UNIT III:MANAGEMENT OF PHYSICAL EDUCATION AND SPORTS PROGRAMS

Prepared by: DANIEL R. ANGELES

CHAPTER 1: PHYSICAL EDUCATION OBJECTIVES

CONTENTS
01/ Introduction
02/ What is Physical Education?
03/ Objectives of Physical Education
04/ Conclusions

01/ INTRODUCTION

The concept of physical education is generally understood as organisation of some games, sports or
physical education activities in schools. Most of the students are either left on their own to play the
games, or they are taken to the field where they engage themselves in different sports WITHOUT the
guidance or supervision of teachers.

In some schools, selected students play games like football, badminton, volleyball, Running, basketball,
and so on. Annual sports are organized, but again in such activities only
a few selected students participate.

All these experiences taken together provide a basic understanding of the physical education as a
concept. HOWEVER, when we go into details of the aims, objectives and concepts of physical education,
we learn that they go beyond these traditional beliefs.

02/ WHAT IS PHYSICAL EDUCATION?

As we know, education, particularly school education, aims at the holistic development of children. It
provides students with opportunities to grow and develop as adults to be useful for the society.
According to Central Advisory Board of Physical Education and Recreation, defines Physical education as
an education through physical activities for the development of total personality of the child to its
fullness and perfection in body, mind and spirit. It is important for us to know that one of the most
important requirements for growing into healthy adulthood is the physical growth which supports
cognitive development.

03/ OBJECTIVES OF PHYSICAL EDUCATION

1.PHYSICAL DEVELOPMENT
Engaging in carefully chosen physical education activities leads to improved health and high levels of
fitness. Acquiring physical skills through participation can boost motivation, leading to further
engagement in physical activities and enhancing overall growth and development.
A. Physical Fitness Assessment:
Physical education programs prioritize the assessment of students’ physical fitness levels. This
assessment includes measurements of cardiovascular endurance, muscular strength, flexibility, and body
composition (CDC, 2021)
B. Skill Proficiency
A fundamental objective of physical education is the development of physical skills. This includes not
only basic motor skills like running, jumping, and throwing but also more specialized skills required for
specific sports and activities (Sallis et al., 2012).

C. Psychomotor Development
Physical education aims to enhance psychomotor development, which encompasses both fine and gross
motor skills. Activities such as yoga, dance, and martial arts help students improve fine motor skills,
while activities like running, jumping, and throwing enhance gross motor skills (Sallis et al., 2012).

D. Health Education

PE programs incorporate health education as a core component. Students are taught about the
principles of a healthy lifestyle, including the importance of balanced nutrition, regular exercise, proper
hygiene, and the dangers of unhealthy behaviors such as smoking and substance abuse (CDC, 2021).

E. Health Promotion
The overarching objective of health promotion in PE is to improve overall health and well-being. This
includes reducing the prevalence of lifestyle-related diseases such as obesity, diabetes, and heart disease
(World Health Organization, 2018)

F. Lifelong Physical Activity

Perhaps one of the most critical objectives of physical education is to instill a love for lifelong physical
activity. The objective is for students to develop a lasting commitment to physical fitness and well-being
(CDC, 2021).

2. EMOTIONAL DEVELOPMENT

The informal nature opportunities of physical education activities for self-expression and emotional
offers mastery. Examples of worthwhile emotional traits are:

1. self-confidence
2. self-control
3. self-reliance
4. courage
5. determination

A. Mental Well-being
In addition to physical health, PE objectives extend to mental well-being. Physical activity has been
shown to have a positive impact on mental health by reducing stress and anxiety and promoting a sense
of well-being (AAHPERD, 2013).

3. SOCIAL DEVELOPMENT
Involvement in Physical Education activities provides opportunities for the development of social traits
needed for adjustment to the social life in general. Some worthwhile traits are:

1. Friendliness
2. Cooperation
3. Respect for the rights of others
4. Good sportsmanship
5. Good leadership and followership
6. honesty in group competition

A. Inclusivity and Equity

An important objective in modern physical education is inclusivity and equity. PE programs should be
designed to accommodate students with diverse needs and abilities (CDC, 2021).
B. Cultural Sensitivity

PE objectives also emphasize cultural sensitivity. Students are exposed to a variety of sports and physical
activities from different cultures (AAHPERD, 2013).

C. Gender Equality and Empowerment

Physical education aims to promote gender equality by encouraging both girls and boys to participate in
all activities, challenging traditional gender norms (CDC, 2021).
D. Ethical Behavior

Ethical behavior is a core objective in physical education. Students are taught the importance of fair play,
respect for opponents, adherence to rules, and good sportsmanship (CDC, 2021)

04/ CONCLUSIONS

In conclusion, physical education is a vital component of education that contributes to the overall
development of individuals. Its aims and objectives encompass physical fitness, skill development, health
education, stress reduction, and the promotion of ethical values and social development. By imparting
these essential life skills, physical education equips individuals to lead healthy, active, and fulfilling lives.

REFERENCES

 CDC (CENTERS FOR DISEASE CONTROL AND PREVENTION). (2021). “PHYSICAL EDUCATION
CURRICULUM ANALYSIS TOOL.” RETRIEVED FROM REFERENCES

 SALLIS, J. F., MCKENZIE, T. L., & BEETS, M. W. (2012). “PHYSICAL EDUCATION’S ROLE IN PUBLIC
HEALTH: STEPS FORWARD AND BACKWARD OVER 20 YEARS AND HOPE FOR THE FUTURE.”
RESEARCH QUARTERLY FOR EXERCISE AND SPORT, 83(2), 125-135.
 
AMERICAN ALLIANCE FOR HEALTH, PHYSICAL EDUCATION, RECREATION AND DANCE (AAHPERD).
(2013). “PHYSICAL EDUCATION IS CRITICAL TO EDUCATING THE WHOLE CHILD.”

WORLD HEALTH ORGANIZATION (WHO). (2018). “PHYSICAL ACTIVITY AND YOUNG PEOPLE.”

How to Develop MANAGEMENT Structure

Prepared by: Cecile Beatisula

Developing management structure involves defining the framework around which your organization
operates. By defining how the organization works, you more effectively choose leaders and make
effective decisions. A clearly established structure helps employees resolve disputes and work
together to achieve strategic goals.

A. Outline Your Governance Plan

 Determine what type of governance you need to make decisions. Identify the roles in
your organization. Typically, an initial steering committee writes the management plan,
obtains funding and develops the first proposals. Identify a leader to coordinate, inspire
and support the work.
 Identify a board of directors to coordinate activities, make contacts, network with other
management leaders and clear the way for the organization to meet its objectives. Small
groups tend to require a less formal structure. As the organization grows, the need to
explicitly show the hierarchy in an organizational chart helps everyone understand who
makes decisions. Formal structures tend to help an organization’s members act more
quickly.
B. Establish Rules for Operation
 Establish rules by stating how formal and informal groups operate within the
organization.
 By documenting operating procedures, you can minimize misunderstandings and
confusion, especially if you work in a culturally diverse environment. Groups formed to
resolve a single issue may not need a formal structure but large complex organizations
typically need clear rules and authority.
C. Distribute the Work
 Establish task forces and action committees to carry out activities. These people make
specific changes to policies and practices in order to achieve their goals. Define
conditions when a temporary support committee, or collection of volunteers, respond to
organization's needs. Locate other organizations trying to solve the same problems and
learn from their experiences. As you learn more, share your expertise as well.
D. Allow for Changes Over Time
 Evolve your organizational structure over time. As your organization grows, differentiate
your functions into divisions that allow its members to produce products and services.
 Add divisional leadership to manage the functions necessary to streamline the specific
needs of that particular division. For example, as your organization grows, establishing a
training function for each division ensures that members of each division receive
organizational training and role-specific guidance.
E. Make Communication Easy Among Divisions
 Other divisions typically specialize in product marketing development, marketing and
geographic sales. Avoid communication issues by maintaining a matrix management
strategy in which members become accountable for divisional and functional success.
Reduce communication problems by decentralizing authority. By distributing decision-
making throughout the organization, managers at lower levels make decisions faster and
tend to be more motivated and responsible.

TRANSLATING MANAGEMENT STRUCTURE TO ORGANIZATIONAL

GRAPHIC FORM
Prepared by: Christian Ric Belvar

MANAGEMENT STRUCTURE

Management Structure determines how the roles, power and responsibilities are assigned, controlled,
and coordinated, and how information flows among the different levels of management. A management
structure describes how a school organizes its management hierarchy.

MANAGEMENT COMPONENTS
Management comprises planning, organizing, staffing, leading or directing, controlling, evaluation
communication and decision.

ORGANIZATIONAL GRAPHIC FORM

An organizational chart shows the internal structure of an organization. The employees and positions
are represented by boxes or other shapes, sometimes including photos, contact information, email and
page links, icons and illustrations.

PHYSICAL EDUCATION INSTRUCTIONAL PROGRAMS

Prepared by: April Love Britanico

GUIDELINES FOR PHYSICAL EDUCATION PROGRAMS:

 TEACH SKILLS, STRATEGIES, CONCEPTS, AND BASIC KNOWLEDGE

 ADDRESS FITNESS, MOTOR-SKILL, COGNITIVE, & AFFECTIVE OBJECTIVES

 CHALLENGE, BUILD CONFIDENCE AND CREATIVITY, PROMOTE LIFETIME SKILLS

 BE SCIENTIFIC AND PROGRESSIVE

 PHYSICAL EDUCATION PROGRAMS SHOULD ALSO:

 ESTABLISH PERFORMANCE OBJECTIVES

 BE MORE THAN PHYSICAL ACTIVITY

 USE TEXTBOOKS, HANDOUTS, AND OTHER RESOURCE MATERIALS

 KEEP RECORDS THAT FOLLOW A STUDENT FROM GRADE TO GRADE

 GRADE STUDENT PERFORMANCE

PHYSICAL EDUCATION MANAGEMENT LEVELS

 PRESCHOOL

 ELEMENTARY SCHOOL

 JUNIOR HIGH / MIDDLE SCHOOL

 SECONDARY SCHOOL

 COLLEGE AND UNIVERSITY

GUIDELINES FOR SELECTING INSTRUCTIONAL AIDS

 SELECT AND SCREEN CAREFULLY

 PREPARE MATERIALS PROPERLY

 PLAN INTEGRATION OF MATERIALS INTO THE LESSON

 PRESENT MATERIALS IN PROPER LEARNING ENVIRONMENT

 MATERIALS SHOULD BE VARIED

GUIDELINES FOR SELECTING MATERIALS [CONTINUED]

 SUPPLEMENTAL MATERIALS SHOULD BE REASONABLY LIMITED

 AVOID EXCESSIVE EXPENSES

 MAINTAIN RECORDS / EVALUATIONS ON SUPPLEMENTAL MATERIALS

MANAGEMENT GUIDELINES FOR PHYSICAL EDUCATION IN ALL LEVELS,

ELEMENTARY, SECONDARY AND TERTIARY IN PHILIPPINE SETTING
 Physical education (PE) plays a crucial role in the holistic development of individuals,
contributing to their physical, mental, and social well-being. In the Philippine setting, the
significance of physical education is underscored by the diverse cultural landscape, emphasizing
the importance of nurturing not only physical fitness but also promoting values such as
teamwork, discipline, and sportsmanship.
 In the Philippines, managing physical education across all school levels—elementary, secondary,
and tertiary—requires clear guidelines. These guidelines aim to make sure students in every
stage enjoy a well-rounded and safe PE experience. By keeping things simple, promoting
 inclusivity, and aligning with national goals, we aim to create an environment where physical
education nurtures not just fitness but also the overall development of students.

Elementary Level:
 Curriculum: Physical education is usually integrated into the overall curriculum for elementary
students. It focuses on the development of fundamental movement skills, physical fitness, and
basic sports-related knowledge.
 Class Frequency: Physical education classes are typically scheduled at least once or twice a
week.
 Basic Skills: Students are introduced to basic skills such as running, jumping, throwing, catching,
and basic sports techniques.
 Safety: Emphasize safety guidelines and precautions during physical activities to prevent
injuries.
 Play-based Approach: Utilize a play-based approach to engage students and make physical
education enjoyable.

Secondary Level:
 Curriculum: Physical education is offered as a separate subject in the secondary level. The
curriculum may include a wider range of physical activities, team sports, and fitness concepts.
 Class Frequency: Physical education classes are usually scheduled at least once or twice a week.
 Skill Development: Focus on developing more advanced skills in various sports and physical
activities. Encourage students to participate in different sports to promote a well-rounded
education.
 Fitness Assessment: Conduct fitness assessments periodically to track students' progress and
promote healthy lifestyles.
 Electives: Offer elective courses in specialized areas such as dance, martial arts, or outdoor
education.

 Tertiary Level:
 Curriculum: Physical education programs in tertiary institutions may vary depending on the
specific course and degree. The curriculum focuses on advanced knowledge and skills related to
physical education, sports science, and related fields.
 Course Structure: Offer a combination of theoretical and practical courses related to exercise
physiology, biomechanics, sports psychology, coaching, and sports management.
 Internships and Practicum: Provide opportunities for students to gain practical experience
through internships, practicum, or fieldwork in schools, sports organizations, or fitness centers.
 Research and Innovation: Encourage students to engage in research and innovation in the field
of physical education and sports science.
 Professional Development: Promote the importance of continuous professional development
for physical education teachers and coaches.

ADAPTED PHYSICAL EDUCATION

 Adapted physical education is physical education that has been modified so it is appropriate for
students with disabilities.
 Under the Individuals with Disabilities Education Act (IDEA, 2004), all students with an
Individualized Education Program (IEP) should receive effective physical education services.
 Importance of Adapted Physical Education
 Adapted Physical Education (APE) ensures inclusivity by catering to the unique needs of students
with disabilities.
 It fosters physical health, motor skills development, social inclusion, and psychological well-
being. APE empowers students to engage in physical activities tailored to their abilities,
promoting a sense of belonging and enhancing overall quality of life.

 Principles of Adapted Physical Education

 Individualization: Tailoring activities to meet specific needs
 Inclusion: Integrating students with disabilities into mainstream PE classes
 Differentiation: Adapting instruction and assessment methods
 Collaboration: Working with special education teachers, therapists, and families

 Strategies for Adapted Physical Education

Modification of Equipment: Using specialized or adapted equipment
 Adaptation of Activities: Altering rules or objectives to accommodate different abilities
 Peer Support: Pairing students with disabilities with peer buddies
 Visual Aids: Providing visual cues and demonstrations

 Examples of Adapted Physical Activities

 Wheelchair Basketball
 Seated Volleyball
 Goalball
 Adaptive Yoga
 Swimming with Floatation Devices
OTHER MANAGEMENT MATTERS RELATED TO INSTRUCTIONAL PROGRAM

A.SCHEDULING
Scheduling helps you think about what you want to achieve in a day, week, or month, and it keeps you
on track to accomplish your goals.

•The process of arranging, controlling and optimizing work and workloads in a production process or
manufacturing process

•Determining the date and the venue in which each game of a tournament will be played.

B.DRESS/ UNIFORM
•Comfort

•Quality

•Styles

•Colours & Lettering

•Range

•Design Service

COMFORT

•Your uniform design should be based on the comfort of the players.

•Consider the choice of materials and whether they are breathable, quick-dry, light, and not too
restrictive to ensure maximum comfort and performance.

QUALITY

•Choosing a higher quality fabric will ensure longer lasting wear and savings over the long term.

•Accompanying comfort should be the quality of the materials used. A cheaper option might not
necessarily mean better quality.

STYLE

•From a simple polo shirt to a complete outfit, you will need to consider the styles required for each
team.

•Throughout your sports management career, adopting a conservative style will help you blend in with
the other employees at your organization.

COLOURS AND LETTERING

•The colour will most likely be derived from our school emblem or the logo of the sports team. While
lighter colours are better for playing sports outdoors and in the sun, you might wish to incorporate dark
colour stripes to match the colour of your school.

RANGE

•Dress Conservatively

•Wear Tailored Clothing

•Keep Up with Personal Grooming

•Choose Complementary Accessories

DESIGN SERVICE

Sportswear or activewear is athletic clothing, including footwear, worn for sports activity or physical
exercise. Sport-specific clothing is worn for most sports and physical exercise, for practical, comfort or
safety reasons.

C.TIME ALLOTMENT
•The benefits of time management include greater clarity, greater capability, and greater confidence.

•Good time management helps you achieve bigger goals, reduces procrastination, and increases
productivity.

D. Class Size
Creating optimal learning experiences for diverse learners

Individualized Instruction

Recognize and cater to the unique learning styles, interests, and abilities of each student.

Differentiated Activities

Offer a variety of activities and assignments that allow students to engage with the material in different
ways.

EFFECTIVE SUPERVISION AND SAFETY CONSIDERATIONS

Prioritize the safety of all students by ensuring proper supervision during activities and maintaining a
safe learning environment.

Teacher Workload Management

Provide support for teachers to manage large groups effectively by offering professional development on
classroom management strategies, implementing efficient grading practices, and streamlining
administrative tasks.

Availability of Assistants or Volunteers.

When possible, assign assistants or volunteers to support larger classes, especially in activities that
require one-on-one attention or supervision.

E. Instructional Loading
Number of Classes and Preparation Time

The number of classes taught per week directly impacts a teacher's workload.

Administrative Duties and Extracurricular Responsibilities

Beyond classroom teaching, physical education teachers often have administrative duties such as
equipment maintenance, record-keeping, and coordinating events.

Balancing Workload with Teacher Well-being

Strategies such as time management, boundary setting, and stress reduction techniques can help
mitigate these risks.

Advocating for Support

Physical education teachers may need to advocate for appropriate workload distribution and support
from school administration. This includes advocating for reasonable class sizes, sufficient preparation
time, and recognition of extracurricular responsibilities.

INTRODUCTION

The 1987 Constitution of the Republic of the Philippines (Article XIV)

(Education, Science and Technology, Arts, Culture and Sports)

Section 19.

(1) The State shall promote physical education and encourage sports programs, league competitions, and
amateur sports, including training for international competitions, to foster self-discipline, teamwork, and
excellence for the development of a healthy and alert citizenry.

(2) All educational institutions shall undertake regular sports activities throughout the country in
cooperation with athletic clubs and other sectors.

---------------------------------------------Continuation-------------------------------------------------
G. Roll Call

Key Considerations:

 Ensuring student attendance and safety (tracking participation, identifying potential absences).

 Implementing efficient procedures that don't interfere with instructional time (alternative
methods like electronic attendance systems).

 Addressing tardiness and absences constructively (clear communication, consequences, follow-

up).

 Fostering a positive and welcoming classroom environment.

H. Student Participation and Leadership

Key Considerations:

 Creating inclusive activities that cater to diverse abilities, interests, and learning styles.

 Providing opportunities for all students to participate actively and experience success.

 Fostering a positive and supportive learning environment that promotes intrinsic motivation.

 Encouraging collaboration, teamwork, and leadership opportunities for students.

Inclusive P.E. Approach- Includes students with disabilities in regular physical education classes.
Specifically, teaching strategies, equipment, environments, and assessments have been adapted to meet
the needs of all students.

I. Selected Management Problems

Key Considerations:

 Addressing disciplinary issues fairly and consistently (clear expectations, consequences, positive
reinforcement).
  Handling injuries and emergencies calmly and effectively (preparedness, first-aid training,
emergency protocols).

 Mediating conflicts and promoting respectful interactions (clear communication, problem-

solving skills).

 Managing equipment and facilities effectively (inventory, maintenance, safety protocols).

J. Criteria for Evaluating Physical Education & Instructional Program

Key Considerations:

 Alignment with national standards and program goals (e.g., NASPE Standards).

 Effectiveness of teaching practices and use of instructional strategies (differentiation,

assessment, feedback).

 Assessment tools and methods aligned with learning objectives (authentic assessment, student
progress monitoring).

 Student learning outcomes, engagement, and enjoyment of physical activity.

 Teacher self-reflection and improvement (professional development, goal setting).

Additional Inputs:

 NASPE-US

These national standards offer a clear scope and sequence for how students can gain knowledge of
physical fitness and gain the confidence and skills necessary for student’s learning.

 In the Philippines

-Constitution: Article XIV Section 19 of the 1987 Constitution of the Philippines

-DepEd Orders:

DepEd Order No. 35, s. 2016

(K to 12 Enhanced Physical Education and Health Curriculum Guide): This document outlines the learning
competencies, content, and assessment strategies for PE from Kindergarten to Grade 12 within the K to
12 Curriculum. It serves as a guide for teachers in planning and delivering PE lessons.

DepEd Order No. 8, s. 2013 (DepEd Child Protection Policy)

-CHED Memorandum Order No. 39, s. 2021 (Policies, Standards and Guidelines on the Implementation of
Tertiary Physical Education: Physical Activity Towards Health and Fitness (PATHFIT) Courses): This
memorandum specifies the curriculum and implementation guidelines for physical education courses in
higher education institutions, emphasizing health and fitness promotion through physical activity.

Summary:

Managing a PE and sports program involves creating clear expectations, fostering a safe and inclusive
environment, and utilizing data-driven strategies to ensure positive learning experiences and optimal
athletic performance. This includes elements like setting standards, promoting teamwork, managing
equipment, organizing events, and collaborating with stakeholders for continuous improvement.

References:

 https://sportengland-production-files.s3.eu-west-2.amazonaws.com/s3fs-public/2021-02/
Inclusive%20PE%20-%20top%20tips%20for%20engaging%20SEND%20students.pdf?
VersionId=OAc6IiyGJk7_VSaafTxNLOn84X7Oppm6

 https://www.teachermagazine.com/au_en/articles/strategies-to-promote-inclusion-in-health-
and-physical-education-and-beyond

 https://www.cdc.gov/healthyschools/physicalactivity/inclusion_pepa.htm#:~:text=Inclusive
%20physical%20education%20and%20physical,the%20needs%20of%20all%20students.

 https://gemini.google.com/app/a22af2f0435f29a9