HISTORY OF PHYSICAL EDUCATION

The Concept of Physical Education American society has long viewed physical education
as “recess time,” “leisure time,” “sport,” or “game classes.” Yet, to teach a child how to
play is akin to teaching a priest how to pray. We know that physical education provides
more than entertainment or play time. Physical education was a pedagogical discovery
of the late 17th and early 18th centuries. At that time, Western society was seeking to
create social rules that would allow individuals to coexist, and there was great interest in
other issues such as preventing disease. Devising ways of developing and preserving
physical strength among boys was among the social initiatives of the time. Books such as
Gargantua and Pantagruel, by François Rabelais (1653/1838), showed the need for
integrating intellectual and physical development in a successful process of education.

The Profession of Physical Education In 1885 in the United States, Luther Halsey Gulick
labeled physical education the “new profession” during one of the meetings of the
American Medical Association. In the same year, the American Association for the
Advancement of Physical Education was created. Gulick was an advocate of physical fi
tness for youths, and he recommended integrating gymnastics and physical education
into their daily lives. The main principle of Gulick’s interests was the enrichment of
human life through education, health, and social engagement. His greatest contributions
to education were the inspiration and direction that he gave to physical education. In
1896, the American Physical Education Review (APER) was created to spread
professional knowledge about the new fi eld and encourage research to feed the
emergent need of the young profession (Park, 2005). In 1930, APER became the Journal
of Health and Physical Education (which eventually became JOPERD), and the
Research Quarterly for Exercise and Sport was created. Journals are considered the
proper way to communicate to others—both within and outside of a discipline—the
advancement of a specifi c fi eld.

The Role of Physical Education

Throughout physical education’s 120-year history, social demands on body shape have
infl uenced how society views this fi eld and its direct relation to issues of overweight
and underweight. But how has physical education responded to these concerns and to
the brand new scientifi c data that proves the benefi ts of physical activity for life? How
has physical education responded to the increasing number of people adopting
sedentary behaviors? The lack of motor skills and ability often causes frustration among
participants in physical activities, and repeated frustrated attempts lead to avoidance
instead of adherence. The responsibility of physical education is to “educate” the body,
giving knowledge about the potential of movement for developing the skills needed to
participate with enjoyment in many kinds of physical activity. It is necessary, therefore,
that physical education teacher-training programs take responsibility for educating the
academy and the broader society of the role that physical education plays in preparing
human beings for participation in physical activity.
In order to fix the “house,” it is necessary that the professionals and scholars in the fi eld
of physical education evoke the past and learn from great leaders such as Luther Halsey
Gulick, Jane Adams, Sidney Peixotto, and Thomas Denison Wood, who all believed in
the fi eld not as a salvation of the world but as an unquestioned component of the
educational mission. History also suggests the need for a better integration of the
subdisciplines in the future. Scientific data recently published on obesity, physical
activity benefits, and sedentary behavior should be read from the perspective of the five
dimensions of human life: historical, biological, anthropological, economical,
psychological, and sociological (Strong et a.l., 2005). Furthermore, this knowledge
should be transmitted to those served by our profession. Historically speaking, physical
education has not stood up for itself.

Revisions to the Physical Education and Health

Curriculum
Revisions to the Physical Education and Health curriculum are indispensable to adapt to
current educational demands and challenges, align with learner needs, and anticipate
evolving realities. This curriculum overhaul is crucial to provide up-to-date information
on maintaining good health, adapting to changing health needs, incorporating new
technologies, and fostering enduring health habits.

One prominent feature of the revised curriculum is the fusion of Physical Education (P.E.)
and Health concepts, a trend gaining momentum in several countries, including
Australia, Japan, Canada, China, Germany, and the United Kingdom. This integration is
rooted in the recognition of the interconnectedness of these subjects and the
importance of a holistic approach to wellness for cultivating healthy habits and lifestyles.

Justifications for Merging P.E. and Health

1. Understanding Interconnectedness: Merging P.E. and Health helps students

grasp the interconnectedness between physical health and overall well-being,
encompassing physical fitness, nutrition, mental health, and more.
2. Comprehensive Education: It offers a more comprehensive educational
experience, equipping students with practical exercise and sports skills alongside
healthy decision-making in daily life.
 3. Optimizing Resources and Time: Integration maximizes resources and time by
consolidating subjects, allowing teachers to cover more material in each period
and address public health issues effectively.
4. Promoting Holistic Wellness: Combining P.E. and Health imparts a holistic
understanding of wellness, addressing physical fitness, motor skills, nutrition,
disease prevention, mental health, and personal safety.
5. Interdisciplinary Learning: This approach fosters interdisciplinary learning,
enabling students to explore the relationship between physical activity, mental
health, nutrition, and physical performance.
6. Wellness Education: The curriculum shift aligns with wellness education
principles, creating an engaging environment for educators and learners.
7. Promoting Holistic Health: Health and Physical Education promote health
across emotional, physical, intellectual, spiritual, and social dimensions.
8. Resilience and Decision-Making: Students develop resilience, self-esteem, and
decision-making skills for their health and physical activity.
9. Holistic Approach: Embracing Health and Physical Education offers holistic
opportunities to students.
10. Coordination among Allied Fields: Health, physical education, and recreation
fields should be coordinated for community well-being.
11. Interdisciplinary Learning: Interdisciplinary learning enhances student learning
and relevance.
12. Engaging Environment: Integrating physical activity and health creates a fun,
engaging learning environment.
13. Historical Context: Historical changes in nomenclature and cultural meaning
influenced this curriculum shift.
14. Whole School Approach: Literature recommends a “whole school” approach for
HPE implementation.

Curriculum Goals
The MATATAG Physical Education and Health curriculum aims to foster physical and
health literacy, 21st-century skills, and holistic well-being. It addresses the challenges
faced by Filipino learners, considering the impact of technology and media on
communication, learning, and interaction.

In this curriculum, Filipino learners acquire the skills and mindset to navigate effectively,
cope with challenges, make informed decisions, and positively influence their own lives
and communities. It emphasizes lifelong holistic health and well-being in dynamic
“glocal” contexts.
Objectives of the Physical and Health Curriculum
1. Develop Literate Learners: Develop physically literate and health-literate 21st-
century learners.

2. Informed Decision-Making: Enhance students’ knowledge, skills, and attitudes

for informed health decisions.

3. Promote Healthy Behaviors: Encourage healthy and risk-preventive behaviors.

4. Empower Students: Empower students to access reliable health information and

resources.

5. Build Movement Skills: Develop fundamental movement skills for lifelong

physical activity participation.

6. Advocate for Health: Promote healthy lifestyles and positive influence on others.

Theoretical/Philosophical Bases for the Physical

Education & Health Curriculum
Physical Education

 Laban Theory of Movement: Emphasizes movement concepts, problem-solving,

and body, space, effort, and relationship in various physical activities.

 Fitness Education Model: Highlights the connection between physical activity

and overall health, emphasizing skills and adherence to exercise programs.

 Teaching Games for Understanding (TGfU): Prioritizes understanding tactics

and gameplay before skills, focusing on decision-making.

Health

 IMB Skills Model: Considers information, motivation, and behavioral skills for
behavior change.
  Theory of Planned Behavior: Links attitudes, norms, and control to behavioral
intentions.

 Health Belief Model: Considers health perceptions, susceptibility, benefits,

barriers, cues to action, and self-efficacy in behavior change.

 Transtheoretical Model of Change: Addresses readiness for behavior change.

 Ecological Systems Theory: Considers environmental factors in health behavior.

Physical Education & Health Curriculum

Framework
The framework encompasses key learning areas, strands, learner impact, and intended
outcomes. It aims to develop health and physical literacy dispositions and 21st-century
skills, benefiting individuals, families, communities, and society. The double-headed
arrow symbolizes reciprocal learning from self to society, with a blank canvas absorbing
diverse approaches as learning progresses toward holistic understanding.

Topic 1: The Legal Bases of Physical Education

The 1987 Constitution2 provides that the State shall promote physical
education and encourage sports programs, league competitions, and
amateur sports, including training for international competitions, to
foster self-discipline, teamwork, and excellence for the development of a
healthy and alert citizenry.
REFERENCES:
Locke, J. (1693). Some thoughts concerning education. London: A. & J. Churchill.

Park, R. J. (2005). Of the greatest possible worth: The Research Quarterly in historical contexts. Research
Quarterly for Exercise and Sport, 76(Suppl. 2), S5-S26.
Patanjali. (c. 2nd century B.C./1957). Yoga sutras. In S. Radhakrishnan & C. A. Moore (Eds.), A source
book in Indian philosophy. Princeton, New Jersey: Princeton University Press

https://www.academ-e.ph/the-new-matatag-curriculum-guide/pe-and-health-cg-
2023/