The document outlines the curriculum framework for physical education (PE) in the K to 12 Basic Education Program in the Philippines. It introduces the 21st century skills focus of the overall K to 12 program and describes the PE curriculum's focus on developing health-related fitness and physical literacy through enjoyable movement-based activities. The curriculum is organized into five learning strands and emphasizes developing an understanding of movement from kindergarten through grade 12 to promote lifelong physical activity and health.
The document is the January 31, 2012 version of the K to 12 Physical Education Curriculum Guide published by the Department of Education of the Philippines. It outlines the conceptual framework, learning area standards, grade level standards, and scope and sequence of the physical education curriculum from grades 1 to 10. The curriculum is designed to develop fitness, health and wellness among students through rich physical activity experiences and the five strands of learning: body management, movement skills, games and sports, rhythms and dance, and physical fitness.
The document provides an overview of the K to 12 Physical Education and Health curriculums in the Philippines. It discusses the core philosophy and content areas of both curriculums. The Physical Education curriculum focuses on developing fitness, movement skills, and healthy behaviors. It consists of 5 learning strands including body management, movement skills, games and sports, rhythm and dance, and physical fitness. The Health curriculum aims to develop students' health literacy and promote lifelong wellness. It covers various health content areas such as injury prevention, nutrition, growth and development, and substance abuse. Both curriculums emphasize a learner-centered approach and developing students' knowledge, attitudes, and skills for active and healthy living.
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.
The document provides an overview of elementary school physical education, including its definition, objectives, domains of learning, and recommendations in North Carolina. It discusses how physical education programs have evolved historically due to various influences like wars, health crises, and education reforms. The document also outlines several national organizations that affect health and physical education.
The document discusses a lesson plan on physical fitness. It defines physical fitness and outlines its key components including cardio-respiratory endurance, muscular endurance, strength, speed, power, agility and flexibility. The lesson plan involves students discussing what physical fitness means to them, learning about its components through a group activity, and ways to assess different aspects of physical fitness.
Physical education k to 12 curriculum guideGeronimo Roda
This document outlines the Physical Education curriculum for grades 1-10 in the Philippines. It has 5 strands: body management, movement skills, games and sports, rhythms and dance, and physical fitness. The goal is to promote lifelong fitness and a healthy lifestyle. Some key points covered include:
- The curriculum is based on the principle of "Move to Learn, Learn to Move" and the Philippine Constitution's mandate to promote physical education.
- Activities are designed to develop fitness, health, and proficiency in movement.
- Each strand is developed across grade levels with age-appropriate activities.
- It uses an integrated approach to help students apply concepts to various physical
The document provides an overview of the K to 12 Physical Education curriculum in the Philippines, outlining its framework, philosophy, learning outcomes, approaches, strands, standards, and scope/sequence. Specifically, it aims to:
1. Develop 21st century skills like critical thinking, problem-solving, communication and collaboration through physical activity.
2. Focus on health-related fitness and physical activity participation to achieve and maintain health, rather than sports achievement.
3. Provide developmentally-appropriate physical activities from grades 1-12 so students can practice and evaluate knowledge/skills for lifelong health.
4. Integrate strands like body management, movement skills, games/sports, rhythms/dance, and
The document provides a rubric for grading folk dances with criteria in five areas: formation, sequence of steps, beat, style, and work ethic. It establishes four levels of achievement - Beginning, Satisfactory, Proficient, and Excellent - with descriptors for student performance at each level.
The document is the January 31, 2012 version of the K to 12 Physical Education Curriculum Guide published by the Department of Education of the Philippines. It outlines the conceptual framework, learning area standards, grade level standards, and scope and sequence of the physical education curriculum from grades 1 to 10. The curriculum is designed to develop fitness, health and wellness among students through rich physical activity experiences and the five strands of learning: body management, movement skills, games and sports, rhythms and dance, and physical fitness.
The document provides an overview of the K to 12 Physical Education and Health curriculums in the Philippines. It discusses the core philosophy and content areas of both curriculums. The Physical Education curriculum focuses on developing fitness, movement skills, and healthy behaviors. It consists of 5 learning strands including body management, movement skills, games and sports, rhythm and dance, and physical fitness. The Health curriculum aims to develop students' health literacy and promote lifelong wellness. It covers various health content areas such as injury prevention, nutrition, growth and development, and substance abuse. Both curriculums emphasize a learner-centered approach and developing students' knowledge, attitudes, and skills for active and healthy living.
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.
The document provides an overview of elementary school physical education, including its definition, objectives, domains of learning, and recommendations in North Carolina. It discusses how physical education programs have evolved historically due to various influences like wars, health crises, and education reforms. The document also outlines several national organizations that affect health and physical education.
The document discusses a lesson plan on physical fitness. It defines physical fitness and outlines its key components including cardio-respiratory endurance, muscular endurance, strength, speed, power, agility and flexibility. The lesson plan involves students discussing what physical fitness means to them, learning about its components through a group activity, and ways to assess different aspects of physical fitness.
Physical education k to 12 curriculum guideGeronimo Roda
This document outlines the Physical Education curriculum for grades 1-10 in the Philippines. It has 5 strands: body management, movement skills, games and sports, rhythms and dance, and physical fitness. The goal is to promote lifelong fitness and a healthy lifestyle. Some key points covered include:
- The curriculum is based on the principle of "Move to Learn, Learn to Move" and the Philippine Constitution's mandate to promote physical education.
- Activities are designed to develop fitness, health, and proficiency in movement.
- Each strand is developed across grade levels with age-appropriate activities.
- It uses an integrated approach to help students apply concepts to various physical
The document provides an overview of the K to 12 Physical Education curriculum in the Philippines, outlining its framework, philosophy, learning outcomes, approaches, strands, standards, and scope/sequence. Specifically, it aims to:
1. Develop 21st century skills like critical thinking, problem-solving, communication and collaboration through physical activity.
2. Focus on health-related fitness and physical activity participation to achieve and maintain health, rather than sports achievement.
3. Provide developmentally-appropriate physical activities from grades 1-12 so students can practice and evaluate knowledge/skills for lifelong health.
4. Integrate strands like body management, movement skills, games/sports, rhythms/dance, and
The document provides a rubric for grading folk dances with criteria in five areas: formation, sequence of steps, beat, style, and work ethic. It establishes four levels of achievement - Beginning, Satisfactory, Proficient, and Excellent - with descriptors for student performance at each level.
Movement education is an approach for teaching primary physical education that focuses on developing students' fundamental movement skills. It aims to help children establish lifelong healthy habits by educating them on motor skills through physical activities and movement. The 12 fundamental movement skills considered building blocks include running, jumping, throwing, and catching. Teachers should introduce, demonstrate, allow practice of skills, provide feedback, and structure sessions for refinement. Developing these skills helps students enjoy sports and recreation. Research shows teaching movement education in primary school is important for physical literacy and activity levels.
K TO 12 GRADE 7 LEARNING MODULE IN PHYSICAL EDUCATION (Q1-Q2)LiGhT ArOhL
This document provides an overview of a physical education workbook for 7th grade students. It outlines the units and modules that will be covered, including fitness, skills, and health concepts. The first module focuses on physical fitness, defining the components of fitness, conducting fitness assessments, creating a personal fitness plan, and tracking exercise habits. Students will learn to set goals, test their fitness levels, and document their progress. The overall goal is for students to understand physical fitness and health, be able to assess their abilities, and actively participate in their physical education.
Historical foundation of physical education and sportsJeromeAbu1
Physical education has its roots in Ancient Greece, where it was important for training soldiers and athletes. Physical education later made its way to the United States in the mid-19th century for similar military training purposes. Over time, physical education in schools expanded to focus on both physical activity and health education. Today, physical education is mandatory in 43 U.S. states and benefits students by improving both their physical and mental well-being through increased activity, confidence, injury avoidance, and understanding of how their body works.
The document is a curriculum guide for music and art education in the Philippines from Kindergarten to Grade 10. It includes the conceptual framework, philosophy, standards, and content for music and art education. The conceptual framework focuses on student-centered, performance-based learning to empower students to connect music and art to their cultural identity and vision of the world. The philosophy discusses music and art as expressive and creative disciplines best learned through active experience and performance. The standards and content are presented for each grade level, with the goal of developing students' understanding and appreciation of Philippine and global music and art.
Movement education supports the development of fundamental movement skills in children through active, student-centered games and activities. These skills include locomotor skills like running and jumping, non-locomotor skills like balancing, and manipulative skills like throwing and catching. Teaching these skills is important because it allows children to advance in other areas of physical activity and sports. Without movement education, children's gross motor development may be delayed. The goals are to make learning experiential for students and build skills for lifelong physical activity in a non-competitive way.
This document provides a curriculum map for the subject MAPEH (Music, Arts, Physical Education, and Health) for 10th grade students at HolyCrossAcademyofOras,Inc. during the SY 2020-2021 school year. It outlines the topics, content standards, and assessments for each quarter. The first quarter covers Music of the 20th Century and Modern and Contemporary Arts. The second quarter covers Afro-Latin and Popular Music and Technology-Based Art. Performance tasks and activities aim to examine and broaden student learning using recall, explanation and connection of concepts. Resources include the MAPEH textbook and development of the school's institutional core values.
This physical education workbook provides an overview of units 1 and 2 which focus on physical fitness. The units will enable learners to demonstrate an understanding of physical fitness concepts, conduct fitness assessments, exercise and participate in physical activities to improve fitness levels, and determine risk for hypokinetic diseases. Learners will assess their prior knowledge and skills in games, sports, rhythms and dance, physical fitness, and movement skills. The units consist of 8 sessions that teach definitions of physical fitness and its components, how to test different fitness parameters, and how to create a personal fitness plan and track progress toward goals.
Scuaa guidelines manual of operation (as of august 11, 2015)Leo Juntilla
This document provides the manual of operation for the PASUC National Culture and Arts Festival and SCUAA National Games competition between state universities and colleges in the Philippines. It establishes the legal basis and objectives of promoting sports and culture. It outlines the organizational structure and responsibilities of the executive committee, host region committee, management committee, and technical secretariat that will oversee the competition. It also lists the 16 participating regions, the schools within each region, and their assigned uniform colors. The competition aims to provide opportunities for development through sports, culture and character building.
Arnis, also known as Kali and Eskrima, is a Filipino martial art that uses weapons and focuses on training with them from the start. This builds manual dexterity and conditioned responses to attacks. While weapons-based, it also includes striking, wrestling, and grappling. Practicing Arnis provides many benefits like increased self-defense abilities, fitness, flexibility, and dexterity from training with weapons. It can be practiced by people of all ages and abilities. Basic Arnis skills include various stretches, stick exercises, stances, strikes, blocks, and cool down exercises.
This document outlines the learning competencies and content for a module on fitness, including:
1. Defining physical fitness and the three major components: health-related, skill-related, and physiological fitness.
2. Detailing the parameters that constitute each component, such as cardiorespiratory endurance, muscular endurance and strength, flexibility, and body composition for health-related fitness.
3. Guiding students to test their own fitness levels, write a fitness plan, track their progress, and create a portfolio to document their physical activity.
The document is the January 31, 2012 version of the K to 12 Physical Education Curriculum Guide published by the Department of Education of the Philippines. It outlines the conceptual framework, learning area standards, grade level standards, and scope and sequence of the physical education curriculum from grades 1 to 10. The curriculum is designed to develop fitness, health and wellness among students through rich physical activity experiences and the five strands of learning: body management, movement skills, games and sports, rhythms and dance, and physical fitness.
This lesson plan introduces the concept of tempo in music. It defines tempo as the speed of a song, which can be either fast or slow. The lesson will have students identify tempo through singing "Twinkle Twinkle Little Star" at different speeds. It also includes watching a video about tempo, imitating animal movements to demonstrate tempo, and grouping students to perform different tempos through clapping. The goal is for students to understand and be able to identify fast and slow musical tempos.
The document outlines the K to 12 Health curriculum for the Philippines from Kindergarten to Grade 10. It aims to develop lifelong wellness by focusing on physical, mental, emotional, social, moral and spiritual health dimensions. Key concepts include nutrition, disease prevention, injury prevention, substance abuse prevention, and promoting personal and community health. The curriculum utilizes learner-centered teaching approaches and provides grade-level standards and content to be covered each year.
1. The document outlines a movement education framework for physical education.
2. Movement education focuses on developing student awareness of how and why their bodies move during activities, unlike traditional PE.
3. The framework is based on the work of movement education pioneers like Rudolph Laban and uses the four elements of body, space, effort, and relationships to structure lessons.
Movement education is a teaching approach that aims to develop children's fundamental movement skills like hopping, balancing, and throwing. These skills are important for physical activity, sports, and everyday movement. The approach uses active games to teach skills in a fun way while also promoting critical thinking. It has benefits like stimulating brain development, encouraging physical activity, and promoting healthy habits that can last into adulthood.
The document outlines a lesson plan for teaching about festivals and theatrical forms in the Philippines. It discusses identifying the elements of art applied to different Philippine festivals, such as costumes, music, dance, and props. Students will analyze how these elements vary across cultures and create simple props/costumes of a selected festival utilizing the elements. The goal is for students to appreciate Filipino artistry and the proper use of elements in different festivals.
The document provides a detailed lesson plan for teaching 7th grade students about Philippine festivals. The objectives are for students to describe the origins and cultural backgrounds of selected festivals. Key points of the lesson include identifying religious and non-religious festivals, examining examples like Panagbenga, Pahiyas, Sinulog, and Ati-atihan, and discussing how festivals express Filipino culture. Students are engaged through discussion, readings, and an activity where they must answer questions while passing around a mask.
This document outlines revisions made to the Philippines' Physical Education and Health curriculum. Key changes include merging Physical Education and Health into a single subject called Physical Education and Health to promote a holistic approach to wellness. Research shows integrating the two subjects helps students develop a comprehensive understanding of health and healthy lifestyles. The curriculum aims to develop physically and health literate students who can make informed health decisions and advocate for healthy living. It is underpinned by theories of movement, fitness, games, and behavior change. The framework shows how the curriculum contributes to students' well-being and society through physical literacy, health literacy, and 21st century skills.
The document provides an overview of the K to 12 Physical Education curriculum in the Philippines, outlining its framework, philosophy, learning outcomes, approaches, strands, standards, scope and sequence, and time allotments. The curriculum aims to develop 21st century skills and physical literacy through a focus on health-related fitness, movement skills, and participation in physical activities like games, sports, dance and recreation. It prioritizes habitual physical activity, motor competence, valuing physical activity, and understanding concepts of movement.
The document outlines the K to 12 Physical Education curriculum in the Philippines which aims to develop 21st century skills through physical activity. It emphasizes developing physical literacy in students from kindergarten through grade 12. The curriculum focuses on five strands: body management, movement skills, games and sports, rhythms and dances, and physical fitness. It uses a developmental approach to teach students about movement concepts, motor skills, health-related fitness, and integrating physical activity into an active lifestyle. The goal is to produce graduates who pursue lifelong health through physical activity.
Movement education is an approach for teaching primary physical education that focuses on developing students' fundamental movement skills. It aims to help children establish lifelong healthy habits by educating them on motor skills through physical activities and movement. The 12 fundamental movement skills considered building blocks include running, jumping, throwing, and catching. Teachers should introduce, demonstrate, allow practice of skills, provide feedback, and structure sessions for refinement. Developing these skills helps students enjoy sports and recreation. Research shows teaching movement education in primary school is important for physical literacy and activity levels.
K TO 12 GRADE 7 LEARNING MODULE IN PHYSICAL EDUCATION (Q1-Q2)LiGhT ArOhL
This document provides an overview of a physical education workbook for 7th grade students. It outlines the units and modules that will be covered, including fitness, skills, and health concepts. The first module focuses on physical fitness, defining the components of fitness, conducting fitness assessments, creating a personal fitness plan, and tracking exercise habits. Students will learn to set goals, test their fitness levels, and document their progress. The overall goal is for students to understand physical fitness and health, be able to assess their abilities, and actively participate in their physical education.
Historical foundation of physical education and sportsJeromeAbu1
Physical education has its roots in Ancient Greece, where it was important for training soldiers and athletes. Physical education later made its way to the United States in the mid-19th century for similar military training purposes. Over time, physical education in schools expanded to focus on both physical activity and health education. Today, physical education is mandatory in 43 U.S. states and benefits students by improving both their physical and mental well-being through increased activity, confidence, injury avoidance, and understanding of how their body works.
The document is a curriculum guide for music and art education in the Philippines from Kindergarten to Grade 10. It includes the conceptual framework, philosophy, standards, and content for music and art education. The conceptual framework focuses on student-centered, performance-based learning to empower students to connect music and art to their cultural identity and vision of the world. The philosophy discusses music and art as expressive and creative disciplines best learned through active experience and performance. The standards and content are presented for each grade level, with the goal of developing students' understanding and appreciation of Philippine and global music and art.
Movement education supports the development of fundamental movement skills in children through active, student-centered games and activities. These skills include locomotor skills like running and jumping, non-locomotor skills like balancing, and manipulative skills like throwing and catching. Teaching these skills is important because it allows children to advance in other areas of physical activity and sports. Without movement education, children's gross motor development may be delayed. The goals are to make learning experiential for students and build skills for lifelong physical activity in a non-competitive way.
This document provides a curriculum map for the subject MAPEH (Music, Arts, Physical Education, and Health) for 10th grade students at HolyCrossAcademyofOras,Inc. during the SY 2020-2021 school year. It outlines the topics, content standards, and assessments for each quarter. The first quarter covers Music of the 20th Century and Modern and Contemporary Arts. The second quarter covers Afro-Latin and Popular Music and Technology-Based Art. Performance tasks and activities aim to examine and broaden student learning using recall, explanation and connection of concepts. Resources include the MAPEH textbook and development of the school's institutional core values.
This physical education workbook provides an overview of units 1 and 2 which focus on physical fitness. The units will enable learners to demonstrate an understanding of physical fitness concepts, conduct fitness assessments, exercise and participate in physical activities to improve fitness levels, and determine risk for hypokinetic diseases. Learners will assess their prior knowledge and skills in games, sports, rhythms and dance, physical fitness, and movement skills. The units consist of 8 sessions that teach definitions of physical fitness and its components, how to test different fitness parameters, and how to create a personal fitness plan and track progress toward goals.
Scuaa guidelines manual of operation (as of august 11, 2015)Leo Juntilla
This document provides the manual of operation for the PASUC National Culture and Arts Festival and SCUAA National Games competition between state universities and colleges in the Philippines. It establishes the legal basis and objectives of promoting sports and culture. It outlines the organizational structure and responsibilities of the executive committee, host region committee, management committee, and technical secretariat that will oversee the competition. It also lists the 16 participating regions, the schools within each region, and their assigned uniform colors. The competition aims to provide opportunities for development through sports, culture and character building.
Arnis, also known as Kali and Eskrima, is a Filipino martial art that uses weapons and focuses on training with them from the start. This builds manual dexterity and conditioned responses to attacks. While weapons-based, it also includes striking, wrestling, and grappling. Practicing Arnis provides many benefits like increased self-defense abilities, fitness, flexibility, and dexterity from training with weapons. It can be practiced by people of all ages and abilities. Basic Arnis skills include various stretches, stick exercises, stances, strikes, blocks, and cool down exercises.
This document outlines the learning competencies and content for a module on fitness, including:
1. Defining physical fitness and the three major components: health-related, skill-related, and physiological fitness.
2. Detailing the parameters that constitute each component, such as cardiorespiratory endurance, muscular endurance and strength, flexibility, and body composition for health-related fitness.
3. Guiding students to test their own fitness levels, write a fitness plan, track their progress, and create a portfolio to document their physical activity.
The document is the January 31, 2012 version of the K to 12 Physical Education Curriculum Guide published by the Department of Education of the Philippines. It outlines the conceptual framework, learning area standards, grade level standards, and scope and sequence of the physical education curriculum from grades 1 to 10. The curriculum is designed to develop fitness, health and wellness among students through rich physical activity experiences and the five strands of learning: body management, movement skills, games and sports, rhythms and dance, and physical fitness.
This lesson plan introduces the concept of tempo in music. It defines tempo as the speed of a song, which can be either fast or slow. The lesson will have students identify tempo through singing "Twinkle Twinkle Little Star" at different speeds. It also includes watching a video about tempo, imitating animal movements to demonstrate tempo, and grouping students to perform different tempos through clapping. The goal is for students to understand and be able to identify fast and slow musical tempos.
The document outlines the K to 12 Health curriculum for the Philippines from Kindergarten to Grade 10. It aims to develop lifelong wellness by focusing on physical, mental, emotional, social, moral and spiritual health dimensions. Key concepts include nutrition, disease prevention, injury prevention, substance abuse prevention, and promoting personal and community health. The curriculum utilizes learner-centered teaching approaches and provides grade-level standards and content to be covered each year.
1. The document outlines a movement education framework for physical education.
2. Movement education focuses on developing student awareness of how and why their bodies move during activities, unlike traditional PE.
3. The framework is based on the work of movement education pioneers like Rudolph Laban and uses the four elements of body, space, effort, and relationships to structure lessons.
Movement education is a teaching approach that aims to develop children's fundamental movement skills like hopping, balancing, and throwing. These skills are important for physical activity, sports, and everyday movement. The approach uses active games to teach skills in a fun way while also promoting critical thinking. It has benefits like stimulating brain development, encouraging physical activity, and promoting healthy habits that can last into adulthood.
The document outlines a lesson plan for teaching about festivals and theatrical forms in the Philippines. It discusses identifying the elements of art applied to different Philippine festivals, such as costumes, music, dance, and props. Students will analyze how these elements vary across cultures and create simple props/costumes of a selected festival utilizing the elements. The goal is for students to appreciate Filipino artistry and the proper use of elements in different festivals.
The document provides a detailed lesson plan for teaching 7th grade students about Philippine festivals. The objectives are for students to describe the origins and cultural backgrounds of selected festivals. Key points of the lesson include identifying religious and non-religious festivals, examining examples like Panagbenga, Pahiyas, Sinulog, and Ati-atihan, and discussing how festivals express Filipino culture. Students are engaged through discussion, readings, and an activity where they must answer questions while passing around a mask.
This document outlines revisions made to the Philippines' Physical Education and Health curriculum. Key changes include merging Physical Education and Health into a single subject called Physical Education and Health to promote a holistic approach to wellness. Research shows integrating the two subjects helps students develop a comprehensive understanding of health and healthy lifestyles. The curriculum aims to develop physically and health literate students who can make informed health decisions and advocate for healthy living. It is underpinned by theories of movement, fitness, games, and behavior change. The framework shows how the curriculum contributes to students' well-being and society through physical literacy, health literacy, and 21st century skills.
The document provides an overview of the K to 12 Physical Education curriculum in the Philippines, outlining its framework, philosophy, learning outcomes, approaches, strands, standards, scope and sequence, and time allotments. The curriculum aims to develop 21st century skills and physical literacy through a focus on health-related fitness, movement skills, and participation in physical activities like games, sports, dance and recreation. It prioritizes habitual physical activity, motor competence, valuing physical activity, and understanding concepts of movement.
The document outlines the K to 12 Physical Education curriculum in the Philippines which aims to develop 21st century skills through physical activity. It emphasizes developing physical literacy in students from kindergarten through grade 12. The curriculum focuses on five strands: body management, movement skills, games and sports, rhythms and dances, and physical fitness. It uses a developmental approach to teach students about movement concepts, motor skills, health-related fitness, and integrating physical activity into an active lifestyle. The goal is to produce graduates who pursue lifelong health through physical activity.
The document outlines the K to 12 Physical Education curriculum in the Philippines which aims to develop 21st century skills through physical activity. It emphasizes developing physical literacy through enjoyable movement experiences to establish healthy, active lifestyles. The curriculum focuses on five strands: body management, movement skills, games and sports, rhythms and dances, and physical fitness. It uses a developmental approach to teach concepts like body awareness, motor skills, health-related fitness, and integrating physical activity into daily life. The goal is for students to understand their personal responsibility for lifelong health and fitness.
The document is the Physical Education Curriculum Guide for grades 1 to 10 in the Philippines. It provides an overview of the K to 12 Basic Education Program which aims to develop 21st century skills in learners. The PE curriculum philosophy focuses on fitness, movement education and health-related fitness. It shifts from a previous sports-dominated approach. The curriculum develops skills in accessing, synthesizing and evaluating fitness and health information. It prioritizes habitual physical activity, movement competence, valuing physical activity, and understanding concepts related to physical activity. The guide outlines the learning strands, standards, scope and sequence for each grade level, and time allotments for PE. It describes the conceptual framework and provides details about curriculum implementation.
The document outlines the K to 12 Physical Education curriculum in the Philippines which aims to develop 21st century skills among learners. It emphasizes fitness and movement education to achieve and maintain health-related fitness through participation in physical activities. The curriculum focuses on developing understanding of how the body responds to exercise from learning basic movements in grades 1-3, to understanding principles of movement and fitness in grades 4-6, to integrating physical activity into an active lifestyle by grades 7-10. It covers learning strands such as body management, movement skills, games and sports, rhythms and dances, and physical fitness. The goal is to equip learners to live actively for lifelong health.
The document is a physical education syllabus for primary, secondary, and pre-university levels in Singapore from 2006. It outlines the aims, objectives, scope, content, and expected learning outcomes of the PE curriculum. The curriculum aims to develop students' motor skills, knowledge, and attitudes to support a physically active and healthy lifestyle. It covers content areas like fundamental movements, educational gymnastics, dance, games, health and fitness management, athletics, swimming, and other physical activities. Schools are expected to provide a balanced PE program across all levels to help students attain the key learning goals at each stage of their education.
The document is the January 31, 2012 version of the K to 12 Physical Education Curriculum Guide published by the Department of Education of the Philippines. It outlines the conceptual framework, learning area standards, grade level standards, and scope and sequence of the physical education curriculum from grades 1 to 10. The curriculum is designed to develop fitness, health and wellness among students through rich physical activity experiences and the five strands of learning: body management, movement skills, games and sports, rhythms and dance, and physical fitness.
This document outlines the foundation and objectives of a physical education curriculum. It describes how PE plays an important role in students' physical growth and development by teaching skills, attitudes, and values towards healthy, active lifestyles. The goals are to develop motor skills, fitness, sportsmanship, safety practices, and an understanding of health benefits. A physically educated student enjoys physical activity, maintains health and fitness, has positive self-esteem, applies thinking skills, and demonstrates fair play. The curriculum is developmentally appropriate, covering fundamental movements, gymnastics, dance, games, athletics and more.
PDHPE teaches students about personal development, health, and physical education. It provides students with the knowledge, skills, and attitudes to maintain a healthy lifestyle. PDHPE is important for obesity prevention since many Australian children are overweight or obese. It also encourages physical activity, which has health benefits like improved metabolic health and increased likelihood of activity in adulthood. PDHPE is part of the primary school curriculum to help students develop healthy decision making and social skills through sports, games, and movement activities.
The document outlines the Physical Education Standards of Learning for Virginia Public Schools from kindergarten through 12th grade. It introduces the five strands that the standards are grouped into: Skilled Movement, Movement Principles and Concepts, Personal Fitness, Responsible Behaviors, and Physically Active Lifestyle. The standards are intended to help students develop physical skills and knowledge to engage in physical activity now and throughout their lives. The kindergarten standards are then outlined as an example, focusing on developing fundamental movement patterns, learning movement concepts, participating in moderate physical activity, demonstrating safe and cooperative behaviors, and understanding the health benefits of physical activity.
Why is PDHPE Important in Primary Education?Ash Clifton
The document outlines the key aims and rationale of the PDHPE K-6 syllabus in New South Wales. The syllabus aims to develop students' knowledge, skills, and attitudes to lead a healthy and active life, and to be responsible community members. It covers content to encourage physical, social, cognitive, and emotional growth, and teaches students to make healthy lifestyle choices, develop social skills and relationships, and make informed decisions to act responsibly.
This document provides a syllabus for the Personal Development, Health and Physical Education (PDHPE) key learning area for students in Kindergarten through Year 6 in New South Wales, Australia. It outlines the rationale, aim, objectives, and content covered in the PDHPE curriculum, which is designed to develop students' knowledge, skills, values and attitudes to lead healthy and fulfilling lives through a focus on physical activity, health education, and personal development. The syllabus is intended to give schools flexibility in addressing health priorities like drug education, fitness, child protection, and nutrition in a manner reflective of their community.
This document provides the rationale for including Personal Development, Health and Physical Education (PDHPE) in the Stage 6 curriculum in NSW, Australia. It outlines that PDHPE aims to develop students' intellectual, social, emotional, physical and spiritual development through a focus on health, physical activity, and movement. The syllabus covers key health priorities in Australia, factors affecting performance, and optional topics like sport and society or improving performance. It is designed to give students knowledge and skills to enhance health and participation in physical activity.
This document provides the rationale for including Personal Development, Health and Physical Education (PDHPE) in the Stage 6 curriculum in NSW, Australia. It discusses how PDHPE promotes students' intellectual, social, emotional, physical and spiritual development. It focuses on helping students adopt healthy, active lifestyles through understanding factors that influence health and movement. The aims and objectives of the PDHPE curriculum are to help students develop health-promoting values and make informed choices to support individual and community well-being. An overview of the Preliminary course outlines two core modules examining factors for individual health and the body in motion.
This document discusses the importance of teaching PDHPE (Personal Development, Health and Physical Education) in primary schools. It notes that as society changes, children need education on healthy, active lifestyles. PDHPE helps children develop communication, decision-making, interaction, movement, and problem-solving skills through fun activities. It also explores syllabus strands to give children knowledge and skills for healthy, active, fulfilling lives and responsible roles in society.
PDHPE in primary schools aims to develop students' knowledge, understanding, skills, and attitudes to lead healthy, active lives and take a responsible role in society. Through PDHPE, students benefit physically, mentally, socially, and emotionally. PDHPE emphasizes self-understanding, physical activity, informed decision making, and a healthy lifestyle. It focuses on students' growth, relationships, health choices, safety, active lifestyle, movement, and skills to promote better health and movement. These areas help students develop decision making, interaction, problem solving, communication, and movement skills to make informed health and activity decisions and have positive attitudes towards well-being.
PDHPE in primary schools aims to develop students' knowledge, understanding, skills, and attitudes to lead healthy, active lives and take a responsible role in society. Through PDHPE, students benefit physically, mentally, socially, and emotionally. It encourages self-understanding, peer understanding, and involvement in physical activity to promote healthy lifestyles. PDHPE also emphasizes informed decision making, developing skills like decision making, interaction, problem solving, communication, and movement. Overall, PDHPE has a clear focus on promoting better health for students by encouraging informed health and activity decisions and positive attitudes toward healthy, active lifestyles.
PDHPE in primary schools aims to develop students' knowledge, understanding, skills, and attitudes to lead healthy, active lives and play a responsible role in society. Through PDHPE, students benefit physically, mentally, socially, and emotionally. PDHPE is important because it encourages self-understanding, values peers, promotes healthy lifestyles through physical activity, and emphasizes informed decision making. More specifically, PDHPE focuses on students' growth, relationships, health choices, safety, active lifestyles, movement skills, and skills to promote better health and movement. These areas benefit students by developing decision making, interaction, problem solving, communication, and movement skills, with an overall focus on promoting better health.
The document discusses the Game Sense approach to physical education and youth sport. Game Sense focuses on developing fundamental skills and tactics through a student-centered, games-based method. It emphasizes learning techniques and applying them in a variety of contexts while developing an understanding of how skills, tactics, and decision-making relate. Game Sense also integrates coaching of specific skills within a progression framework to suit all students. The goal is to provide an inclusive, supportive environment where students can actively participate, learn socially, and interpret experiences to improve their physical, mental and social well-being.
The document is the K to 12 Music Curriculum Guide published by the Department of Education of the Philippines in December 2013. It lays out the conceptual framework, philosophy, standards, learning competencies, and curriculum for music education from Kindergarten to Grade 10. The curriculum is designed to be student-centered and performance-based to empower students to develop their cultural identity and understand the world through active participation in music. It covers elements of music like rhythm, melody, harmony, form, timbre, dynamics, tempo, and texture and incorporates a spiral approach where concepts are revisited at increasing levels of complexity.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document outlines the K to 12 Science Curriculum Guide for the Philippines' Department of Education. It describes the conceptual framework for science education, which aims to develop scientific literacy to prepare students to make informed decisions. The curriculum integrates science, technology, and society, and promotes linking science and technology. It envisions developing students who are problem solvers, responsible citizens, informed decision makers, and effective communicators. The curriculum is learner-centered and inquiry-based, presenting concepts with increasing complexity from grades 3 to 10 to facilitate a deeper understanding of core concepts.
Curriculum Final mother tongue grades 1-10Marivic Frias
The document is a curriculum guide for teaching Mother Tongue (MT) from grades 1 to 10 under the Philippines' K to 12 Basic Education Program. It lays out the framework and principles for implementing Mother Tongue-Based Multilingual Education (MTB-MLE), which uses the student's mother tongue as the primary language of instruction. The goals are to develop literacy and higher-order thinking skills in the first language in order to facilitate learning of additional languages like Filipino and English, as well as academic subjects. Key aspects covered include developing oral proficiency in the first language before introducing reading and writing, drawing on student's prior knowledge, and creating a classroom environment that values student's home language and culture.
The document outlines the standards and competencies for 5-year-old Filipino children in the Kindergarten curriculum. It discusses that Kindergarten is a critical period for development and the curriculum is designed to facilitate exploration and acquisition of skills in a developmentally appropriate way. The curriculum framework focuses on 7 developmental domains like values, physical health, socio-emotional skills, and understanding of the environment. It is taught through 5 integrated curricular themes like understanding oneself, one's family, school, and community. The goal is for children to develop holistically and be prepared to transition to Grade 1.
The document is the K to 12 Health Curriculum Guide published by the Department of Education of the Philippines in December 2013. It outlines the conceptual framework, content areas, characteristics, key stage standards, and grade level standards of the Kindergarten to Grade 10 Health curriculum. The curriculum aims to assist students in attaining, sustaining, and promoting lifelong health and wellness through the development of health literacy competencies. It focuses on physical, mental, emotional, social, moral and spiritual dimensions of holistic health.
This document outlines the K to 12 English curriculum guide for the Philippines Department of Education. It discusses the philosophy that language is central to intellectual, social, and emotional development. It also establishes several guiding principles for language acquisition, including that all languages are interrelated, language learning is an active and continuous process, and learning requires making meaning. The document then discusses the needs of Generation Z learners, who have grown up with ubiquitous technology, short attention spans, and in a highly diverse environment. The ultimate goal of the curriculum is to produce graduates who can effectively communicate, understand other content areas, and be successful in their chosen careers or fields of study.
The document outlines the K to 12 curriculum guide for arts education in the Philippines from Kindergarten to Grade 10. It discusses the conceptual framework, philosophy, rationale and standards for arts education with a focus on developing students' cultural identity and multiple intelligences through experiential learning in music and visual arts. The curriculum follows a spiral progression of concepts and is designed to be student-centered and performance-based.
This document outlines the K to 12 mathematics curriculum for grades 1 to 10 in the Philippines. It discusses the goals of critical thinking and problem solving. It describes the content areas of numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. It provides the standards and competencies for each grade level, with a focus on applying mathematical concepts to real-life problem solving. Time allotment for mathematics is 4 hours per week for grades 1 to 6 and 50 minutes daily for grades 7 to 10.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
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advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
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'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
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Accurate understanding of land use and cover is imperative for the development planning
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and water managers, and urban planners, are interested in obtaining data on land use and cover
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Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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1. Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
December 2013
2. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 2 of 69
CURRICULAR FRAMEWORK
K to 12 Basic Education Program: An Overview
Essentially, the K to 12 curriculum proposed in 2011 seeks to develop 21st century skills among its learners. These include the cognitive skills of critical thinking,
problem-solving and creative thinking; the social or interpersonal skills of communication, collaboration, leadership and cross-cultural skills; self- management skills of self-
monitoring and self-direction, as well as task or project management skills, and personal characteristics which are part of ethics, civic responsibility and accountability.
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. 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. Thus, self-management is an important skill. In addition, this curriculum recognizes the view that
fitness and healthy physical activity (PA) behaviors must take the family and other environmental settings (e.g. school, community and larger society) into consideration. This
curricular orientation is a paradigm shift from the previous sports-dominated PE curriculum aimed at athletic achievement.
Move to learn is the context of physical activity as the means for learning, while Learn to move embodies the learning of skills, and techniques and the acquisition of
understanding that are requisites to participation in a variety of physical activities that include exercise, games, sports, dance and recreation.
Learning Outcomes
The K to 12 PE Curriculum develops the students’ skills in accessing, synthesizing and evaluating information, making informed decisions, enhancing and advocating
their own and others’ fitness and health. The knowledge, understanding and skills underpin the competence, confidence and commitment required ofall students to live an
active life for fitness and health.
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.
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.
3. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 3 of 69
Learning Approaches
Physical literacy is consists of movement, motor- and activity-specific skills. In the early grades the learners are taught the ‘what,’ ‘why’ and ‘how’ of the movement.
This progresses to an understanding of the ‘why’ of the movement which is achieved by developing more mature movement patterns and motor skills in a wide range and
variety of exercise, sports and dance activities to specifically enhance fitness parameters. The learners builds on these knowledge and skills in order to plan, set goals and
monitor their participation in physical activities (exercise, sports and dance) and constantly evaluate how well they have integrated this their personal lifestyle. This implies
the provision of ongoing and developmentally-appropriate activities so that the learners can practice, create, apply and evaluate the knowledge, understanding and skills
necessary to maintain and enhance their own as well as others’ fitness and health through participation in physical activities.
The curriculum also allows for an inclusive approach that understands and respects the diverse range of learners; thus, the program takes into account their needs,
strengths and abilities. This is to ensure that all learners have equivalent opportunities and choices in Physical Education.
The curriculum emphasizes knowing the ‘what’, ‘how’ and ‘why’ of movement. It focuses on developing the learners’ understanding of how the body responds,
adjusts and adapts to physical activities. This will equip the learner to become self-regulated and self-directed as a result of knowing what should be done and actually doing
it; is the learners are equally confident in influencing their peers, family, immediate community, and ultimately, society. These are all valuable 21st century skills which the K
to 12 PE Curriculum aspires for the learners to develop.
Learning Strands
The program has five 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.
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.
4. Rhythms 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.
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 senior high school (SHS) is seamlessly integrated in the PE curriculum. This strand optimizes the learner’s potential for health and wellbeing and
contributes to building healthy, active communities. Thus, the course title, Health-optimizing PE or H.O.P.E.
4. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 4 of 69
.
Figure 1. The Conceptual Framework of Physical Education
PHYSICAL LITERACY
Fundamental
Movement Skills
Fundamental
Motor skills
Activity-specific
Activity
Rhythms & Dances
Games & Sports
MOVE
TO
LEARN,
LEARN
TO
MOVE
A graduate who lives an active life
for fitness and lifelong health
Body Management
K ----1---2---3---4---5---6---7---8----9---10---11---12
Activity-Based
Developmentally
Appropriate
Standard
based
Integrated
Inclusive
5. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 5 of 69
Learning Area Standard
The learner demonstrates understanding of the concept of physical fitness and physical activity in achieving, sustaining, and promoting an active life for fitness
and health
Key Stage Standards
Strands K – 3 4 – 6 7 - 10
The learner demonstrates
understanding of movement
concepts and skills in preparation for active
participation in various
physical activities.
The learner demonstrates
understanding of principles in
movement and fitness
for active participation in various
physical activities.
The learner demonstrates
understanding of integrating
physical activity behaviors in
achieving an active lifestyle.
Body Management
Movement Skills
Physical Fitness
Games and Sports
Rhythms and Dance
6. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 6 of 69
GRADE LEVEL STANDARDS
Grade Level Grade Level Standards
Grade 1
The learner demonstrates understanding of body awareness, space awareness, qualities of effort and movement relationships through participation in
enjoyable physical activities.
Grade 2
Grade 3
Grade 4
The learner demonstrates understanding of the importance of physical activity and physical fitness through participation in and assessment of physical
activities.Grade 5
Grade 6
Grade 7 The learner demonstrates understanding of personal fitness in achieving an active lifestyle.
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.
7. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 7 of 69
Table 1a - Scope and Sequence of Physical Education from Grades 1-3
Key Stage 1
Grade Level Strands Q1 Q2 Q3 Q4
GRADE 1
Body management
Movement skills
Rhythms and dance
Games and sports
Physical fitness
Body Awareness Space Awareness Qualities of Effort Relationships
Participation in enjoyable singing games, action songs, simple games, Chasing/Fleeing type games and mimetics.
GRADE 2
Body management
Movement skills
Rhythms and dance
Games and sports
Physical fitness
Body Shapes and Body
Actions
Locations, Directions,
Levels, Pathways and
Planes
Time, Force and Flow
Person, Objects, Sound
and Environment
Participation in enjoyable activities in different locomotor, non- locomotor and manipulative activities, folk dances,
rhythmic routines (ribbon, hoop, balls, indigenous/improvised materials), relays and races
GRADE 3
Body management
Movement skills
Rhythms and dance
Games and sports
Physical fitness
Body Shapes and Body
Actions
Locations, Directions,
Levels, Pathways and
Planes
Time, Force and Flow
Person, Objects, Sound
and Environment
Participation in enjoyable and challenging activities in different locomotor, non- locomotor and manipulative
activities ,simple folk dance, rhythmic routines (ribbon, hoop, balls, etc.)Lead-up and organized games(indigenous)
and corrective exercises.
Note: The scope and sequence for Grades 1 to 3 activities are integrative and inclusive in context.
8. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 8 of 69
Table 1a - Scope and Sequence of Physical Education from Grades 4-6
Key Stage 2
Grade Level Strands Q1 Q2 Q3 Q4
Health-Enhancing Fitness 1
GRADE 4
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports
Target games,
striking/fielding games,
Invasion games
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Health-Enhancing Fitness 2
GRADE 5
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports
Target games,
striking/fielding games
Invasion games Wall/net games, invasion games
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Health-Enhancing Fitness 3
GRADE 6
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports
Target games,
striking/fielding games
Invasion games
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Note: The scope and sequence for Grades 4 to 6 are focused on health and skill enhancing activities, ensuring that they are integrative and inclusive in
context.
9. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 9 of 69
Table 1d - Scope and Sequence of Physical Education from Grades 7-10
Key Stage 3
Grade Level Strands Q1 Q2 Q3 Q4
GRADE 7
Personal Fitness
Physical fitness
Exercise programs: Training Guidelines, FITT Principle
Endurance and Muscle-and bone- strengthening activities
Games and sports Individual and Dual sports
Rhythms and dance Folk/indigenous, ethnic, traditional/festival dances
GRADE 8
Family and School Fitness
Physical fitness Physical activity programs: Training Guidelines, FITT Principle
Endurance and Muscle-and bone- strengthening activities
Games and sports Team Sports
Rhythms and dance
Folk dances with Asian
influence
GRADE 9
Community Fitness
Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
Games and sports
Sports officiating Active Recreation (indoor
& outdoor)
Rhythms and dance Social, ballroom dances and Festival dances
GRADE 10
Societal Fitness
Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
Games and sports Active Recreation (Sports)
Rhythms and dance
Active Recreation (Other dance forms-Hip-hop, Street
Dance, Cheer dance, Contemporary, etc.)
Note: The scope and sequence for Grades 7 to 10 are thematically organized; ensure that they are integrative and inclusive context.
10. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 10 of 69
Table 1d - Scope and Sequence of Physical Education and Health from Grades 11-12
Grade Level Strands Semester 1 Semester 2
Q1 Q2 Q3 Q4
GRADE 11
Fitness/Exercise
HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 1 and 2)
Aerobic, muscle and bone-strengthening
activities
Sports
Individual, dual and team sports
HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 3 and 4)
GRADE 12
Dance Traditional, contemporary, ethnic, folk and social
dances
Recreation
Aquatic and mountaineering activities
Note: Students can elect from the menu of physical activity courses
11. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 11 of 69
TIME ALLOTMENT FOR PHYSICAL EDUCATION
Grade Level Time Allotment
Kindergarten Integrated with other subject areas
Grades 1 – 6 40 minutes / week
Grades 7 – 10 60 minutes / week
Grades 11 – 12 120 minutes / week
12. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 12 of 69
GRADE 1
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Body Awareness
(Different body parts
and their movements)
The learner . . .
demonstrates understanding
awareness of body parts in
preparation for participation
in physical activities.
The learner . . .
performs with coordination
enjoyable movements on
body awareness .
The learner . . .
1. describes the different parts of
the body and their movements
through enjoyable physical
activities
PE1BM-Ia-b-1
2. creates shapes by using
different body parts
PE1BM-Ic-d-2
3. shows balance on one, two,
three, four and five body parts
PE1BM-Ie-f-3 Misosa IV- M4
4. exhibits transfer of weight PE1BM-Ig-h-4 Misosa IV- M4
5. recognizes the importance of
participating in fun and
enjoyable physical activities
PE1PF-Ia-h-1
6. engages in fun and enjoyable
physical activities with
coordination
Suggested learning activities
Ø action songs
Ø singing games
Ø simple games
Ø chasing and fleeing games
Ø mimetics
PE1PF-Ia-h-2
SECOND QUARTER/ SECOND GRADING
Space Awareness
(Moving in different
directions at spatial
levels)
The learner . . .
demonstrates understanding
of space awareness in
preparation for participation in
physical activities.
The learner . . .
performs movement skills in a
given space with coordination. 7. identifies locomotor skills PE1BM-IIa-b-5 Misosa IV- M1
13. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 13 of 69
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
8. demonstrates moving within a
group without bumping or
falling using locomotors skills
PE1BM-IIc-e-6 Misosa IV- M1
9. executes locomotor skills while
moving in different directions
at different spatial levels
PE1BM-IIf-h-7 Misosa IV- M1
10. engages in fun and enjoyable
physical activities with
coordination
PE1PF-IIa-h-2
11. illustrates/demonstrate
acceptable responses to
challenges, successes, and
failures during participation in
motor fitness activities
PE1PF-IIa-h-3
12. demonstrates acceptable
responses to challenges,
successes, and failures during
participation in physical
activities
Suggested learning activities
Ø action songs
Ø singing games
Ø simple games
Ø chasing and fleeing games
Ø mimetics
PE1PF-IIa-h-4
THIRD QUARTER/ THIRD GRADING
Qualities of Effort
(Slow and fast, heavy
and light, free and
bound movements)
The learner . . .
demonstrates understanding
of qualities of effort in
preparation for participation
in physical activities.
The learner . . .
performs movements of
varying qualities of effort
with coordination.
13.describes the difference
between slow and fast, heavy
and light, free and bound
movements
PE1BM-IIIa-b-8
14. demonstrates contrast
between slow and fast speeds
while using locomotor skills
PE1BM-IIIc-d-9 Misosa IV -M1
14. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 14 of 69
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
15. demonstrates the difference
between heavy and light while
moving
PE1BM-IIIe-f-10
16. demonstrates the difference
between free and bound
PE1BM-IIIg-h-11
17. demonstrates the difference
between free and bound
PE1PF-IIIa-h-2
18. engages in fun and enjoyable
physical activities
PE1PF-IIIa-h-6
19. enumerates the characteristics
of a good team player
PE1PF-IIIa-h-7
20. differentiates sharing from
cooperating
PE1PF-IIIa-h-8
21. demonstrates the
characteristics of sharing and
cooperating in physical
activities
Suggested learning activities
Ø action songs
Ø singing games
Ø simple games
Ø chasing and fleeing games
Ø mimetics
PE1PF-IIIa-h-9
FOURTH QUARTER/ FOURTH GRADING
Movement
Relationships
(Relationship to a
moving or stationary
object/person)
The learner . . .
demonstrates understanding
of relationships of movement
skills in preparation for
participation in physical
activities
The learner . . .
performs movements in
relation to a stationary or
moving object/person with
coordination.
22. identifies movement
relationships
PE1BM-IVa-b-12
23. demonstrates relationship of
movement
PE1BM-IVc-e-13
24. performs jumping over a
stationary object several times
in succession, using forward-
and- back and side-to-side
movement patterns
PE1BM-IVf-h-14
Misosa VI -M1
25. engages in fun and enjoyable
physical activities
PE1PF-IVa-h-2
15. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 15 of 69
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
26. shows interest in participating
in physical activities
PE1PF-IVa-h-9
27. follows simple instructions and
rules
PE1PF-IVa-h-10
28. enjoys participating in physical
activities
Suggested learning activities
Ø action songs
Ø singing games
Ø simple games
Ø chasing and fleeing games
Ø mimetics
PE1PF-IVa-h-11
16. K to 12 BASIC EDUCATION CURRICULUM
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GRADE 2
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Body Shapes
(Straight, curled, wide
and twisted) and
Body Actions
(Walking, standing,
sitting)
The learner . . .
demonstrates
understanding of body
shapes and body
actions in preparation
for various movement
activities
The learner . . .
performs body shapes and
actions properly.
The learner . .
1. describes body shapes and actions
PE2BM-Ia-b-1
2. demonstrates body shapes and actions PE2BM-Ic-d-
15
3. creates body shapes and actions PE2BM-Ie-f-2
4. demonstrates momentary stillness in
symmetrical and asymmetrical shapes
using body parts other than both feet as a
base of support
PE2BM-Ig-h-
16
Misosa V -M1
5. demonstrates movement skills in response
to sound and music
PE2MS-Ia-h-1
6. exhibits correct body posture PE2PF-Ia-h-
12
Misosa VI M1-M5
7. assesses body posture PE2PF-Ia-h-
13
8. engages in fun and enjoyable physical
activities
Suggested learning activities
Ø movement skills activities (locomotor, non-
locomotor and manipulative skills)
Ø folk dances (Alitaptap/Rabong)
Ø rhythmic routines (ribbon, hoop, balls, and
any available indigenous/improvised
materials)
relays and races
PE2PF-Ia-h-2
17. K to 12 BASIC EDUCATION CURRICULUM
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CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
SECOND QUARTER/ SECOND GRADING
Locations (Behind, in
front, under, over,
personal space,
general space)
Directions (linear-
forward and backward,
lateral- sideward, and
multi-directional)
Levels (High, middle,
low) Pathways
(Straight, curved,
zigzag) and Planes
(Diagonal, horizontal,
vertical, and rotational)
Th The learner . . .
demonstrates
understanding of
locations, directions,
levels, pathways and
planes
ThThe learner. . .
performs movements
accurately involving
locations, directions,
levels, pathways and
planes.
9. describes movements in a location,
direction, level, pathway and plane
PE2BM-IIa-b-
17
Misosa IV -M1
10. moves in:
Ø personal and general space
Ø forward, backward, and sideward
directions
Ø high, middle, and low levels
Ø straight, curve, and zigzag pathways
Ø diagonal and horizontal planes
PE2BM-IIc-h-
18
11.
demonstrates movement skills in response
to sounds and music
PE2MS-IIa-h-
1
12. observes correct posture and body
mechanics while performing movement
activities
PE2PF-IIa-h-
14
13.
engages in fun and enjoyable physical
activities
Suggested learning activities
Ø movement skills activities (locomotor, non-
locomotor and manipulative skills)
Ø folk dances
Ø rhythmic routines (ribbon, hoop, balls, and
any available indigenous/improvised materials)
Ø relays and races
PE2PF-IIa-h-2
THIRD QUARTER/ THIRD GRADING
Time (slow, slower,
slowest/fast, faster,
fastest) Force (light,
lighter,
lightest/strong,
stronger, strongest)
and Flow
(smoothness of
The learner . . .
demonstrates
understanding of
movement in relation
to time, force and flow
The learner . . .
performs movements
accurately involving time,
force, and flow.
14. describes movements in a location,
direction, level, pathway and plane
PE2BM-IIIa-
b-17
15. moves:
15.1 at slow, slower, slowest/fast, faster,
fastest pace
15.2 using light, lighter, lightest/strong,
stronger, strongest force with
smoothness
PE2BM-IIIc-h-
19
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CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
movement) 16. demonstrates movement skills in response
to sound and music
PE2MS-IIIa-
h-1
17. engages in fun and enjoyable physical
activities
PE2PF-IIIa-h-
2
18. observes correct posture and body
mechanics while performing movement
activities
Suggested learning activities
Ø movement skills activities locomotor, non-
locomotor and manipulative skills
Ø folk dances (Alitaptap/Rabong)
Ø rhythmic routines (ribbon, hoop, balls, and
any available indigenous/improvised
materials)
relays and races
PE2PF-IIIa-h-
14
FOURTH QUARTER/ FOURTH GRADING
Person (Individual,
pair, group), Objects
(ribbon, hoop, balls,
and any available
indigenous/improvised
materials), Sound,
Environment
(indoor and outdoor
settings)
The learner . . .
demonstrates
understanding of
movement activities
relating to person,
objects, music and
environment
The learner . . .
performs movement
activities involving person,
objects, music and
environment correctly
19. familiarizes in various movement activities
involving person, objects, music and
environment
PE2BM-IV-a-
b-20
Misosa V -M1
20. moves:
20.1 individually, with partner, and with
group
20.2 with ribbon, hoop, balls, and any
available indigenous/improvised
materials
20.3 with sound
20.4 in indoor and outdoor settings
PE2BM-IV-c-
h-21
Misosa V -M1
21. demonstrates movement skills in response
to sound
PE2MS-IV-a-
h-1
22. engages in fun and enjoyable physical
activities
PE2PF-IV-a-
h-2
23. observes correct body posture and body
mechanics while performing movement
activities
PE2PF-IV-a-
h-14
Misosa VI -M1
19. K to 12 BASIC EDUCATION CURRICULUM
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CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
Suggested learning activities
Ø movement skills activities locomotor, non-
locomotor and manipulative skills
Ø folk dances (Alitaptap/Rabong)
Ø rhythmic routines (ribbon, hoop, balls, and
any available indigenous/improvised materials)
relays and races
20. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 20 of 69
GRADE 3
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Body Shapes
(Straight, curled, wide
and twisted) and
Body Actions
(Walking, standing,
sitting)
The learner . . .
demonstrates
understanding of body
shapes and body actions
in preparation for various
movement activities
The learner . . .
performs body shapes and
actions properly.
The learner . . .
1. describes body shapes and
actions
PE3BM-Ia-b-1
2. performs body shapes and
actions
PE3BM-Ic-d-15
3. creates body shapes and actions PE3BM-Ie-f-2
4. demonstrates momentary
stillness in symmetrical and
asymmetrical shapes using body
parts other than both feet as a
base of support
PE3BM-Ig-h-16
5. demonstrates movement skills in
response to sounds and music PE3MS-Ia-h-1
6. identifies conditioning and
flexibility exercises that will
improve posture
PE3PF-Ia-h-15
7. performs conditioning and
flexibility exercises that will
improve body posture
PE3PF-Ia-h-16
8. engages in fun and enjoyable
physical activities
Suggested learning activities
Ø movement skills activities
(locomotor, non-locomotor and
manipulative skills)
Ø folk dances (Tiklos/Kunday-kunday)
Ø rhythmic routines (ribbon, hoop,
balls, and any available
indigenous/improvised materials)
Ø lead up, organized and indigenous
games
corrective exercises
PE3PF-Ia-h-2
21. K to 12 BASIC EDUCATION CURRICULUM
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CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
SECOND QUARTER/ SECOND GRADING
Locations (Behind,
in front, under, over,
personal space,
general space)
Directions (linear-
forward and
backward, lateral-
sideward, and multi-
directional) Levels
(High, middle, low)
Pathways (Straight,
curve, zigzag) and
Planes (Diagonal,
horizontal, vertical,
and rotational)
The learner . . .
demonstrates
understanding of
locations, directions,
levels, pathways and
planes
The learner . . .
performs movements
accurately involving locations,
directions, levels, pathways
and planes.
The learner . . .
9. describes movements in a
location, direction, level, pathway
and plane
PE3BM-IIa-b-17
10. moves in:
Ø personal and general space
Ø forward, backward, and
sideward directions
Ø high, middle, and low levels
Ø straight, curve, and zigzag
pathways
Ø diagonal and horizontal
planes
PE3BM-IIc-h-18
11. demonstrates movement skills
in response to sound
PE3MS-IIa-h-1 Misosa IV-M1
12. identifies conditioning and
flexibility exercises that will
improve body mechanics
PE3PF-IIa-h-15 Misosa V-M1
13. performs conditioning and
flexibility exercises that will
improve body mechanics
PE3PF-IIa-h-16 Misosa VI-M5
14. engages in fun and enjoyable
physical activities
Suggested learning activities
Ø movement skills activities
(locomotor, non-locomotor and
manipulative skills)
Ø folk dances (Tiklos/ Kunday-kunday)
Ø rhythmic routines (ribbon, hoop,
balls, and any available
indigenous/improvised materials)
Ø lead up, organized and indigenous
games
corrective exercises
PE3PF-IIa-h-2
22. K to 12 BASIC EDUCATION CURRICULUM
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CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
THIRD QUARTER/ THIRD GRADING
Time (slow, slower,
slowest/fast, faster,
fastest Force (light,
lighter,
lightest/strong,
stronger, strongest)
and Flow
(smoothness of
movement)
The learner . . .
demonstrates
understanding of
movement in relation to
time, force and flow
The learner . . .
performs movements
accurately involving time,
force, and flow.
15. describes movements in a
location, direction, level,
pathway and plane
PE3BM-IIIa-b-17 Misosa IV-M1
16. moves:
Ø at slow, slower, slowest/fast,
faster, fastest pace
Ø using light, lighter,
lightest/strong, stronger,
strongest force with
smoothness
PE3BM-IIIc-h-19
17. demonstrates movement skills
in response to sound
PE3MS-IIIa-h-1
18. engages in fun and enjoyable
physical activities
PE3PF-IIIa-h-2
19. identifies conditioning and
flexibility exercises that will
improve body mechanics
PE3PF-IIIa-h-15
Misosa V-M1
20. performs conditioning and
flexibility exercises that will
improve body mechanics
Suggested learning activities
Ø movement skills activities
locomotor, non-locomotor and
manipulative skills
Ø folk dances (Tiklos/ Kunday-kunday)
Ø rhythmic routines (ribbon, hoop,
balls, and any available
indigenous/improvised materials)
Ø lead up, organized and indigenous
games
Ø corrective exercises
PE3PF-IIIa-h-16 Misosa V-M1
FOURTH QUARTER/ FOURTH GRADING
Person (Invidual,
pair, group) Objects
(ribbon, hoop, balls,
The learner . . .
demonstrates
The learner . . .
performs movement activities
The learner . . .
21. participates in various movement
activities involving person,
PE3BM-IV-a-b-
20
Misosa IV-M5
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CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
and any available
indigenous/improvised
materials), Sound and
Environment (indoor
and outdoor settings)
understanding of
movement activities
relating to person,
objects, music and
environment
involving person, objects,
music and environment
correctly
objects, music and environment
22. moves:
Ø individually, with partner, and
with group
Ø with ribbon, hoop, balls, and
any available
indigenous/improvised
materials
Ø with sound
Ø in indoor and outdoor
settings
PE3BM-IV-c-h-
21
23. demonstrates movement skills
in response to sounds and music
PE3MS-IV-a-h-1
24. engages in fun and enjoyable
physical activities
PE3PF-IV-a-h-2
25. identifies conditioning and
flexibility exercises that will
improve posture
PE3PF-IV-a-h-15
26. performs conditioning and
flexibility exercises that will
improve body mechanics
Suggested learning activities
Ø movement skills activities
locomotor, non-locomotor and
manipulative skills
Ø folk dances (Tiklos/Kunday-kunday)
Ø rhythmic routines (ribbon, hoop,
balls, and any available
indigenous/improvised materials)
Ø lead up, organized and indigenous
games
corrective exercises
PE3PF-IV-a-h-16
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K to 12 Physical Education Curriculum Guide December 2013 Page 24 of 69
GRADE 4
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of
physical
activities and
physical fitness
Target games
(Tumbang preso,
tamaang-
tao/batuhang bola,
tatsing),
striking/fielding
games
(syato/,basagang
palayok, kickball)
Note: Games are
not limited to the
above listed
activities
The learner . . .
demonstrates
understanding of
participation and
assessment of physical
activities and physical
fitness
The learner . . .
participates and assesses
performance in physical
activities.
assesses physical fitness
The learner . . .
1. describes the physical activity
pyramid
PE4PF-Ia-16
2. explains the indicators for
fitness
PE4PF-Ia-17
3. assesses regularly participation
in physical activities based on
physical activity pyramid
PE4PF-Ib-h-18
4. explains the nature/background
of the games PE4GS-Ib-1
5. describes the skills involved in
the games PE4GS-Ib-2
6. observes safety precautions PE4GS-Ib-h-3
7. executes the different skills
involved in the game
PE4GS-Ic-h-4
8. recognizes the value of
participation in physical activities
PE4PF-Ib-h-19
9. displays joy of effort, respect for
others and fair play during
participation in physical activities
PE4PF-Ib-h-20
10. explains health and skill related
fitness components
PE4PF-Ia-21
11. identifies areas for
improvement
PE4PF-Ib-h-22
SECOND QUARTER/ SECOND PERIOD
Assessment of
physical
activities and
physical fitness
Invasion games
(agawan base,
The learner . . .
demonstrates
understanding of
participation in and
assessment of physical
activities and physical
fitness
The learner . . .
participates and assesses
performance in physical
activities.
assesses physical fitness
12. describes the Philippines
physical activity pyramid
PE4PF-IIa-16
13. explains the indicators for
fitness
PE4PF-IIa-17
14. assesses regularly participation
in physical activities based on
physical activity pyramid
PE4PF-IIb-h-18
15. explains the nature/background PE4GS-IIb-1
25. K to 12 BASIC EDUCATION CURRICULUM
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CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
lawin at sisiw,
agawan panyo)
Note: Games are
not limited to the
above listed
activities
of the games
16. describes the skills involved in
the games
PE4GS-IIb-2
17. observes safety precautions PE4GS-IIb-h-3
18. executes the different skills
involved in the game
PE4GS-IIc-h-4
19. recognizes the value of
participation in physical activities
PE4PF-IIb-h-19
20. displays joy of effort, respect for
others and fair play during
participation in physical activities
PE4PF-IIb-h-20
21. explains health and skill related
fitness components
PE4PF-IIa-21
22. identifies areas for improvement PE4PF-IIb-h-22
THIRD QUARTER / THIRD GRADING
Assessment of
physical
activities and
physical fitness
Folk (Liki/Ba-
Ingles),
indigenous,
ethnic,
traditional and
creative dances
Note: Dances
available in the
area can be
selected.
The learner . . .
demonstrates
understanding of
participation and
assessment of physical
activity and physical
fitness
The learner . . .
participates and assesses
performance in physical
activities.
assesses physical fitness
23. describes the Philippines
physical activity pyramid
PE4PF-IIIa-16
24. explains the indicators for
fitness
PE4PF-IIIa-17
25. assesses regularly participation
in physical activities based on
physical activity pyramid
PE4PF-IIIb-h-18
26. explains the nature/background
of the dance
PE4GS-IIIb-1
27. describes the skills involved in
the dance
PE4GS-IIIb-2
28. observes safety precautions PE4GS-IIIb-h-3
29. executes the different skills
involved in the dance
PE4GS-IIIc-h-4
30. recognizes the value of
participation in physical activities
PE4PF-IIIb-h-19
31. displays joy of effort, respect for
others during participation in
physical activities
PE4PF-IIIb-h-20
32. explains health and skill related
fitness components
PE4PF-IIIa-21
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CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
33. identifies areas for improvement PE4PF-IIIa-22
FOURTH QUARTER/ FOURTH PERIOD
Assessment of
physical
activities and
physical fitness
Folk (Liki/Ba-
Ingles),
indigenous,
ethnic,
traditional and
creative dances
Note: Dances
available in the
area can be
selected.
The learner . . .
demonstrates
understanding of
participation and
assessment of physical
activity and physical
fitness
The learner . . .
participates and assesses
performance in physical
activities.
assesses physical fitness
34. describes the Philippines
physical activity pyramid
PE4PF-IVa-16
35. explains the indicators for
fitness
PE4PF-IVa-17
36. assesses regularly participation
in physical activities based on
Philippines physical activity
pyramid
PE4PF-IVb-h-18
37. explains the nature/background
of the dance
PE4RD-IVb-1
38. describes the skills involved in
the dance
PE4RD-IVb-2
39. observes safety precautions PE4RD-IVb-h-3
40. executes the different skills
involved in the dance
PE4RD-IVc-h-4
41. recognizes the value of
participation in physical activities
PE4PF-IVb-h-19
42. displays joy of effort, respect for
others during participation in
physical activities
PE4PF-IVb-h-20
43. explains health and skill related
fitness components
PE4PF-IVa-21
44. identifies areas for improvement PE4PF-IVb-h-22
27. K to 12 BASIC EDUCATION CURRICULUM
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GRADE 5
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of
physical activity
and physical
fitness
Target games
(Tumbang preso,
tamaang-
tao/batuhang
bola, tatsing),
striking/fielding
games
(syato/,basagang
palayok, kickball)
Note: Games are
not limited to the
above listed
activities
The learner . . .
demonstrates
understanding of
participation and
assessment of physical
activity and physical
fitness
The learner . . .
participates and assesses
performance in physical
activities.
assesses physical fitness
The learner . . .
1. describes the Philippines physical
activity pyramid
PE5PF-Ia-16
2. explains the indicators for fitness PE5PF-Ia-17
3. assesses regularly participation in
physical activities based on the
Philippines physical activity
pyramid
PE5PF-Ib-h-18
4. explains the nature/background
of the games PE5GS-Ib-1
5. describes the skills involved in
the games PE5GS-Ib-2
6. observes safety precautions PE5GS-Ib-h-3
7. executes the different skills
involved in the game
PE5GS-Ic-h-4
8. recognizes the value of
participation in physical activities
PE5PF-Ib-h-19
9. displays joy of effort, respect for
others and fair play during
participation in physical activities
PE5PF-Ib-h-20
10. explains health and skill related
fitness components
PE5PF-Ia-21
11. identifies areas for improvement
PE5PF-Ib-h-22
SECOND QUARTER / SECOND GRADING
Assessment of
physical
activities and
physical fitness
Invasion games
(agawan base,
The learner . . .
demonstrates
understanding of
participation in and
assessment of physical
activity and physical
fitness
The learner . . .
participates and assesses
performance in physical
activities.
assesses physical fitness
12. describes the Philippines
physical activity pyramid
PE5PF-IIa-16
13. explains the indicators for
fitness
PE5PF-IIa-17
14. assesses regularly participation
in physical activities based on
the Philippines physical activity
pyramid
PE5PF-IIb-h-18
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CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
lawin at sisiw,
agawan panyo)
Note: Games are
not limited to the
above listed
activities
15. explains the nature/background
of the games
PE5GS-IIb-1
16. describes the skills involved in
the games
PE5GS-IIb-2
17. observes safety precautions
PE5GS-IIb-h-3
18. executes the different skills
involved in the game
PE5GS-IIc-h-4
19. recognizes the value of
participation in physical activities
PE5PF-IIb-h-19
20. displays joy of effort, respect for
others and fair play during
participation in physical activities
PE5PF-IIb-h-20
21. explains health and skill related
fitness components
PE5PF-IIa-21
22. identifies areas for improvement
PE5PF-IIb-h-22
THIRD QUARTER/ THIRD PERIOD
Assessment of
physical
activities and
physical fitness
Folk (Cariñosa/
Polka sa Nayon),
indigenous,
ethnic,
traditional and
creative dances
Note:
Dances
available
in
the
area
can
be
selected.
The learner . . .
demonstrates
understanding
of
participation
and
assessment
of
physical
activity
and
physical
fitness
The learner . . .
participates and assesses
performance in physical
activities.
assesses
physical
fitness
23. describes the Philippines
physical activity pyramid
PE5PF-IIIa-16
24. explains the indicators for
fitness
PE5PF-IIIa-17
25. assesses regularly participation
in physical activities based on
the Philippines physical activity
pyramid
PE5PF-IIIb-h-18
26. explains the nature/background
of the dance
PE5RD-IIIb-1
27. describes the skills involved in
the dance
PE5RD-IIIb-2
28. observes safety precautions PE5RD-IIIb-h-3
29. executes the different skills
involved in the dance PE5RD-IIIc-h-4
30. recognizes the value of
participation in physical activities
PE5PF-IIIb-h-19
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CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
31. displays joy of effort, respect for
others during participation in
physical activities
PE5PF-IIIb-h-20
32. explains health and skill related
fitness components
PE5PF-IIIa-21
33. identifies areas for improvement PE5PF-IIIb-h-22
FOURTH QUARTER/ FOURTH PERIOD
Assessment of
physical
activities and
physical fitness
Folk (Cariñosa/
Polka sa Nayon),
indigenous,
ethnic,
traditional and
creative dances
Note: Dances
available in the
area can be
selected.
The learner . . .
demonstrates
understanding of
participation and
assessment of physical
activity and physical
fitness
The learner . . .
participates and assesses
performance in physical
activities.
assesses physical fitness
34. describes the Philippines
physical activity pyramid
PE5PF-IVa-16
35. explains the indicators for
fitness
PE5PF-IVa-17
36. assesses regularly participation
in physical activities based on
the Philippines physical activity
pyramid
PE5PF-IVb-h-18
37. explains the nature/background
of the dance
PE5RD-IVb-1
38. describes the skills involved in
the dance
PE5RD-IVb-2
39. observes safety precautions PE5RD-IVb-h-3
40. executes the different skills
involved in the dance
PE5RD-IVc-h-4
41. recognizes the value of
participation in physical activities
PE5PF-IVb-h-19
42. displays joy of effort, respect for
others during participation in
physical activities
PE5PF-IVb-h-20
43. explains health and skill related
fitness components
PE5PF-IVa-21
44. identifies areas for improvement PE5PF-IVb-h-22
30. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 30 of 69
GRADE 6
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of
physical
activities and
physical fitness
Target games
(Tumbang preso,
tamaang-
tao/batuhang
bola, tatsing),
striking/fielding
games
(syato/,basagang
palayok, kickball)
Note: Games are
not limited to the
above listed
activities
The learner . . .
demonstrates
understanding of
participation and
assessment of physical
activity and physical
fitness
The learner . . .
participates and assesses
performance in physical
activities.
assesses physical fitness
The learner . . .
1. describes the Philippines
physical activity pyramid
PE6PF-Ia-16
2. explains the indicators for
fitness
PE6PF-Ia-17
3. assesses regularly participation
in physical activities based on
the Philippines physical activity
pyramid
PE6PF-Ib-h-18
4. explains the nature/background
of the games PE6GS-Ib-1
5. describes the skills involved in
the games PE6GS-Ib-2
6. observes safety precautions PE6GS-Ib-h-3
7. executes the different skills
involved in the game
PE6GS-Ic-h-4
8. recognizes the value of
participation in physical activities
PE6PF-Ib-h-19
9. displays joy of effort, respect for
others and fair play during
participation in physical activities
PE6PF-Ib-h-20
10. explains health and skill related
fitness components
PE6PF-Ia-21
11. identifies areas for
improvement
PE6PF-Ib-h-22
SECOND QUARTER/ SECOND PERIOD
Assessment of
physical
activities and
physical fitness
Invasion games
The learner . . .
demonstrates
understanding of
participation in and
assessment of physical
activities and physical
The learner . . .
participates and assesses
performance in physical
activities.
assesses physical fitness
12. describes the Philippines
physical activity pyramid
PE6PF-IIa-16
13. explains the indicators for
fitness
PE6PF-IIa-17
14. assesses regularly participation
in physical activities based on
the Philippines physical activity
PE6PF-IIb-h-18
31. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 31 of 69
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
(agawan base,
lawin at sisiw,
agawan panyo)
Note: Games are
not limited to the
above listed
activities
fitness pyramid
15. explains the
nature/background of the
games
PE6GS-IIb-1
16. describes the skills involved in
the games
PE6GS-IIb-2
17. observes safety precautions
PE6GS-IIb-h-3
18. executes the different skills
involved in the game
PE6GS-IIc-h-4
19. recognizes the value of
participation in physical
activities
PE6PF-IIb-h-19
20. displays joy of effort, respect
for others and fair play during
participation in physical
activities
PE6PF-IIb-h-20
21. explains health and skill related
fitness components
PE6PF-IIa-21
22. identifies areas for
improvement
PE6PF-IIb-h-22
THIRD QUARTER/ THIRD PERIOD
Assessment of
physical
activities and
physical fitness
Folk (Itik-itik for
girls and
Maglalatik for
boys),
indigenous,
ethnic,
traditional and
creative dances
The learner . . .
demonstrates
understanding of
participation and
assessment of physical
activity and physical
fitness
The learner . . .
participates and assesses
performance in physical
activities.
assesses physical fitness
23. describes the Philippines
physical activity pyramid
PE6PF-IIIa-16
24. explains the indicators for
fitness
PE6PF-IIIa-17
25. assesses regularly participation
in physical activities based on
the Philippines physical activity
pyramid
PE6PF-IIIb-h-18
26. explains the
nature/background of the
dance
PE6RD-IIIb-1
27. describes the skills involved in
the dance
PE6RD-IIIb-2
32. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 32 of 69
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
Note: Dances
available in the
area can be
selected.
28. observes safety precautions
PE6RD-IIIb-h-3
29. executes the different skills
involved in the dance
PE6RD-IIIc-h-4
30. recognizes the value of
participation in physical
activities
PE6PF-IIIb-h-19
31. displays joy of effort, respect
for others during participation
in physical activities
PE6PF-IIIb-h-20
32. explains health and skill related
fitness components
PE6PF-IIIa-21
33. identifies areas for
improvement
PE6PF-IIIb-h-22
FOURTH QUARTER/ FOURTH PERIOD
Assessment of
physical
activities and
physical fitness
Folk (Itik-itik for
girls and
Maglalatik for
boys),
indigenous,
ethnic,
traditional and
creative dances
Note: Dances
available in the
area can be
selected.
The learner . . .
demonstrates
understanding of
participation and
assessment of physical
activity and physical
fitness
The learner . . .
participates and assesses
performance in physical
activities.
assesses physical fitness
34. describes the Philippines
physical activity pyramid
PE6PF-IVa-16
35. explains the indicators for
fitness
PE6PF-IVa-17
36. assesses regularly participation
in physical activities based on
the Philippines physical activity
pyramid
PE6PF-IVb-h-18
37. explains the
nature/background of the
dance
PE6RD-IVb-1
38. describes the skills involved in
the dance
PE6RD-IVb-2
39. observes safety precautions
PE6RD-IVb-h-3
40. executes the different skills
involved in the dance
PE6RD-IVc-h-4
41. recognizes the value of
participation in physical
activities
PE6PF-IVb-h-19
42. displays joy of effort, respect
for others during participation
PE6PF-IVb-h-20
33. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 33 of 69
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
in physical activities
43. explains health and skill related
fitness components
PE6PF-IVa-21
44. identifies areas for
improvement
PE6PF-IVb-h-22
34. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 34 of 69
GRADE 7
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Exercise Programs:
Training Guidelines,
FITT Principles
Endurance, Muscle- and
Bone-strengthening
Activities:
a. individual sports
1. running
2. rhythmic
sportive
gymnastics
3. swimming
b. dual sports
1. badminton
2. table tennis
3. tennis
c. combative sports
1. arnis (anyo)
2. taekwondo
(poomsae)
3. karate(kata)
Note: Activities
dependent on teacher
capability and school
resources.
The learner . . .
demonstrates
understanding of
guidelines and principles
in exercise program
design to achieve
personal fitness
The learner . . .
designs an individualized
exercise program to achieve
personal fitness
The learner . . .
1. undertakes physical activity and
physical fitness assessments
PE7PF-Ia-h-23
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
2. sets goals based on assessment
results
PE7PF-Ia-24
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
3. identifies training guidelines
and FITT principles
PE7PF-Ib-25
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
4. recognizes barriers (low level of
fitness, lack of skill and time) to
exercise
PE7PF-Ib-26
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
5. prepares an exercise program
PE7PF-Ic-27
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
35. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 35 of 69
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
6. describes the nature and
background of the sport
PE7GS-Id-5
Proj EASE Module1
OHSPY1Q2
Module1
OHSPY1Q2
Module2
OHSPY1Q2
Module3
2010 SECY1Q2
&Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit
7. executes the skills involved in
the sport PE7GS-Id-h-4
Proj EASE Module1
OHSPY1Q2
Module1
OHSPY1Q2
Module2
OHSPY1Q2
Module3
2010 SECY1Q2
&Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit 2
8. monitors periodically one’s
progress towards the fitness
goals
PE7PF-Id-h-28
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
9. distinguishes from fallacies and
misconceptions about the
physical activity participation
PE7PF-Id-29
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
36. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 36 of 69
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
10. performs appropriate first aid
for sports-related injuries (e.g.
cramps, sprain, heat
exhaustion)
PE7PF-Id-30
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
11. assumes responsibility for
achieving personal fitness
PE7PF-Id-h-31
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
12. keeps the importance of
winning and losing in
perspective
PE7PF-Id-h-32
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
SECOND QUARTER/ SECOND PERIOD
Exercise Programs:
Training Guidelines,
FITT Principles
Endurance, Muscle- and
Bone-strengthening
Activities:
a. individual
sports
1. running
2. rhythmic
sportive
gymnastics
The learner . . .
demonstrates
understanding of
guidelines and principles
in exercise program
design to achieve
personal fitness
The learner . . .
modifies the individualized
exercise program to achieve
personal fitness
13. undertakes physical activity and
physical fitness assessments
PE7PF-IIa-h-23
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
14. reviews goals based on
assessment results PE7PF-IIa-24
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
15. addresses barriers (low level of
fitness, lack of skill and time) to
PE7PF-IIb-33 OHSP Y1Q1,
Module 1
37. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 37 of 69
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
3. swimming
b. dual sports
1. badminton
2. table tennis
3. tennis
c. combative sports
1. arnis (anyo)
2. taekwondo
(poomsae)
3. karate (kata)
Note: Activities
dependent on teacher
capability and school
resources.
exercise 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
16. describes the nature and
background of the sport
PE7GS-IId-5
Proj EASE Module1
OHSPY1Q2
Module1
OHSPY1Q2
Module2
OHSPY1Q2
Module3
2010 SECY1Q2
&Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit 2
17. executes the skills involved in
the sport
PE7GS-IId-h-4
Proj EASE Module1
OHSPY1Q2
Module1
OHSPY1Q2
Module2
OHSPY1Q2
Module3
2010 SECY1Q2
&Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit 2
18. monitors periodically one’s
progress towards the fitness
goals
PE7PF-IId-h-28
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
19. performs appropriate first aid
for sports-related injuries (e.g.
PE7PF-IId-30 OHSP Y1Q1,
Module 1
38. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 38 of 69
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
cramps, sprain, heat
exhaustion)
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
20. assumes responsibility for
achieving personal fitness
PE7PF-IId-h-31
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX &
TM Unit 1
21. keeps the importance of
winning and losing in
perspective
PE7PF-IId-h-32
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
THIRD QUARTER/ THIRD PERIOD
Exercise Programs:
Training Guidelines,
FITT Principles
Endurance, Muscle- and
Bone-strengthening
Activities:
Folk (Tinikling)/
indigenous, ethnic,
traditional/ festival
dance
Note: Dances
available in the
The learner . . .
demonstrates
understanding of
guidelines and principles
in exercise program
design to achieve
personal fitness
The learner . . .
demonstrates understanding
of guidelines and principles in
exercise program design to
achieve personal fitness
22. undertakes physical activity and
physical fitness assessments
PE7PF-IIIa-h-23
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
23. reviews goals based on
assessment results
PE7PF-IIIa-34
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
24. addresses barriers (low level of
fitness, lack of skill and time) to
exercise
PE7PF-IIIb-33
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
39. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 39 of 69
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
area can be
selected.
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
25. describes the nature and
background of the dance
PE7RD-IIId-1
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit 4
26. executes the skills involved in
the dance
PE7RD-IIId-h-4
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit 4
27. monitors periodically one’s
progress towards the fitness
goals
PE7PF-IIId-h-28
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
28. performs appropriate first aid
for dance-related injuries (e.g.
cramps, sprain, heat
exhaustion)
PE7PF-IIId-30
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
29. assumes responsibility for
achieving personal fitness
PE7PF-IIId-h-31
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
30. keeps the importance of
winning and losing in
PE7PF-IIId-h-32 OHSP Y1Q1,
Module 1
40. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 40 of 69
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
perspective 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
FOURTH QUARTER/ FOURTH PERIOD
Exercise Programs:
Training Guidelines,
FITT Principles
Endurance, Muscle- and
Bone-strengthening
Activities:
Folk (Tinikling)/
indigenous, ethnic,
traditional/ festival
dance
Note: Dances
available in the
area can be
selected.
The learner . . .
demonstrates
understanding of
guidelines and principles
in exercise program
design to achieve
personal fitness
The learner . . .
modifies the individualized
exercise program to achieve
personal fitness
31. undertakes physical activity and
physical fitness assessments
PE7PF-IVa-h-23
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
32. reviews goals based on
assessment results
PE7PF-IVa-34
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
33. addresses barriers (low level of
fitness, lack of skill and time) to
exercise
PE7PF-IVb-33
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
34. describes the nature and
background of the dance
PE7RD-IVc-1
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit 4
35. executes the skills involved in
the dance
PE7RD-IVd-h-4
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM
41. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 41 of 69
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
Unit 4
36. monitors periodically one’s
progress towards the fitness
goals
PE7PF-IVd-h-28
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
37. performs appropriate first aid
for dance-related injuries (e.g.
cramps, sprain, heat
exhaustion)
PE7PF-IVd-30
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
38. analyzes the effect of exercise
and physical activity
participation on fitness
PE7PF-IVh-35
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
39. assumes responsibility for
achieving personal fitness
PE7PF-IVd-h-31
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
40. keeps the importance of winning
and losing in perspective
PE7PF-IVd-h-32
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
42. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 42 of 69
GRADE 8
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
FIRST QUARTER/ FIRST GRADING
Exercise
Programs:
Training Guidelines,
FITT Principles
Endurance, Muscle-
and Bone-
strengthening
Activities:
team sports
(basketball,
volleyball,
football/futsal,
goalball, softball,
baseball)
Note: Activities
dependent on
teacher capability
and school
resources.
The learner . . .
demonstrates
understanding of
guidelines and principles
in exercise program
design to achieve fitness
The learner . . .
designs a physical activity
program for the family/school
peers to achieve fitness
The learner. . .
1. undertakes physical activity and
physical fitness assessments
PE8PF-Ia-h-23
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
2. conducts physical activity and
physical fitness assessments of
family/school peers
PE8PF-Ib -36
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
3. sets goals based on assessment
results
PE8PF-Ia-24
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
4. identifies training guidelines and
FITT principles
PE8PF-Ib-25
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
5. recognizes barriers (low level of
fitness, lack of skill and time) to
exercise
PE8PF-Ib-26
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
43. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 43 of 69
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
Unit 1
6. prepares a physical activity
program
PE8PF-Ic-27
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
7. describes the nature and
background of the sport
PE8GS-Id-1
Project EASE
Module5
2010 SEC Y1Q2 &
Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit III
8. executes the skills involved in
the sport
PE8GS-Id-h-4
Project EASE
Module5
2010 SEC Y1Q2 &
Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit III
9. monitors periodically progress
towards the fitness goals
PE8PF-Id-h-28
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
10. distinguishes facts from fallacies
and misconceptions about
physical activity participation
PE8PF-Id-29
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
44. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 44 of 69
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
Unit 1
11. performs appropriate first aid for
injuries and emergency
situations in physical activity and
sport settings
PE8PF-Id-30
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
12. assumes responsibility for
achieving fitness
PE8PF-Id-h-31
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
13. displays tolerance and
acceptance of individuals with
varying skills and abilities
PE8PF-Id-h-37
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
SECOND QUARTER/ SECOND PERIOD
Exercise
Programs:
Training Guidelines,
FITT Principles
Endurance, Muscle-
and Bone-
strengthening
Activities:
team sports
The learner . . .
demonstrates
understanding of
guidelines and principles
in exercise program
design to achieve fitness
The learner . . .
modifies a physical activity
program for the family/school
peers to achieve fitness
14. undertakes physical activity and
physical fitness assessments
PE8PF-IIa-h-23
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
15. conducts physical activity and
physical fitness assessments of
family/school peers
PE8PF-IIa-36
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
45. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 45 of 69
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
(basketball,
volleyball,
football/futsal,
goalball, softball,
baseball)
Note: Activities
dependent on
teacher capability
and school
resources.
Health, TX & TM
Unit 1
16. sets goals based on assessment
results
PE8PF-IIb-24
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
17. recognizes barriers (low level of
fitness, lack of skill and time) to
exercise
PE8PF-IId-h-26
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
18. prepares a physical activity
program
PE8PF-IIc-27
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
19. describes the nature and
background of the sport
PE8GS-IIc-1
Project EASE
Module5
2010 SEC Y1Q2 &
Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit III
20. executes the skills involved in
the sport
PE8GS-IId-h-4
Project EASE
Module5
2010 SEC Y1Q2 &
Q3
Enjoy Life w/ PE &
46. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 46 of 69
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
Health, TX & TM
Unit III
21. monitors periodically progress
towards the fitness goals
PE8PF-IId-h-28
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
22. distinguishes facts from fallacies
and misconceptions about
physical activity participation
PE8PF-IId-29
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
23. performs appropriate first aid for
injuries and emergency
situations in physical activity
and sport settings
PE8PF-IId-30
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
24. assumes responsibility for
achieving fitness
PE8PF-IId-h-31
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
25. displays tolerance and
acceptance of individuals with
varying skills and abilities
PE8PF-IId-h-37
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
47. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 47 of 69
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
THIRD QUARTER/ THIRD PERIOD
Exercise
Programs:
Training Guidelines,
FITT Principles
Endurance, Muscle-
and Bone-
strengthening
Activities:
team sports
(basketball,
volleyball,
football/futsal,
goalball, softball,
baseball)
Note: Activities
dependent on
teacher capability
and school
resources.
The learner . . .
demonstrates
understanding of
guidelines and principles
in exercise program
design to achieve fitness
The learner . . .
Modifies a physical activity
program for the family/school
peers to achieve fitness
26. undertakes physical activity and
physical fitness assessments
PE8PF-IIIa-h-23
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
27. reviews goals based on
assessment results
PE8PF-IIIa-34
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
28. addresses barriers (low level of
fitness, lack of skill and time) to
exercise
PE8PF-IIIb-33
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
29. describes the nature and
background of the sport
PE8GS-IIIc-1
Project EASE
Module5
2010 SEC Y1Q2 &
Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit III
30. executes the skills involved in
the sport
PE8GS-IIId-h-4
Project EASE
Module5
2010 SEC Y1Q2 &
Q3
Enjoy Life w/ PE &
48. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 48 of 69
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
Health, TX & TM
Unit III
31. monitors periodically one’s
progress towards the fitness
goals
PE8PF-IIId-h-28
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
32. performs appropriate first aid for
sport-related injuries (cramps,
sprain, heat exhaustion)
PE8PF-IIId-30
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
33. assumes responsibility for
achieving fitness
PE8PF-IIId-h-31
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
34. displays tolerance and
acceptance of individuals with
varying skills and abilities
PE8PF-IIId-h-37
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
FOURTH QUARTER/ FOURTH PERIOD
Exercise
Programs:
Training Guidelines,
The learner . . .
demonstrates
understanding of
guidelines and principles
in exercise program
The learner . . .
modifies a physical activity
program for the family/school
peers to achieve fitness
35. undertakes physical activity and
physical fitness assessments
PE8PF-IVa-h-23 OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
49. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 49 of 69
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
FITT Principles
Endurance, Muscle-
and Bone-
strengthening
Activities:
Folk Dances with
Asian Influences
(Pangalay,
Sakuting, Sua-ku-
sua, Binislakan)
Note:
Dances
available in
the area
can be
selected.
design to achieve fitness Unit 1
36. reviews goals based on
assessment results
PE8PF-IVa-34
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
37. addresses barriers (low level of
fitness, lack of skill and time) to
exercise
PE8PF-IVb-33
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
38. describes the nature and
background of the dance
PE8RD-IVc-1
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit IV
39. executes the skills involved in
the dance
PE8RD-IVd-h-4
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit IV
40. monitors periodically one’s
progress towards the fitness
goals
PE8PF-IVd-h-28
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
41. performs appropriate first aid for
injuries and emergency
situations in dance(cramps,
PE8PF-IVd-30
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
50. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 50 of 69
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
sprain, heat exhaustion,
dehydration)
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
42. analyzes the effect of exercise
and physical activity participation
on fitness
PE8PF-IVh-35
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
43. assumes responsibility for
achieving fitness
PE8PF-IVd-h-31
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
44. exerts best effort to achieve
positive feeling about self and
others
PE8PF-IVd-h-38
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
51. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 51 of 69
GRADE 9
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Lifestyle and
Weight
Management
(physical activity
and eating habits)
Sports Officiating
The learner . . .
demonstrates
understanding of lifestyle
and weight management
to promote community
fitness
The learner . . .
maintains an active lifestyle
to influence the physical
activity participation of the
community
practices healthy eating
habits that support an active
lifestyle
The learner . . .
1. undertakes physical activity and
physical fitness assessments
PE9PF-Ia-h-23
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
2. assesses eating habits based on
the Philippine Food Pyramid/My
Food Plate
PE9PF-Ia-39 OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
3. determines risk factors(obesity,
physical inactivity, poor nutrition,
smoking) for major non-
communicable diseases lifestyle-
related(e.g. diabetes, heart
disease, stroke, cancer)
PE9PF-Ia-40 OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
4. officiates pratice and competitive
games
PE9GS-Ib-h-5 Proj EASE Module 2
Proj EASE Module 5
OHSP Y1Q1
OHSP
Y1Q2,Modules 1, 2&
3
OHSP Y1Q3
2012 SECY1, Q2 &
Q3
2012 SECY2, Q2 &
Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit II & III
52. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 52 of 69
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
5. distinguishes facts from myths and
misinformation associated with
eating habits
PE9PF-Ia-29
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
6. monitors periodically one’s
progress towards the fitness
goals
PE9PF-Ib-h-28
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
7. performs appropriate first aid for
injuries and emergency situations
in physical activity and sports
settings (e.g. cramps, sprain,
heat exhaustion)
PE9PF-Ib-30
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
8. involves oneself in community
service through sports officiating
and physical activity programs
PE9PF-Ie-h-41
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
9. recognizes the needs of others in
real life and in meaningful ways
PE9PF-Ie-h-42
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
SECOND QUARTER/ SECOND PERIOD
Social (community
dance, mixers,
festival)
The learner . . .
demonstrates
understanding of lifestyle
and weight management
The learner . . .
maintains an active lifestyle
to influence the physical
activity participation of the
10. undertakes physical activity and
physical fitness assessments
PE9PF-IIa-h-23
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
53. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 53 of 69
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
and Ballroom
dances
(Cha-cha, rock and
roll)
to promote community
fitness
community
practices healthy eating
habits that support an active
lifestyle
Health, TX & TM
Unit 1
11. assesses eating habits based on
the Philippine Food Pyramid/My
Food Plate
PE9PF-IIa-39
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
12. determines risk factors related to
lifestyle diseases (obesity,
diabetes, heart disease)
PE9PF-IIa-40
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
13. distinguishes facts from myths
and misinformation associated
with eating habits
PE9PF-IIb-29
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
14. describes the nature and
background of the dance
PE9RD-IIb-1
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit 4
15. executes the skills involved in the
dance
PE9RD-IIb-h-4
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit 4
16. monitors periodically one’s
progress towards the fitness
goals
PE9PF-IIb-h-28
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
54. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 54 of 69
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
17. performs appropriate first aid for
injuries and emergency situations
in physical activity and dance
settings (cramps, sprain, heat
exhaustion)
PE9PF-IIb-h-30
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
18. involves oneself in community
service through dance activities in
the community
PE9PF-IIg-h-41
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
19. recognizes the needs of others in
real life and in meaningful ways
PE9PF-IIa-h-42
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
THIRD QUARTER/ THIRD PERIOD
Social (community
dance, mixers,
festival)
and Ballroom
dances
(Cha-cha, rock and
roll)
The learner . . .
demonstrates
understanding of lifestyle
and weight management
to promote community
fitness
The learner . . .
maintains an active lifestyle
to influence the physical
activity participation of the
community
practices healthy eating
habits that support an active
lifestyle
20. undertakes physical activity and
physical fitness assessments
PE9PF-IIIa-h-
23
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
21. assesses eating habits based on the
Philippine Food Pyramid/My Food
Plate
PE9PF-IIIa-39
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
55. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 55 of 69
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
Health, TX & TM
Unit 1
22. determines risk factors related to
lifestyle diseases (obesity,
diabetes, heart disease)
PE9PF-IIIa-40
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
23. distinguishes facts from myths
and misinformation associated
with eating habits
PE9PF-IIIb-29
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
24. describes the nature and
background of the dance
PE9RD-IIIb-1
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit 4
25. executes the skills involved in the
dance
PE9RD-IIIb-h-4
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit 4
26. monitors periodically one’s
progress towards the fitness
goals
PE9PF-IIIb-h-
28
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
27. performs appropriate first aid for
injuries and emergency situations
in physical activity and dance
PE9PF-IIIb-h-
30
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
56. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 56 of 69
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
settings (cramps, sprain, heat
exhaustion)
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
28. involves oneself in community
service through dance activities in
the community
PE9PF-IIIg-h-
41
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
29. recognizes the needs of others in
real life and in meaningful ways
PE9PF-IIIa-h-
42
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
FOURTH QUARTER/ FOURTH PERIOD
Active
Recreation
a. Indoor
1.individu
al and
dual
sports
2. team
sports
3. dances
b. Out door
The learner . . .
demonstrates
understanding of lifestyle
and weight management
to promote community
fitness
The learner . . .
maintains an active lifestyle
to influence the physical
activity participation of the
community
practices healthy eating
habits that support an active
lifestyle
30. discusses the nature and
background of indoor and outdoor
recreational activities
PE9GS-IVa-6
Proj EASE Module 2
Proj EASE Module 5
OHSP Y1Q1
OHSP
Y1Q2,Modules 1, 2&
3
OHSP Y1Q3
2012 SECY1, Q2 &
Q3
2012 SECY2, Q2 &
Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit 2, 3 & 4
57. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 57 of 69
CONTENT CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
1.Hiking
2.Campin
g
3.Oriente
ering
4.Biking
Note: Activities
not limited to the
above list
31. participates in active recreation PE9GS-IVb-h-7
Proj EASE Module 2
Proj EASE Module 5
OHSP Y1Q1
OHSP
Y1Q2,Modules 1, 2&
3
OHSP Y1Q3
2012 SECY1, Q2 &
Q3
2012 SECY2, Q2 &
Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit
2, 3 & 4
32. advocates community efforts to
increase participation in physical
activities and improve nutrition
practices
PE9PF-IVb-h-43
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
33. practices environmental ethics (e.g
Leave No Trace) during
participation in recreational
activities of the community
PE9PF-IVb-h-44
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
58. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 58 of 69
GRADE 10
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Lifestyle and
Weight
Management
(physical activity and
eating habits)
Active Recreation
(sports)
Suggested activities
1. individual and
dual sports
2. team sports
3. fitness
activities
(strength
training,
running and
walking for
fitness, yoga,
group
exercises)
The learner . . .
demonstrates
understanding of
lifestyle and weight
management to
promote societal fitness
The learner . . .
maintains an active lifestyle
to influence the physical
activity participation of the
community and society
practices healthy eating
habits that support an active
lifestyle
The learner . . .
1. assesses physical activity, exercise
and eating habits PE10PF-Ia-h-39
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
2. determines risk factors related to
lifestyle diseases (obesity, diabetes,
heart disease)
PE10PF-Ia-40
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
3. engages in moderate to vigorous
physical activities for at least 60
minutes a day in and out of school
PE10PF-Ib-h-45
OHSP Y1, Q1, Q2 &
Q3
Proj EASE Modules 2
& 5
2010 SEC Y1Q2
&Q3
2010 SEC Y2 Q2 &
Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit II & III
4. applies correct techniques to
minimize risk of injuries
PE10PF-Ib-h-56
OHSP Y1, Q1, Q2 &
Q3
Proj EASE Modules 2
& 5
2010 SEC Y1Q2
&Q3 2010 SEC Y2
Q2 & Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit II & III
59. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 59 of 69
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
5. analyzes the effects of media and
technology on fitness and physical
activity
PE10PF-Ib-46
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
6. critiques (verifies and validates)
media information on fitness and
physical activity issues
PE10PF-Ib-47
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
7. expresses a sense of purpose and
belongingness by participating in
physical activity-related community
services and programs
PE10PF-Ib-h-48
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
SECOND QUARTER/ SECOND PERIOD
• Lifestyle and
Weight
Management
(physical activity
and eating habits)
Active Recreation
(sports)
Suggested
activities
1. individual and
dual sports
2. teams sports
The learner ...
demonstrates
understanding of
lifestyle and weight
management to
promote societal fitness
The learner ...
maintains an active lifestyle
to influence the physical
activity participation of the
community and society
practices healthy eating
habits that support an active
lifestyle
8. assesses physical activities,
exercises and eating habits
PE10PF-IIa-h-
39
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
9. determines risk factors related to
lifestyle diseases (obesity, diabetes,
heart disease)
PE10PF-IIa-40
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
10. engages in moderate to vigorous
physical activities for at least 60
PE10PF-IIc-h-
45
OHSP Y1, Q1, Q2 &
Q3
60. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 60 of 69
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
3. fitness activities
(strength training,
running and
walking for
fitness, yoga,
group exercises)
minutes a day in and out of school Proj EASE Modules 2
& 5
2010 SEC Y1Q2
&Q3
2010 SEC Y2 Q2 &
Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit II & III
11. applies correct techniques to
minimize risk of injuries
PE10PF-IIc-h-
56
OHSP Y1, Q1, Q2 &
Q3
Proj EASE Modules 2
& 5
2010 SEC Y1Q2
&Q3
2010 SEC Y2 Q2 &
Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit II & III
12. analyzes the effects of media and
technology on fitness and physical
activity
PE10PF-IIb-46
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
13. critiques (verifies and validates)
media information on fitness and
physical activity issues
PE10PF-IIb-47
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
14. expresses a sense of purpose and
belongingness by participating in
physical activity-related community
services and programs
PE10PF-IIc-h-
48
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
61. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 61 of 69
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
THIRD QUARTER/ THIRD PERIOD
Other Dance
Forms(Hip-hop,
Street dance,
Cheer dance,
Contemporary
dance)
The learner ...
demonstrates
understanding of
lifestyle and weight
management to
promote societal fitness
The learner ...
maintains an active lifestyle
to influence the physical
activity participation of the
community and society
practices healthy eating
habits that support an active
lifestyle
15. assesses physical activities,
exercises and eating habits
PE10PF-IIIa-h-
39
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
16. determines risk factors related to
lifestyle diseases (obesity, diabetes,
heart disease)
PE10PF-IIIa-40
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
17. engages in moderate to vigorous
physical activities for at least 60
minutes a day in and out of school
PE10PF-IIIc-h-
45
OHSP Y1, Q4
2010 SEC Y1Q4
2010 SEC Y2 Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit IV
18. applies correct techniques to
minimize risk of injuries
PE10PF-IIIc-h-
56
OHSP Y1, Q4
2010 SEC Y1Q4
2010 SEC Y2 Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit IV
19. analyzes the effects of media and
technology on fitness and physical
activity
PE10PF-IIIb-46
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
62. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 62 of 69
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
20. critiques (verifies and validates)
media information on fitness and
physical activity issues
PE10PF-IIIb-47
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
21. expresses a sense of purpose and
belongingness by participating in
physical activity-related community
services and programs
PE10PF-IIIc-h-
48
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
22. recognizes the needs of others in
real life and in meaningful ways
PE10PF-IIIc-h-
49
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
FOURTH QUARTER/ FOURTH PERIOD
Other Dance
Forms(Hip-hop,
Street dance,
Cheer dance,
Contemporary
dance)
The learner ...
demonstrates
understanding of
lifestyle and weight
management to
promote societal fitness
The learner ...
maintains an active lifestyle
to influence the physical
activity participation of the
community and society
practices healthy eating
habits that support an active
lifestyle
23. assesses physical activities,
exercises and eating habits
PE10PF-IVa-h-
39
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
24. determines risk factors related to
lifestyle diseases (obesity,
diabetes, heart disease)
PE10PF-IVa-40
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
25. engages in moderate to vigorous
physical activities for at least 60
PE10PF-IVc-h-
45
OHSP Y1, Q4
2010 SEC Y1Q4
63. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 63 of 69
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY CODE
LEARNING
MATERIALS
minutes a day in and out of
school
2010 SEC Y2 Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit IV
26. applies correct techniques to
minimize risk of injuries
PE10PF-IVc-h-
56
OHSP Y1, Q4
2010 SEC Y1Q4
2010 SEC Y2 Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit IV
27. analyzes the effects of media and
technology on fitness and
physical activity
PE10PF-IVb-46
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
28. critiques (verifies and validates)
media information on fitness and
physical activity issues
PE10PF-IVb-47
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
29. expresses a sense of purpose and
belongingness by participating in
physical activity-related
PE10PF-IVc-h-
48
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
30. recognizes the needs of others in
real life and in meaningful ways
PE10PF-IIIc-h-
49
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
64. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 64 of 69
GLOSSARY
Adherence Voluntary, self-regulated and sustained regular participation in exercise program
Anxiety
Negative state of arousal characterized by physical, mental and behavioural manifestations such unpleasant feeling, negative thoughts, excessive
sweating, biting of nails and fidgeting
Apparently healthy
individual
Adults 18-65 years of age with no noticeable symptoms and have no significant disease or physical condition that prevents them from engaging
in physical activities.
Children, adolescents, men less than 45 years, and women less than 55 years who have no symptoms of or known presence of heart disease or
major cardiovascular disease (CVD) risk factors.
Men 45 years or older and women 55 years or older who have no symptoms or known presence of heart disease and with less than two major
CVD risk factors.
Men 45 years or older and women 55 years or older who have no symptoms or known presence of heart disease and with two or more CVD risk
factors.
Arousal A state of being awake ranging from relaxed to frenzy.
Basic Life Support
(BLS)
An emergency procedure that consists of recognizing respiratory or cardiac arrest or both and the proper application of CPR to maintain life until
rescuer or advanced life support is available
Bend Movement that causes the formation of a curve.
Burnout Exhaustion and diminished interest resulting from long term-stress
Cohesion The tendency of a group to stick together and remain united in pursuit of a goal.
Collapse To fall down
Competition
environment
This comprises of individuals and material resources where competition is held
Competition
environment
management
Managing aspect of sports setting where competition is held (athletes and spectators, facilities and equipment, others)
Conflict
management
The process of limiting the negative aspects of conflict while increasing the positive aspects of conflict thereby enhancing learning and outcomes
or performance.
Handling conflict (formal protest, verbal disagreements, physical altercation, etc.) among athletes, parents, spectators and others before, during
or after the competition=
Cueing Verbal or physical signal provided in anticipation of a movement.
Dance Mixers
Is a kind of participation dance in a social dance setting that involves changing partners as an integral part. It allows dancer to meet new
partners and allow beginners to dance with more advanced dancers.
Deconditioning To lose fitness
65. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 65 of 69
GLOSSARY
Dehydration Excessive loss of body water with an accompanying disruption of metabolic processes
Directions refer to linear-forward and backward, lateral sideward and multi- directional movement
Disaster A sudden or serious disruption of life caused by nature or humans that creates or threatens to create injuries to a number of person or properties
Dynamic Flexibility is doing flexibility exercises while moving
Ethical behaviour Acting in ways that are consistent with one’s personal values and commonly held norms of the society.
Ethical standards Principles that promote values such as trust, good behaviour, fairness and kindness
Exercise program A carefully designed plan for improving health or fitness.
Feasibility
assessment
Assessment of how beneficial or practical the development of a particular system will be to an event.
First aid An immediate and temporary care given to a person who suddenly gets ill or injured
Flexibility Is the ability of a person to bend or stretch without hurting themselves.
Flow Refers to smoothness of movement
Force Refers to light, lighter, lightest/strong, stronger and strongest
Gallop Feet face forward, step forward & close with the trail foot, step & close… (Same foot always leads).
Game statistics A metric of one’s game or competition performance in specific sports terms such as game point average, assists, errors, home runs, etc.
General space Is an unlimited area where you move from one place to another.
Group dynamics Behavioural and psychological processes which occur within a group
Head level dribbling It is dribbling the balloon the head level/head and waist in between.
Heat fatigue A heat exhaustion which is a milder form of heat-related illness that can occur after prolonged exposure to high temperature.
Heat stroke A life threatening condition with symptoms of high body temperature, rapid pulse and difficulty of breathing.
Hop Push off 1 foot, land on same foot. Vertical or horizontal
Hyperthermia An elevated body temperature due to failed thermoregulation that occurs when the body produces or absorbs more heat that it dissipates
Hypothermia A condition in which core temperature drops below the required temperature (370
C)for normal metabolism and body functions
Implements An instrument, tool, or utensil for accomplishing work.
66. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 66 of 69
GLOSSARY
Inclusion The principle of ensuring participation of all learners.
Indigenous game Is a native game in one place specially in a region or country
Jump Take off 1 or 2 feet, land on 2 feet. Vertical or horizontal
Knee level dribbling Is dribbling the ball on the knee level/below.
Kunday Literary means move the hands gracefully somewhat like a kumintang
Lead-up games Is an organize game that can be used to improve the locomotor skills like catching and throwing/passing.
Leap Take off 1 foot, cover a large distance. Land on other foot. Use several running steps to lead into the leap
Levels Refer to high, Middle, and Low movements
Life skills Behaviours used appropriately and responsibly in the management of personal affairs
Location Refer to behind, infront, under, over, personal space, and general space
Luksong tinik Is an indigenous/native game played by three or more players using hand as tinik.
Manipulative skills Are done with the use of light implements. It is also a combination of locomotor and non-locomotor movements.
Motivational
strategies
Techniques or exercises used to improve a participant’s drive and persistence toward his/her goal.
Motor control
The process by which the central nervous system produces purposeful and coordinated movement in its interaction with the rest of the body and
the environment
Motor learning A set of internal processes associated with practice or experience leading to relatively permanent changes and the capability for skilled behaviour
Movement screen An assessment technique for identifying imbalances in mobility and stability during the performance of fundamental movement patterns. The
assessment results can be used for the prevention of non-contact injuries and optimization of performance.
Movements Is a change of position of body or body parts in space
Objects Refers to ribbons, hoops, balls, and any available indigenous/improvised materials
Parameter A measurable factor of a set that defines a system.
PAR-Q Physical Activity Readiness Questionnaire
Performance
enhancement
Measures taken to perform better in sports or exercise.
Performance goal Specific personal standard unaffected by the performance of others