The purpose of this study was to derive a philosophical base for determining a Physical Education program design. The approach to the problem was threefold:​

First, to define criteria for the selection of content in Physical Education which would, presumably, contribute to the intellectual growth and skill competence of all students. An examination of the contributions which education hOpes to make to the individual in a rapidly changing environment and an interpretation of Physical Education led to the identification of specific contributions which could be made through Physical Education. These contributions were grouped into four categories:​ purpose—establishing, purpose-achieving, aestheticethical, and emerging self-other behavior. The specific contributions which were identified served as criteria for the selection of content in Physical Education.

Second, to establish criteria for deriving a conceptual base for Physical Education content structure necessitated by the growing emphasis on subject matter structures for intellectual achievement. Three basic criteria were used:​ basic unity, sequential logic, flexibility. As a result five content themes were derived to form the unifying threads which bind together the vertical components and form the scope for all horizontal components in the content structure:​ (1) History of Movement:​ Cultural Heritage, Social Structures, (2) Movement:​ Unity of Pattern;​ Diversity of Type, (3) Changes in Movement:​ Age, Practice, Conditioning, (4) Interrelationships:​ Structure and Function of the Moving Organism, (5) Individual Optimal Movement:​ Regulation, Balance.

Third, to develop a Physical Education program design for kindergarten using this philosophical base for selecting and organizing content and in developing evaluative tools and procedures. The performance base for kindergarten was established through a selective review of research evidence on early development of movement behavior and motor skills.

The philosophical base for a Physical Education program design is not intended as a final statement of authority, nor is it intended as the only philosophical base. Certain considerations, choices, and philosophies of the person or persons making curriculum decisions will make some developments seem of greater worth than others. It is recognized that data derived from all sources must be evaluated by those shaping curriculum.

There are many ways to formulate a philosophical base for a Physical Education program design. Implementation of a philosophical base may take many forms. Procedures used in this study included an attempt to use pertinent research information wherever possible. Careful consideration was given to theories, experiences, and speculations of others. In the final organization, the investigator has sought to bring as much wisdom to bear on the controversial problems as possible.

The ultimate worth of a program design can only be determined by implementing and evaluating it in a Specific situation. This study does not undertake to evaluate the Physical Education program design for kindergarten, nor is it based on a specific group of children in a specific setting.