KIZILDENIZ-Physical Education

Physical Education

What is the specialty of Physical Education:

Physical Education, often abbreviated to Phys Ed. or PE, is a subject taught in schools around the world. Typically taught during primary and secondary education, it encourages psychomotor learning using a play and movement exploration setting to promote health and fitness. It includes soccer, netball, hockey, volleyball, cricket, foursquare, racing and many other kids games. Physical education also teaches nutrition, healthy habits and individuality of needs. Physical education programs vary around the world. When properly taught, P.E. Classrooms can have positive effects on students' health, behavior, and academic performance.

History of Physical Education specialization:

From the late eighteenth century to the middle of the nineteenth century, three countries - Germany, Sweden and England - influenced the early development of physical education in the United States. German immigrants introduced the Turner Societies, which advocated a system of gymnastics training that used heavy equipment (such as a lateral horse and parallel and horizontal bars) in the pursuit of physical fitness. In contrast, the Swedish exercise regimen promoted health by performing a series of described movement patterns using a light device (such as wands and climbing ropes). The English brought sports and games to America with a system that emphasized moral development through participation in physical activities. The influence of these three countries laid the foundation for sport and physical education in America.

The nineteenth century was an important time for the inclusion of physical education in schools across America. Round Hill School, a private school established in 1823 in Northampton, Massachusetts, was the first school to include physical education as an integral part of the curriculum. In 1824, Catherine Beecher, founder of the Hartford Female School, incorporated gymnastic exercises into her school curriculum and "was the first American to design an exercise program for American children" (Lumpkin, p. 202). It also called for the inclusion of daily physical education in public schools. However, physical education was not introduced in public schools until 1855, when Cincinnati, Ohio, became the first school system in the city to offer this type of program to children.

In 1866, California became the first state to pass a law requiring twice-daily rehearsal periods in public schools. Beecher's influence began the American exercise system, and she, along with her contemporaries Dio Lewis, Edward Hitchcock, and Dudley Allen Sargent, was a pioneer in the field of physical education. In the early years of the profession, between 1855 and 1900, there were several debates, referred to as the Battle of Systems, regarding which system (American, Swedish, German, English) could provide the best national physical education program for America.

During the 1890s, traditional education was challenged by John Dewey and colleagues, and their educational reforms expanded the "three elements" to physical education. Also during this time, many regular schools (training schools for physical education teachers) were established. All of these schools offered a strong background in the sciences that included courses in anatomy and physiology, with many early professors holding medical degrees.

In 1893 Thomas Wood stated that “The great thought of physical education is not the education of bodily nature, but the relation of physical training to the completion of education, and hence the effort to make the body contribute fully to the life of the individual.” (National Education Association, p. 621). During the early century In the twentieth, several educational psychologists, including Dewey, Stanley J. Hall, and Edward Thorndike, supported the important role that children's play plays in a child's ability to learn.In line with Wood's work on physical education and the theoretical work of prominent educational psychologists, Physical Education was published New in 1927 by Wood and Rosalind Cassidy, who advocated education through physicality.

This position supported the thesis that physical education contributes to the physical well-being of children, as well as to their social, emotional and intellectual development. However, Charles McCloy argued against this expanded role of physical education, arguing that the education of the body, which emphasized the development of skills and the maintenance of the body, was the primary goal of physical education. Motor skills testing as part of McCloy's contribution to physical education, and his philosophy on testing paralleled the scientific movement in education.

The development of physical education, along with other educational professions, has reflected contemporary changes in society. Throughout the early twentieth century, until the 1950s, there was a steady growth of physical education in public schools. During the early 1920s, many states passed legislation requiring physical education. However, shifts in curriculum focus were evident when wars occurred and when the results of national reports were published. For example, as a result of the bombing of Pearl Harbor and the entry of the United States into World War II, the focus on physical education shifted from games and sports to physical conditioning. Similar shifts in curricula were observed in 1953 when the Krauss-Weber study found that American children were significantly less fit than their European counterparts. As a result of this report, the President's Council on Physical Fitness was created to help combat the declining levels of fitness of America's youth.

The importance of studying the specialty of Physical Education:

Physical Education (PE) develops students' competence and confidence. They are interested in participating in a range of physical activities that become an essential part of their lives, both in and out of school.

A high-quality PE curriculum allows all students to enjoy and succeed in many types of physical activity. They develop a wide range of skills and the ability to use synthetic tactics, strategies, and ideas for successful performance. When they perform, they think about what to do, analyze the situation and make decisions. They also think about their own performance and that of others and find ways to improve it. As a result, they develop the confidence to participate in various physical activities and recognize the value of healthy and active lifestyles. Discovering what they like to do, what their abilities are in school, and how and where they engage in physical activity helps them make informed choices about lifelong physical activity. PE helps students develop personally and socially. They work as individuals, in groups and teams, and develop concepts of equity and personal and social responsibility. They take on various roles and responsibilities, including leadership, coaching and taking charge. Through the range of experiences that PE offers, they learn how to be effective in competitive, creative and challenging situations.

Physical Education courses:

Philosophy and the social and anthropological foundations of physical education and sport.
Anatomy and physiology of human locomotion organs.
Single and dual sports.
Team sports.
Principles of motor control and learning exercise, sports and dance.
Personal, community and environmental health.