Physical education is a compilation of human activities that benefit the physical development and physical growth of people, for strengthening of their health and improving intellectual, mental, willing, aesthetic, moral and working qualities and capabilities. Physical culture is connected with labour, military exercises and way of life.

Historically, the modern physical culture originates in the beginning of the primitive society in its primary phase of development, known in historic science as ''humanity childhood''. Its beginning dates back to the Early Paleolithic from 200 000 up to 100 000 BC.

The physical culture is a consequence of the co-existence of collective and subjective factors. The objective ones include the type and the level of economic activity-mainly hunting, and the subjective-human mind.

In the first place, the origin of physical education is connected with the necessity the primitive person to be in good fitness to make his living. He had to be strong, dextrous, tough, etc. Doing this the man got experienced in obtaining habits and skills that had decisive importance for his existence in those extremely hard living conditions.

In the second place, the origin of the physical culture concerned the social necessity the gained experience in making and using the manufacturing tools to be passed from generation to another. Concerning this, physical exercises used for passing one's experience were really effective.

Thus, gradually, motive activities were separated from the real work and turned into physical exercises for hunting carried out independently from the working process.  Animal sculptures were used as targets during the shooting exercises. The man had realized the necessity of preliminary training himself to improve the outcomes of his everyday activities. Training exercises got more and more separated from their primary labour background. Thus natural hunting and warfare running turned into contest one. For example, hunting spear throw became javelin-throw. Physical exercises stopped serving just the social manufacture but prepared the man for it, improved his abilities and habits. Devices for practicing such exercises appeared too.

In the forth place the origin of the human physical culture is connected with man's biological need to be fit. Inheriting historical experience, including also physical culture, was done through people communication due to different ways.

Naturally, every nation in primitive society developed a primary playing activity - game. By the decay of this society and the transition to the class slave-holding social system the sport emerged, and later on-the sport festival.

During the time of the primitive before-tribal society the game was natural-imitative. It corresponded to the man development just finished biologically, to his elementary object mental activity, lack of any kind of religion, primitive social relations, temporary communications and stone tools. The game was a natural copy mainly of hunting (as the earliest form of economic activity of the primitive human being). It imitatively represented a whole series of physical exercises and actions. At that stage, the game wasn't separated entirely from the series labour process and repeated it. There were no devices purposely made for the game and tools were used instead.

In the period of transition from before-tribal to tribal primitive society-around 100 000 up to 40 000 BC the game had an imitative-symbolic character. It was possible after the already established comparatively permanent social relations, the emergence of the tribal community, improvement of stone tools, speech development, abstract mind and religion appearance. Physical movements were not precise copies of the implemented activity anymore. Mechanic motions grew up into fitness exercises with motive and social meaning.

By the establishment of patriarchate alterations in the games development emerged too as a consequence of tools improvement, mental skills and consciousness development of the primitive people. An incentive to these changes was the demand required by the primitive tribal community every young person to be fit and to improve his tenacity. It stimulated the improvement of the physical culture-of its means, forms and methods.

At that level, education developed as an independent complex of means and the physical culture began to be applied. Games had become more and more distinguished and purposeful. Wrestling, archery, throwing (boomerang, short javelin, stone), jogging and other kinds of sport emerged with agricultural, military and cult use. They were available for everyone from the community. On different occasions, timely, there were organized collective trials and rites (initiations) by the tribes and the families during which varied games were played too. First tools and devices for physical education appeared. Instead of crooks and spears special sticks and even leather balls were made up.

First, it emerged among the nations from the Near East, Asia Minor and Aegean and Mediterranean seacoasts and gradually spread over the whole world.

By the improvement of hunting and war weapons and tools during the Bronze Age the sport developed further and primitive sports were established-jogging, jumping, throwing, climbing, wrestling, boxing, fencing, horse-riding, chariot racing and others about which Homer was to write in details later on. For the first time prime tribal institutions (so called initiations) for physical education appeared and military and physical educational system was established. Occasionally, contests were organized.

Testimonies about the organized sport games come from Ancient Greece-so called Olympic games. Their beginning is connected with the myths-it is believed that the first games were organized by Tantal's son-Pelops. Next, they were organized around 1250 BC and ordered by Atreius.

The Olympic games were carried in the honour of Zeus Olympic in the town of Olympia (Elida Province in Peloponnese). They started in the phase of full moon closest to the summer solstice, which means that people were familiar with astronomy to be able to calculate the game dates. The games were organized in every four years in July and August. During the Classic Epoch their duration was seven days.

The issue about the beginning of role games is closely connected with the type of education of the youth in the primitive societies.

There were lots of various games played by children in diferent socio-historical, geographic and living condintions.

Game can be considered as an act of psychological necessity for children to be someone else and to play a role. It is also considered as an act of fantasy or imagination and the children's surrounding reality and way of living played an important role in the role games' plot.

It's impossible to mark the historical moment of role game's origin. It is different for the different nations and depends on their living conditions and the stage of their social development.

In the history of mankind labour is older than game. At the prime stages of human development, when manufacture was at its beginning and it wasn't able to make a good living for children, and the tools were so primitive that allowed children to be involved in their parents work directly, without being preliminary trained, there were no purposely exercises for training with the tools and no role games. Children entered into the adults' everyday life immediately, by participating in the process of providing for their families.

By the society development to higher stages, children became to be involved in the working process through special preparation under the form of training how to use the simplest tools. This training began in their early age and was implemented with small models of tools. Special exercises in using the tools were developed too. Adults showed children how to use them and observed the process of learning. After the preliminary preparation, which varied according to the difficulties of using the tools, the children became a part of the producing process of their parents. Quite conditionally, these training exercises can be called games.

The further production development, the tools' complication, the establishment of domestic crafts and on this ground the development of more complicated labour separation and new producing relations made the children involvement in production much more difficult. The small models of tools training became useless and the training process was delayed to an older age. Childhood was made longer. Children came across a situation in which they were not able to learn themselves in using the tools either because of their difficulties, either because of the fact that the labour separation emergence brought to an opportunity for making a future choice. A period appeared in which children were themselves and even established children groups being able not to participate in providing for their living directly. Namely, game began to dominate among these groups.

At this stage of human development two changes appeared in the character of education and in the process of child growing as a member of the society. The first one is that some specifics necessary for the children to get familiar with the tools and how to use them were established and the society purposely made objects to develop the respective skills. These were either simplified and out-of-use small tools, which at the previous stage of the development had been used for real trainings, or special objects worked out by the adults for the children. Training with these objects, which could be called toys, was to begin in earlier age. Of course, parents showed children how to play with these toys. The second change was connected with the appearance of a symbolic toy. With its help children were able to represent those spheres of life and manufacture which they hadn't been involved in yet but aimed at achieving. The game children played was under the influence of the will dominating in them-to grow up and to copy what the adults did.

Probably, the filed knucklebones were used for a kind of hazard game. They are known from the whole territory of Bulgaria. In the necropolis of Varna dated in the end of the Chalcolithic an extremely precise model of astragalus made of gold was found. And its sides were very well polished and modified for game. Obviously, during the Stone-Copper Age the game with bones was very popular. It was highly spread during the next epochs. It can be determined as a prototype of the modern dices, which is observed and with the names of the last-''bones''.

The further prehistoric society developed and improved the way they lived, the further complicated and refined their leisure game became. Today, one of the oldest board games that have testimonies about is the game known as ''senet'' originating in the Ancient Egypt. The most ancient record about it are the murals in the tomb of Hesy-re-an overseer of king writers during the time of pharaoh Djoser. The tomb date back about 2686 BC. Boards resembling senet were also found in graves in Abidos and Saqqara that belong to the Pre-dynasty and the First dynasty periods dating about 3500-3100 BC.

A game similar to ''senet'' was spread in the Ancient Sumer. During examination of a king tomb in Ur, one of the main cities in Sumer, four game boards and several game pieces were found. The tomb dates about 2500 BC. The Sumer board has 20 cells drawn and was played with 20 pieces-10 light and 10 dark coloured.