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In 1902, state elementary school children in Britain did not play team games like cricket as part of their physical training program for three key reasons. First, drill was imposed to improve fitness after Britain's poor performance in the Boer War. Drill aimed to provide discipline and train children in techniques like standing at attention and marching. It also allowed large numbers to work in a small space. Second, girls and boys were instructed together in massed drill in the school yard, following the militaristic 1902 Model Course. By the 1950s, the approach to physical education had changed significantly. Lessons emphasized a problem-solving, child-centered approach involving skills, enjoyment, and varied activities like apparatus work and group games.
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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.
Curriculum_Development_ppt - Copy.pptx
The document discusses curriculum development from several perspectives:
1. It provides different definitions of curriculum from focusing on subjects taught to encompassing all planned learning experiences.
2. It examines curriculum as an academic discipline with areas of study like curriculum theory and development.
3. It outlines three focus points that have influenced curriculum decisions - the nature of subject matter, society, and individuals.
4. It briefly summarizes the history of curriculum in the Philippines from the pre-Spanish, Spanish, American, Japanese periods to the Commonwealth era.
Curriculum_Development_ppt.pptx
The document discusses curriculum development from several perspectives:
1. It provides different definitions of curriculum from focusing on subjects taught, to all planned learning experiences, to a "race course" of obstacles to pass.
2. It outlines curriculum as a discipline studied at graduate level, covering areas like development, theory, and evaluation.
3. It discusses three focus points that have influenced curriculum decisions - the nature of subject matter, society, and individuals.
notebook-lesson.pptx
This document provides a historical overview of physical education in London, England. It discusses the origins of organized sports and gymnastics in private schools in the 19th century. Swedish gymnastics were introduced and gained popularity led by practitioners who trained in Sweden. An amendment in 1871 allowed drill in public school curriculum, taught mainly using military methods. The national curriculum implemented in 1989 mandated physical education for ages 5-16 for the first time. Currently, guidelines recommend 60 minutes of daily physical activity for students, with 30 minutes in school. On average, secondary students receive 124 minutes of PE weekly, reducing to 98 minutes in later years. The Department for Education oversees children's services and education policy in England.
PE9-Q4-MOD1.pdf
This document provides information about active and passive recreation. It defines passive recreation as activities that do not require organized facilities, while active recreation refers to more formal activities that usually take place in prescribed places or fields and often require equipment. It notes that both types of recreation are important for improving overall well-being and quality of life. The document also highlights that recreational activities promote inclusion and can be modified to accommodate people with disabilities.
Curriculum during the Philippine Republic - CES report 011814
The Curriculum during the Philippine Republic. It is one stage on the development of Curriculum in the Philippine setting.
Q4-PE-8-Week3, ddddddfffffffffffffffffff
this is a 4th quarter pennnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmm
History of Physical Education.pptx
This document provides a history of physical education from the 18th century to present day. It discusses early pioneers like Basedow who recognized the importance of exercise and uniform requirements. It also outlines the contributions of individuals like Charles Beck, the first PE teacher in America, and Diocletian Lewis who promoted exercise for all. The document then contrasts old and new approaches to PE and emphasizes the importance of PE for students' health, fitness, and development.
Physical Education.ppt
This document provides a history of physical education from the 18th century to present day. It discusses early pioneers like Basedow who recognized the importance of exercise and uniform requirements. It also outlines the contributions of individuals like Charles Beck, the first PE teacher in America, and Diocletian Lewis who promoted exercise for all. The document then contrasts old and new approaches to PE and emphasizes the importance of PE for students' health, fitness, skill development and academics.
Basic handball
This document provides an overview of the rules, methods, forms, and stages for teaching handball. It discusses the characterization of handball and its development worldwide. The key teaching concepts covered are the rules of teaching (e.g. visual teaching, regularity), methods of teaching (analytic, synthetic, complex), forms of teaching (games, drills, scrimmages), and stages of teaching a new element (generalization, concentration, automation). The document emphasizes teaching beginners the basic technical and tactical skills of handball in a step-by-step manner.
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History of Outdoor Education as a curriculum area in Victoria
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