K TO 12 GRADE 4 TEACHER’S GUIDE IN PE (Q1-Q4)
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Transcript of K TO 12 GRADE 4 TEACHER’S GUIDE IN PE (Q1-Q4)
1
DepEd Copy
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 DepEd Central Office.
Edukasyong Pangkatawan
3
DepEd Copy
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 DepEd Central Office.
YUNIT I
Ang Physical Activity Pyramid Guide para sa Batang Filipino
Laang oras ng pagtuturo: apatnapung (40) minuto
l. Layunin
1. Nasusunod ang kahalagahan ng paggawa ng mga gawaing nakabubutisa kalusugan.
2. Naisasagawa ang mga gawaing pisikal na mas nakabubuti sa kalusuganayon sa Physical Activity Pyramid Guide para sa Batang Pilipino.
3. Naisasagawa ang mga gawaing nakatutulong sa pagpapaunlad sakalusugan.
ll. Nilalaman
Paksa: Physical Activity Pyramid Guide para sa Batang PilipinoKasanayan: Paglalarawan sa pamamagitan ng eksena o representasyonPagpapahalaga: Disiplina sa sarili, kooperasyonSanggunian:
- Musika, Sining at Edukasyon sa Pagpapalakas ng Katawanni Vilma V. Perez., et al. pp.181-182, © 2009
- The Filipino Pyramid Activity Guide, PASOO 2000Kagamitan: Physical Activity Pyramid Guide para sa Batang Filipino, manila
paper
lll. Pamamaraan
A. Pang araw-araw na GawainPagtsek ng attendance at angkop na kasuotan
B. Panimulang Gawain
1. Pampasiglang Gawain
Ipasagot ang gawaing pampasigla na nasa LM. Banggitin na lapislamang ang gamitin sa pagsagot.
ARALIN 1
4
DepEd Copy
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 DepEd Central Office.
Itanong ang sumusunod:a. Lahat ba ng gawaing na nasa tsart ay ginagawa mo? Ilang beses
sa isang linggo?b. Alin sa mga gawain ang mas madaling gawin? Ang mas mahirap
gawin?
2. Balik-aral
Itanong kung ano-anong mga gawaing pisikal ang kanilang natatandaan at natutuhan sa Ikatlong Baitang. Talakayin ang halaga nang patuloy na paggawa ng mga gawaing pisikal.
C. Panlinang na Gawain
1. Ipakita sa mga mag-aaral ang Physical Activity Pyramid Guide para sa Batang Pilipino at itanong kung ano ang masasabi nila tungkol dito.
2. Ipaliwanag ang gamit ng Physical Activity Pyramid Guide para sa Batang Pilipino at kung ano ang maitutulong nito sa kalusugan ng mga mag-aaral na kasalukuyang aktibo at kasalukuyang hindi gaanong aktibo.
3. Ipasuri sa mga mag-aaral ang kanilang sagot sa Simulan Natin at itanong ang mga sumusunod:
- Aling mga gawain sa tsart ang ginagawa mo na naaayon sa rekomendasyon ng pyramid?
- Aling mga gawain ang sa tingin mo ay dapat mong dalasan pa ang paggawa?Alin ang dapat mong bawasan ang dalas ng paggawa? Bakit?
D. Paglalapat
Pangkatin ang klase sa apat (pagbibilang ng 1-4).
Ilalarawan sa pamamagitan ng isang eksena o presentasyon ng bawat grupo ang mga gawain sa araw-araw, 3-5 beses, 2-3 beses, at 1 beses sa loob ng isang linggo na kanilang ginagawa. Ipaliwanag na kailangang mag-isip sila ng mga gawaing wala sa pyramid. Ipaliwanag kung papaano ang paggawa ng eksena o presentasyon.
Unang Grupo: araw-araw na ginagawaPangalawang Grupo: 3-5 na beses sa isang linggo Pangatlong Grupo: 2-3 beses sa isang linggo
Pang-apat na Grupo: 1 beses sa isang linggo
Tawagin ang bawat grupo para ipakita ang kanilang nabuo at tawagin ang lider upang ipaliwanag ito. Tulungan ang bawat grupo sa pagpapaliwanag ng kahalagahan at epekto nito sa kalusugan.
5
DepEd Copy
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 DepEd Central Office.
Itanong ang mga sumusunod:
- Sang-ayon ka ba sa mga gawaing ipinakita ng ibang grupo? Naaayon ba ang mga ito sa dalas ng paggawa na rekomendado ng pyramid?
- Kung ikaw ay kabilang sa ibang grupo, ano-ano ang mga gawaing iyong ipakikita?
E. Pangwakas na Gawain
Ipagawa ang gawain sa LM. Huwag mag-alinlangan na baguhin ang iyong sagot batay sa iyong natutuhan.
IV. Takdang Aralin
Ipagawa ang gawain sa LM.
6
DepEd Copy
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 DepEd Central Office.
YUNIT I
Ang mga Sangkap ng Physical Fitness
Laang oras ng pagtuturo: apatnapung (40) minuto
l. Layunin
- Nasusunod ang kahalagahan sa kalusugan ng mga sangkap ng Physical Fitness.
- Nasusukat ang mga gawaing pisikal na nagtataglay, tumutugon, at nakalilinang sa mga sangkap ng Physical Fitness
- Nakakapagpapamalas ng pakikiisa sa paggawa ng mga gawain. - Naisasagawa ng may kaukulang pag-iingat ang mga gawaing pisikal.
ll. NilalamanPaksa: Ang mga Sangkap ng Physical Fitness Kasanayan: Pagtalon, pagtakbo, pagbuhat, paghagis, at pagbalanse.Pagpapahalaga: Pakikiisa, sariling disiplina, at determinasyonSanggunian:
- Manwal ng Kawanihan ng Eduk.sa PK,1997., pp.283-284- MSEP 4 ni Violeta E. Hornilla,et al., pp.20-24- The Filipino Pyramid Activity Guide, PASOO 2000- Physical Fitness Test Approach ni APARICIO H. MEQUI, Ph.D.’ 2004- https://www.youtube.com/watch?v=KyrmbdnCtKc
Kagamitan: iba’t ibang larawan ng mga indibidwal, Physical Activity Pyramid Guide para sa Batang Pilipino, manila paper, masking tape, pito
lll. Pamamaraan
A. Pang araw-araw na Gawain
Pagtsek ng attendance at angkop na kasuotan
B. Panimulang Gawain:
1. Pampasiglang Gawain
Ipagawa ang gawaing pampasigla na nasa LM.
ARALIN 2
7
DepEd Copy
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 DepEd Central Office.
Itanong ang sumusunod:
Ano-anong mga katangian ang kailangang taglayin ng mga indibidwal na ito para magampanan nang maayos ang kanilang tungkulin? Gaano kahalaga ang mga katangiang ito sa kanilang trabaho o propesyon?
Ipaliwanag na ang iba’t ibang propesyon ay nangangailangan ng iba’t ibang kakayanan. Ang epektibong pagganap sa mga inaasahang gawain ng isang propesyon ay nakasalalay nang malaki sa physical fitness ng isang indibidwal.
2. Balik-aral
Itanong sa mga mag-aaral kung ano-ano ang kanilang natutuhan sa Physical Activity Pyramid Guide para sa Batang Pilipino.
C. Panlinang na Gawain
1. Ipaliwanag ang kahulugan ng physical fitness, ang mga sangkap nito, mga halimbawa ng gawaing nagtataglay o nangangailangan nito, at mga paraan sa paglinang nito.
2. Ipaliwanag ang paggamit ng Physical Activity Pyramid Guide para sa Batang Pilipino at ang kahalagahan ng mga gawain sa araw-araw sa pagpapaunlad ng mga sangkap ng physical fitness.
3. Ipasuri muli sa mga mag-aaral ang mga larawan sa Simulan Natin at itanong ang mga sumusunod:
Aling sangkap ng physical fitness ang lubos na mahalaga para magampanan nila nang husto ang kanilang mga tungkulin? para sa pulis? manlalaro ng basketball? estudyante?
D. Paglalapat
Ipagawa ang gawaing pampasigla.
Pangkatin ang klase sa anim (pagbibilang ng 1-6).
Bawat grupo ay magsisimula sa estasyon na itinalaga para sa kanila. Ipagawa ang nakatalaga sa estasyon. Ipatukoy ang mga sangkap ng physical fitness na kaakibat ng gawain. Magbigay ng hudyat kung kailan lilipat sa susunod na estasyon ang bawat grupo para gawin ang nakatalaga dito. Ipaliwanag na kailangan nilang ipagpatuloy na gawin ang lahat ng nakatalaga sa lahat ng estasyon.
8
DepEd Copy
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 DepEd Central Office.
Itanong ang sumusunod:
- Aling mga estasyon ang isa lamang ang sangkap ng physical fitness na kaakibat ng gawain? Ano-anong mga sangkap na ito?
- Ano-anong komponent ng physical fitness ang kadalasang magkasama o parehong kaakibat ng isang gawain? Sa aling istasyon ito kaakibat?
E. Pangwakas na Gawain
Ipagawa ang gawain sa LM.
IV. Takdang-aralin
Ipagawa ang gawain sa LM.
9
DepEd Copy
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 DepEd Central Office.
YUNIT I
Ang Pagsubok sa mga Sangkap ng Physical Fitness (Pre-test)
Laang oras ng pagtuturo: apatnapung (40) minuto
l. Layunin
1. Nasusunod ang kahalagahan sa kalusugan ng mga pagsubok sa sangkap ng physical fitness sa kalusugan
2. Nagagawa ang kahalagahan ng pagsubaybay sa sariling kakayahan gamit ang Physical Fitness Passport Card.
3. Naisasagawa ang mga pagsubok sa sangkap ng physical fitness ayon sa nararapat na pamamaraan ng mga ito.
4. Nakapagpapamalas ng pakikiisa sa paggawa ng mga pagsubok. 5. Naisasagawa ng may kaukulang pag-iingat ang mga pagsubok sa sangkap
ng physical fitness.
ll. Nilalaman
Paksa: Ang Pagsubok sa mga Sangkap ng Physical Fitness (Pre-test) Kasanayan: Mga kasanayan na sinusubok ng physical fitness testsPagpapahalaga: Pakikiisa, sariling disiplina, at determinasyonSanggunian:
- “Tayo Nang Magpalakas “Batayang Aklat ng Edukasyong Pagpapalakas ng Katawan, pp. 3-4
- The Filipino Pyramid Activity Guide, PASOO 2000- Musika, Sining at Eduk. Pangkatawan nina Violeta E. Hornilla, et.al.
pp.70-73- https://www.youtube.com/watch?v=KyrmbdnCtKc- Moving and Learning ni Beverly Nichols PhD.
Kagamitan: Physical Fitness Passport Card, tungtungan/hagdan (8 pulgada/inches), pito, timer/stopwatch, tape measure, yeso (chalk), 2 piraso ng kahoy/katulad na gamit, masking tape, tennis ball/baseball/katulad na gamit, dingding, upuan, mesa, ruler/meter stick, megaphone (kung mayroon), at mga pansapin/floor mats, manila paper, masking tape
lll. Pamamaraan
A. Pang-araw-araw na Gawain
ARALIN 3
10
DepEd Copy
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 DepEd Central Office.
Pagtsek ng attendance at angkop na kasuotanB. Panimulang Gawain
1. Pampasiglang Gawain
Ipagawa ang nasa LM. Tiyaking nararamdaman ng mga mag-aaral ang kanilang pulso.Itanong ang sumusunod:
- Mabilis ba ang iyong pulso? Sa tingin mo, bakit kaya mabilis o mabagal ito?
- Ano ang maitutulong ng mga physical activity na ginagawa mo para mapaunlad ang pintig ng iyong puso?
Ibigay ang Physical Fitness Passport Card at ipaliwanag ang kahalagahan nito. Siguraduhing maitatala nang maayos ng mga mag-aaral ang kanilang pulso ayon sa iyong pagpapaliwanag.
2. Balik-aral
Itanong sa mga mag-aaral kung ano-ano ang mga sangkap ng physical fitness na kanilang naaalala.
C. Panlinang na Gawain
1. Ipaliwanag ang mga pagsubok ng physical fitness, ang halaga nito sa kalusugan, kailan ito ginagawa (pre-test at post-test), at paano ito ginagawa. Ipaliwanag din ang iba’t ibang pagsubok na karaniwang ginagamit sa partikular na sangkap ng physical fitness. Siguraduhing naintindihan ng mga mag-aaral kung paano gagawin ang mga pagsubok.
2. Ipaliwanag kung paano nakatutulong sa pagpapaunlad o paglilinang ng mga sangkap ng physical fitness ang pakikilahok sa mga gawain sa Physical Activity Pyramid Guide para sa Batang Pilipino.
D. Paglalapat
Iayos ang mga estasyon ng pagsubok ayon sa pagkakasunod-sunod nito (Unang araw at pangalawang araw ng pagsubok). Ihanda ang mga kagamitang kailangan sa bawat estasyon.
Siguraduhing nakasulat sa bawat estasyon ang mga pamamaraan sa paggawa ng bawat pagsubok para nasusundan ito nang tama ng mag-aaral.
Sa unang araw ng pagsubok, ipaliwanag ang dahilan kung bakit dapat mauna ang 3-minute step test sa lahat ng mga pagsubok at dapat namang mahuli ang 50m run. Ipaliwanag din kung bakit maaaring mag-iba-iba ng pagkakasunod-sunod ang partial curl-up, push-up, at stork stand test.
11
DepEd Copy
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 DepEd Central Office.
Mabuti ring ipaliwanag ang kahalagahan ng warm-up at cooldown.
Ipaliwanag nang mabuti ang Talaan ng Iskor sa Pagsubok ng Physical Fitness. Tiyaking naintindihan ng mga mag-aaral ang paggamit nito.
Ipagpares ang mga mag-aaral at sabihing magsalitan sa paggawa at pagtala ng mga resulta o iskor sa bawat pagsubok.Tiyaking ayon sa pamamaraan ng bawat pagsubok ang ginagawa ng magkapares.
Ipaliwanag kung bakit ipagpapaliban ang warm-up sa mga pagsubok dahil ang pagkapagod ay makakaapekto sa iskor na makukuha lalo na sa unang araw ng pagsubok.
Umikot sa lahat ng istasyon at gabayan ang mga mag-aaral sa paggawa ng mga pagsubok at pagtala ng mga resulta o iskor.
Tulungan ang mga mag-aaral na maintindihan ang kahulugan ng mga iskor na kanilang nakuha. Ipaliwanag sa kanila na ang layunin ng mga pagsubok ay upang malaman ang kalagayan ng kanilang kalusugan. Sa “Remarks” sa Talaan ay lalagyan ng mga mag-aaral ng kanilang masasabi tungkol sa iskor na kanilang nakuha. Ipaunawa sa kanila ang kanilang maaaring paunlarin base sa iskor na kanilang nakuha.
Ipaliwanag ang kahulugan at kahalagahan ng body composition. Ipaliwanag ang ibig sabihin ng Body Mass Index (BMI) at kung paano matutugunan ang resulta nito batay sa taas at timbang.
E. Pangwakas na Gawain Ipagawa ang gawain sa LM.
IV. Takdang-aralinIpagawa ang gawain sa LM.
12
DepEd Copy
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 DepEd Central Office.
YUNIT I
Ang Pagsubok sa mga Sangkap ng Physical Fitness (Pre-test)
Laang oras ng pagtuturo: apatnapung (40) minuto
I. Layunin
1. Nasusunod ang kahalagan sa kalusugan ng mga pagsubok sa sangkap ng physical fitness sa kalusugan
2. Bibigyang pansin ang kahalagahan ng pagsubaybay sa sariling kakayanan gamit ang Physical Fitness Passport Card
3. Naisasagawa ang mga pagsubok sa sangkap ng physical fitness ayon sa nararapat na pamamaraan ng mga ito
4. Nakapagpamalas ng pakikiisa sa paggawa ng mga pagsubok 5. Naisasagawa nang may kaukulang pag-iingat ang mga pagsubok sa
sangkap ng physical fitness.
ll. Nilalaman
Paksa: Ang Pagsubok sa mga Sangkap ng Physical Fitness (Pre-test) Kasanayan: Mga kasanayan na sinusubok ng physical fitness testsPagpapahalaga: Pakikiisa, sariling disiplina, at determinasyonSanggunian:
- “Tayo Nang Magpalakas” “Batayang Aklat ng Edukasyong Pagpapalakas ng Katawan, pp. 3-4
- The Filipino Pyramid Activity Guide, PASOO 2000- Musika, Sining at Eduk. Pangkatawan nina Violeta E. Hornilla, et.al.
pp.70-73- https://www.youtube.com/watch?v=KyrmbdnCtKc- Moving and Learning ni Beverly Nichols PhD
Kagamitan: Physical Fitness Passport Card, tungtungan/hagdan (8 pulgada/inches), pito, timer/stopwatch, tape measure, yeso (chalk), 2 piraso ng kahoy/katulad na bagay, masking tape, tennis ball/baseball/katulad na gamit, dingding, upuan, mesa, ruler/meter stick, megaphone (kung mayroon), at mga pangsapin/floor mats, manila paper, masking tape.
ARALIN 4
13
DepEd Copy
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 DepEd Central Office.
lll. Pamamaraan
A. Pang araw-araw na Gawain
Pagtsek ng attendance at angkop na kasuotan
B. Panimulang Gawain
1. Pampasiglang GawainIpagawa ang nasa LM. Tiyaking nararamdaman ng mga mag-aaral ang kanilang pulso.Itanong ang sumusunod:
- Mabilis ba ang iyong pulso? Bakit kaya mabilis o mabagal?- Ano ang maitutulong ng mga gawaing pisikal na ginagawa mo para
mapaunlad ang pintig ng iyong puso?
Ibigay ang Physical Fitness Passport Card. Ipaliwanag ang kahalagahan nito. Siguraduhing maitatala nang maayos ng mga mag-aaral ang kanilang pulso ayon sa iyong pagpapaliwanag.
2. Balik-aral Itanong sa mga mag-aaral kung ano-ano ang mga sangkap ng physical fitness na kanilang naalala.
C. Panlinang na Gawain
1. Ipaliwanag ang mga pagsubok ng physical fitness, ang halaga nito sa kalusugan, kailan ito ginagawa (pre-test at post-test), at paano ito ginagawa. Ipaliwanag din ang iba’t ibang pagsubok na karaniwang ginagamit sa partikular na sangkap ng physical fitness. Siguraduhing naintindihan ng mga mag-aaral kung paano gagawin ang mga pagsubok.
2. Ipaliwanag kung paano nakatutulong sa pagpapaunlad o paglilinang ng mga sangkap ng physical fitness ang pakikilahok sa mga gawain sa Gawaing pisikal Pyramid Guide para sa Batang Pilipino.
D. Paglalapat
Iayos ang mga estasyon ng pagsubok ayon sa pagkakasunod-sunod nito (Unang araw at pangalawang araw ng pagsubok). Ihanda ang mga kagamitang kailangan sa bawat estasyon. Siguraduhing nakasulat sa bawat estasyon ang pamamaraan ng paggawa sa bawat pagsubok para nasusundan ito nang tama ng mga mag-aaral.
14
DepEd Copy
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 DepEd Central Office.
Sa pangalawang araw naman ng pagsubok, gawin ang sumusunod:
Ipaliwanag kung bakit dapat mauna ang shuttle run sa lahat ng mga pagsubok at dapat namang mahuli ang vertical jump.
Ipaliwanag kung bakit maaaring mag-iba-iba ng pagkakasunod-sunod ang alternate hand wall test, ruler drop test, at sit and reach.
Ipaliwanag din nang mabuti ang Talaan ng Iskor sa Pagsubok ng Physical Fitness. Siguraduhing naintindihan ng mga mag-aaral ang paggamit nito.
Ipagpares ang mga mag-aaral at sabihing magsalitan sa paggawa at pagtala ng mga resulta o iskor sa bawat pagsubok. Tiyaking ayon sa pamamaraan ng bawat pagsubok ang ginagawa ng magkapares.
Magpagawa ng gawaing maghahanda sa mga pagsubok.
Umikot sa lahat ng estasyon at gabayan ang mga mag-aaral sa paggawa ng mga pagsubok at pagtala ng mga resulta o iskor.
Ipaliwanag din ang kahulugan at kahalagahan ng body composition. Ipaliwanag din ang ibig sabihin ng Body Mass Index (BMI) at kung paano matutugunan ang resulta nito batay sa iyong taas at timbang.
E. Pangwakas na Gawain
Ipagawa ang gawain sa LM.
IV. Takdang-aralin
Ipagawa ang gawain sa LM.
Mga Bumuo ng Patnubay ng GuroEdukasyong 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 1600Telefax: (02) 634-1054, 634-1072E-mail Address: [email protected]
Edukasyong Pangkatawan at Pangkalusugan – Ikaapat na BaitangPatnubay ng GuroUnang Edisyon 2015
Inilathala ng Kagawaran ng EdukasyonKalihim: Br. Armin A. Luistro FSCPangalawang Kalihim: Dina S.Ocampo, PhD
Isinasaad ng Batas Republika 8293, seksiyon 176 na “Hindi maaaring magkaroon ng karapatang-ari (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 may-akda 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)[email protected] ang mga may-akda at tagapaglathala.
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.
iii
Pambungad
Edukasyong Pangkatawan
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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 mai-tuturing na isang kayamanan kung kaya mahalagang maituro at maipaunawa sa bawat mag-aaral ang kahalagahan nang pagkakaroon ng wastong nutri-syon 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 upa-ng 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.
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iv
TALAAN NG MGA NILALAMAN
Edukasyong Pangkatawan
YUNIT II PAGPAPAYAMAN SA MGA GAWAING MAGPAPAUNLAD NG PHYSICAL FITNESS
Aralin 1 Pagpapalakas at Pagpapatatag ng Kalamnan………........ 25
Aralin 2 Pagpapalakas at Pagpapatatag ng Kalamnan………........ 27 Aralin 3 Pagpapaunlad ng Liksi...........................…………............ 29
Aralin 4 Paglinang ng Bilis................................………….............. 31
Pahina
Aralin 5 Patintero...................................................…………................. 34
Aralin 6 Agawang Panyo..........................................………….............. 36
Aralin 7 Agawang Base.....................................................…………..... 39
Aralin 8 Lawin at Sisiw........................................………….................... 41
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Republic of the Philippines Department of Education
DepEd Complex, Meralco Avenue Pasig City
December 2013
K to 12 Curriculum Guide
PHYSICAL EDUCATION
(Grade 1 to Grade 10)
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 2 of 69
CURRICULAR FRAMEWORK
K to 12 Basic Education Program: An Overview
Essentially, the K to 12 curriculum proposed in 2011 seeks to develop 21st century skills among its learners. These include the cognitive skills of critical thinking,
problem-solving and creative thinking; the social or interpersonal skills of communication, collaboration, leadership and cross-cultural skills; self- management skills of self-monitoring and self-direction, as well as task or project management skills, and personal characteristics which are part of ethics, civic responsibility and accountability.
The Curricular Philosophy of the K to 12 PE Curriculum
Fitness and movement education content is the core of the K to 12 PE Curriculum. It includes value, knowledge, skills and experiences in physical activity participation in order to (1) achieve and maintain health-related fitness (HRF), as well as (2) optimize health. In particular, it hopes to instill an understanding of why HRF is
important so that the learner can translate HRF knowledge into action. Thus, self-management is an important skill. In addition, this curriculum recognizes the view that fitness and healthy physical activity (PA) behaviors must take the family and other environmental settings (e.g. school, community and larger society) into consideration. This
curricular orientation is a paradigm shift from the previous sports-dominated PE curriculum aimed at athletic achievement.
Move to learn is the context of physical activity as the means for learning, while Learn to move embodies the learning of ski lls, and techniques and the acquisition of
understanding that are requisites to participation in a variety of physical activities that include exercise, games, sports, dance and recreation.
Learning Outcomes
The K to 12 PE Curriculum develops the students’ skills in accessing, synthesizing and evaluating information, making informed decisions, enhancing and advocating
their own and others’ fitness and health. The knowledge, understanding and skills underpin the competence, confidence and commitment required ofall students to live an active life for fitness and health.
The K to 12 PE Curriculum prioritizes the following standards:
1. Habitual physical activity participation to achieve and maintain health-enhancing levels of fitness. 2. Competence in movement and motor skills requisite to various physical activity performances.
3. Valuing physical activities for enjoyment, challenge, social interaction and career opportunities. 4. Understanding various movement concepts, principles, strategies and tactics as they apply to the learning of physical activity.
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 3 of 69
Learning Approaches
Physical literacy is consists of movement, motor- and activity-specific skills. In the early grades the learners are taught the ‘what,’ ‘why’ and ‘how’ of the movement. This progresses to an understanding of the ‘why’ of the movement which is achieved by developing more mature movement patterns and motor skills in a wide range and
variety of exercise, sports and dance activities to specifically enhance fitness parameters. The learners builds on these knowledge and skills in order to plan, set goals and
monitor their participation in physical activities (exercise, sports and dance) and constantly evaluate how well they have integrated this their personal lifestyle. This implies the provision of ongoing and developmentally-appropriate activities so that the learners can practice, create, apply and evaluate the knowledge, understanding and skills
necessary to maintain and enhance their own as well as others’ fitness and health through participation in physical activities.
The curriculum also allows for an inclusive approach that understands and respects the diverse range of learners; thus, the program takes into account their needs, strengths and abilities. This is to ensure that all learners have equivalent opportunities and choices in Physical Education.
The curriculum emphasizes knowing the ‘what’, ‘how’ and ‘why’ of movement. It focuses on developing the learners’ understanding of how the body responds, adjusts and adapts to physical activities. This will equip the learner to become self-regulated and self-directed as a result of knowing what should be done and actually doing
it; is the learners are equally confident in influencing their peers, family, immediate community, and ultimately, society. These are all valuable 21st century skills which the K to 12 PE Curriculum aspires for the learners to develop.
Learning Strands
The program has five learning strands: 1. Body management which includes body awareness, space awareness, qualities and relationships of movements and how these are used dynamically in various physical
activities.
2. Movement skills related to the fundamental movement patterns and motor skills that form the basis of all physical activities. 3. Games and sports consisting of simple, lead-up and indigenous games; as well as individual, dual and team sports in competitive and recreational settings.
4. Rhythms and dances include rhythmical movement patterns; the promotion and appreciation of Philippine folk dance, indigenous and traditional dances as well as other dance forms.
5. Physical fitness includes assessment through fitness tests and records, interpreting, planning and implementing appropriate programs that support fitness and health goals.
The acquisition of physical literacy serves as the foundation for lifelong physical activity participation which is critical to maintaining and promoting health. Thus, the
health strand in the senior high school (SHS) is seamlessly integrated in the PE curriculum. This strand optimizes the learner’s potential for health and wellbeing and contributes to building healthy, active communities. Thus, the course title, Health-optimizing PE or H.O.P.E.
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 4 of 69
.
Figure 1. The Conceptual Framework of Physical Education
PHYSICAL LITERACY
Fundamental Movement Skills
Fundamental Motor skills
Activity-specific
Activity
Rhythms & Dances
Games & Sports
MOVE TO LEARN, LEARN TO MOVE
A graduate who lives an active life
for fitness and lifelong health
Body Management
K ----1---2---3---4---5---6---7---8----9---10---11---12
Activity-Based
Developmentally
Appropriate
Standard based
Integrated
Inclusive
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 5 of 69
Learning Area Standard
The learner demonstrates understanding of the concept of physical fitness and physical activity in achieving, sustaining, and promoting an active life for fitness
and health
Key Stage Standards
Strands K – 3 4 – 6 7 - 10
The learner demonstrates
understanding of movement
concepts and skills in preparation for active
participation in various
physical activities.
The learner demonstrates
understanding of principles in
movement and fitness
for active participation in various
physical activities.
The learner demonstrates
understanding of integrating
physical activity behaviors in
achieving an active lifestyle.
Body Management
Movement Skills
Physical Fitness
Games and Sports
Rhythms and Dance
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 6 of 69
GRADE LEVEL STANDARDS
Grade Level Grade Level Standards
Grade 1
The learner demonstrates understanding of body awareness, space awareness, qualities of effort and movement relationships through participation in
enjoyable physical activities. Grade 2
Grade 3
Grade 4
The learner demonstrates understanding of the importance of physical activity and physical fitness through participation in and assessment of physical
activities. Grade 5
Grade 6
Grade 7 The learner demonstrates understanding of personal fitness in achieving an active lifestyle.
Grade 8 The learner demonstrates understanding of family and school fitness in sustaining an active lifestyle.
Grade 9 The learner demonstrates understanding of community fitness in sustaining and promoting an active lifestyle.
Grade 10 The learner demonstrates understanding of societal fitness in promoting an active lifestyle.
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 7 of 69
Table 1a - Scope and Sequence of Physical Education from Grades 1-3
Key Stage 1
Grade Level Strands Q1 Q2 Q3 Q4
GRADE 1
Body management
Movement skills Rhythms and dance
Games and sports
Physical fitness
Body Awareness Space Awareness Qualities of Effort Relationships
Participation in enjoyable singing games, action songs, simple games, Chasing/Fleeing type games and mimetics.
GRADE 2
Body management Movement skills
Rhythms and dance Games and sports
Physical fitness
Body Shapes and Body
Actions
Locations, Directions, Levels, Pathways and
Planes
Time, Force and Flow Person, Objects, Sound
and Environment
Participation in enjoyable activities in different locomotor, non- locomotor and manipulative activities, folk dances,
rhythmic routines (ribbon, hoop, balls, indigenous/improvised materials), relays and races
GRADE 3
Body management
Movement skills
Rhythms and dance Games and sports
Physical fitness
Body Shapes and Body
Actions
Locations, Directions, Levels, Pathways and
Planes
Time, Force and Flow Person, Objects, Sound
and Environment
Participation in enjoyable and challenging activities in different locomotor, non- locomotor and manipulative activities ,simple folk dance, rhythmic routines (ribbon, hoop, balls, etc.)Lead-up and organized games(indigenous)
and corrective exercises.
Note: The scope and sequence for Grades 1 to 3 activities are integrative and inclusive in context.
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 8 of 69
Table 1a - Scope and Sequence of Physical Education from Grades 4-6
Key Stage 2
Grade Level Strands Q1 Q2 Q3 Q4
Health-Enhancing Fitness 1
GRADE 4
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports Target games,
striking/fielding games, Invasion games
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Health-Enhancing Fitness 2
GRADE 5
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports Target games,
striking/fielding games Invasion games Wall/net games, invasion games
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Health-Enhancing Fitness 3
GRADE 6
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports Target games,
striking/fielding games Invasion games
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Note: The scope and sequence for Grades 4 to 6 are focused on health and skill enhancing activities, ensuring that they are integrative and inclusive in
context.
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 9 of 69
Table 1d - Scope and Sequence of Physical Education from Grades 7-10
Key Stage 3
Grade Level Strands Q1 Q2 Q3 Q4
GRADE 7
Personal Fitness
Physical fitness Exercise programs: Training Guidelines, FITT Principle
Endurance and Muscle-and bone- strengthening activities
Games and sports Individual and Dual sports
Rhythms and dance Folk/indigenous, ethnic, traditional/festival dances
GRADE 8
Family and School Fitness
Physical fitness Physical activity programs: Training Guidelines, FITT Principle
Endurance and Muscle-and bone- strengthening activities
Games and sports Team Sports
Rhythms and dance Folk dances with Asian
influence
GRADE 9
Community Fitness
Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
Games and sports Sports officiating Active Recreation (indoor
& outdoor)
Rhythms and dance Social, ballroom dances and Festival dances
GRADE 10
Societal Fitness
Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
Games and sports Active Recreation (Sports)
Rhythms and dance Active Recreation (Other dance forms-Hip-hop, Street
Dance, Cheer dance, Contemporary, etc.)
Note: The scope and sequence for Grades 7 to 10 are thematically organized; ensure that they are integrative and inclusive context.
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 10 of 69
Table 1d - Scope and Sequence of Physical Education and Health from Grades 11-12
Grade Level Strands Semester 1 Semester 2
Q1 Q2 Q3 Q4
GRADE 11
Fitness/Exercise
HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 1 and 2)
Aerobic, muscle and bone-strengthening
activities
Sports
Individual, dual and team sports
HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 3 and 4)
GRADE 12
Dance
Traditional, contemporary, ethnic, folk and social dances
Recreation
Aquatic and mountaineering activities
Note: Students can elect from the menu of physical activity courses
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 11 of 69
TIME ALLOTMENT FOR PHYSICAL EDUCATION
Grade Level Time Allotment
Kindergarten Integrated with other subject areas
Grades 1 – 6 40 minutes / week
Grades 7 – 10 60 minutes / week
Grades 11 – 12 120 minutes / week
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 12 of 69
GRADE 1
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING
MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Body Awareness
(Different body parts
and their movements)
The learner . . . demonstrates understanding
awareness of body parts in preparation for participation
in physical activities.
The learner . . . performs with coordination
enjoyable movements on body awareness .
The learner . . .
1. describes the different parts of
the body and their movements through enjoyable physical
activities
PE1BM-Ia-b-1
2. creates shapes by using
different body parts PE1BM-Ic-d-2
3. shows balance on one, two,
three, four and five body parts PE1BM-Ie-f-3 Misosa IV- M4
4. exhibits transfer of weight PE1BM-Ig-h-4 Misosa IV- M4
5. recognizes the importance of participating in fun and
enjoyable physical activities
PE1PF-Ia-h-1
6. engages in fun and enjoyable physical activities with
coordination
Suggested learning activities action songs singing games
simple games chasing and fleeing games
mimetics
PE1PF-Ia-h-2
SECOND QUARTER/ SECOND GRADING
Space Awareness
(Moving in different directions at spatial
levels)
The learner . . .
demonstrates understanding
of space awareness in
preparation for participation in physical activities.
The learner . . .
performs movement skills in a given space with coordination.
7. identifies locomotor skills PE1BM-IIa-b-5 Misosa IV- M1
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 13 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
8. demonstrates moving within a
group without bumping or falling using locomotors skills
PE1BM-IIc-e-6 Misosa IV- M1
9. executes locomotor skills while
moving in different directions at different spatial levels
PE1BM-IIf-h-7
Misosa IV- M1
10. engages in fun and enjoyable
physical activities with coordination
PE1PF-IIa-h-2
11. illustrates/demonstrate acceptable responses to
challenges, successes, and
failures during participation in motor fitness activities
PE1PF-IIa-h-3
12. demonstrates acceptable
responses to challenges, successes, and failures during
participation in physical activities
Suggested learning activities action songs
singing games simple games
chasing and fleeing games mimetics
PE1PF-IIa-h-4
THIRD QUARTER/ THIRD GRADING
Qualities of Effort
(Slow and fast, heavy
and light, free and bound movements)
The learner . . . demonstrates understanding of qualities of effort in
preparation for participation
in physical activities.
The learner . . .
performs movements of varying qualities of effort
with coordination.
13.describes the difference between slow and fast, heavy
and light, free and bound movements
PE1BM-IIIa-b-8
14. demonstrates contrast between slow and fast speeds
while using locomotor skills
PE1BM-IIIc-d-9
Misosa IV -M1
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 14 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
15. demonstrates the difference
between heavy and light while moving
PE1BM-IIIe-f-10
16. demonstrates the difference
between free and bound PE1BM-IIIg-h-11
17. demonstrates the difference
between free and bound PE1PF-IIIa-h-2
18. engages in fun and enjoyable physical activities
PE1PF-IIIa-h-6
19. enumerates the characteristics
of a good team player PE1PF-IIIa-h-7
20. differentiates sharing from
cooperating PE1PF-IIIa-h-8
21. demonstrates the characteristics of sharing and
cooperating in physical activities
Suggested learning activities action songs
singing games simple games
chasing and fleeing games
mimetics
PE1PF-IIIa-h-9
FOURTH QUARTER/ FOURTH GRADING
Movement Relationships
(Relationship to a
moving or stationary object/person)
The learner . . . demonstrates understanding
of relationships of movement skills in preparation for
participation in physical activities
The learner . . . performs movements in
relation to a stationary or moving object/person with
coordination.
22. identifies movement
relationships PE1BM-IVa-b-12
23. demonstrates relationship of
movement PE1BM-IVc-e-13
24. performs jumping over a stationary object several times
in succession, using forward- and- back and side-to-side
movement patterns
PE1BM-IVf-h-14 Misosa VI -M1
25. engages in fun and enjoyable physical activities
PE1PF-IVa-h-2
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 15 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
26. shows interest in participating
in physical activities PE1PF-IVa-h-9
27. follows simple instructions and
rules PE1PF-IVa-h-10
28. enjoys participating in physical activities
Suggested learning activities action songs
singing games simple games
chasing and fleeing games mimetics
PE1PF-IVa-h-11
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 16 of 69
GRADE 2
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Body Shapes
(Straight, curled, wide and twisted) and
Body Actions (Walking, standing,
sitting)
The learner . . . demonstrates
understanding of body shapes and body
actions in preparation for various movement
activities
The learner . . . performs body shapes and
actions properly.
The learner . . 1. describes body shapes and actions
PE2BM-Ia-b-1
2. demonstrates body shapes and actions PE2BM-Ic-d-15
3. creates body shapes and actions PE2BM-Ie-f-2
4. demonstrates momentary stillness in
symmetrical and asymmetrical shapes using body parts other than both feet as a
base of support
PE2BM-Ig-h-16
Misosa V -M1
5. demonstrates movement skills in response
to sound and music PE2MS-Ia-h-1
6. exhibits correct body posture PE2PF-Ia-h-12
Misosa VI M1-M5
7. assesses body posture PE2PF-Ia-h-
13
8. engages in fun and enjoyable physical
activities
Suggested learning activities
movement skills activities (locomotor, non-locomotor and manipulative skills)
folk dances (Alitaptap/Rabong)
rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised
materials) relays and races
PE2PF-Ia-h-2
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 17 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
SECOND QUARTER/ SECOND GRADING
Locations (Behind, in front, under, over,
personal space,
general space) Directions (linear-
forward and backward, lateral- sideward, and
multi-directional) Levels (High, middle,
low) Pathways
(Straight, curved, zigzag) and Planes
(Diagonal, horizontal, vertical, and rotational)
Th The learner . . .
demonstrates
understanding of locations, directions,
levels, pathways and planes
ThThe learner. . .
performs movements
accurately involving locations, directions,
levels, pathways and planes.
9. describes movements in a location,
direction, level, pathway and plane PE2BM-IIa-b-
17 Misosa IV -M1
10. moves in:
personal and general space
forward, backward, and sideward directions
high, middle, and low levels
straight, curve, and zigzag pathways diagonal and horizontal planes
PE2BM-IIc-h-18
11. demonstrates movement skills in response
to sounds and music PE2MS-IIa-h-
1
12. observes correct posture and body mechanics while performing movement
activities
PE2PF-IIa-h-14
13. engages in fun and enjoyable physical
activities
Suggested learning activities movement skills activities (locomotor, non-
locomotor and manipulative skills) folk dances
rhythmic routines (ribbon, hoop, balls, and
any available indigenous/improvised materials) relays and races
PE2PF-IIa-h-2
THIRD QUARTER/ THIRD GRADING
Time (slow, slower,
slowest/fast, faster, fastest) Force (light,
lighter, lightest/strong,
stronger, strongest)
and Flow (smoothness of
The learner . . . demonstrates understanding of movement in relation to time, force and flow
The learner . . . performs movements
accurately involving time, force, and flow.
14. describes movements in a location,
direction, level, pathway and plane
PE2BM-IIIa-
b-17
15. moves:
15.1 at slow, slower, slowest/fast, faster, fastest pace
15.2 using light, lighter, lightest/strong, stronger, strongest force with
smoothness
PE2BM-IIIc-h-19
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 18 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
movement) 16. demonstrates movement skills in response
to sound and music
PE2MS-IIIa-
h-1
17. engages in fun and enjoyable physical
activities
PE2PF-IIIa-h-
2
18. observes correct posture and body mechanics while performing movement
activities
Suggested learning activities
movement skills activities locomotor, non-
locomotor and manipulative skills
folk dances (Alitaptap/Rabong) rhythmic routines (ribbon, hoop, balls, and
any available indigenous/improvised materials)
relays and races
PE2PF-IIIa-h-
14
FOURTH QUARTER/ FOURTH GRADING
Person (Individual,
pair, group), Objects
(ribbon, hoop, balls, and any available
indigenous/improvised materials), Sound,
Environment
(indoor and outdoor settings)
The learner . . . demonstrates understanding of
movement activities relating to person,
objects, music and
environment
The learner . . . performs movement activities involving person,
objects, music and environment correctly
19. familiarizes in various movement activities
involving person, objects, music and
environment
PE2BM-IV-a-b-20
Misosa V -M1
20. moves:
20.1 individually, with partner, and with group
20.2 with ribbon, hoop, balls, and any available indigenous/improvised
materials 20.3 with sound
20.4 in indoor and outdoor settings
PE2BM-IV-c-h-21
Misosa V -M1
21. demonstrates movement skills in response
to sound
PE2MS-IV-a-
h-1
22. engages in fun and enjoyable physical activities
PE2PF-IV-a-h-2
23. observes correct body posture and body
mechanics while performing movement activities
PE2PF-IV-a-h-14
Misosa VI -M1
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 19 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Suggested learning activities
movement skills activities locomotor, non-locomotor and manipulative skills
folk dances (Alitaptap/Rabong) rhythmic routines (ribbon, hoop, balls, and
any available indigenous/improvised materials)
relays and races
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
K to 12 Physical Education Curriculum Guide December 2013 Page 20 of 69
GRADE 3
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Body Shapes
(Straight, curled, wide and twisted) and
Body Actions (Walking, standing,
sitting)
The learner . . . demonstrates
understanding of body shapes and body actions
in preparation for various movement activities
The learner . . . performs body shapes and
actions properly.
The learner . . . 1. describes body shapes and
actions
PE3BM-Ia-b-1
2. performs body shapes and actions
PE3BM-Ic-d-15
3. creates body shapes and actions PE3BM-Ie-f-2
4. demonstrates momentary stillness in symmetrical and
asymmetrical shapes using body parts other than both feet as a
base of support
PE3BM-Ig-h-16
5. demonstrates movement skills in response to sounds and music PE3MS-Ia-h-1
6. identifies conditioning and
flexibility exercises that will improve posture
PE3PF-Ia-h-15
7. performs conditioning and
flexibility exercises that will improve body posture
PE3PF-Ia-h-16
8. engages in fun and enjoyable physical activities
Suggested learning activities 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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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 21 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
SECOND QUARTER/ SECOND GRADING
Locations (Behind, in front, under, over,
personal space,
general space) Directions (linear-
forward and backward, lateral-
sideward, and multi-directional) Levels
(High, middle, low)
Pathways (Straight, curve, zigzag) and
Planes (Diagonal, horizontal, vertical,
and rotational)
The learner . . .
demonstrates
understanding of locations, directions,
levels, pathways and planes
The learner . . .
performs movements
accurately involving locations, directions, levels, pathways
and planes.
The learner . . . 9. describes movements in a
location, direction, level, pathway and plane
PE3BM-IIa-b-17
10. moves in:
personal and general space forward, backward, and
sideward directions
high, middle, and low levels straight, curve, and zigzag
pathways diagonal and horizontal
planes
PE3BM-IIc-h-18
11. demonstrates movement skills in response to sound
PE3MS-IIa-h-1 Misosa IV-M1
12. identifies conditioning and
flexibility exercises that will improve body mechanics
PE3PF-IIa-h-15 Misosa V-M1
13. performs conditioning and
flexibility exercises that will improve body mechanics
PE3PF-IIa-h-16 Misosa VI-M5
14. engages in fun and enjoyable physical activities
Suggested learning activities 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
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
K to 12 Physical Education Curriculum Guide December 2013 Page 22 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
THIRD QUARTER/ THIRD GRADING
Time (slow, slower, slowest/fast, faster,
fastest Force (light,
lighter, lightest/strong,
stronger, strongest) and Flow
(smoothness of movement)
The learner . . . demonstrates
understanding of movement in relation to
time, force and flow
The learner . . .
performs movements
accurately involving time, force, and flow.
15. describes movements in a location, direction, level,
pathway and plane
PE3BM-IIIa-b-17 Misosa IV-M1
16. moves:
at slow, slower, slowest/fast, faster, fastest pace
using light, lighter,
lightest/strong, stronger, strongest force with
smoothness
PE3BM-IIIc-h-19
17. demonstrates movement skills in response to sound
PE3MS-IIIa-h-1
18. engages in fun and enjoyable physical activities
PE3PF-IIIa-h-2
19. identifies conditioning and
flexibility exercises that will improve body mechanics
PE3PF-IIIa-h-15 Misosa V-M1
20. performs conditioning and
flexibility exercises that will improve body mechanics
Suggested learning activities
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-IIIa-h-16 Misosa V-M1
FOURTH QUARTER/ FOURTH GRADING
Person (Invidual, pair, group) Objects
(ribbon, hoop, balls,
The learner . . . demonstrates
The learner . . . performs movement activities
The learner . . . 21. participates in various movement
activities involving person,
PE3BM-IV-a-b-20
Misosa IV-M5
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 23 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
and any available
indigenous/improvised materials), Sound and
Environment (indoor and outdoor settings)
understanding of
movement activities relating to person,
objects, music and environment
involving person, objects,
music and environment correctly
objects, music and environment
22. moves:
individually, with partner, and
with group with ribbon, hoop, balls, and
any available indigenous/improvised
materials with sound
in indoor and outdoor
settings
PE3BM-IV-c-h-
21
23. demonstrates movement skills
in response to sounds and music PE3MS-IV-a-h-1
24. engages in fun and enjoyable physical activities
PE3PF-IV-a-h-2
25. identifies conditioning and
flexibility exercises that will improve posture
PE3PF-IV-a-h-15
26. performs conditioning and
flexibility exercises that will improve body mechanics
Suggested learning activities
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-IV-a-h-16
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
K to 12 Physical Education Curriculum Guide December 2013 Page 24 of 69
GRADE 4
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of
physical activities and
physical fitness
Target games
(Tumbang preso,
tamaang-tao/batuhang bola,
tatsing), striking/fielding
games
(syato/,basagang palayok, kickball)
Note: Games are
not limited to the above listed
activities
The learner . . . demonstrates
understanding of participation and
assessment of physical activities and physical
fitness
The learner . . . participates and assesses
performance in physical activities.
assesses physical fitness
The learner . . . 1. describes the physical activity
pyramid PE4PF-Ia-16
2. explains the indicators for fitness
PE4PF-Ia-17
3. assesses regularly participation
in physical activities based on physical activity pyramid
PE4PF-Ib-h-18
4. explains the nature/background
of the games PE4GS-Ib-1
5. describes the skills involved in the games PE4GS-Ib-2
6. observes safety precautions PE4GS-Ib-h-3
7. executes the different skills involved in the game
PE4GS-Ic-h-4
8. recognizes the value of
participation in physical activities PE4PF-Ib-h-19
9. displays joy of effort, respect for
others and fair play during participation in physical activities
PE4PF-Ib-h-20
10. explains health and skill related
fitness components PE4PF-Ia-21
11. identifies areas for improvement
PE4PF-Ib-h-22
SECOND QUARTER/ SECOND PERIOD
Assessment of physical
activities and
physical fitness
Invasion games (agawan base,
The learner . . . demonstrates
understanding of
participation in and assessment of physical
activities and physical fitness
The learner . . . participates and assesses
performance in physical
activities.
assesses physical fitness
12. describes the Philippines
physical activity pyramid
PE4PF-IIa-16
13. explains the indicators for fitness
PE4PF-IIa-17
14. assesses regularly participation
in physical activities based on physical activity pyramid
PE4PF-IIb-h-18
15. explains the nature/background PE4GS-IIb-1
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 25 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
lawin at sisiw,
agawan panyo)
Note: Games are not limited to the
above listed
activities
of the games
16. describes the skills involved in the games
PE4GS-IIb-2
17. observes safety precautions PE4GS-IIb-h-3
18. executes the different skills involved in the game
PE4GS-IIc-h-4
19. recognizes the value of
participation in physical activities PE4PF-IIb-h-19
20. displays joy of effort, respect for others and fair play during
participation in physical activities
PE4PF-IIb-h-20
21. explains health and skill related
fitness components PE4PF-IIa-21
22. identifies areas for improvement PE4PF-IIb-h-22
THIRD QUARTER / THIRD GRADING
Assessment of
physical
activities and physical fitness
Folk (Liki/Ba-
Ingles), indigenous,
ethnic,
traditional and creative dances
Note: Dances
available in the area can be
selected.
The learner . . .
demonstrates
understanding of participation and
assessment of physical activity and physical
fitness
The learner . . .
participates and assesses
performance in physical activities.
assesses physical fitness
23. describes the Philippines physical activity pyramid
PE4PF-IIIa-16
24. explains the indicators for
fitness PE4PF-IIIa-17
25. assesses regularly participation
in physical activities based on
physical activity pyramid
PE4PF-IIIb-h-18
26. explains the nature/background
of the dance PE4GS-IIIb-1
27. describes the skills involved in the dance
PE4GS-IIIb-2
28. observes safety precautions PE4GS-IIIb-h-3
29. executes the different skills involved in the dance
PE4GS-IIIc-h-4
30. recognizes the value of
participation in physical activities PE4PF-IIIb-h-19
31. displays joy of effort, respect for
others during participation in
physical activities
PE4PF-IIIb-h-20
32. explains health and skill related
fitness components PE4PF-IIIa-21
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 26 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
33. identifies areas for improvement PE4PF-IIIa-22
FOURTH QUARTER/ FOURTH PERIOD
Assessment of physical
activities and physical fitness
Folk (Liki/Ba-
Ingles), indigenous,
ethnic, traditional and
creative dances
Note: Dances
available in the area can be
selected.
The learner . . .
demonstrates understanding of
participation and assessment of physical
activity and physical
fitness
The learner . . .
participates and assesses performance in physical
activities.
assesses physical fitness
34. describes the Philippines physical activity pyramid
PE4PF-IVa-16
35. explains the indicators for fitness
PE4PF-IVa-17
36. assesses regularly participation
in physical activities based on Philippines physical activity
pyramid
PE4PF-IVb-h-18
37. explains the nature/background of the dance
PE4RD-IVb-1
38. describes the skills involved in
the dance PE4RD-IVb-2
39. observes safety precautions PE4RD-IVb-h-3
40. executes the different skills
involved in the dance PE4RD-IVc-h-4
41. recognizes the value of
participation in physical activities PE4PF-IVb-h-19
42. displays joy of effort, respect for others during participation in
physical activities
PE4PF-IVb-h-20
43. explains health and skill related fitness components
PE4PF-IVa-21
44. identifies areas for improvement PE4PF-IVb-h-22
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 27 of 69
GRADE 5
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of physical activity and physical fitness Target games (Tumbang preso, tamaang-tao/batuhang bola, tatsing), striking/fielding games (syato/,basagang palayok, kickball) Note: Games are not limited to the above listed activities
The learner . . . demonstrates understanding of participation and assessment of physical activity and physical fitness
The learner . . . participates and assesses performance in physical activities. assesses physical fitness
The learner . . . 1. describes the Philippines physical
activity pyramid
PE5PF-Ia-16
2. explains the indicators for fitness PE5PF-Ia-17
3. assesses regularly participation in physical activities based on the
Philippines physical activity pyramid
PE5PF-Ib-h-18
4. explains the nature/background
of the games PE5GS-Ib-1
5. describes the skills involved in the games PE5GS-Ib-2
6. observes safety precautions PE5GS-Ib-h-3
7. executes the different skills involved in the game
PE5GS-Ic-h-4
8. recognizes the value of
participation in physical activities PE5PF-Ib-h-19
9. displays joy of effort, respect for
others and fair play during participation in physical activities
PE5PF-Ib-h-20
10. explains health and skill related
fitness components PE5PF-Ia-21
11. identifies areas for improvement PE5PF-Ib-h-22
SECOND QUARTER / SECOND GRADING
Assessment of
physical activities and
physical fitness
Invasion games (agawan base,
The learner . . . demonstrates
understanding of
participation in and assessment of physical
activity and physical fitness
The learner . . . participates and assesses
performance in physical
activities.
assesses physical fitness
12. describes the Philippines
physical activity pyramid PE5PF-IIa-16
13. explains the indicators for fitness
PE5PF-IIa-17
14. assesses regularly participation in physical activities based on
the Philippines physical activity pyramid
PE5PF-IIb-h-18
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 28 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
lawin at sisiw,
agawan panyo)
Note: Games are not limited to the
above listed
activities
15. explains the nature/background
of the games PE5GS-IIb-1
16. describes the skills involved in
the games PE5GS-IIb-2
17. observes safety precautions PE5GS-IIb-h-3
18. executes the different skills
involved in the game PE5GS-IIc-h-4
19. recognizes the value of
participation in physical activities PE5PF-IIb-h-19
20. displays joy of effort, respect for
others and fair play during participation in physical activities
PE5PF-IIb-h-20
21. explains health and skill related
fitness components PE5PF-IIa-21
22. identifies areas for improvement PE5PF-IIb-h-22
THIRD QUARTER/ THIRD PERIOD
Assessment of physical activities and physical fitness Folk (Cariñosa/ Polka sa Nayon), indigenous, ethnic, traditional and creative dances
Note: Dances available in the area can be selected.
The learner . . . demonstrates understanding of participation and assessment of physical activity and physical fitness
The learner . . . participates and assesses performance in physical activities. assesses physical fitness
23. describes the Philippines physical activity pyramid
PE5PF-IIIa-16
24. explains the indicators for fitness
PE5PF-IIIa-17
25. assesses regularly participation in physical activities based on
the Philippines physical activity pyramid
PE5PF-IIIb-h-18
26. explains the nature/background
of the dance PE5RD-IIIb-1
27. describes the skills involved in
the dance PE5RD-IIIb-2
28. observes safety precautions PE5RD-IIIb-h-3
29. executes the different skills involved in the dance
PE5RD-IIIc-h-4
30. recognizes the value of
participation in physical activities PE5PF-IIIb-h-19
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 29 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
31. displays joy of effort, respect for
others during participation in physical activities
PE5PF-IIIb-h-20
32. explains health and skill related
fitness components PE5PF-IIIa-21
33. identifies areas for improvement PE5PF-IIIb-h-22
FOURTH QUARTER/ FOURTH PERIOD
Assessment of
physical activities and
physical fitness
Folk (Cariñosa/ Polka sa Nayon),
indigenous,
ethnic, traditional and
creative dances
Note: Dances
available in the area can be
selected.
The learner . . . demonstrates
understanding of participation and
assessment of physical activity and physical
fitness
The learner . . . participates and assesses
performance in physical activities.
assesses physical fitness
34. describes the Philippines
physical activity pyramid PE5PF-IVa-16
35. explains the indicators for
fitness PE5PF-IVa-17
36. assesses regularly participation in physical activities based on
the Philippines physical activity pyramid
PE5PF-IVb-h-18
37. explains the nature/background
of the dance PE5RD-IVb-1
38. describes the skills involved in
the dance PE5RD-IVb-2
39. observes safety precautions PE5RD-IVb-h-3
40. executes the different skills involved in the dance
PE5RD-IVc-h-4
41. recognizes the value of
participation in physical activities PE5PF-IVb-h-19
42. displays joy of effort, respect for
others during participation in
physical activities
PE5PF-IVb-h-20
43. explains health and skill related
fitness components PE5PF-IVa-21
44. identifies areas for improvement PE5PF-IVb-h-22
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 30 of 69
GRADE 6
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of
physical activities and
physical fitness
Target games
(Tumbang preso,
tamaang-tao/batuhang
bola, tatsing), striking/fielding
games
(syato/,basagang palayok, kickball)
Note: Games are not limited to the
above listed
activities
The learner . . . demonstrates
understanding of participation and
assessment of physical activity and physical
fitness
The learner . . . participates and assesses
performance in physical activities.
assesses physical fitness
The learner . . . 1. describes the Philippines
physical activity pyramid
PE6PF-Ia-16
2. explains the indicators for fitness
PE6PF-Ia-17
3. assesses regularly participation
in physical activities based on the Philippines physical activity
pyramid
PE6PF-Ib-h-18
4. explains the nature/background of the games PE6GS-Ib-1
5. describes the skills involved in
the games
PE6GS-Ib-2
6. observes safety precautions PE6GS-Ib-h-3
7. executes the different skills
involved in the game PE6GS-Ic-h-4
8. recognizes the value of participation in physical activities
PE6PF-Ib-h-19
9. displays joy of effort, respect for others and fair play during
participation in physical activities
PE6PF-Ib-h-20
10. explains health and skill related fitness components
PE6PF-Ia-21
11. identifies areas for
improvement PE6PF-Ib-h-22
SECOND QUARTER/ SECOND PERIOD
Assessment of
physical activities and
physical fitness
Invasion games
The learner . . . demonstrates
understanding of participation in and
assessment of physical
activities and physical
The learner . . . participates and assesses
performance in physical activities.
assesses physical fitness
12. describes the Philippines
physical activity pyramid PE6PF-IIa-16
13. explains the indicators for
fitness PE6PF-IIa-17
14. assesses regularly participation
in physical activities based on the Philippines physical activity
PE6PF-IIb-h-18
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 31 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
(agawan base,
lawin at sisiw, agawan panyo)
Note: Games are
not limited to the
above listed activities
fitness pyramid
15. explains the
nature/background of the games
PE6GS-IIb-1
16. describes the skills involved in
the games PE6GS-IIb-2
17. observes safety precautions PE6GS-IIb-h-3
18. executes the different skills
involved in the game PE6GS-IIc-h-4
19. recognizes the value of
participation in physical activities
PE6PF-IIb-h-19
20. displays joy of effort, respect for others and fair play during
participation in physical
activities
PE6PF-IIb-h-20
21. explains health and skill related
fitness components PE6PF-IIa-21
22. identifies areas for
improvement PE6PF-IIb-h-22
THIRD QUARTER/ THIRD PERIOD
Assessment of
physical activities and
physical fitness
Folk (Itik-itik for
girls and Maglalatik for
boys), indigenous,
ethnic,
traditional and creative dances
The learner . . . demonstrates
understanding of participation and
assessment of physical
activity and physical fitness
The learner . . . participates and assesses
performance in physical activities.
assesses physical fitness
23. describes the Philippines
physical activity pyramid PE6PF-IIIa-16
24. explains the indicators for
fitness PE6PF-IIIa-17
25. assesses regularly participation
in physical activities based on the Philippines physical activity
pyramid
PE6PF-IIIb-h-18
26. explains the nature/background of the
dance
PE6RD-IIIb-1
27. describes the skills involved in the dance
PE6RD-IIIb-2
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 32 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Note: Dances available in the
area can be selected.
28. observes safety precautions PE6RD-IIIb-h-3
29. executes the different skills
involved in the dance PE6RD-IIIc-h-4
30. recognizes the value of
participation in physical activities
PE6PF-IIIb-h-19
31. displays joy of effort, respect
for others during participation in physical activities
PE6PF-IIIb-h-20
32. explains health and skill related fitness components
PE6PF-IIIa-21
33. identifies areas for improvement
PE6PF-IIIb-h-22
FOURTH QUARTER/ FOURTH PERIOD
Assessment of physical
activities and physical fitness
Folk (Itik-itik for girls and
Maglalatik for boys),
indigenous, ethnic,
traditional and
creative dances
Note: Dances available in the
area can be
selected.
The learner . . .
demonstrates understanding of
participation and
assessment of physical activity and physical
fitness
The learner . . .
participates and assesses performance in physical
activities.
assesses physical fitness
34. describes the Philippines physical activity pyramid
PE6PF-IVa-16
35. explains the indicators for fitness
PE6PF-IVa-17
36. assesses regularly participation in physical activities based on
the Philippines physical activity pyramid
PE6PF-IVb-h-18
37. explains the
nature/background of the dance
PE6RD-IVb-1
38. describes the skills involved in
the dance PE6RD-IVb-2
39. observes safety precautions PE6RD-IVb-h-3
40. executes the different skills
involved in the dance PE6RD-IVc-h-4
41. recognizes the value of
participation in physical activities
PE6PF-IVb-h-19
42. displays joy of effort, respect
for others during participation PE6PF-IVb-h-20
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 33 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
in physical activities
43. explains health and skill related
fitness components PE6PF-IVa-21
44. identifies areas for
improvement PE6PF-IVb-h-22
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
K to 12 Physical Education Curriculum Guide December 2013 Page 34 of 69
GRADE 7
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Exercise Programs:
Training Guidelines,
FITT Principles
Endurance, Muscle- and Bone-strengthening
Activities:
a. individual sports 1. running
2. rhythmic sportive
gymnastics
3. swimming b. dual sports
1. badminton 2. table tennis
3. tennis c. combative sports
1. arnis (anyo)
2. taekwondo (poomsae)
3. karate(kata)
Note: Activities
dependent on teacher capability and school
resources.
The learner . . . demonstrates
understanding of guidelines and principles
in exercise program design to achieve
personal fitness
The learner . . . designs an individualized
exercise program to achieve personal fitness
The learner . . . 1. undertakes physical activity and
physical fitness assessments
PE7PF-Ia-h-23
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
2. sets goals based on assessment results
PE7PF-Ia-24
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
3. identifies training guidelines
and FITT principles PE7PF-Ib-25
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
4. recognizes barriers (low level of fitness, lack of skill and time) to
exercise
PE7PF-Ib-26
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM Unit 1
5. prepares an exercise program PE7PF-Ic-27
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 35 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
6. describes the nature and
background of the sport PE7GS-Id-5
Proj EASE Module1
OHSPY1Q2 Module1
OHSPY1Q2 Module2
OHSPY1Q2
Module3 2010 SECY1Q2
&Q3 Enjoy Life w/ PE &
Health, TX & TM Unit
7. executes the skills involved in the sport
PE7GS-Id-h-4
Proj EASE Module1
OHSPY1Q2 Module1
OHSPY1Q2
Module2 OHSPY1Q2
Module3 2010 SECY1Q2
&Q3 Enjoy Life w/ PE &
Health, TX & TM
Unit 2
8. monitors periodically one’s progress towards the fitness
goals
PE7PF-Id-h-28
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
9. distinguishes from fallacies and misconceptions about the
physical activity participation
PE7PF-Id-29
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM Unit 1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 36 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
10. performs appropriate first aid for sports-related injuries (e.g.
cramps, sprain, heat exhaustion)
PE7PF-Id-30
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
11. assumes responsibility for achieving personal fitness
PE7PF-Id-h-31
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
12. keeps the importance of winning and losing in
perspective
PE7PF-Id-h-32
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
SECOND QUARTER/ SECOND PERIOD
Exercise Programs:
Training Guidelines, FITT Principles
Endurance, Muscle- and
Bone-strengthening Activities:
a. individual
sports 1. running
2. rhythmic sportive
gymnastics
The learner . . .
demonstrates understanding of
guidelines and principles in exercise program
design to achieve
personal fitness
The learner . . .
modifies the individualized exercise program to achieve
personal fitness
13. undertakes physical activity and
physical fitness assessments PE7PF-IIa-h-23
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
14. reviews goals based on
assessment results
PE7PF-IIa-24
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
15. addresses barriers (low level of
fitness, lack of skill and time) to
PE7PF-IIb-33
OHSP Y1Q1,
Module 1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 37 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
3. swimming
b. dual sports
1. badminton 2. table tennis
3. tennis
c. combative sports
1. arnis (anyo) 2. taekwondo
(poomsae) 3. karate (kata)
Note: Activities
dependent on teacher capability and school
resources.
exercise
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
16. describes the nature and
background of the sport PE7GS-IId-5
Proj EASE Module1
OHSPY1Q2 Module1
OHSPY1Q2 Module2
OHSPY1Q2
Module3 2010 SECY1Q2
&Q3 Enjoy Life w/ PE &
Health, TX & TM
Unit 2
17. executes the skills involved in
the sport PE7GS-IId-h-4
Proj EASE Module1
OHSPY1Q2 Module1
OHSPY1Q2
Module2 OHSPY1Q2
Module3 2010 SECY1Q2
&Q3
Enjoy Life w/ PE & Health, TX & TM
Unit 2
18. monitors periodically one’s progress towards the fitness
goals
PE7PF-IId-h-28
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
19. performs appropriate first aid
for sports-related injuries (e.g.
PE7PF-IId-30
OHSP Y1Q1, Module 1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 38 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
cramps, sprain, heat
exhaustion)
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
20. assumes responsibility for
achieving personal fitness PE7PF-IId-h-31
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
21. keeps the importance of
winning and losing in
perspective
PE7PF-IId-h-32
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
THIRD QUARTER/ THIRD PERIOD
Exercise Programs:
Training Guidelines,
FITT Principles
Endurance, Muscle- and
Bone-strengthening Activities:
Folk (Tinikling)/
indigenous, ethnic,
traditional/ festival dance
Note: Dances
available in the
The learner . . .
demonstrates
understanding of
guidelines and principles in exercise program
design to achieve personal fitness
The learner . . .
demonstrates understanding
of guidelines and principles in
exercise program design to achieve personal fitness
22. undertakes physical activity and physical fitness assessments
PE7PF-IIIa-h-23
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
23. reviews goals based on
assessment results PE7PF-IIIa-34
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
24. addresses barriers (low level of
fitness, lack of skill and time) to exercise
PE7PF-IIIb-33
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 39 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
area can be
selected.
Enjoy Life w/ PE &
Health, TX & TM Unit 1
25. describes the nature and
background of the dance PE7RD-IIId-1
OHSP Y1Q4
2010 SEC Y1Q4 2010 SEC Y2Q4
Enjoy Life w/ PE & Health, TX & TM
Unit 4
26. executes the skills involved in the dance
PE7RD-IIId-h-4
OHSP Y1Q4 2010 SEC Y1Q4
2010 SEC Y2Q4 Enjoy Life w/ PE &
Health, TX & TM
Unit 4
27. monitors periodically one’s
progress towards the fitness
goals
PE7PF-IIId-h-28
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
28. performs appropriate first aid
for dance-related injuries (e.g.
cramps, sprain, heat exhaustion)
PE7PF-IIId-30
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
29. assumes responsibility for
achieving personal fitness PE7PF-IIId-h-31
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
30. keeps the importance of
winning and losing in
PE7PF-IIId-h-32
OHSP Y1Q1,
Module 1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 40 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
perspective 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
FOURTH QUARTER/ FOURTH PERIOD
Exercise Programs:
Training Guidelines, FITT Principles
Endurance, Muscle- and Bone-strengthening
Activities:
Folk (Tinikling)/
indigenous, ethnic, traditional/ festival
dance
Note: Dances
available in the
area can be
selected.
The learner . . .
demonstrates
understanding of guidelines and principles
in exercise program design to achieve
personal fitness
The learner . . .
modifies the individualized
exercise program to achieve personal fitness
31. undertakes physical activity and
physical fitness assessments PE7PF-IVa-h-23
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
32. reviews goals based on assessment results
PE7PF-IVa-34
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
33. addresses barriers (low level of fitness, lack of skill and time) to
exercise
PE7PF-IVb-33
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
34. describes the nature and background of the dance
PE7RD-IVc-1
OHSP Y1Q4 2010 SEC Y1Q4
2010 SEC Y2Q4 Enjoy Life w/ PE &
Health, TX & TM
Unit 4
35. executes the skills involved in
the dance PE7RD-IVd-h-4
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4 Enjoy Life w/ PE &
Health, TX & TM
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
K to 12 Physical Education Curriculum Guide December 2013 Page 41 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Unit 4
36. monitors periodically one’s
progress towards the fitness goals
PE7PF-IVd-h-28
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
37. performs appropriate first aid
for dance-related injuries (e.g. cramps, sprain, heat
exhaustion)
PE7PF-IVd-30
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
38. analyzes the effect of exercise and physical activity
participation on fitness
PE7PF-IVh-35
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
39. assumes responsibility for
achieving personal fitness PE7PF-IVd-h-31
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
40. keeps the importance of winning and losing in perspective
PE7PF-IVd-h-32
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 42 of 69
GRADE 8
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER/ FIRST GRADING
Exercise
Programs:
Training Guidelines, FITT Principles
Endurance, Muscle- and Bone-
strengthening Activities:
team sports
(basketball, volleyball,
football/futsal, goalball, softball,
baseball)
Note: Activities dependent on
teacher capability and school
resources.
The learner . . .
demonstrates
understanding of guidelines and principles
in exercise program design to achieve fitness
The learner . . .
designs a physical activity
program for the family/school peers to achieve fitness
The learner. . .
1. undertakes physical activity and physical fitness assessments
PE8PF-Ia-h-23
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
2. conducts physical activity and
physical fitness assessments of
family/school peers
PE8PF-Ib -36
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
3. sets goals based on assessment
results PE8PF-Ia-24
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
4. identifies training guidelines and
FITT principles PE8PF-Ib-25
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM Unit 1
5. recognizes barriers (low level of
fitness, lack of skill and time) to
exercise
PE8PF-Ib-26
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
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
K to 12 Physical Education Curriculum Guide December 2013 Page 43 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Unit 1
6. prepares a physical activity
program PE8PF-Ic-27
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
7. describes the nature and background of the sport
PE8GS-Id-1
Project EASE Module5
2010 SEC Y1Q2 &
Q3 Enjoy Life w/ PE &
Health, TX & TM Unit III
8. executes the skills involved in
the sport PE8GS-Id-h-4
Project EASE Module5
2010 SEC Y1Q2 & Q3
Enjoy Life w/ PE &
Health, TX & TM Unit III
9. monitors periodically progress
towards the fitness goals PE8PF-Id-h-28
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
10. distinguishes facts from fallacies
and misconceptions about physical activity participation
PE8PF-Id-29
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
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
K to 12 Physical Education Curriculum Guide December 2013 Page 44 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Unit 1
11. performs appropriate first aid for
injuries and emergency situations in physical activity and
sport settings
PE8PF-Id-30
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
12. assumes responsibility for
achieving fitness PE8PF-Id-h-31
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
13. displays tolerance and
acceptance of individuals with varying skills and abilities
PE8PF-Id-h-37
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
SECOND QUARTER/ SECOND PERIOD
Exercise
Programs:
Training Guidelines, FITT Principles
Endurance, Muscle-
and Bone-
strengthening Activities:
team sports
The learner . . .
demonstrates
understanding of guidelines and principles
in exercise program
design to achieve fitness
The learner . . .
modifies a physical activity
program for the family/school peers to achieve fitness
14. undertakes physical activity and physical fitness assessments
PE8PF-IIa-h-23
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
15. conducts physical activity and physical fitness assessments of
family/school peers
PE8PF-IIa-36
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
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
K to 12 Physical Education Curriculum Guide December 2013 Page 45 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
(basketball,
volleyball, football/futsal,
goalball, softball, baseball)
Note: Activities
dependent on teacher capability
and school resources.
Health, TX & TM
Unit 1
16. sets goals based on assessment results
PE8PF-IIb-24
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
17. recognizes barriers (low level of
fitness, lack of skill and time) to exercise
PE8PF-IId-h-26
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
18. prepares a physical activity
program PE8PF-IIc-27
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM Unit 1
19. describes the nature and
background of the sport PE8GS-IIc-1
Project EASE Module5
2010 SEC Y1Q2 &
Q3 Enjoy Life w/ PE &
Health, TX & TM Unit III
20. executes the skills involved in
the sport PE8GS-IId-h-4
Project EASE
Module5 2010 SEC Y1Q2 &
Q3
Enjoy Life w/ PE &
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
K to 12 Physical Education Curriculum Guide December 2013 Page 46 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Health, TX & TM
Unit III
21. monitors periodically progress
towards the fitness goals PE8PF-IId-h-28
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
22. distinguishes facts from fallacies and misconceptions about
physical activity participation
PE8PF-IId-29
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
23. performs appropriate first aid for
injuries and emergency situations in physical activity
and sport settings
PE8PF-IId-30
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
24. assumes responsibility for achieving fitness
PE8PF-IId-h-31
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
25. displays tolerance and
acceptance of individuals with varying skills and abilities
PE8PF-IId-h-37
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 47 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Enjoy Life w/ PE &
Health, TX & TM Unit 1
THIRD QUARTER/ THIRD PERIOD
Exercise
Programs:
Training Guidelines, FITT Principles
Endurance, Muscle- and Bone-
strengthening Activities:
team sports
(basketball, volleyball,
football/futsal, goalball, softball,
baseball)
Note: Activities dependent on
teacher capability
and school resources.
The learner . . .
demonstrates
understanding of
guidelines and principles in exercise program
design to achieve fitness
The learner . . .
Modifies a physical activity
program for the family/school
peers to achieve fitness
26. undertakes physical activity and physical fitness assessments
PE8PF-IIIa-h-23
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
27. reviews goals based on
assessment results PE8PF-IIIa-34
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
28. addresses barriers (low level of
fitness, lack of skill and time) to exercise
PE8PF-IIIb-33
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
29. describes the nature and background of the sport
PE8GS-IIIc-1
Project EASE
Module5 2010 SEC Y1Q2 &
Q3 Enjoy Life w/ PE &
Health, TX & TM
Unit III
30. executes the skills involved in
the sport PE8GS-IIId-h-4
Project EASE
Module5
2010 SEC Y1Q2 & Q3
Enjoy Life w/ PE &
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
K to 12 Physical Education Curriculum Guide December 2013 Page 48 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Health, TX & TM
Unit III
31. monitors periodically one’s
progress towards the fitness goals
PE8PF-IIId-h-28
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
32. performs appropriate first aid for
sport-related injuries (cramps,
sprain, heat exhaustion)
PE8PF-IIId-30
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
33. assumes responsibility for
achieving fitness PE8PF-IIId-h-31
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
34. displays tolerance and acceptance of individuals with
varying skills and abilities
PE8PF-IIId-h-37
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
FOURTH QUARTER/ FOURTH PERIOD
Exercise
Programs:
Training Guidelines,
The learner . . .
demonstrates understanding of
guidelines and principles in exercise program
The learner . . .
modifies a physical activity program for the family/school
peers to achieve fitness
35. undertakes physical activity and
physical fitness assessments
PE8PF-IVa-h-23 OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
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
K to 12 Physical Education Curriculum Guide December 2013 Page 49 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FITT Principles
Endurance, Muscle-
and Bone-strengthening
Activities:
Folk Dances with
Asian Influences (Pangalay,
Sakuting, Sua-ku-sua, Binislakan)
Note:
Dances
available in
the area
can be
selected.
design to achieve fitness
Unit 1
36. reviews goals based on
assessment results PE8PF-IVa-34
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
37. addresses barriers (low level of
fitness, lack of skill and time) to
exercise
PE8PF-IVb-33
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
38. describes the nature and
background of the dance PE8RD-IVc-1
OHSP Y1Q4 2010 SEC Y1Q4
2010 SEC Y2Q4 Enjoy Life w/ PE &
Health, TX & TM Unit IV
39. executes the skills involved in
the dance PE8RD-IVd-h-4
OHSP Y1Q4 2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE & Health, TX & TM
Unit IV
40. monitors periodically one’s progress towards the fitness
goals
PE8PF-IVd-h-28
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
41. performs appropriate first aid for injuries and emergency
situations in dance(cramps,
PE8PF-IVd-30 OHSP Y1Q1, Module 1
2010 SEC Y1Q1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 50 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
sprain, heat exhaustion,
dehydration)
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
42. analyzes the effect of exercise and physical activity participation
on fitness
PE8PF-IVh-35
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
43. assumes responsibility for
achieving fitness
PE8PF-IVd-h-31
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
44. exerts best effort to achieve
positive feeling about self and others
PE8PF-IVd-h-38
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 51 of 69
GRADE 9
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Lifestyle and
Weight Management
(physical activity and eating habits)
Sports Officiating
The learner . . .
demonstrates
understanding of lifestyle and weight management
to promote community fitness
The learner . . .
maintains an active lifestyle
to influence the physical activity participation of the
community
practices healthy eating
habits that support an active lifestyle
The learner . . .
1. undertakes physical activity and physical fitness assessments
PE9PF-Ia-h-23
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
2. assesses eating habits based on
the Philippine Food Pyramid/My
Food Plate
PE9PF-Ia-39 OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
3. determines risk factors(obesity, physical inactivity, poor nutrition,
smoking) for major non-
communicable diseases lifestyle-related(e.g. diabetes, heart
disease, stroke, cancer)
PE9PF-Ia-40 OHSP Y1Q1, Module
1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
4. officiates pratice and competitive
games
PE9GS-Ib-h-5 Proj EASE Module 2 Proj EASE Module 5
OHSP Y1Q1 OHSP
Y1Q2,Modules 1, 2&
3 OHSP Y1Q3
2012 SECY1, Q2 & Q3
2012 SECY2, Q2 &
Q3 Enjoy Life w/ PE &
Health, TX & TM Unit II & III
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
K to 12 Physical Education Curriculum Guide December 2013 Page 52 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
5. distinguishes facts from myths and
misinformation associated with eating habits
PE9PF-Ia-29
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
6. monitors periodically one’s
progress towards the fitness
goals
PE9PF-Ib-h-28
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
7. performs appropriate first aid for
injuries and emergency situations
in physical activity and sports settings (e.g. cramps, sprain,
heat exhaustion)
PE9PF-Ib-30
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
8. involves oneself in community
service through sports officiating and physical activity programs
PE9PF-Ie-h-41
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
9. recognizes the needs of others in real life and in meaningful ways
PE9PF-Ie-h-42
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
SECOND QUARTER/ SECOND PERIOD
Social (community
dance, mixers, festival)
The learner . . .
demonstrates
understanding of lifestyle and weight management
The learner . . .
maintains an active lifestyle
to influence the physical activity participation of the
10. undertakes physical activity and
physical fitness assessments
PE9PF-IIa-h-23
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
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
K to 12 Physical Education Curriculum Guide December 2013 Page 53 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
and Ballroom
dances (Cha-cha, rock and
roll)
to promote community
fitness
community
practices healthy eating
habits that support an active lifestyle
Health, TX & TM
Unit 1
11. assesses eating habits based on
the Philippine Food Pyramid/My Food Plate
PE9PF-IIa-39
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
12. determines risk factors related to
lifestyle diseases (obesity,
diabetes, heart disease)
PE9PF-IIa-40
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
13. distinguishes facts from myths and misinformation associated
with eating habits
PE9PF-IIb-29
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
14. describes the nature and
background of the dance PE9RD-IIb-1
OHSP Y1Q4 2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE & Health, TX & TM
Unit 4
15. executes the skills involved in the dance
PE9RD-IIb-h-4
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4 Enjoy Life w/ PE &
Health, TX & TM Unit 4
16. monitors periodically one’s
progress towards the fitness goals
PE9PF-IIb-h-28
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 54 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
17. performs appropriate first aid for
injuries and emergency situations in physical activity and dance
settings (cramps, sprain, heat exhaustion)
PE9PF-IIb-h-30
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
18. involves oneself in community
service through dance activities in the community
PE9PF-IIg-h-41
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
19. recognizes the needs of others in real life and in meaningful ways
PE9PF-IIa-h-42
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
THIRD QUARTER/ THIRD PERIOD
Social (community dance, mixers,
festival) and Ballroom
dances (Cha-cha, rock and
roll)
The learner . . .
demonstrates understanding of lifestyle
and weight management to promote community
fitness
The learner . . .
maintains an active lifestyle to influence the physical
activity participation of the community
practices healthy eating habits that support an active
lifestyle
20. undertakes physical activity and
physical fitness assessments
PE9PF-IIIa-h-
23
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
21. assesses eating habits based on the
Philippine Food Pyramid/My Food
Plate
PE9PF-IIIa-39
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
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
K to 12 Physical Education Curriculum Guide December 2013 Page 55 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Health, TX & TM
Unit 1
22. determines risk factors related to
lifestyle diseases (obesity, diabetes, heart disease)
PE9PF-IIIa-40
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
23. distinguishes facts from myths
and misinformation associated
with eating habits
PE9PF-IIIb-29
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
24. describes the nature and background of the dance
PE9RD-IIIb-1
OHSP Y1Q4 2010 SEC Y1Q4
2010 SEC Y2Q4 Enjoy Life w/ PE &
Health, TX & TM Unit 4
25. executes the skills involved in the
dance PE9RD-IIIb-h-4
OHSP Y1Q4
2010 SEC Y1Q4 2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM Unit 4
26. monitors periodically one’s
progress towards the fitness goals
PE9PF-IIIb-h-
28
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
27. performs appropriate first aid for
injuries and emergency situations in physical activity and dance
PE9PF-IIIb-h-
30
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 56 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
settings (cramps, sprain, heat
exhaustion)
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
28. involves oneself in community service through dance activities in
the community
PE9PF-IIIg-h-
41
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
29. recognizes the needs of others in
real life and in meaningful ways
PE9PF-IIIa-h-
42
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
FOURTH QUARTER/ FOURTH PERIOD
Active
Recreation a. Indoor
1.individu
al and dual
sports 2. team
sports 3. dances
b. Out door
The learner . . .
demonstrates
understanding of lifestyle and weight management
to promote community
fitness
The learner . . .
maintains an active lifestyle
to influence the physical activity participation of the
community
practices healthy eating
habits that support an active lifestyle
30. discusses the nature and
background of indoor and outdoor recreational activities
PE9GS-IVa-6
Proj EASE Module 2
Proj EASE Module 5 OHSP Y1Q1
OHSP Y1Q2,Modules 1, 2&
3
OHSP Y1Q3 2012 SECY1, Q2 &
Q3 2012 SECY2, Q2 &
Q3 Enjoy Life w/ PE &
Health, TX & TM
Unit 2, 3 & 4
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
K to 12 Physical Education Curriculum Guide December 2013 Page 57 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
1. Hiking
2. Camping
3. Orienteering
4. Biking
Note: Activities
not limited to the above list
31. participates in active recreation PE9GS-IVb-h-7
Proj EASE Module 2
Proj EASE Module 5 OHSP Y1Q1
OHSP Y1Q2,Modules 1, 2&
3
OHSP Y1Q3 2012 SECY1, Q2 &
Q3 2012 SECY2, Q2 &
Q3 Enjoy Life w/ PE &
Health, TX & TM
Unit 2, 3 & 4
32. advocates community efforts to increase participation in physical
activities and improve nutrition practices
PE9PF-IVb-h-43
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
33. practices environmental ethics (e.g
Leave No Trace) during participation in recreational
activities of the community
PE9PF-IVb-h-44
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 58 of 69
GRADE 10
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Lifestyle and
Weight Management
(physical activity and eating habits)
Active Recreation
(sports)
Suggested activities
1. individual and
dual sports 2. team sports
3. fitness activities
(strength training,
running and
walking for fitness, yoga,
group exercises)
The learner . . .
demonstrates
understanding of lifestyle and weight
management to promote societal fitness
The learner . . .
maintains an active lifestyle
to influence the physical activity participation of the
community and society
practices healthy eating
habits that support an active lifestyle
The learner . . . 1. assesses physical activity, exercise
and eating habits
PE10PF-Ia-h-39
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
2. determines risk factors related to
lifestyle diseases (obesity, diabetes,
heart disease)
PE10PF-Ia-40
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
3. engages in moderate to vigorous physical activities for at least 60
minutes a day in and out of school
PE10PF-Ib-h-45
OHSP Y1, Q1, Q2 &
Q3
Proj EASE Modules 2 & 5
2010 SEC Y1Q2 &Q3
2010 SEC Y2 Q2 &
Q3 Enjoy Life w/ PE &
Health, TX & TM Unit II & III
4. applies correct techniques to
minimize risk of injuries PE10PF-Ib-h-56
OHSP Y1, Q1, Q2 &
Q3 Proj EASE Modules 2
& 5 2010 SEC Y1Q2
&Q3 2010 SEC Y2
Q2 & Q3 Enjoy Life w/ PE &
Health, TX & TM Unit II & III
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
K to 12 Physical Education Curriculum Guide December 2013 Page 59 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
5. analyzes the effects of media and
technology on fitness and physical activity
PE10PF-Ib-46
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
6. critiques (verifies and validates)
media information on fitness and
physical activity issues
PE10PF-Ib-47
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
7. expresses a sense of purpose and
belongingness by participating in
physical activity-related community services and programs
PE10PF-Ib-h-48
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
SECOND QUARTER/ SECOND PERIOD Lifestyle and
Weight
Management (physical activity
and eating habits)
Active Recreation
(sports)
Suggested activities
1. individual and dual sports
2. teams sports
The learner ...
demonstrates understanding of
lifestyle and weight management to
promote societal fitness
The learner ...
maintains an active lifestyle to influence the physical
activity participation of the community and society
practices healthy eating habits that support an active
lifestyle
8. assesses physical activities,
exercises and eating habits
PE10PF-IIa-h-
39
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
9. determines risk factors related to
lifestyle diseases (obesity, diabetes, heart disease)
PE10PF-IIa-40
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
10. engages in moderate to vigorous
physical activities for at least 60
PE10PF-IIc-h-
45
OHSP Y1, Q1, Q2 &
Q3
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
K to 12 Physical Education Curriculum Guide December 2013 Page 60 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
3. fitness activities
(strength training, running and
walking for fitness, yoga,
group exercises)
minutes a day in and out of school Proj EASE Modules 2
& 5 2010 SEC Y1Q2
&Q3 2010 SEC Y2 Q2 &
Q3
Enjoy Life w/ PE & Health, TX & TM
Unit II & III
11. applies correct techniques to
minimize risk of injuries
PE10PF-IIc-h-
56
OHSP Y1, Q1, Q2 &
Q3
Proj EASE Modules 2 & 5
2010 SEC Y1Q2 &Q3
2010 SEC Y2 Q2 &
Q3 Enjoy Life w/ PE &
Health, TX & TM Unit II & III
12. analyzes the effects of media and
technology on fitness and physical activity
PE10PF-IIb-46
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
13. critiques (verifies and validates)
media information on fitness and
physical activity issues
PE10PF-IIb-47
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
14. expresses a sense of purpose and belongingness by participating in
physical activity-related community services and programs
PE10PF-IIc-h-
48
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 61 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Enjoy Life w/ PE &
Health, TX & TM Unit 1
THIRD QUARTER/ THIRD PERIOD
Other Dance Forms(Hip-hop,
Street dance,
Cheer dance, Contemporary
dance)
The learner ...
demonstrates understanding of
lifestyle and weight
management to promote societal fitness
The learner ...
maintains an active lifestyle to influence the physical
activity participation of the
community and society
practices healthy eating habits that support an active
lifestyle
15. assesses physical activities,
exercises and eating habits
PE10PF-IIIa-h-
39
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM Unit 1
16. determines risk factors related to
lifestyle diseases (obesity, diabetes, heart disease)
PE10PF-IIIa-40
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
17. engages in moderate to vigorous
physical activities for at least 60 minutes a day in and out of school
PE10PF-IIIc-h-
45
OHSP Y1, Q4
2010 SEC Y1Q4 2010 SEC Y2 Q4
Enjoy Life w/ PE &
Health, TX & TM Unit IV
18. applies correct techniques to
minimize risk of injuries
PE10PF-IIIc-h-
56
OHSP Y1, Q4 2010 SEC Y1Q4
2010 SEC Y2 Q4
Enjoy Life w/ PE & Health, TX & TM
Unit IV
19. analyzes the effects of media and
technology on fitness and physical activity
PE10PF-IIIb-46
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM Unit 1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 62 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
20. critiques (verifies and validates)
media information on fitness and physical activity issues
PE10PF-IIIb-47
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
21. expresses a sense of purpose and
belongingness by participating in physical activity-related community
services and programs
PE10PF-IIIc-h-48
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
22. recognizes the needs of others in
real life and in meaningful ways
PE10PF-IIIc-h-
49
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
FOURTH QUARTER/ FOURTH PERIOD
Other Dance Forms(Hip-hop,
Street dance, Cheer dance,
Contemporary
dance)
The learner ...
demonstrates understanding of
lifestyle and weight management to
promote societal fitness
The learner ...
maintains an active lifestyle to influence the physical
activity participation of the community and society
practices healthy eating habits that support an active
lifestyle
23. assesses physical activities,
exercises and eating habits
PE10PF-IVa-h-
39
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
24. determines risk factors related to
lifestyle diseases (obesity, diabetes, heart disease)
PE10PF-IVa-40
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
25. engages in moderate to vigorous
physical activities for at least 60
PE10PF-IVc-h-
45
OHSP Y1, Q4
2010 SEC Y1Q4
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
K to 12 Physical Education Curriculum Guide December 2013 Page 63 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
minutes a day in and out of
school
2010 SEC Y2 Q4
Enjoy Life w/ PE & Health, TX & TM
Unit IV
26. applies correct techniques to minimize risk of injuries
PE10PF-IVc-h-56
OHSP Y1, Q4 2010 SEC Y1Q4
2010 SEC Y2 Q4 Enjoy Life w/ PE &
Health, TX & TM Unit IV
27. analyzes the effects of media and
technology on fitness and
physical activity
PE10PF-IVb-46
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
28. critiques (verifies and validates) media information on fitness and
physical activity issues
PE10PF-IVb-47
OHSP Y1Q1, Module
1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
29. expresses a sense of purpose and belongingness by participating in
physical activity-related
PE10PF-IVc-h-
48
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM Unit 1
30. recognizes the needs of others in
real life and in meaningful ways
PE10PF-IIIc-h-
49
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 64 of 69
GLOSSARY
Adherence Voluntary, self-regulated and sustained regular participation in exercise program
Anxiety Negative state of arousal characterized by physical, mental and behavioural manifestations such unpleasant feeling, negative thoughts, excessive sweating, biting of nails and fidgeting
Apparently healthy
individual
Adults 18-65 years of age with no noticeable symptoms and have no significant disease or physical condition that prevents them from engaging
in physical activities. Children, adolescents, men less than 45 years, and women less than 55 years who have no symptoms of or known presence of heart disease or
major cardiovascular disease (CVD) risk factors.
Men 45 years or older and women 55 years or older who have no symptoms or known presence of heart disease and with less than two major CVD risk factors.
Men 45 years or older and women 55 years or older who have no symptoms or known presence of heart disease and with two or more CVD risk factors.
Arousal A state of being awake ranging from relaxed to frenzy.
Basic Life Support (BLS)
An emergency procedure that consists of recognizing respiratory or cardiac arrest or both and the proper application of CPR to maintain life until rescuer or advanced life support is available
Bend Movement that causes the formation of a curve.
Burnout Exhaustion and diminished interest resulting from long term-stress
Cohesion The tendency of a group to stick together and remain united in pursuit of a goal.
Collapse To fall down
Competition
environment This comprises of individuals and material resources where competition is held
Competition environment
management
Managing aspect of sports setting where competition is held (athletes and spectators, facilities and equipment, others)
Conflict
management
The process of limiting the negative aspects of conflict while increasing the positive aspects of conflict thereby enhancing learning and outcomes or performance.
Handling conflict (formal protest, verbal disagreements, physical altercation, etc.) among athletes, parents, spectators and others before, during or after the competition=
Cueing Verbal or physical signal provided in anticipation of a movement.
Dance Mixers Is a kind of participation dance in a social dance setting that involves changing partners as an integral part. It allows dancer to meet new partners and allow beginners to dance with more advanced dancers.
Deconditioning To lose fitness
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 65 of 69
GLOSSARY
Dehydration Excessive loss of body water with an accompanying disruption of metabolic processes
Directions refer to linear-forward and backward, lateral sideward and multi- directional movement
Disaster A sudden or serious disruption of life caused by nature or humans that creates or threatens to create injuries to a number of person or properties
Dynamic Flexibility is doing flexibility exercises while moving
Ethical behaviour Acting in ways that are consistent with one’s personal values and commonly held norms of the society.
Ethical standards Principles that promote values such as trust, good behaviour, fairness and kindness
Exercise program A carefully designed plan for improving health or fitness.
Feasibility assessment
Assessment of how beneficial or practical the development of a particular system will be to an event.
First aid An immediate and temporary care given to a person who suddenly gets ill or injured
Flexibility Is the ability of a person to bend or stretch without hurting themselves.
Flow Refers to smoothness of movement
Force Refers to light, lighter, lightest/strong, stronger and strongest
Gallop Feet face forward, step forward & close with the trail foot, step & close… (Same foot always leads).
Game statistics A metric of one’s game or competition performance in specific sports terms such as game point average, assists, errors, home runs, etc.
General space Is an unlimited area where you move from one place to another.
Group dynamics Behavioural and psychological processes which occur within a group
Head level dribbling It is dribbling the balloon the head level/head and waist in between.
Heat fatigue A heat exhaustion which is a milder form of heat-related illness that can occur after prolonged exposure to high temperature.
Heat stroke A life threatening condition with symptoms of high body temperature, rapid pulse and difficulty of breathing.
Hop Push off 1 foot, land on same foot. Vertical or horizontal
Hyperthermia An elevated body temperature due to failed thermoregulation that occurs when the body produces or absorbs more heat that it dissipates
Hypothermia A condition in which core temperature drops below the required temperature (370 C)for normal metabolism and body functions
Implements An instrument, tool, or utensil for accomplishing work.
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 66 of 69
GLOSSARY
Inclusion The principle of ensuring participation of all learners.
Indigenous game Is a native game in one place specially in a region or country
Jump Take off 1 or 2 feet, land on 2 feet. Vertical or horizontal
Knee level dribbling Is dribbling the ball on the knee level/below.
Kunday Literary means move the hands gracefully somewhat like a kumintang
Lead-up games Is an organize game that can be used to improve the locomotor skills like catching and throwing/passing.
Leap Take off 1 foot, cover a large distance. Land on other foot. Use several running steps to lead into the leap
Levels Refer to high, Middle, and Low movements
Life skills Behaviours used appropriately and responsibly in the management of personal affairs
Location Refer to behind, infront, under, over, personal space, and general space
Luksong tinik Is an indigenous/native game played by three or more players using hand as tinik.
Manipulative skills Are done with the use of light implements. It is also a combination of locomotor and non-locomotor movements.
Motivational strategies
Techniques or exercises used to improve a participant’s drive and persistence toward his/her goal.
Motor control The process by which the central nervous system produces purposeful and coordinated movement in its interaction with the rest of the body and
the environment
Motor learning A set of internal processes associated with practice or experience leading to relatively permanent changes and the capability for skilled behaviour
Movement screen
An assessment technique for identifying imbalances in mobility and stability during the performance of fundamental movement patterns. The
assessment results can be used for the prevention of non-contact injuries and optimization of performance.
Movements Is a change of position of body or body parts in space
Objects Refers to ribbons, hoops, balls, and any available indigenous/improvised materials
Parameter A measurable factor of a set that defines a system.
PAR-Q Physical Activity Readiness Questionnaire
Performance enhancement
Measures taken to perform better in sports or exercise.
Performance goal Specific personal standard unaffected by the performance of others
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 67 of 69
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 self-space
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 A careful plan for spreading the word about a product or service to stakeholders and the broader public.
Psychological impact
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 Teaching sports and other related activities as leisure pursuits.
Rehabilitative activities
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
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 68 of 69
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.
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 69 of 69
CODE BOOK LEGEND
Sample: PE2PF-IIa-h-14
LEGEND SAMPLE
First Entry
Learning Area and
Strand/ Subject or Specialization
Physical Education
PE2
Grade Level Grade 2
Uppercase Letter/s Domain/Content/ Component/ Topic
Physical Fitness PF
-
Roman Numeral *Zero if no specific quarter
Quarter Second Quarter II
Lowercase Letter/s
*Put a hyphen (-) in between letters to indicate more than a
specific week
Week Week one to eight a-h
-
Arabic Number Competency
Observes correct posture and body mechanics while performing movement activities
14
DOMAIN/ COMPONENT CODE
Body Management EL
Movement Skills MS
Physical Fitness PF
Games and Sports GS
Rhythms and Dance RD
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1
Edukasyong Pangkatawan
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25
YUNIT 2
PAGPAPAYAMAN SA MGA GAWAINGMAGPAPAUNLAD NG PHYSICAL FITNESS
` Pagpapalakas at Pagpapatatag ng Kalamnan
I. Layunin
1. Natutukoy ang mga gawaing pisikal na nagdudulot ng muscular strength at muscular endurance at nasusunod ang mga gabay sa Physical Activity Pyramid Guide para sa Batang Pilipino.
2. Naipaliliwanag ang pagkakaiba ng lakas ng kalamnan at tatag ng kalamnan.
3. Naisasagawa nang wasto ang mga gawaing pisikal na nakapaloob sa aralin.
4. Naipakikita ang kasiyahan at pag-iingat sa pagsasagawa ng mga gawain.
II. Nilalaman
Paksa: Physical Activity Pyramid Guide para sa Batang PilipinoMga physical activity na nagdudulot ng muscular strength at muscular endurance
Kasanayan: Lakas at Tatag ng KalamnanPagpapahalaga: Kalusugan na dulot ng malakas na katawanSangggunian: Curriculum GuideKagamitan: Larawan ng Physical Activity Pyramid Guide para sa Batang
Pilipino Lubid o mahabang tela (siguraduhin na ang tela ay di nakakasugat kapag hinila ng mga bata)PitoMesa na may bigat na kayang itulak ng mga bataSako o bag na may pampabigat na damit o libro (Siguraduhin na ang bigat ng sako ay kakayaning dalhin ng mga bata)
III. Pamamaraan
A. Pang araw–araw na Gawain
1. Pagtsek ng attendance at angkop na kasuotanPagtsek sa takdang-aralin
2. Pampasiglang GawainIpagawa sa mga bata ang pampasiglang gawain na ginawa sa mga nakaraang aralin.
ARALIN 1
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26
3. Balik-Aral
Tanungin kung paano nilalaro ang Syato.Tanungin din kung anong kasanayan ang pinahuhusay nito at anong tulong ang maidudulot sa katawan.
B. Panimulang Gawain
C. Panlinang na Gawain
Magkaroon ng talakayan sa ginawang gawain. Ipasagot sa mga bata ang mga tanong sa “Ipagpatuloy Natin” at ipaliwanag ito.
D. Paglalapat
Ipagawa ang nasa LM na “Gawin Natin”. Gabayan ang mga bata sa pagsasagawa at ipaalala ang mga pag-iingat na dapat gawin.Talakayin ang ginawang gawain.
E. Paglalagom
Gabayan ang mga bata upang makabuo ng paglalahat. Maaaring magtanong upang makabuo ng kaisipan na dapat tandaan.
IV. Pagtataya
Ipasagot sa mga bata ang mga tanong sa Suriin Natin.Sagot: 1. Tama 2. Mali 3. Tama 4.Tama
V. Takdang-aralin
Itala ang mga ginagawa ninyo sa araw-araw na nangangailangan ng lakas at tatag ng kalamnan. Ugaliing gawin ang mga ito sa tuwina upang mapalakas ang inyong katawan.
Itanong sa mga bata ang mga tanong sa LM. Talakayin ang Physical Activity Pyramid Guide para sa Batang Pilipino at kung paano ito masusunod. Ipagawa ang Gawain I.Bumuo ng apat na pangkat. Ihanda ang bawat estasyon na iikutan ng bawat pangkat. Ipaalala ang mga pag-iingat na dapat gawin.Ipakita ang tamang paraan sa paggawa ng mga nakalaan sa bawat estasyon.Ipagawa ang mga gawaing nakalaan sa bawat pangkat. Magtala ng 30 segundo hanggang isang minuto lamang para sa bawat estasyon.
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27
YUNIT 2
Pagpapalakas at Pagpapatatag ng Kalamnan
I. Layunin
1. Naisasagawa ang mga gawaing sumusubok sa lakas at tatag ng kalamnan.
2. Nabibigyang halaga ang lakas at tatag ng kalamnan sa pakikilahok sa mga gawain sa klase.
3. Naisasagawa nang maayos at tama ang mga gawaing nakalilinang sa lakas at tatag ng kalamnan.
4. Naipaliliwanag ang pagkakaiba ng lakas at tatag ng kalamnan.5. Naipakikita ang kasiyahan na puno ng enerhiya at tiyaga sa pagsasagawa
ng mga gawaing pisikal.
II. Nilalaman
Paksa: Mga gawaing sumusubok sa lakas at tatag ng kalamnan Pag-unawa sa pagkakaiba ng lakas at tatag ng kalamnan
Kasanayan: Lakas at tatag ng kalamnanPagpapahalaga: Pagtitiyaga sa mga gawain gaano man kahirapSanggunian:Grade 4 P.E. Curriculum GuideKagamitan: Larawan, bag, mga aklat
III. Pamamaraan
A. Pang araw-araw na Gawain
1. Pagtsek ng attendance at angkop na kasuotan
2. Pampasiglang Gawain
• Ipagawa sa mga bata ang gawaing pampasigla na nasa LM sa Yunit I.
• Ipaalala sa mga bata ang pag-iingat sa pagsasagawa.
3. Balik–aral: Balik-aralan ang nakaraang aralin.
B. Panimulang Gawain
Ipakita ang mga larawang nasa LM. Maaaring may nakahanda ang guro na malalaking larawan. Ipagawa ang gawaing isinasaad sa LM.
ARALIN 2
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28
Talakayin at magtanong sa mga bata kung ano ang nakita nila sa larawan. Itanong kung ang larawan ay nagpapakita ng gawaing magpapalakas at magpapatatag ng kalamnan.
C. Panlinang na GawainIpagawa ang gawain na sumusubok sa lakas at tatag ng kalamnan na makikita sa LM.Pagkatapos ng gawain, ipasagot ang tanong sa LM.Talakayin at ipaliwanag ang pagkakaiba ng may lakas at tatag ng kalamnan.Ipaliwanag ang kahalagahan ng pagkakaroon ng lakas at tatag ng kalamnan.
D. PaglalapatIpagawa sa mga bata ang pangkatang gawain sa LM “Gawin Natin”.Ipaliwanag kung paano nagamit ang muscular endurance sa laro dito.Linawin ang pagkakaiba ng lakas at tatag ng kalamnan.
E. Paglalagom
Tulungan ang mga bata na makabuo ng isang paglalahat na dapat nilang tandaan. Linawin ang pagkakaiba ng konsepto ng lakas at tatag ng kalamnan at kung anong mga pang-araw-araw na gawain na nangangailangan nito
IV. Pagtataya Ipasagot ang mga sumusunod ng OO o HINDI.
OO HINDI
1. Naisagawa mo ba nang tama ang mga gawaing sumusubok sa tatag at lakas ng kalamnan.
2. Nauunawaan mo na ba ang pagkakaiba ng tatag at lakas ng kalamnan.
3. Nasisiyahan ka ba kapag pinagagawa ka ng mga gawain sa bahay at paaralan?
V. Takdang-aralin
Ipagawa ang nasa LM. “Isabuhay Natin.”Ipaliwanag ang paggawa ng Fitness diary.
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29
I. Layunin
1. Naipaliliwanag ang kahalagahan ng agility (liksi) bilang sangkap ng Physical Fitness.
2. Nasasabi ang kahalagahan ng pakikilahok sa mga gawaing pisikal.3. Naipapakita ang liksi sa pakikilahok sa obstacle relay.
II. Nilalaman
Paksa: Kasanayan ng Kaliksihan Kasanayan: Agility (Liksi)Pagpapahalaga: Pagiging maingat sa sarili at kapwaSangggunian: PE Curriculm Guide,Kagamitan: Tsart ng mga gawain, pito, cone, buklod o hulahoop
III. Pamamaraan
A. Pang araw–araw na gawain
1. Pagtsek ng attendance at angkop na kasuotan2. Pampasiglang Gawain
Ipagawa sa mga bata ang pampasiglang gawain na ginawa sa mga nakaraang aralin.
3. Balik Aral
Punan ang patlang. Ang pagkakaroon ng lakas at tatag ng kalamnan ay mahalaga dahil______________________________. Ang ilan sa mga gawaing nagpapahusay ng kasanayang ito ay ang______,
B. Panimulang Gawain1. Pahanayin ang mga bata.2. Paghudyat gamit ang pito, ituro kung ang mga bata ay hahakbang
pakaliwa o pakanan.Isaalang-alang ang konsepto ng mirror-image para sa mga bata. (Hal. Kung papupuntahin sa kanan, ituro ang pakaliwa.)
3. Ulit-ulitin ito sa loob ng limang minuto. Tingnan kung nakasusunod ang mga bata.
YUNIT 2
Pagpapaunlad ng LiksiARALIN 3
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30
4. Magkaroon ng talakayan na may kaugnayan sa mga kilos na nagpapakita ng agility (liksi).
C. Panlinang na Gawain
Ipagawa ang gawain na nasa LM na “Gawin Natin”.Pagkatapos ng gawain, magkaroon ng talakayan o pag-uusap sa isinagawa.Ipaliwanag ang kasanayang ginamit sa pagsasagawa ng mga gawain.Ipatukoy ang mga kasanayang nililinang sa gawain at itanong ang kahalagahan ng pakikilahok sa mga gawaing katulad nito.Palawakin ang mga sagot ng mga bata.
D. Paglalapat
Ipagawa ang larong nasa LM.Ipaliwanag ang pamamaraan ng paglaro. Ipaalala ang mga pag-iingat na dapat gawin sa tuwing maglalaro.Pagkatapos ng gawain, pag-usapan ang naging karanasan at talakayin ang kasanayan na ginamit sa laro.
E. Paglalagom
Gabayan ang mga bata sa pagbuo ng konseptoMaaaring magbigay ng mga gabay na tanong.
IV. Pagtataya
Ipasagot ang tanong sa LM na “Suriin Natin”.Sagot: 1. A 2. D 3. A 4. C 5. C
V. Takdang-aralin
Pasulatan ang Fitness diary. Ipasulat ang kahalagahan ng ginawang gawain na may kaugnayan sa kaliksihan ng katawan.
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31
YUNIT 2
Paglinang ng Bilis
I. Layunin
1. Nakasusunod sa alintunin ng laro.2. Natutukoy ang kahalagahan ng bilis sa pagkapanalo sa laro.3. Nakakikilos nang mabilis at may direksyon ayon sa tuntunin.
II. Nilalaman
Paksa: Mga gawaing pisikal na nagpapakita ng bilis Kasanayan: Bilis Pagpapahalaga: Sportsmanship; may pag-iingat at kasiyahan sa pagsa-
sagawa ng mga gawaing pisikal.Sangggunian: P.E 4 Curriculum Guide, tsart ng mga gawainKagamitan: tsart ng mga gawain
III. Pamamaraan
A. Pang-araw–araw na gawain1. Pagtsek ng attendance at angkop na kasuotan2. Pampasiglang Gawain:
Ipagawa sa mga bata ang pampasiglang gawain na ginawa sa mga nakaraang aralin.Maaaring magbigay ang guro ng ibang pampasiglang gawain.
3. Balik-aralIpagawa sa mga bata.
1.
2
3.
4
5.
Isulat ang mga pang-araw-araw na kilos o gawaing ginagawa sa paaralan o sa bahay na nagpapahusay ng kaliksihan
ARALIN 4
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B. Panimulang Gawain
Sabihin sa mga bata na magkakaroon sila ng paligsahan sa pag-aabot ng mga bagay. Maghanda ang guro ng mga premyo sa mga batang mabilis magbigay ng bagay na sasabihin ng guro. (Halimbawa: “Bigyan ako ng isang puting panyo, isang pares ng itim na sapatos at iba pa.)Pag-usapan ang ginawang gawain.Ipaalala sa mga bata ang mga dapat tandaang pag-iingat kapag naglalaro.
C. Panlinang na Gawain
Ipaliwanag sa mga bata ang ibang kaalaman tungkol sa larong “Tapikan ng Tuhod”. Ipaalala muli ang mga pag-iingat na dapat gawin.Ihanda ang paglalaruan ng mga bata at gabayan ang mga bata sa paglalaro.Pagkatapos ng pagsasagawa, itanong sa mga bata kung ano ang kanilang pakiramdam. Pag-usapan ang mga naging karanasan sa paglalaro.Talakayin at ipaliwanag ang kasanayang nililinang sa pagsasagawa ng laro.
D. Paglalapat
Talakayin ang pamamaraan sa larong Circle Chase. Ipaliwanag sa mga bata ang dapat gawin.Pagkatapos ng gawain, magkaroon ng talakayan kung paano isinagawa ang laro at mga kasanayang nililinang nito. Maaaring itanong ang nasa LM.
E. Paglalagom
Magbigay ng mga gabay na tanong sa mga bata upang makabuo ng paglalahat.
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33
IV. Pagtataya
Ipasagot sa mga bata ang mga tanong ng OO o HINDI sa pamamagitan ng paglagay ng tsek sa kolum ng kanilang sagot.
Mga tanong OO HINDI
1. Nakasunod ka ba ng may pag-iingat sa alituntunin ng laro?
2. Pinahalagahan mo ba ang mga gawaing tumutulong upang malinang ang kasanayan sa bilis?
3. Nagsisikap ka ba na sanayin ang iyong sarili na kumilos nang mabilis?
V. Takdang-aralin
Ipatala sa mga bata sa kanilang kuwaderno ang mga gawain sa bahay o sa paaralan na tumutulong upang mapahusay ang kanilang bilis. Alamin ang mga paraan sa paglalaro ng Patintero para sa susunod na aralin.
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34
YUNIT 2
Patintero I. Layunin
1. Nakasusunod sa mga alintunin ng laro.2. Natutukoy ang kahalagahan ng laro sa pagpapaunlad ng mga sangkap
ng Physical fitness.3. Nakakakilos nang mabilis at maliksi habang naglalaro.
II. Nilalaman
Paksa: Paglaro ng PatinteroKasanayan: Bilis at Liksi Pagpapahalaga: Sportsmanship; may kasiyahan sa paglalaro ng invasion
gamesSangggunian: P.E 4 Curriculum Guide Kagamitan: chalk, pito
III. Pamamaraan
A. Pang araw–araw na gawain
1. Pagtsek ng attendance at angkop na kasuotan2. Pampasiglang Gawain:
Ipagawa sa mga bata ang pampasiglang gawain na ginawa sa mga nakaraang aralin.Maaaring magbigay ang guro ng ibang pampasiglang gawain.
B. Panimulang Gawain1. Ipasagot sa mga bata ang mga tanong sa LM.2. Pag-usapan ang mga sagot.3. Ipaalala sa mga bata ang mga dapat tandaang mga sangkap ng
Physical fitness.
C. Panlinang na Gawain:1. Ipaliwanag sa mga bata ang ibang kaalaman tungkol sa larong
“Patintero” at mga halimbawa ng invasion games.2. Linawin ang mga tuntunin ng laro.
ARALIN 5
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D. Paglalapat
Ihanda ang paglalaruan ng mga bata para sa Patintero.Pagkatapos ng laro, itanong sa mga bata kung anong mga skill-related components ang ginamit sa laro. Pag-usapan ang mga naging karanasan sa paglalaro.Talakayin at ipaliwanag ang sportsmanship sa paglalaro.
E. Paglalagom
Magbigay ng mga gabay na tanong sa mga bata upang makabuo ng paglalahat.
IV. Pagtataya
Ipasagot ang mga tanong sa pamamagitan ng pagguhit ng sa wastong hanay.
Napakahusay Mahusay Kailangan pang husayin
Liksi sa pag-iwas sa pagtataya sa larong PatinteroBilis ng pagtakbo sa larong PatinteroMagalang na pakikipaglaroNauunawaan ang konsepto ng invasion games
V. Takdang-aralin
Ipasulat sa kanilang Fitness Diary ang mga natutuhan tungkol sa pagpapalakas at pagpapatatag ng kalamnan. Ipasiyasat ang tungkol sa larong Agawang Panyo.
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36
YUNIT 2
Agawang Panyo
I. Layunin
1. Nakikilala ang mga larong lumilinang sa kasanayan ng bilis at liksi.2. Naisasagawa nang may pag-unawa ang iba’t ibang gawain o laro na may
liksi at bilis.3. Naipakikita ang kasiyahan, pag-iingat at patas na pakikipaglaro sa kamag-
aral.
II. Nilalaman
Paksa: Mga larong lumilinang sa kasanayan ng bilis at liksiKasanayan: Bilis, liksi Pagpapahalaga: Pagiging masaya , pag-iingat sa sarili at pagiging isportsSangggunian: PE4 Curriculum GuideKagamitan: Bola
III. Pamamaraan
A. Pang araw–araw na Gawain1. Pagtsek ng attendance at angkop na kasuotang pampisikal na gawain2. Pampasiglang Gawain:
Ipagawa sa mga bata ang sumusunod:Jumping rope....……………………….16 na bilangPaekis-ekis na pagtakbo……………..16 na bilang
3.Balik Aral: Ipakumpleto ang nakasulat sa kahon. Maaaring isulat sa pisara o manila paper.
Kahapon kami ay naglaro ng ________________________. Natutuhan ko na ang mga larong ito ay nagpapaunlad ng__________________________. Nalaman ko na dapat palang gawin_____________ ang mga gawaing pisikal upang laging ___________ ang katawan.
ARALIN 6
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37
B. Panimulang Gawain
Ipakita sa mga mag-aaral ang mga gawaing pisikal na nasa larawan (ang larawan ay makikita sa LM)Itanong ang sumusunod:Ano ang ginawa sa mga bata? Nagagawa mo rin ba ito?Anong kakayahang pisikal ang kailangan mong gawin upang magawa mo ito?Ipagawa sa mga mga-aaral ang Gawain I (Pagbabalik tanaw)Itanong kung ano ang palagian nilang ginagawa sa nabanggit na laro.Itanong kung anong bahagi ng katawan ang ginamit at anong kasanayan ang nalinang nito.
C. Panlinang na Gawain
Ilahad sa mga mag-aaral ang kahalagahan ng bilis at liksi na mabasa sa LM.Pag-usapan ang mga dapat tandaan kung nagsasagawa ng mga gawaing pisikal.
Ilahad ang kasunod na laro. Ihanda ang palaruan at mga kagamitan sa laroIpabasa ang pamamaraan ng larong nasa LM na “Ipagpatuloy Natin”.Ipaliwanag ito sa mga bata at ipaalala ang mga pag-iingat na dapat gawin sa paglalaro.
Pagkatapos ng laro talakayin ang kasanayan na nilinang sa larong isinagawaMaaring pasagutan sa mga bata ang mga tanong na nasa LM.
D. Paglalapat
Ilahad ang larong Agawang Panyo. Ihanda ang mga kagamitan at ang palaruan.Ipabasa ang pamamaraan ng laro na makikita sa LM.Ipaliwanag ito sa mga bata at ipaalaala ang pagiging isport sa pakikipaglaro.Ipalaro ang Agawang Panyo sa Gabay Mo.Pagkatapos ng paglaro, talakayin ang kasanayan na nalinang salarong isinasagawa.
E. PaglalagomGabayan ang mga bata upang makabuo ng paglalahat. Maaaring magtanong upang makabuo ng kaisipan na dapat tandaan.
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38
IV. Pagtataya
Ipasagot sa mga mag-aaral ang Gawain na nasa LM “Suriin Natin”
V. Takdang-aralin
Ipagawa ang gawain sa LM.
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39
YUNIT 2
Agawang Base
I. Layunin
1. Natatalakay ang larong Agawang Base at natutukoy ang kahalagahan ng laro sa pagpapaunlad ng mga sangkap ng physical fitness
2. Naisasagawa nang maingat ang mga gawaing pisikal sa paglalaro ng habulan
3. Naipakikita ang kasiyahan na puno ng enerhiya at tiyaga, paggalang sa kapwa at patas na pakikipaglaro
II. Nilalaman
Paksa: Invasion Game na Agawang BaseKasanayan: Bilis at LiksiPagpapahalaga: Masiglang pakikilahok sa laro na may pag-iingat at tapat sa kapwa
kalaro.Sanggunian: PE 4 Curriculum Guide, Aklat sa PEKagamitan: Puno, Upuan, 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 aralin.
B. Panimulang Gawain
1. Hikayatin ang mga bata na magbigay ng mga gawaing-bahay na nagpapakita ng bilis at liksi.
2. Itanong sa mga mag-aaral kung bakit kailangang isagawa nang palagian ang mga gawaing pisikal.
C. Panlinang na Gawain
1. Ipabasa at talakayin ang mga pamamaraan ng paglaro ng Agawang Base.2. Pag-usapan ang mga dapat tandaan kung nagsasagawa ng mga gawaing
pisikal.
ARALIN 7
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40
3. Ipagawa sa mga mag-aaral ang mabilisang pagtakbo na paekis-ekis at pabalik-balik.
4. Itama ng guro ang mga galaw ng mga mag-aaral kung may mali sa isinasagawa.
5. Itanong sa mga mag-aaral kung nasisiyahan sila sa pagsasagawa ng kilos at bakit.
6. Itanong sa mga mag-aaral kung anong bahagi ng katawan ang ginamit sa isinagawang laro.
D. Paglalapat
Ipalaro sa mga mag-aaral ang Agawang Base. Ipaalala na mas mabuti na bago magsimula sa pagsasagawa ng anumang gawaing pisikal, isagawa muna ang warm-up upang maiwasang mapinsala ang kalamnan.
E. Paglalagom
Tanungin ang mga mag-aaral kung ano ang mga sangkap ng physical fitness na nagamit sa Agawang Base.
IV. Pagtataya
Palagyan ng tsek (P) ang bawat kolum kung nagawa nila ang mga ito.
Mahina Katamtaman MabilisPagtakbo nang mabilisMaliksing pag-iwas na matayaPaghuli ng kalabanPagligtas ng kakampi
V. Takdang-aralin
Ipasanay sa mga mag-aaral ang larong Agawang Base para sa paligsahan.Ipagawa ang Gawain sa LM.
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41
YUNIT 2
Lawin at Sisiw
I. Layunin
1. Natatalakay ang pinanggalingan ng larong Lawin at Sisiw at ang mga alintuntunin at mga kasanayan nito.
2. Nakapaglalarawan ng mga alituntunin at kasanayan sa laro ayon sa pamantayan.
3. Nakasusunod sa wastong paraan ng laro na may pag-iingat at naipakikita ang sportsmanship sa paglalaro.
II. Nilalaman
Paksa: Invasion Game – Larong Lawin at SisiwKasanayan: Paggalaw nang mabilis at maliksi, koordinasyon ng pangkatPagpapahalaga: Determinasyon at disiplina sa sariliSanggunian: PE 4 Curriculum Guide, Aklat sa PEKagamitan sa pagtuturo: Mga larawan, panyo
III. Pamamaraan
A. Pang-araw-araw na Gawain
1. Pagtsek ng attendance at angkop na kasuotan2. Pampasiglang Gawain
Ipagawa ang pampasiglang gawain na ibinigay sa mga unang aralin. Maaaring baguhin o dagdagan.
3. Balik-aral: Itanong sa mga mag-aaral ang sumusunod:Nasisiyahan ba kayo sa mga ginawa natin noong nakaraan?
Ano-anong mga sangkap ng physical fitness ang iyong napaunlad?
Dapat bang panatilihing malakas ang katawan? Bakit?
Naisulat mo ba sa iyong Fitness Diary ang natutuhang kasanayan sa larong Agawang Base?
B. Panimulang Gawain
Ang gawaing ito ay nakapagpapaalala sa mga bata sa mga nakikita o naranasang mga gawain.
ARALIN 8
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42
Word Puzzle Game
Ipakita ang mga larawan ng iba’t ibang laro at mga kagamitan nito. Invasion games tulad ng Lawin at Sisiw, Araw at Gabi, Agawang panyo, Zigzag relay, Agawang Base at iba pa.
Itanong sa mga bata kung anong mga laro ang nasa larawan.
Ipahanap at pabilugan ang mga salita na tumutugma sa mga laro at mga sangkap ng physical fitness.
C. Paglinang na Gawain
Gawin ang talakayan sa pamamagitan ng pagpapakita ng sunod-sunod na larawan na nagpapaliwanag sa pinagmulan ng larong lawin at sisiw. Pahalagahan din ang wastong pagsunod sa mga alituntunin at kasanayan nito.
Tatalakayin ang mga kaisipan tungkol sa larong Lawin at Sisiw at ang mga alituntunin nito.
Ilarawan kung bakit dinagit ng Lawin ang Sisiw.
D. Paglalapat
Pahanayin ang mga mag-aaral sa anim na hanay.
Maglaban-laban ang pangkat 1 at 2, pangkat 3 at 4, pangkat 5 at 6.
Sa iyong pangangasiwa, ipasanay sa mga bata ang wastong paraan sa paghawak ng baywang ng kasunod na manlalaro, pag-ilag at paekis-ekis habang naglaro.
Ipasubok ang laro para masanay sa pagsunod sa mga alituntunin ng laro.
E. Paglalagom
Itatanong ng guro ang mga sumusunod:
Ano-anong mga kasanayan ang malilinang sa larong ginawa?
Ano ang dapat tandaan kapag naglalaro.
Sa kasaysayan ng larong Lawin at Sisiw, ano ang ginawa ng Inahing Manok upang mabantayan ang kanyang mga sisiw?
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43
Anong mga estratehiya ang ginamit upang hindi mahablot ng kalaban ang buntot?
Batay sa mga naitala ninyong mga kasanayan sa inyong Fitness Diary, may pagbabago ba o mas naipauunlad ba ang mga sangkap ng physical fitness sa larong Lawin at Sisiw? Paano ito nakatulong sa inyo?
IV. Pagtataya
Ipagawa ang Gawain sa LM na “Suriin Natin.”
Palagyan ng tsek ang kolum na naglalarawan ng sagot ng bata.
V. Takdang-aralin
Isulat sa inyong Fitness Diary ang iyong mga natutuhan na mga kasanayan sa paglaro ng Lawin at Sisiw.
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Mga Bumuo ng Patnubay ng GuroEdukasyong 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 1600Telefax: (02) 634-1054, 634-1072E-mail Address: [email protected]
Edukasyong Pangkatawan at Pangkalusugan – Ikaapat na BaitangPatnubay ng GuroUnang Edisyon 2015
Inilathala ng Kagawaran ng EdukasyonKalihim: Br. Armin A. Luistro FSCPangalawang Kalihim: Dina S.Ocampo, PhD
Isinasaad ng Batas Republika 8293, seksiyon 176 na “Hindi maaaring magkaroon ng karapatang-ari (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 may-akda 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)[email protected] ang mga may-akda at tagapaglathala.
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iii
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 mai-tuturing na isang kayamanan kung kaya mahalagang maituro at maipaunawa sa bawat mag-aaral ang kahalagahan nang pagkakaroon ng wastong nutri-syon 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 upa-ng 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.
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v
YUNIT III PAGPAPATULOY SA PAGPAPAUNLAD NG PHYSICAL FITNESS
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
Pahina
TALAAN NG MGA NILALAMAN
Edukasyong Pangkatawan
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Republic of the Philippines Department of Education
DepEd Complex, Meralco Avenue Pasig City
December 2013
K to 12 Curriculum Guide
PHYSICAL EDUCATION
(Grade 1 to Grade 10)
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
K to 12 Physical Education Curriculum Guide December 2013 Page 2 of 69
CURRICULAR FRAMEWORK
K to 12 Basic Education Program: An Overview
Essentially, the K to 12 curriculum proposed in 2011 seeks to develop 21st century skills among its learners. These include the cognitive skills of critical thinking,
problem-solving and creative thinking; the social or interpersonal skills of communication, collaboration, leadership and cross-cultural skills; self- management skills of self-monitoring and self-direction, as well as task or project management skills, and personal characteristics which are part of ethics, civic responsibility and accountability.
The Curricular Philosophy of the K to 12 PE Curriculum
Fitness and movement education content is the core of the K to 12 PE Curriculum. It includes value, knowledge, skills and experiences in physical activity participation in order to (1) achieve and maintain health-related fitness (HRF), as well as (2) optimize health. In particular, it hopes to instill an understanding of why HRF is
important so that the learner can translate HRF knowledge into action. Thus, self-management is an important skill. In addition, this curriculum recognizes the view that fitness and healthy physical activity (PA) behaviors must take the family and other environmental settings (e.g. school, community and larger society) into consideration. This
curricular orientation is a paradigm shift from the previous sports-dominated PE curriculum aimed at athletic achievement.
Move to learn is the context of physical activity as the means for learning, while Learn to move embodies the learning of ski lls, and techniques and the acquisition of
understanding that are requisites to participation in a variety of physical activities that include exercise, games, sports, dance and recreation.
Learning Outcomes
The K to 12 PE Curriculum develops the students’ skills in accessing, synthesizing and evaluating information, making informed decisions, enhancing and advocating
their own and others’ fitness and health. The knowledge, understanding and skills underpin the competence, confidence and commitment required ofall students to live an active life for fitness and health.
The K to 12 PE Curriculum prioritizes the following standards:
1. Habitual physical activity participation to achieve and maintain health-enhancing levels of fitness. 2. Competence in movement and motor skills requisite to various physical activity performances.
3. Valuing physical activities for enjoyment, challenge, social interaction and career opportunities. 4. Understanding various movement concepts, principles, strategies and tactics as they apply to the learning of physical activity.
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 3 of 69
Learning Approaches
Physical literacy is consists of movement, motor- and activity-specific skills. In the early grades the learners are taught the ‘what,’ ‘why’ and ‘how’ of the movement. This progresses to an understanding of the ‘why’ of the movement which is achieved by developing more mature movement patterns and motor skills in a wide range and
variety of exercise, sports and dance activities to specifically enhance fitness parameters. The learners builds on these knowledge and skills in order to plan, set goals and
monitor their participation in physical activities (exercise, sports and dance) and constantly evaluate how well they have integrated this their personal lifestyle. This implies the provision of ongoing and developmentally-appropriate activities so that the learners can practice, create, apply and evaluate the knowledge, understanding and skills
necessary to maintain and enhance their own as well as others’ fitness and health through participation in physical activities.
The curriculum also allows for an inclusive approach that understands and respects the diverse range of learners; thus, the program takes into account their needs, strengths and abilities. This is to ensure that all learners have equivalent opportunities and choices in Physical Education.
The curriculum emphasizes knowing the ‘what’, ‘how’ and ‘why’ of movement. It focuses on developing the learners’ understanding of how the body responds, adjusts and adapts to physical activities. This will equip the learner to become self-regulated and self-directed as a result of knowing what should be done and actually doing
it; is the learners are equally confident in influencing their peers, family, immediate community, and ultimately, society. These are all valuable 21st century skills which the K to 12 PE Curriculum aspires for the learners to develop.
Learning Strands
The program has five learning strands: 1. Body management which includes body awareness, space awareness, qualities and relationships of movements and how these are used dynamically in various physical
activities.
2. Movement skills related to the fundamental movement patterns and motor skills that form the basis of all physical activities. 3. Games and sports consisting of simple, lead-up and indigenous games; as well as individual, dual and team sports in competitive and recreational settings.
4. Rhythms and dances include rhythmical movement patterns; the promotion and appreciation of Philippine folk dance, indigenous and traditional dances as well as other dance forms.
5. Physical fitness includes assessment through fitness tests and records, interpreting, planning and implementing appropriate programs that support fitness and health goals.
The acquisition of physical literacy serves as the foundation for lifelong physical activity participation which is critical to maintaining and promoting health. Thus, the
health strand in the senior high school (SHS) is seamlessly integrated in the PE curriculum. This strand optimizes the learner’s potential for health and wellbeing and contributes to building healthy, active communities. Thus, the course title, Health-optimizing PE or H.O.P.E.
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 4 of 69
.
Figure 1. The Conceptual Framework of Physical Education
PHYSICAL LITERACY
Fundamental Movement Skills
Fundamental Motor skills
Activity-specific
Activity
Rhythms & Dances
Games & Sports
MOVE TO LEARN, LEARN TO MOVE
A graduate who lives an active life
for fitness and lifelong health
Body Management
K ----1---2---3---4---5---6---7---8----9---10---11---12
Activity-Based
Developmentally
Appropriate
Standard based
Integrated
Inclusive
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K to 12 Physical Education Curriculum Guide December 2013 Page 5 of 69
Learning Area Standard
The learner demonstrates understanding of the concept of physical fitness and physical activity in achieving, sustaining, and promoting an active life for fitness
and health
Key Stage Standards
Strands K – 3 4 – 6 7 - 10
The learner demonstrates
understanding of movement
concepts and skills in preparation for active
participation in various
physical activities.
The learner demonstrates
understanding of principles in
movement and fitness
for active participation in various
physical activities.
The learner demonstrates
understanding of integrating
physical activity behaviors in
achieving an active lifestyle.
Body Management
Movement Skills
Physical Fitness
Games and Sports
Rhythms and Dance
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K to 12 Physical Education Curriculum Guide December 2013 Page 6 of 69
GRADE LEVEL STANDARDS
Grade Level Grade Level Standards
Grade 1
The learner demonstrates understanding of body awareness, space awareness, qualities of effort and movement relationships through participation in
enjoyable physical activities. Grade 2
Grade 3
Grade 4
The learner demonstrates understanding of the importance of physical activity and physical fitness through participation in and assessment of physical
activities. Grade 5
Grade 6
Grade 7 The learner demonstrates understanding of personal fitness in achieving an active lifestyle.
Grade 8 The learner demonstrates understanding of family and school fitness in sustaining an active lifestyle.
Grade 9 The learner demonstrates understanding of community fitness in sustaining and promoting an active lifestyle.
Grade 10 The learner demonstrates understanding of societal fitness in promoting an active lifestyle.
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Table 1a - Scope and Sequence of Physical Education from Grades 1-3
Key Stage 1
Grade Level Strands Q1 Q2 Q3 Q4
GRADE 1
Body management
Movement skills Rhythms and dance
Games and sports
Physical fitness
Body Awareness Space Awareness Qualities of Effort Relationships
Participation in enjoyable singing games, action songs, simple games, Chasing/Fleeing type games and mimetics.
GRADE 2
Body management Movement skills
Rhythms and dance Games and sports
Physical fitness
Body Shapes and Body
Actions
Locations, Directions, Levels, Pathways and
Planes
Time, Force and Flow Person, Objects, Sound
and Environment
Participation in enjoyable activities in different locomotor, non- locomotor and manipulative activities, folk dances,
rhythmic routines (ribbon, hoop, balls, indigenous/improvised materials), relays and races
GRADE 3
Body management
Movement skills
Rhythms and dance Games and sports
Physical fitness
Body Shapes and Body
Actions
Locations, Directions, Levels, Pathways and
Planes
Time, Force and Flow Person, Objects, Sound
and Environment
Participation in enjoyable and challenging activities in different locomotor, non- locomotor and manipulative activities ,simple folk dance, rhythmic routines (ribbon, hoop, balls, etc.)Lead-up and organized games(indigenous)
and corrective exercises.
Note: The scope and sequence for Grades 1 to 3 activities are integrative and inclusive in context.
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Table 1a - Scope and Sequence of Physical Education from Grades 4-6
Key Stage 2
Grade Level Strands Q1 Q2 Q3 Q4
Health-Enhancing Fitness 1
GRADE 4
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports Target games,
striking/fielding games, Invasion games
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Health-Enhancing Fitness 2
GRADE 5
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports Target games,
striking/fielding games Invasion games Wall/net games, invasion games
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Health-Enhancing Fitness 3
GRADE 6
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports Target games,
striking/fielding games Invasion games
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Note: The scope and sequence for Grades 4 to 6 are focused on health and skill enhancing activities, ensuring that they are integrative and inclusive in
context.
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Table 1d - Scope and Sequence of Physical Education from Grades 7-10
Key Stage 3
Grade Level Strands Q1 Q2 Q3 Q4
GRADE 7
Personal Fitness
Physical fitness Exercise programs: Training Guidelines, FITT Principle
Endurance and Muscle-and bone- strengthening activities
Games and sports Individual and Dual sports
Rhythms and dance Folk/indigenous, ethnic, traditional/festival dances
GRADE 8
Family and School Fitness
Physical fitness Physical activity programs: Training Guidelines, FITT Principle
Endurance and Muscle-and bone- strengthening activities
Games and sports Team Sports
Rhythms and dance Folk dances with Asian
influence
GRADE 9
Community Fitness
Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
Games and sports Sports officiating Active Recreation (indoor
& outdoor)
Rhythms and dance Social, ballroom dances and Festival dances
GRADE 10
Societal Fitness
Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
Games and sports Active Recreation (Sports)
Rhythms and dance Active Recreation (Other dance forms-Hip-hop, Street
Dance, Cheer dance, Contemporary, etc.)
Note: The scope and sequence for Grades 7 to 10 are thematically organized; ensure that they are integrative and inclusive context.
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Table 1d - Scope and Sequence of Physical Education and Health from Grades 11-12
Grade Level Strands Semester 1 Semester 2
Q1 Q2 Q3 Q4
GRADE 11
Fitness/Exercise
HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 1 and 2)
Aerobic, muscle and bone-strengthening
activities
Sports
Individual, dual and team sports
HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 3 and 4)
GRADE 12
Dance
Traditional, contemporary, ethnic, folk and social dances
Recreation
Aquatic and mountaineering activities
Note: Students can elect from the menu of physical activity courses
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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
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GRADE 1
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING
MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Body Awareness
(Different body parts
and their movements)
The learner . . . demonstrates understanding
awareness of body parts in preparation for participation
in physical activities.
The learner . . . performs with coordination
enjoyable movements on body awareness .
The learner . . .
1. describes the different parts of
the body and their movements through enjoyable physical
activities
PE1BM-Ia-b-1
2. creates shapes by using
different body parts PE1BM-Ic-d-2
3. shows balance on one, two,
three, four and five body parts PE1BM-Ie-f-3 Misosa IV- M4
4. exhibits transfer of weight PE1BM-Ig-h-4 Misosa IV- M4
5. recognizes the importance of participating in fun and
enjoyable physical activities
PE1PF-Ia-h-1
6. engages in fun and enjoyable physical activities with
coordination
Suggested learning activities action songs singing games
simple games chasing and fleeing games
mimetics
PE1PF-Ia-h-2
SECOND QUARTER/ SECOND GRADING
Space Awareness
(Moving in different directions at spatial
levels)
The learner . . .
demonstrates understanding
of space awareness in
preparation for participation in physical activities.
The learner . . .
performs movement skills in a given space with coordination.
7. identifies locomotor skills PE1BM-IIa-b-5 Misosa IV- M1
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K to 12 Physical Education Curriculum Guide December 2013 Page 13 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
8. demonstrates moving within a
group without bumping or falling using locomotors skills
PE1BM-IIc-e-6 Misosa IV- M1
9. executes locomotor skills while
moving in different directions at different spatial levels
PE1BM-IIf-h-7
Misosa IV- M1
10. engages in fun and enjoyable
physical activities with coordination
PE1PF-IIa-h-2
11. illustrates/demonstrate acceptable responses to
challenges, successes, and
failures during participation in motor fitness activities
PE1PF-IIa-h-3
12. demonstrates acceptable
responses to challenges, successes, and failures during
participation in physical activities
Suggested learning activities action songs
singing games simple games
chasing and fleeing games mimetics
PE1PF-IIa-h-4
THIRD QUARTER/ THIRD GRADING
Qualities of Effort
(Slow and fast, heavy
and light, free and bound movements)
The learner . . . demonstrates understanding of qualities of effort in
preparation for participation
in physical activities.
The learner . . .
performs movements of varying qualities of effort
with coordination.
13.describes the difference between slow and fast, heavy
and light, free and bound movements
PE1BM-IIIa-b-8
14. demonstrates contrast between slow and fast speeds
while using locomotor skills
PE1BM-IIIc-d-9
Misosa IV -M1
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K to 12 Physical Education Curriculum Guide December 2013 Page 14 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
15. demonstrates the difference
between heavy and light while moving
PE1BM-IIIe-f-10
16. demonstrates the difference
between free and bound PE1BM-IIIg-h-11
17. demonstrates the difference
between free and bound PE1PF-IIIa-h-2
18. engages in fun and enjoyable physical activities
PE1PF-IIIa-h-6
19. enumerates the characteristics
of a good team player PE1PF-IIIa-h-7
20. differentiates sharing from
cooperating PE1PF-IIIa-h-8
21. demonstrates the characteristics of sharing and
cooperating in physical activities
Suggested learning activities action songs
singing games simple games
chasing and fleeing games
mimetics
PE1PF-IIIa-h-9
FOURTH QUARTER/ FOURTH GRADING
Movement Relationships
(Relationship to a
moving or stationary object/person)
The learner . . . demonstrates understanding
of relationships of movement skills in preparation for
participation in physical activities
The learner . . . performs movements in
relation to a stationary or moving object/person with
coordination.
22. identifies movement
relationships PE1BM-IVa-b-12
23. demonstrates relationship of
movement PE1BM-IVc-e-13
24. performs jumping over a stationary object several times
in succession, using forward- and- back and side-to-side
movement patterns
PE1BM-IVf-h-14 Misosa VI -M1
25. engages in fun and enjoyable physical activities
PE1PF-IVa-h-2
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 15 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
26. shows interest in participating
in physical activities PE1PF-IVa-h-9
27. follows simple instructions and
rules PE1PF-IVa-h-10
28. enjoys participating in physical activities
Suggested learning activities action songs
singing games simple games
chasing and fleeing games mimetics
PE1PF-IVa-h-11
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 16 of 69
GRADE 2
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Body Shapes
(Straight, curled, wide and twisted) and
Body Actions (Walking, standing,
sitting)
The learner . . . demonstrates
understanding of body shapes and body
actions in preparation for various movement
activities
The learner . . . performs body shapes and
actions properly.
The learner . . 1. describes body shapes and actions
PE2BM-Ia-b-1
2. demonstrates body shapes and actions PE2BM-Ic-d-15
3. creates body shapes and actions PE2BM-Ie-f-2
4. demonstrates momentary stillness in
symmetrical and asymmetrical shapes using body parts other than both feet as a
base of support
PE2BM-Ig-h-16
Misosa V -M1
5. demonstrates movement skills in response
to sound and music PE2MS-Ia-h-1
6. exhibits correct body posture PE2PF-Ia-h-12
Misosa VI M1-M5
7. assesses body posture PE2PF-Ia-h-
13
8. engages in fun and enjoyable physical
activities
Suggested learning activities
movement skills activities (locomotor, non-locomotor and manipulative skills)
folk dances (Alitaptap/Rabong)
rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised
materials) relays and races
PE2PF-Ia-h-2
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 17 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
SECOND QUARTER/ SECOND GRADING
Locations (Behind, in front, under, over,
personal space,
general space) Directions (linear-
forward and backward, lateral- sideward, and
multi-directional) Levels (High, middle,
low) Pathways
(Straight, curved, zigzag) and Planes
(Diagonal, horizontal, vertical, and rotational)
Th The learner . . .
demonstrates
understanding of locations, directions,
levels, pathways and planes
ThThe learner. . .
performs movements
accurately involving locations, directions,
levels, pathways and planes.
9. describes movements in a location,
direction, level, pathway and plane PE2BM-IIa-b-
17 Misosa IV -M1
10. moves in:
personal and general space
forward, backward, and sideward directions
high, middle, and low levels
straight, curve, and zigzag pathways diagonal and horizontal planes
PE2BM-IIc-h-18
11. demonstrates movement skills in response
to sounds and music PE2MS-IIa-h-
1
12. observes correct posture and body mechanics while performing movement
activities
PE2PF-IIa-h-14
13. engages in fun and enjoyable physical
activities
Suggested learning activities movement skills activities (locomotor, non-
locomotor and manipulative skills) folk dances
rhythmic routines (ribbon, hoop, balls, and
any available indigenous/improvised materials) relays and races
PE2PF-IIa-h-2
THIRD QUARTER/ THIRD GRADING
Time (slow, slower,
slowest/fast, faster, fastest) Force (light,
lighter, lightest/strong,
stronger, strongest)
and Flow (smoothness of
The learner . . . demonstrates understanding of movement in relation to time, force and flow
The learner . . . performs movements
accurately involving time, force, and flow.
14. describes movements in a location,
direction, level, pathway and plane
PE2BM-IIIa-
b-17
15. moves:
15.1 at slow, slower, slowest/fast, faster, fastest pace
15.2 using light, lighter, lightest/strong, stronger, strongest force with
smoothness
PE2BM-IIIc-h-19
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 18 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
movement) 16. demonstrates movement skills in response
to sound and music
PE2MS-IIIa-
h-1
17. engages in fun and enjoyable physical
activities
PE2PF-IIIa-h-
2
18. observes correct posture and body mechanics while performing movement
activities
Suggested learning activities
movement skills activities locomotor, non-
locomotor and manipulative skills
folk dances (Alitaptap/Rabong) rhythmic routines (ribbon, hoop, balls, and
any available indigenous/improvised materials)
relays and races
PE2PF-IIIa-h-
14
FOURTH QUARTER/ FOURTH GRADING
Person (Individual,
pair, group), Objects
(ribbon, hoop, balls, and any available
indigenous/improvised materials), Sound,
Environment
(indoor and outdoor settings)
The learner . . . demonstrates understanding of
movement activities relating to person,
objects, music and
environment
The learner . . . performs movement activities involving person,
objects, music and environment correctly
19. familiarizes in various movement activities
involving person, objects, music and
environment
PE2BM-IV-a-b-20
Misosa V -M1
20. moves:
20.1 individually, with partner, and with group
20.2 with ribbon, hoop, balls, and any available indigenous/improvised
materials 20.3 with sound
20.4 in indoor and outdoor settings
PE2BM-IV-c-h-21
Misosa V -M1
21. demonstrates movement skills in response
to sound
PE2MS-IV-a-
h-1
22. engages in fun and enjoyable physical activities
PE2PF-IV-a-h-2
23. observes correct body posture and body
mechanics while performing movement activities
PE2PF-IV-a-h-14
Misosa VI -M1
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 19 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Suggested learning activities
movement skills activities locomotor, non-locomotor and manipulative skills
folk dances (Alitaptap/Rabong) rhythmic routines (ribbon, hoop, balls, and
any available indigenous/improvised materials)
relays and races
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 20 of 69
GRADE 3
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Body Shapes
(Straight, curled, wide and twisted) and
Body Actions (Walking, standing,
sitting)
The learner . . . demonstrates
understanding of body shapes and body actions
in preparation for various movement activities
The learner . . . performs body shapes and
actions properly.
The learner . . . 1. describes body shapes and
actions
PE3BM-Ia-b-1
2. performs body shapes and actions
PE3BM-Ic-d-15
3. creates body shapes and actions PE3BM-Ie-f-2
4. demonstrates momentary stillness in symmetrical and
asymmetrical shapes using body parts other than both feet as a
base of support
PE3BM-Ig-h-16
5. demonstrates movement skills in response to sounds and music PE3MS-Ia-h-1
6. identifies conditioning and
flexibility exercises that will improve posture
PE3PF-Ia-h-15
7. performs conditioning and
flexibility exercises that will improve body posture
PE3PF-Ia-h-16
8. engages in fun and enjoyable physical activities
Suggested learning activities 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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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 21 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
SECOND QUARTER/ SECOND GRADING
Locations (Behind, in front, under, over,
personal space,
general space) Directions (linear-
forward and backward, lateral-
sideward, and multi-directional) Levels
(High, middle, low)
Pathways (Straight, curve, zigzag) and
Planes (Diagonal, horizontal, vertical,
and rotational)
The learner . . .
demonstrates
understanding of locations, directions,
levels, pathways and planes
The learner . . .
performs movements
accurately involving locations, directions, levels, pathways
and planes.
The learner . . . 9. describes movements in a
location, direction, level, pathway and plane
PE3BM-IIa-b-17
10. moves in:
personal and general space forward, backward, and
sideward directions
high, middle, and low levels straight, curve, and zigzag
pathways diagonal and horizontal
planes
PE3BM-IIc-h-18
11. demonstrates movement skills in response to sound
PE3MS-IIa-h-1 Misosa IV-M1
12. identifies conditioning and
flexibility exercises that will improve body mechanics
PE3PF-IIa-h-15 Misosa V-M1
13. performs conditioning and
flexibility exercises that will improve body mechanics
PE3PF-IIa-h-16 Misosa VI-M5
14. engages in fun and enjoyable physical activities
Suggested learning activities 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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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 22 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
THIRD QUARTER/ THIRD GRADING
Time (slow, slower, slowest/fast, faster,
fastest Force (light,
lighter, lightest/strong,
stronger, strongest) and Flow
(smoothness of movement)
The learner . . . demonstrates
understanding of movement in relation to
time, force and flow
The learner . . .
performs movements
accurately involving time, force, and flow.
15. describes movements in a location, direction, level,
pathway and plane
PE3BM-IIIa-b-17 Misosa IV-M1
16. moves:
at slow, slower, slowest/fast, faster, fastest pace
using light, lighter,
lightest/strong, stronger, strongest force with
smoothness
PE3BM-IIIc-h-19
17. demonstrates movement skills in response to sound
PE3MS-IIIa-h-1
18. engages in fun and enjoyable physical activities
PE3PF-IIIa-h-2
19. identifies conditioning and
flexibility exercises that will improve body mechanics
PE3PF-IIIa-h-15 Misosa V-M1
20. performs conditioning and
flexibility exercises that will improve body mechanics
Suggested learning activities
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-IIIa-h-16 Misosa V-M1
FOURTH QUARTER/ FOURTH GRADING
Person (Invidual, pair, group) Objects
(ribbon, hoop, balls,
The learner . . . demonstrates
The learner . . . performs movement activities
The learner . . . 21. participates in various movement
activities involving person,
PE3BM-IV-a-b-20
Misosa IV-M5
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 23 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
and any available
indigenous/improvised materials), Sound and
Environment (indoor and outdoor settings)
understanding of
movement activities relating to person,
objects, music and environment
involving person, objects,
music and environment correctly
objects, music and environment
22. moves:
individually, with partner, and
with group with ribbon, hoop, balls, and
any available indigenous/improvised
materials with sound
in indoor and outdoor
settings
PE3BM-IV-c-h-
21
23. demonstrates movement skills
in response to sounds and music PE3MS-IV-a-h-1
24. engages in fun and enjoyable physical activities
PE3PF-IV-a-h-2
25. identifies conditioning and
flexibility exercises that will improve posture
PE3PF-IV-a-h-15
26. performs conditioning and
flexibility exercises that will improve body mechanics
Suggested learning activities
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-IV-a-h-16
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
K to 12 Physical Education Curriculum Guide December 2013 Page 24 of 69
GRADE 4
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of
physical activities and
physical fitness
Target games
(Tumbang preso,
tamaang-tao/batuhang bola,
tatsing), striking/fielding
games
(syato/,basagang palayok, kickball)
Note: Games are
not limited to the above listed
activities
The learner . . . demonstrates
understanding of participation and
assessment of physical activities and physical
fitness
The learner . . . participates and assesses
performance in physical activities.
assesses physical fitness
The learner . . . 1. describes the physical activity
pyramid PE4PF-Ia-16
2. explains the indicators for fitness
PE4PF-Ia-17
3. assesses regularly participation
in physical activities based on physical activity pyramid
PE4PF-Ib-h-18
4. explains the nature/background
of the games PE4GS-Ib-1
5. describes the skills involved in the games PE4GS-Ib-2
6. observes safety precautions PE4GS-Ib-h-3
7. executes the different skills involved in the game
PE4GS-Ic-h-4
8. recognizes the value of
participation in physical activities PE4PF-Ib-h-19
9. displays joy of effort, respect for
others and fair play during participation in physical activities
PE4PF-Ib-h-20
10. explains health and skill related
fitness components PE4PF-Ia-21
11. identifies areas for improvement
PE4PF-Ib-h-22
SECOND QUARTER/ SECOND PERIOD
Assessment of physical
activities and
physical fitness
Invasion games (agawan base,
The learner . . . demonstrates
understanding of
participation in and assessment of physical
activities and physical fitness
The learner . . . participates and assesses
performance in physical
activities.
assesses physical fitness
12. describes the Philippines
physical activity pyramid
PE4PF-IIa-16
13. explains the indicators for fitness
PE4PF-IIa-17
14. assesses regularly participation
in physical activities based on physical activity pyramid
PE4PF-IIb-h-18
15. explains the nature/background PE4GS-IIb-1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 25 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
lawin at sisiw,
agawan panyo)
Note: Games are not limited to the
above listed
activities
of the games
16. describes the skills involved in the games
PE4GS-IIb-2
17. observes safety precautions PE4GS-IIb-h-3
18. executes the different skills involved in the game
PE4GS-IIc-h-4
19. recognizes the value of
participation in physical activities PE4PF-IIb-h-19
20. displays joy of effort, respect for others and fair play during
participation in physical activities
PE4PF-IIb-h-20
21. explains health and skill related
fitness components PE4PF-IIa-21
22. identifies areas for improvement PE4PF-IIb-h-22
THIRD QUARTER / THIRD GRADING
Assessment of
physical
activities and physical fitness
Folk (Liki/Ba-
Ingles), indigenous,
ethnic,
traditional and creative dances
Note: Dances
available in the area can be
selected.
The learner . . .
demonstrates
understanding of participation and
assessment of physical activity and physical
fitness
The learner . . .
participates and assesses
performance in physical activities.
assesses physical fitness
23. describes the Philippines physical activity pyramid
PE4PF-IIIa-16
24. explains the indicators for
fitness PE4PF-IIIa-17
25. assesses regularly participation
in physical activities based on
physical activity pyramid
PE4PF-IIIb-h-18
26. explains the nature/background
of the dance PE4GS-IIIb-1
27. describes the skills involved in the dance
PE4GS-IIIb-2
28. observes safety precautions PE4GS-IIIb-h-3
29. executes the different skills involved in the dance
PE4GS-IIIc-h-4
30. recognizes the value of
participation in physical activities PE4PF-IIIb-h-19
31. displays joy of effort, respect for
others during participation in
physical activities
PE4PF-IIIb-h-20
32. explains health and skill related
fitness components PE4PF-IIIa-21
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
K to 12 Physical Education Curriculum Guide December 2013 Page 26 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
33. identifies areas for improvement PE4PF-IIIa-22
FOURTH QUARTER/ FOURTH PERIOD
Assessment of physical
activities and physical fitness
Folk (Liki/Ba-
Ingles), indigenous,
ethnic, traditional and
creative dances
Note: Dances
available in the area can be
selected.
The learner . . .
demonstrates understanding of
participation and assessment of physical
activity and physical
fitness
The learner . . .
participates and assesses performance in physical
activities.
assesses physical fitness
34. describes the Philippines physical activity pyramid
PE4PF-IVa-16
35. explains the indicators for fitness
PE4PF-IVa-17
36. assesses regularly participation
in physical activities based on Philippines physical activity
pyramid
PE4PF-IVb-h-18
37. explains the nature/background of the dance
PE4RD-IVb-1
38. describes the skills involved in
the dance PE4RD-IVb-2
39. observes safety precautions PE4RD-IVb-h-3
40. executes the different skills
involved in the dance PE4RD-IVc-h-4
41. recognizes the value of
participation in physical activities PE4PF-IVb-h-19
42. displays joy of effort, respect for others during participation in
physical activities
PE4PF-IVb-h-20
43. explains health and skill related fitness components
PE4PF-IVa-21
44. identifies areas for improvement PE4PF-IVb-h-22
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
K to 12 Physical Education Curriculum Guide December 2013 Page 27 of 69
GRADE 5
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of physical activity and physical fitness Target games (Tumbang preso, tamaang-tao/batuhang bola, tatsing), striking/fielding games (syato/,basagang palayok, kickball) Note: Games are not limited to the above listed activities
The learner . . . demonstrates understanding of participation and assessment of physical activity and physical fitness
The learner . . . participates and assesses performance in physical activities. assesses physical fitness
The learner . . . 1. describes the Philippines physical
activity pyramid
PE5PF-Ia-16
2. explains the indicators for fitness PE5PF-Ia-17
3. assesses regularly participation in physical activities based on the
Philippines physical activity pyramid
PE5PF-Ib-h-18
4. explains the nature/background
of the games PE5GS-Ib-1
5. describes the skills involved in the games PE5GS-Ib-2
6. observes safety precautions PE5GS-Ib-h-3
7. executes the different skills involved in the game
PE5GS-Ic-h-4
8. recognizes the value of
participation in physical activities PE5PF-Ib-h-19
9. displays joy of effort, respect for
others and fair play during participation in physical activities
PE5PF-Ib-h-20
10. explains health and skill related
fitness components PE5PF-Ia-21
11. identifies areas for improvement PE5PF-Ib-h-22
SECOND QUARTER / SECOND GRADING
Assessment of
physical activities and
physical fitness
Invasion games (agawan base,
The learner . . . demonstrates
understanding of
participation in and assessment of physical
activity and physical fitness
The learner . . . participates and assesses
performance in physical
activities.
assesses physical fitness
12. describes the Philippines
physical activity pyramid PE5PF-IIa-16
13. explains the indicators for fitness
PE5PF-IIa-17
14. assesses regularly participation in physical activities based on
the Philippines physical activity pyramid
PE5PF-IIb-h-18
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
K to 12 Physical Education Curriculum Guide December 2013 Page 28 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
lawin at sisiw,
agawan panyo)
Note: Games are not limited to the
above listed
activities
15. explains the nature/background
of the games PE5GS-IIb-1
16. describes the skills involved in
the games PE5GS-IIb-2
17. observes safety precautions PE5GS-IIb-h-3
18. executes the different skills
involved in the game PE5GS-IIc-h-4
19. recognizes the value of
participation in physical activities PE5PF-IIb-h-19
20. displays joy of effort, respect for
others and fair play during participation in physical activities
PE5PF-IIb-h-20
21. explains health and skill related
fitness components PE5PF-IIa-21
22. identifies areas for improvement PE5PF-IIb-h-22
THIRD QUARTER/ THIRD PERIOD
Assessment of physical activities and physical fitness Folk (Cariñosa/ Polka sa Nayon), indigenous, ethnic, traditional and creative dances
Note: Dances available in the area can be selected.
The learner . . . demonstrates understanding of participation and assessment of physical activity and physical fitness
The learner . . . participates and assesses performance in physical activities. assesses physical fitness
23. describes the Philippines physical activity pyramid
PE5PF-IIIa-16
24. explains the indicators for fitness
PE5PF-IIIa-17
25. assesses regularly participation in physical activities based on
the Philippines physical activity pyramid
PE5PF-IIIb-h-18
26. explains the nature/background
of the dance PE5RD-IIIb-1
27. describes the skills involved in
the dance PE5RD-IIIb-2
28. observes safety precautions PE5RD-IIIb-h-3
29. executes the different skills involved in the dance
PE5RD-IIIc-h-4
30. recognizes the value of
participation in physical activities PE5PF-IIIb-h-19
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
K to 12 Physical Education Curriculum Guide December 2013 Page 29 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
31. displays joy of effort, respect for
others during participation in physical activities
PE5PF-IIIb-h-20
32. explains health and skill related
fitness components PE5PF-IIIa-21
33. identifies areas for improvement PE5PF-IIIb-h-22
FOURTH QUARTER/ FOURTH PERIOD
Assessment of
physical activities and
physical fitness
Folk (Cariñosa/ Polka sa Nayon),
indigenous,
ethnic, traditional and
creative dances
Note: Dances
available in the area can be
selected.
The learner . . . demonstrates
understanding of participation and
assessment of physical activity and physical
fitness
The learner . . . participates and assesses
performance in physical activities.
assesses physical fitness
34. describes the Philippines
physical activity pyramid PE5PF-IVa-16
35. explains the indicators for
fitness PE5PF-IVa-17
36. assesses regularly participation in physical activities based on
the Philippines physical activity pyramid
PE5PF-IVb-h-18
37. explains the nature/background
of the dance PE5RD-IVb-1
38. describes the skills involved in
the dance PE5RD-IVb-2
39. observes safety precautions PE5RD-IVb-h-3
40. executes the different skills involved in the dance
PE5RD-IVc-h-4
41. recognizes the value of
participation in physical activities PE5PF-IVb-h-19
42. displays joy of effort, respect for
others during participation in
physical activities
PE5PF-IVb-h-20
43. explains health and skill related
fitness components PE5PF-IVa-21
44. identifies areas for improvement PE5PF-IVb-h-22
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
K to 12 Physical Education Curriculum Guide December 2013 Page 30 of 69
GRADE 6
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of
physical activities and
physical fitness
Target games
(Tumbang preso,
tamaang-tao/batuhang
bola, tatsing), striking/fielding
games
(syato/,basagang palayok, kickball)
Note: Games are not limited to the
above listed
activities
The learner . . . demonstrates
understanding of participation and
assessment of physical activity and physical
fitness
The learner . . . participates and assesses
performance in physical activities.
assesses physical fitness
The learner . . . 1. describes the Philippines
physical activity pyramid
PE6PF-Ia-16
2. explains the indicators for fitness
PE6PF-Ia-17
3. assesses regularly participation
in physical activities based on the Philippines physical activity
pyramid
PE6PF-Ib-h-18
4. explains the nature/background of the games PE6GS-Ib-1
5. describes the skills involved in
the games
PE6GS-Ib-2
6. observes safety precautions PE6GS-Ib-h-3
7. executes the different skills
involved in the game PE6GS-Ic-h-4
8. recognizes the value of participation in physical activities
PE6PF-Ib-h-19
9. displays joy of effort, respect for others and fair play during
participation in physical activities
PE6PF-Ib-h-20
10. explains health and skill related fitness components
PE6PF-Ia-21
11. identifies areas for
improvement PE6PF-Ib-h-22
SECOND QUARTER/ SECOND PERIOD
Assessment of
physical activities and
physical fitness
Invasion games
The learner . . . demonstrates
understanding of participation in and
assessment of physical
activities and physical
The learner . . . participates and assesses
performance in physical activities.
assesses physical fitness
12. describes the Philippines
physical activity pyramid PE6PF-IIa-16
13. explains the indicators for
fitness PE6PF-IIa-17
14. assesses regularly participation
in physical activities based on the Philippines physical activity
PE6PF-IIb-h-18
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
K to 12 Physical Education Curriculum Guide December 2013 Page 31 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
(agawan base,
lawin at sisiw, agawan panyo)
Note: Games are
not limited to the
above listed activities
fitness pyramid
15. explains the
nature/background of the games
PE6GS-IIb-1
16. describes the skills involved in
the games PE6GS-IIb-2
17. observes safety precautions PE6GS-IIb-h-3
18. executes the different skills
involved in the game PE6GS-IIc-h-4
19. recognizes the value of
participation in physical activities
PE6PF-IIb-h-19
20. displays joy of effort, respect for others and fair play during
participation in physical
activities
PE6PF-IIb-h-20
21. explains health and skill related
fitness components PE6PF-IIa-21
22. identifies areas for
improvement PE6PF-IIb-h-22
THIRD QUARTER/ THIRD PERIOD
Assessment of
physical activities and
physical fitness
Folk (Itik-itik for
girls and Maglalatik for
boys), indigenous,
ethnic,
traditional and creative dances
The learner . . . demonstrates
understanding of participation and
assessment of physical
activity and physical fitness
The learner . . . participates and assesses
performance in physical activities.
assesses physical fitness
23. describes the Philippines
physical activity pyramid PE6PF-IIIa-16
24. explains the indicators for
fitness PE6PF-IIIa-17
25. assesses regularly participation
in physical activities based on the Philippines physical activity
pyramid
PE6PF-IIIb-h-18
26. explains the nature/background of the
dance
PE6RD-IIIb-1
27. describes the skills involved in the dance
PE6RD-IIIb-2
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
K to 12 Physical Education Curriculum Guide December 2013 Page 32 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Note: Dances available in the
area can be selected.
28. observes safety precautions PE6RD-IIIb-h-3
29. executes the different skills
involved in the dance PE6RD-IIIc-h-4
30. recognizes the value of
participation in physical activities
PE6PF-IIIb-h-19
31. displays joy of effort, respect
for others during participation in physical activities
PE6PF-IIIb-h-20
32. explains health and skill related fitness components
PE6PF-IIIa-21
33. identifies areas for improvement
PE6PF-IIIb-h-22
FOURTH QUARTER/ FOURTH PERIOD
Assessment of physical
activities and physical fitness
Folk (Itik-itik for girls and
Maglalatik for boys),
indigenous, ethnic,
traditional and
creative dances
Note: Dances available in the
area can be
selected.
The learner . . .
demonstrates understanding of
participation and
assessment of physical activity and physical
fitness
The learner . . .
participates and assesses performance in physical
activities.
assesses physical fitness
34. describes the Philippines physical activity pyramid
PE6PF-IVa-16
35. explains the indicators for fitness
PE6PF-IVa-17
36. assesses regularly participation in physical activities based on
the Philippines physical activity pyramid
PE6PF-IVb-h-18
37. explains the
nature/background of the dance
PE6RD-IVb-1
38. describes the skills involved in
the dance PE6RD-IVb-2
39. observes safety precautions PE6RD-IVb-h-3
40. executes the different skills
involved in the dance PE6RD-IVc-h-4
41. recognizes the value of
participation in physical activities
PE6PF-IVb-h-19
42. displays joy of effort, respect
for others during participation PE6PF-IVb-h-20
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
K to 12 Physical Education Curriculum Guide December 2013 Page 33 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
in physical activities
43. explains health and skill related
fitness components PE6PF-IVa-21
44. identifies areas for
improvement PE6PF-IVb-h-22
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
K to 12 Physical Education Curriculum Guide December 2013 Page 34 of 69
GRADE 7
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Exercise Programs:
Training Guidelines,
FITT Principles
Endurance, Muscle- and Bone-strengthening
Activities:
a. individual sports 1. running
2. rhythmic sportive
gymnastics
3. swimming b. dual sports
1. badminton 2. table tennis
3. tennis c. combative sports
1. arnis (anyo)
2. taekwondo (poomsae)
3. karate(kata)
Note: Activities
dependent on teacher capability and school
resources.
The learner . . . demonstrates
understanding of guidelines and principles
in exercise program design to achieve
personal fitness
The learner . . . designs an individualized
exercise program to achieve personal fitness
The learner . . . 1. undertakes physical activity and
physical fitness assessments
PE7PF-Ia-h-23
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
2. sets goals based on assessment results
PE7PF-Ia-24
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
3. identifies training guidelines
and FITT principles PE7PF-Ib-25
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
4. recognizes barriers (low level of fitness, lack of skill and time) to
exercise
PE7PF-Ib-26
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM Unit 1
5. prepares an exercise program PE7PF-Ic-27
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 35 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
6. describes the nature and
background of the sport PE7GS-Id-5
Proj EASE Module1
OHSPY1Q2 Module1
OHSPY1Q2 Module2
OHSPY1Q2
Module3 2010 SECY1Q2
&Q3 Enjoy Life w/ PE &
Health, TX & TM Unit
7. executes the skills involved in the sport
PE7GS-Id-h-4
Proj EASE Module1
OHSPY1Q2 Module1
OHSPY1Q2
Module2 OHSPY1Q2
Module3 2010 SECY1Q2
&Q3 Enjoy Life w/ PE &
Health, TX & TM
Unit 2
8. monitors periodically one’s progress towards the fitness
goals
PE7PF-Id-h-28
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
9. distinguishes from fallacies and misconceptions about the
physical activity participation
PE7PF-Id-29
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM Unit 1
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 36 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
10. performs appropriate first aid for sports-related injuries (e.g.
cramps, sprain, heat exhaustion)
PE7PF-Id-30
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
11. assumes responsibility for achieving personal fitness
PE7PF-Id-h-31
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
12. keeps the importance of winning and losing in
perspective
PE7PF-Id-h-32
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
SECOND QUARTER/ SECOND PERIOD
Exercise Programs:
Training Guidelines, FITT Principles
Endurance, Muscle- and
Bone-strengthening Activities:
a. individual
sports 1. running
2. rhythmic sportive
gymnastics
The learner . . .
demonstrates understanding of
guidelines and principles in exercise program
design to achieve
personal fitness
The learner . . .
modifies the individualized exercise program to achieve
personal fitness
13. undertakes physical activity and
physical fitness assessments PE7PF-IIa-h-23
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
14. reviews goals based on
assessment results
PE7PF-IIa-24
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
15. addresses barriers (low level of
fitness, lack of skill and time) to
PE7PF-IIb-33
OHSP Y1Q1,
Module 1
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 37 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
3. swimming
b. dual sports
1. badminton 2. table tennis
3. tennis
c. combative sports
1. arnis (anyo) 2. taekwondo
(poomsae) 3. karate (kata)
Note: Activities
dependent on teacher capability and school
resources.
exercise
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
16. describes the nature and
background of the sport PE7GS-IId-5
Proj EASE Module1
OHSPY1Q2 Module1
OHSPY1Q2 Module2
OHSPY1Q2
Module3 2010 SECY1Q2
&Q3 Enjoy Life w/ PE &
Health, TX & TM
Unit 2
17. executes the skills involved in
the sport PE7GS-IId-h-4
Proj EASE Module1
OHSPY1Q2 Module1
OHSPY1Q2
Module2 OHSPY1Q2
Module3 2010 SECY1Q2
&Q3
Enjoy Life w/ PE & Health, TX & TM
Unit 2
18. monitors periodically one’s progress towards the fitness
goals
PE7PF-IId-h-28
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
19. performs appropriate first aid
for sports-related injuries (e.g.
PE7PF-IId-30
OHSP Y1Q1, Module 1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 38 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
cramps, sprain, heat
exhaustion)
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
20. assumes responsibility for
achieving personal fitness PE7PF-IId-h-31
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
21. keeps the importance of
winning and losing in
perspective
PE7PF-IId-h-32
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
THIRD QUARTER/ THIRD PERIOD
Exercise Programs:
Training Guidelines,
FITT Principles
Endurance, Muscle- and
Bone-strengthening Activities:
Folk (Tinikling)/
indigenous, ethnic,
traditional/ festival dance
Note: Dances
available in the
The learner . . .
demonstrates
understanding of
guidelines and principles in exercise program
design to achieve personal fitness
The learner . . .
demonstrates understanding
of guidelines and principles in
exercise program design to achieve personal fitness
22. undertakes physical activity and physical fitness assessments
PE7PF-IIIa-h-23
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
23. reviews goals based on
assessment results PE7PF-IIIa-34
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
24. addresses barriers (low level of
fitness, lack of skill and time) to exercise
PE7PF-IIIb-33
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 39 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
area can be
selected.
Enjoy Life w/ PE &
Health, TX & TM Unit 1
25. describes the nature and
background of the dance PE7RD-IIId-1
OHSP Y1Q4
2010 SEC Y1Q4 2010 SEC Y2Q4
Enjoy Life w/ PE & Health, TX & TM
Unit 4
26. executes the skills involved in the dance
PE7RD-IIId-h-4
OHSP Y1Q4 2010 SEC Y1Q4
2010 SEC Y2Q4 Enjoy Life w/ PE &
Health, TX & TM
Unit 4
27. monitors periodically one’s
progress towards the fitness
goals
PE7PF-IIId-h-28
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
28. performs appropriate first aid
for dance-related injuries (e.g.
cramps, sprain, heat exhaustion)
PE7PF-IIId-30
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
29. assumes responsibility for
achieving personal fitness PE7PF-IIId-h-31
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
30. keeps the importance of
winning and losing in
PE7PF-IIId-h-32
OHSP Y1Q1,
Module 1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 40 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
perspective 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
FOURTH QUARTER/ FOURTH PERIOD
Exercise Programs:
Training Guidelines, FITT Principles
Endurance, Muscle- and Bone-strengthening
Activities:
Folk (Tinikling)/
indigenous, ethnic, traditional/ festival
dance
Note: Dances
available in the
area can be
selected.
The learner . . .
demonstrates
understanding of guidelines and principles
in exercise program design to achieve
personal fitness
The learner . . .
modifies the individualized
exercise program to achieve personal fitness
31. undertakes physical activity and
physical fitness assessments PE7PF-IVa-h-23
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
32. reviews goals based on assessment results
PE7PF-IVa-34
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
33. addresses barriers (low level of fitness, lack of skill and time) to
exercise
PE7PF-IVb-33
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
34. describes the nature and background of the dance
PE7RD-IVc-1
OHSP Y1Q4 2010 SEC Y1Q4
2010 SEC Y2Q4 Enjoy Life w/ PE &
Health, TX & TM
Unit 4
35. executes the skills involved in
the dance PE7RD-IVd-h-4
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4 Enjoy Life w/ PE &
Health, TX & TM
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
K to 12 Physical Education Curriculum Guide December 2013 Page 41 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Unit 4
36. monitors periodically one’s
progress towards the fitness goals
PE7PF-IVd-h-28
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
37. performs appropriate first aid
for dance-related injuries (e.g. cramps, sprain, heat
exhaustion)
PE7PF-IVd-30
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
38. analyzes the effect of exercise and physical activity
participation on fitness
PE7PF-IVh-35
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
39. assumes responsibility for
achieving personal fitness PE7PF-IVd-h-31
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
40. keeps the importance of winning and losing in perspective
PE7PF-IVd-h-32
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 42 of 69
GRADE 8
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER/ FIRST GRADING
Exercise
Programs:
Training Guidelines, FITT Principles
Endurance, Muscle- and Bone-
strengthening Activities:
team sports
(basketball, volleyball,
football/futsal, goalball, softball,
baseball)
Note: Activities dependent on
teacher capability and school
resources.
The learner . . .
demonstrates
understanding of guidelines and principles
in exercise program design to achieve fitness
The learner . . .
designs a physical activity
program for the family/school peers to achieve fitness
The learner. . .
1. undertakes physical activity and physical fitness assessments
PE8PF-Ia-h-23
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
2. conducts physical activity and
physical fitness assessments of
family/school peers
PE8PF-Ib -36
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
3. sets goals based on assessment
results PE8PF-Ia-24
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
4. identifies training guidelines and
FITT principles PE8PF-Ib-25
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM Unit 1
5. recognizes barriers (low level of
fitness, lack of skill and time) to
exercise
PE8PF-Ib-26
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
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
K to 12 Physical Education Curriculum Guide December 2013 Page 43 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Unit 1
6. prepares a physical activity
program PE8PF-Ic-27
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
7. describes the nature and background of the sport
PE8GS-Id-1
Project EASE Module5
2010 SEC Y1Q2 &
Q3 Enjoy Life w/ PE &
Health, TX & TM Unit III
8. executes the skills involved in
the sport PE8GS-Id-h-4
Project EASE Module5
2010 SEC Y1Q2 & Q3
Enjoy Life w/ PE &
Health, TX & TM Unit III
9. monitors periodically progress
towards the fitness goals PE8PF-Id-h-28
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
10. distinguishes facts from fallacies
and misconceptions about physical activity participation
PE8PF-Id-29
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
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
K to 12 Physical Education Curriculum Guide December 2013 Page 44 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Unit 1
11. performs appropriate first aid for
injuries and emergency situations in physical activity and
sport settings
PE8PF-Id-30
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
12. assumes responsibility for
achieving fitness PE8PF-Id-h-31
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
13. displays tolerance and
acceptance of individuals with varying skills and abilities
PE8PF-Id-h-37
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
SECOND QUARTER/ SECOND PERIOD
Exercise
Programs:
Training Guidelines, FITT Principles
Endurance, Muscle-
and Bone-
strengthening Activities:
team sports
The learner . . .
demonstrates
understanding of guidelines and principles
in exercise program
design to achieve fitness
The learner . . .
modifies a physical activity
program for the family/school peers to achieve fitness
14. undertakes physical activity and physical fitness assessments
PE8PF-IIa-h-23
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
15. conducts physical activity and physical fitness assessments of
family/school peers
PE8PF-IIa-36
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
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
K to 12 Physical Education Curriculum Guide December 2013 Page 45 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
(basketball,
volleyball, football/futsal,
goalball, softball, baseball)
Note: Activities
dependent on teacher capability
and school resources.
Health, TX & TM
Unit 1
16. sets goals based on assessment results
PE8PF-IIb-24
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
17. recognizes barriers (low level of
fitness, lack of skill and time) to exercise
PE8PF-IId-h-26
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
18. prepares a physical activity
program PE8PF-IIc-27
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM Unit 1
19. describes the nature and
background of the sport PE8GS-IIc-1
Project EASE Module5
2010 SEC Y1Q2 &
Q3 Enjoy Life w/ PE &
Health, TX & TM Unit III
20. executes the skills involved in
the sport PE8GS-IId-h-4
Project EASE
Module5 2010 SEC Y1Q2 &
Q3
Enjoy Life w/ PE &
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
K to 12 Physical Education Curriculum Guide December 2013 Page 46 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Health, TX & TM
Unit III
21. monitors periodically progress
towards the fitness goals PE8PF-IId-h-28
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
22. distinguishes facts from fallacies and misconceptions about
physical activity participation
PE8PF-IId-29
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
23. performs appropriate first aid for
injuries and emergency situations in physical activity
and sport settings
PE8PF-IId-30
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
24. assumes responsibility for achieving fitness
PE8PF-IId-h-31
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
25. displays tolerance and
acceptance of individuals with varying skills and abilities
PE8PF-IId-h-37
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 47 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Enjoy Life w/ PE &
Health, TX & TM Unit 1
THIRD QUARTER/ THIRD PERIOD
Exercise
Programs:
Training Guidelines, FITT Principles
Endurance, Muscle- and Bone-
strengthening Activities:
team sports
(basketball, volleyball,
football/futsal, goalball, softball,
baseball)
Note: Activities dependent on
teacher capability
and school resources.
The learner . . .
demonstrates
understanding of
guidelines and principles in exercise program
design to achieve fitness
The learner . . .
Modifies a physical activity
program for the family/school
peers to achieve fitness
26. undertakes physical activity and physical fitness assessments
PE8PF-IIIa-h-23
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
27. reviews goals based on
assessment results PE8PF-IIIa-34
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
28. addresses barriers (low level of
fitness, lack of skill and time) to exercise
PE8PF-IIIb-33
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
29. describes the nature and background of the sport
PE8GS-IIIc-1
Project EASE
Module5 2010 SEC Y1Q2 &
Q3 Enjoy Life w/ PE &
Health, TX & TM
Unit III
30. executes the skills involved in
the sport PE8GS-IIId-h-4
Project EASE
Module5
2010 SEC Y1Q2 & Q3
Enjoy Life w/ PE &
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
K to 12 Physical Education Curriculum Guide December 2013 Page 48 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Health, TX & TM
Unit III
31. monitors periodically one’s
progress towards the fitness goals
PE8PF-IIId-h-28
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
32. performs appropriate first aid for
sport-related injuries (cramps,
sprain, heat exhaustion)
PE8PF-IIId-30
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
33. assumes responsibility for
achieving fitness PE8PF-IIId-h-31
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
34. displays tolerance and acceptance of individuals with
varying skills and abilities
PE8PF-IIId-h-37
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
FOURTH QUARTER/ FOURTH PERIOD
Exercise
Programs:
Training Guidelines,
The learner . . .
demonstrates understanding of
guidelines and principles in exercise program
The learner . . .
modifies a physical activity program for the family/school
peers to achieve fitness
35. undertakes physical activity and
physical fitness assessments
PE8PF-IVa-h-23 OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
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
K to 12 Physical Education Curriculum Guide December 2013 Page 49 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FITT Principles
Endurance, Muscle-
and Bone-strengthening
Activities:
Folk Dances with
Asian Influences (Pangalay,
Sakuting, Sua-ku-sua, Binislakan)
Note:
Dances
available in
the area
can be
selected.
design to achieve fitness
Unit 1
36. reviews goals based on
assessment results PE8PF-IVa-34
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
37. addresses barriers (low level of
fitness, lack of skill and time) to
exercise
PE8PF-IVb-33
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
38. describes the nature and
background of the dance PE8RD-IVc-1
OHSP Y1Q4 2010 SEC Y1Q4
2010 SEC Y2Q4 Enjoy Life w/ PE &
Health, TX & TM Unit IV
39. executes the skills involved in
the dance PE8RD-IVd-h-4
OHSP Y1Q4 2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE & Health, TX & TM
Unit IV
40. monitors periodically one’s progress towards the fitness
goals
PE8PF-IVd-h-28
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
41. performs appropriate first aid for injuries and emergency
situations in dance(cramps,
PE8PF-IVd-30 OHSP Y1Q1, Module 1
2010 SEC Y1Q1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 50 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
sprain, heat exhaustion,
dehydration)
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
42. analyzes the effect of exercise and physical activity participation
on fitness
PE8PF-IVh-35
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
43. assumes responsibility for
achieving fitness
PE8PF-IVd-h-31
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
44. exerts best effort to achieve
positive feeling about self and others
PE8PF-IVd-h-38
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 51 of 69
GRADE 9
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Lifestyle and
Weight Management
(physical activity and eating habits)
Sports Officiating
The learner . . .
demonstrates
understanding of lifestyle and weight management
to promote community fitness
The learner . . .
maintains an active lifestyle
to influence the physical activity participation of the
community
practices healthy eating
habits that support an active lifestyle
The learner . . .
1. undertakes physical activity and physical fitness assessments
PE9PF-Ia-h-23
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
2. assesses eating habits based on
the Philippine Food Pyramid/My
Food Plate
PE9PF-Ia-39 OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
3. determines risk factors(obesity, physical inactivity, poor nutrition,
smoking) for major non-
communicable diseases lifestyle-related(e.g. diabetes, heart
disease, stroke, cancer)
PE9PF-Ia-40 OHSP Y1Q1, Module
1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
4. officiates pratice and competitive
games
PE9GS-Ib-h-5 Proj EASE Module 2 Proj EASE Module 5
OHSP Y1Q1 OHSP
Y1Q2,Modules 1, 2&
3 OHSP Y1Q3
2012 SECY1, Q2 & Q3
2012 SECY2, Q2 &
Q3 Enjoy Life w/ PE &
Health, TX & TM Unit II & III
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
K to 12 Physical Education Curriculum Guide December 2013 Page 52 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
5. distinguishes facts from myths and
misinformation associated with eating habits
PE9PF-Ia-29
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
6. monitors periodically one’s
progress towards the fitness
goals
PE9PF-Ib-h-28
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
7. performs appropriate first aid for
injuries and emergency situations
in physical activity and sports settings (e.g. cramps, sprain,
heat exhaustion)
PE9PF-Ib-30
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
8. involves oneself in community
service through sports officiating and physical activity programs
PE9PF-Ie-h-41
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
9. recognizes the needs of others in real life and in meaningful ways
PE9PF-Ie-h-42
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
SECOND QUARTER/ SECOND PERIOD
Social (community
dance, mixers, festival)
The learner . . .
demonstrates
understanding of lifestyle and weight management
The learner . . .
maintains an active lifestyle
to influence the physical activity participation of the
10. undertakes physical activity and
physical fitness assessments
PE9PF-IIa-h-23
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
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
K to 12 Physical Education Curriculum Guide December 2013 Page 53 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
and Ballroom
dances (Cha-cha, rock and
roll)
to promote community
fitness
community
practices healthy eating
habits that support an active lifestyle
Health, TX & TM
Unit 1
11. assesses eating habits based on
the Philippine Food Pyramid/My Food Plate
PE9PF-IIa-39
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
12. determines risk factors related to
lifestyle diseases (obesity,
diabetes, heart disease)
PE9PF-IIa-40
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
13. distinguishes facts from myths and misinformation associated
with eating habits
PE9PF-IIb-29
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
14. describes the nature and
background of the dance PE9RD-IIb-1
OHSP Y1Q4 2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE & Health, TX & TM
Unit 4
15. executes the skills involved in the dance
PE9RD-IIb-h-4
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4 Enjoy Life w/ PE &
Health, TX & TM Unit 4
16. monitors periodically one’s
progress towards the fitness goals
PE9PF-IIb-h-28
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 54 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
17. performs appropriate first aid for
injuries and emergency situations in physical activity and dance
settings (cramps, sprain, heat exhaustion)
PE9PF-IIb-h-30
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
18. involves oneself in community
service through dance activities in the community
PE9PF-IIg-h-41
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
19. recognizes the needs of others in real life and in meaningful ways
PE9PF-IIa-h-42
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
THIRD QUARTER/ THIRD PERIOD
Social (community dance, mixers,
festival) and Ballroom
dances (Cha-cha, rock and
roll)
The learner . . .
demonstrates understanding of lifestyle
and weight management to promote community
fitness
The learner . . .
maintains an active lifestyle to influence the physical
activity participation of the community
practices healthy eating habits that support an active
lifestyle
20. undertakes physical activity and
physical fitness assessments
PE9PF-IIIa-h-
23
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
21. assesses eating habits based on the
Philippine Food Pyramid/My Food
Plate
PE9PF-IIIa-39
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
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
K to 12 Physical Education Curriculum Guide December 2013 Page 55 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Health, TX & TM
Unit 1
22. determines risk factors related to
lifestyle diseases (obesity, diabetes, heart disease)
PE9PF-IIIa-40
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
23. distinguishes facts from myths
and misinformation associated
with eating habits
PE9PF-IIIb-29
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
24. describes the nature and background of the dance
PE9RD-IIIb-1
OHSP Y1Q4 2010 SEC Y1Q4
2010 SEC Y2Q4 Enjoy Life w/ PE &
Health, TX & TM Unit 4
25. executes the skills involved in the
dance PE9RD-IIIb-h-4
OHSP Y1Q4
2010 SEC Y1Q4 2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM Unit 4
26. monitors periodically one’s
progress towards the fitness goals
PE9PF-IIIb-h-
28
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
27. performs appropriate first aid for
injuries and emergency situations in physical activity and dance
PE9PF-IIIb-h-
30
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 56 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
settings (cramps, sprain, heat
exhaustion)
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
28. involves oneself in community service through dance activities in
the community
PE9PF-IIIg-h-
41
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
29. recognizes the needs of others in
real life and in meaningful ways
PE9PF-IIIa-h-
42
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
FOURTH QUARTER/ FOURTH PERIOD
Active
Recreation a. Indoor
1.individu
al and dual
sports 2. team
sports 3. dances
b. Out door
The learner . . .
demonstrates
understanding of lifestyle and weight management
to promote community
fitness
The learner . . .
maintains an active lifestyle
to influence the physical activity participation of the
community
practices healthy eating
habits that support an active lifestyle
30. discusses the nature and
background of indoor and outdoor recreational activities
PE9GS-IVa-6
Proj EASE Module 2
Proj EASE Module 5 OHSP Y1Q1
OHSP Y1Q2,Modules 1, 2&
3
OHSP Y1Q3 2012 SECY1, Q2 &
Q3 2012 SECY2, Q2 &
Q3 Enjoy Life w/ PE &
Health, TX & TM
Unit 2, 3 & 4
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
K to 12 Physical Education Curriculum Guide December 2013 Page 57 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
1. Hiking
2. Camping
3. Orienteering
4. Biking
Note: Activities
not limited to the above list
31. participates in active recreation PE9GS-IVb-h-7
Proj EASE Module 2
Proj EASE Module 5 OHSP Y1Q1
OHSP Y1Q2,Modules 1, 2&
3
OHSP Y1Q3 2012 SECY1, Q2 &
Q3 2012 SECY2, Q2 &
Q3 Enjoy Life w/ PE &
Health, TX & TM
Unit 2, 3 & 4
32. advocates community efforts to increase participation in physical
activities and improve nutrition practices
PE9PF-IVb-h-43
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
33. practices environmental ethics (e.g
Leave No Trace) during participation in recreational
activities of the community
PE9PF-IVb-h-44
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 58 of 69
GRADE 10
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Lifestyle and
Weight Management
(physical activity and eating habits)
Active Recreation
(sports)
Suggested activities
1. individual and
dual sports 2. team sports
3. fitness activities
(strength training,
running and
walking for fitness, yoga,
group exercises)
The learner . . .
demonstrates
understanding of lifestyle and weight
management to promote societal fitness
The learner . . .
maintains an active lifestyle
to influence the physical activity participation of the
community and society
practices healthy eating
habits that support an active lifestyle
The learner . . . 1. assesses physical activity, exercise
and eating habits
PE10PF-Ia-h-39
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
2. determines risk factors related to
lifestyle diseases (obesity, diabetes,
heart disease)
PE10PF-Ia-40
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
3. engages in moderate to vigorous physical activities for at least 60
minutes a day in and out of school
PE10PF-Ib-h-45
OHSP Y1, Q1, Q2 &
Q3
Proj EASE Modules 2 & 5
2010 SEC Y1Q2 &Q3
2010 SEC Y2 Q2 &
Q3 Enjoy Life w/ PE &
Health, TX & TM Unit II & III
4. applies correct techniques to
minimize risk of injuries PE10PF-Ib-h-56
OHSP Y1, Q1, Q2 &
Q3 Proj EASE Modules 2
& 5 2010 SEC Y1Q2
&Q3 2010 SEC Y2
Q2 & Q3 Enjoy Life w/ PE &
Health, TX & TM Unit II & III
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
K to 12 Physical Education Curriculum Guide December 2013 Page 59 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
5. analyzes the effects of media and
technology on fitness and physical activity
PE10PF-Ib-46
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
6. critiques (verifies and validates)
media information on fitness and
physical activity issues
PE10PF-Ib-47
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
7. expresses a sense of purpose and
belongingness by participating in
physical activity-related community services and programs
PE10PF-Ib-h-48
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
SECOND QUARTER/ SECOND PERIOD Lifestyle and
Weight
Management (physical activity
and eating habits)
Active Recreation
(sports)
Suggested activities
1. individual and dual sports
2. teams sports
The learner ...
demonstrates understanding of
lifestyle and weight management to
promote societal fitness
The learner ...
maintains an active lifestyle to influence the physical
activity participation of the community and society
practices healthy eating habits that support an active
lifestyle
8. assesses physical activities,
exercises and eating habits
PE10PF-IIa-h-
39
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
9. determines risk factors related to
lifestyle diseases (obesity, diabetes, heart disease)
PE10PF-IIa-40
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
10. engages in moderate to vigorous
physical activities for at least 60
PE10PF-IIc-h-
45
OHSP Y1, Q1, Q2 &
Q3
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
K to 12 Physical Education Curriculum Guide December 2013 Page 60 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
3. fitness activities
(strength training, running and
walking for fitness, yoga,
group exercises)
minutes a day in and out of school Proj EASE Modules 2
& 5 2010 SEC Y1Q2
&Q3 2010 SEC Y2 Q2 &
Q3
Enjoy Life w/ PE & Health, TX & TM
Unit II & III
11. applies correct techniques to
minimize risk of injuries
PE10PF-IIc-h-
56
OHSP Y1, Q1, Q2 &
Q3
Proj EASE Modules 2 & 5
2010 SEC Y1Q2 &Q3
2010 SEC Y2 Q2 &
Q3 Enjoy Life w/ PE &
Health, TX & TM Unit II & III
12. analyzes the effects of media and
technology on fitness and physical activity
PE10PF-IIb-46
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
13. critiques (verifies and validates)
media information on fitness and
physical activity issues
PE10PF-IIb-47
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
14. expresses a sense of purpose and belongingness by participating in
physical activity-related community services and programs
PE10PF-IIc-h-
48
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 61 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Enjoy Life w/ PE &
Health, TX & TM Unit 1
THIRD QUARTER/ THIRD PERIOD
Other Dance Forms(Hip-hop,
Street dance,
Cheer dance, Contemporary
dance)
The learner ...
demonstrates understanding of
lifestyle and weight
management to promote societal fitness
The learner ...
maintains an active lifestyle to influence the physical
activity participation of the
community and society
practices healthy eating habits that support an active
lifestyle
15. assesses physical activities,
exercises and eating habits
PE10PF-IIIa-h-
39
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM Unit 1
16. determines risk factors related to
lifestyle diseases (obesity, diabetes, heart disease)
PE10PF-IIIa-40
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
17. engages in moderate to vigorous
physical activities for at least 60 minutes a day in and out of school
PE10PF-IIIc-h-
45
OHSP Y1, Q4
2010 SEC Y1Q4 2010 SEC Y2 Q4
Enjoy Life w/ PE &
Health, TX & TM Unit IV
18. applies correct techniques to
minimize risk of injuries
PE10PF-IIIc-h-
56
OHSP Y1, Q4 2010 SEC Y1Q4
2010 SEC Y2 Q4
Enjoy Life w/ PE & Health, TX & TM
Unit IV
19. analyzes the effects of media and
technology on fitness and physical activity
PE10PF-IIIb-46
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM Unit 1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 62 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
20. critiques (verifies and validates)
media information on fitness and physical activity issues
PE10PF-IIIb-47
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
21. expresses a sense of purpose and
belongingness by participating in physical activity-related community
services and programs
PE10PF-IIIc-h-48
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
22. recognizes the needs of others in
real life and in meaningful ways
PE10PF-IIIc-h-
49
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
FOURTH QUARTER/ FOURTH PERIOD
Other Dance Forms(Hip-hop,
Street dance, Cheer dance,
Contemporary
dance)
The learner ...
demonstrates understanding of
lifestyle and weight management to
promote societal fitness
The learner ...
maintains an active lifestyle to influence the physical
activity participation of the community and society
practices healthy eating habits that support an active
lifestyle
23. assesses physical activities,
exercises and eating habits
PE10PF-IVa-h-
39
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
24. determines risk factors related to
lifestyle diseases (obesity, diabetes, heart disease)
PE10PF-IVa-40
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
25. engages in moderate to vigorous
physical activities for at least 60
PE10PF-IVc-h-
45
OHSP Y1, Q4
2010 SEC Y1Q4
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
K to 12 Physical Education Curriculum Guide December 2013 Page 63 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
minutes a day in and out of
school
2010 SEC Y2 Q4
Enjoy Life w/ PE & Health, TX & TM
Unit IV
26. applies correct techniques to minimize risk of injuries
PE10PF-IVc-h-56
OHSP Y1, Q4 2010 SEC Y1Q4
2010 SEC Y2 Q4 Enjoy Life w/ PE &
Health, TX & TM Unit IV
27. analyzes the effects of media and
technology on fitness and
physical activity
PE10PF-IVb-46
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
28. critiques (verifies and validates) media information on fitness and
physical activity issues
PE10PF-IVb-47
OHSP Y1Q1, Module
1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
29. expresses a sense of purpose and belongingness by participating in
physical activity-related
PE10PF-IVc-h-
48
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM Unit 1
30. recognizes the needs of others in
real life and in meaningful ways
PE10PF-IIIc-h-
49
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 64 of 69
GLOSSARY
Adherence Voluntary, self-regulated and sustained regular participation in exercise program
Anxiety Negative state of arousal characterized by physical, mental and behavioural manifestations such unpleasant feeling, negative thoughts, excessive sweating, biting of nails and fidgeting
Apparently healthy
individual
Adults 18-65 years of age with no noticeable symptoms and have no significant disease or physical condition that prevents them from engaging
in physical activities. Children, adolescents, men less than 45 years, and women less than 55 years who have no symptoms of or known presence of heart disease or
major cardiovascular disease (CVD) risk factors.
Men 45 years or older and women 55 years or older who have no symptoms or known presence of heart disease and with less than two major CVD risk factors.
Men 45 years or older and women 55 years or older who have no symptoms or known presence of heart disease and with two or more CVD risk factors.
Arousal A state of being awake ranging from relaxed to frenzy.
Basic Life Support (BLS)
An emergency procedure that consists of recognizing respiratory or cardiac arrest or both and the proper application of CPR to maintain life until rescuer or advanced life support is available
Bend Movement that causes the formation of a curve.
Burnout Exhaustion and diminished interest resulting from long term-stress
Cohesion The tendency of a group to stick together and remain united in pursuit of a goal.
Collapse To fall down
Competition
environment This comprises of individuals and material resources where competition is held
Competition environment
management
Managing aspect of sports setting where competition is held (athletes and spectators, facilities and equipment, others)
Conflict
management
The process of limiting the negative aspects of conflict while increasing the positive aspects of conflict thereby enhancing learning and outcomes or performance.
Handling conflict (formal protest, verbal disagreements, physical altercation, etc.) among athletes, parents, spectators and others before, during or after the competition=
Cueing Verbal or physical signal provided in anticipation of a movement.
Dance Mixers Is a kind of participation dance in a social dance setting that involves changing partners as an integral part. It allows dancer to meet new partners and allow beginners to dance with more advanced dancers.
Deconditioning To lose fitness
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 65 of 69
GLOSSARY
Dehydration Excessive loss of body water with an accompanying disruption of metabolic processes
Directions refer to linear-forward and backward, lateral sideward and multi- directional movement
Disaster A sudden or serious disruption of life caused by nature or humans that creates or threatens to create injuries to a number of person or properties
Dynamic Flexibility is doing flexibility exercises while moving
Ethical behaviour Acting in ways that are consistent with one’s personal values and commonly held norms of the society.
Ethical standards Principles that promote values such as trust, good behaviour, fairness and kindness
Exercise program A carefully designed plan for improving health or fitness.
Feasibility assessment
Assessment of how beneficial or practical the development of a particular system will be to an event.
First aid An immediate and temporary care given to a person who suddenly gets ill or injured
Flexibility Is the ability of a person to bend or stretch without hurting themselves.
Flow Refers to smoothness of movement
Force Refers to light, lighter, lightest/strong, stronger and strongest
Gallop Feet face forward, step forward & close with the trail foot, step & close… (Same foot always leads).
Game statistics A metric of one’s game or competition performance in specific sports terms such as game point average, assists, errors, home runs, etc.
General space Is an unlimited area where you move from one place to another.
Group dynamics Behavioural and psychological processes which occur within a group
Head level dribbling It is dribbling the balloon the head level/head and waist in between.
Heat fatigue A heat exhaustion which is a milder form of heat-related illness that can occur after prolonged exposure to high temperature.
Heat stroke A life threatening condition with symptoms of high body temperature, rapid pulse and difficulty of breathing.
Hop Push off 1 foot, land on same foot. Vertical or horizontal
Hyperthermia An elevated body temperature due to failed thermoregulation that occurs when the body produces or absorbs more heat that it dissipates
Hypothermia A condition in which core temperature drops below the required temperature (370 C)for normal metabolism and body functions
Implements An instrument, tool, or utensil for accomplishing work.
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 66 of 69
GLOSSARY
Inclusion The principle of ensuring participation of all learners.
Indigenous game Is a native game in one place specially in a region or country
Jump Take off 1 or 2 feet, land on 2 feet. Vertical or horizontal
Knee level dribbling Is dribbling the ball on the knee level/below.
Kunday Literary means move the hands gracefully somewhat like a kumintang
Lead-up games Is an organize game that can be used to improve the locomotor skills like catching and throwing/passing.
Leap Take off 1 foot, cover a large distance. Land on other foot. Use several running steps to lead into the leap
Levels Refer to high, Middle, and Low movements
Life skills Behaviours used appropriately and responsibly in the management of personal affairs
Location Refer to behind, infront, under, over, personal space, and general space
Luksong tinik Is an indigenous/native game played by three or more players using hand as tinik.
Manipulative skills Are done with the use of light implements. It is also a combination of locomotor and non-locomotor movements.
Motivational strategies
Techniques or exercises used to improve a participant’s drive and persistence toward his/her goal.
Motor control The process by which the central nervous system produces purposeful and coordinated movement in its interaction with the rest of the body and
the environment
Motor learning A set of internal processes associated with practice or experience leading to relatively permanent changes and the capability for skilled behaviour
Movement screen
An assessment technique for identifying imbalances in mobility and stability during the performance of fundamental movement patterns. The
assessment results can be used for the prevention of non-contact injuries and optimization of performance.
Movements Is a change of position of body or body parts in space
Objects Refers to ribbons, hoops, balls, and any available indigenous/improvised materials
Parameter A measurable factor of a set that defines a system.
PAR-Q Physical Activity Readiness Questionnaire
Performance enhancement
Measures taken to perform better in sports or exercise.
Performance goal Specific personal standard unaffected by the performance of others
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 67 of 69
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 self-space
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 A careful plan for spreading the word about a product or service to stakeholders and the broader public.
Psychological impact
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 Teaching sports and other related activities as leisure pursuits.
Rehabilitative activities
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
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 68 of 69
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.
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 69 of 69
CODE BOOK LEGEND
Sample: PE2PF-IIa-h-14
LEGEND SAMPLE
First Entry
Learning Area and
Strand/ Subject or Specialization
Physical Education
PE2
Grade Level Grade 2
Uppercase Letter/s Domain/Content/ Component/ Topic
Physical Fitness PF
-
Roman Numeral *Zero if no specific quarter
Quarter Second Quarter II
Lowercase Letter/s
*Put a hyphen (-) in between letters to indicate more than a
specific week
Week Week one to eight a-h
-
Arabic Number Competency
Observes correct posture and body mechanics while performing movement activities
14
DOMAIN/ COMPONENT CODE
Body Management EL
Movement Skills MS
Physical Fitness PF
Games and Sports GS
Rhythms and Dance RD
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1
Edukasyong Pangkatawan
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44
Yunit 3
PAGPAPATULOY SA PAGPAPAUNLAD NG PHYSICAL FITNESS
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 Challengeb. Kasanayan: Balik-Tanaw sa mga Sangkap ng Physical Fitness,
Cardiovascular Endurance, Lakas ng Kalamnan,Tatag ng Kalamnan, Kahutukan (Flexibility)
c. Pagpapahalaga: Masiglang pakikilahok; pagiging maingatd. 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-aralIlahad sa mga bata na naisagawa na nila ang iba’t ibang pagsubok sa physical fitness nang nakaraang unang markahan.
ARALIN 1
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45
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 napagtuunan ang pagpapaangat ng antas ng gawaing pisikal atfitness.
Itanong kung ano-anong mga gawaing pisikal ang dapat isagawaupang mapataas ang antas ng physical fitness.
D. Paglalapat
Ipagawa ang nasa LM “Gawin Natin”. Gabayan ang mga bata sapagsasagawa at ipaalala ang mga pag-iingat na dapat gawin.Magkaroon ng talakayan sa ginawa.Ipasagot ang checklist upang maitala ang kanilang ipinakitanggaling 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.
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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.
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47
Yunit 3
PAGPAPATULOY SA PAGPAPAUNLAD NG PHYSICAL FITNESS
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 katawanPagpapahalaga: Masiglang pakikilahok, pagiging maingat,
paggalang sa kapuwaSanggunian: Curriculum Guide, www.obesity.org.ph/Kagamitan: Palaruan
III. Pamamaraan
A. Pang araw-araw na Gawain1. 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-aralItanong kung naisagawa nila nang maayos ang Fitness Challenge noong nakaraang aralin.
Itanong kung paano pa malilinang ang mga fitness components.
ARALIN 2
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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).
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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 pagkaka-roon 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. Ipapa-sa ang kontrata sa susunod na pagkikita.
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50
Yunit 3
PAGPAPATULOY SA PAGPAPAUNLAD NG PHYSICAL FITNESS
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 katu-lad 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 Walkb. Kasanayan: Pagpapaunlad ng Koordinasyon ng Katawan (Coordination)c. Pagpapahalaga: Masiglang pakikilahok; pagiging maingat; paggalang sa
kapwad. Sanggunian: Curriculum Guide; Teaching Physical Education e. Kagamitan: palaruan; hula hoop
III. Pamamaraan
A. Pang- araw-araw na Gawain1. 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-aralItanong kung naisagawa nila nang maayos ang Two-Hand Ankle Grip noong nakaraang aralinItanong kung paano pa malilinang ang flexibility ng katawan.Ipakita ang larawan. Itanong kung ano ang ginagawa ng mga bata. Pag-usapan ito.
B. Panimulang GawainIpabasa ang “Simulan Natin”. Pag-usapan ito.
ARALIN 3
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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 mapaun-lad ang koordinasyon.
(Muling balikan ang talaang ginawa makalipas ang isang linggo at muling ipakita kung talagang nagawa nila nang maayos ang mga pagsubok.)
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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.
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53
Yunit 3
PAGPAPATULOY SA PAGPAPAUNLAD NG PHYSICAL FITNESS
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 likhang-
galaw.
II. Nilalaman
Paksa: Likhang galaw Ayon sa Tema at RitmoKasanayan: Pagpapaunlad ng Pagkamalikhain Ayon sa Ritmo at TemaPagpapahalaga: Masiglang pakikilahok, pagiging maingat, paggalang sa
kapwaSanggunian: P.E Curriculum Guide, Teaching Physical EducationKagamitan: palaruan, mga tugtog o musika na may iba’t ibang tempo o bilis.
III. Pamamaraan
A. Pang-araw-araw na Gawain1. 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-aralItanong 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.
ARALIN 4
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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 pang-kat.
(Pipili ang guro o maaaring gumawa ng sariling ideya.)Ilan sa mga halimbawa ng interpretasyon ay ang mga sumusunod:
Kalikasan - panahon, hayop, halamanLikhang-isip na bagay - higante o duwende,engkantada, awiting pambataMga gawain/hanapbuhay ng tao - guro, driver, ballet dancer, paglala-ba, pagmamanehoMga sasakyan - eroplano, tren, bus, barko, bisekletaMachinery - orasan, elevator, crane, forkliftMoods/feelings - masaya, malungkot, galit
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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 kakayahan sa pagkamalikhain upang masanay nang husto.
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 pam-amagitan ng paglalagay ng tsek sa kolum na naglalarawan ng kanilang sa-ma-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 ga-wain.
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.
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56
Yunit 3 PAGPAPATULOY SA PAGPAPAUNLAD NG PHYSICAL FI
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.
2. Naisasagawa ang mga hakbang pansayaw sa rhythm na 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 RitmoKasanayan: Pagpapaunlad ng Pagkamalikhain ayon sa Ritmo at TemaPagpapahalaga: Masiglang pakikilahok, pagiging maingat, paggalang sa
kapwaSanggunian: 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 Gawain1. 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-aralItanong 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.
Yunit 3
PAGPAPATULOY SA PAGPAPAUNLAD NG PHYSICAL FITNESS
ARALIN 5
34
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57
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 hak-bang 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 tina-hak.
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 magta-nong upang makabuo ng kaisipan na dapat tandaan.
Itanong kung paano makatutulong ang likhang sayaw sa pagpapaunlad ng physical fitness.
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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.
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Yunit 3
PAGPAPATULOY SA PAGPAPAUNLAD NG PHYSICAL FITNESS
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 LikiKasanayan: Mga Batayang Kasanayan at Kaalaman sa PagsayawPagpapahalaga: Kooperasyon at PagkamatiyagaSanggunian: Visayan Folkdance Vol. 1Kagamitan: Larawan, tsart, mapa ng Negros Occidental, tugtugin ng Liki, cassette/CD player
III. Pamamaraan
A. Pang-araw-araw na Gawain1. 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 di-lokomotor na sasabihin ng guro. (apat na minuto)
Itanong kung paano nabubuo ang mga likhang sayaw. Itanong din kung ano ang kabutihang dulot ng pagsasayaw.
ARALIN 6
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B. Panimulang GawainIpakita 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 isinasaalang-alang ang wastong pag-iingat.
Itanong kung masaya ang mga bata habang isinasagawa ang mga hak-bang 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.
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IV. Pagtataya
A. Gawaing May KaparehaPapiliin 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”.
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Yunit 3
PAGPAPATULOY SA PAGPAPAUNLAD NG PHYSICAL FITNESS
Kasanayan sa Pagsayaw ng Liki
Laang oras ng pagtuturo: apatnapung (40) minuto
I. Layunin1. 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 pag-
sasayaw.
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 ling-
go. 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.
ARALIN 7
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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. 1Mb. Point L foot in front (cts. 1, 2, 3). Hands as in (a). 1Mc. Repeat (a) and (b) starting with L foot 2Md. Starting with R foot, take two close steps forward to partner’s place, passing by R shoulders. Hands as in (a). 2Me. Three-step turn right about, hands as in (a), finish facing partner. 2M
Repeat all (a-e), finish in proper places. 8M
IIMusic 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 high 1M
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 L 2M
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
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IIIMusic A.
Partners face away from each other.a. Repeat Fig. I (a-c) 4Mb. 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. 2Mc. Three step turn R about, hands as in (b), finish facing away from each other. 2M Repeat (a-c). Finish facing audience. 8M
IVMusic 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 hak-bang 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.
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E. PaglalagomGabayan 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 stepBrush stepPoint step3-Step TurnWaltz (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.
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Yunit 3
PAGPAPATULOY SA PAGPAPAUNLAD NG PHYSICAL FITNESS
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: Pangkatapusang Gawain (Culminating Activity) Kasanayan: Katutubong Sayaw - Liki Pagpapahalaga: Kooperasyon at Pagkamatiyaga, malikhain Sanggunian: Visayan Folkdance Vol. 1 Kagamitan: 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?
ARALIN 8
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B. Panimulang GawainSabihin 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 GawainHatiin sa apat na pangkat ang buong klase. Ipakita kung saan ang nakatalagang lugar para sa kanila. Sumangguni sa LM para sa diagram.
D. PaglalapatIpabasa 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. PaglalagomGabayan 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 EbalwasyonPalagyan ng tamang smiley ang inyong performance gamit ang talaan na nasa LM.
V . Takdang-aralinPagawain 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.
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Mga Bumuo ng Patnubay ng GuroEdukasyong 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 1600Telefax: (02) 634-1054, 634-1072E-mail Address: [email protected]
Edukasyong Pangkatawan at Pangkalusugan – Ikaapat na BaitangPatnubay ng GuroUnang Edisyon 2015
Inilathala ng Kagawaran ng EdukasyonKalihim: Br. Armin A. Luistro FSCPangalawang Kalihim: Dina S.Ocampo, PhD
Isinasaad ng Batas Republika 8293, seksiyon 176 na “Hindi maaaring magkaroon ng karapatang-ari (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 may-akda 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)[email protected] ang mga may-akda at tagapaglathala.
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iii
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 mai-tuturing na isang kayamanan kung kaya mahalagang maituro at maipaunawa sa bawat mag-aaral ang kahalagahan nang pagkakaroon ng wastong nutri-syon 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 upa-ng 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.
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vi
Aralin 3 Paglinang ng Reaction Time.................................................... 73
Aralin 4 Pangunahing Kaalaman sa Sayaw na Ba-Ingles.................... 75
Aralin 5 Kasanayan sa Pagsayaw ng Ba-Ingles................................... 77
Aralin 6 Malikhaing Pagsayaw.............................................................. 82
Aralin 7 Ang Pagsubok sa mga Sangkap ng Physical Fitness (Post Test)................................................ 84
Aralin 8 Ang Pagsubok sa mga Sangkap ng Physical Fitness (Post Test)................................................ 86
TALAAN NG MGA NILALAMAN
Edukasyong Pangkatawan
YUNIT IV PAGPAPANATILI SA PAGPAPAUNLAD NG PHYSICAL FITNESS
Aralin 1 Balik-tanaw sa mga Sangkap ng Skill Related Fitness................………….................................. 68
Aralin 2 Paglinang ng Balanse.............................................................. 71
Pahina
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Republic of the Philippines Department of Education
DepEd Complex, Meralco Avenue Pasig City
December 2013
K to 12 Curriculum Guide
PHYSICAL EDUCATION
(Grade 1 to Grade 10)
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 2 of 69
CURRICULAR FRAMEWORK
K to 12 Basic Education Program: An Overview
Essentially, the K to 12 curriculum proposed in 2011 seeks to develop 21st century skills among its learners. These include the cognitive skills of critical thinking,
problem-solving and creative thinking; the social or interpersonal skills of communication, collaboration, leadership and cross-cultural skills; self- management skills of self-monitoring and self-direction, as well as task or project management skills, and personal characteristics which are part of ethics, civic responsibility and accountability.
The Curricular Philosophy of the K to 12 PE Curriculum
Fitness and movement education content is the core of the K to 12 PE Curriculum. It includes value, knowledge, skills and experiences in physical activity participation in order to (1) achieve and maintain health-related fitness (HRF), as well as (2) optimize health. In particular, it hopes to instill an understanding of why HRF is
important so that the learner can translate HRF knowledge into action. Thus, self-management is an important skill. In addition, this curriculum recognizes the view that fitness and healthy physical activity (PA) behaviors must take the family and other environmental settings (e.g. school, community and larger society) into consideration. This
curricular orientation is a paradigm shift from the previous sports-dominated PE curriculum aimed at athletic achievement.
Move to learn is the context of physical activity as the means for learning, while Learn to move embodies the learning of ski lls, and techniques and the acquisition of
understanding that are requisites to participation in a variety of physical activities that include exercise, games, sports, dance and recreation.
Learning Outcomes
The K to 12 PE Curriculum develops the students’ skills in accessing, synthesizing and evaluating information, making informed decisions, enhancing and advocating
their own and others’ fitness and health. The knowledge, understanding and skills underpin the competence, confidence and commitment required ofall students to live an active life for fitness and health.
The K to 12 PE Curriculum prioritizes the following standards:
1. Habitual physical activity participation to achieve and maintain health-enhancing levels of fitness. 2. Competence in movement and motor skills requisite to various physical activity performances.
3. Valuing physical activities for enjoyment, challenge, social interaction and career opportunities. 4. Understanding various movement concepts, principles, strategies and tactics as they apply to the learning of physical activity.
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 3 of 69
Learning Approaches
Physical literacy is consists of movement, motor- and activity-specific skills. In the early grades the learners are taught the ‘what,’ ‘why’ and ‘how’ of the movement. This progresses to an understanding of the ‘why’ of the movement which is achieved by developing more mature movement patterns and motor skills in a wide range and
variety of exercise, sports and dance activities to specifically enhance fitness parameters. The learners builds on these knowledge and skills in order to plan, set goals and
monitor their participation in physical activities (exercise, sports and dance) and constantly evaluate how well they have integrated this their personal lifestyle. This implies the provision of ongoing and developmentally-appropriate activities so that the learners can practice, create, apply and evaluate the knowledge, understanding and skills
necessary to maintain and enhance their own as well as others’ fitness and health through participation in physical activities.
The curriculum also allows for an inclusive approach that understands and respects the diverse range of learners; thus, the program takes into account their needs, strengths and abilities. This is to ensure that all learners have equivalent opportunities and choices in Physical Education.
The curriculum emphasizes knowing the ‘what’, ‘how’ and ‘why’ of movement. It focuses on developing the learners’ understanding of how the body responds, adjusts and adapts to physical activities. This will equip the learner to become self-regulated and self-directed as a result of knowing what should be done and actually doing
it; is the learners are equally confident in influencing their peers, family, immediate community, and ultimately, society. These are all valuable 21st century skills which the K to 12 PE Curriculum aspires for the learners to develop.
Learning Strands
The program has five learning strands: 1. Body management which includes body awareness, space awareness, qualities and relationships of movements and how these are used dynamically in various physical
activities.
2. Movement skills related to the fundamental movement patterns and motor skills that form the basis of all physical activities. 3. Games and sports consisting of simple, lead-up and indigenous games; as well as individual, dual and team sports in competitive and recreational settings.
4. Rhythms and dances include rhythmical movement patterns; the promotion and appreciation of Philippine folk dance, indigenous and traditional dances as well as other dance forms.
5. Physical fitness includes assessment through fitness tests and records, interpreting, planning and implementing appropriate programs that support fitness and health goals.
The acquisition of physical literacy serves as the foundation for lifelong physical activity participation which is critical to maintaining and promoting health. Thus, the
health strand in the senior high school (SHS) is seamlessly integrated in the PE curriculum. This strand optimizes the learner’s potential for health and wellbeing and contributes to building healthy, active communities. Thus, the course title, Health-optimizing PE or H.O.P.E.
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 4 of 69
.
Figure 1. The Conceptual Framework of Physical Education
PHYSICAL LITERACY
Fundamental Movement Skills
Fundamental Motor skills
Activity-specific
Activity
Rhythms & Dances
Games & Sports
MOVE TO LEARN, LEARN TO MOVE
A graduate who lives an active life
for fitness and lifelong health
Body Management
K ----1---2---3---4---5---6---7---8----9---10---11---12
Activity-Based
Developmentally
Appropriate
Standard based
Integrated
Inclusive
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Learning Area Standard
The learner demonstrates understanding of the concept of physical fitness and physical activity in achieving, sustaining, and promoting an active life for fitness
and health
Key Stage Standards
Strands K – 3 4 – 6 7 - 10
The learner demonstrates
understanding of movement
concepts and skills in preparation for active
participation in various
physical activities.
The learner demonstrates
understanding of principles in
movement and fitness
for active participation in various
physical activities.
The learner demonstrates
understanding of integrating
physical activity behaviors in
achieving an active lifestyle.
Body Management
Movement Skills
Physical Fitness
Games and Sports
Rhythms and Dance
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K to 12 Physical Education Curriculum Guide December 2013 Page 6 of 69
GRADE LEVEL STANDARDS
Grade Level Grade Level Standards
Grade 1
The learner demonstrates understanding of body awareness, space awareness, qualities of effort and movement relationships through participation in
enjoyable physical activities. Grade 2
Grade 3
Grade 4
The learner demonstrates understanding of the importance of physical activity and physical fitness through participation in and assessment of physical
activities. Grade 5
Grade 6
Grade 7 The learner demonstrates understanding of personal fitness in achieving an active lifestyle.
Grade 8 The learner demonstrates understanding of family and school fitness in sustaining an active lifestyle.
Grade 9 The learner demonstrates understanding of community fitness in sustaining and promoting an active lifestyle.
Grade 10 The learner demonstrates understanding of societal fitness in promoting an active lifestyle.
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Table 1a - Scope and Sequence of Physical Education from Grades 1-3
Key Stage 1
Grade Level Strands Q1 Q2 Q3 Q4
GRADE 1
Body management
Movement skills Rhythms and dance
Games and sports
Physical fitness
Body Awareness Space Awareness Qualities of Effort Relationships
Participation in enjoyable singing games, action songs, simple games, Chasing/Fleeing type games and mimetics.
GRADE 2
Body management Movement skills
Rhythms and dance Games and sports
Physical fitness
Body Shapes and Body
Actions
Locations, Directions, Levels, Pathways and
Planes
Time, Force and Flow Person, Objects, Sound
and Environment
Participation in enjoyable activities in different locomotor, non- locomotor and manipulative activities, folk dances,
rhythmic routines (ribbon, hoop, balls, indigenous/improvised materials), relays and races
GRADE 3
Body management
Movement skills
Rhythms and dance Games and sports
Physical fitness
Body Shapes and Body
Actions
Locations, Directions, Levels, Pathways and
Planes
Time, Force and Flow Person, Objects, Sound
and Environment
Participation in enjoyable and challenging activities in different locomotor, non- locomotor and manipulative activities ,simple folk dance, rhythmic routines (ribbon, hoop, balls, etc.)Lead-up and organized games(indigenous)
and corrective exercises.
Note: The scope and sequence for Grades 1 to 3 activities are integrative and inclusive in context.
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K to 12 Physical Education Curriculum Guide December 2013 Page 8 of 69
Table 1a - Scope and Sequence of Physical Education from Grades 4-6
Key Stage 2
Grade Level Strands Q1 Q2 Q3 Q4
Health-Enhancing Fitness 1
GRADE 4
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports Target games,
striking/fielding games, Invasion games
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Health-Enhancing Fitness 2
GRADE 5
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports Target games,
striking/fielding games Invasion games Wall/net games, invasion games
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Health-Enhancing Fitness 3
GRADE 6
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports Target games,
striking/fielding games Invasion games
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Note: The scope and sequence for Grades 4 to 6 are focused on health and skill enhancing activities, ensuring that they are integrative and inclusive in
context.
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K to 12 Physical Education Curriculum Guide December 2013 Page 9 of 69
Table 1d - Scope and Sequence of Physical Education from Grades 7-10
Key Stage 3
Grade Level Strands Q1 Q2 Q3 Q4
GRADE 7
Personal Fitness
Physical fitness Exercise programs: Training Guidelines, FITT Principle
Endurance and Muscle-and bone- strengthening activities
Games and sports Individual and Dual sports
Rhythms and dance Folk/indigenous, ethnic, traditional/festival dances
GRADE 8
Family and School Fitness
Physical fitness Physical activity programs: Training Guidelines, FITT Principle
Endurance and Muscle-and bone- strengthening activities
Games and sports Team Sports
Rhythms and dance Folk dances with Asian
influence
GRADE 9
Community Fitness
Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
Games and sports Sports officiating Active Recreation (indoor
& outdoor)
Rhythms and dance Social, ballroom dances and Festival dances
GRADE 10
Societal Fitness
Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
Games and sports Active Recreation (Sports)
Rhythms and dance Active Recreation (Other dance forms-Hip-hop, Street
Dance, Cheer dance, Contemporary, etc.)
Note: The scope and sequence for Grades 7 to 10 are thematically organized; ensure that they are integrative and inclusive context.
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K to 12 Physical Education Curriculum Guide December 2013 Page 10 of 69
Table 1d - Scope and Sequence of Physical Education and Health from Grades 11-12
Grade Level Strands Semester 1 Semester 2
Q1 Q2 Q3 Q4
GRADE 11
Fitness/Exercise
HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 1 and 2)
Aerobic, muscle and bone-strengthening
activities
Sports
Individual, dual and team sports
HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 3 and 4)
GRADE 12
Dance
Traditional, contemporary, ethnic, folk and social dances
Recreation
Aquatic and mountaineering activities
Note: Students can elect from the menu of physical activity courses
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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
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GRADE 1
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING
MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Body Awareness
(Different body parts
and their movements)
The learner . . . demonstrates understanding
awareness of body parts in preparation for participation
in physical activities.
The learner . . . performs with coordination
enjoyable movements on body awareness .
The learner . . .
1. describes the different parts of
the body and their movements through enjoyable physical
activities
PE1BM-Ia-b-1
2. creates shapes by using
different body parts PE1BM-Ic-d-2
3. shows balance on one, two,
three, four and five body parts PE1BM-Ie-f-3 Misosa IV- M4
4. exhibits transfer of weight PE1BM-Ig-h-4 Misosa IV- M4
5. recognizes the importance of participating in fun and
enjoyable physical activities
PE1PF-Ia-h-1
6. engages in fun and enjoyable physical activities with
coordination
Suggested learning activities action songs singing games
simple games chasing and fleeing games
mimetics
PE1PF-Ia-h-2
SECOND QUARTER/ SECOND GRADING
Space Awareness
(Moving in different directions at spatial
levels)
The learner . . .
demonstrates understanding
of space awareness in
preparation for participation in physical activities.
The learner . . .
performs movement skills in a given space with coordination.
7. identifies locomotor skills PE1BM-IIa-b-5 Misosa IV- M1
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 13 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
8. demonstrates moving within a
group without bumping or falling using locomotors skills
PE1BM-IIc-e-6 Misosa IV- M1
9. executes locomotor skills while
moving in different directions at different spatial levels
PE1BM-IIf-h-7
Misosa IV- M1
10. engages in fun and enjoyable
physical activities with coordination
PE1PF-IIa-h-2
11. illustrates/demonstrate acceptable responses to
challenges, successes, and
failures during participation in motor fitness activities
PE1PF-IIa-h-3
12. demonstrates acceptable
responses to challenges, successes, and failures during
participation in physical activities
Suggested learning activities action songs
singing games simple games
chasing and fleeing games mimetics
PE1PF-IIa-h-4
THIRD QUARTER/ THIRD GRADING
Qualities of Effort
(Slow and fast, heavy
and light, free and bound movements)
The learner . . . demonstrates understanding of qualities of effort in
preparation for participation
in physical activities.
The learner . . .
performs movements of varying qualities of effort
with coordination.
13.describes the difference between slow and fast, heavy
and light, free and bound movements
PE1BM-IIIa-b-8
14. demonstrates contrast between slow and fast speeds
while using locomotor skills
PE1BM-IIIc-d-9
Misosa IV -M1
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 14 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
15. demonstrates the difference
between heavy and light while moving
PE1BM-IIIe-f-10
16. demonstrates the difference
between free and bound PE1BM-IIIg-h-11
17. demonstrates the difference
between free and bound PE1PF-IIIa-h-2
18. engages in fun and enjoyable physical activities
PE1PF-IIIa-h-6
19. enumerates the characteristics
of a good team player PE1PF-IIIa-h-7
20. differentiates sharing from
cooperating PE1PF-IIIa-h-8
21. demonstrates the characteristics of sharing and
cooperating in physical activities
Suggested learning activities action songs
singing games simple games
chasing and fleeing games
mimetics
PE1PF-IIIa-h-9
FOURTH QUARTER/ FOURTH GRADING
Movement Relationships
(Relationship to a
moving or stationary object/person)
The learner . . . demonstrates understanding
of relationships of movement skills in preparation for
participation in physical activities
The learner . . . performs movements in
relation to a stationary or moving object/person with
coordination.
22. identifies movement
relationships PE1BM-IVa-b-12
23. demonstrates relationship of
movement PE1BM-IVc-e-13
24. performs jumping over a stationary object several times
in succession, using forward- and- back and side-to-side
movement patterns
PE1BM-IVf-h-14 Misosa VI -M1
25. engages in fun and enjoyable physical activities
PE1PF-IVa-h-2
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 15 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
26. shows interest in participating
in physical activities PE1PF-IVa-h-9
27. follows simple instructions and
rules PE1PF-IVa-h-10
28. enjoys participating in physical activities
Suggested learning activities action songs
singing games simple games
chasing and fleeing games mimetics
PE1PF-IVa-h-11
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 16 of 69
GRADE 2
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Body Shapes
(Straight, curled, wide and twisted) and
Body Actions (Walking, standing,
sitting)
The learner . . . demonstrates
understanding of body shapes and body
actions in preparation for various movement
activities
The learner . . . performs body shapes and
actions properly.
The learner . . 1. describes body shapes and actions
PE2BM-Ia-b-1
2. demonstrates body shapes and actions PE2BM-Ic-d-15
3. creates body shapes and actions PE2BM-Ie-f-2
4. demonstrates momentary stillness in
symmetrical and asymmetrical shapes using body parts other than both feet as a
base of support
PE2BM-Ig-h-16
Misosa V -M1
5. demonstrates movement skills in response
to sound and music PE2MS-Ia-h-1
6. exhibits correct body posture PE2PF-Ia-h-12
Misosa VI M1-M5
7. assesses body posture PE2PF-Ia-h-
13
8. engages in fun and enjoyable physical
activities
Suggested learning activities
movement skills activities (locomotor, non-locomotor and manipulative skills)
folk dances (Alitaptap/Rabong)
rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised
materials) relays and races
PE2PF-Ia-h-2
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 17 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
SECOND QUARTER/ SECOND GRADING
Locations (Behind, in front, under, over,
personal space,
general space) Directions (linear-
forward and backward, lateral- sideward, and
multi-directional) Levels (High, middle,
low) Pathways
(Straight, curved, zigzag) and Planes
(Diagonal, horizontal, vertical, and rotational)
Th The learner . . .
demonstrates
understanding of locations, directions,
levels, pathways and planes
ThThe learner. . .
performs movements
accurately involving locations, directions,
levels, pathways and planes.
9. describes movements in a location,
direction, level, pathway and plane PE2BM-IIa-b-
17 Misosa IV -M1
10. moves in:
personal and general space
forward, backward, and sideward directions
high, middle, and low levels
straight, curve, and zigzag pathways diagonal and horizontal planes
PE2BM-IIc-h-18
11. demonstrates movement skills in response
to sounds and music PE2MS-IIa-h-
1
12. observes correct posture and body mechanics while performing movement
activities
PE2PF-IIa-h-14
13. engages in fun and enjoyable physical
activities
Suggested learning activities movement skills activities (locomotor, non-
locomotor and manipulative skills) folk dances
rhythmic routines (ribbon, hoop, balls, and
any available indigenous/improvised materials) relays and races
PE2PF-IIa-h-2
THIRD QUARTER/ THIRD GRADING
Time (slow, slower,
slowest/fast, faster, fastest) Force (light,
lighter, lightest/strong,
stronger, strongest)
and Flow (smoothness of
The learner . . . demonstrates understanding of movement in relation to time, force and flow
The learner . . . performs movements
accurately involving time, force, and flow.
14. describes movements in a location,
direction, level, pathway and plane
PE2BM-IIIa-
b-17
15. moves:
15.1 at slow, slower, slowest/fast, faster, fastest pace
15.2 using light, lighter, lightest/strong, stronger, strongest force with
smoothness
PE2BM-IIIc-h-19
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 18 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
movement) 16. demonstrates movement skills in response
to sound and music
PE2MS-IIIa-
h-1
17. engages in fun and enjoyable physical
activities
PE2PF-IIIa-h-
2
18. observes correct posture and body mechanics while performing movement
activities
Suggested learning activities
movement skills activities locomotor, non-
locomotor and manipulative skills
folk dances (Alitaptap/Rabong) rhythmic routines (ribbon, hoop, balls, and
any available indigenous/improvised materials)
relays and races
PE2PF-IIIa-h-
14
FOURTH QUARTER/ FOURTH GRADING
Person (Individual,
pair, group), Objects
(ribbon, hoop, balls, and any available
indigenous/improvised materials), Sound,
Environment
(indoor and outdoor settings)
The learner . . . demonstrates understanding of
movement activities relating to person,
objects, music and
environment
The learner . . . performs movement activities involving person,
objects, music and environment correctly
19. familiarizes in various movement activities
involving person, objects, music and
environment
PE2BM-IV-a-b-20
Misosa V -M1
20. moves:
20.1 individually, with partner, and with group
20.2 with ribbon, hoop, balls, and any available indigenous/improvised
materials 20.3 with sound
20.4 in indoor and outdoor settings
PE2BM-IV-c-h-21
Misosa V -M1
21. demonstrates movement skills in response
to sound
PE2MS-IV-a-
h-1
22. engages in fun and enjoyable physical activities
PE2PF-IV-a-h-2
23. observes correct body posture and body
mechanics while performing movement activities
PE2PF-IV-a-h-14
Misosa VI -M1
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 19 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Suggested learning activities
movement skills activities locomotor, non-locomotor and manipulative skills
folk dances (Alitaptap/Rabong) rhythmic routines (ribbon, hoop, balls, and
any available indigenous/improvised materials)
relays and races
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 20 of 69
GRADE 3
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Body Shapes
(Straight, curled, wide and twisted) and
Body Actions (Walking, standing,
sitting)
The learner . . . demonstrates
understanding of body shapes and body actions
in preparation for various movement activities
The learner . . . performs body shapes and
actions properly.
The learner . . . 1. describes body shapes and
actions
PE3BM-Ia-b-1
2. performs body shapes and actions
PE3BM-Ic-d-15
3. creates body shapes and actions PE3BM-Ie-f-2
4. demonstrates momentary stillness in symmetrical and
asymmetrical shapes using body parts other than both feet as a
base of support
PE3BM-Ig-h-16
5. demonstrates movement skills in response to sounds and music PE3MS-Ia-h-1
6. identifies conditioning and
flexibility exercises that will improve posture
PE3PF-Ia-h-15
7. performs conditioning and
flexibility exercises that will improve body posture
PE3PF-Ia-h-16
8. engages in fun and enjoyable physical activities
Suggested learning activities 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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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 21 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
SECOND QUARTER/ SECOND GRADING
Locations (Behind, in front, under, over,
personal space,
general space) Directions (linear-
forward and backward, lateral-
sideward, and multi-directional) Levels
(High, middle, low)
Pathways (Straight, curve, zigzag) and
Planes (Diagonal, horizontal, vertical,
and rotational)
The learner . . .
demonstrates
understanding of locations, directions,
levels, pathways and planes
The learner . . .
performs movements
accurately involving locations, directions, levels, pathways
and planes.
The learner . . . 9. describes movements in a
location, direction, level, pathway and plane
PE3BM-IIa-b-17
10. moves in:
personal and general space forward, backward, and
sideward directions
high, middle, and low levels straight, curve, and zigzag
pathways diagonal and horizontal
planes
PE3BM-IIc-h-18
11. demonstrates movement skills in response to sound
PE3MS-IIa-h-1 Misosa IV-M1
12. identifies conditioning and
flexibility exercises that will improve body mechanics
PE3PF-IIa-h-15 Misosa V-M1
13. performs conditioning and
flexibility exercises that will improve body mechanics
PE3PF-IIa-h-16 Misosa VI-M5
14. engages in fun and enjoyable physical activities
Suggested learning activities 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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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 22 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
THIRD QUARTER/ THIRD GRADING
Time (slow, slower, slowest/fast, faster,
fastest Force (light,
lighter, lightest/strong,
stronger, strongest) and Flow
(smoothness of movement)
The learner . . . demonstrates
understanding of movement in relation to
time, force and flow
The learner . . .
performs movements
accurately involving time, force, and flow.
15. describes movements in a location, direction, level,
pathway and plane
PE3BM-IIIa-b-17 Misosa IV-M1
16. moves:
at slow, slower, slowest/fast, faster, fastest pace
using light, lighter,
lightest/strong, stronger, strongest force with
smoothness
PE3BM-IIIc-h-19
17. demonstrates movement skills in response to sound
PE3MS-IIIa-h-1
18. engages in fun and enjoyable physical activities
PE3PF-IIIa-h-2
19. identifies conditioning and
flexibility exercises that will improve body mechanics
PE3PF-IIIa-h-15 Misosa V-M1
20. performs conditioning and
flexibility exercises that will improve body mechanics
Suggested learning activities
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-IIIa-h-16 Misosa V-M1
FOURTH QUARTER/ FOURTH GRADING
Person (Invidual, pair, group) Objects
(ribbon, hoop, balls,
The learner . . . demonstrates
The learner . . . performs movement activities
The learner . . . 21. participates in various movement
activities involving person,
PE3BM-IV-a-b-20
Misosa IV-M5
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K to 12 Physical Education Curriculum Guide December 2013 Page 23 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
and any available
indigenous/improvised materials), Sound and
Environment (indoor and outdoor settings)
understanding of
movement activities relating to person,
objects, music and environment
involving person, objects,
music and environment correctly
objects, music and environment
22. moves:
individually, with partner, and
with group with ribbon, hoop, balls, and
any available indigenous/improvised
materials with sound
in indoor and outdoor
settings
PE3BM-IV-c-h-
21
23. demonstrates movement skills
in response to sounds and music PE3MS-IV-a-h-1
24. engages in fun and enjoyable physical activities
PE3PF-IV-a-h-2
25. identifies conditioning and
flexibility exercises that will improve posture
PE3PF-IV-a-h-15
26. performs conditioning and
flexibility exercises that will improve body mechanics
Suggested learning activities
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-IV-a-h-16
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
K to 12 Physical Education Curriculum Guide December 2013 Page 24 of 69
GRADE 4
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of
physical activities and
physical fitness
Target games
(Tumbang preso,
tamaang-tao/batuhang bola,
tatsing), striking/fielding
games
(syato/,basagang palayok, kickball)
Note: Games are
not limited to the above listed
activities
The learner . . . demonstrates
understanding of participation and
assessment of physical activities and physical
fitness
The learner . . . participates and assesses
performance in physical activities.
assesses physical fitness
The learner . . . 1. describes the physical activity
pyramid PE4PF-Ia-16
2. explains the indicators for fitness
PE4PF-Ia-17
3. assesses regularly participation
in physical activities based on physical activity pyramid
PE4PF-Ib-h-18
4. explains the nature/background
of the games PE4GS-Ib-1
5. describes the skills involved in the games PE4GS-Ib-2
6. observes safety precautions PE4GS-Ib-h-3
7. executes the different skills involved in the game
PE4GS-Ic-h-4
8. recognizes the value of
participation in physical activities PE4PF-Ib-h-19
9. displays joy of effort, respect for
others and fair play during participation in physical activities
PE4PF-Ib-h-20
10. explains health and skill related
fitness components PE4PF-Ia-21
11. identifies areas for improvement
PE4PF-Ib-h-22
SECOND QUARTER/ SECOND PERIOD
Assessment of physical
activities and
physical fitness
Invasion games (agawan base,
The learner . . . demonstrates
understanding of
participation in and assessment of physical
activities and physical fitness
The learner . . . participates and assesses
performance in physical
activities.
assesses physical fitness
12. describes the Philippines
physical activity pyramid
PE4PF-IIa-16
13. explains the indicators for fitness
PE4PF-IIa-17
14. assesses regularly participation
in physical activities based on physical activity pyramid
PE4PF-IIb-h-18
15. explains the nature/background PE4GS-IIb-1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 25 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
lawin at sisiw,
agawan panyo)
Note: Games are not limited to the
above listed
activities
of the games
16. describes the skills involved in the games
PE4GS-IIb-2
17. observes safety precautions PE4GS-IIb-h-3
18. executes the different skills involved in the game
PE4GS-IIc-h-4
19. recognizes the value of
participation in physical activities PE4PF-IIb-h-19
20. displays joy of effort, respect for others and fair play during
participation in physical activities
PE4PF-IIb-h-20
21. explains health and skill related
fitness components PE4PF-IIa-21
22. identifies areas for improvement PE4PF-IIb-h-22
THIRD QUARTER / THIRD GRADING
Assessment of
physical
activities and physical fitness
Folk (Liki/Ba-
Ingles), indigenous,
ethnic,
traditional and creative dances
Note: Dances
available in the area can be
selected.
The learner . . .
demonstrates
understanding of participation and
assessment of physical activity and physical
fitness
The learner . . .
participates and assesses
performance in physical activities.
assesses physical fitness
23. describes the Philippines physical activity pyramid
PE4PF-IIIa-16
24. explains the indicators for
fitness PE4PF-IIIa-17
25. assesses regularly participation
in physical activities based on
physical activity pyramid
PE4PF-IIIb-h-18
26. explains the nature/background
of the dance PE4GS-IIIb-1
27. describes the skills involved in the dance
PE4GS-IIIb-2
28. observes safety precautions PE4GS-IIIb-h-3
29. executes the different skills involved in the dance
PE4GS-IIIc-h-4
30. recognizes the value of
participation in physical activities PE4PF-IIIb-h-19
31. displays joy of effort, respect for
others during participation in
physical activities
PE4PF-IIIb-h-20
32. explains health and skill related
fitness components PE4PF-IIIa-21
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
K to 12 Physical Education Curriculum Guide December 2013 Page 26 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
33. identifies areas for improvement PE4PF-IIIa-22
FOURTH QUARTER/ FOURTH PERIOD
Assessment of physical
activities and physical fitness
Folk (Liki/Ba-
Ingles), indigenous,
ethnic, traditional and
creative dances
Note: Dances
available in the area can be
selected.
The learner . . .
demonstrates understanding of
participation and assessment of physical
activity and physical
fitness
The learner . . .
participates and assesses performance in physical
activities.
assesses physical fitness
34. describes the Philippines physical activity pyramid
PE4PF-IVa-16
35. explains the indicators for fitness
PE4PF-IVa-17
36. assesses regularly participation
in physical activities based on Philippines physical activity
pyramid
PE4PF-IVb-h-18
37. explains the nature/background of the dance
PE4RD-IVb-1
38. describes the skills involved in
the dance PE4RD-IVb-2
39. observes safety precautions PE4RD-IVb-h-3
40. executes the different skills
involved in the dance PE4RD-IVc-h-4
41. recognizes the value of
participation in physical activities PE4PF-IVb-h-19
42. displays joy of effort, respect for others during participation in
physical activities
PE4PF-IVb-h-20
43. explains health and skill related fitness components
PE4PF-IVa-21
44. identifies areas for improvement PE4PF-IVb-h-22
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
K to 12 Physical Education Curriculum Guide December 2013 Page 27 of 69
GRADE 5
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of physical activity and physical fitness Target games (Tumbang preso, tamaang-tao/batuhang bola, tatsing), striking/fielding games (syato/,basagang palayok, kickball) Note: Games are not limited to the above listed activities
The learner . . . demonstrates understanding of participation and assessment of physical activity and physical fitness
The learner . . . participates and assesses performance in physical activities. assesses physical fitness
The learner . . . 1. describes the Philippines physical
activity pyramid
PE5PF-Ia-16
2. explains the indicators for fitness PE5PF-Ia-17
3. assesses regularly participation in physical activities based on the
Philippines physical activity pyramid
PE5PF-Ib-h-18
4. explains the nature/background
of the games PE5GS-Ib-1
5. describes the skills involved in the games PE5GS-Ib-2
6. observes safety precautions PE5GS-Ib-h-3
7. executes the different skills involved in the game
PE5GS-Ic-h-4
8. recognizes the value of
participation in physical activities PE5PF-Ib-h-19
9. displays joy of effort, respect for
others and fair play during participation in physical activities
PE5PF-Ib-h-20
10. explains health and skill related
fitness components PE5PF-Ia-21
11. identifies areas for improvement PE5PF-Ib-h-22
SECOND QUARTER / SECOND GRADING
Assessment of
physical activities and
physical fitness
Invasion games (agawan base,
The learner . . . demonstrates
understanding of
participation in and assessment of physical
activity and physical fitness
The learner . . . participates and assesses
performance in physical
activities.
assesses physical fitness
12. describes the Philippines
physical activity pyramid PE5PF-IIa-16
13. explains the indicators for fitness
PE5PF-IIa-17
14. assesses regularly participation in physical activities based on
the Philippines physical activity pyramid
PE5PF-IIb-h-18
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
K to 12 Physical Education Curriculum Guide December 2013 Page 28 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
lawin at sisiw,
agawan panyo)
Note: Games are not limited to the
above listed
activities
15. explains the nature/background
of the games PE5GS-IIb-1
16. describes the skills involved in
the games PE5GS-IIb-2
17. observes safety precautions PE5GS-IIb-h-3
18. executes the different skills
involved in the game PE5GS-IIc-h-4
19. recognizes the value of
participation in physical activities PE5PF-IIb-h-19
20. displays joy of effort, respect for
others and fair play during participation in physical activities
PE5PF-IIb-h-20
21. explains health and skill related
fitness components PE5PF-IIa-21
22. identifies areas for improvement PE5PF-IIb-h-22
THIRD QUARTER/ THIRD PERIOD
Assessment of physical activities and physical fitness Folk (Cariñosa/ Polka sa Nayon), indigenous, ethnic, traditional and creative dances
Note: Dances available in the area can be selected.
The learner . . . demonstrates understanding of participation and assessment of physical activity and physical fitness
The learner . . . participates and assesses performance in physical activities. assesses physical fitness
23. describes the Philippines physical activity pyramid
PE5PF-IIIa-16
24. explains the indicators for fitness
PE5PF-IIIa-17
25. assesses regularly participation in physical activities based on
the Philippines physical activity pyramid
PE5PF-IIIb-h-18
26. explains the nature/background
of the dance PE5RD-IIIb-1
27. describes the skills involved in
the dance PE5RD-IIIb-2
28. observes safety precautions PE5RD-IIIb-h-3
29. executes the different skills involved in the dance
PE5RD-IIIc-h-4
30. recognizes the value of
participation in physical activities PE5PF-IIIb-h-19
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 29 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
31. displays joy of effort, respect for
others during participation in physical activities
PE5PF-IIIb-h-20
32. explains health and skill related
fitness components PE5PF-IIIa-21
33. identifies areas for improvement PE5PF-IIIb-h-22
FOURTH QUARTER/ FOURTH PERIOD
Assessment of
physical activities and
physical fitness
Folk (Cariñosa/ Polka sa Nayon),
indigenous,
ethnic, traditional and
creative dances
Note: Dances
available in the area can be
selected.
The learner . . . demonstrates
understanding of participation and
assessment of physical activity and physical
fitness
The learner . . . participates and assesses
performance in physical activities.
assesses physical fitness
34. describes the Philippines
physical activity pyramid PE5PF-IVa-16
35. explains the indicators for
fitness PE5PF-IVa-17
36. assesses regularly participation in physical activities based on
the Philippines physical activity pyramid
PE5PF-IVb-h-18
37. explains the nature/background
of the dance PE5RD-IVb-1
38. describes the skills involved in
the dance PE5RD-IVb-2
39. observes safety precautions PE5RD-IVb-h-3
40. executes the different skills involved in the dance
PE5RD-IVc-h-4
41. recognizes the value of
participation in physical activities PE5PF-IVb-h-19
42. displays joy of effort, respect for
others during participation in
physical activities
PE5PF-IVb-h-20
43. explains health and skill related
fitness components PE5PF-IVa-21
44. identifies areas for improvement PE5PF-IVb-h-22
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
K to 12 Physical Education Curriculum Guide December 2013 Page 30 of 69
GRADE 6
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of
physical activities and
physical fitness
Target games
(Tumbang preso,
tamaang-tao/batuhang
bola, tatsing), striking/fielding
games
(syato/,basagang palayok, kickball)
Note: Games are not limited to the
above listed
activities
The learner . . . demonstrates
understanding of participation and
assessment of physical activity and physical
fitness
The learner . . . participates and assesses
performance in physical activities.
assesses physical fitness
The learner . . . 1. describes the Philippines
physical activity pyramid
PE6PF-Ia-16
2. explains the indicators for fitness
PE6PF-Ia-17
3. assesses regularly participation
in physical activities based on the Philippines physical activity
pyramid
PE6PF-Ib-h-18
4. explains the nature/background of the games PE6GS-Ib-1
5. describes the skills involved in
the games
PE6GS-Ib-2
6. observes safety precautions PE6GS-Ib-h-3
7. executes the different skills
involved in the game PE6GS-Ic-h-4
8. recognizes the value of participation in physical activities
PE6PF-Ib-h-19
9. displays joy of effort, respect for others and fair play during
participation in physical activities
PE6PF-Ib-h-20
10. explains health and skill related fitness components
PE6PF-Ia-21
11. identifies areas for
improvement PE6PF-Ib-h-22
SECOND QUARTER/ SECOND PERIOD
Assessment of
physical activities and
physical fitness
Invasion games
The learner . . . demonstrates
understanding of participation in and
assessment of physical
activities and physical
The learner . . . participates and assesses
performance in physical activities.
assesses physical fitness
12. describes the Philippines
physical activity pyramid PE6PF-IIa-16
13. explains the indicators for
fitness PE6PF-IIa-17
14. assesses regularly participation
in physical activities based on the Philippines physical activity
PE6PF-IIb-h-18
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 31 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
(agawan base,
lawin at sisiw, agawan panyo)
Note: Games are
not limited to the
above listed activities
fitness pyramid
15. explains the
nature/background of the games
PE6GS-IIb-1
16. describes the skills involved in
the games PE6GS-IIb-2
17. observes safety precautions PE6GS-IIb-h-3
18. executes the different skills
involved in the game PE6GS-IIc-h-4
19. recognizes the value of
participation in physical activities
PE6PF-IIb-h-19
20. displays joy of effort, respect for others and fair play during
participation in physical
activities
PE6PF-IIb-h-20
21. explains health and skill related
fitness components PE6PF-IIa-21
22. identifies areas for
improvement PE6PF-IIb-h-22
THIRD QUARTER/ THIRD PERIOD
Assessment of
physical activities and
physical fitness
Folk (Itik-itik for
girls and Maglalatik for
boys), indigenous,
ethnic,
traditional and creative dances
The learner . . . demonstrates
understanding of participation and
assessment of physical
activity and physical fitness
The learner . . . participates and assesses
performance in physical activities.
assesses physical fitness
23. describes the Philippines
physical activity pyramid PE6PF-IIIa-16
24. explains the indicators for
fitness PE6PF-IIIa-17
25. assesses regularly participation
in physical activities based on the Philippines physical activity
pyramid
PE6PF-IIIb-h-18
26. explains the nature/background of the
dance
PE6RD-IIIb-1
27. describes the skills involved in the dance
PE6RD-IIIb-2
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 32 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Note: Dances available in the
area can be selected.
28. observes safety precautions PE6RD-IIIb-h-3
29. executes the different skills
involved in the dance PE6RD-IIIc-h-4
30. recognizes the value of
participation in physical activities
PE6PF-IIIb-h-19
31. displays joy of effort, respect
for others during participation in physical activities
PE6PF-IIIb-h-20
32. explains health and skill related fitness components
PE6PF-IIIa-21
33. identifies areas for improvement
PE6PF-IIIb-h-22
FOURTH QUARTER/ FOURTH PERIOD
Assessment of physical
activities and physical fitness
Folk (Itik-itik for girls and
Maglalatik for boys),
indigenous, ethnic,
traditional and
creative dances
Note: Dances available in the
area can be
selected.
The learner . . .
demonstrates understanding of
participation and
assessment of physical activity and physical
fitness
The learner . . .
participates and assesses performance in physical
activities.
assesses physical fitness
34. describes the Philippines physical activity pyramid
PE6PF-IVa-16
35. explains the indicators for fitness
PE6PF-IVa-17
36. assesses regularly participation in physical activities based on
the Philippines physical activity pyramid
PE6PF-IVb-h-18
37. explains the
nature/background of the dance
PE6RD-IVb-1
38. describes the skills involved in
the dance PE6RD-IVb-2
39. observes safety precautions PE6RD-IVb-h-3
40. executes the different skills
involved in the dance PE6RD-IVc-h-4
41. recognizes the value of
participation in physical activities
PE6PF-IVb-h-19
42. displays joy of effort, respect
for others during participation PE6PF-IVb-h-20
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 33 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
in physical activities
43. explains health and skill related
fitness components PE6PF-IVa-21
44. identifies areas for
improvement PE6PF-IVb-h-22
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 34 of 69
GRADE 7
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Exercise Programs:
Training Guidelines,
FITT Principles
Endurance, Muscle- and Bone-strengthening
Activities:
a. individual sports 1. running
2. rhythmic sportive
gymnastics
3. swimming b. dual sports
1. badminton 2. table tennis
3. tennis c. combative sports
1. arnis (anyo)
2. taekwondo (poomsae)
3. karate(kata)
Note: Activities
dependent on teacher capability and school
resources.
The learner . . . demonstrates
understanding of guidelines and principles
in exercise program design to achieve
personal fitness
The learner . . . designs an individualized
exercise program to achieve personal fitness
The learner . . . 1. undertakes physical activity and
physical fitness assessments
PE7PF-Ia-h-23
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
2. sets goals based on assessment results
PE7PF-Ia-24
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
3. identifies training guidelines
and FITT principles PE7PF-Ib-25
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
4. recognizes barriers (low level of fitness, lack of skill and time) to
exercise
PE7PF-Ib-26
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM Unit 1
5. prepares an exercise program PE7PF-Ic-27
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 35 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
6. describes the nature and
background of the sport PE7GS-Id-5
Proj EASE Module1
OHSPY1Q2 Module1
OHSPY1Q2 Module2
OHSPY1Q2
Module3 2010 SECY1Q2
&Q3 Enjoy Life w/ PE &
Health, TX & TM Unit
7. executes the skills involved in the sport
PE7GS-Id-h-4
Proj EASE Module1
OHSPY1Q2 Module1
OHSPY1Q2
Module2 OHSPY1Q2
Module3 2010 SECY1Q2
&Q3 Enjoy Life w/ PE &
Health, TX & TM
Unit 2
8. monitors periodically one’s progress towards the fitness
goals
PE7PF-Id-h-28
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
9. distinguishes from fallacies and misconceptions about the
physical activity participation
PE7PF-Id-29
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM Unit 1
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 36 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
10. performs appropriate first aid for sports-related injuries (e.g.
cramps, sprain, heat exhaustion)
PE7PF-Id-30
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
11. assumes responsibility for achieving personal fitness
PE7PF-Id-h-31
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
12. keeps the importance of winning and losing in
perspective
PE7PF-Id-h-32
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
SECOND QUARTER/ SECOND PERIOD
Exercise Programs:
Training Guidelines, FITT Principles
Endurance, Muscle- and
Bone-strengthening Activities:
a. individual
sports 1. running
2. rhythmic sportive
gymnastics
The learner . . .
demonstrates understanding of
guidelines and principles in exercise program
design to achieve
personal fitness
The learner . . .
modifies the individualized exercise program to achieve
personal fitness
13. undertakes physical activity and
physical fitness assessments PE7PF-IIa-h-23
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
14. reviews goals based on
assessment results
PE7PF-IIa-24
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
15. addresses barriers (low level of
fitness, lack of skill and time) to
PE7PF-IIb-33
OHSP Y1Q1,
Module 1
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 37 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
3. swimming
b. dual sports
1. badminton 2. table tennis
3. tennis
c. combative sports
1. arnis (anyo) 2. taekwondo
(poomsae) 3. karate (kata)
Note: Activities
dependent on teacher capability and school
resources.
exercise
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
16. describes the nature and
background of the sport PE7GS-IId-5
Proj EASE Module1
OHSPY1Q2 Module1
OHSPY1Q2 Module2
OHSPY1Q2
Module3 2010 SECY1Q2
&Q3 Enjoy Life w/ PE &
Health, TX & TM
Unit 2
17. executes the skills involved in
the sport PE7GS-IId-h-4
Proj EASE Module1
OHSPY1Q2 Module1
OHSPY1Q2
Module2 OHSPY1Q2
Module3 2010 SECY1Q2
&Q3
Enjoy Life w/ PE & Health, TX & TM
Unit 2
18. monitors periodically one’s progress towards the fitness
goals
PE7PF-IId-h-28
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
19. performs appropriate first aid
for sports-related injuries (e.g.
PE7PF-IId-30
OHSP Y1Q1, Module 1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 38 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
cramps, sprain, heat
exhaustion)
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
20. assumes responsibility for
achieving personal fitness PE7PF-IId-h-31
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
21. keeps the importance of
winning and losing in
perspective
PE7PF-IId-h-32
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
THIRD QUARTER/ THIRD PERIOD
Exercise Programs:
Training Guidelines,
FITT Principles
Endurance, Muscle- and
Bone-strengthening Activities:
Folk (Tinikling)/
indigenous, ethnic,
traditional/ festival dance
Note: Dances
available in the
The learner . . .
demonstrates
understanding of
guidelines and principles in exercise program
design to achieve personal fitness
The learner . . .
demonstrates understanding
of guidelines and principles in
exercise program design to achieve personal fitness
22. undertakes physical activity and physical fitness assessments
PE7PF-IIIa-h-23
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
23. reviews goals based on
assessment results PE7PF-IIIa-34
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
24. addresses barriers (low level of
fitness, lack of skill and time) to exercise
PE7PF-IIIb-33
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 39 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
area can be
selected.
Enjoy Life w/ PE &
Health, TX & TM Unit 1
25. describes the nature and
background of the dance PE7RD-IIId-1
OHSP Y1Q4
2010 SEC Y1Q4 2010 SEC Y2Q4
Enjoy Life w/ PE & Health, TX & TM
Unit 4
26. executes the skills involved in the dance
PE7RD-IIId-h-4
OHSP Y1Q4 2010 SEC Y1Q4
2010 SEC Y2Q4 Enjoy Life w/ PE &
Health, TX & TM
Unit 4
27. monitors periodically one’s
progress towards the fitness
goals
PE7PF-IIId-h-28
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
28. performs appropriate first aid
for dance-related injuries (e.g.
cramps, sprain, heat exhaustion)
PE7PF-IIId-30
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
29. assumes responsibility for
achieving personal fitness PE7PF-IIId-h-31
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
30. keeps the importance of
winning and losing in
PE7PF-IIId-h-32
OHSP Y1Q1,
Module 1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 40 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
perspective 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
FOURTH QUARTER/ FOURTH PERIOD
Exercise Programs:
Training Guidelines, FITT Principles
Endurance, Muscle- and Bone-strengthening
Activities:
Folk (Tinikling)/
indigenous, ethnic, traditional/ festival
dance
Note: Dances
available in the
area can be
selected.
The learner . . .
demonstrates
understanding of guidelines and principles
in exercise program design to achieve
personal fitness
The learner . . .
modifies the individualized
exercise program to achieve personal fitness
31. undertakes physical activity and
physical fitness assessments PE7PF-IVa-h-23
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
32. reviews goals based on assessment results
PE7PF-IVa-34
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
33. addresses barriers (low level of fitness, lack of skill and time) to
exercise
PE7PF-IVb-33
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
34. describes the nature and background of the dance
PE7RD-IVc-1
OHSP Y1Q4 2010 SEC Y1Q4
2010 SEC Y2Q4 Enjoy Life w/ PE &
Health, TX & TM
Unit 4
35. executes the skills involved in
the dance PE7RD-IVd-h-4
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4 Enjoy Life w/ PE &
Health, TX & TM
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
K to 12 Physical Education Curriculum Guide December 2013 Page 41 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Unit 4
36. monitors periodically one’s
progress towards the fitness goals
PE7PF-IVd-h-28
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
37. performs appropriate first aid
for dance-related injuries (e.g. cramps, sprain, heat
exhaustion)
PE7PF-IVd-30
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
38. analyzes the effect of exercise and physical activity
participation on fitness
PE7PF-IVh-35
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
39. assumes responsibility for
achieving personal fitness PE7PF-IVd-h-31
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
40. keeps the importance of winning and losing in perspective
PE7PF-IVd-h-32
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 42 of 69
GRADE 8
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER/ FIRST GRADING
Exercise
Programs:
Training Guidelines, FITT Principles
Endurance, Muscle- and Bone-
strengthening Activities:
team sports
(basketball, volleyball,
football/futsal, goalball, softball,
baseball)
Note: Activities dependent on
teacher capability and school
resources.
The learner . . .
demonstrates
understanding of guidelines and principles
in exercise program design to achieve fitness
The learner . . .
designs a physical activity
program for the family/school peers to achieve fitness
The learner. . .
1. undertakes physical activity and physical fitness assessments
PE8PF-Ia-h-23
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
2. conducts physical activity and
physical fitness assessments of
family/school peers
PE8PF-Ib -36
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
3. sets goals based on assessment
results PE8PF-Ia-24
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
4. identifies training guidelines and
FITT principles PE8PF-Ib-25
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM Unit 1
5. recognizes barriers (low level of
fitness, lack of skill and time) to
exercise
PE8PF-Ib-26
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM
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
K to 12 Physical Education Curriculum Guide December 2013 Page 43 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Unit 1
6. prepares a physical activity
program PE8PF-Ic-27
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
7. describes the nature and background of the sport
PE8GS-Id-1
Project EASE Module5
2010 SEC Y1Q2 &
Q3 Enjoy Life w/ PE &
Health, TX & TM Unit III
8. executes the skills involved in
the sport PE8GS-Id-h-4
Project EASE Module5
2010 SEC Y1Q2 & Q3
Enjoy Life w/ PE &
Health, TX & TM Unit III
9. monitors periodically progress
towards the fitness goals PE8PF-Id-h-28
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
10. distinguishes facts from fallacies
and misconceptions about physical activity participation
PE8PF-Id-29
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
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
K to 12 Physical Education Curriculum Guide December 2013 Page 44 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Unit 1
11. performs appropriate first aid for
injuries and emergency situations in physical activity and
sport settings
PE8PF-Id-30
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
12. assumes responsibility for
achieving fitness PE8PF-Id-h-31
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
13. displays tolerance and
acceptance of individuals with varying skills and abilities
PE8PF-Id-h-37
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
SECOND QUARTER/ SECOND PERIOD
Exercise
Programs:
Training Guidelines, FITT Principles
Endurance, Muscle-
and Bone-
strengthening Activities:
team sports
The learner . . .
demonstrates
understanding of guidelines and principles
in exercise program
design to achieve fitness
The learner . . .
modifies a physical activity
program for the family/school peers to achieve fitness
14. undertakes physical activity and physical fitness assessments
PE8PF-IIa-h-23
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
15. conducts physical activity and physical fitness assessments of
family/school peers
PE8PF-IIa-36
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
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
K to 12 Physical Education Curriculum Guide December 2013 Page 45 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
(basketball,
volleyball, football/futsal,
goalball, softball, baseball)
Note: Activities
dependent on teacher capability
and school resources.
Health, TX & TM
Unit 1
16. sets goals based on assessment results
PE8PF-IIb-24
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
17. recognizes barriers (low level of
fitness, lack of skill and time) to exercise
PE8PF-IId-h-26
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
18. prepares a physical activity
program PE8PF-IIc-27
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM Unit 1
19. describes the nature and
background of the sport PE8GS-IIc-1
Project EASE Module5
2010 SEC Y1Q2 &
Q3 Enjoy Life w/ PE &
Health, TX & TM Unit III
20. executes the skills involved in
the sport PE8GS-IId-h-4
Project EASE
Module5 2010 SEC Y1Q2 &
Q3
Enjoy Life w/ PE &
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
K to 12 Physical Education Curriculum Guide December 2013 Page 46 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Health, TX & TM
Unit III
21. monitors periodically progress
towards the fitness goals PE8PF-IId-h-28
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
22. distinguishes facts from fallacies and misconceptions about
physical activity participation
PE8PF-IId-29
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
23. performs appropriate first aid for
injuries and emergency situations in physical activity
and sport settings
PE8PF-IId-30
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
24. assumes responsibility for achieving fitness
PE8PF-IId-h-31
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
25. displays tolerance and
acceptance of individuals with varying skills and abilities
PE8PF-IId-h-37
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 47 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Enjoy Life w/ PE &
Health, TX & TM Unit 1
THIRD QUARTER/ THIRD PERIOD
Exercise
Programs:
Training Guidelines, FITT Principles
Endurance, Muscle- and Bone-
strengthening Activities:
team sports
(basketball, volleyball,
football/futsal, goalball, softball,
baseball)
Note: Activities dependent on
teacher capability
and school resources.
The learner . . .
demonstrates
understanding of
guidelines and principles in exercise program
design to achieve fitness
The learner . . .
Modifies a physical activity
program for the family/school
peers to achieve fitness
26. undertakes physical activity and physical fitness assessments
PE8PF-IIIa-h-23
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
27. reviews goals based on
assessment results PE8PF-IIIa-34
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
28. addresses barriers (low level of
fitness, lack of skill and time) to exercise
PE8PF-IIIb-33
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
29. describes the nature and background of the sport
PE8GS-IIIc-1
Project EASE
Module5 2010 SEC Y1Q2 &
Q3 Enjoy Life w/ PE &
Health, TX & TM
Unit III
30. executes the skills involved in
the sport PE8GS-IIId-h-4
Project EASE
Module5
2010 SEC Y1Q2 & Q3
Enjoy Life w/ PE &
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
K to 12 Physical Education Curriculum Guide December 2013 Page 48 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Health, TX & TM
Unit III
31. monitors periodically one’s
progress towards the fitness goals
PE8PF-IIId-h-28
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
32. performs appropriate first aid for
sport-related injuries (cramps,
sprain, heat exhaustion)
PE8PF-IIId-30
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
33. assumes responsibility for
achieving fitness PE8PF-IIId-h-31
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
34. displays tolerance and acceptance of individuals with
varying skills and abilities
PE8PF-IIId-h-37
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
FOURTH QUARTER/ FOURTH PERIOD
Exercise
Programs:
Training Guidelines,
The learner . . .
demonstrates understanding of
guidelines and principles in exercise program
The learner . . .
modifies a physical activity program for the family/school
peers to achieve fitness
35. undertakes physical activity and
physical fitness assessments
PE8PF-IVa-h-23 OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
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
K to 12 Physical Education Curriculum Guide December 2013 Page 49 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FITT Principles
Endurance, Muscle-
and Bone-strengthening
Activities:
Folk Dances with
Asian Influences (Pangalay,
Sakuting, Sua-ku-sua, Binislakan)
Note:
Dances
available in
the area
can be
selected.
design to achieve fitness
Unit 1
36. reviews goals based on
assessment results PE8PF-IVa-34
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
37. addresses barriers (low level of
fitness, lack of skill and time) to
exercise
PE8PF-IVb-33
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
38. describes the nature and
background of the dance PE8RD-IVc-1
OHSP Y1Q4 2010 SEC Y1Q4
2010 SEC Y2Q4 Enjoy Life w/ PE &
Health, TX & TM Unit IV
39. executes the skills involved in
the dance PE8RD-IVd-h-4
OHSP Y1Q4 2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE & Health, TX & TM
Unit IV
40. monitors periodically one’s progress towards the fitness
goals
PE8PF-IVd-h-28
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
41. performs appropriate first aid for injuries and emergency
situations in dance(cramps,
PE8PF-IVd-30 OHSP Y1Q1, Module 1
2010 SEC Y1Q1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 50 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
sprain, heat exhaustion,
dehydration)
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
42. analyzes the effect of exercise and physical activity participation
on fitness
PE8PF-IVh-35
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
43. assumes responsibility for
achieving fitness
PE8PF-IVd-h-31
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
44. exerts best effort to achieve
positive feeling about self and others
PE8PF-IVd-h-38
OHSP Y1Q1,
Module 1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 51 of 69
GRADE 9
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Lifestyle and
Weight Management
(physical activity and eating habits)
Sports Officiating
The learner . . .
demonstrates
understanding of lifestyle and weight management
to promote community fitness
The learner . . .
maintains an active lifestyle
to influence the physical activity participation of the
community
practices healthy eating
habits that support an active lifestyle
The learner . . .
1. undertakes physical activity and physical fitness assessments
PE9PF-Ia-h-23
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
2. assesses eating habits based on
the Philippine Food Pyramid/My
Food Plate
PE9PF-Ia-39 OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
3. determines risk factors(obesity, physical inactivity, poor nutrition,
smoking) for major non-
communicable diseases lifestyle-related(e.g. diabetes, heart
disease, stroke, cancer)
PE9PF-Ia-40 OHSP Y1Q1, Module
1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
4. officiates pratice and competitive
games
PE9GS-Ib-h-5 Proj EASE Module 2 Proj EASE Module 5
OHSP Y1Q1 OHSP
Y1Q2,Modules 1, 2&
3 OHSP Y1Q3
2012 SECY1, Q2 & Q3
2012 SECY2, Q2 &
Q3 Enjoy Life w/ PE &
Health, TX & TM Unit II & III
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
K to 12 Physical Education Curriculum Guide December 2013 Page 52 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
5. distinguishes facts from myths and
misinformation associated with eating habits
PE9PF-Ia-29
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
6. monitors periodically one’s
progress towards the fitness
goals
PE9PF-Ib-h-28
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
7. performs appropriate first aid for
injuries and emergency situations
in physical activity and sports settings (e.g. cramps, sprain,
heat exhaustion)
PE9PF-Ib-30
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
8. involves oneself in community
service through sports officiating and physical activity programs
PE9PF-Ie-h-41
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
9. recognizes the needs of others in real life and in meaningful ways
PE9PF-Ie-h-42
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
SECOND QUARTER/ SECOND PERIOD
Social (community
dance, mixers, festival)
The learner . . .
demonstrates
understanding of lifestyle and weight management
The learner . . .
maintains an active lifestyle
to influence the physical activity participation of the
10. undertakes physical activity and
physical fitness assessments
PE9PF-IIa-h-23
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
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
K to 12 Physical Education Curriculum Guide December 2013 Page 53 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
and Ballroom
dances (Cha-cha, rock and
roll)
to promote community
fitness
community
practices healthy eating
habits that support an active lifestyle
Health, TX & TM
Unit 1
11. assesses eating habits based on
the Philippine Food Pyramid/My Food Plate
PE9PF-IIa-39
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
12. determines risk factors related to
lifestyle diseases (obesity,
diabetes, heart disease)
PE9PF-IIa-40
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
13. distinguishes facts from myths and misinformation associated
with eating habits
PE9PF-IIb-29
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
14. describes the nature and
background of the dance PE9RD-IIb-1
OHSP Y1Q4 2010 SEC Y1Q4
2010 SEC Y2Q4
Enjoy Life w/ PE & Health, TX & TM
Unit 4
15. executes the skills involved in the dance
PE9RD-IIb-h-4
OHSP Y1Q4
2010 SEC Y1Q4
2010 SEC Y2Q4 Enjoy Life w/ PE &
Health, TX & TM Unit 4
16. monitors periodically one’s
progress towards the fitness goals
PE9PF-IIb-h-28
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 54 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
17. performs appropriate first aid for
injuries and emergency situations in physical activity and dance
settings (cramps, sprain, heat exhaustion)
PE9PF-IIb-h-30
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
18. involves oneself in community
service through dance activities in the community
PE9PF-IIg-h-41
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
19. recognizes the needs of others in real life and in meaningful ways
PE9PF-IIa-h-42
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
THIRD QUARTER/ THIRD PERIOD
Social (community dance, mixers,
festival) and Ballroom
dances (Cha-cha, rock and
roll)
The learner . . .
demonstrates understanding of lifestyle
and weight management to promote community
fitness
The learner . . .
maintains an active lifestyle to influence the physical
activity participation of the community
practices healthy eating habits that support an active
lifestyle
20. undertakes physical activity and
physical fitness assessments
PE9PF-IIIa-h-
23
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
21. assesses eating habits based on the
Philippine Food Pyramid/My Food
Plate
PE9PF-IIIa-39
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
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
K to 12 Physical Education Curriculum Guide December 2013 Page 55 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Health, TX & TM
Unit 1
22. determines risk factors related to
lifestyle diseases (obesity, diabetes, heart disease)
PE9PF-IIIa-40
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
23. distinguishes facts from myths
and misinformation associated
with eating habits
PE9PF-IIIb-29
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
24. describes the nature and background of the dance
PE9RD-IIIb-1
OHSP Y1Q4 2010 SEC Y1Q4
2010 SEC Y2Q4 Enjoy Life w/ PE &
Health, TX & TM Unit 4
25. executes the skills involved in the
dance PE9RD-IIIb-h-4
OHSP Y1Q4
2010 SEC Y1Q4 2010 SEC Y2Q4
Enjoy Life w/ PE &
Health, TX & TM Unit 4
26. monitors periodically one’s
progress towards the fitness goals
PE9PF-IIIb-h-
28
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
27. performs appropriate first aid for
injuries and emergency situations in physical activity and dance
PE9PF-IIIb-h-
30
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 56 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
settings (cramps, sprain, heat
exhaustion)
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
28. involves oneself in community service through dance activities in
the community
PE9PF-IIIg-h-
41
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
29. recognizes the needs of others in
real life and in meaningful ways
PE9PF-IIIa-h-
42
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
FOURTH QUARTER/ FOURTH PERIOD
Active
Recreation a. Indoor
1.individu
al and dual
sports 2. team
sports 3. dances
b. Out door
The learner . . .
demonstrates
understanding of lifestyle and weight management
to promote community
fitness
The learner . . .
maintains an active lifestyle
to influence the physical activity participation of the
community
practices healthy eating
habits that support an active lifestyle
30. discusses the nature and
background of indoor and outdoor recreational activities
PE9GS-IVa-6
Proj EASE Module 2
Proj EASE Module 5 OHSP Y1Q1
OHSP Y1Q2,Modules 1, 2&
3
OHSP Y1Q3 2012 SECY1, Q2 &
Q3 2012 SECY2, Q2 &
Q3 Enjoy Life w/ PE &
Health, TX & TM
Unit 2, 3 & 4
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
K to 12 Physical Education Curriculum Guide December 2013 Page 57 of 69
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
1. Hiking
2. Camping
3. Orienteering
4. Biking
Note: Activities
not limited to the above list
31. participates in active recreation PE9GS-IVb-h-7
Proj EASE Module 2
Proj EASE Module 5 OHSP Y1Q1
OHSP Y1Q2,Modules 1, 2&
3
OHSP Y1Q3 2012 SECY1, Q2 &
Q3 2012 SECY2, Q2 &
Q3 Enjoy Life w/ PE &
Health, TX & TM
Unit 2, 3 & 4
32. advocates community efforts to increase participation in physical
activities and improve nutrition practices
PE9PF-IVb-h-43
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
33. practices environmental ethics (e.g
Leave No Trace) during participation in recreational
activities of the community
PE9PF-IVb-h-44
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 58 of 69
GRADE 10
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Lifestyle and
Weight Management
(physical activity and eating habits)
Active Recreation
(sports)
Suggested activities
1. individual and
dual sports 2. team sports
3. fitness activities
(strength training,
running and
walking for fitness, yoga,
group exercises)
The learner . . .
demonstrates
understanding of lifestyle and weight
management to promote societal fitness
The learner . . .
maintains an active lifestyle
to influence the physical activity participation of the
community and society
practices healthy eating
habits that support an active lifestyle
The learner . . . 1. assesses physical activity, exercise
and eating habits
PE10PF-Ia-h-39
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
2. determines risk factors related to
lifestyle diseases (obesity, diabetes,
heart disease)
PE10PF-Ia-40
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
3. engages in moderate to vigorous physical activities for at least 60
minutes a day in and out of school
PE10PF-Ib-h-45
OHSP Y1, Q1, Q2 &
Q3
Proj EASE Modules 2 & 5
2010 SEC Y1Q2 &Q3
2010 SEC Y2 Q2 &
Q3 Enjoy Life w/ PE &
Health, TX & TM Unit II & III
4. applies correct techniques to
minimize risk of injuries PE10PF-Ib-h-56
OHSP Y1, Q1, Q2 &
Q3 Proj EASE Modules 2
& 5 2010 SEC Y1Q2
&Q3 2010 SEC Y2
Q2 & Q3 Enjoy Life w/ PE &
Health, TX & TM Unit II & III
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
K to 12 Physical Education Curriculum Guide December 2013 Page 59 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
5. analyzes the effects of media and
technology on fitness and physical activity
PE10PF-Ib-46
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
6. critiques (verifies and validates)
media information on fitness and
physical activity issues
PE10PF-Ib-47
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
7. expresses a sense of purpose and
belongingness by participating in
physical activity-related community services and programs
PE10PF-Ib-h-48
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
SECOND QUARTER/ SECOND PERIOD Lifestyle and
Weight
Management (physical activity
and eating habits)
Active Recreation
(sports)
Suggested activities
1. individual and dual sports
2. teams sports
The learner ...
demonstrates understanding of
lifestyle and weight management to
promote societal fitness
The learner ...
maintains an active lifestyle to influence the physical
activity participation of the community and society
practices healthy eating habits that support an active
lifestyle
8. assesses physical activities,
exercises and eating habits
PE10PF-IIa-h-
39
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
9. determines risk factors related to
lifestyle diseases (obesity, diabetes, heart disease)
PE10PF-IIa-40
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
10. engages in moderate to vigorous
physical activities for at least 60
PE10PF-IIc-h-
45
OHSP Y1, Q1, Q2 &
Q3
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
K to 12 Physical Education Curriculum Guide December 2013 Page 60 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
3. fitness activities
(strength training, running and
walking for fitness, yoga,
group exercises)
minutes a day in and out of school Proj EASE Modules 2
& 5 2010 SEC Y1Q2
&Q3 2010 SEC Y2 Q2 &
Q3
Enjoy Life w/ PE & Health, TX & TM
Unit II & III
11. applies correct techniques to
minimize risk of injuries
PE10PF-IIc-h-
56
OHSP Y1, Q1, Q2 &
Q3
Proj EASE Modules 2 & 5
2010 SEC Y1Q2 &Q3
2010 SEC Y2 Q2 &
Q3 Enjoy Life w/ PE &
Health, TX & TM Unit II & III
12. analyzes the effects of media and
technology on fitness and physical activity
PE10PF-IIb-46
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
13. critiques (verifies and validates)
media information on fitness and
physical activity issues
PE10PF-IIb-47
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
14. expresses a sense of purpose and belongingness by participating in
physical activity-related community services and programs
PE10PF-IIc-h-
48
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 61 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
Enjoy Life w/ PE &
Health, TX & TM Unit 1
THIRD QUARTER/ THIRD PERIOD
Other Dance Forms(Hip-hop,
Street dance,
Cheer dance, Contemporary
dance)
The learner ...
demonstrates understanding of
lifestyle and weight
management to promote societal fitness
The learner ...
maintains an active lifestyle to influence the physical
activity participation of the
community and society
practices healthy eating habits that support an active
lifestyle
15. assesses physical activities,
exercises and eating habits
PE10PF-IIIa-h-
39
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM Unit 1
16. determines risk factors related to
lifestyle diseases (obesity, diabetes, heart disease)
PE10PF-IIIa-40
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
17. engages in moderate to vigorous
physical activities for at least 60 minutes a day in and out of school
PE10PF-IIIc-h-
45
OHSP Y1, Q4
2010 SEC Y1Q4 2010 SEC Y2 Q4
Enjoy Life w/ PE &
Health, TX & TM Unit IV
18. applies correct techniques to
minimize risk of injuries
PE10PF-IIIc-h-
56
OHSP Y1, Q4 2010 SEC Y1Q4
2010 SEC Y2 Q4
Enjoy Life w/ PE & Health, TX & TM
Unit IV
19. analyzes the effects of media and
technology on fitness and physical activity
PE10PF-IIIb-46
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM Unit 1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 62 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
20. critiques (verifies and validates)
media information on fitness and physical activity issues
PE10PF-IIIb-47
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
21. expresses a sense of purpose and
belongingness by participating in physical activity-related community
services and programs
PE10PF-IIIc-h-48
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
22. recognizes the needs of others in
real life and in meaningful ways
PE10PF-IIIc-h-
49
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
FOURTH QUARTER/ FOURTH PERIOD
Other Dance Forms(Hip-hop,
Street dance, Cheer dance,
Contemporary
dance)
The learner ...
demonstrates understanding of
lifestyle and weight management to
promote societal fitness
The learner ...
maintains an active lifestyle to influence the physical
activity participation of the community and society
practices healthy eating habits that support an active
lifestyle
23. assesses physical activities,
exercises and eating habits
PE10PF-IVa-h-
39
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
24. determines risk factors related to
lifestyle diseases (obesity, diabetes, heart disease)
PE10PF-IVa-40
OHSP Y1Q1, Module 1
2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM Unit 1
25. engages in moderate to vigorous
physical activities for at least 60
PE10PF-IVc-h-
45
OHSP Y1, Q4
2010 SEC Y1Q4
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
K to 12 Physical Education Curriculum Guide December 2013 Page 63 of 69
CONTENT CONTENT
STANDARDS PERFORMANCE
STANDARDS LEARNING COMPETENCY CODE
LEARNING MATERIALS
minutes a day in and out of
school
2010 SEC Y2 Q4
Enjoy Life w/ PE & Health, TX & TM
Unit IV
26. applies correct techniques to minimize risk of injuries
PE10PF-IVc-h-56
OHSP Y1, Q4 2010 SEC Y1Q4
2010 SEC Y2 Q4 Enjoy Life w/ PE &
Health, TX & TM Unit IV
27. analyzes the effects of media and
technology on fitness and
physical activity
PE10PF-IVb-46
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
28. critiques (verifies and validates) media information on fitness and
physical activity issues
PE10PF-IVb-47
OHSP Y1Q1, Module
1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE & Health, TX & TM
Unit 1
29. expresses a sense of purpose and belongingness by participating in
physical activity-related
PE10PF-IVc-h-
48
OHSP Y1Q1, Module 1
2010 SEC Y1Q1 2010 SEC Y2Q1
Enjoy Life w/ PE &
Health, TX & TM Unit 1
30. recognizes the needs of others in
real life and in meaningful ways
PE10PF-IIIc-h-
49
OHSP Y1Q1, Module
1 2010 SEC Y1Q1
2010 SEC Y2Q1 Enjoy Life w/ PE &
Health, TX & TM
Unit 1
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
K to 12 Physical Education Curriculum Guide December 2013 Page 64 of 69
GLOSSARY
Adherence Voluntary, self-regulated and sustained regular participation in exercise program
Anxiety Negative state of arousal characterized by physical, mental and behavioural manifestations such unpleasant feeling, negative thoughts, excessive sweating, biting of nails and fidgeting
Apparently healthy
individual
Adults 18-65 years of age with no noticeable symptoms and have no significant disease or physical condition that prevents them from engaging
in physical activities. Children, adolescents, men less than 45 years, and women less than 55 years who have no symptoms of or known presence of heart disease or
major cardiovascular disease (CVD) risk factors.
Men 45 years or older and women 55 years or older who have no symptoms or known presence of heart disease and with less than two major CVD risk factors.
Men 45 years or older and women 55 years or older who have no symptoms or known presence of heart disease and with two or more CVD risk factors.
Arousal A state of being awake ranging from relaxed to frenzy.
Basic Life Support (BLS)
An emergency procedure that consists of recognizing respiratory or cardiac arrest or both and the proper application of CPR to maintain life until rescuer or advanced life support is available
Bend Movement that causes the formation of a curve.
Burnout Exhaustion and diminished interest resulting from long term-stress
Cohesion The tendency of a group to stick together and remain united in pursuit of a goal.
Collapse To fall down
Competition
environment This comprises of individuals and material resources where competition is held
Competition environment
management
Managing aspect of sports setting where competition is held (athletes and spectators, facilities and equipment, others)
Conflict
management
The process of limiting the negative aspects of conflict while increasing the positive aspects of conflict thereby enhancing learning and outcomes or performance.
Handling conflict (formal protest, verbal disagreements, physical altercation, etc.) among athletes, parents, spectators and others before, during or after the competition=
Cueing Verbal or physical signal provided in anticipation of a movement.
Dance Mixers Is a kind of participation dance in a social dance setting that involves changing partners as an integral part. It allows dancer to meet new partners and allow beginners to dance with more advanced dancers.
Deconditioning To lose fitness
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
K to 12 Physical Education Curriculum Guide December 2013 Page 65 of 69
GLOSSARY
Dehydration Excessive loss of body water with an accompanying disruption of metabolic processes
Directions refer to linear-forward and backward, lateral sideward and multi- directional movement
Disaster A sudden or serious disruption of life caused by nature or humans that creates or threatens to create injuries to a number of person or properties
Dynamic Flexibility is doing flexibility exercises while moving
Ethical behaviour Acting in ways that are consistent with one’s personal values and commonly held norms of the society.
Ethical standards Principles that promote values such as trust, good behaviour, fairness and kindness
Exercise program A carefully designed plan for improving health or fitness.
Feasibility assessment
Assessment of how beneficial or practical the development of a particular system will be to an event.
First aid An immediate and temporary care given to a person who suddenly gets ill or injured
Flexibility Is the ability of a person to bend or stretch without hurting themselves.
Flow Refers to smoothness of movement
Force Refers to light, lighter, lightest/strong, stronger and strongest
Gallop Feet face forward, step forward & close with the trail foot, step & close… (Same foot always leads).
Game statistics A metric of one’s game or competition performance in specific sports terms such as game point average, assists, errors, home runs, etc.
General space Is an unlimited area where you move from one place to another.
Group dynamics Behavioural and psychological processes which occur within a group
Head level dribbling It is dribbling the balloon the head level/head and waist in between.
Heat fatigue A heat exhaustion which is a milder form of heat-related illness that can occur after prolonged exposure to high temperature.
Heat stroke A life threatening condition with symptoms of high body temperature, rapid pulse and difficulty of breathing.
Hop Push off 1 foot, land on same foot. Vertical or horizontal
Hyperthermia An elevated body temperature due to failed thermoregulation that occurs when the body produces or absorbs more heat that it dissipates
Hypothermia A condition in which core temperature drops below the required temperature (370 C)for normal metabolism and body functions
Implements An instrument, tool, or utensil for accomplishing work.
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 66 of 69
GLOSSARY
Inclusion The principle of ensuring participation of all learners.
Indigenous game Is a native game in one place specially in a region or country
Jump Take off 1 or 2 feet, land on 2 feet. Vertical or horizontal
Knee level dribbling Is dribbling the ball on the knee level/below.
Kunday Literary means move the hands gracefully somewhat like a kumintang
Lead-up games Is an organize game that can be used to improve the locomotor skills like catching and throwing/passing.
Leap Take off 1 foot, cover a large distance. Land on other foot. Use several running steps to lead into the leap
Levels Refer to high, Middle, and Low movements
Life skills Behaviours used appropriately and responsibly in the management of personal affairs
Location Refer to behind, infront, under, over, personal space, and general space
Luksong tinik Is an indigenous/native game played by three or more players using hand as tinik.
Manipulative skills Are done with the use of light implements. It is also a combination of locomotor and non-locomotor movements.
Motivational strategies
Techniques or exercises used to improve a participant’s drive and persistence toward his/her goal.
Motor control The process by which the central nervous system produces purposeful and coordinated movement in its interaction with the rest of the body and
the environment
Motor learning A set of internal processes associated with practice or experience leading to relatively permanent changes and the capability for skilled behaviour
Movement screen
An assessment technique for identifying imbalances in mobility and stability during the performance of fundamental movement patterns. The
assessment results can be used for the prevention of non-contact injuries and optimization of performance.
Movements Is a change of position of body or body parts in space
Objects Refers to ribbons, hoops, balls, and any available indigenous/improvised materials
Parameter A measurable factor of a set that defines a system.
PAR-Q Physical Activity Readiness Questionnaire
Performance enhancement
Measures taken to perform better in sports or exercise.
Performance goal Specific personal standard unaffected by the performance of others
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 67 of 69
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 self-space
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 A careful plan for spreading the word about a product or service to stakeholders and the broader public.
Psychological impact
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 Teaching sports and other related activities as leisure pursuits.
Rehabilitative activities
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
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 68 of 69
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.
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K to 12 BASIC EDUCATION CURRICULUM
K to 12 Physical Education Curriculum Guide December 2013 Page 69 of 69
CODE BOOK LEGEND
Sample: PE2PF-IIa-h-14
LEGEND SAMPLE
First Entry
Learning Area and
Strand/ Subject or Specialization
Physical Education
PE2
Grade Level Grade 2
Uppercase Letter/s Domain/Content/ Component/ Topic
Physical Fitness PF
-
Roman Numeral *Zero if no specific quarter
Quarter Second Quarter II
Lowercase Letter/s
*Put a hyphen (-) in between letters to indicate more than a
specific week
Week Week one to eight a-h
-
Arabic Number Competency
Observes correct posture and body mechanics while performing movement activities
14
DOMAIN/ COMPONENT CODE
Body Management EL
Movement Skills MS
Physical Fitness PF
Games and Sports GS
Rhythms and Dance RD
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1
Edukasyong Pangkatawan
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Yunit 4
PAGPAPANATILI SA PAGPAPAUNLAD NG PHYSICAL FITNESS
Balik-tanaw sa mga Sangkap ng Skill-Related Fitness
Laang oras ng pagtuturo: apatnapung (40) minuto
I. Layunin
1. Natutukoy ang mga sangkap ng skill-related fitness.
2. Naipaliliwanag ang kahalagahan ng pagpapanatili ang kasiglahan at kalakasan ng ating katawan.
3. Napahahalagahan ang mga sangkap ng skill-related fitness upang lubos na maunawaan ang kahalagahan ng mga ito sa pagpapanatili at pagpapaunlad ng ating physical fitness.
II. Nilalaman
Paksa: Balik-tanaw sa mga Sangkap ng Skill-RelatedFitness
Kasanayan: Skill-Related Fitness
Pagpapahalaga: kabutihang dulot ng skill-related fitness sa katawan
Sanggunian: MAPEH 4
Kagamitan: Filipino Physical Activity Pyramid Guide
III. Pamamaraan
A. Pang –araw-araw na gawain 1. Pagtsek ng attendance at angkop na kasuotan. 2. Pampasiglang Gawain: sumangguni sa MAPEH 4 3. Balik-aral: Tanungin ang mga bata sa mga natutuhan sa mga nakaraang aralin tungkol sa sangkap ng skill-related fitness.
ARALIN 1
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B. Panimulang Gawain
1. Ipabasa ang talaan at lagyan ng tsek ang kolum kung ang mga gawaing pisikal (physical activity) na nabanggit ay lumilinang sa mga sangkap ng skill-related fitness. Kopyahin nila ang talaan at sagutan sa kuwaderno.
2. Sagutin ang mga katanungan. C. Panlinang na Gawain
Muling bigyan ng pansin ang anim na sangkap skill-related fitness. D. Paglalapat
Ang klase ay hahatiin sa anim na pangkat. Bawat pangkat ay bibigyan ng isang sangkap ng skill-related fitness. Bibigyan ng laang oras ang bawat pangkat upang umisip ng isang gawain, laro/isports, at sayaw na lumilinang sa ibinigay na sangkap sa grupo. Sa pamamagitan ng malikhaing presentasyon, ipakikita ng bawat pangkat sa buong klase ang naisip na gawain, laro/isports, at sayaw. Huhulaan ito ng iba pang pangkat. Ang sinumang makahula ay bibigyan ng karampatang puntos..
E. Paglalagom
Ang agility (liksi), balance (balanse), coordination (koordinasyon), power, speed (bilis), at reaction time ay mga sangkap ng skill-related fitness na dapat linangin upang magawa nang buong husay ang mga kasanayan sa paglalaro, pagsasayaw, o mga gawaing pang-araw-araw.
IV. Pagtataya
1. Basahin ang mga sumusunod na pangungusap na nasa kahon at sagutin ang tanong.
2. Gumuhit ng mga gawaing nakalilinang ng mga sumusunod na sangkap ng skill-related fitness. Gumawa ng isang islogan na naaayon kung paano ito mapauunlad:
a. Agility (liksi) b. Speed (bilis) c. Power
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V. Takdang- aralin
Laging isaisip na sa lahat ng ating pang-araw-araw na gawain ay ginagamit natin ang mga sangkap ng skill-related fitness upang mas maging madali at ligtas ang mga gawain. Gumawa ng personal na kontrata para sa paglinang ng mga sangkap na nabanggit. Ipasa ang kontrata sa susunod na pagkikita.
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Yunit 4 PAGPAPANATILI SA PAGPAPAUNLAD NG PHYSICAL FITNESS Paglinang ng Balanse
Laang oras ng pagtuturo: apatnapung (40) minuto
I. Layunin
1. Naipaliliwanag ang mga kabutihang idunudulot ng likhang sayaw sa paglilinang ng balanse sa kalusugan ng katawan.
2. Naisasagawa nang tama ang mga hakbang sa pagsasayaw .3. Nabibigyang-halaga ang mga kabutihang idinudulot ng likhang
sayaw sa paglilinang ng balanse sa kalusugan ng katawan.
II. Nilalaman
Paksa: Paglinang ng Balanse Kasanayan: balanse, koordinasyon, at flexibility Pagpapahalaga: Mabibigyang-halaga ang mga kabutihang dulot ng likhang sayaw sa kalusugan ng katawan. Sanggunian: MAPEH 4 Kagamitan: CD player, cds, 2 pirasong patpat o 2 piraso ng bao (ikalawang pwedeng gamitin upang magbigay ng tunog sa mga bata upang masundan ang kumpas kung walang CD player.)
III. Pamamaraan
A. Pang-araw-araw na Gawain 1. Pag-tsek ng attendance at angkop na kasuotan. 2. Pampasiglang Gawain: sumangguni sa LM Grade 4 3. Balik-aral: Balik-aral sa gawaing lokomotor
B. Panimulang Gawain (Simulan Natin) Ipakita sa mga bata ang larawan. Tanungin kung alin sa mga larawan ang nasubukan nilang gawin?
C. Panlinang na Gawain Ipaliwanag kung ano ang balanse.
ARALIN 2
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D. Paglalapat Ipasagawa sa mga mag-aaral ang Balanse Backward Hop.
E. PaglalagomIpaliwanag sa klase na ang balanse ay mahalagang physical fitness
components.
IV. Pagtataya
Tanungin ang mga bata tungkol sa isinagawang Backward Hop. Ipasagot ang mga tanong sa Suriin Natin.
V. Takdang-aralin
Ipagawa sa mga mag-aaral ang personal na kontrata para sa paglinang ng balanse. Ipasa ang kontrata sa susunod na pagkikita.
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Yunit 4
PAGPAPANATILI SA PAGPAPAUNLAD NG PHYSICAL FITNESS Paglinang ng Reaction Time
Laang oras ng pagtuturo: apatnapung (40) minuto
I . Layunin
1. Nalilinang ang kaalaman at kasanayan sa reaction time.2. Nabibigyang-halaga ang mga kahalagahan ng kasanayan na
maging alisto at may sapat na kakayahan sa reaction time. II . Nilalaman
Paksa: Paglinang ng Reaction Time Kasanayan: koordinasyon, reaction time, at flexibility.
Pagpapahalaga: kabutihang dulot ng likhang sayaw sa kalusugan ng katawan. Sanggunian: MAPEH 4 Kagamitan: CD player, cds, dalawang pirasong patpat o dalawang piraso ng bao (ikalawa pwedeng gamitin upang magbigay ng tunog sa mga bata upang masundan ang kumpas kung walang CD player.)
III. Pamamaraan
A. Pang-araw-araw na Gawain 1. Pagtsek ng attendance at angkop na kasuotang pampisikal na gawain 2. Pampasiglang Gawain: Sumangguni sa LM Grade 4 3. Balik-aral: Balik-aral tungkol sa paglinang ng balanse
B. Panimulang Gawain Ipakita sa mga mag-aaral ang larawan at tanungin sila kung naranasan na ba nilang tumugon sa isang pangyayari na mabilis nilang naisagawa ang kanilang reaksyon.
ARALIN 3
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C. Panlinang na Gawain
Pagpapaliwanag tungkol sa reaction time. D. Paglalapat
Ipapakita ng guro ang tamang pagsasagawa ng Coin Catch. Pagkatapos ng pagsasagawa ng alituntunin ng Coin Catch hahatiin ang klase sa apat na pangkat. Isasagawa nang ilang ulit ng bawat pangkat ang Coin Catch B upang ito ay maisagawa nang tama at malinang ang kasanayan.
E. Paglalagom
Sabihin na ang reaction time ay mahalagang physical fitness components upang lubos na makagawa nang mahusay na gawain.
IV. Pagtataya
Ipasagot sa mga bata ang mga katanungan ukol sa nararamdaman sa katatapos na gawaing Coin Catch.
V. Takdang-aralin
Ipagawa sa mga mag-aaral ang personal na kontrata para sa paglinang ng reaction time. Ipasa ang kontrata sa susunod na pagkikita.
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Yunit 4
PANGUNAHING KAALAMAN SA SAYAW NA BA-INGLES
I . Layunin
1. Naiisa-isa ang mga katawagan sa sayaw.
2. Nasusuri ang pagganap ng mga mag-aaral sa mga pangunahing hakbang.
3. Naipakikita ang kamalayan sa kahalagahan ng sayaw.
II . Nilalaman Paksa: Ba-Ingles Kasanayan: balanse, koordinasyon, at flexibility Pagpapahalaga: kabutihang dulot ng sayaw sa katawan. Sanggunian: MAPEH 4 Kagamitan: CD player, cds, dalawang pirasong patpat o dalawang piraso ng bao (ikalawang pwedeng gamitin upang magbigay ng tunog sa mga bata upang masundan ang kumpas kung walang CD player.) III. Pamamaraan A. Pang-araw-araw na Gawain 1. Pag-tsek ng attendance at angkop na kasuotan 2. Pampasiglang Gawain: Sumangguni sa LM Grade 4 3. Balik-aral: Magtanong tungkol sa sayaw na Liki.
B. Panimulang Gawain Talakayin ang tungkol sa pinagmulan ng sayaw, ang isinusuot ng mga sasayaw, at mga kagamitan na gagamitin sa pagsayaw.
C. Panlinang na Gawain Talakayin at isagawa ang mga katawagan ukol sa sayaw: point step, walking step, change step, 3-step turn, bow, paano pumalakpak para masundan ang rhythm, kumintang, girls holding skirt, boys hands on waist, passing by right to right shoulder, touch step, curtsy, stand side by side, 4 steps in place, facing each other, towards the partner and away from the partner.
ARALIN 4
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D. Paglalapat
1. Sanayin nang paulit-ulit ang mga isinasakilos na mga katawagan sa sayaw at lapatan ng musika. 2. Ulitin hanggang matutuhan nang lubusan ng mga mag- aaral.
E. Paglalagom
1. Pangkatin ang mga bata at ipagawa sa kanila ang natutuhang mga galaw sa pagsayaw sa pama- magitan ng:
a. bilang o palakpak o paggamit ng patpat;
b. musika.
F. Pangwakas na Gawain Pasayawin nang pangkat-pangkat ang mga bata sa saliw ng
musika.
IV. Pagtataya
Gamitin ang Performance Rubrics na naaayon sa layunin ng aralin.
Pangkat Napakahusay Mahusay Di-gaanong mahusay
Naisasagawa nang walang pagkakamali at magiliw ang mga hakbang ng sayaw.
Naisasagawa nang walang pagkakamali ang mga hakbang ng sayaw.
Naisasagawa ng hindi wasto ang mga hakbang ng sayaw.
V. Takdang-aralin
Sabihan ang mga bata na magsanay sa bahay sa mga hakbang ng pagsayaw at ipasaulo ito.
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Yunit 4 PANGUNAHING KAALAMAN SA PAGSAYAW NG BA-INGLES
Laang oras ng pagtuturo: apatnapung (40) minuto
I. Layunin
1. Nagagamit ang rubric o checklist sa pagsusuri ng pagsasakilos ng mga mag-aaral sa mga hakbang ng sayaw.
2. Naisasakilos ang galaw bilang pagsunod sa oral instruction.
3. Naipapakita ang kamalayan sa kahalagahan ng sayaw na Ba-Ingles.
II. Nilalaman
Paksa: Ba-Ingles Kasanayan: balanse, koordinasyon, at flexibility Pagpapahalaga: kabutihang dulot ng sayaw sa katawan. Sanggunian: MAPEH 4 Kagamitan: CD player, cds, dalawang pirasong patpat o dalawang piraso ng bao (ikalawang puwedeng gamitin upang magbigay ng tunog sa mga bata upang masundan ang kumpas kung walang CD player.)
III. Pamamaraan
A. Pang-araw-araw na Gawain 1. Pag-tsek ng atendans at angkop na kasuotan. 2. Pampasiglang Gawain: Sumangguni sa LM Grade 4 3. Balik-aral: Magtanong tungkol sa terminolohiya na may kaugnayan sa sayaw na Ba-Ingles.
B. Panimulang Gawain Talakayin ang mga hakbang sa pagsayaw ng Ba-Ingles.
ARALIN 5
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PANIMULA
Music Introduction Three-step right in place and bow to partner or audience, Girl holding skirt, Boys hands on waist. . . . . . . . . . .. . . . . . . . . . . . 2 M
I Music A
(a) Starting with R foot, take four change steps forward to meet partner at center. Kumintang R and L alternately, free hand on waist. . . . 4 M
(b) Turn right about and repeat (a) going to proper places. Finish facing partner, turning right about . . .. . . . . . . . . . . . 4 M
(c) Repeat (a) and (b). . . . . . . . . . . . . . . . . . . . . 8 M
II
Music The movements of Boy and Girl are done simultaneously. Boy
(a) Starting with R foot take four change steps forward to partner’s right side (take bigger steps to reach partner’s side), kumintang hands as in figure I(a) . . . . . . . . . . . . . . . . . 4 M
(b) Turn right about and repeat (a) going to proper places. Finish facing partner, turning right about... . . . . . . . . . . . . . . 4 M
(c) Repeat (a) to partner’s left side. . . . . . . . . . . . . . . . . . 4 M (d) Repeat (b). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 M
Girl Clap hands three times to measure (cts. 1, and, 2) throughout this figure. . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 M
III Music B Throughout this figure kumintang R and L alternately as in figure I (a). (a)Partners take two change steps forward, starting with R foot, to meet at center.. . . . . . . .. . . . . . . . . . . . . . . . . 2 M
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(b) Change-step turn right (use two change steps) in place. Finish the turn in front of partner, facing each other. . . 2 M
(c)Two change steps forward, passing by each other’s R shoulder, going to partner’s place. . . . . . . . . . . . . . 2 M (d)Change-step turn right about (use two change steps). Finish facing each other. . . . . . . . . . . . . . . . . . 2 M (e)Repeat all (a-d) finishing in proper places. . . . . . . . . . . 8 M
IV Music C. Play slowly.
(a) Starting with R foot, take four steps forward to meet at center, Girl holding skirt, Boys hands on waist. . . . . . . 2 M
(b) Face left and step R foot sideward (ct.1), point L foot across R in rear and bend knees slightly, kumintang R hand, L hand on waist (ct.2). Partners stand side by side by the R shoulders and looking at each other. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 M
(c) Step L foot sideward (ct.1), turn right about and point R across the L in rear. Bend the knees slightly, kumintang L hand, R hand on waist (ct.2). Partners stand side by side by L shoulders and looking at each other. . . . . .. . . 1 M
(d) Facing each other and starting with R foot, take four steps backward to proper places. Hands as in (a). . . . . . . . 2 M
(e) Four steps in place, starting with R foot. Hands as in (a). . . . 2 M
(f) Repeat all (a-e). . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 M
V Music A Repeat figure I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 M
VIMusic B Repeat figure II. This time Girl goes to the right and then to the left side of partner, Boy claps hands. . . . . . . . . . . . . . . . . . . 16 M
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VIIMusic B Repeat figure III. . . . . . . . . . . . . . . . . . . . . . 16 M
VIIIMusic C Repeat figure IV. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 M
SALUDOMusic FinaleThree-step right in place and bow to partner or audience, Girls holding skirt, Boys hands on waist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 M
C. Panlinang na Gawain
Isasagawa ang mga pagsayaw ng Ba-Ingles.
D. Paglalapat
1.Sanayin nang paulit-ulit ang mga hakbang sa pagsayaw ng Ba- Ingles at lapatan ng musika. 2. Ulitin hanggang matutuhan nang lubusan ng mga mag- aaral.
E. Paglalagom
1. Pangkatin ang mga bata at ipasasagawa sa kanila ang natutuhang mga galaw sa pagsayaw sa pama- magitan ng:
a. bilang o palakpak o paggamit ng patpat
b. musika
F. Pangwakas na Gawain
Pasayawin nang pangkat-pangkat ang mga bata sa saliw ng musika.
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IV. Pagtataya
Gamitin ang Performance Rubrics na naaayon sa layunin ng aralin.
Pangkat Napakahusay Mahusay Di-gaanong mahusay
Naisasagawa nang walang pagkakamali at magiliw ang mga hakbang ng sayaw.
Naisasagawa nang walang pagkakamali ang mga hakbang ng sayaw.
Naisasagawa ng hindi wasto ang mga hakbang ng sayaw.
V. Takdang-aralin
Sabihan ang mga bata na magsanay sa bahay ng mga hakbang sa pag-sayaw at ipasaulo ito.
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82
Yunit 4
MALIKHAING PAGSAYAW
Laang oras ng pagtuturo: apatnapung (40) minuto
I. Layunin1. Naiisa-isa ang mga katawagan sa sayaw.
2. Nasusuri ang pagganap ng mga mag-aaral sa mga pangunahing hakbang.
3. Naipakikita ang kamalayan sa kahalagahan ng sayaw.
II. Nilalaman Paksa: Katutubong Galaw sa Makabagong Sayaw Kasanayan: balanse, koordinasyon, at flexibility Pagpapahalaga: Mabibigyang-halaga ang mga kabutihang dulot ng sayaw sa katawan. Sanggunian: MAPEH 4 Kagamitan: CD player, cds, dalawang pirasong patpat o dalawang piraso ng bao (ikalawang pwedeng gamitin upang magbigay ng tunog sa mga bata upang masundan ang kumpas kung walang CD player.)
III. Pamamaraan A. Pang-araw-araw na Gawain 1. Pag-tsek ng attendance at angkop na kasuotang pampisikal na gawain 2. Pampasiglang Gawain: sumangguni sa LM Grade 4 3. Balik-aral: Magtanong tungkol sa sayaw na Ba-Ingles.
B. Panimulang Gawain
Ipagawa sa mga bata ang talaan ng mga hakbang na ginamit sa katatapos na aralin, sa Ba-Ingles at sa Liki .
C. Panlinang na Gawain
Balik- aralan at ipasakilos sa mga bata ang naitala nila. Paalala-hanan ang mga bata na isiping maigi ang bawat hakbang at bilang.
ARALIN 6
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D. Paglalapat
Ipasubok sa mga bata na gawin ang mga hakbang sa pagsayaw sa makabagong tugtugin.
E. Paglalagom
1.Gabayan ang mga bata sa pagbuo ng paglalahat
F. Pangwakas na Gawain
Ipasayaw na muli sa mga bata ang lahat ng bahagi ng sayaw.
IV. Pagtataya
Sa tulong ng inihandang checklist, lagyan ng tsek (/) ang paraan ng pagsasagawa ng mga batayang hakbang.
Paraan ng PagsasagawaMga Batayang Posisyon
1Hindi
Naisagawa
2Bahagyang Naisagawa
3Lubos na
Naisagawa
4Kahanga-hanga
ang Pagsasagawa
Hop StepClose StepTouch StepChange StepWaltzWaltz TurnThree Step TurnChange Step Turn
V. Takdang-aralin/Pagbibigay-halaga sa Aralin (Pagbutihin Natin)
Sabihan ang mga bata na sanayin ang mga hakbang sa pagsayaw at humanda sa sariling paglikha.
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Yunit 4
PAGPAPANATILI SA PAGPAPAUNLAD NGPHYSICAL FITNESS
Ang Pagsubok sa mga Sangkap ng Physical Fitness (Post-test)
Laang oras ng pagtuturo: apatnapung (40) minuto
I . Layunin1. Nasusubukang muli ang antas ng physical fitness.
2. Natutukoy kung ano ang estado ng physical fitness kumpara sa naunang pagsubok o pre-test.
3. Naisasagawa ang pagsubok sa mga sangkap ng physical fitness o physical fitness test.
II . Nilalaman Paksa: Physical Fitness (Post-test) Kasanayan: balanse, koordinasyon, at flexibility Pagpapahalaga: Kabutihang dulot ng physical fitness. Sanggunian: MAPEH 4 Kagamitan: Physical Fitness Passport Card, tungtungan o hagdan
III. Pamamaraan A. Pang-araw-araw na Gawain 1. Pag-tsek ng attendance at angkop na kasuotan. 2. Pampasiglang Gawain: sumangguni sa LM Grade 4 3. Balik-aral: Magtanong tungkol sa katutubong galaw sa makabagong sayaw.
B. Panimulang Gawain
Sabihan ang mga mag-aaral na muling pag-aralan ang Physical Fitness Passport Card na siyang naging talaan ng mga Pre-test scores.
Tanungin ang mga bata kung anong sangkap o component sila o malakas. Tanungin sila kung ano-anong mga gawaing pisikal (physical activity) ang kanilang mga ginawa para mapaunlad ang mga sangkap na ito.
ARALIN 7
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C. Panlinang na Gawain Sa patnubay at gabay ng guro, ipasagawa sa mga mag-aaral ang mga pagsubok nang naaayon sa tamang alituntunin at kaligtasan. D. Paglalapat
Ipagawa sa mga bata ang iba’t ibang pagsubok.
E. Paglalagom
Gabayan ang mga bata upang makabuo ng wastong kaisipan sa iba’t ibang pagsubok. Itanong kung aling gawaing pagsubok ang dapat mauna at dapat mahuli.
IV. Pagtataya
Muling ipagawa sa mga mag-aaral ang mga pagsubokupang malaman kung ano ang estado ng kanilang physical fitness kumpara sa paunang pagsubok o pre-test.
V . Takdang-aralin
Sabihan ang mga bata na bago nila itaya ang kanilang sarili sa mga pagsubok ng mga sangkap ng physical fitness, nararapat lamang na muli nilang tandaan ang mga alituntunin para sa wastong pagsa-sagawa ng mga ito.
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Yunit 4 ANG PAGSUBOK SA MGA SANGKAP NG PHYSICAL FITNESS Pangangasiwa ng Katawan
Laang oras ng pagtuturo: apatnapung (40) minuto
I. Layunin1. Nasasagutan ang fitness passport card at post-test.
2. Naisasagawa ang mga gawaing nasa talaan ng iskor sa mga pag-subok ng physical fitness
II. NilalamanPaksa : Pangangasiwa ng Katawan
Kasanayan: Health-related at Skill-related Physical Fitness Components
Pagpapahalaga: Mabibigyang-halaga ang mga kabutihang dulot ng fitness level ng mga mag-aaral.
Sanggunian: MAPEH 4
Kagamitan: fitness passport card, talaan ng iskor sa mga pagsubok ng physical fitness
III. Pamamaraan A. Pang-araw-araw na Gawain 1. Pag-tsek ng attendance at angkop na kasuotang pampisikal na gawain. 2. Pampasiglang Gawain: sumangguni sa MAPEH 4; pp. 3. Balik-aral : Tanungin ang mga bata sa mga natutuhan sa mga nakaraang aralin tungkol sa Filipino Pyramid Activity gaya ng kahutukan, bilis, lakas ng kalamnan, puwersa at liksi.
B. Panimulang Gawain (Simulan Natin)
Gabayan at ipaliwanag sa mga bata ang pagsasagawa ng mga ga-wain sa “Simulan Natin”.
ARALIN 8
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C. Panlinang na Gawain (Ipagpatuloy Natin)
Ipabasa sa mga bata ang “Ipagpatuloy Natin” at ipaliwanag ito sa kanila.
D. Paglalapat: (Gawin Natin) Ipalabas sa mga bata ang kanilang Talaan ng Iskor sa mga Pagsubok ng Physical Fitness at ipagawa ang “Gawin Natin”
E. Paglalagom (Tandaan Natin) Gabayan ang mga bata sa pagbuo ng kaisipan na nauukol sa mga pagsubok sa mga sangkap ng physical fitness F. Pangwakas na Gawain
Sabihin sa mga bata na mag-cool down at kaunting stretching.
IV. Pagtataya (Suriin Natin)
Ipagawa sa mga bata ang gawain sa “Suriin Natin”.
V. Takdang-aralin/Pagbibigay-halaga sa Aralin (Pagbutihin Natin) Ipagawa ang nasa LM “Pagbutihin Natin”
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.