PES 3701 – PHYSICAL EDUCATION AND SPORTS COACHING
LEARNING UNIT 1 – THE PHILOSOPHY OF PHYSICAL EDUCATION
Learning outcomes:
Define physical education
List the aims of physical education
Explain the value of physical education for learners
INTRODUCTION
Why does the subject physical education exist?
- Children love to move for fun and have constant energy
- Humans have many motor responses that use a variety of muscles
- Learners receive satisfaction from physical activity
- Learning is expressed in a variety of motor responses
- Physical education involves growth, development and maintenance
- Self-confidence, self-control, following rules, good nutrition and ways to cope with stress are taught
Consider: Why does the subject of physical education exist at all?
DEFINING PHYSICAL EDUCATION
PE is one of the most ancient arts of humanities originating when fathers taught their sons how to hunt,
build shelters and complete physical tasks at home
PE enhances physical fitness, teaches motor skills, improves self-direction, self-esteem and cooperation
THE PHILOSOPHY OF PHYSICAL EDUCATION
In the early 19th century the terms sport and physical education meant the same thing.
After WW1, extracurricular games started, and PE became common in schools
PE is a programme in which skills used in sport, dance and exercise are taught and practiced. This
programme focuses on developing voluntary purposeful movement capabilities and mental, emotional
and social responses.
Incorporates planned conditions and stimuli that encourage physical, social, intellectual responses that
help educate learners
The quality of PE depend on attitudes of learners
THE TERMINOLOGY OF PHYSICAL EDUCATION
SPORT
Sport is international, practiced recreationally and competitively
Involves organisation and rules with a historical background
Involves competition or challenge and an outcome determined by physical skills
Characterised by rules, common goals and teams
PLAY
Play comes from Anglo-Saxon word plega, meaning a game/sport/fight/battle
An enjoyable activity that people participate in for fun
Play is less structured than sport and is self-initiated
Rules are spontaneous, involves personal goals or expressive impulses
No predetermined ending
Play is a biological, cultural function
RECREATION
Derived from recreare which means invigorate/renew
Voluntary activities during free time
, Beneficial to the participant because satisfaction is obtained
THE AIMS OF PHYSICAL EDUCATION
To develop movement potentials of individuals optimally by emphasising neuromuscular skills and
movement patterns. The physical educator must begin with fundamental motor skills and develop them
into specific sports skills (Kirchner refers to body management and useful physical skills)
To develop understanding and appreciation of movement as an essential non-verbal expression. PE helps
develop a positive self-concept and body image through use of appropriate movement experiences.
(Kirchner refers to understanding and appreciation of human movement)
To develop skills, knowledge and attitudes for voluntary participation in enjoyable physical recreational
experiences. Instructors should teach the importance of PE. (Kirchner refers to fostering of intellectual
growth and creative talent)
To develop personally rewarding socially acceptable behaviours through participation. Normal mental,
physical and emotional health is enhanced (Kirchner refers to self-image)
To develop and maintain optimal muscular strength, endurance and cardiovascular endurance. Health-
related physical fitness. Involves stability, flexibility, balance, agility and power. (Kirchner refers to
personal and social development, growth and physical fitness and health)
THE VALUE AND PLACE OF PHYSICAL EDUCATION AND SPORT FOR LEARNERS
Participating in physical activities gives learners means of self-expression
They develop awareness of their bodies and space
Learn about shapes the body can make through transferring body weight, twisting and balancing; where
the body moves and how the body moves
Learn to explore their environment and express feelings through creative movement
Reduce tension and promote relaxation
Learn how to reduce muscular tension and realise the value of rest
Learn how to socialise and contribute to a team
Teach them how to be good sports towards other players
Provide an opportunity to develop physically
Success in games teaches learners to enjoy physical activity and develop positive attitudes
Learners can be taught the ability to:
- Cooperate and take turns
- Win and lose gracefully
- Respect differences in their opponent’s abilities
- Develop emotional self-control during stress
LEARNING UNIT 2 – THE HISTORY, DEVELOPMENT AND VALUE OF PHYSICAL EDUCATION
AND SPORT
,Learning outcomes:
Discuss the development of sport and physical education through the ages
Explain the link between sport, physical education and education
List various factors that influence the state of sport and physical education today
Explain the value of sport
INTRODUCTION
Sport and physical education have developed together
We can reason why PE and sport should be part of the curriculum by studying the history of sport and PE
(movement education)
A study of history also provides cultural insight and analysis of society
Not all societies practice sport and PE the same as each have different levels of importance in sport
THE DEVELOPMENT OF SPORT AND PHYSICAL EDUCATION THROUGH THE AGES
IN PRIMITIVE SOCIETY
During this time there was little organised education
Education consisted of daily experiences and religious and social ceremonies
People spent their day making bows, arrows, spears, huts, hunting, climbing
The parents were the first physical educators because they taught survival skills
Dancing was a religious activity
Children played games outside
Life was lived in a physical manner
The fundamental elements of PE were established during this time
Consider: What is the difference between sport in primitive society and sport today?
ANCIENT CIVILISATIONS
Contributions of Romans and Greeks
Aristotle described leisure as a productive part of life through which the highest good attainable by human
action could be achieves
Games were based on mythology and religious beliefs
Greeks believed strongly that PE helped the mind, body and soul develop.
Romans focused on tolerance, desire for peace and a sense of duty and personal worth. Their education
system was directed to a military goal and therefore had a large PE component.
The first ancient games (Olympics) were held in 776 BCE included boxing, wrestling, archery, acrobatics
The goal of PE was established during this period
Aristotle and Plato believed PE helps children’s intellectual development
Plato emphasises the moral value of PE
Education focused on developing an ideal athlete
Sport was intended to prepare for war
Consider: How would you characterise the physical education and sport of ancient civilisations?
THE MIDDLE AGES
Sport came under the influence of the Roman Catholic church
Attainment of Christian morals was the main goal of education
Religious activities dominated choice of recreational activities, so PE took a backseat
However, with the rise of the feudal system, men had to be trained as knights, so they learnt to fight on
horseback, archery, crossbow, swimming and wrestling
The development of sport in England during this period had a significant effect on PE worldwide
FROM THE REFORMATION TO MODERN TIMES
, The reformation in 16th century Europe occurred during the Renaissance between the Middle Ages and
modern times
The Renaissance was a time of discovery, technological development (invention of printing press). As a
result of this, people had more time for leisure and sport as a social activity
The Industrial Revolution in Europe in the 18th and 19th century saw sport grow and paved the way for the
modern Olympics
The founder of the Olympics, Pierre de Courbertin was interested in promoting educational value of sport
In Europe, sport was now part of daily life. Developments in the technical, political, social and recreational
fields encouraged the need for sport.
Fencing, dancing, archery, tennis and bowling were popular
Women were encouraged to take part in PE, but only watched sporting games
Consider: Explain why you think there was a need for sport from the period of reformation up to modern times
THE MODERN ERA
During the modern era sport has been characterised by the increasing number of clubs and organisations
around the world
Sport is taken seriously and seen as a means of education
Sport is used as a tool for changing behaviour, adapting character, building unity and cooperation and
creating national loyalty
Sports coaching has become more specialised
Consider: How is sport during the modern era best depicted?
FACTORS INFLUENCING SPORT IN MODERN TIMES
Secularism – sport is less linked to religious beliefs than it was. Material values are more important now
Equality – there is now a need for all to take part in sport. Men, women and people of all classes have
equal opportunities to participate
Specialisation – increasingly specialised sporting equipment and training methods, athletes specialise at a
younger age
Rationalisation and rules – sport is controlled and regulated by rules and strategies. Children’s games are
dominated by rules for adults.
Bureaucratisation – modern sport has become complex with formal organisations at local, regional and
national level
Qualifications – measurements and statistics, all events are recorded according to time, distance, score
Records – emphasis is placed on setting and breaking records. The emphasis on winning has caused many
athletes to retire at a younger age
Other factors with a large influence on development of sport and PE:
- Rapid development of technology: machines have taken over human work, so people have more free
time and have become less active so there is a need for physical activity. Children spend more time
indoors watching TV. Bad posture and physical defects are becoming more common.
- Long working hours: in poor economies, parents are forced to take up a second job so less time is
available for sport. Parents spend less time playing games and teaching their children physical skills
- The school timetable: schools have more subjects to fit in and PE is often the first to be left out. Heavy
workloads of teachers make it difficult for them to coach sport. Many teachers lack skills and
knowledge so their coaching may do more harm than good. Lack of sports equipment
- Community and club involvement: basic training to develop community involvement in sport is
lacking. Many countries lack finances for programmes to get the community involved in sport.
- Use of drugs in sport: the need to win has caused athletes to turn to new ways to enhance
performance. PE programmes must explain the risk of drug abuse.
LEARNING UNIT 1 – THE PHILOSOPHY OF PHYSICAL EDUCATION
Learning outcomes:
Define physical education
List the aims of physical education
Explain the value of physical education for learners
INTRODUCTION
Why does the subject physical education exist?
- Children love to move for fun and have constant energy
- Humans have many motor responses that use a variety of muscles
- Learners receive satisfaction from physical activity
- Learning is expressed in a variety of motor responses
- Physical education involves growth, development and maintenance
- Self-confidence, self-control, following rules, good nutrition and ways to cope with stress are taught
Consider: Why does the subject of physical education exist at all?
DEFINING PHYSICAL EDUCATION
PE is one of the most ancient arts of humanities originating when fathers taught their sons how to hunt,
build shelters and complete physical tasks at home
PE enhances physical fitness, teaches motor skills, improves self-direction, self-esteem and cooperation
THE PHILOSOPHY OF PHYSICAL EDUCATION
In the early 19th century the terms sport and physical education meant the same thing.
After WW1, extracurricular games started, and PE became common in schools
PE is a programme in which skills used in sport, dance and exercise are taught and practiced. This
programme focuses on developing voluntary purposeful movement capabilities and mental, emotional
and social responses.
Incorporates planned conditions and stimuli that encourage physical, social, intellectual responses that
help educate learners
The quality of PE depend on attitudes of learners
THE TERMINOLOGY OF PHYSICAL EDUCATION
SPORT
Sport is international, practiced recreationally and competitively
Involves organisation and rules with a historical background
Involves competition or challenge and an outcome determined by physical skills
Characterised by rules, common goals and teams
PLAY
Play comes from Anglo-Saxon word plega, meaning a game/sport/fight/battle
An enjoyable activity that people participate in for fun
Play is less structured than sport and is self-initiated
Rules are spontaneous, involves personal goals or expressive impulses
No predetermined ending
Play is a biological, cultural function
RECREATION
Derived from recreare which means invigorate/renew
Voluntary activities during free time
, Beneficial to the participant because satisfaction is obtained
THE AIMS OF PHYSICAL EDUCATION
To develop movement potentials of individuals optimally by emphasising neuromuscular skills and
movement patterns. The physical educator must begin with fundamental motor skills and develop them
into specific sports skills (Kirchner refers to body management and useful physical skills)
To develop understanding and appreciation of movement as an essential non-verbal expression. PE helps
develop a positive self-concept and body image through use of appropriate movement experiences.
(Kirchner refers to understanding and appreciation of human movement)
To develop skills, knowledge and attitudes for voluntary participation in enjoyable physical recreational
experiences. Instructors should teach the importance of PE. (Kirchner refers to fostering of intellectual
growth and creative talent)
To develop personally rewarding socially acceptable behaviours through participation. Normal mental,
physical and emotional health is enhanced (Kirchner refers to self-image)
To develop and maintain optimal muscular strength, endurance and cardiovascular endurance. Health-
related physical fitness. Involves stability, flexibility, balance, agility and power. (Kirchner refers to
personal and social development, growth and physical fitness and health)
THE VALUE AND PLACE OF PHYSICAL EDUCATION AND SPORT FOR LEARNERS
Participating in physical activities gives learners means of self-expression
They develop awareness of their bodies and space
Learn about shapes the body can make through transferring body weight, twisting and balancing; where
the body moves and how the body moves
Learn to explore their environment and express feelings through creative movement
Reduce tension and promote relaxation
Learn how to reduce muscular tension and realise the value of rest
Learn how to socialise and contribute to a team
Teach them how to be good sports towards other players
Provide an opportunity to develop physically
Success in games teaches learners to enjoy physical activity and develop positive attitudes
Learners can be taught the ability to:
- Cooperate and take turns
- Win and lose gracefully
- Respect differences in their opponent’s abilities
- Develop emotional self-control during stress
LEARNING UNIT 2 – THE HISTORY, DEVELOPMENT AND VALUE OF PHYSICAL EDUCATION
AND SPORT
,Learning outcomes:
Discuss the development of sport and physical education through the ages
Explain the link between sport, physical education and education
List various factors that influence the state of sport and physical education today
Explain the value of sport
INTRODUCTION
Sport and physical education have developed together
We can reason why PE and sport should be part of the curriculum by studying the history of sport and PE
(movement education)
A study of history also provides cultural insight and analysis of society
Not all societies practice sport and PE the same as each have different levels of importance in sport
THE DEVELOPMENT OF SPORT AND PHYSICAL EDUCATION THROUGH THE AGES
IN PRIMITIVE SOCIETY
During this time there was little organised education
Education consisted of daily experiences and religious and social ceremonies
People spent their day making bows, arrows, spears, huts, hunting, climbing
The parents were the first physical educators because they taught survival skills
Dancing was a religious activity
Children played games outside
Life was lived in a physical manner
The fundamental elements of PE were established during this time
Consider: What is the difference between sport in primitive society and sport today?
ANCIENT CIVILISATIONS
Contributions of Romans and Greeks
Aristotle described leisure as a productive part of life through which the highest good attainable by human
action could be achieves
Games were based on mythology and religious beliefs
Greeks believed strongly that PE helped the mind, body and soul develop.
Romans focused on tolerance, desire for peace and a sense of duty and personal worth. Their education
system was directed to a military goal and therefore had a large PE component.
The first ancient games (Olympics) were held in 776 BCE included boxing, wrestling, archery, acrobatics
The goal of PE was established during this period
Aristotle and Plato believed PE helps children’s intellectual development
Plato emphasises the moral value of PE
Education focused on developing an ideal athlete
Sport was intended to prepare for war
Consider: How would you characterise the physical education and sport of ancient civilisations?
THE MIDDLE AGES
Sport came under the influence of the Roman Catholic church
Attainment of Christian morals was the main goal of education
Religious activities dominated choice of recreational activities, so PE took a backseat
However, with the rise of the feudal system, men had to be trained as knights, so they learnt to fight on
horseback, archery, crossbow, swimming and wrestling
The development of sport in England during this period had a significant effect on PE worldwide
FROM THE REFORMATION TO MODERN TIMES
, The reformation in 16th century Europe occurred during the Renaissance between the Middle Ages and
modern times
The Renaissance was a time of discovery, technological development (invention of printing press). As a
result of this, people had more time for leisure and sport as a social activity
The Industrial Revolution in Europe in the 18th and 19th century saw sport grow and paved the way for the
modern Olympics
The founder of the Olympics, Pierre de Courbertin was interested in promoting educational value of sport
In Europe, sport was now part of daily life. Developments in the technical, political, social and recreational
fields encouraged the need for sport.
Fencing, dancing, archery, tennis and bowling were popular
Women were encouraged to take part in PE, but only watched sporting games
Consider: Explain why you think there was a need for sport from the period of reformation up to modern times
THE MODERN ERA
During the modern era sport has been characterised by the increasing number of clubs and organisations
around the world
Sport is taken seriously and seen as a means of education
Sport is used as a tool for changing behaviour, adapting character, building unity and cooperation and
creating national loyalty
Sports coaching has become more specialised
Consider: How is sport during the modern era best depicted?
FACTORS INFLUENCING SPORT IN MODERN TIMES
Secularism – sport is less linked to religious beliefs than it was. Material values are more important now
Equality – there is now a need for all to take part in sport. Men, women and people of all classes have
equal opportunities to participate
Specialisation – increasingly specialised sporting equipment and training methods, athletes specialise at a
younger age
Rationalisation and rules – sport is controlled and regulated by rules and strategies. Children’s games are
dominated by rules for adults.
Bureaucratisation – modern sport has become complex with formal organisations at local, regional and
national level
Qualifications – measurements and statistics, all events are recorded according to time, distance, score
Records – emphasis is placed on setting and breaking records. The emphasis on winning has caused many
athletes to retire at a younger age
Other factors with a large influence on development of sport and PE:
- Rapid development of technology: machines have taken over human work, so people have more free
time and have become less active so there is a need for physical activity. Children spend more time
indoors watching TV. Bad posture and physical defects are becoming more common.
- Long working hours: in poor economies, parents are forced to take up a second job so less time is
available for sport. Parents spend less time playing games and teaching their children physical skills
- The school timetable: schools have more subjects to fit in and PE is often the first to be left out. Heavy
workloads of teachers make it difficult for them to coach sport. Many teachers lack skills and
knowledge so their coaching may do more harm than good. Lack of sports equipment
- Community and club involvement: basic training to develop community involvement in sport is
lacking. Many countries lack finances for programmes to get the community involved in sport.
- Use of drugs in sport: the need to win has caused athletes to turn to new ways to enhance
performance. PE programmes must explain the risk of drug abuse.
