I.

HISTORICAL DEVELOPMENT OF PHYSICAL

EDUCATION

CONTENT

Throughout history, sports have played a variety of important functions in society as a form of
recreation; preparation for war or the hunt; or later, as a substitute for war. Sports have
undergone many changes; some have stayed much the same (e.g. wrestling); while others have
adapted with the times. New sports are always being invented and developed.
Sports In Ancient Times

One of the oldest recorded forms of sports was bull-leaping in the Greek island of Crete, where
slaves jumped over the horns of a bull. The ancient Greeks were lovers of sport and taught it to
their children at school. The main activities were wrestling, running, jumping, discus and javelin,
ball games, gymnastics, and riding as well as military skills. Sporting competitions took place
regularly as part of religious festivals.

It was also in Greece that the Olympic Games started in 776 BC and were linked to religious
festivals. Each athlete had to take part in all the events. Many of the sports were linked to the
training given to soldiers, and many such as discus and javelin are still in the modern Olympic
Games.

Roman sports were influenced by the Greeks, but they added their own emphasis. Chariot racing
and gladiator fights were held at large sporting events. Individuals or teams of men would fight
animals or each other to death. The Roman Games were big occasions, usually paid for by the
emperor, making them popular with the people. The gladiator fights were extremely violent and
were normally done by slaves and prisoners.

Roman sporting activities also included animal hunts, wrestling, running, boxing, pentathlon
(which consisted of running, jumping, discus, spear throwing, and wrestling) and pancratium,
which was a combination of wrestling, boxing, and martial arts.

The competitors were called athletae and trained full time as professionals. They became
celebrities in the Roman society and enjoyed many privileges.
Medieval Sports
After the fall of Rome came the Dark Ages. It was a time of much religious change and political
conflict around the world. There was increase in wealth and interest in the arts and the sciences.
In Europe, social class determined the sport in which one participated. Royalty and the
aristocracy hunted, played cricket, watchedhorseracing, and fenced. The most famous sports in
medieval times were jousting on horseback with lances. This was done by
knights practising their fighting skills in mock battles.

Sports were mostly associated with the Church and were played by peasants on holy days and
festivals. An activity such as mob football was a chance for the entire village to get together and
let off steam. The games had very few rules, if any, and were more of a free for all and were not
played very often because they could be extremely violent and people even died.
Industrial Revolution
At the start of the 19th century, sports became more organised and the development of modern
sports started. Machinery was developed and used in the production of goods. This resulted in
movement of the population from rural areas to towns to seek employment in these industries,
and this had a great impact on sport.

There was not enough space in the industrialised towns to play the sports they knew from their
villages. Also, working for long hours did not leave them with much energy to play sports they
knew from their villages. The village games died and new sports took their place. This new breed
of labourers became watchers of sports instead of participators.

The development of railways allowed for spectators and teams to travel around the country to
watch and compete in sports, leading to the development of competitive leagues and cup
competitions.
20th Century
Several factors have had an effect on sports since the start of the 20th century. More persons are
not only playing, but also watching. Sports have become moreorganised. New rules have been
developed, and some sports revised to formed new ones.

The value of games on the development of character was recognised as learned sportsmanship
and leadership, and a willingness to abide by rules emerged.

One of the most significant developments is the growth of televised sports. Sports will continue
to change and develop in the future as technology progresses. The standard of sports has
continued to be influenced by social change, commercialisation, media, sponsorship,
government, and education.
 A. PRIMITIVE SOCIETY

CONTENT
The term education can be applied to primitive cultures only in the sense of enculturation,
which is the process of cultural transmission. A primitive person, whose culture is the totality of
his universe, has a relatively fixed sense of cultural continuity and timelessness. The model of
life is relatively static and absolute, and it is transmitted from one generation to another with
little deviation. As for prehistoric education, it can only be inferred from educational practices in
surviving primitive cultures.

The purpose of primitive education is thus to guide children to becoming good members
of their tribe or band. There is a marked emphasis upon training for citizenship, because
primitive people are highly concerned with the growth of individuals as tribal members and the
thorough comprehension of their way of life during passage from prepuberty to postpuberty.

Because of the variety in the countless thousands of primitive cultures, it is difficult to

describe any standard and uniform characteristics of prepuberty education. Nevertheless, certain
things are practiced commonly within cultures. Children actually participate in the social
processes of adult activities, and their participatory learning is based upon what the American
anthropologist Margaret Mead has called empathy, identification, and imitation. Primitive
children, before reaching puberty, learn by doing and observing basic technical practices. Their
teachers are not strangers but, rather, their immediate community.

In contrast to the spontaneous and rather unregulated imitations in prepuberty education,

postpuberty education in some cultures is strictly standardized and regulated. The teaching
personnel may consist of fully initiated men, often unknown to the initiate though they are his
relatives in other clans. The initiation may begin with the initiate being abruptly separated from
his familial group and sent to a secluded camp where he joins other initiates. The purpose of this
separation is to deflect the initiate's deep attachment away from his family and to establish his
emotional and social anchorage in the wider web of his culture.

The initiation “curriculum” does not usually include practical subjects. Instead, it consists
of a whole set of cultural values, tribal religion, myths, philosophy, history, rituals, and other
knowledge. Primitive people in some cultures regard the body of knowledge constituting the
initiation curriculum as most essential to their tribal membership. Within this essential
curriculum, religious instruction takes the most prominent place.
ACTIVITY

1. Does the physical activity of primitive society organize? Why?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

2. What are their motives for physical activities?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

3. For primitive, dance is a way of thinking and living. Explain why?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
 B. ANCIENT ORIENTAL COUNTRIES

CONTENT

China is concerned only by their intellectual excellence and they neglect physical activities.
Military training in ancient China includes:

 Wrestling Pugilism
 Fencing Tripod lifting
 Horse-racing Hunting and swimming
  Kong-fu

 INDIA

 Physical education is strongly influencedby their religious belief.

 They focus on spiritual needs, not theneeds of the body and worldly things.
  Throwing
 Tumbling
 Chariot races
 Riding elephant sand horses
 Playing marbles
 Swordsmanship
 Dancing
 Wrestling and footraces
 Yoga

It was first developed by the Romans, Spartans and Athenians. These civilizations introduced
exercise and physical education as a necessary skill.
ACTIVITY

1. Physical Education preparation for war. Explain.

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

2. Is Physical education important in this era? Why? Why not?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

3. How does religion affect Physical Education?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
 C. ANCIENT NEAR EAST COUNTRY

CONTENT

 The civilizations of ancient Egypt, Assyria, Babylonia, Syria, Palestine and Persia
believed that the strong drive to physical education and sports would provide to them a
strong and powerful military army.
 Egyptian youths were reared in a manner involving much physical activity. As young
boys they were instructed in the use of various weapons of war, such as.
  Bow and arrow
 Battle axe
 Mace lance and shield
 Marching
 Running
 Jumping
 Pirouetting

Persia
 Their main objective was building an empire through military aggression. A strong army
Persian army meant a healthy and physically fit army.
 Running
 Slinging
 Shooting a bow
 Throwing a javelin
 Riding and hunting
 Marching
 Archery
 Split-feather dance
 Whole-feather dance
 Battle dance
 Jujitsu
 Polo
 Tug-of-war
 Kite flying
ACTIVITY

1. Men use for war. How about women? Why?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

2. A slave needs exercise and Physical Education. Why?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

3. Physical Education to build an Empire. Explain

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
 D. PHYSICAL EDUCATION IN GREECE
CONTENT
Plato: View of Physical Education • Initially seems to not support PE (Phaedo) • Later Plato
supports ideal education as harmony of mind (music) and body (gymnastics)

The Early Athenian Period 776 B.C.E. – 480 B.C.E • The Ancient Greek’s emphasis on the
importance of a strong and fit body is best demonstrated by the Ancient Olympic games. • What
started as a stadion race in 776 B.C. (single course sprint event) evolved by 520 B.C. into several
running, combat, and combined events spread over five days of Olympic competition.

The Spartan Period • The Spartans were a small (5,000 – 9,000) yet dominant military force for
several centuries. • As many as a quarter million helots (slaves) maintained the Spartan
economy, while Spartan males devoted their life (age 7 – 50) to military training and service.

The Spartan Period • In war time and during the peaceful Olympic Games, the Spartans best
represented the “All for one, and one for all” concept. The purpose of their existence was to
serve and protect Sparta. • In 480 BCE King Leonidas, and his 300 royal guards, fought Xerxes,
King of Persia, at Thermopylae to the last man

Spartan Physical Education • The world’s first known totalitarian city-state had a one sided
educational system. They achieved their narrow goal at the expense of intellectual pursuits. In a
time and place that produced some of the most remarkable thinkers of all times, Sparta had no
philosophers, and made practically no intellectual contribution to the great Greek civilization.
Still, Spartan courage, tenacity and obedience are admired by many to this day.

What may have originated as a religious tribute to Zeus around 1,000 B.C.E. in the small town of
Olympia on Mt. Olympus, later became the celebration of the ancient Olympic Games.

From the very beginning, the city of Elis (30 miles to the north) and the small neighboring town
of Pisa were engaged in disputes over the control of the Sanctuary of Zeus at Olympia • Those
who controlled the Games had prestige, economic advantages and, most importantly, political
influence.
ACTIVITY

1. Men and Women not equal. Explain.

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

2. Fight to Death, Fight to live. Explain

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

3. To attain perfection, man needs education and physical activity.

Why?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
 E. PHYSICAL EDUCATION IN ROME
CONTENT
Of the many contributions made by the Greeks to Classical culture, the notion of a mutual
dependence between a sound mind and a healthy body persisted in Rome throughout the
republican and imperial periods. Yet the Romans were intent on making practical use of physical
training, beyond its favorable impact on general health. Roman political ambition incorporated
physical education into a national program for military preparedness. Centering on boys and
men, physical education focused on activities that built and maintained warriors.

Republican Period
Upon throwing off the rule of the Etruscan kings in 510 BCE, Rome found herself in a perpetual
state of hostility with her Italian neighbors, with secession movements, and later embroiled in a
series of Punic and Macedonian wars. Places for exercise and physical fitness were limited to the
properties of the patrician class, and only then in the waning days of the republic. These well-to-
do Romans built gymnasiums and palaestrae (areas for boxing and wrestling), in keeping with
the Greek ideal of mind-body synergy.

Imperial Training for War

Although the Romans adopted large swaths of Greek culture, war-fighting was not among them.
Greeks fought in phalanxes, which were large and densely packed infantry formations
surrounded by a wall of shields. As the Roman army grew in size and professionalism, it adopted
versatile strategies, many requiring a soldier to fight out in the open. As the Roman Empire
expanded from 27 CE onward, training of boys aimed at developing loyalty, discipline and
physical prowess through activities like running, jumping, boxing, wrestling, equestrian
handling, swordsmanship and use of bow and arrow. Boys as young as 10 years old were taught
to race chariots.

Facilities
Many city plans, in Pompeii for example, accommodated gymnasiums, palaestrae and courtyards
that were flanked by lengthy porticoes. These covered areas were used for foot races as well as
public thoroughfares. Other athletic venues included a natatio, or large swimming pool. As there
were no dedicated places for bases or barracks, military training often took place in these public
facilities. Adjacent to these athletic locales was the destrictarium, where oils, salves, balms and
herbal remedies were applied and scraped off prior to bathing.
Women's Education
Ancient Rome did not make physical education, or any education, a priority for women.
Aquatics, dance and acrobatics for entertainment were the extent of female athletic training. For
a brief period, during the reign of Septimius Severis from 193 to 211 CE, women were thought
to have participated in gladiator sports. Like the male warriors-in-training, women were
permitted in the bath houses, although usually at different times.

ACTIVITY
1. Games and sports, preparation for war. Explain.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

2. How does Physical Education evolve in this era?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

3. What is a gladiator?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
 F. PHYSICAL EDUCATION DURING THE DARK AGES
CONTENT
The Dark Ages is a term often used synonymously with the Middle Ages. It refers to the
period of time between the fall of the Roman Empire and the beginning of the Italian
Renaissance and the Age of Discovery. Many textbooks list the Dark Ages as extending from
500-1500 CE, although it should be noted these are approximations.
The term Dark Ages was coined by an Italian scholar named Francesco Petrarch. Petrarch, who
lived from 1304 to 1374, used this label to describe what he perceived as a lack of quality in the
Latin literature of his day. Other thinkers came along and expanded this designation to include
not only literature, but also culture in general. The term thus evolved as a designation for the
supposed lack of culture and advancement in Europe during the medieval period.

Dark Past of the Middle Ages

The ancient Greek and Roman civilizations were remarkably advanced for their time. Both
civilizations made a number of contributions to human progress, notably in the areas of science,
government, philosophy, and architecture. Some scholars perceive Europe as having been
plunged into darkness when the Roman Empire fell in around 500 CE. The Middle Ages are
often said to be ''dark'' because of a supposed lack of scientific and cultural advancement.
During this time, feudalism was the dominant political system. The feudal system of labor
hindered upward social mobility, which basically means that poor people had very little
opportunity to improve their condition in life. Religious superstition was also widespread during
this time. The Catholic Church was extremely institutionalized and often opposed the scientific
and cultural advancements the Greeks and Romans had pioneered.
The Dark Ages were a difficult time in which to live: famine and disease were common.
The ''Black Death'' Bubonic Plague devastated Europe in the late 1340s, killing an estimated
100 to 200 million people. Warfare was also a part of everyday life. The Europeans and the
Muslims of the Arab world fought numerous conflicts. These conflicts, called the Crusades,
began in 1095 and ended in 1291. The Dark Ages have often been described as a backwards time
in human history. The Dark Ages came to a close around 1500 CE, as the Italian Renaissance
and the Age of Discovery dawned.
 
ACTIVITY

1. Life was a physical test just to live. Explain.

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

2. Why did they call it Dark Ages?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

3. How do poor people live in this era?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
G. PHYSICAL EDUCATION DURNG THE AGE OF FEUDALISM
CONTENT
AS A RESULT OF THE DECENTRALIZATION OF GOVERNMENT
DURING of the dark ages, the period of feudalism come into being between the ninth and
fourteenth centuries.

The feudalistic period appeared because people needed protection and since strong
monarch and government that could supply this protection were rare, the people turned to
noblemen and others who built castles had large land holdings and made them selves strong.
Feudalism was  a system of land tenure based on allegiance and service to the nobleman or lord.
The lord who owned the land, called his assal, in return for the use of this land the assal owed
allegiance and certain obligations to this lord. The largest part of the population however was
made up of serfs, who worked the land but shared little in the profits. They were bound to the
land and as it was transferred from vassal they were also transferred.
Two careers open were to sons of noblemen during feudalistic times. They might enter
training for the church and became members of the clergy, or they might became knights. If they
decided in favor of the church, they pursued an education that was religious an academic in
nature if they decided in favor of chivalry the pursued an education that was physical social and
military in nature. To the average boy, chivalry had much more appeal than the church.
That training that a bov experienced in becoming a knight was long and through. Physical
training played a major role during this period . at he age of 7 years a boy was usually sent to he
castle of a nobleman for training and preparation for knight hood first, he was known as a page,
and his instructor and teacher was usually on of the women in the lord castle. During his tenure
as a page, a boy learned, court etiquette, waited on table, ran errands and helped with household
tasks. During the rest of the time he participated in various forms of physical activity that would
serve him well as knight and strengthen him for the arduous years ahead. He practiced for events
such as boxing, running, fencing, jumping, and swimming.
At the age of 14 years the boy became a squire and was assigned to a  knight his studies
included keeping keeping the knights weapons in good condition caring for his horses , helping
him with his armor attending to his injuries and guarding his prisoners. During the time the boy
was a squire, more and more emphasis was placed in physical training. He was continually
required to engage in vigorous sport and exercise such as hunting scaling walls, shooting with
bow and arrow, running, climbing, swordsmanship, and horsemanship.
If the squire proved his fitness he became a knight at 21 years of age the ceremony was
solemn and memorable. The prospective knight took a bath of purification, dressed in white, and
spent an entire night in meditation and prayer in the morning the lord placed his sword on the
knight’s shoulder a ceremony known as the accolade this marked the conferring of knighthood.
Jousts and tournaments were two special events in which all knight engaged several times
during their lives and that were tests of their fitness. These special events served both as
amusement and as training for the battle. In the jousts two knights attempted to unseat one
another from another from their horses with blows from lances and by skill in horsemanship.
Many knights participated in tournaments, programs designed to exhibit the skill and
showmanship amed during their long period of training. They were lined up as two teams at each
end of the list, as the grounds were called and on a signal they attempdedto unseat the members
of the opposing team. These mele continue until one team was declared the victor, many knights
wore their lady’s colors and their armor and attempted with all their strength and skill to uphold
her honor. During these tournaments death often resulted for participants. In these exhibitions a
knight had the opportunity to display his personal bravery, skill, prowess, strength, and courage.

ACTIVITY

1. What is Feudalism?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

2. Physical Education to become a Knight. Explain

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

3. Which is better, Fight to live or live to fight? Explain why?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
 H. PHYSICAL EDUCATION IN THE RENAISSANCE
CONTENT
Roger Asham (1515-1568) 
professor at Cambridge in England, proclaimed the value of physical education as a preparation
for war and as a means of resting the mind.
Vittorino da Feltra (1378-1446) 
taught in the court schools of northern Italy and was believed to be one of the first teachers to
combine physical and mental training in a school situation. 
Pietro Vergerio (1349-1428) 
of Padua and Florence wrote a treatise entiled De Ingenious Moribus. 
objectives of physical education were good posture, body health and aid to learning.
Martin Luther (1483- 1546),
the leader of the protestant reformation, did not preach asceticism as a means of
salvation.English Poet expresses his views on physical education in his Tractate Education.
Physical Education during the Renaissance
• The transitional period in history between the dark years of the medieval period and the
beginning of modern times, the four-tenth period of the renaissance and was an age of great
progress for humankind.

This Period is associated with such names as Petrarch, Boccaccio, Michaelangelo, Erasmus, da
Vinci, da Gama, Columbus, Galelio, and Harvey.
Some outstanding leaders in the renaissance period who were responsible for spreading these
beliefs concerning physical education and mentioned briefly.

Pope Pius II’s (1405-1464)

Francios Rabelais (1490-1553), 
a French educational theorist, emphasized the objectives of physical welfare, the fact that
physical education is an important part of education and aids in mental training and that it is
good preparation for welfare.
John Milton (1608- 1674)
English Poet expresses his views on physical education in his Tractate Education. 
• The Renaissance Period helped to interpret the worth of physical education to public in
general. 
The belief became prevalent that physical education is necessary for health, as a preparation for
warfare, 
as a means of developing the body.

However, the important contributions that physical education can make to the esthetic, social and
moral life of society.
ACTIVITY

1. Physical Education preparation for war. Explain

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

2. Why physical and mental training in school needs to be combined?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

3. What are the important contributions of Physical Education?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
 I. PHYSICAL EDUCATION IN MODERN EUROPE
CONTENT
 Characteristics of modern sport:
 Secularism
 Equality
 Specialization
 Rationalization
 Bureaucracy
 Quantification
 The birth of modern sport in Europe.
 The birth of physical education.
 Social conditions affecting the rise of modern sport and physical education (e.g.
social class, religious influences.)

Physical Education in Educational Nationalism

• Loyalties based on national ideals date back to ancient Greece. Common racial origin, land,
language, religion and culture are elements of a Nation.

• Nationalism in Europe became a distinctive force around the 1750s

• Being a man without a nationality in the 21st Century is a very stressful idea.

Education, PE and Nationalism

• The general purpose of a national education is to promote social and political homogeneity
(common language, history, geography, literature, and folklore).

• Physical education is an important part of the curriculum since it enhances fitness and skills
necessary for national safety. Also, it contributes to patriotism and builds community spirit.

Education and Nationalism

• Nationalistic educational systems are state supported and state controlled. Such is the case in
most European countries.

• In the US the individual states have exclusive prerogative of educational control What are
some of the problems that our educational system is faced with? How do these issues affect
physical education?
ACTIVITY

1. Physical Education enhances what?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

2. How physical education does affect nationalism?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

3. What is nationalism?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
 J. PHYSICAL EDUCATION IN AMERICA
CONTENT

the driver behind the establishment of the physical education system in America was war—in
short, the fitness of soldiers in combat became a country-wide priority. After the end of the
American Civil War, school systems implemented physical education programs and enacted laws
that would make the inclusion of physical education programs compulsory in all public schools.

After World War I ended, distressing overall health statistics revealed that one-third of all
drafted recruits in the U.S military were not physically fit for combat. The government
interceded and passed legislation intended to advance the quality of physical education classes
throughout the country. During World War II physical education programs became more
common for men and women due to the physical fitness that was required in military service and
for manual labor jobs.

Following World War II, as a response to an inquiry that concluded that the men rejected from
the American military draft during World War II were unfit for service due to childhood
malnutrition, the Roosevelt administration introduced the National School Lunch Program,
intended to improve the nutrition of American school children.

In 1975, the United States House of Representatives amended the Federal Education Act in order
to lift gender discrimination in school physical education programs. This granted girls and
women new opportunities to participate and compete in athletic programs in high school and
college.

Currently, according to the United States President’s Council on Fitness, Sports & Nutrition,
95% of high schools and 84% of middle schools require physical education. However, only 69%
of elementary schools do so. 38 of 50 states now require or encourage districts and schools to
follow physical education standards based on the National Standards for Physical Education.

The current standards of U.S. physical education involve:

1. Competency in motor skills and movement patterns

2. Understanding of movement concepts
 3. Participates regularly in physical activity
4. Achieves and maintains health‐related fitness
5. Responsible behavior in physical activity settings
6. Values physical activity

The success key factor of any physical education program is ensuring that adequate time is
devoted to physical education. Current recommendations are at least 150 minutes/week for
elementary school and 225 minutes/week for middle school and high school.

ACTIVITY

1. How important physical education in America?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

2. America believes that Girls and Boys are equal. Explain.

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

3. Do we need standards for Physical Education? Why?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
 K.PHYSICAL EDUCATION IN THE PHILIPPINES
CONTENT

The aborigines of the Philippines, the Negritos and Aetas the first people who migrated here in
the Philippines, had a way of life the same way to any other peoples living in the primitive
society.

The only motivations for physical activities were for survival in connection with their quest for
food and protection against the hostile environment where they must leap, run, walk, jump and
climb trees.

A chieftain is chosen by his/her physical prowess therefore the chieftain must be physically fit
for fighting, hunting and having special skill in other areas for survival.(The Marikudo)

Indonesians and Malays migrated to the Philippines: their physical activities consist of planting
and cultivating the mountains until they produce one of the wonders of the world once the
Banaue Rice Terraces.

Dancing was a form of Religious activity as to please their gods, to cure the sick, to make the
rain came during drought, after a bountiful harvest, victory in a tribal war which they termed as
“canao”(religious dance of igorots)

Cockfighting was considered as an “ancient sport” in the Philippines particularly in Palawan.

ACTIVITY

1. What are the uniformity/similarity between primitive age and

Philippines Physical Education History?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

2. How foreign colonialism does affects Philippine Education in PE?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

3. How does religion affects Physical Education?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
 II. MANS BIOLOGICAL MAKE-UP

CONTENT

Your biological make-up is how your

body is put together. This includes
your genetic information, your
physical body, and everything which
goes into making your body. Your
fitness means how healthy you are.
You are born with your biological
make-up and cannot change that, but
you can exercise and improve your
fitness.
 A. MAKE-UP OF HUMAN BODY

CONTENT
The human body is everything that makes up, well, you. The basic parts of the human body are
the head, neck, torso, arms and legs.

Body systems
Our bodies consist of a number of biological systems that carry out specific functions necessary
for everyday living.
he job of the circulatory system is to move blood, nutrients, oxygen, carbon dioxide, and
hormones, around the body. It consists of the heart, blood, blood vessels,arteries and veins.
The digestive system consists of a series of connected organs that together, allow the body to
break down and absorb food, and remove waste. It includes the mouth, esophagus, stomach,
small intestine, large intestine, rectum, and anus. The liver and pancreas also play a role in the
digestive system because they produce digestive juices.
The endocrine system consists of eight major glands that secrete hormones into the blood. These
hormones, in turn, travel to different tissues and regulate various bodily functions, such as
metabolism, growth and sexual function.
The immune system is the body's defense against bacteria, viruses and other pathogens that may
be harmful. It includes lymph nodes, the spleen, bone marrow, lymphocytes (including B-cells
and T-cells), the thymus and leukocytes, which are white blood cells.
The lymphatic system includes lymph nodes, lymph ducts and lymph vessels, and also plays a
role in the body's defenses. Its main job is to make is to make and move lymph, a clear fluid that
contains white blood cells, which help the body fight infection. The lymphatic system also
removes excess lymph fluid from bodily tissues, and returns it to the blood.
The nervous system controls both voluntary action (like conscious movement) and involuntary
actions (like breathing), and sends signals to different parts of the body. The central nervous
system includes the brain and spinal cord. The peripheral nervous system consists of nerves that
connect every other part of the body to the central nervous system.
The body's muscular system consists of about 650 muscles that aid in movement, blood flow and
other bodily functions. There are three types of muscle: skeletal muscle which is connected to
bone and helps with voluntary movement, smooth muscle which is found inside organs and helps
to move substances through organs, and cardiac muscle which is found in the heart and helps
pump blood.
The reproductive system allows humans to reproduce. The male reproductive system includes
the penis and the testes, which produce sperm. The female reproductive system consists of the
vagina, the uterus and the ovaries, which produce eggs. During conception, a sperm cell fuses
with an egg cell, which creates a fertilized egg that implants and grows in the uterus.
[Related: Awkward Anatomy: 10 Odd Facts About the Female Body]
Our bodies are supported by the skeletal system, which consists of 206 bones that are connected
by tendons, ligaments and cartilage. The skeleton not only helps us move, but it's also involved
in the production of blood cells and the storage of calcium. The teeth are also part of the skeletal
system, but they aren't considered bones.
The respiratory system allows us to take in vital oxygen and expel carbon dioxide in a process
we call breathing. It consists mainly of the trachea, the diaphragm and the lungs.
The urinary system helps eliminate a waste product called urea from the body, which is produced
when certain foods are broken down. The whole system includes two kidneys, two ureters, the
bladder, two sphincter muscles and the urethra. Urine produced by the kidneys travels down the
ureters to the bladder, and exits the body through the urethra.
The skin, or integumentary system, is the body's largest organ. It protects us from the outside
world, and is our first defense against bacteria, viruses and other pathogens. Our skin also helps
regulate body temperature and eliminate waste through perspiration. In addition to skin, the
integumentary system includes hair and nails.

Vital organs
Humans have five vital organs that are essential for survival. These are the brain, heart, kidneys,
liver and lungs.
The human brain is the body's control center, receiving and sending signals to other organs
through the nervous system and through secreted hormones. It is responsible for our thoughts,
feelings, memory storage and general perception of the world.
The human heart is a responsible for pumping blood throughout our body.
The job of the kidneys is to remove waste and extra fluid from the blood. The kidneys take urea
out of the blood and combine it with water and other substances to make urine.
The liver has many functions, including detoxifying of harmful chemicals, breakdown of drugs,
filtering of blood, secretion of bile and production of blood-clotting proteins.
The lungs are responsible for removing oxygen from the air we breathe and transferring it to our
blood where it can be sent to our cells. The lungs also remove carbon dioxide, which we exhale.
ACTIVITY

1. What is a human body?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

2. You have healthy and complete human body. Make use of it.
Explain.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

3. How can you improve your fitness?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
 B. CHARACTERISTIC OF GROWTH
CONTENT

The process of human growth and development is described by various

set of principles. These principles explain typical development as a predictable
and orderly process. Therefore we can easily foretell how most children will
develop even though there are differences in children’s qualities, behavior,
activity levels, and timing of developmental milestones. To understand human
growth and development, we need to understand nature and nurture, and the
relationship between the two.

Factors Which Influence Human Growth and Development

o Heredity
o Sex
o Socioeconomic
o Nutritional
o Hormones
o Pollution
o Race

The Characteristics Of Human Growth

o Growth process of change
o Growth regular process
o Growth of the college process
o Growth individual process
o Growth milestone process
ACTIVITY

1. What are factors that can affect human growth? Explain.

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

2. Differentiate Nature and Nurture.

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

3. How can Physical Education affects Growth?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
 C. Differences in Boys and Girls
CONTENT
Physical growth
Between the big growth stages of infancy and adolescence, boys and girls grow in height
and weight at about the same slow-but-steady rate.

There aren't notable differences between the sexes until late elementary school, when girls
start to grow taller faster, although boys catch up and exceed them within a few years. Girls
typically grow close to 3 inches per year, or a bit more. Boys grow 3 to almost 4 inches per
year.

Maturation
Some girls begin to show the first changes of puberty, the appearance of breast buds and
then pubic hair, around age 8.

These changes usually take place between ages 8 and 12. They precede a growth spurt,
which is followed eventually by menstruation. Most girls get their first periods within five
years of breast development (or before age 16).

A small number of girls begin to mature as early as 7, a situation known as precocious

puberty. It's unclear what causes early maturation, with theories ranging from environmental
exposures to genetics. Often girls in early puberty are heavier or taller than their peers.

It's also unclear whether girls in general are going through puberty earlier than in previous
generations. Some research indicates this is true, especially for African American girls, but
the most-cited study has been criticized as flawed. The average age for menstruation in
both Caucasian and African American girls has remained at 12 for more than 50 years.

In boys, it's rare for the first changes of puberty (testicular enlargement, followed by penis
growth and pubic hair) to happen before age 9.

Motor skills
Boys' gross motor skills (running, jumping, balancing) tend to develop slightly faster, while
girls' fine motor skills (holding a pencil, writing) improve first. This can put girls at an
advantage in school, which requires a lot of sitting still and writing.

Boys are also more physically aggressive and impulsive, as revealed by studies of their
brains. The pleasure center of the brain actually lights up more for boys when they take
risks. That's not to say that girls aren't active and risk-taking, only that on average boys are
more so.

It's important to allow "rough and tumble" games, but it's equally essential to intervene if
someone is getting hurt — and teach kids to do the same. You can also teach them how to
listen when another child says "stop."

Verbal skills
Girls are better at reading nonverbal signs like tone of voice and expression, which also
makes them more adept communicators, as they can connect feelings and words faster.

1. List some differences in boys and girls.

BOYS GIRLS

2. What can you say about these differences?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

3. Don’t be afraid of being different; be afraid of being the same as

everyone else. Explain.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
 D. BODY TYPES
CONTENT

THREE BODY TYPES

ECTOMORPH MESOMORPH ENDOMORPH

Narrow hips and clavicles Wide clavicles Blocky

Small joints (wrist/ankles) Narrow waist Thick rib cage
Thin build Thinner joints Wide/thicker joints
Stringy muscle bellies Long and round muscle bellies Hips as wide (or wider)
Long limbs than clavicles
Shorter limbs

Not every body's created equal. Before you start your training and nutrition
regimen, it's a good idea to figure out your body type. Knowing which of the three
basic body types you're closest to will help you better tailor your diet and exercise
plan and set realistic, attainable goals that pave the way to your success.

There are three basic human body types: the endomorph, characterized by a
preponderance of body fat; the mesomorph, marked by a well-developed
musculature; and the ectomorph, distinguished by a lack of much fat or muscle
tissue. It's all about the illusion these structures create. An ectomorph will naturally
look skinner than he or she is, an endomorph will look heavier even when ripped,
and a mesomorph will look well proportioned even with a little added weight. The
goal: Make yourself look like a mesomorph even if you're not.
ACTIVITY

1. What is your body type?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

2. Which body type do you want? Why?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

3. How can you improve you’re your fitness to achieve it?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

4. Bullying is a crime. Explain.

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
 E. POSTURE
CONTENT
What is good posture?
Posture is the position in which you hold your body upright against gravity while
standing, sitting or lying down. Good posture involves training your body to stand,
walk, sit and lie in positions where the least strain is placed on supporting muscles
and ligaments during movement or weight-bearing activities. Proper posture:

 Keeps bones and joints in the correct alignment so that muscles are being
used properly.
 Helps decrease the abnormal wearing of joint surfaces that could result
in arthritis.
 Decreases the stress on the ligaments holding the joints of the spine together.
 Prevents the spine from becoming fixed in abnormal positions.
 Prevents fatigue because muscles are being used more efficiently, allowing
the body to use less energy.
 Prevents strain or overuse problems.
 Prevents backache and muscular pain.
 Contributes to a good appearance.
ACTIVITY

1. How can you improve your posture?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

2. How important is posture?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

3. What is the importance of a good posture?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
F.