Edukasyong Pangkatawan at Pangkalusugan

4
Edukasyong Pangkatawan
at
Pangkalusugan
Patnubay ng Guro
Ang aklat na ito ay magkatuwang na inihanda at sinuri ng
mga edukador mula sa mga publiko at pribadong paaralan, kolehiyo,
at / o unibersidad. Hinihikayat namin ang mga guro at ibang
nasa larangan ng edukasyon na mag-email ng kanilang puna at
mungkahi sa Kagawaran ng Edukasyon sa [email protected].
Mahalaga sa amin ang inyong mga puna at mungkahi.
Kagawaran ng Edukasyon
Republika ng Pilipinas
i
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Edukasyong Pangkatawan at Pangkalusugan – Ikaapat na Baitang
Patnubay ng Guro
Unang Edisyon 2015
Isinasaad ng Batas Republika 8293, seksiyon 176 na “Hindi maaaring magkaroon ng karapatangari (sipi) sa anumang akda ang Pamahalaan ng Pilipinas. Gayunman, kailangan muna ang pahintulot ng
ahensiya o tanggapan ng pamahalaan na naghanda ng akda kung ito’y pagkakakitaan. Kabilang sa mga
maaaring gawin ng nasabing ahensiya o tanggapan ay ang pagtakda ng kaukulang bayad.”
Ang mga akda (kuwento, seleksiyon, tula, awit, larawan, ngalan ng produkto o brand names,
tatak o trademarks, palabas sa telebisyon, pelikula, atbp.) na ginamit sa aklat na ito ay sa nagtataglay ng
karapatang-ari ng mga iyon. Pinagtibay ng isang kasunduan ng Kagawaran ng Edukasyon at Filipinas
Copyright Licensing Society (FILCOLS), Inc. na ang FILCOLS ang kakatawan sa paghiling ng kaukulang
pahintulot sa nagmamay-ari ng mga akdang hiniram at ginamit dito. Pinagsumikapang matunton upang
makuha ang pahintulot sa paggamit ng materyales. Hindi inaangkin ng mga tagapaglathala at mga mayakda ang karapatang-aring iyon.
Tanging mga institusyon at kompanyang nakipagkontrata sa FILCOLS at yaong nakasaad
lamang sa kasunduan, ang maaaring kumopya mula dito sa Kagamitan ng Mag-aaral. Ang hindi
nakipagkontrata sa FILCOLS ay dapat, kung ninanais makakopya, makipag-ugnay nang tuwiran sa mga
tagapaglathala at sa mga may-akda.
MaaaringtumawagsaFILCOLSsateleponoblg.(02)439-2204omag-emailsafilcols@gmail.
com ang mga may-akda at tagapaglathala.
Inilathala ng Kagawaran ng Edukasyon
Kalihim: Br. Armin A. Luistro FSC
Pangalawang Kalihim: Dina S.Ocampo, PhD
Mga Bumuo ng Patnubay ng Guro
Edukasyong Pangkatawan
Punong Tagapamahala: Jenny Jalandoni Bendal
Konsultant: Salve A. Favila, PhD
Mga Tagasuri ng Nilalaman: Lordinio A.Vergara, Jo-ann G.Grecia, at
Rachelle U. Peneyra
Mga Manunulat: Grace M. Forniz , Ruby TN Jimeno, Sonny F. Menese Jr.,
Teresita T. Evangelista, Genia V.Santos PhD, Julia B. Sabas, Rhodora B.Peña, at Amphy B. Ampong Mga Tagasuri ng Wika: Norbert C. Lartec, PhD, Jane K. Lartec, PhD, at
Crisencia G. Saludez
Mga Gumuhit ng Larawan: Gerardo G. Lacdao, Joselito P. Loresto, Niles S. Arguelles,
Elvin Neal B. Bersamira, at Jason O. Villena
Naglayout: Mark Anthony E. Jalandoni at Mickey C. Acorda
Edukasyong Pangkalusugan
Punong Tagapamahala: Marilou E. Marta R. Benisano, M.A.P.A.
Konsultant: Evelina M. Vicencio, PhD
Mga Tagasuri ng Nilalaman: Rhodora Formento at Cristina Sagum
Mga Tagapag-ambag: Mila Taño, Maria Teresita Garcia-Aguilar, Juvy B. Nitura EdD,
at Marie Fe B. Estilloso
Mga Manunulat: Mark Kenneth Camiling, Minerva David, Aidena Nuesca, Reyette Paunan, Jennifer Quinto, at Giselle Ramos
Tagasuri ng Wika: Michael De la Cerna
Mga Gumuhit ng Larawan: Roland Allan Nalazon at Sharlyn Sanclaria
Naglayout: Ester Daso at Mickey C. Acorda
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 5th Floor Mabini Building, DepEd Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax:
(02) 634-1054, 634-1072
E-mail Address: [email protected]
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Pambungad
Edukasyong Pangkatawan
Ang Patnubay ng Guro na ito ng Ikaapat na Baitang ng Edukasyong
Pangkatawan ay nilalaan para sa inyong mga guro na magtuturo o mangangasiwa
ng asignaturang ito. Ang patnubay na ito ay pinapaunlad upang makatulong
sa pagsasakatuparan ang kurikulum ng Ikaapat na Baitang at makapaglaan
ng sapat na competencies sa pagtuturo ng asignatura. Sa pamamagitan ng
patnubay na ito tiyak na magiging panatag sa pagtugon ng mga ninanais na
pamantayan o standards na siyang nakasaad sa kurikulum.
Edukasyong Pangkalusugan
Magandang Buhay mga Guro!
Ang aklat na ito ay naglalayong makapag-ambag ng mahahalagang
kaalaman, at kasanayan sa asignaturang Edukasyong Pangkalusugan para
sa ikaapat na baitang, batay sa kasalukuyang balangkas ng kurikulum ng
Kagawaran ng Edukasyon na nakapaloob sa kompetensiya ng K to 12 Health
Curriculum Guide ng K to 12 Enhanced Basic Education Program.
Ang pagkakaroon ng maayos at malusog na pangangatawan ay maituturing na isang kayamanan kung kaya mahalagang maituro at maipaunawa
sa bawat mag-aaral ang kahalagahan nang pagkakaroon ng wastong nutrisyon upang maging wasto, balanse, at ligtas sa mga sakit. Matiyak na may
kaalaman ang bawat mag-aaral upang maiwasan ang mga posibleng sakit na
makukuha sa mga hindi ligtas na pagkain.
Gayundin, dapat maituro nang maayos ang tamang paggamit ng gamot
at kung kailan nararapat na gamitin, upang hindi malagay sa kapahamakan
ang kalusugan ng mga bata.
Sa pabago-bagong panahon dahil sa tinatawag nating Global Warming
na may malaking epekto sa ating klima, kinakailangang maihanda ang bawat
mag-aaral sa kanilang murang edad, ang dapat gawin sa oras ng sakuna upang mailigtas nila ang kanilang sarili at posibleng makapagligtas rin ng ibang
buhay.
Tungkulin ng guro na bigyang pansin ang mga mahahalagang puntos
sa bawat aralin upang matulungan at magabayan ang mga mag-aaral tungo sa
kanilang pagkatuto.
iii
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TALAAN NG MGA NILALAMAN
Edukasyong Pangkatawan
YUNIT III PAGPAPATULOY SA PAGPAPAUNLAD NG PHYSICAL FITNESS
Pahina
Aralin 1
Balik-tanaw sa mga Sangkap ng
Physical Fitness.....................………….................................. 44
Aralin 2
Paglinang ng Flexibility..............................…………............... 47
Aralin 3
Paglinang ng Koordinasyon..........................……................... 50
Aralin 4
Rhythmic Interpretation...................................................……. 53
Aralin 5
Likhang Sayaw....................................................….……........ 56
Aralin 6
Pangunahing Kaalaman sa Sayaw na Liki.............………...... 59
Aralin 7
Kasanayan sa Pasayaw ng Liki.............................................. 62
Aralin 8
Liki: Ang Katutubong Sayaw
Mula sa Negros Occidental..................................................... 66
v
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Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
PHYSICAL EDUCATION
(Grade 1 to Grade 10)
December 2013
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
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 selfmonitoring 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.
2.
3.
4.
Habitual physical activity participation to achieve and maintain health-enhancing levels of fitness.
Competence in movement and motor skills requisite to various physical activity performances.
Valuing physical activities for enjoyment, challenge, social interaction and career opportunities.
Understanding various movement concepts, principles, strategies and tactics as they apply to the learning of physical activity.
K to 12 Physical Education Curriculum Guide December 2013
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Page 2 of 69
K to 12 BASIC EDUCATION CURRICULUM
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.
K to 12 Physical Education Curriculum Guide December 2013
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Page 3 of 69
K to 12 BASIC EDUCATION CURRICULUM
A graduate who lives an active life
for fitness and lifelong health
.
PHYSICAL LITERACY
Fundamental
Movement Skills
Fundamental
Motor skills
Activity-specific
Activity
Rhythms & Dances
Games & Sports
Body Management
K ----1---2---3---4---5---6---7---8----9---10---11---12
Activity-Based
Developmentally
Appropriate
Standard
based
Integrated
Inclusive
MOVE TO LEARN, LEARN TO MOVE
Figure 1. The Conceptual Framework of Physical Education
K to 12 Physical Education Curriculum Guide December 2013
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Page 4 of 69
K to 12 BASIC EDUCATION CURRICULUM
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
The learner demonstrates
understanding of movement
concepts and skills in preparation for active
participation in various
physical activities.
4–6
The learner demonstrates
understanding of principles in
movement and fitness
for active participation in various
physical activities.
7 - 10
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
K to 12 Physical Education Curriculum Guide December 2013
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Page 5 of 69
K to 12 BASIC EDUCATION CURRICULUM
GRADE LEVEL STANDARDS
Grade Level
Grade Level Standards
Grade 1
Grade 2
The learner demonstrates understanding of body awareness, space awareness, qualities of effort and movement relationships through participation in
enjoyable physical activities.
Grade 3
Grade 4
Grade 5
The learner demonstrates understanding of the importance of physical activity and physical fitness through participation in and assessment of physical
activities.
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.
K to 12 Physical Education Curriculum Guide December 2013
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Page 6 of 69
K to 12 BASIC EDUCATION CURRICULUM
Table 1a - Scope and Sequence of Physical Education from Grades 1-3
Key Stage 1
Grade Level
GRADE 1
GRADE 2
GRADE 3
Strands
Body management
Movement skills
Rhythms and dance
Games and sports
Physical fitness
Body management
Movement skills
Rhythms and dance
Games and sports
Physical fitness
Body management
Movement skills
Rhythms and dance
Games and sports
Physical fitness
Q1
Q2
Q3
Q4
Body Awareness
Space Awareness
Qualities of Effort
Relationships
Participation in enjoyable singing games, action songs, simple games, Chasing/Fleeing type games and mimetics.
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
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.
K to 12 Physical Education Curriculum Guide December 2013
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Page 7 of 69
K to 12 BASIC EDUCATION CURRICULUM
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
Physical fitness
GRADE 4
Games and sports
Assessments of physical activities and physical fitness (Health-related and skill-related)
Target games,
striking/fielding games,
Invasion games
Rhythms and dance
Folk, indigenous, ethnic, traditional and creative dances
Health-Enhancing Fitness 2
Physical fitness
GRADE 5
Games and sports
Assessments of physical activities and physical fitness (Health-related and skill-related)
Target games,
striking/fielding games
Invasion games
Rhythms and dance
Wall/net games, invasion games
Folk, indigenous, ethnic, traditional and creative dances
Health-Enhancing Fitness 3
Physical fitness
GRADE 6
Games and sports
Assessments of physical activities and physical fitness (Health-related and skill-related)
Target games,
striking/fielding games
Rhythms and dance
Invasion games
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.
K to 12 Physical Education Curriculum Guide December 2013
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Page 8 of 69
K to 12 BASIC EDUCATION CURRICULUM
Table 1d - Scope and Sequence of Physical Education from Grades 7-10
Key Stage 3
Grade Level
Strands
Q1
Q2
Q3
Q4
Personal Fitness
GRADE 7
Physical fitness
Games and sports
Rhythms and dance
GRADE 8
Exercise programs: Training Guidelines, FITT Principle
Endurance and Muscle-and bone- strengthening activities
Individual and Dual sports
Folk/indigenous, ethnic, traditional/festival dances
Family and School Fitness
Physical activity programs: Training Guidelines, FITT Principle
Endurance and Muscle-and bone- strengthening activities
Team Sports
Physical fitness
Games and sports
Folk dances with Asian
influence
Rhythms and dance
Community Fitness
GRADE 9
Physical fitness
Games and sports
Rhythms and dance
GRADE 10
Physical fitness
Games and sports
Rhythms and dance
Sports officiating
Lifestyle & Weight Management (Physical activities and eating habits)
Active Recreation (indoor
& outdoor)
Social, ballroom dances and Festival dances
Societal Fitness
Lifestyle & Weight Management (Physical activities and eating habits)
Active Recreation (Sports)
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.
K to 12 Physical Education Curriculum Guide December 2013
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Page 9 of 69
K to 12 BASIC EDUCATION CURRICULUM
Table 1d - Scope and Sequence of Physical Education and Health from Grades 11-12
Grade Level
Strands
Semester 1
Q1
Semester 2
Q2
Q3
Q4
HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 1 and 2)
Fitness/Exercise
Aerobic, muscle and bone-strengthening
activities
GRADE 11
Sports
Individual, dual and team sports
HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 3 and 4)
Dance
Traditional, contemporary, ethnic, folk and social
dances
GRADE 12
Recreation
Aquatic and mountaineering activities
Note: Students can elect from the menu of physical activity courses
K to 12 Physical Education Curriculum Guide December 2013
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Page 10 of 69
K to 12 BASIC EDUCATION CURRICULUM
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
K to 12 Physical Education Curriculum Guide December 2013
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Page 11 of 69
K to 12 BASIC EDUCATION CURRICULUM
GRADE 1
CONTENT
PERFORMANCE
STANDARDS
CONTENT STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Body Awareness
(Different body parts
and their movements)
The learner . . .
The learner . . .
demonstrates understanding
awareness of body parts in
preparation for participation
in physical activities.
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
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
6. engages in fun and enjoyable
physical activities with
coordination
Suggested learning activities





PE1BM-Ia-b-1
action songs
singing games
simple games
chasing and fleeing games
mimetics
PE1PF-Ia-h-1
PE1PF-Ia-h-2
SECOND QUARTER/ SECOND GRADING
Space Awareness
(Moving in different
directions at spatial
levels)
The learner . . .
The learner . . .
demonstrates understanding
of space awareness in
preparation for participation in
physical activities.
performs movement skills in a
given space with coordination.
K to 12 Physical Education Curriculum Guide December 2013
7. identifies locomotor skills
PE1BM-IIa-b-5
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Misosa IV- M1
Page 12 of 69
CONTENT
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE
LEARNING COMPETENCY
STANDARDS
8. demonstrates moving within a
group without bumping or
falling using locomotors skills
9. executes locomotor skills while
moving in different directions
at different spatial levels
10. engages in fun and enjoyable
physical activities with
coordination
11. illustrates/demonstrate
acceptable responses to
challenges, successes, and
failures during participation in
motor fitness activities
12. demonstrates acceptable
responses to challenges,
successes, and failures during
participation in physical
activities
CONTENT STANDARDS
Suggested learning activities





action songs
singing games
simple games
chasing and fleeing games
mimetics
CODE
LEARNING
MATERIALS
PE1BM-IIc-e-6
Misosa IV- M1
PE1BM-IIf-h-7
Misosa IV- M1
PE1PF-IIa-h-2
PE1PF-IIa-h-3
PE1PF-IIa-h-4
THIRD QUARTER/ THIRD GRADING
Qualities of Effort
(Slow and fast, heavy
and light, free and
bound movements)
The learner . . .
The learner . . .
demonstrates understanding
of qualities of effort in
preparation for participation
in physical activities.
performs movements of
varying qualities of effort
with coordination.
K to 12 Physical Education Curriculum Guide December 2013
13.describes
the
difference
between slow and fast, heavy
and light, free and bound
movements
14. demonstrates contrast
between slow and fast speeds
while using locomotor skills
PE1BM-IIIa-b-8
PE1BM-IIIc-d-9
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Misosa IV -M1
Page 13 of 69
CONTENT
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE
LEARNING COMPETENCY
STANDARDS
15. demonstrates the difference
between heavy and light while
moving
16. demonstrates the difference
between free and bound
17. demonstrates the difference
between free and bound
18. engages in fun and enjoyable
physical activities
19. enumerates the characteristics
of a good team player
20. differentiates sharing from
cooperating
CONTENT STANDARDS
21. demonstrates the
characteristics of sharing and
cooperating in physical
activities
CODE
LEARNING
MATERIALS
PE1BM-IIIe-f-10
PE1BM-IIIg-h-11
PE1PF-IIIa-h-2
PE1PF-IIIa-h-6
PE1PF-IIIa-h-7
PE1PF-IIIa-h-8
PE1PF-IIIa-h-9
Suggested learning activities





action songs
singing games
simple games
chasing and fleeing games
mimetics
FOURTH QUARTER/ FOURTH GRADING
Movement
Relationships
(Relationship to a
moving or stationary
object/person)
The learner . . .
The learner . . .
demonstrates understanding
of relationships of movement
skills in preparation for
participation in physical
activities
performs movements in
relation to a stationary or
moving object/person with
coordination.
K to 12 Physical Education Curriculum Guide December 2013
22. identifies movement
relationships
23. demonstrates relationship of
movement
24. performs jumping over a
stationary object several times
in succession, using forwardand- back and side-to-side
movement patterns
25. engages in fun and enjoyable
physical activities
PE1BM-IVa-b-12
PE1BM-IVc-e-13
PE1BM-IVf-h-14
Misosa VI -M1
PE1PF-IVa-h-2
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Page 14 of 69
CONTENT
CONTENT STANDARDS
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE
LEARNING COMPETENCY
STANDARDS
26. shows interest in participating
in physical activities
27. follows simple instructions and
rules
28. enjoys participating in physical
activities
Suggested learning activities
action songs
singing games
simple games
chasing and fleeing games
 mimetics




K to 12 Physical Education Curriculum Guide December 2013
CODE
LEARNING
MATERIALS
PE1PF-IVa-h-9
PE1PF-IVa-h-10
PE1PF-IVa-h-11
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Page 15 of 69
K to 12 BASIC EDUCATION CURRICULUM
GRADE 2
CONTENT
CONTENT
STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Body Shapes
The learner . . .
(Straight, curled, wide
and twisted) and
demonstrates
Body Actions
understanding of body
(Walking, standing,
shapes and body
sitting)
actions in preparation
for various movement
activities
PERFORMANCE
STANDARDS
The learner . . .
LEARNING COMPETENCY
The learner . .
1. describes body shapes and actions
2. demonstrates body shapes and actions
performs body shapes and
actions properly.
3. creates body shapes and actions
CODE
PE2BM-Ia-b-1
PE2BM-Ic-d15
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
5. demonstrates movement skills in response
to sound and music
6. exhibits correct body posture
7. assesses body posture
8. engages in fun and enjoyable physical
LEARNING
MATERIALS
PE2BM-Ig-h16
Misosa V -M1
PE2MS-Ia-h-1
PE2PF-Ia-h12
PE2PF-Ia-h13
PE2PF-Ia-h-2
Misosa VI M1-M5
activities
Suggested learning activities
movement skills activities (locomotor, nonlocomotor and manipulative skills)
 folk dances (Alitaptap/Rabong)
 rhythmic routines (ribbon, hoop, balls, and
any available indigenous/improvised
materials)
relays and races

K to 12 Physical Education Curriculum Guide December 2013
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Page 16 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
SECOND QUARTER/ SECOND GRADING
Locations (Behind, inTh The learner . . .
ThThe learner. . .
front, under, over,
personal space,
demonstrates
performs movements
general space)
understanding of
accurately involving
Directions (linearlocations, directions,
locations, directions,
forward and backward, levels, pathways and
levels, pathways and
lateral- sideward, and
planes
planes.
multi-directional)
Levels (High, middle,
low) Pathways
(Straight, curved,
zigzag) and Planes
(Diagonal, horizontal,
vertical, and rotational)
9. describes movements in a location,
direction, level, pathway and plane
CODE
PE2BM-IIa-b17
LEARNING
MATERIALS
Misosa IV -M1
10. moves in:
personal and general space
forward, backward, and sideward
directions
 high, middle, and low levels
 straight, curve, and zigzag pathways
 diagonal and horizontal planes
11. demonstrates movement skills in response
to sounds and music


12. observes correct posture and body
mechanics while performing movement
activities
13. engages in fun and enjoyable physical
activities
PE2BM-IIc-h18
PE2MS-IIa-h1
PE2PF-IIa-h14
Suggested learning activities
movement skills activities (locomotor, nonlocomotor and manipulative skills)
 folk dances
 rhythmic routines (ribbon, hoop, balls, and
any available indigenous/improvised materials)
 relays and races

THIRD QUARTER/ THIRD GRADING
14. describes movements in a location,
direction, level, pathway and plane
demonstrates
performs movements
15. moves:
understanding of
accurately involving time,
movement in relation
force, and flow.
15.1 at slow, slower, slowest/fast, faster,
to time, force and flow
fastest pace
15.2 using light, lighter, lightest/strong,
stronger, strongest force with
smoothness
K to 12 Physical Education Curriculum Guide December 2013
Time (slow, slower,
slowest/fast, faster,
fastest) Force (light,
lighter,
lightest/strong,
stronger, strongest)
and Flow
(smoothness of
The learner . . .
PE2PF-IIa-h-2
The learner . . .
PE2BM-IIIab-17
PE2BM-IIIc-h19
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Page 17 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
16. demonstrates movement skills in response
to sound and music
17. engages in fun and enjoyable physical
activities
18. observes correct posture and body
mechanics while performing movement
activities
movement)
Person (Individual,
pair, group), Objects
(ribbon, hoop, balls,
and any available
indigenous/improvised
materials), Sound,
Environment
(indoor and outdoor
settings)
LEARNING COMPETENCY
The learner . . .
demonstrates
understanding of
movement activities
relating to person,
objects, music and
environment
Suggested learning activities
 movement skills activities locomotor, nonlocomotor and manipulative skills
 folk dances (Alitaptap/Rabong)
 rhythmic routines (ribbon, hoop, balls, and
any available indigenous/improvised
materials)
relays and races
FOURTH QUARTER/ FOURTH GRADING
The learner . . .
19. familiarizes in various movement activities
involving person, objects, music and
performs movement
environment
activities involving person,
20. moves:
objects, music and
environment correctly
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
21. demonstrates movement skills in response
to sound
22. engages in fun and enjoyable physical
activities
23. observes correct body posture and body
mechanics while performing movement
activities
K to 12 Physical Education Curriculum Guide December 2013
CODE
LEARNING
MATERIALS
PE2MS-IIIah-1
PE2PF-IIIa-h2
PE2PF-IIIa-h14
PE2BM-IV-ab-20
Misosa V -M1
PE2BM-IV-ch-21
Misosa V -M1
PE2MS-IV-ah-1
PE2PF-IV-ah-2
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PE2PF-IV-ah-14
Misosa VI -M1
Page 18 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
Suggested learning activities
 movement skills activities locomotor, nonlocomotor and manipulative skills
 folk dances (Alitaptap/Rabong)
 rhythmic routines (ribbon, hoop, balls, and
any available indigenous/improvised materials)
relays and races
K to 12 Physical Education Curriculum Guide December 2013
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Page 19 of 69
K to 12 BASIC EDUCATION CURRICULUM
GRADE 3
CONTENT
CONTENT
STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Body Shapes
The learner . . .
(Straight, curled, wide
and twisted) and
demonstrates
Body Actions
understanding of body
(Walking, standing,
shapes and body actions
sitting)
in preparation for various
movement activities
PERFORMANCE
STANDARDS
The learner . . .
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
The learner . . .
1. describes body shapes and
actions
2. performs body shapes and
actions
3. creates body shapes and actions
performs body shapes and
actions properly.
4. demonstrates momentary
stillness in symmetrical and
asymmetrical shapes using body
parts other than both feet as a
base of support
5. demonstrates movement skills in
response to sounds and music
6. identifies conditioning and
flexibility exercises that will
improve posture
7. performs conditioning and
flexibility exercises that will
improve body posture
8. engages in fun and enjoyable
physical activities
PE3BM-Ia-b-1
PE3BM-Ic-d-15
PE3BM-Ie-f-2
PE3BM-Ig-h-16
PE3MS-Ia-h-1
PE3PF-Ia-h-15
PE3PF-Ia-h-16
Suggested learning activities




K to 12 Physical Education Curriculum Guide December 2013
movement skills activities
(locomotor, non-locomotor and
manipulative skills)
folk dances (Tiklos/Kunday-kunday)
rhythmic routines (ribbon, hoop,
balls, and any available
indigenous/improvised materials)
lead up, organized and indigenous
games
corrective exercises
PE3PF-Ia-h-2
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Page 20 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT
STANDARDS
SECOND QUARTER/ SECOND GRADING
Locations (Behind,
The learner . . .
in front, under, over,
personal space,
demonstrates
general space)
understanding of
Directions (linearlocations, directions,
forward and
levels, pathways and
backward, lateralplanes
sideward, and multidirectional) Levels
(High, middle, low)
Pathways (Straight,
curve, zigzag) and
Planes (Diagonal,
horizontal, vertical,
and rotational)
PERFORMANCE
STANDARDS
The learner . . .
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
The learner . . .
9. describes movements in a
location, direction, level, pathway
and plane
performs movements
accurately involving locations,
directions, levels, pathways
and planes.
PE3BM-IIa-b-17
10. moves in:
personal and general space
forward, backward, and
sideward directions
 high, middle, and low levels
 straight, curve, and zigzag
pathways
 diagonal and horizontal
planes
11. demonstrates movement skills
in response to sound
12. identifies conditioning and
flexibility exercises that will
improve body mechanics
13. performs conditioning and
flexibility exercises that will
improve body mechanics
14. engages in fun and enjoyable
physical activities


PE3BM-IIc-h-18
PE3MS-IIa-h-1
Misosa IV-M1
PE3PF-IIa-h-15
Misosa V-M1
PE3PF-IIa-h-16
Misosa VI-M5
Suggested learning activities




K to 12 Physical Education Curriculum Guide December 2013
movement skills activities
(locomotor, non-locomotor and
manipulative skills)
folk dances (Tiklos/ Kunday-kunday)
rhythmic routines (ribbon, hoop,
balls, and any available
indigenous/improvised materials)
lead up, organized and indigenous
games
corrective exercises
PE3PF-IIa-h-2
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Page 21 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT
STANDARDS
THIRD QUARTER/ THIRD GRADING
Time (slow, slower,
The learner . . .
slowest/fast, faster,
fastest Force (light,
demonstrates
lighter,
understanding of
lightest/strong,
movement in relation to
stronger, strongest)
time, force and flow
and Flow
(smoothness of
movement)
PERFORMANCE
STANDARDS
The learner . . .
performs movements
accurately involving time,
force, and flow.
LEARNING COMPETENCY
15. describes movements in a
location, direction, level,
pathway and plane
16. moves:
at slow, slower, slowest/fast,
faster, fastest pace
 using light, lighter,
lightest/strong, stronger,
strongest force with
smoothness
17. demonstrates movement skills
in response to sound
18. engages in fun and enjoyable
physical activities
19. identifies conditioning and
flexibility exercises that will
improve body mechanics
20. performs conditioning and
flexibility exercises that will
improve body mechanics
PE3BM-IIIa-b-17
LEARNING
MATERIALS
Misosa IV-M1

Suggested learning activities
 movement skills activities
locomotor, non-locomotor and
manipulative skills
 folk dances (Tiklos/ Kunday-kunday)
 rhythmic routines (ribbon, hoop,
balls, and any available
indigenous/improvised materials)
 lead up, organized and indigenous
games
 corrective exercises
FOURTH QUARTER/ FOURTH GRADING
Person (Invidual,
The learner . . .
pair, group) Objects
(ribbon, hoop, balls,
demonstrates
CODE
The learner . . .
performs movement activities
K to 12 Physical Education Curriculum Guide December 2013
The learner . . .
21. participates in various movement
activities involving person,
PE3BM-IIIc-h-19
PE3MS-IIIa-h-1
PE3PF-IIIa-h-2
PE3PF-IIIa-h-15
Misosa V-M1
PE3PF-IIIa-h-16
Misosa V-M1
PE3BM-IV-a-b20
Misosa IV-M5
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Page 22 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
and any available
indigenous/improvised
materials), Sound and
Environment (indoor
and outdoor settings)
CONTENT
STANDARDS
understanding of
movement activities
relating to person,
objects, music and
environment
PERFORMANCE
STANDARDS
involving person, objects,
music and environment
correctly
LEARNING COMPETENCY
LEARNING
MATERIALS
objects, music and environment
22. moves:
individually, with partner, and
with group
 with ribbon, hoop, balls, and
any available
indigenous/improvised
materials
 with sound
 in indoor and outdoor
settings
23. demonstrates movement skills
in response to sounds and music
24. engages in fun and enjoyable
physical activities
25. identifies conditioning and
flexibility exercises that will
improve posture
26. performs conditioning and
flexibility exercises that will
improve body mechanics

Suggested learning activities
 movement skills activities
locomotor, non-locomotor and
manipulative skills
 folk dances (Tiklos/Kunday-kunday)
 rhythmic routines (ribbon, hoop,
balls, and any available
indigenous/improvised materials)
 lead up, organized and indigenous
games
corrective exercises
K to 12 Physical Education Curriculum Guide December 2013
CODE
PE3BM-IV-c-h21
PE3MS-IV-a-h-1
PE3PF-IV-a-h-2
PE3PF-IV-a-h-15
PE3PF-IV-a-h-16
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Page 23 of 69
K to 12 BASIC EDUCATION CURRICULUM
GRADE 4
CONTENT
CONTENT STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of
The learner . . .
physical
activities and
demonstrates
physical fitness
understanding of
participation and
assessment of physical
Target games
activities and physical
(Tumbang preso,
fitness
tamaangtao/batuhang bola,
tatsing),
striking/fielding
games
(syato/,basagang
palayok, kickball)
PERFORMANCE
STANDARDS
The learner . . .
participates and assesses
performance in physical
activities.
assesses physical fitness
Assessment of
physical
activities and
physical fitness
Invasion games
(agawan base,
The learner . . .
1. describes the physical activity
pyramid
2. explains the indicators for
fitness
3. assesses regularly participation
in physical activities based on
physical activity pyramid
4. explains the nature/background
of the games
5. describes the skills involved in
the games
6. observes safety precautions
7. executes the different skills
involved in the game
8. recognizes the value of
participation in physical activities
9. displays joy of effort, respect for
others and fair play during
participation in physical activities
10. explains health and skill related
fitness components
11. identifies areas for
improvement
Note: Games are
not limited to the
above listed
activities
SECOND QUARTER/ SECOND PERIOD
LEARNING COMPETENCY
The learner . . .
The learner . . .
demonstrates
understanding of
participation in and
assessment of physical
activities and physical
fitness
participates and assesses
performance in physical
activities.
assesses physical fitness
K to 12 Physical Education Curriculum Guide December 2013
12. describes the Philippines
physical activity pyramid
13. explains the indicators for
fitness
14. assesses regularly participation
in physical activities based on
physical activity pyramid
15. explains the nature/background
CODE
LEARNING
MATERIALS
PE4PF-Ia-16
PE4PF-Ia-17
PE4PF-Ib-h-18
PE4GS-Ib-1
PE4GS-Ib-2
PE4GS-Ib-h-3
PE4GS-Ic-h-4
PE4PF-Ib-h-19
PE4PF-Ib-h-20
PE4PF-Ia-21
PE4PF-Ib-h-22
PE4PF-IIa-16
PE4PF-IIa-17
PE4PF-IIb-h-18
PE4GS-IIb-1
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Page 24 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
lawin at sisiw,
agawan panyo)
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
of the games
16. describes the skills involved in
the games
17. observes safety precautions
Note: Games are
not limited to the
above listed
activities
18. executes the different skills
involved in the game
19. recognizes the value of
participation in physical activities
20. displays joy of effort, respect for
others and fair play during
participation in physical activities
21. explains health and skill related
fitness components
22. identifies areas for improvement
PE4GS-IIb-2
PE4GS-IIb-h-3
PE4GS-IIc-h-4
PE4PF-IIb-h-19
PE4PF-IIb-h-20
PE4PF-IIa-21
PE4PF-IIb-h-22
THIRD QUARTER / THIRD GRADING
Assessment of
physical
activities and
physical fitness
Folk (Liki/BaIngles),
indigenous,
ethnic,
traditional and
creative dances
The learner . . .
The learner . . .
demonstrates
understanding of
participation and
assessment of physical
activity and physical
fitness
participates and assesses
performance in physical
activities.
assesses physical fitness
23. describes the Philippines
physical activity pyramid
24. explains the indicators for
fitness
25. assesses regularly participation
in physical activities based on
physical activity pyramid
26. explains the nature/background
of the dance
27. describes the skills involved in
the dance
28. observes safety precautions
29. executes the different skills
involved in the dance
30. recognizes the value of
participation in physical activities
31. displays joy of effort, respect for
others during participation in
physical activities
32. explains health and skill related
fitness components
Note: Dances
available in the
area can be
selected.
K to 12 Physical Education Curriculum Guide December 2013
PE4PF-IIIa-16
PE4PF-IIIa-17
PE4PF-IIIb-h-18
PE4GS-IIIb-1
PE4GS-IIIb-2
PE4GS-IIIb-h-3
PE4GS-IIIc-h-4
PE4PF-IIIb-h-19
PE4PF-IIIb-h-20
PE4PF-IIIa-21
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Page 25 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
33. identifies areas for improvement
Assessment of
physical
activities and
physical fitness
Folk (Liki/BaIngles),
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
FOURTH QUARTER/ FOURTH PERIOD
34. describes the Philippines
physical activity pyramid
participates and assesses
35. explains the indicators for
performance in physical
fitness
activities.
36. assesses regularly participation
in physical activities based on
assesses physical fitness
Philippines physical activity
pyramid
37. explains the nature/background
of the dance
38. describes the skills involved in
the dance
39. observes safety precautions
The learner . . .
40. executes the different skills
involved in the dance
41. recognizes the value of
participation in physical activities
42. displays joy of effort, respect for
others during participation in
physical activities
43. explains health and skill related
fitness components
44. identifies areas for improvement
K to 12 Physical Education Curriculum Guide December 2013
CODE
LEARNING
MATERIALS
PE4PF-IIIa-22
PE4PF-IVa-16
PE4PF-IVa-17
PE4PF-IVb-h-18
PE4RD-IVb-1
PE4RD-IVb-2
PE4RD-IVb-h-3
PE4RD-IVc-h-4
PE4PF-IVb-h-19
PE4PF-IVb-h-20
PE4PF-IVa-21
PE4PF-IVb-h-22
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Page 26 of 69
K to 12 BASIC EDUCATION CURRICULUM
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,
tamaangtao/batuhang
bola, tatsing),
striking/fielding
games
(syato/,basagang
palayok, kickball)
The learner . . .
The learner . . .
demonstrates
understanding of
participation and
assessment of physical
activity and physical
fitness
participates and assesses
performance in physical
activities.
assesses physical fitness
The learner . . .
1. describes the Philippines physical
activity pyramid
2. explains the indicators for fitness
3. assesses regularly participation in
physical activities based on the
Philippines physical activity
pyramid
4. explains the nature/background
of the games
5. describes the skills involved in
the games
6. observes safety precautions
7. executes the different skills
involved in the game
8. recognizes the value of
participation in physical activities
9. displays joy of effort, respect for
others and fair play during
participation in physical activities
10. explains health and skill related
fitness components
11. identifies areas for improvement
Note: Games are
not limited to the
above listed
activities
SECOND QUARTER / SECOND GRADING
Assessment of
The learner . . .
physical
activities and
demonstrates
physical fitness
understanding of
participation in and
assessment of physical
Invasion games
activity and physical
(agawan base,
fitness
The learner . . .
participates and assesses
performance in physical
activities.
assesses physical fitness
K to 12 Physical Education Curriculum Guide December 2013
12. describes the Philippines
physical activity pyramid
13. explains the indicators for
fitness
14. assesses regularly participation
in physical activities based on
the Philippines physical activity
pyramid
PE5PF-Ia-16
PE5PF-Ia-17
PE5PF-Ib-h-18
PE5GS-Ib-1
PE5GS-Ib-2
PE5GS-Ib-h-3
PE5GS-Ic-h-4
PE5PF-Ib-h-19
PE5PF-Ib-h-20
PE5PF-Ia-21
PE5PF-Ib-h-22
PE5PF-IIa-16
PE5PF-IIa-17
PE5PF-IIb-h-18
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Page 27 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
lawin at sisiw,
agawan panyo)
LEARNING COMPETENCY
15. explains the nature/background
of the games
16. describes the skills involved in
the games
17. observes safety precautions
Note: Games are
not limited to the
above listed
activities
18. executes the different skills
involved in the game
19. recognizes the value of
participation in physical activities
20. displays joy of effort, respect for
others and fair play during
participation in physical activities
21. explains health and skill related
fitness components
22. identifies areas for improvement
CODE
LEARNING
MATERIALS
PE5GS-IIb-1
PE5GS-IIb-2
PE5GS-IIb-h-3
PE5GS-IIc-h-4
PE5PF-IIb-h-19
PE5PF-IIb-h-20
PE5PF-IIa-21
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
The learner . . .
The learner . . .
demonstrates
understanding of
participation and
assessment of physical
activity and physical
fitness
participates and assesses
performance in physical
activities.
assesses physical fitness
Note: Dances
available in the
area can be
selected.
23. describes the Philippines
physical activity pyramid
24. explains the indicators for
fitness
25. assesses regularly participation
in physical activities based on
the Philippines physical activity
pyramid
26. explains the nature/background
of the dance
27. describes the skills involved in
the dance
28. observes safety precautions
29. executes the different skills
involved in the dance
30. recognizes the value of
participation in physical activities
K to 12 Physical Education Curriculum Guide December 2013
PE5PF-IIIa-16
PE5PF-IIIa-17
PE5PF-IIIb-h-18
PE5RD-IIIb-1
PE5RD-IIIb-2
PE5RD-IIIb-h-3
PE5RD-IIIc-h-4
PE5PF-IIIb-h-19
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Page 28 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
31. displays joy of effort, respect for
others during participation in
physical activities
32. explains health and skill related
fitness components
33. identifies areas for improvement
FOURTH QUARTER/ FOURTH PERIOD
Assessment of
The learner . . .
physical
activities and
demonstrates
physical fitness
understanding of
participation and
Folk (Cariñosa/
assessment of physical
Polka sa Nayon),
activity and physical
indigenous,
fitness
ethnic,
traditional and
creative dances
The learner . . .
participates and assesses
performance in physical
activities.
assesses physical fitness
Note: Dances
available in the
area can be
selected.
K to 12 Physical Education Curriculum Guide December 2013
34. describes the Philippines
physical activity pyramid
35. explains the indicators for
fitness
36. assesses regularly participation
in physical activities based on
the Philippines physical activity
pyramid
37. explains the nature/background
of the dance
38. describes the skills involved in
the dance
39. observes safety precautions
40. executes the different skills
involved in the dance
41. recognizes the value of
participation in physical activities
42. displays joy of effort, respect for
others during participation in
physical activities
43. explains health and skill related
fitness components
44. identifies areas for improvement
CODE
LEARNING
MATERIALS
PE5PF-IIIb-h-20
PE5PF-IIIa-21
PE5PF-IIIb-h-22
PE5PF-IVa-16
PE5PF-IVa-17
PE5PF-IVb-h-18
PE5RD-IVb-1
PE5RD-IVb-2
PE5RD-IVb-h-3
PE5RD-IVc-h-4
PE5PF-IVb-h-19
PE5PF-IVb-h-20
PE5PF-IVa-21
PE5PF-IVb-h-22
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Page 29 of 69
K to 12 BASIC EDUCATION CURRICULUM
GRADE 6
CONTENT
CONTENT STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of
The learner . . .
physical
activities and
demonstrates
physical fitness
understanding of
participation and
assessment of physical
Target games
activity and physical
(Tumbang preso, fitness
tamaangtao/batuhang
bola, tatsing),
striking/fielding
games
(syato/,basagang
palayok, kickball)
PERFORMANCE
STANDARDS
The learner . . .
participates and assesses
performance in physical
activities.
assesses physical fitness
LEARNING COMPETENCY
1. describes the Philippines
physical activity pyramid
2. explains the indicators for
fitness
3. assesses regularly participation
in physical activities based on
the Philippines physical activity
pyramid
4. explains the nature/background
of the games
6. observes safety precautions
7. executes the different skills
involved in the game
8. recognizes the value of
participation in physical activities
9. displays joy of effort, respect for
others and fair play during
participation in physical activities
10. explains health and skill related
fitness components
11. identifies areas for
improvement
SECOND QUARTER/ SECOND PERIOD
Assessment of
The learner . . .
physical
activities and
demonstrates
physical fitness
understanding of
participation in and
assessment of physical
Invasion games
activities and physical
The learner . . .
participates and assesses
performance in physical
activities.
assesses physical fitness
K to 12 Physical Education Curriculum Guide December 2013
LEARNING
MATERIALS
The learner . . .
5. describes the skills involved in
the games
Note: Games are
not limited to the
above listed
activities
CODE
12. describes the Philippines
physical activity pyramid
13. explains the indicators for
fitness
14. assesses regularly participation
in physical activities based on
the Philippines physical activity
PE6PF-Ia-16
PE6PF-Ia-17
PE6PF-Ib-h-18
PE6GS-Ib-1
PE6GS-Ib-2
PE6GS-Ib-h-3
PE6GS-Ic-h-4
PE6PF-Ib-h-19
PE6PF-Ib-h-20
PE6PF-Ia-21
PE6PF-Ib-h-22
PE6PF-IIa-16
PE6PF-IIa-17
PE6PF-IIb-h-18
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Page 30 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
(agawan base,
lawin at sisiw,
agawan panyo)
CONTENT STANDARDS
PERFORMANCE
STANDARDS
fitness
LEARNING COMPETENCY
15. explains the
nature/background of the
games
16. describes the skills involved in
the games
17. observes safety precautions
18. executes the different skills
involved in the game
19. recognizes the value of
participation in physical
activities
20. displays joy of effort, respect
for others and fair play during
participation in physical
activities
21. explains health and skill related
fitness components
22. identifies areas for
improvement
Folk (Itik-itik for
girls and
Maglalatik for
boys),
indigenous,
ethnic,
traditional and
creative dances
LEARNING
MATERIALS
pyramid
Note: Games are
not limited to the
above listed
activities
THIRD QUARTER/
Assessment of
physical
activities and
physical fitness
CODE
PE6GS-IIb-1
PE6GS-IIb-2
PE6GS-IIb-h-3
PE6GS-IIc-h-4
PE6PF-IIb-h-19
PE6PF-IIb-h-20
PE6PF-IIa-21
PE6PF-IIb-h-22
THIRD PERIOD
The learner . . .
The learner . . .
demonstrates
understanding of
participation and
assessment of physical
activity and physical
fitness
participates and assesses
performance in physical
activities.
assesses physical fitness
K to 12 Physical Education Curriculum Guide December 2013
23. describes the Philippines
physical activity pyramid
24. explains the indicators for
fitness
25. assesses regularly participation
in physical activities based on
the Philippines physical activity
pyramid
26. explains the
nature/background of the
dance
27. describes the skills involved in
the dance
PE6PF-IIIa-16
PE6PF-IIIa-17
PE6PF-IIIb-h-18
PE6RD-IIIb-1
PE6RD-IIIb-2
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Page 31 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
28. observes safety precautions
Note: Dances
available in the
area can be
selected.
29. executes the different skills
involved in the dance
30. recognizes the value of
participation in physical
activities
31. displays joy of effort, respect
for others during participation
in physical activities
32. explains health and skill related
fitness components
33. identifies areas for
improvement
FOURTH QUARTER/ FOURTH PERIOD
Assessment of
The learner . . .
physical
activities and
demonstrates
physical fitness
understanding of
participation and
Folk (Itik-itik for
assessment of physical
girls and
activity and physical
Maglalatik for
fitness
boys),
indigenous,
ethnic,
traditional and
creative dances
The learner . . .
participates and assesses
performance in physical
activities.
assesses physical fitness
Note: Dances
available in the
area can be
selected.
34. describes the Philippines
physical activity pyramid
35. explains the indicators for
fitness
36. assesses regularly participation
in physical activities based on
the Philippines physical activity
pyramid
37. explains the
nature/background of the
dance
38. describes the skills involved in
the dance
39. observes safety precautions
40. executes the different skills
involved in the dance
41. recognizes the value of
participation in physical
activities
42. displays joy of effort, respect
for others during participation
K to 12 Physical Education Curriculum Guide December 2013
CODE
LEARNING
MATERIALS
PE6RD-IIIb-h-3
PE6RD-IIIc-h-4
PE6PF-IIIb-h-19
PE6PF-IIIb-h-20
PE6PF-IIIa-21
PE6PF-IIIb-h-22
PE6PF-IVa-16
PE6PF-IVa-17
PE6PF-IVb-h-18
PE6RD-IVb-1
PE6RD-IVb-2
PE6RD-IVb-h-3
PE6RD-IVc-h-4
PE6PF-IVb-h-19
PE6PF-IVb-h-20
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Page 32 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
in physical activities
43. explains health and skill related
fitness components
44. identifies areas for
improvement
K to 12 Physical Education Curriculum Guide December 2013
PE6PF-IVa-21
PE6PF-IVb-h-22
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Page 33 of 69
K to 12 BASIC EDUCATION CURRICULUM
GRADE 7
CONTENT
CONTENT
STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Exercise Programs:
The learner . . .
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)
demonstrates
understanding of
guidelines and principles
in exercise program
design to achieve
personal fitness
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
The learner . . .
designs an individualized
exercise program to achieve
personal fitness
Note: Activities
dependent on teacher
capability and school
resources.
The learner . . .
1. undertakes physical activity and
physical fitness assessments
PE7PF-Ia-h-23
2. sets goals based on assessment
results
PE7PF-Ia-24
3. identifies training guidelines
and FITT principles
PE7PF-Ib-25
4. recognizes barriers (low level of
fitness, lack of skill and time) to
exercise
PE7PF-Ib-26
5. prepares an exercise program
K to 12 Physical Education Curriculum Guide December 2013
PE7PF-Ic-27
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
LEARNING
MATERIALS
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
Page 34 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
6. describes the nature and
background of the sport
7. executes the skills involved in
the sport
8. monitors periodically one’s
progress towards the fitness
goals
9. distinguishes from fallacies and
misconceptions about the
physical activity participation
K to 12 Physical Education Curriculum Guide December 2013
CODE
PE7GS-Id-5
PE7GS-Id-h-4
PE7PF-Id-h-28
PE7PF-Id-29
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
LEARNING
MATERIALS
Proj EASE Module1
OHSPY1Q2
Module1
OHSPY1Q2
Module2
OHSPY1Q2
Module3
2010 SECY1Q2
&Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit
Proj EASE Module1
OHSPY1Q2
Module1
OHSPY1Q2
Module2
OHSPY1Q2
Module3
2010 SECY1Q2
&Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit 2
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
Page 35 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
10. performs appropriate first aid
for sports-related injuries (e.g.
cramps, sprain, heat
exhaustion)
CODE
PE7PF-Id-30
11. assumes responsibility for
achieving personal fitness
PE7PF-Id-h-31
12. keeps the importance of
winning and losing in
perspective
PE7PF-Id-h-32
LEARNING
MATERIALS
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
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 . . .
The learner . . .
demonstrates
understanding of
guidelines and principles
in exercise program
design to achieve
personal fitness
modifies the individualized
exercise program to achieve
personal fitness
13. undertakes physical activity and
physical fitness assessments
14. reviews goals based on
assessment results
15. addresses barriers (low level of
fitness, lack of skill and time) to
K to 12 Physical Education Curriculum Guide December 2013
PE7PF-IIa-h-23
PE7PF-IIa-24
PE7PF-IIb-33
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
Page 36 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT
STANDARDS
3. swimming
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
exercise
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.
16. describes the nature and
background of the sport
17. executes the skills involved in
the sport
PE7GS-IId-h-4
18. monitors periodically one’s
progress towards the fitness
goals
PE7PF-IId-h-28
19. performs appropriate first aid
for sports-related injuries (e.g.
K to 12 Physical Education Curriculum Guide December 2013
PE7GS-IId-5
PE7PF-IId-30
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
LEARNING
MATERIALS
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
Proj EASE Module1
OHSPY1Q2
Module1
OHSPY1Q2
Module2
OHSPY1Q2
Module3
2010 SECY1Q2
&Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit 2
Proj EASE Module1
OHSPY1Q2
Module1
OHSPY1Q2
Module2
OHSPY1Q2
Module3
2010 SECY1Q2
&Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit 2
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
Page 37 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
cramps, sprain, heat
exhaustion)
20. assumes responsibility for
achieving personal fitness
PE7PF-IId-h-31
LEARNING
MATERIALS
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
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
THIRD QUARTER/ THIRD PERIOD
Exercise Programs:
The learner . . .
Training Guidelines,
FITT Principles
Endurance, Muscle- and
Bone-strengthening
Activities:
demonstrates
understanding of
guidelines and principles
in exercise program
design to achieve
personal fitness
PE7PF-IId-h-32
The learner . . .
demonstrates understanding
of guidelines and principles in
exercise program design to
achieve personal fitness
Folk (Tinikling)/
indigenous, ethnic,
traditional/ festival
dance
Note: Dances
available in the
K to 12 Physical Education Curriculum Guide December 2013
22. undertakes physical activity and
physical fitness assessments
PE7PF-IIIa-h-23
23. reviews goals based on
assessment results
PE7PF-IIIa-34
24. addresses barriers (low level of
fitness, lack of skill and time) to
exercise
PE7PF-IIIb-33
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Page 38 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
area can be
selected.
25. describes the nature and
background of the dance
26. executes the skills involved in
the dance
PE7RD-IIId-h-4
27. monitors periodically one’s
progress towards the fitness
goals
PE7PF-IIId-h-28
28. performs appropriate first aid
for dance-related injuries (e.g.
cramps, sprain, heat
exhaustion)
29. assumes responsibility for
achieving personal fitness
30. keeps the importance of
winning and losing in
K to 12 Physical Education Curriculum Guide December 2013
PE7RD-IIId-1
PE7PF-IIId-30
PE7PF-IIId-h-31
PE7PF-IIId-h-32
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
LEARNING
MATERIALS
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit 4
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit 4
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
Page 39 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
perspective
FOURTH QUARTER/ FOURTH PERIOD
The learner . . .
Exercise Programs:
Training Guidelines,
FITT Principles
Endurance, Muscle- and
Bone-strengthening
Activities:
demonstrates
understanding of
guidelines and principles
in exercise program
design to achieve
personal fitness
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
The learner . . .
modifies the individualized
exercise program to achieve
personal fitness
Folk (Tinikling)/
indigenous, ethnic,
traditional/ festival
dance
Note: Dances
available in the
area can be
selected.
31. undertakes physical activity and
physical fitness assessments
K to 12 Physical Education Curriculum Guide December 2013
PE7PF-IVa-h-23
32. reviews goals based on
assessment results
PE7PF-IVa-34
33. addresses barriers (low level of
fitness, lack of skill and time) to
exercise
PE7PF-IVb-33
34. describes the nature and
background of the dance
PE7RD-IVc-1
35. executes the skills involved in
the dance
LEARNING
MATERIALS
PE7RD-IVd-h-4
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit 4
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM
Page 40 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
Unit 4
36. monitors periodically one’s
progress towards the fitness
goals
K to 12 Physical Education Curriculum Guide December 2013
PE7PF-IVd-h-28
37. performs appropriate first aid
for dance-related injuries (e.g.
cramps, sprain, heat
exhaustion)
PE7PF-IVd-30
38. analyzes the effect of exercise
and physical activity
participation on fitness
PE7PF-IVh-35
39. assumes responsibility for
achieving personal fitness
PE7PF-IVd-h-31
40. keeps the importance of winning
and losing in perspective
PE7PF-IVd-h-32
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
Page 41 of 69
K to 12 BASIC EDUCATION CURRICULUM
GRADE 8
CONTENT
CONTENT STANDARDS
FIRST QUARTER/ FIRST GRADING
The learner . . .
Exercise
Programs:
Training Guidelines,
FITT Principles
demonstrates
understanding of
guidelines and principles
in exercise program
design to achieve fitness
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
The learner . . .
designs a physical activity
program for the family/school
peers to achieve fitness
Endurance, Muscleand Bonestrengthening
Activities:
team sports
(basketball,
volleyball,
football/futsal,
goalball, softball,
baseball)
Note: Activities
dependent on
teacher capability
and school
resources.
The learner. . .
1. undertakes physical activity and
physical fitness assessments
2. conducts physical activity and
physical fitness assessments of
family/school peers
PE8PF-Ib -36
3. sets goals based on assessment
results
PE8PF-Ia-24
4. identifies training guidelines and
FITT principles
PE8PF-Ib-25
5. recognizes barriers (low level of
fitness, lack of skill and time) to
exercise
K to 12 Physical Education Curriculum Guide December 2013
PE8PF-Ia-h-23
PE8PF-Ib-26
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
LEARNING
MATERIALS
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Page 42 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
Unit 1
6. prepares a physical activity
program
PE8PF-Ic-27
7. describes the nature and
background of the sport
PE8GS-Id-1
8. executes the skills involved in
the sport
9. monitors periodically progress
towards the fitness goals
10. distinguishes facts from fallacies
and misconceptions about
physical activity participation
K to 12 Physical Education Curriculum Guide December 2013
PE8GS-Id-h-4
PE8PF-Id-h-28
PE8PF-Id-29
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
Project EASE
Module5
2010 SEC Y1Q2 &
Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit III
Project EASE
Module5
2010 SEC Y1Q2 &
Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit III
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Page 43 of 69
K to 12 BASIC EDUCATION CURRICULUM
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
SECOND QUARTER/ SECOND PERIOD
The learner . . .
Exercise
Programs:
Training Guidelines,
FITT Principles
demonstrates
understanding of
guidelines and principles
in exercise program
design to achieve fitness
PE8PF-Id-30
12. assumes responsibility for
achieving fitness
PE8PF-Id-h-31
13. displays tolerance and
acceptance of individuals with
varying skills and abilities
PE8PF-Id-h-37
The learner . . .
modifies a physical activity
program for the family/school
peers to achieve fitness
Endurance, Muscleand Bonestrengthening
Activities:
team sports
14. undertakes physical activity and
physical fitness assessments
15. conducts physical activity and
physical fitness assessments of
family/school peers
K to 12 Physical Education Curriculum Guide December 2013
PE8PF-IIa-h-23
PE8PF-IIa-36
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Page 44 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
(basketball,
volleyball,
football/futsal,
goalball, softball,
baseball)
LEARNING
MATERIALS
Health, TX & TM
Unit 1
16. sets goals based on assessment
results
Note: Activities
dependent on
teacher capability
and school
resources.
17. recognizes barriers (low level of
fitness, lack of skill and time) to
exercise
PE8PF-IId-h-26
18. prepares a physical activity
program
PE8PF-IIc-27
19. describes the nature and
background of the sport
PE8GS-IIc-1
20. executes the skills involved in
the sport
K to 12 Physical Education Curriculum Guide December 2013
PE8PF-IIb-24
PE8GS-IId-h-4
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
Project EASE
Module5
2010 SEC Y1Q2 &
Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit III
Project EASE
Module5
2010 SEC Y1Q2 &
Q3
Enjoy Life w/ PE &
Page 45 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
Health, TX & TM
Unit III
21. monitors periodically progress
towards the fitness goals
22. distinguishes facts from fallacies
and misconceptions about
physical activity participation
23. performs appropriate first aid for
injuries and emergency
situations in physical activity
and sport settings
24. assumes responsibility for
achieving fitness
25. displays tolerance and
acceptance of individuals with
varying skills and abilities
K to 12 Physical Education Curriculum Guide December 2013
PE8PF-IId-h-28
PE8PF-IId-29
PE8PF-IId-30
PE8PF-IId-h-31
PE8PF-IId-h-37
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Page 46 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
THIRD QUARTER/ THIRD PERIOD
The learner . . .
Exercise
Programs:
Training Guidelines,
FITT Principles
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
Endurance, Muscleand Bonestrengthening
Activities:
27. reviews goals based on
assessment results
PE8PF-IIIa-34
team sports
(basketball,
volleyball,
football/futsal,
goalball, softball,
baseball)
28. addresses barriers (low level of
fitness, lack of skill and time) to
exercise
PE8PF-IIIb-33
Note: Activities
dependent on
teacher capability
and school
resources.
29. describes the nature and
background of the sport
30. executes the skills involved in
the sport
K to 12 Physical Education Curriculum Guide December 2013
PE8GS-IIIc-1
PE8GS-IIId-h-4
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
Project EASE
Module5
2010 SEC Y1Q2 &
Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit III
Project EASE
Module5
2010 SEC Y1Q2 &
Q3
Enjoy Life w/ PE &
Page 47 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
31. monitors periodically one’s
progress towards the fitness
goals
32. performs appropriate first aid for
sport-related injuries (cramps,
sprain, heat exhaustion)
33. assumes responsibility for
achieving fitness
34. displays tolerance and
acceptance of individuals with
varying skills and abilities
FOURTH QUARTER/ FOURTH PERIOD
The learner . . .
Exercise
Programs:
Training Guidelines,
demonstrates
understanding of
guidelines and principles
in exercise program
The learner . . .
35. undertakes physical activity and
physical fitness assessments
CODE
PE8PF-IIId-h-28
PE8PF-IIId-30
PE8PF-IIId-h-31
PE8PF-IIId-h-37
PE8PF-IVa-h-23
modifies a physical activity
program for the family/school
peers to achieve fitness
K to 12 Physical Education Curriculum Guide December 2013
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
LEARNING
MATERIALS
Health, TX & TM
Unit III
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Page 48 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
FITT Principles
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
design to achieve fitness
Endurance, Muscleand Bonestrengthening
Activities:
Folk Dances with
Asian Influences
(Pangalay,
Sakuting, Sua-kusua, Binislakan)
Note:
Dances
available in
the area
can be
selected.
Unit 1
36. reviews goals based on
assessment results
PE8PF-IVa-34
37. addresses barriers (low level of
fitness, lack of skill and time) to
exercise
PE8PF-IVb-33
38. describes the nature and
background of the dance
PE8RD-IVc-1
39. executes the skills involved in
the dance
PE8RD-IVd-h-4
40. monitors periodically one’s
progress towards the fitness
goals
PE8PF-IVd-h-28
41. performs appropriate first aid for
injuries and emergency
situations in dance(cramps,
K to 12 Physical Education Curriculum Guide December 2013
LEARNING
MATERIALS
PE8PF-IVd-30
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit IV
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit IV
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
Page 49 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
sprain, heat exhaustion,
dehydration)
42. analyzes the effect of exercise
and physical activity participation
on fitness
43. assumes responsibility for
achieving fitness
44. exerts best effort to achieve
positive feeling about self and
others
K to 12 Physical Education Curriculum Guide December 2013
PE8PF-IVh-35
PE8PF-IVd-h-31
PE8PF-IVd-h-38
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
LEARNING
MATERIALS
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
Page 50 of 69
K to 12 BASIC EDUCATION CURRICULUM
GRADE 9
CONTENT
CONTENT STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
The learner . . .
Lifestyle and
Weight
Management
(physical activity
and eating habits)
demonstrates
understanding of lifestyle
and weight management
to promote community
fitness
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
The learner . . .
maintains an active lifestyle
to influence the physical
activity participation of the
community
practices healthy eating
habits that support an active
lifestyle
Sports Officiating
The learner . . .
1. undertakes physical activity and
physical fitness assessments
PE9PF-Ia-h-23
PE9PF-Ia-39
2. assesses eating habits based on
the Philippine Food Pyramid/My
Food Plate
3. determines risk factors(obesity,
physical inactivity, poor nutrition,
smoking) for major noncommunicable diseases lifestylerelated(e.g. diabetes, heart
disease, stroke, cancer)
PE9PF-Ia-40
PE9GS-Ib-h-5
4. officiates pratice and competitive
games
K to 12 Physical Education Curriculum Guide December 2013
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
LEARNING
MATERIALS
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
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
Page 51 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
5. distinguishes facts from myths and
misinformation associated with
eating habits
6. monitors periodically one’s
progress towards the fitness
goals
7. performs appropriate first aid for
injuries and emergency situations
in physical activity and sports
settings (e.g. cramps, sprain,
heat exhaustion)
8. involves oneself in community
service through sports officiating
and physical activity programs
9. recognizes the needs of others in
real life and in meaningful ways
CODE
PE9PF-Ia-29
PE9PF-Ib-h-28
PE9PF-Ib-30
PE9PF-Ie-h-41
PE9PF-Ie-h-42
LEARNING
MATERIALS
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
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 . . .
The learner . . .
demonstrates
understanding of lifestyle
and weight management
maintains an active lifestyle
to influence the physical
activity participation of the
K to 12 Physical Education Curriculum Guide December 2013
10. undertakes physical activity and
physical fitness assessments
PE9PF-IIa-h-23
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Page 52 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
and
Ballroom
dances
(Cha-cha, rock and
roll)
CONTENT STANDARDS
to promote community
fitness
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
community
practices healthy eating
habits that support an active
lifestyle
K to 12 Physical Education Curriculum Guide December 2013
11. assesses eating habits based on
the Philippine Food Pyramid/My
Food Plate
PE9PF-IIa-39
12. determines risk factors related to
lifestyle diseases (obesity,
diabetes, heart disease)
PE9PF-IIa-40
13. distinguishes facts from myths
and misinformation associated
with eating habits
PE9PF-IIb-29
14. describes the nature and
background of the dance
PE9RD-IIb-1
15. executes the skills involved in the
dance
PE9RD-IIb-h-4
16. monitors periodically one’s
progress towards the fitness
goals
PE9PF-IIb-h-28
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
LEARNING
MATERIALS
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit 4
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit 4
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
Page 53 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT STANDARDS
THIRD QUARTER/ THIRD PERIOD
Social (community
The learner . . .
dance, mixers,
festival)
demonstrates
and
Ballroom understanding of lifestyle
dances
and weight management
(Cha-cha, rock and to promote community
roll)
fitness
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
17. performs appropriate first aid for
injuries and emergency situations
in physical activity and dance
settings (cramps, sprain, heat
exhaustion)
PE9PF-IIb-h-30
18. involves oneself in community
service through dance activities in
the community
PE9PF-IIg-h-41
19. recognizes the needs of others in
real life and in meaningful ways
PE9PF-IIa-h-42
The learner . . .
maintains an active lifestyle
to influence the physical
activity participation of the
community
practices healthy eating
habits that support an active
lifestyle
K to 12 Physical Education Curriculum Guide December 2013
20. undertakes physical activity and
physical fitness assessments
PE9PF-IIIa-h23
21. assesses eating habits based on the
Philippine Food Pyramid/My Food
Plate
PE9PF-IIIa-39
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
LEARNING
MATERIALS
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Page 54 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
22. determines risk factors related to
lifestyle diseases (obesity,
diabetes, heart disease)
PE9PF-IIIa-40
23. distinguishes facts from myths
and misinformation associated
with eating habits
PE9PF-IIIb-29
24. describes the nature and
background of the dance
PE9RD-IIIb-1
25. executes the skills involved in the
dance
K to 12 Physical Education Curriculum Guide December 2013
CODE
PE9RD-IIIb-h-4
26. monitors periodically one’s
progress towards the fitness
goals
PE9PF-IIIb-h28
27. performs appropriate first aid for
injuries and emergency situations
in physical activity and dance
PE9PF-IIIb-h30
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
LEARNING
MATERIALS
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit 4
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit 4
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
Page 55 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
settings (cramps, sprain, heat
exhaustion)
FOURTH QUARTER/ FOURTH PERIOD
The learner . . .
Active
Recreation
a. Indoor
1.individu
al and
dual
sports
2. team
sports
3. dances
demonstrates
understanding of lifestyle
and weight management
to promote community
fitness
28. involves oneself in community
service through dance activities in
the community
PE9PF-IIIg-h41
29. recognizes the needs of others in
real life and in meaningful ways
PE9PF-IIIa-h42
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
b. Out door
K to 12 Physical Education Curriculum Guide December 2013
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
LEARNING
MATERIALS
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
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
Page 56 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
1. Hiking
2. Campin
g
3. Oriente
ering
4. Biking
Note: Activities
not limited to the
above list
31. participates in active recreation
32. advocates community efforts to
increase participation in physical
activities and improve nutrition
practices
33. practices environmental ethics (e.g
Leave No Trace) during
participation in recreational
activities of the community
K to 12 Physical Education Curriculum Guide December 2013
PE9GS-IVb-h-7
PE9PF-IVb-h-43
PE9PF-IVb-h-44
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
LEARNING
MATERIALS
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
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
Page 57 of 69
K to 12 BASIC EDUCATION CURRICULUM
GRADE 10
CONTENT
CONTENT
STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Lifestyle and
The learner . . .
Weight
Management
demonstrates
(physical activity and
understanding of
eating habits)
lifestyle and weight
management to
promote societal fitness
Active Recreation
(sports)
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
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
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 . . .
1. assesses physical activity, exercise
and eating habits
2. determines risk factors related to
lifestyle diseases (obesity, diabetes,
heart disease)
PE10PF-Ia-40
3. engages in moderate to vigorous
physical activities for at least 60
minutes a day in and out of school
PE10PF-Ib-h-45
4. applies correct techniques to
minimize risk of injuries
K to 12 Physical Education Curriculum Guide December 2013
PE10PF-Ia-h-39
PE10PF-Ib-h-56
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
LEARNING
MATERIALS
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
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
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
Page 58 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
5. analyzes the effects of media and
technology on fitness and physical
activity
PE10PF-Ib-46
6. critiques (verifies and validates)
media information on fitness and
physical activity issues
PE10PF-Ib-47
7. expresses a sense of purpose and
belongingness by participating in
physical activity-related community
services and programs
SECOND QUARTER/ SECOND PERIOD
The learner ...
 Lifestyle and
Weight
demonstrates
understanding of
Management
(physical activity
lifestyle and weight
management to
and eating habits)
promote societal fitness
Active Recreation
(sports)
CODE
PE10PF-Ib-h-48
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
Suggested
activities
1. individual and
dual sports
2. teams sports
K to 12 Physical Education Curriculum Guide December 2013
8. assesses physical activities,
exercises and eating habits
PE10PF-IIa-h39
9. determines risk factors related to
lifestyle diseases (obesity, diabetes,
heart disease)
PE10PF-IIa-40
10. engages in moderate to vigorous
physical activities for at least 60
PE10PF-IIc-h45
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
LEARNING
MATERIALS
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1, Q1, Q2 &
Q3
Page 59 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
3. fitness activities
(strength training,
running and
walking for
fitness, yoga,
group exercises)
LEARNING COMPETENCY
CODE
minutes a day in and out of school
11. applies correct techniques to
minimize risk of injuries
K to 12 Physical Education Curriculum Guide December 2013
PE10PF-IIc-h56
12. analyzes the effects of media and
technology on fitness and physical
activity
PE10PF-IIb-46
13. critiques (verifies and validates)
media information on fitness and
physical activity issues
PE10PF-IIb-47
14. expresses a sense of purpose and
belongingness by participating in
physical activity-related community
services and programs
PE10PF-IIc-h48
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
LEARNING
MATERIALS
Proj EASE Modules 2
&5
2010 SEC Y1Q2
&Q3
2010 SEC Y2 Q2 &
Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit II & III
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
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Page 60 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
THIRD QUARTER/ THIRD PERIOD
The learner ...
Other Dance
Forms(Hip-hop,
Street dance,
Cheer dance,
Contemporary
dance)
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-h39
16. determines risk factors related to
lifestyle diseases (obesity, diabetes,
heart disease)
PE10PF-IIIa-40
17. engages in moderate to vigorous
physical activities for at least 60
minutes a day in and out of school
PE10PF-IIIc-h45
18. applies correct techniques to
minimize risk of injuries
PE10PF-IIIc-h56
19. analyzes the effects of media and
technology on fitness and physical
activity
K to 12 Physical Education Curriculum Guide December 2013
PE10PF-IIIb-46
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1, Q4
2010 SEC Y1Q4
2010 SEC Y2 Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit IV
OHSP Y1, Q4
2010 SEC Y1Q4
2010 SEC Y2 Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit IV
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
Page 61 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
20. critiques (verifies and validates)
media information on fitness and
physical activity issues
FOURTH QUARTER/ FOURTH PERIOD
The learner ...
Other Dance
Forms(Hip-hop,
Street dance,
Cheer dance,
Contemporary
dance)
demonstrates
understanding of
lifestyle and weight
management to
promote societal fitness
CODE
PE10PF-IIIb-47
21. expresses a sense of purpose and
belongingness by participating in
physical activity-related community
services and programs
PE10PF-IIIc-h48
22. recognizes the needs of others in
real life and in meaningful ways
PE10PF-IIIc-h49
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
K to 12 Physical Education Curriculum Guide December 2013
23. assesses physical activities,
exercises and eating habits
PE10PF-IVa-h39
24. determines risk factors related to
lifestyle diseases (obesity,
diabetes, heart disease)
PE10PF-IVa-40
25. engages in moderate to vigorous
physical activities for at least 60
PE10PF-IVc-h45
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
LEARNING
MATERIALS
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1, Q4
2010 SEC Y1Q4
Page 62 of 69
K to 12 BASIC EDUCATION CURRICULUM
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
minutes a day in and out of
school
K to 12 Physical Education Curriculum Guide December 2013
26. applies correct techniques to
minimize risk of injuries
PE10PF-IVc-h56
27. analyzes the effects of media and
technology on fitness and
physical activity
PE10PF-IVb-46
28. critiques (verifies and validates)
media information on fitness and
physical activity issues
PE10PF-IVb-47
29. expresses a sense of purpose and
belongingness by participating in
physical activity-related
PE10PF-IVc-h48
30. recognizes the needs of others in
real life and in meaningful ways
PE10PF-IIIc-h49
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
LEARNING
MATERIALS
2010 SEC Y2 Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit IV
OHSP Y1, Q4
2010 SEC Y1Q4
2010 SEC Y2 Q4
Enjoy Life w/ PE &
Health, TX & TM
Unit IV
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1, Module
1
2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
Page 63 of 69
K to 12 BASIC EDUCATION CURRICULUM
GLOSSARY
Adherence
Voluntary, self-regulated and sustained regular participation in exercise program
Apparently healthy
individual
Negative state of arousal characterized by physical, mental and behavioural manifestations such unpleasant feeling, negative thoughts, excessive
sweating, biting of nails and fidgeting
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
Anxiety
Competition
environment
Competition
environment
management
This comprises of individuals and material resources where competition is held
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
K to 12 Physical Education Curriculum Guide December 2013
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Page 64 of 69
K to 12 BASIC EDUCATION CURRICULUM
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.
K to 12 Physical Education Curriculum Guide December 2013
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Page 65 of 69
K to 12 BASIC EDUCATION CURRICULUM
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
K to 12 Physical Education Curriculum Guide December 2013
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Page 66 of 69
K to 12 BASIC EDUCATION CURRICULUM
GLOSSARY
Person
Refers to individual partners, group.
Personal best
The highest performance achieved by an athlete expressed in quantitative terms (time, score, distance, etc.).
Personal or selfspace
Is a given space when you move in your fixed position.
Physical activity
Any bodily activity that enhances or maintains physical fitness, health and wellness
Any bodily movement produced by skeletal muscles that requires energy expenditure
Physical fitness
A state of good health and well-being of an individual
Planes
Refer to a diagonal, horizontal, vertical, rotational
Preventive activities
Activities that help avoid injuries
Promotional
strategies
Psychological
impact
A careful plan for spreading the word about a product or service to stakeholders and the broader public.
Mental, emotional, or behavioural consequence.
Psychosocial
Individual and social factors influencing participation, performance, adherence and well-being in sports and exercise
Pull
Exert force on object to move it towards source of force
Punch
Use forceful actions with various body parts – hands, feet knees, elbows.
Push
Try to move away by pressure.
Recreation
instruction
Rehabilitative
activities
Teaching sports and other related activities as leisure pursuits.
Activities designed to restore something to its former condition.
Rhythmic routine
Is an activity that helps us express our feeling to a person and the objects used.
Ring
Is one of the many implements that can be used in rhythmic routines.
Risk assessment
Assessment of threats, problems and other concerns that may arise in an event.
Run
Move fast by using the feet, with one foot off the ground at any given time
Safety awareness
Knowledge of safety issues and of potential hazards to reduce risk and threat to life
Self-efficacy
Belief in one’s ability to complete a task or reach one’s goal.
Simulation
The act of imitating the behaviour of some situation or process by means of something similar for the purpose of studying and training
K to 12 Physical Education Curriculum Guide December 2013
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Page 67 of 69
K to 12 BASIC EDUCATION CURRICULUM
GLOSSARY
Skip
Step forward, hop on that foot while bringing other foot forward to step and hop and switch. Slide
Slash
Longer movements but powerful like punches (picture a slashing sword)
Slide
Step to the side, close with other foot, step to the side again, close with other…
Sport-life balance
The need to equip the learner with skills to manage the demands of one’s study and training through integral formation. This is significant to an
athlete’s performance, longevity in the sport and preparation for life after sport.
Static Flexibility
Is doing flexibility exercises on a stationary position.
Stress
Anything that poses threat or challenge to body and/or mind.
Stretch
Extend the limbs or muscles, or the entire body.
Stretching
Is a form of physical exercise in which a specific muscle or tendon (or muscle group) is deliberately fixed or stretched in order to improve the
muscle’s felt elasticity and achieve comfortable muscle tone.
Sway
Swing unsteadily; rock by moving back and forth sideways.
Swing
Move or walk in a to and fro or swaying manner.
Tiklos
Is a dance which refers to a group of peasants who agree to work for each other one day each week to clear the forest, prepare the soil for
planting
Time
Refers to slow, slower, slowest/fast, faster, fastest.
Tumbang Preso
Is the game that will test your skills in running, walking, and dodging in slow and fast pace in varying directions.
Turn
Partial or full rotation of the body while shifting the base of support (spin to make yourself dizzy)
Twist
Rotate body or body parts around a stationary base (twist upper body back and forth, keep feet still)
Waist level
Is dribbling the ball on the waist level/waist and knee in between. Waist level
Walk
Using the feet to advance the steps.
K to 12 Physical Education Curriculum Guide December 2013
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Page 68 of 69
K to 12 BASIC EDUCATION CURRICULUM
CODE BOOK LEGEND
Sample: PE2PF-IIa-h-14
LEGEND
Learning Area and
Strand/ Subject or
Specialization
Physical Education
Grade Level
Grade 2
Domain/Content/
Component/ Topic
Physical Fitness
*Zero if no specific quarter
Body Management
EL
Movement Skills
MS
Physical Fitness
PF
Games and Sports
GS
Rhythms and Dance
RD
PF
-
Roman Numeral
CODE
PE2
First Entry
Uppercase Letter/s
DOMAIN/ COMPONENT
SAMPLE
Quarter
Second Quarter
II
Week
Week one to eight
a-h
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a
specific week
Arabic Number
Competency
K to 12 Physical Education Curriculum Guide December 2013
Observes correct posture
and body mechanics
while performing
movement activities
14
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Page 69 of 69
Edukasyong
Pangkatawan
1
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Yunit 3
PAGPAPATULOY SA PAGPAPAUNLAD NG
PHYSICAL FITNESS
ARALIN 1
Balik-tanaw sa mga Sangkap ng Physical Fitness
(Cardiovascular Endurance, Lakas ng Kalamnan,
Tatag ng Kalamnan, at Flexibility)
Laang Oras ng Pagtuturo: apatnapung (40) minuto
I. Layunin
1. Naiisa-isa sa Filipino Pyramid Activity Guide ang mga sangkap ng Physical
Fitness na nalilinang/napapaunlad ng mga gawaing pisikal.
2. Naisasagawa ang mga gawaing pisikal na nakapaloob sa aralin.
3. Naipakikita ang kasiyahan na puno ng enerhiya at tiyaga, paggalang sa
kapwa at patas na pakikipaglaro.
II. Nilalaman
a. Paksa: (1) Filipino Pyramid Activity Guide(2) Fitness Challenge
b. Kasanayan: Balik-Tanaw sa mga Sangkap ng Physical Fitness,
Cardiovascular Endurance, Lakas ng Kalamnan,Tatag ng
Kalamnan, Kahutukan (Flexibility)
c. Pagpapahalaga: Masiglang pakikilahok; pagiging maingat
d. Sanggunian: Curriculum Guide; www.obesity.org.ph/
e. Kagamitan: hula hoop, lubid, baton, palaruan
III. Pamamaraan
A. Pang- araw-araw na Gawain
1. Pag-tsek ng attendance at angkop na kasuotan.
2. Pampasiglang Gawain:
Ipagawa sa mga bata ang mga pampasiglang gawain na ginawa sa
mga nakaraang mga aralin.
3. Balik-aral
Ilahad sa mga bata na naisagawa na nila ang iba’t ibang pagsubok sa
physical fitness nang nakaraang unang markahan.
44
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Sabihin din sa mga bata na sa Ikatlong Yunit, patuloy na pauunlarin ang
kanilang physical fitness.
Ilahad ang Filipino Activity Pyramid Guide.
Ipabasa sa mga bata ang talata tungkol sa Aralin 1 at pag-usapan ito.
B. Panimulang Gawain
Ipakita sa mga bata ang mga nakatalang gawaing pisikal sa bahay, sa
paaralan at sa labas ng tahanan. Ipatukoy rin kung gaano nila kadalas na
ginagawa ang mga ito at ang fitness component na napapaunlad ng gawain.
Ipasagot ang “Simulan Natin” na nasa LM.
Itanong kung ilang puntos ang kanilang natamo sa gawain.
Ipaliwanag ang kahulugan ng kanilang puntos na nakatala sa kasunod na
pahina.
C. Panlinang na Gawain
Magkaroon ng talakayan sa ginawang gawain.
Ipabasa ang “Ipagpatuloy Natin” at hikayatin ang mga bata na
pagtuunan ang pagpapaangat ng antas ng gawaing pisikal at
fitness.
Itanong kung ano-anong mga gawaing pisikal ang dapat isagawa
upang mapataas ang antas ng physical fitness.
D. Paglalapat
Ipagawa ang nasa LM “Gawin Natin”. Gabayan ang mga bata sa
pagsasagawa at ipaalala ang mga pag-iingat na dapat gawin.
Magkaroon ng talakayan sa ginawa.
Ipasagot ang checklist upang maitala ang kanilang ipinakitang
galing sa Fitness Challenge.
E. Paglalagom
Gabayan ang mga bata upang makabuo ng paglalahat. Maaaring magtanong
upang makabuo ng kaisipan na dapat tandaan.
Itanong kung paano malilinang ang mga sangkap ng fitness.
45
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IV. Pagtataya
Ipasagot sa mga bata ang “Suriin Natin” upang mataya ang antas ng
pagkilos sa kanilang pakikilahok sa gawaing pisikal.
V. Takdang Aralin
Ipakopya sa isang malinis na papel o bond paper ang Talaan ng Isang
Linggong Physical Activity na nasa LM. Ipasulat o ipalarawan sa mga bata
ang kanilang paboritong gawaing pisikal sa loob ng isang linggo at lagdaan
ito. Ipapasa ang talaan sa susunod na pagkikita sa PE.
46
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Yunit 3
PAGPAPATULOY SA PAGPAPAUNLAD NG
PHYSICAL FITNESS
ARALIN 2
Paglinang ng Flexibility
Laang Oras ng Pagtuturo: apatnapung (40) minuto
I . Layunin
1. Nasusubok ang kaangkupang pisikal sa pamamagitan ng pagsasagawa
ng mga gawaing nagpapaunlad sa kahutukan (flexibility) ng katawan.
2. Natutukoy ang kahalagahan ng pakikilahok sa mga gawaing pisikal katulad
ng mga gawaing nagpapaunlad sa kahutukan (flexibility) ng katawan.
3. Naipapakita ang kasiyahan na puno ng enerhiya at tiyaga, paggalang sa
kapwa at patas na pakikipaglaro.
II . Nilalaman
Paksa: (1) Filipino Pyramid Activity Guide
(2) Two-Hand Ankle Grip
Kasanayan: Pagpapaunlad ng flexibility ng katawan
Pagpapahalaga: Masiglang pakikilahok, pagiging maingat,
paggalang sa kapuwa
Sanggunian: Curriculum Guide, www.obesity.org.ph/
Kagamitan: Palaruan
III. Pamamaraan
A. Pang araw-araw na Gawain
1. Pag-tsek ng attendance at angkop na kasuotan.
2. Pampasiglang Gawain:
Ipagawa sa mga bata ang mga pampasiglang gawain na ginawa sa
mga nakaraang mga aralin.
3. Balik-aral
Itanong kung naisagawa nila nang maayos ang Fitness Challenge
noong nakaraang aralin.
Itanong kung paano pa malilinang ang mga fitness components.
47
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Sabihin na sa araling ito, patuloy na pauunlarin ang kanilang flexibility kaya
ihanda ang katawan sa mga gawain.
Ipabasa sa mga bata ang talata tungkol sa Aralin 2 at pag-usapan ito.
B. Panimulang Gawain
Ipakitang muli ang Filipino Physical Activity Pyramid Guide sa “Simulan
Natin”.
Ipatukoy ang bahagi nito na may kaugnayan sa pagpapaunlad ng flexibility
ng katawan.
Ipasagot ang tanong at talakayin. Ano ang kaugnayan ng bawat bahagi ng
pyramid sa pagpapaunlad ng iba’t ibang bahagi ng katawan? Gaano kadalas
ang pagsasagawa ng mga gawaing makapagpapaunlad ng flexibility ng
katawan?
C. Panlinang na Gawain
Ipabasa ang Ipagpatuloy Natin.
Itanong kung ano ang flexibility at sabihin ang mga gawain sa araw-araw na
nangangailangan ng flexibility.
Ipakita ang mga larawan sa LM at ipatukoy kung alin sa mga larawan ang
nagpapakita ng flexibility ng katawan. Ipatukoy rin kung ito ay gawaing pang
araw-araw, ehersisyo, laro, o sayaw.
D. Paglalapat
Sabihin na kailangang masubok ang kanilang kakayahan sa flexibility.
Ipagawa ang nasa LM na “Gawin Natin”. Gabayan ang mga bata sa
pagsasagawa at ipaalala ang mga pag-iingat na dapat gawin.
Magkaroon ng talakayan sa ginawa.
E. Paglalagom
Gabayan ang mga bata upang makabuo ng paglalahat. Maaaring magtanong
upang makabuo ng kaisipang dapat tandaan.
Itanong kung bakit kailangang mapaunlad ang kahutukan (flexibility).
48
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IV. Pagtataya
Ipakita ang talaan sa “Suriin Natin” sa LM at ipatukoy sa pamamagitan
ng paglagay ng tsek sa kolum kung alin ang mga makapagpapaunlad ng
kanilang flexibility. Ipakopya sa kwaderno ang talaan at ipasagot ito.
Itanong kung ilan sa talaan ang nilagyan ng tsek.
Magtanong din kung ano pang mga gawain ang makatutulong upang
mapaunlad ang flexibility.
Ipapuno ang talaan sa LM at ibabahagi nila sa kanilang kamag-aral ang
ginawang talaan.
V . Takdang-aralin
Sabihin na gawing madalas ang mga gawain o ehersisyong nakakatulong
sa pagpapaunlad ng flexibility ng katawan upang maiwasan ang pagkakaroon ng sakuna o pananakit ng katawan.
Sabihin din na sa tulong ng isang kontrata sa LM gagawa ang mga bata
ng personal na kontrata para sa patuloy na paglinang ng flexibility. Ipapasa ang kontrata sa susunod na pagkikita.
49
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Yunit 3
PAGPAPATULOY SA PAGPAPAUNLAD NG PHYSICAL FITNESS
ARALIN 3
Paglinang ng Koordinasyon
Laang Oras ng Pagtuturo: apatnapung (40) minuto
I. Layunin
1. Nasusubok ang physical fitness sa pamamagitan ng pagsasagawa ng
mga gawaing nagpapaunlad sa koordinasyon ng katawan.
2. Natutukoy ang kahalagahan ng pakikilahok sa mga gawaing pisikal katulad ng mga gawaing nagpapaunlad sa koordinasyon ng katawan.
3. Naipakikita ang kasiyahan na puno ng enerhiya at tiyaga, paggalang sa
kapwa at patas na pakikipaglaro.
II. Nilalaman
a. Paksa: Coordinated Walk
b. Kasanayan: Pagpapaunlad ng Koordinasyon ng Katawan (Coordination)
c. Pagpapahalaga: Masiglang pakikilahok; pagiging maingat; paggalang sa
kapwa
d. Sanggunian: Curriculum Guide; Teaching Physical Education
e. Kagamitan: palaruan; hula hoop
III. Pamamaraan
A. Pang- araw-araw na Gawain
1. Pag-tsek ng attendance at angkop na kasuotan.
2. Pampasiglang Gawain
Ipagawa sa mga bata ang mga pampasiglang gawain na ginawa sa mga
nakaraang mga aralin.
3. Balik-aral
Itanong kung naisagawa nila nang maayos ang Two-Hand Ankle Grip
noong nakaraang aralin
Itanong kung paano pa malilinang ang flexibility ng katawan.
Ipakita ang larawan. Itanong kung ano ang ginagawa ng mga bata.
Pag-usapan ito.
B. Panimulang Gawain
Ipabasa ang “Simulan Natin”.
Pag-usapan ito.
50
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C. Panlinang na Gawain
Ipabasa ang “Ipagpatuloy Natin”.
Itanong kung ano ang koordinasyon (coordination) at itanong din kung
bakit kailangan itong malinang.
Hikayatin ang mga bata na magbigay ng halimbawa ng mga gawaing
pisikal na nagpapaunlad ng koordinasyon.
D. Paglalapat
Sabihin na kailangang masubok ang kanilang kakayahan sa koordinasyon
(coordination).
Ipagawa ang nasa LM Gawain 1 - Coordinated Walk. Gabayan ang mga
bata sa pagsasagawa at ipaalala ang mga pag-iingat na dapat gawin.
Magkaroon ng talakayan sa ginawa.
Ipagawa ang Gawain 2 - Gamit ng Hula Hoop.
Magkaroon ng talakayan sa ginawa.
Ipasagot ang mga tanong: (a) Mahirap bang gawin ang coordinated
walk? Ang paggamit ng hula hoop? Bakit? (b) Paano makatutulong ang
mga gawaing ito sa pagpapaunlad ng iyong koordinasyon?
(c) Sa isinagawang gawain, maaari mo bang sabihin kung ano ang
kahalagahan ng pagtaya ng iyong koordinasyon?
E. Paglalagom
Gabayan ang mga bata upang makabuo ng paglalahat. Maaaring
magtanong upang makabuo ng kaisipan na dapat tandaan.
Itanong kung bakit kailangang mapaunlad o malinang ang koordinasyon
ng katawan (coordination).
IV. Pagtataya
Ipabasa ang talaan sa “Suriin Natin” sa LM at ipatukoy sa pamamagitan
ng paglagay ng tsek sa kolum kung alin ang mga makapagpapaunlad ng
kanilang koordinasyon. Ipakopya sa kwaderno ang talaan at ipasagot ito.
Itanong kung ilan sa talaan ang nilagyan ng tsek.
Itanong din kung ano pang mga gawain ang makatutulong upang mapaunlad ang koordinasyon.
(Muling balikan ang talaang ginawa makalipas ang isang linggo at muling
ipakita kung talagang nagawa nila nang maayos ang mga pagsubok.)
51
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V. Takdang-aralin
Sabihin na gawing madalas ang mga gawain o ehersisyong nakatutulong sa
pagpapaunlad ng koordinasyon (coordination) ng katawan.
Sabihin din na sa tulong ng isang kontrata sa LM, gagawa ang mga bata ng
personal na kontrata para sa patuloy na paglinang ng koordinasyon. Ipapasa
ang konrata sa susunod na pagkikita.
52
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Yunit 3
PAGPAPATULOY SA PAGPAPAUNLAD NG
PHYSICAL FITNESS
ARALIN 4
Rhythmic Interpretation
Laang Oras ng Pagtuturo: apatnapung (40) minuto
I. Layunin
1. Nakalilikha ng mga kombinasyon ng kilos na ginagamitan ng dalawa o
higit pang kilos.
2. Naisasagawa nang wasto ang mga nilikhang kilos nang may tiwala sa
sarili.
3. Naisasagawa ang mga hakbang na gumagamit ng mga nilikhang kilos.
4. Naipakikita ang kasiyahan sa pakikilahok at wastong pag-iingat sa likhanggalaw.
II. Nilalaman
Paksa: Likhang galaw Ayon sa Tema at Ritmo
Kasanayan: Pagpapaunlad ng Pagkamalikhain Ayon sa Ritmo at Tema
Pagpapahalaga: Masiglang pakikilahok, pagiging maingat, paggalang sa
kapwa
Sanggunian: P.E Curriculum Guide, Teaching Physical Education
Kagamitan: palaruan, mga tugtog o musika na may iba’t ibang tempo o bilis.
III. Pamamaraan
A. Pang-araw-araw na Gawain
1. Pag-tsek ng attendance at angkop na kasuotan.
2. Pampasiglang Gawain
Ipagawa sa mga bata ang mga pampasiglang gawain na ginawa sa
mga nakaraang mga aralin.
3. Balik-aral
Itanong kung naisagawa nila nang maayos ang Coordinated Walk at
gawain sa hula hoop noong nakaraang aralin.
Itanong kung paano pa malilinang ang koordinasyon (coordination) ng
katawan.
53
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Ipakita ang larawan sa LM sa Aralin 4.
Ipabasa ang talata. Pag-usapan ito.
B. Panimulang Gawain
Ipasuri ang larawan sa “Simulan Natin”. Itanong kung ano ang ginagawa ng
mga bata.
Ipabasa ang talata. Pag-usapan ito.
Ipagawa ang nasa larawan sa parehas na pahina. Itanong kung ano ang
tempo ng tugtog kung lalapatan ng musika ang kanilang galaw.
C. Panlinang na Gawain
Ipabasa ang “Ipagpatuloy Natin”.
Itanong kung ano ang rhythmic interpretation. Itanong kung paano ito
ipakikita sa mga nanonood.
Pag-usapan ang mga inilahad na halimbawa ng interpretation.
Itanong kung paano maipahihiwatig ang mensahe ng lilikhaing galaw.
Itanong din kung paano ito maiintindihan ng mga manonood.
D. Paglalapat
Maghanda ng apat na tema na gagawan ng interpretasyon ng bawat pangkat.
(Pipili ang guro o maaaring gumawa ng sariling ideya.)
Ilan sa mga halimbawa ng interpretasyon ay ang mga sumusunod:
Kalikasan - panahon, hayop, halaman
Likhang-isip na bagay - higante o duwende,engkantada, awiting
pambata
Mga gawain/hanapbuhay ng tao - guro, driver, ballet dancer, paglalaba, pagmamaneho
Mga sasakyan - eroplano, tren, bus, barko, bisekleta
Machinery - orasan, elevator, crane, forklift
Moods/feelings - masaya, malungkot, galit
54
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Hatiin sa apat na pangkat ang klase. Papiliin ang mga bata ng lider sa
bawat pangkat.
Ipabasa ang nasa loob ng kahon sa “Gawin Natin”.
Sabihin na kailangang masubok ang kanilang
pagkamalikhain upang masanay nang husto.
kakayahan
sa
E. Paglalagom
Gabayan ang mga bata upang makabuo ng paglalahat. Maaring
magtanong upang makabuo ng kaisipan na dapat tandaan.
Itanong kung ano ang rhythmic interpretation. Itanong din kung ano ang
mga dapat gawin upang maipahayag ang mensahe ng likhang galaw.
IV. Pagtataya
Ipakita at ipapuno ang talaan sa “Suriin Natin” sa LM at ipatukoy sa pamamagitan ng paglalagay ng tsek sa kolum na naglalarawan ng kanilang sama-samang pagganap bilang isang pangkat. Ipakopya sa kuwaderno ang
talaan at ipasagot ito.
Itanong kung ano ang temang nabunot ng bawat pangkat.
Magtanong din kung ano ang kanilang pakiramdam pagkatapos ng gawain.
V. Takdang-aralin
Ipabasa ang talata sa “Pagbutihin Natin”.
Ipagawa ang mungkahing gawain sa LM upang lubos na malinang ang
kanilang pagkamalikhain .
Ipapuno ang talaan sa mga kapamilya batay sa pagtataya ng ipinakitang
galing ng bata.
Ipapasa ang iskor kard sa sunod na pagkikita.
55
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Yunit
Yunit3 3
PAGPAPATULOY SA PAGPAPAUNLAD NG PHYSICAL FI
PAGPAPATULOY SA PAGPAPAUNLAD NG PHYSICAL FITNESS
ARALIN 5
NESS
Likhang Sayaw
Laang Oras ng Pagtuturo: apatnapung (40) minuto
I. Layunin
1. Natutukoy at naisasagawa ang mga batayang posisyon ng kamay at paa
sa pagsasayaw.
3
2. Naisasagawa ang mga hakbang pansayaw sa rhythm na 4 na
gumagamit ng mga batayang kilos ng mga bisig sa pagsasayaw.
3. Naipakikita ang kasiyahan sa pakikilahok at wastong pag-iingat sa
pagsasayaw.
II. Nilalaman
Paksa: Likhang Galaw Ayon sa Tema at Ritmo
Kasanayan: Pagpapaunlad ng Pagkamalikhain ayon sa Ritmo at Tema
Pagpapahalaga: Masiglang pakikilahok, pagiging maingat, paggalang sa
kapwa
Sanggunian: Curriculum Guide, Teaching Physical Education
Kagamitan: palaruan; mga tugtog o musika na may iba’t ibang tempo o
bilis, tugtugin na kinagigiliwan ng mga bata, usong kanta,
patalastas sa radyo at telebisyon.
III. Pamamaraan
A. Pang araw-araw na Gawain
1. Pag-tsek ng attendance at angkop na kasuotan.
2. Pampasiglang Gawain:
Ipagawa sa mga bata ang mga pampasiglang gawain na ginawa sa
nakaraang mga aralin.
3. Balik-aral
Itanong kung ano ang rhythmic interpretation? Itanong din kung ano
ang dapat gawin upang lubos na maintindihan ng manonood ang
mensahe ng likhang galaw.
Pansinin ang larawan sa LM sa Aralin 5.
Ipabasa ang talata. Pag-usapan ito.
56
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B. Panimulang Gawain
Ipabasa ang unang talata sa “Simulan Natin”.
Magparinig ng iba’t ibang tugtugin. (Maglaan ng 2 o 3 musika na kinagigiliwan
ng mga bata: usong kanta, patalastas sa radyo at telebisyon, atbp.
Itanong kung sila ay gagawa ng sayaw ayon sa tugtugin, anong mga hakbang ang nais nilang ilapat.
C. Panlinang na Gawain
Ipabasa ang “Ipagpatuloy Natin” sa LM
Pag-usapan ito.
Ipagawa ang mga kilos lokomotor at kilos di-lokomotor upang maigalaw ito
nang maayos.
D. Paglalapat
Patayuin ang mga bata na medyo bahagyang magkakalayo. Maaari ding
humarap sa timog, hilaga, kanluran, o silangan.
Magpatugtog ng musika at iparinig sa mga bata. Palikhain sila ng mga galaw
gamit ang mga kilos lokomotor at di-lokomotor. Pagalawin sila patungo sa
iba’t ibang direksiyon nang walang nasasagi o nababanggang kaklase.
Itanong kung nakasunod sila sa bilis o bagal ng tugtog. Itanong ang mga
galaw na nagawa nila. Itanong din kung anong direksiyon ang kanilang tinahak.
Ipagawa ang Gawain 1 na nasa LM; Gawain 2 at 3 na nasa LM . Pag-usapan
ang ginawang kilos.
E. Paglalagom
Gabayan ang mga bata upang makabuo ng paglalahat. Maaaring magtanong upang makabuo ng kaisipan na dapat tandaan.
Itanong kung paano makatutulong ang likhang sayaw sa pagpapaunlad ng
physical fitness.
57
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IV. Pagtataya
Palagyan ng tsek ang kolum na makapaglalarawan ng kanilang kasagutan.
Sumangguni sa LM
V. Takdang-aralin
Ipabasa ang “Pagbutihin Natin”.
Gawin nang pangkatan ang nakatalagang gawain upang lubos na malinang
ang pagkamalikhain.
58
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Yunit 3
PAGPAPATULOY SA PAGPAPAUNLAD NG
PHYSICAL FITNESS
ARALIN 6
Pangunahing Kaalaman sa Sayaw na Liki
Laang Oras ng Pagtuturo: apatnapung (40) minuto
I. Layunin
1. Naipaliliwanag ang batayang kaalaman ng sayaw.
2. Nailalarawan ang mga kasanayang gamit sa sayaw.
3. Naipamamalas ang wastong pag-iingat sa pagsasayaw.
4. Natutukoy ang kahalagahan ng pakikilahok sa gawaing pagsasayaw.
5. Naipakikita ang katuwaan at paggalang sa pakikilahok sa gawaing pagsasayaw.
II. Nilalaman
Paksa: Batayang Hakbang at Posisyon ng Kamay sa Sayaw na Liki
Kasanayan: Mga Batayang Kasanayan at Kaalaman sa Pagsayaw
Pagpapahalaga: Kooperasyon at Pagkamatiyaga
Sanggunian: Visayan Folkdance Vol. 1
Kagamitan: Larawan, tsart, mapa ng Negros Occidental, tugtugin ng Liki, cassette/CD player
III. Pamamaraan
A. Pang-araw-araw na Gawain
1. Pag-tsek ng attendance at angkop na kasuotan.
2. Pampasiglang Gawain/Balik-aral
Magpatugtog ng musikang kinagigiliwan ng mga bata.Hayaan silang
gumalaw batay sa tempo ng tugtog at sa kilos lokomotor at dilokomotor na sasabihin ng guro. (apat na minuto)
Itanong kung paano nabubuo ang mga likhang sayaw. Itanong din
kung ano ang kabutihang dulot ng pagsasayaw.
59
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B. Panimulang Gawain
Ipakita sa mga bata ang mapa ng Negros Occidental.
Magbigay ng karagdagang kaalaman tungkol sa lugar.
Sabihin din na sa Bago, Negros Occidental ay may popular na sayaw na Liki na
pagtutuunan ng pansin sa susunod na mga aralin sa PE.
Ipabasa ang talata sa ibaba ng larawan. Pag-usapan ito.
Sabihin na higit na mapahahalagahan ang sayaw na Liki kung aalamin
muna ang mga batayang galaw nito tulad ng hakbang-sayaw at galaw ng
kamay at katawan.
C. Panlinang na Gawain
(Note: Kabisaduhin ng guro ang mga hakbang pansayaw at posisyon ng
kamay bago ituro sa mga bata.)
Ipakitang-turo ang mga hakbang sa pagsasayaw at posisyon ng kamay sa
sayaw na Liki.
Tingnan ang LM.
Ipaalala sa mga bata na ang mga batayang hakbang sa pagsasayaw ay
dapat sanayin upang mapadali ang pagkatuto nito habang isinasaalangalang ang wastong pag-iingat.
Itanong kung masaya ang mga bata habang isinasagawa ang mga hakbang sa pagsasayaw.
D. Paglalapat
Ihanda ang mga bata nang may kaniya kaniyang kapareha. Ipagawa ang
Gawin Natin sa LM
E. Paglalagom
Gabayan ang mga bata upang makabuo ng paglalahat. Maaaring magtanong
upang makabuo ng kaisipan na dapat tandaan.
Itanong kung bakit kailangang isagawa nang tama ang mga hakbang sa
pagsasayaw. Itanong din kung ano ang kahalagahan ng pagsasayaw.
60
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IV. Pagtataya
A. Gawaing May Kapareha
Papiliin ang mga bata ng kani-kaniyang kapareha.
Ipagawa ang mga hakbang ng may 16 na bilang pakanan at pakaliwa
ayon sa saliw ng tugtugin. Gamitin ang tugtog ng Liki para masanay ang
mga bata sa tempo ng musika.
Close step
-
balse (waltz step)
Brush step
-
arms in lateral position
Point step
-
arms in forward bend position
Tukuyin kung wasto o mali ang pagkakagawa ng kilos.
Ipagamit ang talaan ng puntos na nasa LM upang magbigayan ng puntos
ang magkapareha batay sa pagsasagawa ng kasanayan sa sayaw na Liki.
B. Panlahat
Ipagawa nang sabay-sabay ang bawat hakbang sa pagsasayaw na
sasabihin ng guro.
V . Takdang-aralin
Isaulo ang mga hakbang sa pagsasayaw na natutuhan at pagsanayin pa
bilang paghahanda sa sayaw na “Liki”.
61
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Yunit 3
PAGPAPATULOY SA PAGPAPAUNLAD NG PHYSICAL FITNESS
Kasanayan sa Pagsayaw ng Liki
ARALIN 7
Laang oras ng pagtuturo: apatnapung (40) minuto
I. Layunin
1. Naisasagawa ang iba’t ibang hakbang sa pagsayaw ng “Liki”.
2. Natutukoy ang kahalagahan ng pakikilahok sa gawaing pagsasayaw.
3. Naipakikita ang katuwaan at paggalang sa pakikilahok sa gawaing pagsasayaw.
II. Nilalaman
Paksa: Pambayang Sayaw - “Liki”
Kasanayan: Mga Batayang Kasanayan at Kaalaman sa Pagsayaw
Pagpapahalaga: Kooperasyon at Pagtitiyaga; Pagkamakabayan
Sanggunian: Visayan Folkdance Vol. 1
Kagamitan: larawan, tsart, tugtugin ng “Liki”, cassette/CD player
III. Pamamaraan
A. Pang araw-araw na Gawain
1. Pagtsek ng attendance at angkop na kasuotan.
2. Pampasiglang Gawain/Balik-aral
Itanong kung ano ang sayaw na pinag-aralan ng nakaraang linggo. Itanong din sa mga bata kung saan nagmula ang sayaw, ano ang
katangian nito, ano ang kasuotan ng mananayaw at kung natatandaan
pa nila ang mga pagsasanay na isinagawa hinggil sa mga hakbang sa
pagsasagawa ng Liki. Itanong din kung nagsanay sila sa mga hakbang
ng sayaw.
(Sumangguni sa LM)
B. Panimulang Gawain
Iparinig ang buong musika ng “Liki”.
Pasabayan ng palakpak ang tugtog upang madama ang wastong
palakumpasan nito.
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C. Panlinang na Gawain
INTRODUCTION
Music Introduction.
Three-step turn right in place (1M), bow to audience (1M)
Pause (1M). Girl holds skirt, Boy’s hand on waist.
3M
Music A.
Partners face each other.
a. Brush R foot and step on it immediately forward (ct. 1),
step L foot backward (ct. 2), step R foot sideward right (ct. 3)
Girl holds skirt swaying it in time with the music, Boy’s hand
on waist.1M
b. Point L foot in front (cts. 1, 2, 3). Hands as in (a).
1M
c. Repeat (a) and (b) starting with L foot
2M
d. Starting with R foot, take two close steps forward to partner’s
place, passing by R shoulders. Hands as in (a).
2M
e. Three-step turn right about, hands as in (a), finish facing
partner.2M
Repeat all (a-e), finish in proper places.
8M
II
Music B.
Partners face each other.
a. Step R foot forward (ct. 1), step L foot close to R (ct. 2)
step R foot backward (ct. 3), hands as in Fig. 1 (a)
1M
b. Point L foot in front (cts. 1, 2, 3) Arms in fourth position,
R arm high1M
c. Repeat (a) and (b) starting with L foot. Reverse the position
of hands in (b)2M
d. Two waltz steps forward (R,L) to partner’s place, passing
by R shoulders. Arms in lateral position moving sideward
R and sideward L2M
e. Waltz turn R about, arms in forward bend position with a
forearm turn R and L. Finish facing each other.
2M
Repeat all (a-e). Finish in proper places.
8M
63
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III
Music A.
Partners face away from each other.
a.
Repeat Fig. I (a-c)4M
b. Take two close steps backward (R,L) going to partner’s
place passing by R shoulders. Girl holds skirt swaying it
in time with the music. Boy’s hands on waist.
2M
c. Three step turn R about, hands as in (b), finish facing away
from each other.2M
Repeat (a-c). Finish facing audience.
8M
IV
Music B.
Partners face each other.
a. Repeat Fig. II (a-c), moving forward little by little.
4M
partners face each other.
b. Repeat Fig. II (d) and (e). Finish in partner’s place.
4M
c. Repeat (a) and (b). Finish in proper places. Execute the
8M
last turn slowly, bow to partner or audience.
Ipakita ang tamang pagsasayaw.
Ipakitang-turo ang sayaw.
Ipasanay na may tugtog.
Ulitin hanggang matutuhan nang maayos ang buong sayaw na Liki.
D. Paglalapat
Sabihin sa mga bata na sanayin ang pagsasagawa ng mga hakbang sa sayaw na Liki upang mas mapaunlad ang kakayahan sa
pagsasayaw.
Ipasayaw muli ang buong sayaw na Liki na may saliw ng musika.
Ipasayaw sa buong klase ang Liki; nang may kapareha at ng
pangkatan.
64
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E. Paglalagom
Gabayan ang mga bata upang makabuo ng paglalahat. Maaaring
magtanong upang makabuo ng kaisipan na dapat tandaan.
Itanong kung bakit kailangang tama ang pagsasagawa ng mga
hakbang sa pagsasayaw lalo sa pambayang sayaw na Liki.
Sabihin sa mga bata na maipakikita ang pagiging makabayan sa
pamamagitan ng pagsasayaw ng mga katutubong sayaw mula sa
iba’t ibang parte ng Pilipinas.
IV . Pagtataya
Ipamarka ang kanilang ipinakitang performance.
Hakbang Galaw
Napakagaling
Magaling
Di-gaanong
Magaling
Close step
Brush step
Point step
3-Step Turn
Waltz (Balse)
Arms in Lateral
Position
V. Takdang-aralin
Itanong kung ano ang saloobin ng mga bata sa natutuhang sayaw
na Liki na nagmula sa Bago, Negros Occidental. Ipasulat ang sagot sa
kanilang PE Journal.
65
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Yunit 3
PAGPAPATULOY SA PAGPAPAUNLAD NG PHYSICAL FITNESS
ARALIN 8
Liki: Ang Katutubong Sayaw Mula sa Negros Occidental
Laang Oras ng Pagtuturo: apatnapung (40) minuto
I . Layunin
1. Naisasagawa ang pangwakas na gawain (culminating activity) ng yunit.
2. Naipakikita ang iba’t ibang kasanayan sa pagsasagawa ng mga
hakbang sa pagsasayaw.
3. Naipamamalas ang kasiyahan sa pagsasayaw na may wastong kilos,
galaw at hakbang.
II . Nilalaman
Paksa:
Kasanayan: Pagpapahalaga:
Sanggunian: Kagamitan:
Pangkatapusang Gawain (Culminating Activity)
Katutubong Sayaw - Liki
Kooperasyon at Pagkamatiyaga, malikhain
Visayan Folkdance Vol. 1
cassette/CD player, tugtugin ng Liki
III . Pamamaraan
A. Pang araw-araw na Gawain
1. Pagtsek ng attendance at angkop na kasuotan.
2. Pampasiglang Gawain/Balik-Aral
Itanong: Anong sayaw ang pinag-aralan natin? Saan ito nagmula?
Ano-anong mga hakbang sa pagsasayaw at posisyon ng
kamay ang bumubuo rito?
66
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B. Panimulang Gawain
Sabihin na sa araling ito, masusukat ang kanilang kasanayan sa
pagsasayaw ng Liki suot ang kanilang damit pansayaw.
Itanong kung ano ang kanilang pakiramdam habang may suot na
Visayan costume?
Sabihin din na dapat nilang maisagawa ang mga gawain nang may
pag-iingat.
C. Panlinang na Gawain
Hatiin sa apat na pangkat ang buong klase. Ipakita kung saan ang
nakatalagang lugar para sa kanila. Sumangguni sa LM para sa
diagram.
D. Paglalapat
Ipabasa ang “Gawin Natin”.
Ipaintindi sa mga bata ang kanilang gagawin upang maayos ang
pagkakasunod-sunod sa pagsasayaw.
Gamit ang 3-point scale sa LM magmamarkahan ang magkapareha
na sinusunod ang pamantayan.
E. Paglalagom
Gabayan ang mga bata upang makabuo ng paglalahat. Maaaring
magtanong upang makabuo ng kaisipan na dapat tandaan.
Itanong kung paano makatutulong ang katutubong sayaw sa
pagpapaunlad ng physical fitness.
Itanong din kung ano ang kabutihang maidudulot ng pakikilahok sa
sayaw?
IV. Pagtataya
A. Pansariling Ebalwasyon
Palagyan ng tamang smiley ang inyong performance gamit ang talaan
na nasa LM.
V . Takdang-aralin
Pagawain ang mga bata ng poster ng mga katutubong sayaw sa
kanilang lugar.
Itanong kung paano makatutulong ang pagsasayaw sa pagpapaunlad
ng kanilang physical fitness. Isama na rin ang paglalarawan ng
saloobin. Ipasulat ito sa kanilang PE journal.
67
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