3. “What is the purpose of
teaching Physical
Education and Sport?”
4. If health of our nation is to
improve, physical education and
sport must make certain that all
people have access to programs,
regardless of their age, race,
ethnicity, gender, sexual
orientation, disability status,
income, educational level, or
geographic location.
5. Physical Education and Sport evolved
from a common heritage-the traditional
program.
Physical Education, Exercise Science and
Sport has expanded with:
1. New disciplines of study
2. Specialized areas of study evolve
3. Use of Scientific and Practitioner-
based research
4. Professional practice
6. Either happening
now or happening
right now
Educational process that
uses physical activity that
help us to be physically
active for a lifetime
ContemporaryPhysical Education
Educational process in the present time
that uses physical activity that help us to
be physically active for a lifetime
7. “There are really only two
requirements when it comes to
exercise. One is that you do it. The
other is that you continue to do it”
-Dr. Jennie Brand-Miller, et. al
8. PHYSICAL EDUCATION
Traditional:
focuses on teaching children and youths in
school setting.
Present:
Educational process that uses physical activity
as a mean to help individuals acquire,
Enable them to be Physically Active
skills fitness knowledge and attitude.
10. Physical Activity
bodily movement of the body that
uses energy
Physical Fitness
capacity of people to perform physical
activities
moderate vigorous intensity
11. Physical Activity Challenge among Americans…
1. Women are generally less active than men at all
ages.
2. African Americans and Hispanic are generally
less active than whites.
3. People with low income are typically not as
active as those with high incomes.
4. People with less education are generally not as
active as those with higher levels of education
5. People with disability are less physically active
than people without disabilities.
6. Participation in physical activity declines as we
aged.
12. “ Those who think they have not
time for bodily exercise will
sooner or later have to find time
for illness.”
-Edward Stanley
13. Exercise
physical activity done for the purpose of getting
fit.
Exercise Science
is the scientific analysis of exercise or physical
activity
Sport
activity that involves physical skills in which one
competes against each other.
16. Disciplinarians are engaged in
research and scholarly endeavors to
advance a knowledge base. This
knowledge serves as a foundation for
the professionals who deliver services to
people.
Professionals use this knowledge and
their skills to design and deliver
programs to meet the unique and
unchanging needs of the people they
serve.
17. The Profession
• Physical Education, exercise science, and
sport can be described with reference to
their status as a profession.
Profession is an occupation requiring
specialized training in an intellectual field of
study that is indicated to the betterment of
the society through service to others.
Professional provide services to others
through the implication of knowledge and
skills to improve people’s well-being.
18. Characteristics that help distinguish a
profession from occupations
• An organized and continually
expanding body of knowledge that
forms the theoretical foundation for
practice.
• Educational preparation that
includes an extensive course of
study focusing on the acquisition
of knowledge, development or
specialized skills, and attainment
of needed competencies.
19. • Criteria for entry into the
profession, which can include
participation in an accredited
program, certification process, or
licensing procedures.
• Formal associations and
opportunities for communication
among membership.
• Established opportunities for
continued development and
enhancement of professional
knowledge and skills.
20. • A professional code of ethics to
govern the membership and
provide guidelines for services.
• Recognition by society for the
valuable contribution of the
welfare and citizens.
• Dedication to helping others and
serving people.
22. • Physical educators, exercise
scientists and sport leaders possess
a bachelor’s degree and frequently
pursue advanced study via graduate
programs in the field.
• Their professional preparation
programs include extensive study in
the theoretical aspects of the field,
skill development, and often practical
experiences that allow them to apply
their knowledge and use their skills
under the guidance or qualified
professionals.
• Additional requirements and
certifications may be necessary to
engage in professional practice.
23. “Physical Education has been considered
part of the teaching profession.”
Today, our professional emphasis continues to grow
as our programs expand to teaching or activity- related
careers in non-school settings, health- and fitness- related
careers, and sport- related careers.
Physical Education, exercise science, and sport
professionals promotes the health and well-being of all
individuals across the lifespan.
The emergence of new professional opportunities
has created a need for a highly qualified professionals who
possess a high level of skill, an appreciation and
understanding of the needs of an increasingly diverse
population, and a sound gasp of the knowledge of physical
education, exercise science and sport.
24. The term
PROFESSIONALS will be
used in placed of “physical
educators, exercise
scientists, and sport
leaders.
25. The Academic Discipline
Henry - defines an academic discipline as
an organized body of knowledge collectively
embraced in a formal course of learning. The
acquisition of that knowledge is assumed to
be an adequate and worthy objective as
such, without any demonstration or
requirement of practical application. The
content is theoretical and scholarly as
distinguished from technical and
professional.
26. The Academic Discipline
Academic discipline focus on:
a conceptual framework that provides
structure for the field.
a unique scope in comparison to other
fields.
a distinct scholarly methods and modes
of inquiry leading to the advancement of
knowledge and deeper understanding.
27. Traditional academic
disciplines include
a. biology
b. psychology
c. philosophy
d. history
e. mathematics
1964- seminal point in the
development of the discipline
movement occurred
Franklin Henry called for
the “organization and
study of the academic
discipline herein called
physical education.”
28. Physical Education teacher preparation program focuses on:
* The application of knowledge and endured criticism
for their lack of academic rigor, their emphasis on the
learning of job-related skills, and their focus on
performance courses, such as Basketball
Fundamentals.
Developing technologies,
theoretical knowledge, and
methods of scientific inquiry from
other disciplines were directed to
the study of physical education
and increasingly to exercise and
sport.
For example: the discipline of
psychology provided the
foundation for the development
of motor learning and sport
psychology.
FRANKLIN HENRY
29. Subdisciplines of Physical Education,
Exercise Science, and Sport
1. Exercise Physiology- is the study of the effects of the
various physical demands, particularly exercise, on the
structure and function of the body.
2. Sports Medicine- is concerned with the prevention,
treatment, and rehabilitation of sports-related injuries.
3. Sports Biomechanics- applies the methods of physics
and mechanics to the study of human motion and the
motion of the sport objects (e.g., a baseball or javelin).
*Biomechanists study the effect of various forces and
laws (e.g., Newton’s law of motion) on the body or sport
objects.
30. 4. Sport Philosophy- encompasses the study of the nature
of reality, the structure of knowledge in sport, ethical and
moral questions, and the aesthetics of movement.
*Sport philosophers critically examine the meaning of
sport for all participants involve and enjoin us to question our
beliefs and assumptions about sport.
5. Sport History- is the critical examination of the past, with
a focus on events, people, and trends that influenced the
development and direction of the field.
6. Sports and Exercise Psychology- uses principles and
scientific methods from psychology to study human behavior
in sport.
*Sports psychologist help athletes improve their
“mental game”, that is, develop and effectively apply skills
and strategies that will enhance performance.
31. 7. Motor Development- studies the factor that influence
the development of abilities essentials to movement.
* The motor development specialist uses longitudinal
studies (i.e., studies that take place over a span of many
years) to analyze the interaction of genetic and
environmental factors that affect an individual’s ability to
perform motor skills throughout their lifespan.
8. Motor Learning- is the study of changes in motor
behavior that are primarily result of practice and
experience.
-concerned with the stages an individual progresses
through in moving from a beginner to a highly skilled
performer.
32. 9. Sport Sociology- is the study of the role of sport in the
society, its impact on participants in sport, and in the
relationship between sport and other societal institutions.
*Sport sociologist examine the influence of gender, race,
and socioeconomic status of participation in sports and,
more recently, physical activity.
10. Sport Pedagogy- defined broadly to include the study
of teaching and learning in school and non-school settings.
- studies how physical educators and sport leaders
provide an effective learning environment, achieve desired
learning goals and assess program outcomes.
- seeks to determine the characteristics and skills
possessed by effective teachers and coaches and how
these influence student/athlete activity and student/athlete
learning.
33. 11. Adapted Physical Activity- concerned with preparation
of the teachers and sport leaders to provide programs and
services for individuals with disabilities.
*Specialist modify activities and sport to enable people with
different abilities to participate.
12. Sport management- encompasses the many
managerial aspects of sport. These include personnel
management, budgeting, facility management, and
programming. Other aspects of sport management are law,
policy development, fund raising, and media relations.
34. Specialization and Integration
• The emergence of sub disciplines led to
specialization by both the academicians and
practitioners in the field.
• At colleges and universities, curricular
changes were implemented as a new
courses were developed and, eventually, new
undergraduate majors were added.
• The graduates of these non-teaching
programs often prefer to describe their
occupation with reference to their specialized
areas of study.
35. Specialization and Integration
• Thus, these professionals refer to themselves
as athletic trainers, exercise scientists, and
sport managers rather than physical
educators.
• The new graduate programs offered at the
master’s and doctoral levels, such as those in
exercise physiology, sport pedagogy, sport
management, and sport psychology, reflect
the increasingly sophisticated, complex
nature of the discipline.
36. TABLE 1-1: Sub-disciplinary of Physical Education,
Exercise Science, and Sport- Application to Fitness
Instruction and Program Leadership
TYPES OF QUESTIONS
Exercise Physiology What frequency, duration and intensity of exercise will
yield health benefits? How long will it be before
participants achieve a significant difference in their
health status?
Sport Medicine What exercise will prevent injury? How should exercise
be modified for hot, humid weather?
Sport Biomechanics What are the correct techniques for weight training?
How can I evaluate a participant’s gait?
Sport Philosophy What is my role as a fitness leader in involving
participants in the program? What is the responsibility
of the participants in this program?
Sport History What societal factors contributed to the fitness
movement in the 1970s? How have cultural beliefs
limited the participation of girls and women in fitness
activities?
37. Sport and Exercise
Psychology
What are the strategies to help program participants
adhere to or continue their involvement in the
program?
Motor Development What are the developmental needs of the participants?
How can be the program be designed to meet these
needs?
Motor Learning What are the best practice conditions for learning a
skill? How does the frequency of feedback and praise
influence participation?
Sport Sociology What are societal factors that influence the activity
choices of the program participants? What are the
societal forces that influence their participation?
Sport Pedagogy What are the characteristics of effective teachers?
What are guidelines for most effectively presenting
instruction?
Adapted Physical
Activity
How can the program be modified to meet individual
needs or accommodate individuals with disabilities?
Sport Management What is the best way to promote the program? How
can I bring about a change in policy?
38. Table 1-1 shows how professionals can use knowledge
from each of the subdisciplines to enhance the
effectiveness of their program.
Charles advises that when we eschew boundaries that
define the subdisciplines, we can give isolated factors
greater meaning by placing them in the perspective of
the larger field.
Lumpkin suggests that as “we should commit to
common goals, different roles, and a cross- disciplinary
body of knowledge.
Charles states, “We must recognize and capitalize on
indicators of cultural change that point toward a future
society that places a premium on health and well-being
and that values personal fulfillment through physical
activity”.
41. ALLIED FIELDS
o Health
- total well-being of an individual
o Recreation and Leisure
- self-chosen activities that provide a means of
revitalizing and refreshing one’s body and spirit
o Dance
- performing arts that gives opportunity to people
for aesthetic expression through movements
42. HEALTH
o Health Instruction
- focuses on teaching the basics of healthy living in many
areas, including disease prevention, mental health,
nutrition, physical fitness, stress management and dealing
with abuse of drugs and alcohol.
o Provision of Health Services
- concerned with developing and maintaining a satisfactory
level of health for all people through services.
o Environmental Health
- focuses on the development of healthful and safe
environments where individuals are not needlessly
exposed to hazards.
43. RECREATION AND LEISURE
o Active Recreation
- Leisure time activities usually of a more formal nature
and performed with others, often requiring equipment
and taking place at a prescribed location or place.
o Passive Recreation
- Leisure time activities that do not require prepared
facilities like sports fields or pavilions, it gives minimal
stress on a site’s resources, as a result, it can provide
ecosystem service benefits and are highly compatible
with natural resource protection.
44. DANCE
o Dance is used to communicate ideas and feelings and is
considered a creative art form.
o Dance also can be used as a form of therapy, providing
opportunities for individuals to express their thoughts
and feelings.
o Dance is increasingly used as a means to develop
fitness.
45. GROWING AS A PROFESSIONAL IN
PHYSICAL EDUCATION, EXERCISE
SCIENCE, AND SPORT
o Reading Research
o Staying Up-to-Date with Technology
46. READING RESEARCHES
o Scientific research is based on a
systematic approach to gathering
information that potentially answers an
investigated question.
o Practitioner-based research focuses
on how to apply the information
learned within your instruction or area
of practice.
47. READING RESEARCHES
o Quantitative research is based on numbers,
primarily the statistical analysis of numeric data
that were gathered. Quantitative reports
typically describe, correlate, predict, or explain
a hypothesis that was posed at the beginning of
a study.
o Qualitative research answers questions
through words, images, and sounds. The
purpose of this research is to learn more about
the social context in which the participants live,
which is conducted through the lens and
interpretation of the researcher(s).
48. READING RESEARCHES
• 1. What is the report about?
• 2. How does the study fit into
what is already known?
• 3. How was the study done?
• 4. What was found?
• 5. What do the results mean?
49. READING RESEARCHES
Step 1: Citation
Step 2: Purpose and General
Rationale
Step 3: Fit and Specific
Rationale
Step 4: Participants
Step 5: Context
Step 6: Steps in Sequence
Step 7: Data
Step 8: Analysis
Step 9: Results
Step 10: Conclusions
Step 11: Cautions
Step 12: Discussion and
Application
• Source: Adapted from
Locke, L, Silverman, S,
and Spirduso, WW.
Reading and
Understanding Research.
Thousand Oaks,
Calif.:Sage, 2004.
50. STAYING UP-TO-DATE WITH
TECHNOLOGY
o World Wide Web (www)
o Email
o Skype
o Zoom
o Google Meet
o Loom
o Screen Recorder Apps
o Google Classroom
o Messenger
o YouTube
o Microsoft Office Apps
51. Topic 4
Goals and Objectives of
Physical Education,
Exercise Science and Sport
52. statements of purposes, intents, and aims that
reflect desired accomplishments
expressed as general statements and are very
broad in their direction
state long-term outcomes to be achieved by
participants in the program
53. • To help people acquire the necessary
knowledge, skills, and appreciations to
participate in physical activity
throughout their lifespan.
The goal of contemporary
physical education, exercise
science and sport
54. derived from goals
describe learning, specifically
what individuals should know, do,
or feel as a result of instruction
more specific than goals
they are short-term statements of
specific outcomes that build
cumulatively to reach a goal
can be stated in many different
ways and vary in their degree of
specificity
can be stated with reference to
general behavior or with reference
to specific outcomes
55. General objective
• To increase the
number of people
who engage in
exercise to achieve
cardiorespiratory
fit-ness.
Specific objective
• To increase from 15%
to 30% the proportion
of adults who engage
regularly, preferably
daily, in moderate
physical activity for
at least 30 minutes
per day.
The goal of Healthy People 2010 is
to increase life expectancy
57. EXAMPLES OF PHYSICAL EDUCATION,
EXERCISE SCIENCE, AND SPORT OBJECTIVES
Physical Fitness Development Objective
The participant will complete a 20-minute aerobic dance
routine designed to improve cardiovascular fitness.
Motor Skill Development Objective
The participant will demonstrate the proper technique in
executing the tennis forehand.
Cognitive Development Objective
The participant will be able to explain the scoring
system used in golf.
Affective Development Objective
The participant will demonstrate an appreciation for the
contribution of exercise to his or her life by participating
in an unsupervised program of vigorous physical activity
three times a week.
58. Quality programs have a clearly defined
mission and well articulated goals.
Objectives relate to the goals and are
relevant to society’ and participants’
needs, experiences, and interests.
Instruction is designed to help participants
achieve the desired objectives and,
ultimately, attain stated goals. Ongoing
assessment yields meaningful in-formation
about participants’ progress toward
achievement of the goals and has the
potential to inform future instruction.
59. To improve the
well-being and
quality of life of
individuals
Primary Goal of Physical
Education, Exercise
Science and Sport
60. We can accomplish this by socializing
individuals into the role of participants who
will make a long-term commitment to
participation in enjoyable and meaningful
physical activity and sport experiences.
Our main purpose is to provide people with
the skills, knowledge, and attitudes to
participate in regular physical activity
throughout their lifespan.
61. “Physical Education has much to offer
society and it is my belief that it can be
an effective agent of change—especially
in promoting the health of our nation.”
- Corbin
62. “Our principal goal should be healthy
lifestyle promotion with an emphasis on
active living for a lifetime. Physical
educators can help every child find some
form of activity that can be performed
and enjoyed throughout life.”
63. Since virtually all children attend schools, effective school programs can
have a significant impact on the nation’s health and are, perhaps, our
greatest chance to change society for the better.
But teaching skills and developing fitness are not enough. Students
need to learn to value and enjoy physical activity. Additionally, students
need both the knowledge and the self-management skills that lead to
lifetime adherence.
Students need to know how to self-assess their fitness level and modify
their activity accordingly; they need to know how to set goals and plan
programs so they can adapt their activities to their changing needs as
they move into adulthood. If we can agree that this is our common goal
and we focus on the delivery of quality programs to people of all ages,
physical education can be a significant force in our society.
64. As education programs continue to expand
beyond the traditional school setting,
contemporary physical education, exercise
science, and sport programs, in both public and
private settings, can contribute to the attainment of
individuals’ goals. In order for this to occur,
physical education, exercise science, and sport
leaders must be cognizant of the goals of
education and carefully design their programs to
contribute to these desired outcomes.
67. HISTORICAL DEVELOPMENT
• Physical Education, exercise science, and
sport programs today trace their goals and
objectives to those of school-based
physical education programs.
• We see a shift from emphasizing
education of the physical to a focus has
shifted from exercising the body to
enhancing the development of the whole
person.
• Late 19th and early 20th a leading physical
educator Thomas Wood, in 1883 stressed
that physical education should contribute
to the complete education of the
individual.
68. • In 1910, Clark Hetherington, viewed physical
education’s contribution to the educational
process as encompassing organic,
psychomotor, intellectual, and character
education.
• In 1964, Charles Bucher identified four
development objectives for physical
education.
Physical (organic) development
Motor and movement
Mental development
Social Development
- These objectives contributes to the
development of “well-rounded individual who
will become worthy members of society.”
69. • The objectives of physical education
can be encompassed within four
main groups;
Physical fitness development
Motor skills development
Cognitive development
Affective development
71. Contemporary Goals and
Objectives
• These programs are diverse in content and
varied settings and serve people of all ages.
• What are the goals and objectives of these
contemporary programs?
• What outcomes should participants in these
programs achieve?
72. • In 1995, the National Association of Sport and
Physical Education (NASPE) published Moving into
the Future: National Standard for Physical Education-
A Guide to Content and Assessment.
• NASPE effort reflects one of the primary goals of the
national education reform movements
• The development of national content standards for
physical education parallels the development of
national standards for each of the other areas of the
school curriculum.
• In 2004, NASPE published the revised standards for
physical education in the second edition of the
document Moving into the Future.
73. The profession has a responsibility to function
and serve through the entire lives of people, not
just when they are children and young people in
schools and colleges. This means we should
serve both boys and girls and men and women of
all ages who are “special,” “normal,” and
“accelerated.”………
74. • NASPE’s initiatives offer professionals in both
school and non-school settings in a common
conceptual framework to guide their endeavors.
This framework clearly identifies goals and
outcomes associated with quality programs.
• The past 100 years have seen the emergence
of a consensus about the primary objectives of
physical education, the characteristics of a
physically educated person.
• The three learning domains, cognitive, affective,
and psychomotor – help us the needs of the
participant and the skills and abilities to be
acquired.
75. Physically Educated Person
• Competency in many movement form and
proficiency in a few
• Informed approached to learning and motor
developing motor skills
• A physically active lifestyle
• The maintenance of healthy level of physical fitness
• Responsible personal and social behavior in physical
fitness
• Respect for differences in physical abilities among
others
• Appreciation of the opportunities for enjoyment,
challenge, self-expression, and social interaction
available in physical activity.
78. Three domains or areas of behavior:
Cognitive (thinking)
The cognitive domain is concerned with
the acquisition of knowledge and its
application.
Affective (feeling)
The affective domain includes the promotion of
values, the fostering of social skills, and the
enhancement of emotional development.
Psychomotor (doing)
The psychomotor domain involves
the development of motor skills and
physical fitness.
80. Taxonomies
-serve as a guide for professionals in planning for
learning outcomes (objectives) and achievement of the
desired goals in a progressive hierarchy from low to
high using developmental theories.
81. PHYSICAL EDUCATION, EXERCISE SCIENCE
AND SPORT PROGRAMS CONTRIBUTE IN MANY
WAYS TO LEARNING THE THREE DOMAINS
Cognitive
Affective Psychomotor
82. Cognitive Domain
(The cognitive domain is concerned with the acquisition of knowledge
and the development of intellectual skills. Development of knowledge
and understanding is an important objective for physical education,
exercise science, and sport programs in all settings).
• Physical education, exercise science, and sport contribute to
knowledge of the human body, exercise, disease, and health.
• Individuals analyze their performance, synthesize the information, and
apply it to the new situation.
• Participants should be provided with more opportunities to think, to
apply problem-solving skills to physical activity situations, and to
experience situations that allow for creativity and individual
expression.
83. Technology is increasingly being used
to enhance the teaching of concepts of
physical activity.
• Physical education, exercise science,
and sport professionals can help
people become wise consumers of
goods and services that influence
their health and fitness.
• Promote the development of critical
thinking skills, and it can provide
exciting opportunities for
multidisciplinary study.
84. Affective Domain
(This taxonomy reflects the development of
values, appreciations, attitudes, and
character.)
• Physical education, exercise science, and
sport programs can help participants meet
some social needs.
• Social development is further encouraged
by opportunities to interact with program
participants.
• Promotion of a positive self-concept and
enhancement of
feelings of self-worth and self respect are
desired
outcomes associated with this domain.
85. • Development of positive attitudes and
appreciation engaging in regular physical
activity makes to lifelong health and well-
being.
• Provide a venue to develop ethics and
morals. In physical education classes and
sport experiences, students and athletes
have the opportunity to respond to codes of
conduct, to decide what is right or wrong,
and to make choices that have moral
implications.
• Physical education, exercise science, and
sport programs can contribute to the
appreciation of beauty.
86. Psychomotor Domain
(shows a progression of development that provides the foundation
for programs of physical activities). Psychomotor development is
concerned with two primary objectives: Motor Skill Development
and Physical Fitness Development.
Development of neuromuscular or
psychomotor skills, effective movement
depends on the harmonious working together
of the muscular and nervous systems.
Motor skill development is a sequential
process that occurs throughout one’s lifespan.
A progressive, systematic approach to
the development of physical fitness
and the program should consider the
needs of the individual.
1. Motor Skill
Development
2. Physical Fitness
Development
87. SUMMARY:
Human Behavior is often described with
reference to three domains: Cognitive,
Affective and Psychomotor. Taxonomies
organize the objectives associated with each
domain into hierarchies. These taxonomies
guide professionals in designing programs to
meet the needs of their participants. Physical
Education, Exercise Science and Sport
programs contribute in many ways to learning
in these three domains.
