Course Name: Bachelor of Physical Education

Year - Ist Paper

Name - Introduction to Physical Education
Topic Name - Relationship of Physical Education
Topic No. – 1 (c)
Paper No. – I
Lecture No. – 2

Lecture Title

Relationship of Physical Education with Health Education and Recreation

Hello viewers. Welcome to the bachelor course of Physical Education today will discuss about
the Relationship of Physical Education with Health Education and Recreation Physical education
is the area in which the teacher has chosen activities with specific educational objectives in mind.
Through these activities the individual is directed and guided into those activities which satisfy
several of the principle of general education (biological, psychological, sociological, and
physiological. Physical education is an integral part of the total educational process. It holds a
place of equal importance with the more academic subject areas. It also has equality with the
closely related manual skill areas such as industrial arts, homemaking, music, art, and other.
Physical education is not to be confused with any one of its many activity areas or subdivisions.
Athletics, gymnastics, posture education, aquatics, calisthenics, and others are but minute
portions of the larger area. Physical education embraces all of the above-mentioned sub-divisions
as well as many more, but it is not to be confused with any one specially or interest. Freshmen
may wonder what is going to become of their ambitions to become high school coaches, dance or
gymnastic teachers, or any of the many other leadership positions of physical education. They
will still be able to fulfill these ambitions if they are willing to fulfill the requirements for a
degree and its accompanying certificate to teach. Then each will be able to seek out the one
position that most interests him, and in pursuing it, will make a contribution to the total field of
perhaps but a segment of the whole area and must be seen in proper proportion, then personal
and professional orientation becomes harmonious.

A brief review of some of the definitions of professional leaders will be of interest to those who
have not as yet defined physical education for themselves, or for those who wish to redefine
physical education. Several definitions from the professional literature are quoted below:
Physical education is the accumulation of wholesome experiences through participation in large-
muscle activities that promote optimum growth and development. It would be difficult today to
believe that only through reading books does one acquire the distinction of being an educated
man. There are other experiences that count. And, although some of them may be random and
fruitless, physical education is concerned with many which “when selected as to kind, and
conducted as to outcomes,” may contribute much to growth and development.
Physical education is the sum of man’s physical activities selected as to kind, and conducted as
to outcomes.
If we accept education as a social process of change in the behavior of the human organism and
physical education as the social process of change originating primarily from the stimulus of
social-big-muscle-play activities we see that personality must be considered and understood as
an aspect of the social process.
Briefly, physical education is the administrative or teaching division of education that is
concerned with the vigorous total body activities as distinct from the manual, musical or
scientific activities and from the tool subjects.
Education of physical is a familiar view. If supporters are those who regard strong muscles and
firm ligaments as the main outcomes. Curiously enough this restricted view is not heeded alone
by physical educators but also by those who talk about educational values, objectives, and
procedures. In effects, such view is a physical culture and has the same validity that all narrow
disciplines have had in the world. The cult of muscle is merely another view of the narrowness
that fostered the cult of mind or the cult of spirit.
Leaders have proposed several commendable definitions of physical education and the one
selected by an individual should come nearest to fulfilling the purpose he has in mind. Thus the
person who leans heavily to the belief that physical education represents an essential part of
complete education would express conviction in his definition to a greater degree than the person
who believes that physical education relates primarily to body structure and function. Likewise,
the person interested in physical fitness might propose a definition of physical education quite
unlike the colleague who favors the recreational outcomes of the program.
Physical education is an education through the physical. There are those who would forget or
skip the physical in attempts to correlate or “integrate” physical education with other areas of the
total curriculum. It must always be kept in mind that physical education deals directly with the
physical.
Physical education has a responsibility for concomitant learning’s, but it has a greater
responsibility for physical development of the body. In assisting nature with the growing
processes, physical education has definite and undeniable, social, recreative, and other objectives
are fulfilled. Neuromuscular coordination; cardiovascular stimulation; and a general physical,
social, emotional, and spiritual catharsis take place. The unique contribution that physical
education has to make to general education is that of general body development through physical
activity. When this physical activity is guided by competent teachers so that the other general
outcomes of education accompany the physical activity, then, and only then, does the physical
activity become more than physical culture or physical training. All the many activities of
physical education (athletics, games, dance, aquatics, et al) have distinct contributions of their
own to make to the development of the individual, as well as general contributions to make to the
total education of the individual. Physical education then is an area of education which
capitalizes upon the use of physical activities which, when properly organized and conducted,
become tools and techniques of general education as well.
2. Aim and Objectives of Physical Education
Physical education aim and objectives for society
Our society desires that physical education will assist the individual to develop:
• Cooperation
• Respect for others
• A democratic behavior
• A courteous manner
• A friendly nature
• Health knowledge
• Health habits
• Health attitudes
• Aesthetic interests
• Sound character
• Economic efficiency
• Civic responsibilities
Physical education objectives for administration
Administration is concerned with objectives in physical education which will improve and
assist with:
• Time schedules
• Facilities
• Classification
• Leadership
• Activities
Physical education objectives for supervision
Supervision is concerned with objectives in physical education which are both related to
administration and to instruction and which will assist in improving:
• Instruction methods
• Grading systems
• Backgrounds of pupils
• Teacher experience
• In-service education programs
Physical education objectives for the teacher
Since the primary aim of education is pupil progress, then all those areas which relate to
such progress become sources of objectives for the teacher. The objectives of society,
administration, and supervision would be concerns of the teacher. Additional objectives
may be stated as:
• The teaching method
• The specific activity
• Preparation to do the job
• Pupil success
• Personal satisfaction
Physical education objectives for the pupils
Although some of the objectives of physical education might not be closely related to those
of society and administration, some will of necessity be identical with those of the other
agencies interested in pupil progress, specific pupil objectives might be stated as:
• Having fun
• Growing taller
• Gaining weight
• Losing weight
• Learning a game
• Getting out of some other class
• Being on a team
• Developing the body
• Beating so-and so
• Being on a winning team
• Making every foul shot
Physical education objectives for the parents
It is possible that the objectives of physical education for the parents might not be identical
with those of society, administration, teaching, and the pupils. Some parent objectives
might be listed as:
• To have the child accepted
• To develop the child’s innate abilities
• To be proud of the child’s physical accomplishments
• To have the child make a team
• To have a healthy child
• To help the child have fun
• To develop life-long health for the child
Objectives may be general and they may be specific. They may be few or they may be numerous.
Whatever the approach, the objectives of physical education should be spelled out in some way
for the participant at that level. Administrator, supervisor, teacher, parent, and pupil, as well as
society as a whole, should have an understanding of the objectives of the program. The
interpretation of the program through a spelling-out of the objectives at all levels seems to be a
most important phase of the total public relations program. When through such a planned
program of public relations this is done, then, and only then, will physical education be as
meaningful as it is meant to be. Few besides the professional educator are interested in the
objective to develop neuro-muscular coordination.
Health education
In our attempt to explain education in its broadest sense, we should not overlook the areas allied
to physical education. We have defined physical education as basically concerned with the
development or education of the individual both of the physical and through physical means. To
complete our description of this very broad concept, three areas allied to the field physical
education need to be introduced.
Health education is perhaps the largest of the areas allied to physical education. When we speak
of health education, we most commonly use it in the sense of total fitness of the person, physical,
mental, emotional, and social fitness. Three subareas, which can be included in a description of
the larger area of health education, are also functions or goals of health education.
The first of these areas is health instruction, which is concerned with teaching the basics of
healthful living to students and the general public. This instruction is provided in various ways at
every level from kindergarten through college and through various public information programs.
Health instruction can include information on caring for the body and general disease prevention
as well as sex instruction. Also is concerned with providing help for more specific problems,
such as alcohol and drug abuse, or coping with death.
Providing health services is the second area included in health education. In educational
institutions health services are necessary to develop and maintain a reasonable state of health
among the students. The nurses and doctors who work in this area of health education provide
routine health care services, such as dental, hearing, and eye examinations, and outpatient
services at the college level.
Health environment is the third area included within health education. Its goal is to present
settings that provide that better health and safety standards for the people involved. The services
include, for example, provisions for examining the cleanliness of school or public facilities and
seeing that people are not needlessly exposed to disease or injury.
Health educators are not always teachers, but they are concerned with education and physical
well-being, through the means by which they educate may not be physical.
Objectives of health education in relation to the objective of general education
Briefly stated the aims and objectives of health education are:
1. To provide an atmosphere and environment for health living
2. To provide adequate health services for the early detection of disease and remedial defects.
3. To assist with the control of such disease and the removal of defects by referrals to the proper
community agency.
4. To provide for health instruction. The fulfillment of this aim will assist people to live and
provide intelligently for their health and that of their families. They should attempt to do this
through the selection and control of their immediate environment, through use of health
services, and through the wise use of such health knowledge provided. These aims and
objectives are in keeping with the general aims of educations. Grout in health teaching in the
schools outlines these objectives in relation to those of general education as follows:
a. Optimum development of the individual with special reference to physical and emotional
development.
b. Betterment of human relationship, particularly from the stand points of health.
c. Application of health facts and principles in respect to economic efficiency in the production
and consumption of goods and services.
d. Civic responsibility, especially in respect to health.
3. Recreation
Reaction is the second of the three areas allied to physical education. We generally think of
recreation as leisure-time activity. Recreation, however, has been defined as fulfilling the earlier
educational goal of the worthy use of leisure. In this view activities are selected by the individual
to serve a constructive nature, and they are not so much time-consuming as time-using. Jenny
refers to them as activities that are physically, mentally, and socially healthful. Jay B. Nash has
referred to recreation as a complement to work and therefore a need of all individuals. The
emphasis of recreation in this sense is the recreation of the person that is, the revitalization of
body and mind that is a result of getting is a broad and rapidly growing field. For example, the
growth of programs across the country has led to an expansion of outdoor education and related
activities. The educational base of recreation also has been need to be educated in how to use
their leisure time, just as other people need to learn how to provide leisure services.
The Aim of Recreation
When recreation is thought of as a complement to work, hence a need for all men, it will assume
the stature it deserves. When it is recognized that our age is witnessing a humane and psychic
disintegration that our age is witnessing a humane and psychic disintegration, possibly more
profound, possibly more profound, possibly mere world-wide than any previous age has known,
and when it is realized that the cause of this can be laid at the door of the materialistic
philosophy of life, then will creative recreation take on significance possibly spiritual
significance. Recreation can and even may become a way of life. In so stating the aim of
recreation as the complement of work, Nash has gone back to the philosophy of the humanists
and the renaissance writers and word re-creation was coined. The term then had a definite
meaning. Man needed to re-create. In so doing he was able to get away from the mundane and
routine chores of life and to develop the new way of life intended for him. If renaissance man
had need for such recreation, how much more so does modern man who tries to exist in a highly
complex and materialistic society. In accomplishing this re-creation, man and the recreation
program must achieve certain objectives.
4. The Objective of Recreation
Recreation and recreation education have need for definite objectives if the aim of recreation is
to be realized. These objectives, if properly conceived and constructed in the light of the aim,
will go a long way in assisting man and society to reach such an aim. There are many objectives
which have to be set forth as stepping stones for recreation to reach its aim. The following might
very well serve as a pattern for such a program:
1. To acquaint man with the need for re-creating
2. To provide the facilities for recreation
3. To train the leaders for recreational activities.
4. To teach man through proper leadership the skills necessary for using his leisure in a worthy
manner.
5. To provide the necessary material needed in recreation programs.
6. To develop good programs of recreations with fine leaderships.
7. To acquaint government at all levels with the need for providing adequately for all phases of
the recreation program (facilities, materials, and leadership).
5. Summary
Through the ages people have aimed to have some form of a program of physical activities. The
aims and objectives of these varied with the needs, interests, and purposes of the times. Fitness
always played a part in the results of all of these programs, but many times it was too closely
related to military fitness. The first people to use physical education for other than a purely
utilitarian reason were the Greeks. Although their philosophy was temporarily lost to the
civilized world after their conquest by the romans, it was revived during the renaissance, and
under the humanists again physical education become more than a utilitarian appendage to the
curriculum. Physical education aims to give our modern society physical fitness in keeping with
the biological needs of the individual and the demands of society. Physical education, through its
many activities, also aims to provide for a wide variety of skills which can be of value in social,
recreative, and cultural life of the people. Physical education still is primarily utilitarian, but
military preparedness is not the primary aim of the program. Through proper planning a program
of physical education is provided for all. The objectives of such a program are set up for all those
associated with the program. The profession has need of a dynamic program of public relations
to interpret the aim and objectives to the public, so that society may not only be aware of what
the physical education profession is trying to do, but be willing to partake of and support the
program as planned.