as a
demonstration of a skill or a videotape
of a performer performing this skill.
Associative Stage
The associative stage is the second
stage. At this stage, the pupil has
mastered the fundamentals of the skill
and is concentrating on honing It.
During this point, the pupil focuses on
mastering the necessary timing for the
skill; the pupil's output appears to be
more fluid. There are fewer mistakes,
and the same form of error is more
likely to recur. The pupil is also aware
of some of the more obvious errors
he/she is making when performing
the task and may use this knowledge
to improve subsequent results.
Autonomous Stage
The autonomous stage is the third
stage. After a lot of practice, the pupil
will get to this stage of learning.
He/She can reliably perform the skill
with few errors. The ability is well-
coordinated and seems to be done
with ease. The ability has almost
become automatic at this stage. The
pupil is not required to pay attention
to. every detail of the skill; in fact, the
pupil can perform the skill without
even thinking about it.

14. Historical Foundation of Health
"Any combination of learning opportunities designed to foster voluntary activities conducive to health" is
how health education is characterized (Green and Kreuter 2005). Although health education has a long
tradition reaching back to the 19th century, it was not until the 1940s that it became a distinct discipline.
Health education's philosophy and practice base has evolved, moving away from. one-on-one and mass
media behavioral approaches to provide accountability for policies, processes, and environments that
influence population health.
Health education and health promotion are frequently used interchangeably in the United States in the
early 21st century, whereas health promotion is used globally as an umbrella definition that involves health
education. Given that it has established a distinct body of knowledge, specified competencies, a credential
system for individuals, a code of ethics, a federal occupational classification, and recognized accreditation
processes in higher education, health education is considered a mature discipline. One of the central
aspects of public health research and practice is health education, which is typically associated with
behavioral and social science.

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