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In this image we can see the Discobolus, a statue that represents the Olympic hero with all his physical characteristics.

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Greece (8th century BC - 4th century BC)

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Greece (8th century BC - 4th century BC)

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Physical education was considered a fundamental aspect of the integral formation of the individual and was closely linked to Greek culture and philosophy.

In Greek society, the cult of the body and physical activity were valued as a way to achieve beauty and perfection. The Greek ideal of kalokagathía, which united physical beauty with moral virtue, was expressed through the practice of sports and physical activities such as wrestling, jumping, running, boxing, discus throwing, and gymnastics.

Physical education in Greece was closely linked to moral and spiritual education. The training of young people was carried out in schools, known as gymnasiums, where sports, literary and philosophical classes were taught. Physical education was considered a preparation for war, but also as a way to promote values such as discipline, self-improvement and fair competition.

The Greek ideal of physical education is reflected in the figure of the Olympic athlete, who, in addition to being in excellent physical shape, had to show ethical conduct and behavior worthy of a champion.

In conclusion, physical education in ancient Greece had a great importance in the integral formation of the individual. The practice of physical activities was closely linked to Greek culture and philosophy, and was considered a preparation for war, as well as a way to promote ethical and moral values. The Greek ideal of the kalokagathía, which united physical beauty with moral virtue, was reflected in the figure of the Olympian and remains a role model today.

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In this image we can see a representation of chariot races, one of the "ludi" that was celebrated during certain Roman religious festivals.

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During this period there was an interest in both medical gymnastics and professional sports for specialists or gladiators. Physical education in Rome focused mainly on training soldiers and preparing for war. The practice of physical activities such as wrestling, running and horseback riding was an essential part of military training and was carried out on campus, public sports spaces where physical activities were carried out.

However, physical education was also considered important for the health and well-being of the general population. The Romans were known for their love of thermal baths and the practice of sports and leisure activities, such as swimming and hunting.

In the educational field, physical education was taught in schools, known as "ludus", where sports education was combined with literary and moral education. Physical education was considered a way to promote values such as discipline, self-control and self-improvement, as well as to promote health and physical well-being.

In conclusion, physical education in ancient Rome was primarily focused on military training and preparation for war, but it was also considered important for the health and well-being of the general population. The practice of physical activities was carried out on campus and physical education was taught in schools, where sports education was combined with literary and moral education. The figure of the gladiator was highly valued in Roman society as an example of strength, skill and courage.

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In this image we can see a representation of two knights, who were the only ones who received bodily and physical training.

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The medieval world (5th century - 15th century)

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The medieval world (5th century - 15th century)

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During this period, physical education was influenced by religion and war, as well as by the culture and customs of the time.

In the religious field, the Catholic Church played an important role in physical education by promoting the practice of physical activity as a way of strengthening the body and mind to fight against evil. On the other hand, physical education was also considered important for the preparation of knights and soldiers for war.

The culture and customs of the time also had an impact on medieval physical education. In feudal society, physical strength and skill in hunting and fighting activities were valued, which were considered signs of nobility and social status. The practice of sports and physical activities was carried out in tournaments and competitions, such as jousting and cockfighting.

As for physical education in schools, it was mainly taught in monasteries and focused on the religious and moral formation of young people, although some sports such as horse riding and fencing were also included. Physical education was considered an integral part of the formation of young people and was closely linked to moral and spiritual education.

In conclusion, during the Middle Ages physical education was influenced by religion and war, as well as by the culture and customs of the time. The Catholic Church promoted the practice of physical activity as a way to strengthen the body and mind to fight against evil, while the practice of sports and physical activities was valued as a sign of nobility and social status. Physical education was mainly taught in monasteries and focused on the religious and moral formation of young people, although some sports practices were also included.

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Girolamo Mercuriale: he defended the regular practice of physical activity and the need to train and strengthen the body to improve health and prevent disease.

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The Renaissance (15th century - 17th century)

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The Renaissance (15th century - 17th century)

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The Renaissance was a period of history that developed in Europe from the late fourteenth century to the mid-seventeenth century, characterized by a revival of interest in art, literature, science, and philosophy. During this period, physical education underwent a significant change, and began to be considered as an important part of comprehensive education.

In the Renaissance, a revision of classical Greco-Roman culture occurred, and this had an impact on physical education. Physical activity was revalued and it began to be considered that physical education should be part of comprehensive education. Humanists, such as Erasmus of Rotterdam, highlighted the importance of physical activity in the integral formation of people.

In this period, physical education focused on the development of physical skills and abilities, as well as the improvement of health and well-being. In addition, new techniques and methods of training and teaching physical education began to be developed. One of the most popular methods of the time was the "trivium", which consisted of teaching grammar, rhetoric and logic, and the "quadrivium", which included arithmetic, geometry, astronomy and music.

Another of the great figures of physical education of the Renaissance was Girolamo Mercuriale, who wrote a work on physical education entitled "De Arte Gymnastica". In it, he defended the regular practice of physical activity and the need to train and strengthen the body to improve health and prevent disease.

In conclusion, during the Renaissance physical education underwent a significant change and began to be considered as an important part of comprehensive education. It focused on developing skills and physical abilities, as well as improving health and well-being. In addition, new methods of training and teaching physical education were developed. Humanists, such as Erasmus of Rotterdam, highlighted the importance of physical activity in the integral formation of people. Girolamo Mercuriale, was one of the great figures of physical education of the Renaissance.

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Jean-Jacques Rousseau: a philosopher of the Enlightenment whose thought contributed to the establishment of physical education as a subject.

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The Enlightenment (17th century - 18th century)

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The Enlightenment (17th century - 18th century)

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The Enlightenment, also known as the Age of Reason, was an intellectual and cultural movement that developed in Europe during the 17th and 18th centuries. During this period, physical education played an important role in the formation of youth, and was considered essential for the integral education of the person.

One of the great defenders of physical education in the Enlightenment was Johann Christoph Friedrich GutsMuths, who wrote a work entitled "Gymnastik für die Jugend" (Gymnastics for youth), where he defended the need for systematic and appropriate physical education for children. and young. GutsMuths proposed an exercise program that included jumping, running, throwing, and weight lifting, among others.

Another of the Enlightenment thinkers who highlighted the importance of physical education was Johann Heinrich Pestalozzi, who defended the idea that physical education should be at the same level as intellectual and moral education. Pestalozzi believed that the body and mind were closely related, and that physical activity could help improve people's intellectual and moral development.

In this period, new physical education teaching methods were also developed, such as the Swedish method, created by Pehr Henrik Ling. This method was based on the use of exercises and techniques that were adapted to each person's individual needs and abilities, and focused on the balanced development of body and mind.

In summary, physical education played a fundamental role in the Enlightenment, and was considered essential for the integral education of the person. GutsMuths and Pestalozzi were some of the great advocates of physical education in this period, and new teaching methods were developed, such as the Swedish method, which focused on the balanced development of body and mind.

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Per Henrik Ling: he developed a system of physical exercises focused on improving health and physical condition known as the "Swedish method".

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Contemporary physical education (19th century)

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Contemporary physical education (19th century)

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The 19th century, after the triumph of the bourgeois revolutions and the rise of the bourgeoisie, brought new values, ideologies and ways of life. From this moment on, the new ideological movement that prevails is what we know as Romanticism.

Different currents of thought about physical education arose in this period, ranging from the promotion of physical activity to improve health, to the idea that physical education was essential for the development of morality and discipline.

One of the main exponents of physical education in this period was Friedrich Ludwig Jahn, who proposed a method of physical training based on gymnastics. Jahn believed that gymnastics was essential for the training of youth, and he founded the "Turnplatz", a kind of physical training park that became the center of physical activity in Germany.

Another of the great defenders of physical education in the 19th century was Per Henrik Ling, who developed a system of physical exercises known as the "Swedish method." This method focused on improving health and physical condition, and was based on exercises and techniques that were adapted to each person's individual needs and abilities.

In this period, different organizations and associations dedicated to the promotion of physical education also emerged, such as the German Gymnastics Association and the International Association of Physical Education.

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In this image we can see two key figures in this context: Johann Christoph Friedrich Guts Muths and Friedrich Ludwig Jahn.

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The German school: Guts Muths and Jahn (19th century)

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The German school: Guts Muths and Jahn (19th century)

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This was an important period in the history of physical education that took place in Germany during the 19th century. During this time, a revolution occurred in the way physical education was understood, moving from a utilitarian view focused on war preparation to a broader view that considered the importance of physical activity for health and general well-being of people.

In this context, two key figures stand out: Johann Christoph Friedrich Guts Muths and Friedrich Ludwig Jahn. Guts Muths was one of the first defenders of physical education as a means to improve people's health and quality of life, and his work "Gymnastics for the Youth" became a reference in the matter. On his part, Jahn was a political activist and patriot who used physical education as a way to foster national pride and unity among Germans.

Both authors promoted the practice of physical exercises in gyms specially designed for this purpose, known as turnplatz, and believed that physical education should be part of the school curriculum to ensure comprehensive training of students. They also defended the importance of nature in physical education, encouraging the practice of outdoor activities and contact with nature.

In conclusion, the German school of Guts Muths and Jahn represented an important advance in the conception of physical education, considering it not only as a means for military preparation, but also as an essential aspect for the health and general well-being of the people. His ideas and methods influenced physical education in many European and American countries, and his legacy is still relevant today.

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Niels Bukh: He developed a system of physical training known as the "Bukh method".

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The Nordic school of physical education arose in the mid-19th century in Denmark, Sweden, and Norway, and focused on promoting physical activity as a means of improving people's health and well-being.

One of the main exponents of this current was the Danish Niels Bukh, who developed a system of physical training known as the "Bukh method". This method was based on carrying out exercises that imitated the natural movements of the human body, such as walking, running, jumping and climbing. Additionally, Bukh incorporated breathing and relaxation exercises into his method, making it a holistic approach to improving health and well-being.

Another important representative of the Nordic school was the Swede Pehr Henrik Ling, who had previously developed the "Swedish method" in the 19th century. Ling's method focused on the use of gymnastics to improve health and fitness, and also incorporated breathing and relaxation exercises.

The Nordic school was characterized by its focus on the importance of physical activity for health and well-being, and by its emphasis on performing exercises that mimicked the natural movements of the body. In addition, the Nordic school also focused on training physical education instructors and creating training programs for different age groups and abilities.

In general, the Nordic school of physical education had a great impact in promoting physical activity as a means to improve people's health and well-being. The methods and approaches developed by Bukh and Ling are still used today in physical education and sports training throughout the world.

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François Delsarte: he developed a system of physical training based on the theory of movement and body expression.

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The French school (19th and 20th centuries)

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The French school (19th and 20th centuries)

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The French school of physical education arose at the end of the 18th century and the beginning of the 19th century, and had a great influence on physical education and sport throughout the world. This current focused on the promotion of physical activity and sport as a means to improve health, morale and education in general.

One of the main exponents of the French school was François Delsarte, who developed a system of physical training based on the theory of movement and body expression. This system focused on performing exercises that developed strength, flexibility, coordination, and body language. In addition, Delsarte also emphasized the importance of breathing and relaxation in physical training.

Another important representative of the French school was Georges Demenÿ, who developed a method of measuring human movement called "chronophotography". This method made it possible to study human movement in detail and improve technique in different sports and physical activities.

In addition, the French school was also characterized by the creation of numerous sports organizations and the promotion of sports such as gymnastics, fencing and swimming. Physical education was also promoted in schools and training programs for high-level athletes and sportsmen were established.

In general, the French school had a great impact on physical education and sport worldwide. His methods and approaches have been used in the training of physical education instructors and in the creation of sports programs throughout the world. Furthermore, many modern sports, such as rhythmic gymnastics and synchronized swimming, have their roots in the French school of physical education.

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Thomas Arnold: an educator who believed that physical activity and sport were essential in the education of young people.

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The English school (19th and 20th centuries)

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The English school (19th and 20th centuries)

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The English school of physical education developed in the late 18th and early 19th centuries in Great Britain and had a major influence on physical education and sport throughout the world. This current focused on the promotion of sport and physical activity as a way to improve health and education in general.

One of the main exponents of the English school was Thomas Arnold, who was director of the Rugby school in England and promoted physical education and sports at his school. Arnold believed that physical activity and sports were fundamental to the education of young people, as they helped them develop skills such as discipline, self-confidence, and the ability to work in a team.

The English school was also characterized by the creation of numerous sports such as football, rugby and cricket, which became an important part of British sports culture and spread to other countries. In addition, training programs and sports competitions were established in British schools and universities, and sports organizations such as the English Football Association and the British Olympic Committee were formed.

Another important representative of the English school was Archibald Maclaren, who developed a system of physical training based on the idea that physical education should be an integral part of general education. Maclaren emphasized the importance of health and hygiene in physical training, and believed that physical activity should be enjoyable and motivating for students.

In general, the English school had a great impact on physical education and sport worldwide. His methods and approaches were used in the training of physical education instructors and in the creation of sports programs throughout the world. Also, many modern sports, such as football and rugby, have their roots in the English school of physical education.

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Establishment of the International Olympic Committee (IOC).

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From schools to movements originating from them (20th and 21st centuries)

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From schools to movements originating from them (20th and 21st centuries)

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The development of physical education has been marked by different currents and approaches, many of which arose from the physical education schools established in the 19th and 20th centuries.

At the end of the 19th century and the beginning of the 20th century, different movements arose that were inspired by physical education schools and focused on the promotion of physical activity and sport. One of the first was the Turner movement, which emerged in Germany and promoted physical activity as a way to improve people's health and well-being.

In the UK, movements such as the Salvation Army emerged, using physical activity and sport as a tool to help people overcome poverty and social marginalization. Sports organizations such as the English Football Association and the British Olympic Committee also arose, promoting sports practice and competition in different disciplines.

Similar movements emerged in other countries, such as the Sokol movement in the Czech Republic and the Swedish and Danish gymnastics movements, which focused on promoting physical activity as a way to improve people's health and education.

During the 20th century, different currents and approaches in physical education emerged, including adapted physical education for people with disabilities, school physical education and community physical education. Different sports organizations were also created worldwide, such as the International Federation of Association Football (FIFA) and the International Olympic Committee (IOC), which promoted sports practice and competition throughout the world.

In short, the physical education schools established in the 19th and 20th centuries laid the foundations for different movements and currents that focused on the promotion of physical activity and sport as a way to improve people's health and education. These movements and currents have had a significant impact on physical education and sport worldwide.

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One of the most prominent current trends in physical education is the focus on the development of motor skills and the improvement of physical performance in students. Physical education programs now focus on teaching specific skills, such as coordination, flexibility, strength, and endurance, as well as using advanced technologies to measure student performance and progress.

Another important trend is the focus on promoting the health and well-being of students. Physical education programs are increasingly focused on teaching students the importance of leading a healthy, active lifestyle, including proper nutrition and regular physical activity. In addition, inclusion and diversity in physical education are encouraged so that all students can participate and benefit from classes.

There is also a growing awareness of the importance of physical education in students' cognitive and social development. Physical education programs now focus on developing social and emotional skills, such as collaboration and conflict resolution, as well as improving students' attention span, memory, and learning ability.

Finally, current trends in physical education also include increased attention to inclusive education and accessibility. Physical education programs seek to be more inclusive of students with disabilities and attempt to provide additional resources and support to ensure that all students can fully participate in physical education classes.

In conclusion, current trends in physical education reflect a broader focus on teaching motor skills, promoting health and wellness, cognitive and social development, and inclusion and accessibility for all students. These trends are constantly evolving and adapt to the changing needs of society.