Republic of the Philippines

Bangsamoro Austonomous Region in Muslim Mindanao

Commission on Higher Education
ILLANA BAY INTEGRATED COMPUTER COLLEGE, Inc.
EDUCATION DEPARTMENT

SPEC 10
TEACHING PE & HEALTH IN THE
ELEMENTARY GRADES

MODULE 1
PHYSICAL EDUCATION: ITS VALUES TO THE
DEVELOPMENT AND ADJUSTMENT OF THE INDIVIDUAL

DATUMAMA K. DIMA, LPT

Instructor
 MODULE 1

Introduction:
Physical education today has the potential of contributing to the enhancement of positive
lifestyle changes which ultimately lead to a better quality of life. This means that through
physical education, the individual can acquire sufficient knowledge and understanding, activity
skills, and desirable attitudes that will eventually contribute to his well-being.

OBJECTIVES:
At the end of the lesson, students should be able to:
1. equip knowledge, skills, capacities, and values along with the enthusiasm to maintain a
healthy lifestyle;
2. promote physical fitness;
3. express themselves and be creative in physical activities;
4. develop positive attitudes towards participation in physical fitness;
5. develop locomotors movements skills, stability movements skills and manipulated
movements skills and perform sequence of skills which creativity and imagination
through fundamental movements activities and physical play; and
6. acquire basic knowledge about fundamentals movements and know the health benefits of
physical activities.

DISCUSSION:
DISCUSSION:

Modern Physical Education activities are based on the natural physical education of the
primitive times. Even the more recent activities, when analyzed, are found to be developed from
natural activities. In most educational systems, physical education (PE), also called physical
training (PT) or gym, though each with a very different connotation, is a course in the
curriculum which utilizes learning in the cognitive, affective and psychomotor domains in a play
or movement exploration setting. The term physical education is most commonly used in this
way; however, this denotes rather that “they have participated in the subject area, not studied it.”

Physical education has existed since the earliest stages of humanity, in areas as simple the
transmission of knowledge of basic survival skills, such as hunting. However, the real history of
physical education is in the changing methodologies used to transmit physical skills and, to a
lesser extent, the varying intentions of the educator.

The first known literary reference to an athletic competition is preserved in the ancient
Greek text, the Iliad, by Homer. While by no means is this the beginning of physical activity, it
marks an important point in the study of the history of physical education. Other cultures that
existed before the Greeks, including the ancient Chinese. Indian, and Egyptian civilizations had
traditions of physical education and activity, but the Greek influence is argued to be the most
fundamental to how the discipline is viewed today. The ancient Greek tradition of the Olympic
Games, which originated in the early 8th century BC, even continues today. The Father of
Modern Physical Education that we know of today was Friedrich Ludwig Jahn. Although
Jahn was highly political within Germany, his contributions to Physical Education (mostly in
Gymnastics) as a discipline are still seen today.
 What is Physical Education?

Physical Education (PE) is the interdisciplinary study of all area of science relating to the
transmission of physical knowledge and skills to an individual or a group, the application of
these skills, and their results.

Physical Education is an important segment of general education which aims to

contribute to the total development of the learner through participation in selected vigorous
activities. It provides opportunities to acquire lifelong skills that are essential to his physical,
mental, social, and emotional development.

It can also be viewed as a program of activities in a school curriculum that involves sports,
games, dance, gymnastics, and recreational activities. Great emphasis is placed on motor skills,
fitness, health, recreation and safety. It is the vital and integral part of general education designed
to promote the optimum development of the individual physically, socially, emotionally, and
mentally through total body movement in the performance of properly selected physical
activities.

OBJECTIVES OF PHYSICAL EDUCATION

The primary aims of physical education vary historically, based on the needs of the time
and place. Often, many different types of physical education occur simultaneously, some
intentionally and others not. Most modern school systems claim their intent is to equip students
with the knowledge, skills, capacities, and values along with the enthusiasm to maintain a
healthy lifestyle into adulthood. Some schools also require physical education as a way to
promote weight loss in students. Activities included in the program are designed to promote
physical fitness, to develop motor skills, to instill knowledge and understanding of rules,
concepts, and strategies, and to teach students to work as part of a team, or as individuals, in a
wide variety of competitive activities.

The following objectives of Physical Education are viewed and stated in terms of their
contribution to the outcomes of education and which justify the existence of physical education
in the curriculum.

1. Physical Development Objectives

Physical fitness, which the capacity of the body to engage in work and play without
undue fatigue, is the foremost aim of physical education This is achieved through regular
exercise and participation in varied vigorous activities. In the pursuit of the development and
maintenance of physical fitness, fundamental movement skills, games, sports, and dance skills
are acquired which can increase one’s capability to enjoy lifetime recreational pursuits.

Through carefully selected physical education activities, an individual who participates

actively will develop and maintain good health and high level of physical fitness. The acquisition
of physical skills can motivate an individual to participate further in physical activities: hence,
healthy growth and development of each learner will be enhanced.

2. Mental Development Objectives

Focus is on the acquisition of knowledge and understanding, ability to analyze body

movements and skills, evaluate game situations and make important decisions. Understanding
the rules of the games leads to better performance or appreciation of an activity if one is a
spectator.
 Creativity is an essential segment of growth that can be enhanced if the learner has a rich
background and an exposure to a variety of physical activities.

3. Social Development Objectives

A learner seldom gets into vigorous physical activity by himself. He plays, dances, or
exercises with people. In the process, he learns to respect other, and practices fair play,
sportsmanship, teamwork and develops leadership. He learns the game of life- the application of
the golden rule.

Participation in Physical Education activities provides opportunities for the acquisition

and practice of desirable social traits necessary for adjustment to happy living and to the social
life in general. Some worthwhile traits are:

 Friendliness
 Cooperation
 Respect for the rights of others
 Good sportsmanship
 Good leadership and followership
 Honesty in group competition

4. Emotional Development Objectives

Participating in varied physical activities enables one to acquire pleasant attitudes,

desirable habits, appreciation, and values. Positive character traits such as courage, self-
confidence, discipline, appreciation for beautiful performances, as well as self-expression are
developed and become part of an individual’s way of life.

The informal nature of physical education offers opportunities for the development of
expression and emotional traits needed for emotional mastery like:

 Self confidence
 Self control
 Self reliance
 Courage
 Determination
 Personal Discipline

Figure 1. The Lifelong Values of Physical Education

In line with Bloom’s Taxonomy of Behavioral Objectives, physical education proves it has a
place in the total development of any learner as it is concerned with the cognitive, psychomotor,
and affective domains of growth and development.

PYSCHOMOTOR Physical fitness components

OBJECTIVES - endurance, strength, flexibility, balance,
agility
Physical Fitness
Development and Movement Body mechanics, games, dance and sports
Skills skills

COGNITIVE
OBJECTIVES Body functions and development process
Knowledge and Information Analysis, reasoning, and decision-making

Rules, strategies, and safety

 Cooperation, sportsmanship, respect for others,
AFFECTIVE
leadership
OBJECTIVES
Courage, self-discipline, aesthetic appreciation,
Social and Emotional
self-expression
Stability

WHAT IS A PHYSICALLY EDUCATED PERSON

An individual who has undergone physical education in the educational ladder cannot
deny the valuable contribution of this area of learning toward his total development. His
exposure and experiences in regular class instruction and intramural and extramural competitions
are expected to have a tremendous effect on his lifestyle. A physically educated person can:

a. understands the potential of physical education activities in the attainment of a healthy

lifestyle and strives to achieve this goal;
b. exercises regularly to develop and maintain his weight and physical fitness;
c. acquires sufficient skills to enable him to participate actively in some form of recreational
games, sports, and dances;
d. eats a balanced diet and practices good eating habits;
e. gets adequate sleep and avoids drugs and stimulants that will negatively affect his total well-
being;
f. enjoys participation in a variety of vigorous activities and recreational pursuits; and
g. appreciates good performance in games, sports, and dances.

LEGAL BASES OF PHYSICAL EDUCATION

Article 1 of the International Charter of Physical Education and Sports, UNSECO, Pani,.
1978 and Recommendation 1, iplinary Regional Meeting of Experts on Physical Education,
UNESCO, Brisbane Australia, 1982. States that:

“The practice of Physical Education and Sports is a fundamental right for all.."

“And this right should not be treated as different in principle from the right to adequate
food, shelter, and medical care."

Article XIV, section 19, 1986 Constitution of the Republic of the Philippines”

“The State shall promote Physical Education and encourage sports programs, league
competitions, and amateur sports including training for international competition to foster self-
discipline, teamwork, and excellence for the development of a healthy and alert citizenry.”

“All educational institutions shall undertake regular sports activities throughout the
country and in cooperation with athletic club and other sectors.”

VALUES OF PHYSICAL EDUCATION

The values of physical education activities are found in the resulting development and
adjustment of the individual. Engaging in any activity stimulates in some degree the four types of
development although different activities emphasize different amounts.
 Regular exercise and physical activity are extremely important and beneficial for long-
term health and well-being.

Health Benefits of Exercise and Physical Activity

1. Reduce the risk of premature death.

2. Reduce the risk of developing and/or dying from heart disease

3. Reduce high blood pressure or the risk of developing high blood pressure.

4. Reduce high cholesterol or the risk of developing high cholesterol.

5. Reduce the risk of developing colon cancer and breast cancer.

6. Reduce the risk of developing diabetes.

7 Reduce or maintain body weight or body fat.

8. Build and maintain healthy muscles, bones, and joints.

9. Reduce depression and anxiety.

10. Improve psychological well-being.

11. Enhanced work, recreation, and sports performance.

THE FOUR TYPES OF DEVELOPMENT

1. ORGANIC

This is the development of power and endurance in the heart, lungs, heart-regulating
mechanism, and digestive and eliminating organs. These various organs gain power and stamina
from use.

2. NEUROMUSCULAR

The development of skills and coordination required in the mastery of life’s varied
activities can be directly attributed to physical education; also to the development of strength in
the skeletal muscles used in such coordination. This development starts with the skills learned in
the simple play and games of childhood and increases gradually with the more complex
coordination of team and individual sports of later years.

3. INTERPRETIVE

This type of development strengthens the thinking, interpreting, and problem solving
processes of the individual. It starts with the exploratory play of infancy and childhood and
continues through all physical education activities as well as others. It is developed particularly
in team sports, through learning the rules and signals and the special techniques such as skills in
pitching a curve ball; executing particular football block, or diagnosing the opponents’ offense
and defense quickly.

4. EMOTIONAL

The development and maturing of impulses and emotions through activities which give
them expression under natural controls such as officials, rules, traditions, and the person’s desire
to stay in the game and play are inherent in team sports where fear, anger, joy, and other
powerful emotions are experienced.
Physical Education: Its Origin

Do you ever wonder where some of the words we use in physical education come from?
They originate from combinations of different Latin and Greek words. But mainly the Greek.
The Greeks were the epitome (a greek word meaning prototype or abridgment) of the standards
of physical training and culture) of the standards of physical training and culture.

Here are the list of words with their origins and meanings:

Apparatus - from the Latin word “apparare”, to prepare meaning a group of devices used for a
particular purpose.

Anthropomorphic – from the Greek words “anthropikos”, human being and “morphic” meaning
having a specified shape or form.

Calisthenics - from the Greek words “kalos”, beautiful and “sthenos” for strength. Meaning
exercises without the use of any apparatus.

Coordination - from the Latin word “ordinates”, to arrange. The physiological meaning being
the harmonious functioning of muscles or groups of muscles in the execution of movements.

Cardiovascular - from the Greek word “kardio”, heart and the Latin word “vasculum”, vessel.
Meaning relating to or involving the heart and the blood vessels.

Exercise - from the Latin words “ex-” and “arcere”, to restrain. Bodily exertion for the sake of
keeping the organs and functions in a healthy state.

Flexibility - from the Latin word “ flexus”, to bend.

Gymnastics - from the Greek words “gumnos” ,or sometimes “gymnos”, naked.

Gymnasium - from the Greek word “gumnasion” or “gumnazein” meaning to exercise naked. A
place where Greek youths exercised.

Kinesiology - from the Greek words “kinesis”, movement and “-ology” for branch of learning.
Baron Nils Posse was the first to coin this word in relation to his Swedish gymnastics.

Pedagogue - from the Greek words “paido”, boy and “agogos”, leader. It now means a
schoolteacher or an educator. It was literally a slave who supervised children and took them to
and from school.

Pedagogy - from the Greek “see above”. The art or profession of teaching.

Physical Education - from the Latin words “physica”, physics and “ educatio” meaning the
training of the bodily organs and powers with a view to the promotion of health and vigor.

Physiology -from the Greek words “phusio”, nature and “–ology” for branch of learning. The
branch of the biological sciences dealing with the processes and, functions of an organism. In
Physical Education it is mainly Human Physiology which applies to a study of the functions of
the organs and tissues in man.
REFERENCES:

Belmonte, Paz, Cielo A. et a1. (1970). Physical Education Handbook. Manila: Rex Books Store
Inc.

Cooper, Kenneth. (1983). The Aerobics Program for Total Well-Being. Brook New York:
Bantam Books.

Dalen, Van D. (2nd ed., 1971). A World History of Physical Education.

Feldenkrais, M. (1972). Awareness Through Movement. New York: Harper & Row.

Freeman, W.H. (3rd ed., 1987) Physical Education and Sport in a Changing Society. New York,
NY: Macmillan Publishing Company.

Gensemer, RE. (1985). Physical Education: Perspective, Inquiry, Applications. Philadelpia, PA:
CBS College Publishing.

International Society of Sports Psychology (1992). Physical Activity and Psychological

Benef1ts:lntemational Society of Psorts Psychology Position Statement. The Physician
and Sports Medicine.

Lopez, Lorna Fe P. et a1. (2000). Physical Education Health and Music 1 . Manila: Rex Book
Store

Lopez, Lorna Fe P. et a1. (1992). Physical Education Health and Music 1. Manila: Rex Book
Store

Lopez, Lorna Fe P. et al. (1993). Physical Education Health and Music 4. Manila: Rex Printing
Co. Inc.

Lopez, Lorna Fe P. et a1. (1993). Physical Education Health and Music 2. Manila: Rex Book
Store

Prepared by:

DATUMAMA K. DIMA, LPT

Instructor

Checked and Evaluated by:

JOHANA U. CAKA, LPT

Education Department Head
Approved by:

MRS. ABEGAEL B. BILLOSO, RN, MSciEd

Head of Academic Affairs