The document discusses the legal basis, teaching, and curriculum of physical education (PE) and health in the Philippines. It outlines the constitutional provisions that mandate the prioritization of education, science, sports, and health. It then describes the curriculum philosophy, learning outcomes, standards, and strands of the K-12 PE curriculum, which focuses on developing health-related fitness. Key aspects of teaching PE include activity-based and developmentally appropriate approaches. The document also discusses the conceptual framework, standards, and scope of the health curriculum, which aims to promote lifelong wellness.

1. The Teaching of
Physical Education and
Health
Chapter 13
GROUP 4

2. THE LEGAL BASIS OF THE TEACHING
OF PE AND HEALTH
• It is declared policy of the state to give “give priority
to education, science and technology, arts, culture,
and sports to foster patriotism and nationalism,
accelerate social progress, and promote total human
liberation and development” (Article II, Section 17)

3. •The state recognizes the vital role of the youth in
nation-building and shall promote and protect
their physical, moral, spiritual, intellectual, and
social well-being (Sec.13)
•The state shall protect and promote the right to
health of the people and instill health
consciousness among them (Sec.15)

4. • The state shall protect and advance the right of the people to
a balanced and healthful ecology in accord with the rhythm
and harmony of nature (Sec. 16)
• The state shall give priority to education, science and
technology, arts, culture, and sports to foster patriotism and
nationalism, accelerate social progress, and promote total
human liberation and development (Sec. 17)

5. TEACHING PHYSICAL
EDUCATION•The Curricular Philosophy of the K to 12 PE
Curriculum
Fitness and movement education content is the core
of the K to 12 PE Curriculum.

6. • It includes value, knowledge, skills and experiences in
physical activity participation in order to (1)Achieve
and maintain health-related fitness (HRF) as well as (2)
optimize health.
• In particular, it hopes to instill an understanding of why
HRF is important so that the learner can translate HRF
knowledge into action.

7. LEARNING
OUTCOMES• The K to 12 PE Curriculum develops the student’s skills
in accessing, synthesizing and evaluating information,
making informed decisions, enhancing and advocating
the skills underpin the competence, confidence and
commitment required of all students to live an active life
for fitness and health.

8. THE K TO 12 PE CURRICULUM PRIORITIZES
THE FOLLOWING STANDARDS:
1. HABITUAL PHYSICAL ACTIVITY PARTICIPATION
to achieve and maintain health-enhancing levels
of fitness.
2. COMPETENCE IN MOVEMENT AND MOTOR
SKILLS requisite to various physical activity
performances.

9. 3. VALUING PHYSICAL ACTIVITIES for enjoyment,
challenge, social interaction and career
opportunities.
4. UNDERSTANDING VARIOUS MOVEMENT
CONCEPTS, PRINCIPLES, STRATEGIES, and
TACTICS as they apply to the learning of
physical activity.

10. LEARNING STRANDS
1. Body management which includes body
awareness, space awareness, qualities and
relationships of movements and how these are
used dynamically in various physical activities.

11. 2. Movement skills related to the fundamental movement
patterns and motor skills that form the basis of all physical
activities.
3. Games and sports consisting of simple, lead-up and
indigenous games; as well as individual, dual and team
sports in competitive and recreational settings.

12. 4. Rhythm and dances include rhythmical movement
patterns; the promotion and appreciation of Philippine
folk dance, indigenous and traditional dances as well as
other dance forms.
5. Physical fitness includes assessment through fitness
tests and records, interpreting, planning and
implementing appropriate programs that support fitness
and health goals.

13. • The acquisition of physical literacy serves as the foundation
for lifelong physical activity participation which is critical to
maintaining and promoting health. Thus, the health strand
in the SHS is seamlessly integrated in the PE curriculum. The
strand optimizes the learner’s potential health and well-
being and contributes to building healthy, active
communities. Thus, the course title, Health-Optimizing PE or
H. O. P. E.

14. Standards for Teaching
PE• Learning Area Standard for PE: The learner
demonstrates understanding of the concept of
physical fitness and physical activity in achieving ,
sustaining and promoting an active life for fitness.

15. Key Stage Standards
•K-3
The learner demonstrates understanding of
movement concepts and skills in preparation
for active participation in various physical
activities.

16. •4-6
The learner demonstrates understanding of
principles in movement and fitness for
active participation in various physical
activities.

17. •7-10
The learner demonstrates
understanding in integrating physical
activity behaviors in achieving an
active lifestyle.

18. GRADE LEVEL
STANDARDS• Grades 1- 3
The learner demonstrates understanding of body
awareness, space awareness, qualities of effort
and movement relationships through
participation in enjoyable physical activities.

19. • Grades 4-6
The learner demonstrates understanding of the
importance of physical activity and physical fitness
through participation in and assessment of physical
activities.
• Grade 7
The learner demonstrates understanding of personal
fitness in achieving an active lifestyle.

20. • Grade 8
The learner demonstrates understanding of family and school fitness
in sustaining an active lifestyle.
• Grade 9
The learner demonstrates understanding of community fitness in
sustaining and promoting an active lifestyle.
• Grade 10
The learner demonstrates understanding of societal fitness in
promoting an active lifestyle.

21. Physical Literacy or Physical
Fitness?•There are different terms that are used in the
Conceptual Framework for PE. In the diagram, we
see “physical literacy” which is exemplified by a
graduate who lives an active life for fitness and
lifelong health. In the write up of the framework, the
term is health-related fitness.

22. Physical and Heath Education, Canada defines physical
literacy as:
• Individuals who are physically literate, move with
competence and confidence in a wide variety of
physical activities in multiple environments that
benefit the healthy development of the whole
person.

23. • Physically literate individuals consistently develop the
motivation and ability to understand, communicate,
apply and analyze different forms of movement.
•They are able to demonstrate a variety of movements
confidently, competently, creatively, and strategically
across a wide range of health-related physical
activities.

24. •These skills enable individuals to make
healthy, active choices that are both
beneficial to and respectful of their
whole self, others and their
environment.

25. The fundamental and significant
aspects of physical literacy are:
• Everyone can be physically literate as it is
appropriate to each individual’s endowment
• Everyone’s physical literacy journey is unique
• Physical literacy is relevant and valuable at all stages
and ages of life

26. • The concept embraces much more than physical
competence
• At the heart of the concept is the motivation and
commitment to be active
• The disposition is evidenced by a love of being active,
born out of the pleasure and satisfaction individuals
experience in participation

27. •A physically literate individual who values and takes
responsibility for maintaining purposeful physical
pursuits throughout the lifecourse
• Charting of progress of an individual’s personal journey
must be judged against previous achievements and not
against any form of national benchmarks

28. Five Components of Health-
Related Fitness•Physical fitness is defined as “a set of
attributes that people have or achieve that
relates to the ability to perform physical
activity.” (USDHHS, 1996)

29. •Cardiorespiratory endurance
•Muscular strength
•Muscular endurance
•Body composition
•flexibility

30. Principles of Teaching PE,
Approaches, Methods• The conceptual framework for PE cites five (5) teaching approaches
namely;
1. Activity-based
2. Developmentally appropriate
3. Standards-based
4. Integrated
5. Inclusive for the teaching of PE

31. • PE is a movement or physical skill-dominated subject.
It is unthinkable to have a PE class without the
students actively involved in the learning process. It
makes use of developmentally appropriate
approach in the sense that PE teachers teach the
movement or skills that are appropriate to the
students’ developmental stages.

32. •PE teaching is also standards-based
•The teaching of PE is also integrated
•The teaching of PE is inclusive.

33. Types of Practice
1. Fixed Practice
these are sometimes known as drills and involves repeatedly
practicing a whole skill in order to strengthen the motor
programme.
2. Massed Practice
this is a continuous form of practice which is best for simple
skills.

34. 3. Variable Practice
this is used best for open skills and involves
repeating a skill in varying situations.
4. Distributed Practice
Attempts at the skill are divided up with intervals in
between to allow for rest and mental rehearsal

35. Methods of Practice
• Whole Method
The skill is first demonstrated and then practiced as a whole,
from start to finish.
• Part Method
The parts of the skill are practiced in isolation which is useful for
complicated and serial skills and is good for maintaining
motivation and focusing on specific elements of the skill.

36. • Whole-part-whole Method
The whole skill is first demonstrated and practiced before being
broken down into the constituent parts to practice the
individual elements and improve on these, before putting the
whole skill back together.
• Progressive Part Method
This is sometimes also known as the chaining method, as the
parts of a skill are practiced individually, in order, before being
linked together and expanded.

37. Teaching Health
•Lifestyle diseases characterize those diseases
whose occurrence is primarily based on the
daily habits of people and are a result of an
inappropriate relationship of people with their
people with their environment.

38. Conceptual Framework
• The Kindergarten to Grade 12 (“K to 12”)
Health Curriculum aims to assist the Filipino
learner in attaining, sustaining and
promoting life-long health and wellness.

39. • The learning experience through the program provides
opportunities for the development of health literacy
competencies among students and to enhance their over-all
well being.
• Health Education from Kindergarten to Grade 10 focuses on
the physical, mental, emotional, as well as the social, moral
and spiritual dimensions of holistic health.

40. • Health Education emphasizes the development of positive
health attitudes and relevant skills in order to achieve a good
quality of living.
• In order to facilitate the development of health literacy
competencies, the teacher is highly encouraged to use
developmentally-appropriate, learner-centered teaching
approaches.

41. •Learning Area Standard for Health:
The Kindergarten to Grade 10 (K to 12) Health
Curriculum aims to assist the Filipino learner
attaining, sustaining, and promoting life-long
health and wellness.

42. Key Stage Standards
• K-3
The learner demonstrates an understanding and
observance of healthy habits and practices in
achieving wellness.

43. • 4-6
The learner demonstrates an understanding of how changes, which
are part of growth and development, impact health practices that
help achieve and sustain optimum health and well-being.
• 7-10
The learner demonstrates an understanding of key health concepts
related to the achievement, sustainability and promotion of wellness
as it improves the quality of life of the individual, the family and the
larger community.

44. Grade Level Standards
• Grade 1
The learner demonstrates an understanding of the essential
concepts related to nutrition and personal health as well as
knowledge in injury prevention, safety and first aid, as factors
in facilitating the development of healthy habits and practices
among individuals.

45. • Grade 2
The learner demonstrates an understanding of personal health; family health;
the prevention and control of diseases and disorders; as well as injury
prevention, safety and first aid, which are factors that facilitate the
development of healthy habits and practices.
• Grade 3
The learner demonstrates an understanding and knowledge in the following
nutrition; prevention and control of diseases and disorders; consumer health;
and community and environment health- factors which help in facilitating the
development of healthy habits and practices.

46. • Grade 4
The learner demonstrates an understanding of nutrition; prevention and
control of diseases and disorders; substance use and abuse; and injury
prevention, safety and first aid, leading to the achievement of optimum health
and well-being.
• Grade 5
The learner demonstrates an understanding of the nature of personal health;
growth and development; substance use and abuse; and community and
environmental health, which helps to achieve optimum health and well-being.

47. • Grade 6
The learner demonstrates an understanding of personal health, prevention
and control of diseases and disorders; consumer health; and injury
prevention, safety and first aid to achieve optimum health and well-being
• Grade 7
The learner demonstrates an understanding of growth and development;
nutrition; personal health and injury prevention, safety and first aid to achieve,
sustain, and promote family health and wellness.

48. • Grade 8
The learner demonstrates understanding of family health and
prevention and control of diseases and disorders
(communicable and noncommunicable) to achieve, sustain,
and promote family health and wellness.
• Grade 9
The learner demonstrates understanding of community and
environmental health; injury prevention, safety

49. • Grade 10
The learner demonstrates understanding of consumer health;
national and global health trends, issues and concerns; the
development of a health plan and exploration of careers in
health to achieve, sustain, and promote health and wellness.

50. Characteristics of the K to 12 Health
Curriculum1. Culture-responsive
Uses the cultural knowledge, prior experiences and
performance styles of diverse student body to
learning more appropriate and effective (Gay, 2000)

51. 2. Epidemiological
Relates to the incidence, prevalence and distribution of
diseases in populations, including detection of the sources
and cases of epidemics
3. Health and life skills-based
Applies life skills to specific health choices and behaviors

52. 4. Holistic
Analyzes the interrelationship among the factors that influence
the health status, the areas of health and the dimensions of
(physical, mental, social, emotional, moral and spiritual)
5. Learner-centered
Focuses on the students’ needs, abilities, interests and learning
styles with the teacher as facilitator of learning.

53. 6. Preventive
Characterizes something that helps people take positive
action in order to prevent diseases and to achieve optimum
health
7. Rights-based
Advances the understanding and recognition of human rights,
as laid down in the Universal Declaration of Human Rights and
other international human rights instruments

54. 8. Standards and outcomes-based
Requires students to demonstrate that they have learned the
academic standards set on specific content and competencies
9. Values-based
Promotes an educational philosophy based on valuing of self, others
and the environment through the consideration of ethical values as
the bases of good practice.

55. What is the scope of Health as a
subject?1. Growth and development
2. Personal health
3. Nutrition
4. Substance use and abuse
5. Family Health
6. Disease prevention and control
7. Injury prevention and safety
8. Consumer Health
9. Community and environmental
health