Foundations of Physical Education and Health v2.pptx

Physical education and health are crucial aspects of a student's education, focusing on activities like fitness, sports, and healthy eating habits. These subjects lay the groundwork for effective teaching. Future teachers must grasp the subject's importance, as it contributes to students' overall well-being and future success. This lesson delves into the foundations of physical education and health, addressing essential concepts in these areas.

1. Unit II: Instructional Planning for Physical Education and Health LESSON 1 Foundations of Physical Education and Health

2. Introduction Physical education and health are crucial aspects of a student's education, focusing on activities like fitness, sports, and healthy eating habits. These subjects lay the groundwork for effective teaching. Future teachers must grasp the subject's importance, as it contributes to students' overall well-being and future success. This lesson delves into the foundations of physical education and health, addressing essential concepts in these areas.

3. THINK: Foundations of physical education and health “To keep the body in good health is a duty… otherwise we shall not be able to keep our mind strong and clear.”

4. Historical Foundations of Physical Education

5. Ancient Greece (prehistoric times-338 B.C.) and Rome (500-27 B.C.)

6. Early Modern European Programs Germany Physical education in Germany during the early modern European era was focused on the creation of strong people through programs in schools and community organizations. Sweden Gymnastics in Sweden was inspired by nationalism in the early 1800s. During this period, Henrik Ling (1776-1839) was a key figure in the growth of gymnastics. Denmark Danish gymnastics was also inspired by nationalism.in the early 1800s. Franz Nachtegall (1777-1847) is known as the "Father of Danish Physical Education" for his contributions to the creation of physical education programs in Denmark.

7. Great Britain In the early 1800s in Great Britain, the approach to physical education differed from that in other European countries. While Europe emphasized structured gymnastics programs, the UK prioritized organized games and sports. The United Kingdom had a rich sporting history dating back before the 1800s, featuring activities such as swimming, rowing, archery, horseback riding, hockey, quoits, tennis, golf, football (soccer), and cricket. Sports and leisure pursuits in Britain were traditionally divided along class lines, with football (soccer) and boxing being popular among the working class due to their minimal equipment requirements. Meanwhile, cricket and rugby gained popularity among the upper class, many of whom had engaged in these sports at private boarding schools. A lasting British legacy is the concept of amateurism, where individuals play for the love of the game, reflecting their deep-seated passion for sports.

8. History of Physical Education in the Philippines Pre-Spanish Era The Negritos or Aetas use bows and arrows to hunt for food. They run, leap, jump, and run. They enjoy music and dancing. Indonesian and Malays Period Producing food through planting and cultivating the mountain sides (agriculture) is the major physical activity of Indonesians and Malays. They also dance as a form of religious activity. Bathing and swimming are their favorite past time in rivers, ponds, etc.

9. Spanish Regime In the past, low-class Filipinos engaged in enforced labor, primarily in constructing churches and other infrastructure while awaiting harvest after planting. Meanwhile, the influence of Spanish culture introduced various dances like Fandango, Curacha, Jota, Polka, Mazurka, Rigodon, and Lanceros, becoming popular physical activities among Filipinos. Ceremonial dances were a significant part of religious events such as Santacruzan, where people also enjoyed eating, singing, drinking, and dancing. Traditional games like Patin, palo sebo, juego de anillo, sungka, siklot, piko, luksong tinik, and hide and seek were commonly played during big celebrations, with young boys enjoying games like Patintero, sipa, top spinning, and kite flying. While formal education institutions were established, physical education wasn't initially part of the curriculum, except at the Ateneo de Municipal de Manila, founded by the Jesuit fathers. Gymnastics was later incorporated into the curriculum at the Superior Normal School for Men Teachers in 1893. Additionally, the Manila Jockey Club was established in 1867 to oversee horse racing events.

10. American Regime Physical education became one of the subjects taught in public schools in 1901, and a daily athletics program was developed. After four years, baseball and track and field were introduced and taught to school-aged pupils. Another four years passed, and the school's athletic program was launched. In 1910, basketball was first adopted as a female-oriented sport. A year after, they published the athletics handbook. They also gave specific training for Filipino teachers (Teachers Vacation Assembly in Manila) in 1914. Five years passed, they published a syllabus titled "Physical Education Manual for Teachers," then after a year, physical education became a required subject in the curriculum in all public schools. Japanese Regime Since the military government forbade it, Filipinos did not engage in sporting events. The Filipinos were engrossed in the war at the time.

11. Motor Behavior Learning and refining motor skills are among the main concerns of physical education, exercise science, and sport practitioners. Motor activity includes three areas: motor learning, motor control, and motor growth and is concerned with the learning or acquiring of skills over the lifespan. Motor Learning is the study of how people learn new skills through practice and experience. The study of the neurophysiological and behavioral processes that influence the regulation of skilled movements is known as motor control. Motor development is the study of the roots of movement activity and how it evolves.

12. Individuals move across many phases as they master motor skills and make the transition from unskilled to professional athletes. The cognitive stage, the associative stage, and the autonomous stage were defined by Fitts and. Posner as the three stages of learning. Stages of Learning (Fitts and Posner)

13. Stages of Learning (Fitts and Posner) Cognitive Stage The cognitive stage is the first stage of learning. The pupil is attempting to comprehend the natural goal of the task to be learned at this time. Questions like "How do I stand?" might be on the pupil's mind. "Can you show me how to handle a tennis racquet?" "Can you tell me how you do in this game?" "Can you tell me the steps in this swimming stroke?" The pupil must also pay careful attention to the information presented by the teacher, which can include both verbal and visual information, such as a demonstration of a skill or a videotape of a performer performing this skill. Associative Stage The associative stage is the second stage. At this stage, the pupil has mastered the fundamentals of the skill and is concentrating on honing It. During this point, the pupil focuses on mastering the necessary timing for the skill; the pupil's output appears to be more fluid. There are fewer mistakes, and the same form of error is more likely to recur. The pupil is also aware of some of the more obvious errors he/she is making when performing the task and may use this knowledge to improve subsequent results. Autonomous Stage The autonomous stage is the third stage. After a lot of practice, the pupil will get to this stage of learning. He/She can reliably perform the skill with few errors. The ability is well-coordinated and seems to be done with ease. The ability has almost become automatic at this stage. The pupil is not required to pay attention to. every detail of the skill; in fact, the pupil can perform the skill without even thinking about it.

14. Historical Foundation of Health "Any combination of learning opportunities designed to foster voluntary activities conducive to health" is how health education is characterized (Green and Kreuter 2005). Although health education has a long tradition reaching back to the 19th century, it was not until the 1940s that it became a distinct discipline. Health education's philosophy and practice base has evolved, moving away from. one-on-one and mass media behavioral approaches to provide accountability for policies, processes, and environments that influence population health. Health education and health promotion are frequently used interchangeably in the United States in the early 21st century, whereas health promotion is used globally as an umbrella definition that involves health education. Given that it has established a distinct body of knowledge, specified competencies, a credential system for individuals, a code of ethics, a federal occupational classification, and recognized accreditation processes in higher education, health education is considered a mature discipline. One of the central aspects of public health research and practice is health education, which is typically associated with behavioral and social science.

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