UNIT 1

HISTORICAL FOUNDATIONS OF PHYSICAL EDUCATION

INTRODUCTION
History enlightens us—it enables us to understand how physical education and sport have been
shaped by the leaders and events of the past. History guides us—it suggests future possibilities
and courses of action that might be most effective in the years to come. History is a scholarly field
of study, focusing on the study of change over time.
This module provides a brief overview of the history of physical education, and sport from ancient
times to recent developments, from: Primitive Era, Ancient Oriental and Near East Countries,
Greece and Philosophers, Roman Empire, Medieval and Early Modern Europe, The Renaissance
period, Early 1600s to 1900s, and in the Philippine settings.
Learning Outcomes:
At the end of this module, you are expected to:

• Compare and contrast the physical education of Spartan and Athenian Education
• Differentiate the Physical Education of Ancient Greek and Ancient Roman Education
• Trace the development of Physical education from the primitive era to the present
through a timeline infographic
• Discuss the achievements of notable persons who made significant contributions to the
development of Physical Education

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 HISTORICAL DEVELOPMENT
Sport historians examine the historical development of sport. They describe and analyze the
actions and behaviors of leaders, examine and interpret significant events, study the evolution of
organizations, and explore the emergence of trends. It is difficult to appreciate the evolution of
sport without understanding the practices, philosophies, and beliefs that were popular at the time.
Sport historians are interested in how the past has shaped sport as we experience it today. (Wuest,
p97)
There has long been an interest in the history of sport. Early works on the history of sport typically
were descriptive in nature, describing the development of a specifc sport (e.g., baseball),
chronicling the contributions of a leader to physical education (e.g., Dudley Sargent), or
documenting certain events. However, as interest in the history of sport grew, more interpretive
analytical studies were undertaken. These interpretive studies, which incorporated information
about the historical and social context of the time, greatly enriched our understanding of sport.
(Wuest, p97)
As sport history grew as a fertile area of research, sport historians undertook a wider range of
questions. Throughout the 1970s, historians focused primarily on describing and explaining
organized, competitive sport; its evolution; and its programs. However, as the discipline grew, a
wider range of questions were addressed, using more analytical approaches. Historians need to
understand that sport is constructed by a particular group of people during a particular time. This
understanding has elicited a wider range of questions—not only about the history of sport, but
about the context in which it developed. (Wuest, p98)

Content
HISTORICAL FOUNDATIONS OF PHYSICAL EDUCATION
Historical Perspective
• History is the study of change or lack of change over periods of time.
• In physical education, historical perspective provides teachers and students with an
appreciation of our field and how it has evolved from areas such as survival skills, medicine
and war.

Importance of History

• It enables us to understand the present status of physical education

• To be aware of the influences that have shaped it and led to each establishment.

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 • This knowledge can be used to verify and clarify the principles form the behavioral and
social sciences.

What is Physical Education?

In the pedagogic approach, physical education is a process through which an individual obtains
optimal physical, mental, and social skills and fitness through physical activity. (Lumkin, 1994)
 Physical education and sport aims to optimize the quality of life through a long-term
commitment to enjoyable physical activity and sport experiences that will meet varied
needs in a changing world. (Lumpkin, 1994)

PHYSICAL EDUCATION IN THE PRIMITIVE ERA

▪ Survival was the basic aim of all education in primitive society
▪ Skills of an individual were developed for the good of the group.
▪ Adult competitions came about as a form of recreation and to determine the most effective
hunters and fighters.
▪ Man moves according to: Satisfaction Needs and Necessity
▪ The physical activities of primitive man were not organized.
▪ His motives for physical activities were mainly to search for foods and to protect himself.
▪ For people whose language was less adequate, dance was a mean of expression,
particularly in certain tribal societies.
▪ Play and games were an important part of living for these primitive poeple. It became a
recognized way to Improve strength, speed and skills qualities necessary for survival.
Primitive Dance
▪ Dance is the oldest and liveliest of arts, reflecting man’s age old used to communicate joy
or grief by using by using the most immediate instrument of his disposal, his body.
▪ For primitive man, dance is a way of thinking and living.
▪ Primitive man danced when:
1. His children were born
2. Old enough to be accepted as adult member of the tribe
3. They were married
4. They died

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 5. To gain courage for battle
6. The enemy was beaten
7. Pray to his god drive away evil spirit.

ANCIENT CHINA
▪ Early period of education included physical activity but it did not last as China took on an
Isolationist policy.
▪ Early versions of soccer, wrestling and archery were evident in their history.
▪ Cong Fu was a program of exercises devoted to prevention of disease through physical
activity.
▪ Dance was popular both for ritual and recreation.
▪ The People were more concerned with intellectual excellence
▪ Sedentary life was much favored
▪ Chinese classics show rich families engaged in music, dancing and archery.

ANCIENT EGYPT
▪ Education was primarily for occupational reasons such as learning a trade.
▪ Physical Education was of little importance since Egypt was not militarily oriented.
▪ Egyptians enjoyed sport and games and had a great love of dance.
▪ Some of the most popular sports were fishing, rowing, javelin-throwing, boxing, wrestling,
weightlifting, and gymnastics.
▪ The most frequently played team sport was field hockey and a game like a tug-of-war
played with a hoop. Archery was also popular but mainly associated with the nobility and
royalty.

ANCIENT INDIA
▪ Physical education is strongly influenced by their religious belief.
▪ Although, they are more focused on spiritual, there are evidences of participation in
physical activities – dancing, dice, tumblings, chariot races, horse riding, wrestling,
swordsmanship, and boxing.

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 ▪ Yoga is an ancient form of exercise that focuses on strength, flexibility and breathing to
boost physical and mental wellbeing. The main components of yoga are postures (a
series of movements designed to increase strength and flexibility) and breathing.

ANCIENT PERSIA
▪ Main objective was the building of an empire through military aggression.
▪ The state trained the six-year olds in such events as running, slinging, shooting the bow,
throwing javelin, hunting and marching.
▪ As early as 529 BC, King Cyrus the Great encompassed the area now referred to as the
middle east
▪ This was made possible by their belief that a strong Persian army was a healthy and a
physically fit army.
▪ The soldier was trained to endure all sorts of hardships, including travel with no clothing
and food. There was no training of the intellect.
▪ Their fall was because of their exploits of their glory.

ANCIENT GREECE:
THE GOLDEN AGE OF “PURE” PHYSICAL EDUCATION AND SPORT
Physical education had its golden age in ancient Greece. The Greeks believed so much in
physical education and this affected all phrases of their lives. It played major role in National
Festivals and helped in building strong military establishments. The Greeks are well known in
history for their love of sports and particularly for the creation of the Olympic games which began
in ancient Greece in 776 B.C. and held every four years until they were abolished in 394A.D. By
the Roman Emperor Theodosius.
▪ Early accounts suggest that “Games” were religious activities that surrounded funeral rites.
▪ Foot racing, boxing, wrestling and chariot races were the common forms of competition.
▪ Physical Education was geared toward the use of weapons and hand-to-hand combat
techniques.
Spartan Education
▪ Spartan culture and life was primarily military in nature.
▪ Weak children were abandoned in the wilderness to die.
▪ Education for males was focused on their readiness for military service.
▪ Female education revolved around preparation for childbirth and motherhood.

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 ▪ Dance was encouraged as a means of physical conditioning and to honor the gods.
▪ The main objective of physical education was to contribute a strong and powerful army
▪ Only the strong and vigorous babies were allowed to live in this military state. Any newborn
infant when found weak or defective was left to die on Mount Taygetos.
▪ At the age of 7, Spartan boys were removed from their parents’ homes and began the
“agoge,” a state-sponsored training regimen designed to mold them into skilled warriors
and moral citizens.
▪ The individual existed for the state so that he did not enjoy individual freedom.
▪ All Spartan infants were brought before a council of inspectors and examined for physical
defects, and those who weren’t up to standards were left to die. If a Spartan baby was
judged to be unfit for its future duty as a soldier, it was most likely abandoned on a nearby
hillside. Left alone, the child would either die of exposure or be rescued and adopted by
strangers.
▪ To test their constitutions, Spartan infants were often bathed in wine instead of water.
They were also frequently ignored when they cried and commanded never to fear
darkness or solitude.
▪ Separated from their families and housed in communal barracks, the young soldiers-in-
waiting were instructed in scholastics, warfare, stealth, hunting and athletics.
▪ Just as all Spartan men were expected to be fighters, women were expected to bear
children. Even the women undergo rigorous training and education. They practice dance,
gymnastics, javelin and discuss, which they believed before to make them strong for
motherhood.
▪ Male citizens were legally prevented from choosing any occupation other than the military.
This commitment could last for decades, as warriors were required to remain on reserve
duty until the age of 60. All Spartan men were expected to be lifelong soldiers.
▪ To prepare soldiers for the strain of war and discourage poor fitness, the rations doled out
at these communal dining halls were always bland and slightly insufficient. Food was
intentionally kept scarce, and poor fitness was cause for ridicule. Spartans were renowned
for their devotion to physical fitness and proper diet, and they reserved a special loathing
for overweight citizens, who were publicly ridiculed and risked being banished from the
city-state.
▪ Surrender in battle was the ultimate disgrace. Spartan women are said to have sent their
sons off to war with a chilling reminder: “Return with your shield or on it.”

Athenian Education
▪ The motto “a sound mind in a sound body” stresses the goal of education.

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 ▪ Schools were for men and women were educated at home.
▪ “Gymnasium” is the Greek word for “naked” and was the name given to a training school
for males.
▪ “Palestra” was a small training school for wrestling and the physical training teacher was
called a “paidotribe,” the original physical education teacher or coach.
▪ There are two factors that are considered as the most important in a person’s development:
Gymnastics and Music
▪ Various physical activities were provided the six-year old boys in the palaestra
▪ At the age of 14 to 16, the Greek youths coming from the palaestra enters the gymnasium
which was the physical , social, and intellectual center of Greece. Gymnasium is an
educational and sporting institution in Greece.
▪ Gymnast – expert instructor in sports and exercises
▪ Gymnasiarch – chief official and overall in-charge of the gymnastics program
▪ Athenians believed in the development of the total individual in all life’s aspect. Their
objective of physical education was for physical perfection with emphasis on beauty of
physiques.
▪ Gymnastics was believed to contribute to physical development and music was also
considered important to the intellect.

Olympics
▪ The term “Olympiad” means a four-year period.
▪ The first recorded Olympics were in 776 B.C.
▪ “pax Olypmia” referred to the month-long treaty or truce that surrounded the games.
▪ The festival of Hera was held every four years to allow for competition among women of
Greece.
▪ The first presence of a “coaches handbook” on training was in the third century B.C.
▪ Amateurism versus Professionalism was never an issue in the ancient form of the games.
▪ The ancient games came to an end in 394 B.C. because they were considered a form of
pagan worship by the Roman Christian rulers of the time.
▪ In keeping with the close association between the PE and the religion, each Gymnasium
recognized a particular deity, such as the academy for Athena, Lyceum for Apollo and
Kynosarges for Hercules.

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 ▪ Greece had national festival events which were most important in their lives. Four of them
are of special importance and attracted national attention.
I. Olympia festivals – the most famous of the four, in honor of Zeus, the supreme god and was
held in western Peloponnesus district.
II. Pythia – festival in honor of apollo, god of light and truth and was held at Delphi.
III. Nemean festival – in honor of Zeus at Argolis near Cleonae
IV. Isthmian festival – in honor of Poseidon, the god of the sea and was held at the isthmus of
Corinth
▪ The contestant had to undergo ten months training and rigid screening. He had To be a
free man without any criminal record, he had to be in perfect physiques and of good
character; he had to compete in accordance with the rules; the victor did not receive any
material but a wreath of olive branches as his crown.
▪ During the games, a truce was declared by all city states in Greece, if this truce were
broken, the wrath of the gods would be visited upon the guilty.
Useful Facts about Olympics
▪ First Olympic Games – 776 BC
▪ First Olympic Champion – Coroebus; 192m footrace called the stade
▪ Held every 4 years in honor of Zeus
▪ Pentathlon – footrace, long jump, discus and javelin throws, and a wrestling match (708
BC)
▪ Boxing – 688 BC
▪ Chariot Racing – 680 BC
▪ Pankration – 648 BC;
combination of boxing and
wrestling with virtually no rules
▪ Emperor Nero – Disgraced the
Olympics when he joined the
chariot games, fell off, and
declared himself winner
▪ 393 AD – Emperor Theodosius
banned the Olympics
▪ Baron Pierre de Coubertin
▪ Revived the Olympic games (a.k.a. modern Olympics) in 1896
▪ Founding member of International Olympic Committee (IOC)

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 Greek Philosophers in Physical Education
Herodotus
▪ Herodotus was an ancient Greek historian who was born in
Halicarnassus, Caria (modern day Bodrum, Turkey) and lived in the
fifth century BC (c. 484 – 425 BC). He has been called the "Father of
History", and was the first historian known to collect his materials
systematically, test their accuracy to a certain extent, and arrange
them in a well-constructed and vivid narrative.
▪ He recognized the use of physical education as an aid to medicine as
early as the fifth century.
Galen
▪ Aelius Galenus or Claudius Galenus better known as Galen of
Pergamon (modern day Bergama, Turkey), was a prominent Roman
(of Greek ethnicity) physician, surgeon and philosopher. Arguably the
most accomplished of all medical researchers of antiquity, Galen
contributed greatly to the understanding of numerous
scientific disciplines, including anatomy, physiology, pathology,
pharmacology, and neurology, as well as philosophy and logic.
▪ He stated that physical education is part of hygiene and subordinate to
medicine.
Hippocrates
▪ Hippocrates of Cos or Hippokrates of Kos was an ancient Greek
physician of the Age of Pericles (Classical Greece), and is
considered one of the most outstanding figures in the history of
medicine. He is referred to as the father of western medicine in
recognition of his lasting contributions to the field as the founder of
the Hippocratic School of Medicine. This intellectual school
revolutionized medicine in ancient Greece, establishing it as a
discipline distinct from other fields that it had traditionally been
associated with (notably theurgy and philosophy), thus establishing
medicine as a profession.
▪ He proclaimed by the law of use and disuse of the body.
Socrates
▪ Gave emphasis the importance of physical education in attaining
health in order to achieve one’s purposes in life. Grave mistakes
cause by poor decisions can be a result of poor health.

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 Plato
▪ Plato was a philosopher in Classical Greece. He was also a
mathematician, student of Socrates, writer of philosophical dialogues,
and founder of the Academy in Athens, the first institution of higher
learning in the Western world. Along with his mentor, Socrates, and his
student, Aristotle, Plato helped to lay the foundations of Western
philosophy and science.
▪ Considered gymnastics and music as the two most important subjects in the
curriculum.
Aristotle
▪ Recognized the close interrelationship of the body and soul and the
mental faculties can be affected by poor health. He also prescribed
progression of exercises; excessive or deficient exercises can result
in harm to the body.
Xenophon
▪ Thought of physical education as important in terms of the military, and
that essential to success in life is soundness of the mind and body.

ROMAN PHYSICAL EDUCATION

▪ Training for males was directed entirely toward preparation for the military.
▪ Women were considered more important in the Roman culture than the Greek culture.
▪ Roman civilization quickly became a nation of spectators as the empire grew and they
conquered surrounding nations.
▪ Roman viewed sport in two ways:
▪ Military training
▪ Entertainment
▪ Roman culture used the concept of “sport” as a means to entertainment to the point where
they used captured slaves as the competitors or “Gladiators.” “Spectacle is the opiate of
the masses”

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 ▪ The ideal of sport and competition for the joy of
competing was lost to the concept of winning in order to
survive during the Roman Empire.
▪ Army life was considered very important to the romans
and considered health as important only to military life.
▪ A roman soldier had to engage in various physical
activities following a rigid schedule of training such as
marching, jumping, running, throwing the discus and
javelin, swimming among others and body conditioning.
Circus Maximus
▪ The roman was never famous as an athlete but admired
good performance in others and promoted it on a
professional basis like chariot racing and gladiators
combat where the life of the contestants were at stake.
▪ The most famous stadium was the circus maximus in
Rome, a huge arena that seated 200,000 spectators.
The chariot races were the main event here.
▪ The gladiator combats were held in the Colosseum, an
arena 150 feet high seating 50,000 people.
▪ Another facet of roman life that relates to PE was the Colosseum
thermae the public bath.
▪ Wealth became the objective of most citizens, and vulgar display became the essence of
wealth. Luxury corruption, extravagance and vice became common place in the various
phase of roman living.
▪ After the conquest of Greece, Greek gymnastics were introduced to the romans, but they
never well like received.
▪ They did not believe in developing the “body beautiful”. They preferred to be spectators
rather than participants.
▪ They preferred cruel, gory, gruesome games rather to clean wholesome event which were
played for the benefits of the participants.
▪ The roman disliked of Greek physical education was voiced in numerous ways.
▪ The enormous amount of money as reward and prizes in game competition pointed to the
influence of wealth and materialism of the romans.
Roman Philosophers in Contrast to Physical Education
▪ Cicero thought that physical exercise performed by the Greeks was absurd.
▪ Scipio criticized the Greeks for going to palaestra.

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 ▪ Horace felt that Greek system did not develop endurance and stamina enough for the
Romans.
▪ Martial referred sarcastically to the wrestling ground.
▪ Tacitus criticized the habits of taking off one’s clothes to exercise.
Fall of the Roman Empire
▪ Historian note that most outstanding cause of the fall of the great roman empire was due
to moral decay and physical deterioration.
▪ The fall of the roman empire in the west around AD 476 resulted is a period of history
which is frequently referred to as a dark ages, this period however, was anything but dark
in respect to the physical rejuvenation brought about by the overrunning of the roman
empire by the Teutonic barbarian.
▪ Parallel with the decline and a fall of Rome was the rise of the Christianity and the church
with an influence more powerful than all the roman legion.
▪ Flavius Theodosius abolished the Olympic games in AD 393 as being pagan.

PHYSICAL EDUCATION DURING THE DARK AGES

Referred to as the “Dark Ages” in history was the period following the fall of the Roman
empire in A.D. 476. The strong Teutonic barbarians overruled the lands the lands that
experienced glory and grandeur.
The invasions brought about the lowest ebb in literature and in learning. It is, however, interesting
to note the lesson derived from this period in history: that the Teutonic barbicans who lived a life
characterized by much physical activity were strong and healthy and conquered the Romans who
were physically and morally deteriorated due to their way of life.
During the dark period, two major movements grew out which swept all over Europe: asceticism
and scholasticism. These movements affected tremendously physical education. Christianity
grew and thrived in this period with the ascetic belief that one can attain high spiritual level through
solitude, mortification of the flesh, and devotional contemplation.
These people did not believe in worldly pleasures but this life should be a means of preparing for
the next world. The body should be tortured and not improved because the body is evil. A Christian
emperor, Theodosius, abolished the Olympic games in A.D. 394 because these were believed as
being pagan. The customs and practices at the time resulted in poor health and shattered nervous
system of many people.
Physical Education and sport in medieval and early modern Europe
▪ The Roman Empire fell, and the growing Catholic church (in the west) was then the only
stable institution in Europe during the medieval period. The feudal system was the
dominant social structure.

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 ▪ Education begun at seven years old for noblemen. The boys served as a page in another
Nobleman’s home. This stage lasted until they were fourteen years old.
▪ Woman and household workers trained the page during this phase of his education.
▪ At fourteen he became a squire until he was twenty-one years old. This phase of training
involved serving a Knight or a group of Knights.
▪ He trained in learning the arts of war, developing his body and performing acts of obligation
to his lord. At twenty-one years old or younger if noted for bravery, he was knighted. This
was a serious religious ceremony.
▪ Physical training lay at the core of the training for knighthood at all the stages, with the
goals of acquiring military prowess and developing social graces and sports skills.
It is believed the Catholic Church was opposed to Physical Education for the following reasons:
▪ The debased character of the Roman sports and games consequently were view as an
evil activity, which disturbed the early Medieval Church.
▪ It closely associated the Roman games with pagan religions.
▪ The church was growing in the belief of the evil nature of the body. The body and soul
were becoming viewed as two separate entities. The soul should be preserved and
strengthened but the body should not be catered for in any way. It should not be given
entertaining or beneficial exercises.
▪ The church attempted to suppress many games and sports at this time as they were
considered frivolous and tinged with sin. Dancing was strongly discouraged because of its
sensual nature. Although Thomas Aquinas advocated Physical Education being the most
prominent churchmen of his time.
▪ The role Thomas Aquinas played is crucial to understanding the development of modern
thought and practice of physical education. There were two great schools of thought
emerging from the Greek philosophies of Plato and Aristotle.
▪ Platonism viewed reality from a spiritual standpoint, whereas Aristotle viewed reality as
the here and now.
▪ Thomas Aquinas revived the Aristotle world-view in the middle ages and his teaching was
the precursor for the renaissance period.
▪ The church was the provider of education in the middle ages and it consisted of seven
liberal arts courses; arithmetic, geometry, astronomy, music, grammar, rhetoric and logic.
▪ Sport during the middle ages (like much of history) was mainly for the wealthy upper
classes. During the Middle Ages the tradition of chivalry dominated much of the physical
training. These events were tournaments where knights fought to prove the strength and
prowess.

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 ▪ As the middle ages progressed into the fourteenth and fifteenth centuries, medieval
civilization began to decline. Towns, education and the arts began to flourish. Nations in
Europe became united under various kings and queens and began to resemble the
nations we know today. This was the beginning of the renaissance period.
▪ As the renaissance drew near the middle and lower classes began to develop their own
sports activities separately from those of the upper classes. These physical activities
resembled throwing objects, running and jumping. The Middle class that had been steadily
growing since the 10th Century, began to develop their own games. They developed
variations of the Knights games as they attempted to train to defend their cities.
▪ Many of the modern ball games came from this time; where the masses played games
and had goals, which were often the city gates. One such influence is the French game
"soule" which is similar to Rugby. All classes began to participate in these contests.
▪ The Bayeux Tapestry (which illustrates
the Norman Conquest of England in
1066) illustrates a constant thread
through this period of play is ritualized
aggression and that play is training for
war. Cock fighting, stone and javelin
throwing bear batting, hunting, ice-skating
and football were some of the sports
played during this period.
▪ Due to the influence of Aquinas, the Church began to accept more worldly recruits into the
newer religious orders.
▪ Many of the customs and games of the countries the Catholic Church “Christianized”
became popularized and accepted into the church.
▪ The Moslem spring ball game became associated with Easter. The growing number of
public holidays became a natural time for these games and recreational activities to be
played.
▪ There are accounts of the three-wall handball game being played up against churches
using the corners of the buttresses as the court.
▪ In the late middle ages both the church and the state began to make rules and laws against
sporting activities partly because of civil disturbances and occasional deaths that resulted
form sports.
▪ The other important factor in this was national defense and the state wanted men to
practice archery rather than play games.
▪ The decline of the Knight was due to the English longbow and with it the chivalrous
tournaments disappeared with the emergence of gunpowder. The field of cloth of gold in
1520 was the last tournament under Henry V111.

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 ▪ The view that the body is evil and the emergence of the popularity of games and sports
was played out, right up to the twentieth century.

PHYSICAL EDUCATION DURING THE RENAISSANCE

The renaissance period which came after the dark ages lasted until the beginning of
modern times. This was called the revival of learning which also brought about the dignity of man
and a renewed spirit of nationalism. This period also had its impact on physical education. The
theory that the body and the soul were inseparable and indivisible became popular. It was the
belief that good physical health promoted learning, and that rest and recreation were needed by
the body after study and work.
This renaissance period helped to interpret the worth of physical education to the public.
This was with the belief that it was necessary for health, as a means of developing the body, as
a preparation for warfare, and a means of providing recreation for the wealthier classes of people.
It, however, failed to recognize the important contribution of physical education to the aesthetic,
social, and moral life in general.
Education And Physical Education In The 1600s
▪ The seventeenth and eighteenth centuries saw more progress toward our current
educational practices than any previous time, except perhaps ancient Greece. To follow
this progress of physical education during this time period, it is important to look at the
educational theorists rather than organized programs, as they were none.
▪ This period is known as the age of reason and enlightenment. The atmosphere was
characterized by optimism. In education “realists” proposed that that goal of education
was to tie reality to life as it really was.
▪ The humanistic theories previously discussed were developed and broken away from.
These were humanistic realists, social realists, and sense realists.
▪ Physical education was still a minor part of the curriculum but as educational theory
developed, physical education began to become a valuable part of the educational
process. These realists called for physical activities in education and their primary
motivation was for improved health.
▪ Francois Rabelais (1495-1553) believed in physical education’s
importance in preparation for war. The difference in Rabelais’s ideas was
he believed a Knight should also be trained as a scholar. The physical
activities were designed to strengthen his body and serve as recreation.
▪ John Milton (1608-1674) the English writer believed that a classical
education was useful, but felt that eight years of study should be condensed
into one. He divided the study day into three parts: study, exercise and
meals. The exercises were basically war orientated although play and
games were used, but in a sense of honing skills for war.

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 ▪ A social theorist Michael De Montaigne (1533-1592) focused his education
theories on aristocratic boys. He believed that experience and reason were
the roads to knowledge. He said, “to know by heart is not to know.”
▪ Much of modern educational theory can be traced to his theories, with his
use of physical activities to further a pupil’s experiences stressing the
cohesiveness of mind and body. He did not link learning experiences through
games though.
▪ John Locke (1632-1704) an English social theorist used the now popular
phase of physical educators “a sound mind in a sound body.” This in fact
came from Juvenal, a Roman writer. Locke believed that mind and body
were separate entities and all ideas came from personal experiences.
▪ This may be better translated to the paradigm; experiences of the senses
combined with mental reflection or thought which is based from those experiences. He
stressed physical exercise as a way of health and recreation as a beneficial break in the
normal pattern of life. Similar to Jay Nashe’s twentieth century statement of recreation as
“re-creation.”
▪ A leading sense realist was Richard Mulcaster (1531-1611) from England.
He believed a tutor at home should teach students with other students,
rather than individually. Mulcaster was also convinced that teachers
should be trained professionally. He suggested that both men and woman
should receive education, rather than only males, and he was one of the
first to suggest coeducational activities among woman.
▪ He was interested in physical and moral training through exercise and believed that mass
education could use physical activities to develop social values. He strongly encouraged
physical education and his works were rediscovered in the 1800’s.
▪ Wolfgang Ratke (1571-1635) of Germany was another great theoretician
of educational reform. He developed education on a scientific basis’s by
teaching students what they needed to learn, and at an age they are ready
to learn it. He is considered the father of modern education despite his failing
to translate his ideas into practice.
▪ John Comenius (1592-1670) a Czechoslovakian, believed that children
could learn much through recreational activities as well as improve their
health.

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 Education and Physical Education in The 1600S -1700S
▪ Jean-Jacques Rousseau (1712-1788) of France published two books
Emile (1762) and The Social Contract (1767). These books expounded
that all humans are free and equal by nature and that inequality
appeared only after Governments had developed. Rousseau believed
people to be good by nature but were corrupted by civilization.
▪ Education was allowing the child to develop as nature intended and to
avoid anything that would hamper this development. Children were given
tasks that were geared toward learning from nature and experience and were
considered to be age appropriate. This education was for males only.
▪ Rousseau regarded play as both healthful and educational but did not think it should be
forced
▪ Johann Bernhard Basedow (1724-1790) a German educator used
Rousseau’s “naturalism” and made it into an educational practice. He
financed a school, which became known as the Dessau Educational
Institute in 1774. He treated children as children, not as young adults.
▪ He placed a heavy stress on physical activity, with the school day
broken into 5 hours of classes, three hours of recreation (fencing,
riding, dancing and music) and two hours of manual labor that taught
a craft for the student. He organized camping trip, which resembles our
outdoor education programs. Although this school did not survive it had
great influence throughout Europe in regard to the importance of physical activities for the
child.
Education and Physical Education in the 1600s -1800s
▪ Johann Christoph Friedrich Guts Muths was an instructor in
physical education at the Schnepfenthal Educational Institute,
founded by Christian Gotthilf Salzmann (1744–1811). The
school’s program was greatly influenced by Basedow’s
naturalistic philosophy and incorporated many of his physical
activities into the curriculum.
▪ As an instructor there for 50 years, Guts Muths developed an
extensive program of outdoor gymnastics, which included tumbling,
vaulting, the horizontal bar, and rope ladders. Three to four hours a
day were devoted to physical activity. Because of his outstanding Grandfather of
contributions, Guts Muths is often referred to as one of the founders Modern Gymnastics
of modern physical education in Germany.
▪ Johann Pestalozzi (1746-1827) was a Swiss teacher who taught in
Yverdon, Germany. He believed humans to be social creatures and that education was a
natural process where the child wanted to learn and the teacher was a guide taking them

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 from easy to difficult activities. He saw education as having three aspects:
intellectual, practical, and most importantly moral. Physical education was also
important to bring mind and body into full harmony. His school offered daily
one hour of gymnastics five days a week.
▪ Philipp Von Fellenberg (1771-1844) based his ideas on Pestalozzi who
began a very successful vocational school of labor. He felt that his
students had enough activity through a planned curriculum of manual
labor, but allowed his students outdoor activities as free choices in their
leisure time.
▪ Friedrich Froebel (1782-1852) developed a theory of play based on his
observations of Pestalozzi’s school. He stressed that play was essential to the
education and development of children. He began a kindergarten in Germany
and put his ideas into practice.

19th Century European Physical Education and Sport

There is no clear demarcation between the eighteenth and nineteenth centuries in European
physical education. The philosophies and experimental schools of the 1700s produced the
progress of the 1800s.
During the 1800s Napoleon was put to rest, but the unrest of the populace during 1815-1850 saw
many rebellions. National pride was at an all-time high. Many sought to establish educational
systems to strengthen their nations. Those disenchanted with European life were leaving for the
United States.
▪ Friedrich Ludwig Jahn (1778-1852) a German educator is often
considered the father of gymnastics. He began using an open area,
which he called the turnplatz or exercise group, which was basically a
playground with apparatus for exercises. It later spread and was called
Turnvereins.
▪ Program of gymnastics designed to build strong and ft youth and men with
the goal of reunification of Germany.
▪ Ludwig Jahn went to prison for his political views and Adolf Spiess (1810-
1858) carried his ideas forward. He developed the ideas of Guts Muths
and Froebel into the Gymnastics Manual for Schools. This manual
classified exercises by difficulty and by appropriate age and sex. He
developed exercises that required almost no apparatus. He used musical
accompaniment for those activities.
▪ He also stressed that professionally trained specialists should only be
allowed to teach gymnastics. He wanted indoor areas as well as outdoors to
ensure all year-round activity. He also stressed his gymnastics was for girls especially the

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 free exercises. His system also included marching, and this emphasized discipline and
obedience.
▪ Franze Nachtegall (1777-1847) is the father of Danish physical education,
inspired by Guts Muths in 1804 he was made director of the newly
established Military Gymnastics Institute, which prepared teachers of
gymnastics first for the military and then later for schools. He was also a
promoter of Per Henrik Ling’s Swedish system of Gymnastics.
▪ Per Henrik Ling (1776-1839) was the founder of Swedish gymnastics,
although he was influenced by Nachtegall’s work while living in Denmark.
He returned to Sweden and became the Director of the new Royal
Gymnastics Central Institute in 1814 where he used simple, fundamental
movements for both educational and military purposes. The system was
fully developed by his son.
▪ Archibald Maclaren (1820-1884) had a major influence on physical
training in England. He designed a physical training program for the
military, which encompassed body exercise as well as the use of
apparatus.
▪ Above all, Maclaren stressed a balance between recreational activities
and educational activities. His gymnastics never took hold in England,
but his writings were a major influence on physical education in England
until the late 1800s.

THE PHYSICAL EDUCATION IN THE PHILIPPINES

The Pre-Spanish Period
▪ The aborigines in the Philippines, the negritos or aetas had a way of life similar to other
people living in the primitive society. The only motivations for physical activities were for
survival in connection with their quest for foods and for protection against a hostile
environment.
▪ Physical activities were, running, leaping, jumping and climbing to kept them physically fit.
▪ Maragtas, an ancient manuscript found in panay written in AD 1212. This historical
document mentions about the unusual ability and bravery of a negrito named Marikudo
who had capturing wild animals by himself without the assistance of anyone or even a dog.
▪ The negritos living in the mountains of Bataan, Zambales and Tarlac are found to be fond
of music and dancing. Among their dances are imitative in their way of life, such as “Juan
Camote” performed by a man going through the motion of stealing camotes.
▪ Pinapanilan also performed by a man going through the motion of gathering honey from
a tree. The Indonesian and the Malays, those who arrived earlier were driven to the

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 hinterlands, while the later waves of immigrants settled along the coast, their physical
activities consisted of producing foods through planting and cultivating the mountain.
▪ Pagan people worshiped their gods and made offering to the anitos or spirits.
▪ Dancing was a form of religious activity and they danced to please their gods.
▪ They danced for victory in a tribal war which they termed as Cañao.
▪ Cockfighting is an ancient sport in the Philippines, Historian believe that this sport is
probable to have been introduced by the Malays as early as AD 1212 during the rule of
Datu Sumakwel.
▪ The people in the lowlands especially those who settled along the river banks and lakes
had bathing and swimming as their favorite pastime.
▪ Pigafetta, the chronicler of Magellan’s expedition, impressed with their dances with which
they were entertained by very adept dancing maidens to the accompaniment of crude
musical instruments.
Spanish Period
▪ The Spanish conquest of the Philippines did not have much effect on the physical activities of
the people, except the enforced labor among the lower classes of people in the building of
churches.
▪ Bathing and swimming were still the favorite pastime of the Filipinos which was usually done
at the setting of the sun.
▪ Cockfighting was continued to be the favorite sports, it was quite unfortunate, though, the
cockfighting ceased to be a sport when the filipino farmer had to spend most of his time caring
for his favorite cock.
▪ Dancing to be one of the major physical activities enjoyed by the people. Spanish and
European dances were introduced, such as fandangos, curachas and jotas of Spain.
▪ The polka and mazurkas of Central Europe and the rigodon and lanceros of France which
were danced by people of high social standing in the community.
▪ Ceremonial dances were performed during the religious event or festival. The most colorful of
all the celebrations was the santa cruz de mayo or Santacruzan which consisted of praying
for nine consecutive days and culminated in the procession to the hermano’s house.
▪ Games were played by the Filipinos during the grand celebration or after the procession on
the santacruzan.
o Pabitin: enjoyed by the little children.
o Palo sebo: enjoyed by the boys
o Juego de anillo: a game for the young men riding on horseback and holding a
long stick on one hand which was used to get any of the rings suspended in
an arch.
▪ Games were played during the parties such as juego de prenda, a games of forfeits, duplo, a
poetic joust where the prizes were given to the winner.
▪ The young girls played sungka, siklot, piko, luksong tinik and hide and seek.
▪ The panguingui, a card games were very popular recreational activities for the older folks with
money at stake.
▪ The corridos, the first plays staged by the Filipinos translated to the Spanish plays which were
derived from the fantastic tales of chivalry contained the Spanish ballad.

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 ▪ The Moro-Moro, the most popular and spectacular plays which became the generic name for
the vernacular play. The play was concerned with the war between the Christians and the
Moros complicated by the loves of Christian or Moorish prince and Christian princess.
▪ Schools, colleges and universities were stablished for formal training of the Filipinos. However,
only favored youths were allowed to obtain higher education. But physical education was not
included in the curriculum.
▪ Ateneo de Municipal de Manila, a school founded by the Jesuit fathers, where physical
education was made a part of the curriculum, including the gymnastics mentioned by Jose
Rizal in his autobiography.
▪ In 1863, a royal decree established a normal school for men in the city of manila. Physical
education was not included in the curriculum but there was health inspection conducted in the
beginning of class.
▪ In 1892, another royal decree established the superior normal school for women teachers in
Manila. PE was included in their curriculum. Room gymnastics was provided for the
appointment of one instructor with a salary of 400.00 per annum.
▪ In 1893, the normal school for men established in 1863 was allowed to train teachers for both
elementary and high schools. The school was later changed to superior normal school for
men teachers. Gymnastics was required for their certificate.
▪ The revolutionary government under general Emilio Aguinaldo was established while the
Spanish-American war was in progress. A decree was issued which provided for an official
primary school curriculum. PE was one of the required subjects but this was short-lived with
the coming of the Americans.
American Period
▪ After the signing of treaty of Paris on December 10, 1898, schools reopened.
▪ The development of physical education in the Philippines happened in the following dates:
1901 – physical exercises was one of the subject introduced in the public schools and regular
program of athletics was developed.
1905 – baseball and track and field were introduced and taught to the young boys in school.
1909 – the athletic program was inaugurated and much emphasis to the playing of western
sports and the coaching of tennis.
1910 – basketball was first introduced as a game for girls in the carnival meet held in Manila,
but was later discontinued in 1914.
1911 – the athletic book was published which prescribed the simple group games and rules
for the team sports.
1914 – the teachers vacation assembly in manila gave special training to filipino teachers.
1919 – the syllabus entitled “Physical Education: A Manual for Teachers” was published which
was submitted by special committee of superintendents and edited by Frederick of England.
1920 – physical education was made a required subject in the curriculum of all public schools
1928 – a summer school for coaching was held with the aim of helping the public school
teachers in change of athletics to improve their coaching method.
The Transition Years to the Present

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 ▪ November 15, 1935, marked the beginning of the transition period for the Philippines to
prepare for a truly self-government – the Commonwealth period but this was interrupted by
the Japanese occupation during the WWII
▪ In 1937, physical education was made a curricular subject in the secondary school curriculum.
The grading system included as basis to mark were the following: attendance, proficiency in
skills, attitude, daily performance, report and sportsmanship.
▪ The bureau of education introduced “mass athletics” or athletics for all students.
▪ Elementary pupils were to learn the fundamentals of sports activities and the high school
students to play games and specialized sports such as volleyball, basketball and others.
▪ Athletics competition was soon held.
▪ And soon the regional athletic associations formed the bureau of public school inter-scholastic
athletic association.
▪ In 1938, a summer school of PE was opened by the bureau of education under the direction
of Mr. Serafin Aquino, at Rizal stadium.
▪ In 1941, the attack of Pearl Harbor started the World War II, which necessitated the closing
of schools.
▪ In June 1942, the Japanese military administration authorized the opening of the public
elementary school to carry out their scheme of co-prosperity sphere. In the school, the radio
taiso or calisthenics on the air, was made obligatory. The demonstration was held at Luneta
which was participated by thousands of Filipino children.
▪ In 1947, the training of teachers in vacation school was revived, under the joint of sponsorship
of the department of education and the Philippine Amateur Athletic Federation.
▪ In august of that same year, the school got its name National College of Physical Education.
It offered 40 units course of certificate in PE.
▪ Secretary Romulo, Republic Act no. 5708 known as “the Schools Physical Education and
Sports Development Act 1969” was approved by congress on June 21 1969, this act provided
for promotion and financing of an integrated physical education and sports development
program.
▪ Pursuant to the guiding principles contained in the act.
1. A program of health and nutrition
2. Physical fitness
3. A program of competitive athletics
4. Intramural and inter-unit athletics competition within schools, district and provinces.
5. Athletic competition within and among regions.
▪ The revised elementary education program of 1970 issued by the Secretary of Education and
culture had as its distinct features the combination of Health and Science as a subject area
and PE with Music and Art in grades 1 to 3, in grades 4 to 6, Health and Physical Education
were taken as a subject area.
▪ A revised secondary education program of 1973 introduced a new course: Youth
Development Training (YDT) and Citizen Army Training (CAT) to meet the needs of the
maturing individual during the crucial transition from childhood to adult.
▪ YDT is composed of four related subject areas: PE, Scouting, Health Education and Music for
first to third year students and CAT for the fourth-year students.
▪ In December 1981, the Southeast Asian games were held in Manila. Indeed, PE and Sports
development in our country have been given a big boost.

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 Summary

History provides the foundation for the field of physical education and sport. Many of our programs
and activities today have been shaped by our heritage. Studying history also provides an
appreciation for other cultures and the role of physical activity in these societies.
An adage states that “history tends to repeat itself.” Recurring themes are apparent throughout
the history of physical education and sport. For example, wars frequently served as the impetus
for societies to intensify their physical education program or to justify its existence. Physical fitness
was promoted among the populace to prepare for these war efforts.
However, studying history allows us to understand more fully many of the changes that have
occurred in our field. The impact of different philosophies on the content and structure of physical
education, exercise science, and sport programs, and changes in the nature and importance of
objectives, can be discerned throughout the years. It is important to be aware of the events that
served as catalysts and deterrents to the growth of physical education, exercise science, and
sport.
The recent history of physical education, exercise science, and sport reveals many changes.
Since the 1970s, the growth of the disciplines, the emphasis on disease prevention and health
promotion, changes in school physical education, the fitness movement and emphasis on physical
activity, and the phenomenal growth of sports have contributed greatly to our field. By
understanding the history of physical education, exercise science, and sport, a professional can
better understand the nature of the field, appreciate the significant developments of today, and
project trends for the future.

Tasks

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 ACTIVITY 1.1
Create a Venn Diagram comparing and contrasting the practices of Spartan and Athenian
Physical education.

Spartan Athenian
Physical Physical
Education Education

ACTIVITY 1.2

Compose or create a mnemonic or acronym for the words GREEK and ROMAN to easily
remember the important events, ideas, or activities that took place in that era/place.
G R__________________________________
R O_________________________________
E M_________________________________
E A__________________________________
K N__________________________________

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 ACTIVITY 1.3

Create a static infographic timeline that shows the significant developments of physical education
from the primitive era to the present era. Use the information design in creating your infographic.

What Is an Infographic?

“Infographic” is a portmanteau of the words “information” and “graphic.” In essence, an

infographic is a form of visual communication meant to capture attention and enhance
comprehension. In this era, “infographic” has become the broadest descriptor of a specific type
of visual communication that includes graphics showing data, copy, or both.

What is Static infographic?

These are the simple infographics you’re probably most used to seeing, best used in blogs,
articles, brochures, print, etc. Even though static infographics don’t “move,” there are many
ways to make them visually interesting, including line art, illustration, photography, papercraft,
and more.

What is Information Design?

Information design is a subset of graphic design that focuses on the display of information
efficiently and effectively. It’s a broad category, encompassing many functional design
disciplines. It differs from data visualization because it is not made from specific data points
but rather concepts or other information, such as process, anatomy, chronology, or hierarchy.

Example:

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 Source: Ritchie, J. (n.d.). What Is an Infographic? Why They’re Great & How to Create Them.
Column Five Media. https://www.columnfivemedia.com/infographic

ACTIVITY 1.4

Choose one (1) of the notable persons from the discussion, and create a 1-minute monologue
introducing that person and his contributions to the development of physical education. Upload
on Google Drive or YouTube (unlisted) then send the link through CLMS submission.

REFERENCES:

• Wuest, D.A., Fisette, J.W. 2018. Foundations of Physical Education, Exercise Science,
and Sport 19th Ed. McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright
© 2018 by McGraw-Hill Education.
• Andin, Carmen T. 1985, Foundations of Physical Education; Rex Bookstore, Manila,
Philippines
• Demirel, D.H., Yildiran, I., 2013, The Philosophy of Physical Education and Sport from
Ancient Times to the Enlightenment; International Journal of Environmental & Science
Education, Vol. 3, No. 3, July 2008

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