Foundation of Physical

Education
 Definition of Physical Education

1.) physical education is a phase of the whole education process which

is concerned with vigorous muscular activities and related responses, and
with the modification of the individual resultant from these responses.

2.) It includes the acquisition and refinement of motor skills; the

development and maintenance of fitness for optimal health and well-being;
the attainment of knowledge about physical activities and exercises; and
the fostering of positive attitudes conducive to lifelong and lifespan
participation.
 Aims, Purposes and Objectives

Aims : skill acquisition;

education for leisure;
health and fitness;
socialization and ;
enjoyment.

Only two are physical, the other three are affective, social
or cognitive in nature.
Purposes :

2.1 to develop and maintain physical

fitness and motor skills,

2.2 social competency and

2.3 intellectual competency

 Peneva and Bonacin (2011) reiterated five conceptions
about the philosophy, methodology, and organization of
physical education such as;

Biologic oriented conception

The main idea in this concept is that purpose of using

physical exercises is the biologic adaptation of the organs
and system of organism to the environment. Its main
purpose and task the development and raise of physical
conditioning/fitness of pupils.
 Education through movement conception

Movements are considered as a means for a

personal development of character, discipline,
strength of spirit, social and aesthetic education.
Motto of the conception sounds as “Moving
educate you” but not “Learn to move”.
Personality education through movement
conception.

The main idea is that the acquisition of motor skills

through purposeful motor activity will lead to development
of children and youngsters. The conception also seeks
personal development of pupils and building of motor
competences for personal orientation in nature and social
environment.
 Conformist sport socialization conception

The purpose of the idea is “teaching through

sports disciplines”..In the conception come to
the fore social prospects while exercising with
its technique and tactics is only the means for
participation in sports disciplines.
 Critical constructive movement
socialization concept

Main purpose is the mastering of technique, social,

motor and intellectual competences by the pupils. These
competences will be needed by them for their future
participation in different forms of motor/sports activities.
Overall mastering of motor (technique and tactics), social
and intellectual competences is observed. Seeks lifelong
participation in different forms of motor activities. Creativity
of pupils in designing new motor tasks is stimulated.
SUBDISCIPLINES OF PHYSICAL EDUCATION
1.EXERCISE PHYSIOLOGY – IS THE STUDY OF THE EFFECTS OF
VARIOUS PHYSICAL DEMANDS PARTICULARLY EXERCISE ON
THE STRUCTURE AND FUNCTIONS OF THE BODY.

2.SPORTS MEDICINE – IS CONCERNED WITH THE PREVENTION,

TREATMENT AND REHABILITATION FOR SPORTS- RELATED
INJURIES.

3.SPORTS BIOMECHANICS – APPLIES THE METHODS OF

PHYSICS AND MECHANICS TO THE STUDY OF HUMAN MOTION
AND THE MOTION OF SPORT OBJECTS. BIOMECHANICS STUDY
THE EFFECT OF VARIOUS FORCE AND LAWS ON THE BODY AND
1.)THE LOWER THE CENTER OF GRAVITY IS TO THE BASE OF SUPPORT,
THE GREATER THE STABILITY.

2.)THE NEARER THE CENTER OF THE GRAVITY IS TO CENTER OF THE BASE

OF SUPPORT, THE MORE STABLE THE BODY.

3.)STABILITY CAN BE INCREASED BY WIDENING THE BASE OF SUPPORT.

4.)THE LAW OF INERTIA STATES THAT A BODY AT REST WILL REMAIN AT

REST UNLESS ACTED UPON.

5.)THE LAW OF ACTION AND REACTION STATES THAT FOR EVERY ACTION
THERE IS AN EQUAL AND OPPOSITE REACTION.
4.SPORT PHILOSOPHY IS A FIELD OF STUDY OF HOW KNOWLEDGE AND
LOGIC ARE GAINED. SPORTS PHILOSOPHERS TUDY THE BELIEFS AND
VALUES OF PARTICIPATION IN SPORTS. MORAL ISSUES AND CONDUCT ARE
THE FOCUS OF ETHICS.

5.SPORT HISTORY IS THE CRUCIAL EXAMINATION OF THE PAST WITH A

FOCUS ON EVENTS, PEOPLE AND TREND THAT INFLUENCED THE
DEVELOPMENT AND DIRECTION OF THE FIELD. HISTORY IS CONCERNED
WITH THE WHO, WHAT, WHEN, WHERE, HOW AND WHY OF SPORT.

6 SPORTS PSYCHOLOGY USES PRINCIPLES AND SCIENTIFIC

METHODS FROM PSYCHOLOGY TO STUDY HUMAN BEHAVIORS IN SPORTS.
SPORTS PSYCHOLOGISTS HELP ATHLETES IMPROVE THEIR MENTAL
GAME THAT IS DEVELOP AND EFFECTIVELY APPLY SKILLS AND
STRATEGIES THAT WILL ENHANCE THEIR PERFORMANCE.
7 MOTOR DEVELOPMENT STUDIES THE FACTORS THAT INFLUENCE THE
DEVELOPMENT OF ABILITIES ESSENTIAL TO MOVEMENTS. AGE AND
EXPERIENCE CORRELATES WITH A PERSON’S DEVELOPMENT READINESS,
AS DO HEIGHT, WEIGHT AND OTHER GROWTH INDEXES.

8 MOTOR LEARNING IS THE STUDY OF CHANGES IN MOTOR BEHAVIOR

THAT ARE PRIMARILY THE RESULT OF PRACTICE AND EXPERIENCE.. THE
MOST EFFECTIVE CONDITIONS FOR PRACTICING SKILLS, THE USE OF
REINFORCEMENT TO ENHANCE LEARNING AND HOW TO USE INFORMATION
FROM THE ENVIRONMENT TO MODIFY PERFORMANCE ARE INVESTIGATED
BY MOTOR LEARNING.

9 SPORTS SOCIOLOGY IS THE STUDY OF THE ROLE OF SPORTS IN

SOCIETY, ITS IMPACTS ON PARTICIPANTS IN SPORTS AND OTHER SOCIETAL
INSTITUTIONS. IT EXAMINES THE INFLUENCES OF GENDER, RACE AND
SOCIOECONOMIC STATUS OF PARTICIPANTS IN SPORTS AND MORE
10.SPORTS PEDAGOGY STUDIES HOW PHYSICAL EDUCATORS AND SPORTS
LEADERS PROVIDE AN EFFECTIVE LEARNING ENVIRONMENT, ACHIEVE
DESIRED LEARNING GOALS AND ASSESS PROGRAM OUTCOMES.

11.ADAPTED PHYSICAL EDUCATION IS CONCERNED WITH THE

PREPARATION OF TEACHER AND SPORT LEADERS TO PROVIDE
PROGRAMS AND SERVICES FOR INDIVIDUALS WITH DISABILITIES SO
THAT THEY CAN PARTICIPATE TO THE FULLEST EXTENT

12.SPORTS MANAGEMENT IS CONCERNED WITH THE PERSONNEL

MANAGEMENT, BUDGETING, FACILITY MANAGEMENT AND
PROGRAMMING. OTHER ASPECTS ARE LAW, POLICY DEVELOPMENT, AND
FUND RAISING AND MEDICAL RELATIONS.
National Association for Sports and Physical
Education (NASPE STANDARDS)
 NASPE STANDARDS

Standard I
Knowledge of Students

Accomplished physical education teachers use their knowledge

of students to make every student feel important. They
communicate through humane, sensitive approach that each
child regardless of ability, can succeed and will benefit from a
physically active healthy lifestyle.
 Standard II
Knowledge of Subject Matter

Accomplished physical education teachers have a deep and

broad understanding of the content and principles of physical
education, which enables them to devise sound and
developmentally appropriate instructional activities.
 Standard III
Sound teaching Practices

Accomplished physical education teachers possess a

through comprehension of the fundamentals of physical
education and a broad grasp of relevant principles and theories
that give their teaching purpose and guide them as they carry out
a flexible, yet effective, instructional program responsive to
students’ needs and developmental levels.
 Standard IV
Student Engagement in Learning

Through their own passion for teaching and their

personal example, accomplished physical educators
inspire their students to learn and to participate in and
appreciate physical education.
 Standard V
High Expectations for Learners

Accomplished physical education teachers

tenaciously maintain a stimulating, productive setting
that encourages participation, discovery, goal setting and
cooperation and that holds all students to the highest
expectations.
 Standard VI
Learning Environment

Accomplished teachers of physical education create

and sustain a welcoming, safe, and challenging environment
in which students engage in and enjoy physical activity. They
established an orderly atmosphere with established protocol
and expectations conducive to providing maximum learning
for all students.
 Standard VII
Curricula Choices

Accomplished physical education teachers select,

plan and evaluate curriculum in a continuous process
meant to ensure a sensible, properly structured positive
physical education program that meets the students’
needs and result in student learning.
 Standard VIII
Assessment

Accomplished physical education teachers design

assessment strategies appropriate to the curriculum and to
the learners. They use assessment results to provide
feedback to the learner, to report students progress, and to
shape instruction.
 Standard IX
Equity, Fairness and Diversity

Accomplished physical education teachers model and

promote behaviour appropriate in a diverse society by
showing respect for and valuing all members of their
communities and by having high expectations that their
students will treat one another fairly and with dignity.
 Standard X
Reflective Practice & Professional Growth

Accomplished physical education teachers participate

in a wide range of reflective practices that foster their
creativity, stimulate personal growth, contribute to
content knowledge and classroom skills, and enhance
professionalism.
 Standard XI
Promoting an Active Lifestyle

Accomplished physical education teachers recognize

the multiple benefits of a physically active lifestyle and
promote purposeful daily activities for all students that will
encourage them to become lifelong adherents of physical
activity
 Standard XII
Collaboration with Colleagues

Accomplished physical education teachers do not

work in isolation but function as members of a large;
learning community. Recognizing that their
responsibilities extend beyond their own classroom, they
contribute purposefully to enhancing instructional
programs and improving the professional culture of their
field.
 Standard XIII
Family and Community Partnership

Accomplished physical education teachers

create advocates for physical education by providing
opportunities for family involvement and the
involvement of the broader community in the physical
education program.

Quality Physical Education Program
1. Developmentally Appropriate Activities

2. Skill and Fitness Improvement

3. Promotion of Physical Activity

4. Facilitation of Learning
 Teaching the Creation of New Games through
Multiple Intelligence
1. Bodily-kinesthetic --Demonstrate the game to the class.

2. Linguistic---Define rules of game and equipment needed

3. Logical-mathematical ---Make analogies to other known games and

strategies.

4. Musical--Create a musical jingle to promote your new game.

5. Spatial---Draw diagrams of the game and playing areas.

6. Naturalistic---Name objects in nature that could be used as

substitutes for the equipment needed in the game.

7. Interpersonal----Work cooperatively in groups to designs a new game.

8. Intrapersonal---Reflect on how this game relates to other games you

are successful at.
5. Maximization of Active Learning Time

6. Indirect Competition and Cooperation

7. Qualified Teachers
CONCERNS IN SPORTS
1.) GIRLS AND WOMEN ARE DISCRIMINATED AGAINST.

2.) ADULTS WHO ARE IN CHARGE OF CHILDREN’S PROGRAMS

PLACE TOO MUCH EMPHASIS ON WINNING.

3.) CHILDREN ARE ENGAGED IN HIGHLY COMPETITIVE SPORTS

AT TOO EARLY AN AGE.

4.) MONEY SPENT BY UNIVERSITIES TO MAINTAIN BIG TIME

SPORT TEAMS IS EXCESSIVE.
5.) THE RECRUITMENT OF HIGH SCHOOL ATHLETES IS OFTEN
SCANDALOUS.

6.) TELEVISION COVERAGE OF SPORTING EVENTS THREATENS

TO DESTROY MANY OF THE VALUES THAT CAN ACCRUE FROM
SPORTS.

7.) VIOLENCE IN SPORTS IS EXCESSIVE.

8.) CITY POLITICIANS USE PUBLIC MONEY TO BUILD LARGE

STADIUM AND THEN PROVIDE THEM TO PROFESSIONAL TEAMS
AT MINIMAL RENTAL FEES
RIGTHS OF ATHLETES
1. RIGHT TO HAVE FUN THROUGH SPORTS.

2. RIGHT TO PARTICIPATE IN SPORTS REGARDLESS OF ABILITY

LEVELS.

3 RIGHT TO PARTICIPATE IN DEVELOPMENTALLY APPROPRIATE

SPORTS AND GAMES,

4 RIGHT TO HAVE QUALIFIED COACHES AND LEADERS

5 RIGHT TO PARTICIPATE IN SAFE AND HEALTHY

ENVIRONMENT.
6 RIGHT TO HELP FORM AND ENFORCE GAME RULES.

7 RIGHT TO PLAY AS A CHILD.

8 RIGHT TO PROPER PREPARATION IN SKILLS AND FITNESS FOR

PARTICIPATION IN A SPORTS

9 RIGHT TO AN EQUAL OPPORTUNITY TO STRIVE FOR SUCCESS.

10. RIGHT TO BE TREATED WITH DIGNITY AND RESPECT BY ALL I

NVOLVED.
HEALTH AREAS
1.) ACCIDENT PREVENTION, SAFETY AND FIRST AID: CAUSES,
COST, AND PREVENTION OF ACCIDENTS AND INJURIES AT HOME, IN
THE SCHOOL AND IN THE COMMUNITY AND IN THE PERFORMANCE
OF DIFFERENT ACTIVITIES, THROUGH PROMOTION OF SAFE
ENVIRONMENTS, SAFETY PROGRAMS, PROCEDURES AND SERVICES,
INCLUDING FIRST AID EDUCATION.

2.) COMMUNITY AND ENVIRONMENTAL HEALTH: SITUATES THE

LEARNER AS AN INTEGRAL PART OF HIS/HER COMMUNITY AND THE
ENVIRONMENT, WITH RESPONSIBILITY TO HELP PROTECT THE
ENVIRONMENT, SUPPORTED BY INDIVIDUAL AND COMMUNITY
ACTIONS AND LEGISLATION TO PROMOTE A STANDARD OF HEALTH,
HYGIENE AND SAFETY IN FOOD AND WATER SUPPLY, WASTE
MANAGEMENT, POLLUTION CONTROL, NOXIOUS ANIMAL CONTROL,
AND THE DELIVERY OF PRIMARY HEALTH CARE.
3.) CONSUMER HEALTH: APPLICATION OF CONSUMER SKILLS IN THE WISE
EVALUATION, SELECTION AND USE OF HEALTH
INFORMATION, PRODUCTS, AND SERVICES.

4.) FAMILY HEALTH: THE HUMAN LIFE CYCLE RELATED TO THE

PERSONAL INTERACTIONS WITHIN THE FAMILY THAT NURTURES THE
INDIVIDUAL AND THAT PROVIDES A HOME ENVIRONMENT THAT
ENHANCES HIS/HER GROWTH AS A PERSON AND THE DEVELOPMENT OF
IDEALS, VALUES AND STANDARDS OF BEHAVIOR REGARDING SEXUALITY
AND RESPONSIBLE PARENTHOOD
5.) GROWTH AND DEVELOPMENT: DEVELOPMENTAL MILESTONES IN
CHILDHOOD AND ADOLESCENCE WITH EMPHASIS ON ATTENTION TO
PERSONAL HEALTH AND THE DEVELOPMENT OF SELF-MANAGEMENT
SKILLS TO COPE WITH LIFE’S CHANGES.

6.) NUTRITION: RECOGNITION OF THE NUTRIENTS CHILDREN AND

ADOLESCENTS NEED, ANALYSIS OF THE QUALITY AND QUANTITY

7.) PERSONAL HEALTH: DEVELOPMENT AND DAILY PRACTICE OF HEALTH

BEHAVIORS THAT PROMOTE PHYSICAL, MENTAL, SOCIAL,
EMOTIONAL, AND MORAL/SPIRITUAL HEALTH AND PREVENTION AND
MANAGEMENT OF PERSONAL HEALTH PROBLEMS.
8.) PREVENTION OF DISEASES AND DISORDERS. PREVENTION
AND CONTROL OF COMMUNICABLE AND NON-
COMMUNICABLE DISEASES AND DISORDERS THROUGH THE
DEVELOPMENT OF HEALTH HABITS AND PRACTICES AND
HEALTH PROGRAMS SUPPORTED BY LEGISLATION AND
PROVISION OF HEALTH SERVICES IN THE SCHOOL AND THE
COMMUNITY.

9.) SUBSTANCE USE AND ABUSE: THE PREVENTION AND

CONTROL OF THE USE AND ABUSE OF SUBSTANCES: THEIR
IDENTIFICATION CAUSES; EFFECTS ON THE PERSON, THE
FAMILY, SOCIETY AND THE NATION.
THE COORDINATED SCHOOL HEALTH PROGRAM
1) HEALTH EDUCATION: A PLANNED SEQUENTIAL CURRICULUM THAT
ADDRESSES THE PHYSICAL, MENTAL, EMOTIONAL AND SOCIAL
DIMENSIONS OF HEALTH. THE CURRICULUM IS DESIGNED TO
MOTIVATE AND ASSIST STUDENTS TO MAINTAIN AND IMPROVE THEIR
HEALTH, PREVENT DISEASE AND REDUCE HEALTH-RELATED RISK
BEHAVIOURS.

2.) PHYSICAL EDUCATION: QUALITY PHYSICAL EDUCATION SHOULD

PROMOTE, THROUGH A VARIETY OF PLANNED PHYSICAL ACTIVITIES,
EACH STUDENT’S OPTIMUM PHYSICAL, MENTAL, EMOTIONAL AND
SOCIAL DEVELOPMENT AND SHOULD PROMOTE ACTIVITIES AND
SPORTS THAT ALL STUDENTS ENJOY AND CAN PURSUE THROUGHOUT
THEIR LIVES.
 3.) HEALTH SERVICES: QUALIFIED PROFESSIONALS SUCH AS PHYSICIANS,
NURSES, DENTISTS, HEALTH EDUCATORS AND OTHER ALLIED HEALTH PERSONNEL
PROVIDE SERVICES TO ENSURE ACCESS OR REFERRAL TO PRIMARY HEALTH CARE
SERVICE, PREVENT AND CONTROL COMMUNICABLE DISEASE AND OTHER HEALTH
PROBLEMS, PROVIDE EMERGENCY CARE FOR ILLNESS OR INJURY, PROMOTE AND
PROVIDE OPTIMUM SANITARY CONDITIONS FOR A SAFE SCHOOL FACILITY AND
SCHOOL ENVIRONMENT, AND PROVIDE EDUCATIONAL AND COUNSELLING
OPPORTUNITIES FOR PROMOTING AND MAINTAINING INDIVIDUAL, FAMILY AND
COMMUNITY HEALTH.

4.) NUTRITION SERVICES: ACCESS TO A VARIETY OF NUTRITIOUS AND

APPEALING MEALS THAT ACCOMMODATE THE HEALTH AND NUTRITION NEEDS OF
ALL STUDENTS. THE SCHOOL NUTRITION SERVICES OFFER STUDENTS A LEARNING
LABORATORY FOR CLASSROOM NUTRITION AND HEALTH EDUCATION, AND SERVE
AS RESOURCE FOR LINKAGE WITH NUTRITION-RELATED COMMUNITY SERVICES.
5. COUNSELING AND PSYCHOLOGICAL SERVICES: SERVICES PROVIDED
TO IMPROVE STUDENTS’ MENTAL, EMOTIONAL AND SOCIAL HEALTH
INCLUDING INDIVIDUAL AND GROUP ASSESSMENT, INTERVENTIONS
AND REFERRALS. ORGANIZATIONAL ASSESSMENT AND CONSULTATION
SKILLS OF COUNSELLORS AND PSYCHOLOGISTS CONTRIBUTE NOT
ONLY TO THE HEALTH OF STUDENTS BUT ALSO TO THE HEALTH OF THE
SCHOOL ENVIRONMENT. PROFESSIONALS SUCH AS CERTIFIED SCHOOL
COUNSELLORS, PSYCHOLOGISTS, AND SOCIAL WORKERS PROVIDE
THESE SERVICES.

6. HEALTHY SCHOOL ENVIRONMENT: THIS INCLUDES THE PHYSICAL

AND AESTHETIC SURROUNDING AND THE PSYCHOSOCIAL CLIMATE
AND CULTURE OF THE SCHOOL. ANY BIOLOGICAL OR CHEMICAL
AGENTS THAT ARE DETRIMENTAL TO HEALTH AND PHYSICAL
CONDITIONS SUCH AS TEMPERATURE, NOISE, AND LIGHTING WHICH
AFFECT THE WELL-BEING OF STUDENTS AND STAFF.
7. HEALTHY STAFF ENVIRONMENT: OPPORTUNITIES FOR
SCHOOL STAFF TO IMPROVE THEIR HEALTH STATUS THROUGH
ACTIVITIES SUCH AS HEALTH ASSESSMENT, HEALTH EDUCATION AND
HEALTH-RELATED FITNESS ACTIVITIES. THESE OPPORTUNITIES
ENCOURAGE SCHOOL STAFF TO PURSUE A HEALTHY LIFESTYLE THAT
CONTRIBUTE TO THEIR IMPROVED HEALTH STATUS, IMPROVED
MORALE, AND A GREATER PERSONAL COMMITMENT TO THE
SCHOOL’S OVER-ALL COORDINATED HEALTH PROGRAM.

8. FAMILY/COMMUNITY INVOLVEMENT: AN INTEGRATED SCHOOL,

PARENT AND COMMUNITY APPROACH FOR ENHANCING THE HEALTH
AND WELL-BEING OF STUDENTS. SCHOOLS ACTIVELY SOLICIT PARENT
INVOLVEMENT AND ENGAGE COMMUNITY RESOURCES AND SERVICES
TO RESPOND MORE EFFECTIVELY TO THE HEALTH-RELATED NEEDS
OF STUDENTS.
Defining Physical Activity
 Physical activity is any form of large muscle
movements, including sports, dance, games, work, lifestyle
activities and exercise for fitness.Some benefits of
physical activities are ;
(1)it strengthens the heart,
(2) it helps keep arteries and veins clear,
(3) it strengthens the lungs,
(4)it reduces blood sugar levels,

(5) it controls weight,

(6) it strengthens bone,

(7) it helps prevent cancer,

(8)it regulates blood pressure,

(9)it improves energy levels, and

(10) it enhances emotional well-being

 Types of Physical Fitness activities

1. Exercises – set of movements perform to develop / improve

muscles with the purpose of getting physically fit. These are structured
and planned activities done with the intention of improving muscle
fitness.

1.1 isotonic exercises are performed the muscles shorten and

lengthen to cause movement. The most common examples are
calisthenics, resistance machine exercises, free weight exercises and
exercises using other type of resistance such as exercise bands.
 1.2 Isometric exercises are those in which no movement takes place
while a force is exerted against immovable object.

1.3 Isokinetic exercises are isotonic-concentric muscle contraction

performed on machines that keep the velocity of the movement constant
through the full range of motion.

2 Work out with apparatus-performing routines / exercises with the

aid of light apparatuses like belt, skipping,stationary bicycle etc.
 3.Outdoor Activities – doing routines like hiking, sky gliding,
mountaineering, etc.

4.Sports – is highly organized competitive activities which required

physical prowess with definite rules and regulations and conducted
by accredited referee and game officials.

5.Pulse - rated activities – a type of physical activity which gradually

increase heartbeats according to routines performed like aerobic,
dancing, and swimming.
 6.Circuit Training – a
form of training where
poses are stationed with
exercises to program.
 7. Weight Training – a form
of training which involved the
utilization of weights to develop
and improve the functioning of
the muscles.

Proper breathing technique

should be observed. Exhale as
you push or pull; inhale as you
lower the weights.
The Principles of Physical Activity:
 1.Overload Princple specifies that one must perform physical
activity in greater than normal amount (overload) to get an
improvement in physical fitness or health benefits.

2. Principle of Progression indicates the need to gradually

increase overload to achieve optimal benefits.

3 Principle of Specificity states a need for a specific type of

exercise to improve each fitness component or fitness of a specific
part of the body.
4 Principle of Reversibility connotes that disuse or inactivity results in
loss of benefits achieved as a result of overload. Meaning, benefits achieved
last only as long as overload continues.

5. Dose-Response Relationship – when studying physical activity it is

important to know what dose provides the best response (most benefit/what
really works for one person).

.6 Principle of Diminished Returns emphasizes that the more benefits one

gains as a result of activity, the harder additional benefits are to achieve.
 7. Principle of Rest and Recovery maintains that adequate rest is needed
to allow the body to adapt to and recover from exercise.

8 Principle of Individual differences stresses provides unique

benefits to each person based on the unique characteristics of that
individual. People vary in their ability to develop fitness components. We
differ in age, gender, genes, environment and lifestyles.

9 Cross training involves participating in two or more types of

exercise in one session or in alternate session for balanced fitness.
Overview of exercise, sports and
psychology
 Sports Psychology uses principles and scientific methods from
psychology to study human behaviors in sports. Sports psychologists
help athletes improve their mental game that is develop and effectively
apply skills and strategies that will enhance their performance.

Exercise psychology is a discipline used to help people assess

where they are at with regards to exercise, define an
individualized exercise program, help people deal with the barriers
and issues that restrict people's participation in exercise and
maximize a person's enjoyment of exercise.
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