Physical education and sport have evolved significantly over time. In ancient societies, physical activities were practical for survival and prepared children for adulthood. In ancient Greece and Rome, physical education was an important part of education and aimed to develop strong, disciplined citizens. During the Middle Ages, the church discouraged physical activity but people still participated in games. In the Renaissance, humanism valued physical health and military preparation. Over time, leaders and philosophers advocated the mental, physical, and social benefits of physical education and its inclusion in school curriculums.

1. “By understanding the history of physical education and sport, a professional can be 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
Participation in physical activities in the primitive society was practical. Strong, agile, and powerful
body were necessary to carry on the demands of primitive life. Mimetic games provided children the
opportunity to prepare themselves for adult life and responsibilities. Through dancing, primitive people
communicated to their gods.
PHYSICAL EDUCATION IN ANCIENT NATION
Persia: 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.
Egypt : Popular activities in ancient Egypt were swimming, since civilization’s life was based on rivers.
Wrestling which was participated in by the nobility, the soldiers, the merchants, and the unskilled laborers;
and gymnastic 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.
China: Physical activities in ancient China 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 (tsu’ u chu),
and practiced jiu-jitsu. Recreational games and sports such as the early versions of soccer, polo, chess,
and competitions in archery and wrestling, tug-of –war, water games, chi’ 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 exercises, similar to
gymnastics-oriented calisthenics and developed in 2698 B.C was designed to prevent diseases and keep
the body in good organic conditions.
India: Several physical activities were participated in by ancient India despite Buddha’s prohibition of
games, amusements, and exercises. Throwing balls, plowing contests, tumbling, chariot races, riding
elephants and horse, swordsmanship, wrestling, and boxing were among their favorites. Became very
popular in India was Yoga, which was a unique activity involving exercises in posture, regulated breathing,
to discipline the mind and the body. Physical exercises were sometimes used to promote health. Hindu
dancing was considered the oldest of organized dancing.
PHYSICAL EDUCATION AND SPORT IN GREECE
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- the Olympia Festival, the Pythia
Festival, the Nemea festival, and the Isthmia Festival that were designated as the Pan-Hellenic Festival,
and scheduled to ensure that one major competition was held every year.
The Spartan approach to physical training (not physical education) was strictly the training of the
body for military purposes. The Spartan boy at 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.
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 were given. At
age twenty (20), he took an oath of allegiance to Sparta and went into actual combat where they 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.
Spartan women at an early age were given physical activities such wrestling, swimming, and
horseback riding to produce healthy babies when they marry.
In Athens, physical education and athletic competitions was prominent feature of Athenian
education. Sport was associated with philosophy, music, literature, painting, and sculpture. Athenian youth
at age six started his schooling in the palaestrae, which was commonly a center where wrestling activity
occurred,and provided rooms for various physical activities and for oiling and sanding the athlete’s body.

2. Exercise and games were given by 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.
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.
Xenophon 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. These were evident in the proliferation of public baths with
provisions for exercises – the thermae. Required physical skills among the Roman youths prior to their
induction to manhood, and then into the military were held in the Campus Martinus, the replacement of
the gymnasium after the conquest of Greece. Roman youth were given skills in running, jumping,
swimming, wrestling, horsemanship, boxing, fencing, archery, and instructions of complete obedience to
commands. The Romans developed their own system of physical training and demanded the promotion of
“team unity”. Athleticism of the Greeks was not valued militarily. Spectacular gladiatorial combats
between slaves and prisoners were held at the Colosseum, the most famous landmark in Rome. Along
with the Colosseum, horse and chariot races and large-scale entertainment were held at the Circus
Maximus, the premier hippodrome in the Roman Empire.
Claudius Galen who developed a refutation in Alexandra 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 Middle Ages
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 ( Catholicism), the only institution that survived the fall provided a symbol
of stability and order amidst chaos and fear through intellectual and spiritual leadership. 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
emphasized the mind. 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. However, games
and physical activities were still participated in by the people. Such were soule, 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.
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 physical fitness and recreation for man’s physical,
mental, social, and moral well-being.
Chivalry emerged as a kind of education that was physical, social, and military in nature. 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. Knighthood was conferred after proving his fitness, bravery, skill, prowess,
strength, and courage. Joust or Medieval tournament was the most famous of the war games where two
mounted horsemen who would charge each other with long, wooden lances to knock down 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.

3. Sons of noblemen 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 of
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 for
spreading these beliefs concerning physical education 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.
Vittorio 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.
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.
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

4. 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.
Sweden
Per Henrik Ling was the founder of the Swedish medical and pedagogical gymnastics.
Lars Gabriel Branting devoted most of his time to the area of medical gymnastics where his
teachings 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
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
Swimming, rowing, archery, riding, hockey, quoits, tennis, golf, football (soccer), and cricket were
played prior to 1800. Sports and recreation pursuits during this time were clearly among class lines or by
economic status. Popular among the working class were sports that require little equipment like football
(soccer) and boxing. Cricket and rugby were for the upper-class men. Athletic sports were a feature of
English life. 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 1600, and cricket as
early as 1700. As early as the time of Henry II, English youth did wrestling, throwing, riding, fishing, hunting,
swimming, rowing, skating, and shooting the bow.
Archibald Maclaren who combined his knowledge of medicine, sports and gymnastics to develop
a system of gymnastics for the British army and navy was the chief contributor to England’s physical
education.
Physical Education In the United States
Sports, dance, and dramatic enactments were incorporated into native American festive
celebrations. 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, tennis, cricket, and
early versions of the croquet and shooting matches were played and enjoyed.
The first horse race was a quarter mile long 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 through riding, dancing, and fencing.
Tom Molyneux who was America’s first well-known pugilist gained his freedom from slavery by
fighting on the Southern Plantation Circuit.

5. National Period (1784-1861)
During this period, interest in education grew, and more schools were established. During
the mid-1800s, gymnasiums and swimming pools were constructed. Turnvereins or German gymnastics
societies were established. Horse racing and foot races were popular. The growth of female private schools
increased educational opportunities for women. In the 1820s and 1830s, physical education began to be
incorporated into the school curriculum. German gymnastics was introduced during the 1820s. Baseball
was invented in 1839.
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 for students at Harvard
University.
Catharine Beecher, 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.
Civil War Period Until 1900
Dioclesan Lewis developed his system of “light” gymnastics in 1860. His program of gymnastics
was directed at improving the health and well-being of his participants.
From 1870 to 1900, when 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 in 1895.
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.
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 and sports, athletics and team games became
more important.
Thomas Dennison Wood emphasized game and 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.
World War I (1916 to 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
Thomas D. Wood, Rosalind Cassidy, and Jesse Feiring Williams published the book “The New
Physical Education” in 1927.
Depression Years (1930 to 1939)

6. 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 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.
Mid-Twentieth Century (1940 to 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 sport was popular. Dancing was a religious activity with several purposes and
officiated by a priest or a priestess. War dances were performed. Bathing and swimming were important
part in the lives of the natives.
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 Fandango, the Jota, the Curacha
of Spain; the Polka, and Mazurka of Central Europe; and the Lanceros and Rigodon of France were
introduced by the conquistadores to lure the Filipinos to be converted to Christianity. Ceremonial dances
were performed during religious activities.
Recreational games such as the juego de anillo, juego de prenda, and the duplo (a poetic joust)
were introduced. Girls played sungka, siklot, 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.
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
of tennis.
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.
1911 – The “Athletic Handbook” 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 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.

7. 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 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.
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 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 the 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 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 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.
THE PHILIPPINE SPORTS COMMISSION
The Philippine Sports Commission (PSC) was created through Republic Act No. 6847 in 1990 to
serve as the “sole policy-making and coordinating body of all amateur sports development programs and
instructions in the Philippines”. It was mandated to provide the leadership, formulate the policies and set
the priorities and directions of all national sports promotion and development, particularly giving emphasis
on grassroots participation. Increased participation in sports by Filipinos (Grassroots Sports); excellence in
sports performance by Filipinos (Elite Sports); and national unity and solidity through physical fitness and
sports are among its objectives.
THE PHILIPPINE OLYMPIC COMMITTEE

8. The Philippine Olympic Committee, the umbrella organization of all national sports associations
(NSAs), is affiliated with the International Olympic Committee (OIC) and is recognized in the PSC Charter
as the National Olympic Committee (NOC) for the Philippines. It is a private organization and autonomous
in character, similar to its accredited and affiliated sports organizations. It is primarily responsible for
activities pertaining to the country’s participation in the Olympic Games, Asian Games, Southeast Asian
Games, and other international athletic competitions in accordance respectively with the rules of the
International Olympic Committee, the Olympic Council of Asia, the Southeast Asian Games Federation,
and other international sports bodies.
THE NATIONAL SPORTS ASSOCIATIONS
The National Sports Associations which are autonomous in character have exclusive technical
control over the promotion and development of the particular sport for which they are organized. They
decide on matters affecting the discipline of their athletes and officials and dispute among members; adopt
a training program for athletes development, in preparation for international competitions; and select the
athletes, coaches and other officials for their teams, taking into consideration not only their athletic abilities
but their discipline, moral character, aptitude, and attitude.
Philippine Participation in the Olympics (1924 – 2000)
The Philippines was represented for the first time in the World Olympics. It was a two-man
delegation sent by the Philippine Amateur Athletic Federation in the 1924 VIIIth Olympiad in Paris. David
Nepomuceno, a Philippine scout competed in the 100 m. and 200 m. dash and was eliminated in the trial
heats. Dr. Regino R. Ylanan was the representative official and coach.
The first medal (bronze) was garnered in the 1928 Amsterdam Olympics courtesy of Teofilo Yldefonso in
200 m backstroke. In the Los Angeles Olympiad in 1932 Teofilo Yldefonso won again a bronze in the same
event. In addition, Simeon Toribio garnered a bronze in high jump and Jose Villanueva also bronze
in boxing bantamweight. Miguel White brought the bronze in 400m hurdles in the 1936 Berlin Olympics, at
the same time that the Philippine Basketball Team placed 5th place among 23 nations. The first silver medal
of the Philippines was won by Anthony Villanueva in boxing featherweight from Tokyo Olympics in 1964. In
1988 Seoul Olympiad, Arianne Cerdeña brought home the gold medal in bowling, which was a
demonstration sport.
MEDALS and HONORS
Efren “Bata” Reyes was dubbed as “The magician”, when he became the 1985 Red 9-Ball Open
champion for his ability to execute brilliant shots.
Eric Buhain was a bronze medalist in swimming in the 1990 Beijing Asian Games.
Eugene Torre became Asia’s first grandmaster at the age of 22.
Elma Muros was the only track athlete who won in different events in the Southeast Asian Games.
She was hailed as the Southeast Asian games heptathlon queen in 1997.
Francisco Pancho Villa Guilledo was Asia’s first world champion in boxing and dubbed as the
greatest flyweight of the century.
Gabriel “Flash” Elorde was dubbed as the greatest Filipino boxer of all time.
Gerald Rosales was an Asian Games silver medalist and Southeast Asian Games two-time
champion in golf.
Jennifer Rosales was a five-time champion in golf in the ladies’ Amateur open (1994-1998) before
she turned professional.
Lydia de Vega was Asia’s fastest woman in the 1980s. She brought home the gold medal twice in
arrow in the Asian Games in the 100-meter dash and the silver medal in the 200m run.
Manny Pacquiao won the International Boxing Federation super bantamweight championship at
the age of 23.
MikeeCojuangco-Jaworski is the accomplished equestrienne who bagged the gold medal for the
Individual Show jumping competition in the 2002 Asian Games.
Paeng Nepomuceno is an all-time greatest international bowler with six world championships to
his credit; some considered him as the greatest Filipino athlete of all time for making it to the Guinness
Book of World Records.
Ramon Fernandez was the Philippine Basketball Association’s first four-time Most Valuable player
and played in the league for a record of 20 seasons.
Robert Jaworski was one the Philippine Basketball Association’s 25 greatest players of all time.
At his time of retirement, he was the oldest professional basketball player in the world.
Toni Leviste was part of the Philippine Team that won silver medal in the 2002 Asian Games show
jumping competition.
Alvin Patrimonio was a four-time Philippine Basketball Association Most valuable Player, two of
which were won back-to-back in 1993 and 1994.

9. Bong Coo made her mark in the bowling world when she delivered nine consecutive strikes in
1979.
Carlos Loyzaga led the Philippine Team that won bronze medal in the 1954 World Basketball
Championship and four golds.
Dorothy Delasin is the Filipina who has become the youngest Ladies’ Professional Golf
Association Champion in the last 25 years.
The Origin of the Olympic Games
The first recorded Olympic game was in 776 B.C. held at the foot of Mount Olympia in ancient
Greece The Games were held every 4 years. Although Greek cities had continuous wars, hostilities were
suspended during the Games for 1 month and later extended to three months as they were sacred festivals
in honor of Zeus. At first, it consisted only of one event called the stade, a 192 yard foot race. Koroibus of
Elis was recognized as the first champion. Only male citizens could compete and watch the Games. Women
were not allowed to observe and participate as athletes, except for the priestess Demeter, who observed
the Games. Women caught observing the Olympic Games were taken to Mount Tympaion and thrown to
their death. Other events were added thereafter. The Games were held for 1169 years until 393 A.D.
Running and jumping events, discus and javelin throwing were held at the stadium. Horseback and chariot
races were done in the hippodrome or race course. An open space in front of the altar of Zeus was the
arena for boxing and wrestling. The games were abolished by Roman Emperor Theodosius in 394 AD in
the belief that the games were pagan in nature.
THE MODERN OLYMPIC GAMES
In his quest to revitalize the youth of France, with his family being a well-to-do member of the
French aristocracy, and an impeccable social and political connections the Frenchman Baron Pierre de
Ferdy de Coubertin established the modern Olympic Games.
Inaugural Olympic Games of the modern era was held in Athens, Greece in 1896. The goal of the
Olympic Movement is to contribute toward achievement of mutual understandings and global peace by
overcoming differences including race, nationality and culture through physical and mental disciplines. Its
underlying concept is called Olympism, which is defined as a philosophy of life, the way of mankind within
the Olympic charter.
Three Latin words “ Citius, Altius, Fortius” meaning “Faster, Higher, Stronger” were adopted with
permission as the Olympic Motto. The phrase was coined by Coubertin’s friend Father Didon during an IOC
public conference held in a northern French town of Le Havre in the following year of inaugural Athens
Olympiad.The Olympic Flag designed by Coubertin himself in 1914was used in1920 Antwerp Games in
Belgium. Five colored rings from left to right in blue, yellow, black, green and red symbolizing unity of 5
continents of the world were set against a white background which is symbolic of peace. It was also in this
year that the Olympic oath was introduced. The Ceremonial Lighting of the Olympic Flame was introduced
in 1928 during the Olympic Games in Amsterdam, Netherlands.. Women competed in athletic events for
the first time. The first torch relay from Olympia to the host city was introduced in 1936 by Dr. Karl Diem,
the director general of the Berlin Olympic Games.
THE ASIAN GAMES
The Asian Games are held for the purpose of developing intercultural knowledge and friendship
within Asia. The member countries and regions affiliated to the Olympic Council of Asia participate in this
multi-sports event. The Games are held every four years in between the Olympic Games. This was first
conceived in 1950, and the first Asian Games were held in New Delhi, India in 1951 with its motto Ever
Onward. The 2nd Asian Games was held in Manila in 1954. In 1994 Asian Games, despite opposition from
other nations, OCA admitted the former Soviet Republics of Kazakhstan, Kyrgyzstan, Uzbekistan
Turkmenistan, and Tajikistan.
THE SOUTHEAST ASIAN GAMES
The South East Asian Games were known as the South East Asian Peninsular Games until 1975.
When SEAP Games Federation accepted Indonesia and the Philippines as members, the name was then
changed to South East Asian (SEA) Games. Its aim is to promote cooperation, understanding and good
relations among countries in the region. The first SEAP Games was held in Thailand in 1959.The hosting
of the SEA Games is rotated alphabetically by nation name which removes the politics of bidding for the
games, and allows the host countries ample time to plan for their turn at the games. Manila has hosted the
1981, 1991, and 2005 SEA Games.
THE ASEAN Para Games

10. The ASEAN Para Games is a biannual multi-event held after every Southeast Asian Games for
athletes with physical disabilities. Patterned after the Paralympics, they include the mobility, disabilities,
amputees, visual disabilities, and those with cerebral palsy. The Para Games is under the regulation of the
ASEAN Para Sports Federation (APSF). The games are hosted by the same country where the SEA Games
took place. The 1st ASEAN Para Games was held in Kuala Lumpur, Malaysia in 2001. To promote friendship
and solidarity among persons with disabilities in he ASEAN region through sports; to promote and develop
sports for the differently able; and to rehabilitate and integrate persons with disability into mainstream
society through sports are the underlying objectives of the Games.
MOTOR BEHAVIOR
One of the primary concerns of physical education is the learning and refinement of motor skills.
Learning is defined as a relatively permanent change in behavior and performance as a result of practice
or experience. Motor behavior is concerned with the learning and acquisition of skills across the lifespan
and encompasses three areas: motor control, motor learning, and motor development. Motor control
and motor learning trace its roots to experimental psychology, while motor development traces its roots to
developmental psychology.
 Motor Learning is the study of the acquisition of movement skills as a consequence of
practice. Learning of a movement skill is inferred from performance. To assess how well an individual
learned the skill, the instructor would observe the performance of the skill.
It focuses on studying the cognitive aspects of motor skill acquisition. The goals are “understanding the
influence of feedback, practice, and individual differences especially how they relate to the retention
and transfer of motor skill”.
 Motor Control is the study of the neurophysiological and behavioral processes affecting
the control of skilled movements. The goals are understanding “how the muscles and joints are
coordinated during movement, how a sequence of movements is controlled, and how to use
environmental information to plan and adjust movement”.
 Motor development is the study of the origins of and changes in movement behavior
throughout lifespan. It involves understanding how motor behavior is influenced by the integration of
psychological, sociological, cognitive, biological, and mechanical factors.
Learning Theories in Physical Education
The physical educator is concerned with facilitating learning in all three domains.
 Cognitive Learning. The concern of physical educators in teaching for cognitive learning
is increasing the individual’s knowledge, improving problem-solving abilities, clarifying, understanding, and
developing and identifying concepts.
 Affective Learning. In teaching for affective learning, the physical educator is concerned
with attitudes, appreciations, and values.
 Psychomotor Learning. This type of learning is the heart of the physical education
and sport experience. The development of motor skill is the concern in teaching for psychomotor learning.
Stages of Learning
 Cognitive Stage. During this stage the learner is endeavoring to understand the
nature and/or goal of the activity to be learned.
 Associative Stage. At this point the basics of the skill have been learned and the
learner concentrates on refining the skill.
 Autonomous Stage. This stage is reached after much practice. the learner can
perform the skill consistently with few errors. The skill is well coordinated and may appear to be performed
effortlessly.
Forces Influencing Learning
 Readiness. It is the successful acquisition of new information or skills depends on the
individual’ readiness. The desire and willingness to learn will affect his acquisition of that particular skill.
Physiological readiness is the learner’s readiness to control his body in physical activities to such a
degree. Psychological readiness refers to the learner’s state of mind; it is one’s feeling or attitude toward
learning a particular skill.
 Level of Development. As psychologist Piaget stated, “learning proceeds most rapidly
when instructional experiences are geared to individual’s physical and intellectual abilities.
 Motivation. It refers to a condition within an individual that initiates activity directed toward
a goal. Needs and drives form the basic framework for motivation.
 Reinforcement. It is using events, actions, and behavior to increase the likelihood of a
certain response (e.g., a skill or a behavior) recurring
 Individual differences. In any learning situation, the physical educator must provide for
individual differences – in social and economic backgrounds, physical abilities, intelligence and preferred
learning styles, and personality.

11. Concepts, Factors, and Conditions that Promote the Learning of Motor Skills and improve
Performance
1. Practice sessions should be structured.
2. The task to be learned must be understood by the learners.
3. The nature of the skill should be considered when designing practice.
4. Consider the learner in deciding whether to teach the skill by the whole or by part method, the
nature of the task and the background of the learner.
5. Whether speed or accuracy should be emphasized in learning a skill depends on the requirement
of the skill.
6. Transfer of learning can facilitate the learning of motor skills.
7. Essential for learning is feedback.
8. Plateaus ( a period in which little or no progress is made) in performance may be experienced by
the learners.
9. Self-analysis should be developed.
10.The leadership provided determines to a great degree how much learning will take place.
SOCIOLOGICAL FOUNDATIONS OF PHYSICAL EDUCATION AND SPORTS
SOCIOLOGY
Physical educators are interested in an important factor that motivates the
formation of groups - the drive action that is inherent in a child. After becoming a member of a group,
certain collections are important for successful adjustments.
1. Need for affection – the belief that he is liked by the other members
2. Belongingness – the belief that he is accepted
3. Independence – exemplifies the individual’s right to make his own decisions.
4. Social approval and Opportunity to Maintain Self-Esteem
SOME THEORIES OF PLAY
1. Surplus-Energy or Spencer Theory expresses the idea of play as the aimless expenditure of
exuberant energy. (Friedrich Schiller)
2. Recreation Theory emphasizes the recreative values of play, and play as a means of
revitalization. (Guts Muths)
3. Relaxation Theory emphasizes play as a medium for relaxation in today’s mode of work that
leads to nervous disorders if the organism does not have a means to relax from the work’s
ordeal.
4. Instinct Theory declares that human beings have an instinctive tendency to be active at various
stages of their life-time.
5. Social-Expression Theory by Bernard S. Manson expresses the modern theory of play.
Physiological and anatomical structure of man as an active creature limits his activity. His
degree of physical fitness at any time affects the kind of activity in which he engages in. The
psychological inclinations that are the result of physiological needs and learned responses,
habits, or attitudes propel him into certain types of play activities.
PLAY THEORISTS
 Herbert Spencer believed that play could be used to expend excess energy, which was
necessary for survival.
 G. Stanley Hall viewed play and its natural extensions (games and sport) as ideal
mechanisms of development, an ideal type of exercise for the young, most favorable for the growth, and
most self-regulating.
 John Dewey believed that play was not a physical act that has no meaning, rather it was
an activity the integrated mind and body.
 Karl Groos believed that play provides necessary experiences and prepares the