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Pe 150706092045 Lva1 App6891 PDF
Pe 150706092045 Lva1 App6891 PDF
Pangkatawan
DepEd Copy
1
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in any form or by any means--electronic or mechanical including photocopying
without written permission from DepEd Central Office.
YUNIT I
l. Layunin
ll. Nilalaman
DepEd Copy
Pagpapahalaga: Disiplina sa sarili, kooperasyon
Sanggunian:
- Musika, Sining at Edukasyon sa Pagpapalakas ng Katawan
ni Vilma V. Perez., et al. pp.181-182, © 2009
- The Filipino Pyramid Activity Guide, PASOO 2000
Kagamitan: Physical Activity Pyramid Guide para sa Batang Filipino, manila
paper
lll. Pamamaraan
B. Panimulang Gawain
1. Pampasiglang Gawain
3
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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
C. Panlinang na Gawain
DepEd Copy
paggawa?Alin ang dapat mong bawasan ang dalas ng paggawa?
Bakit?
D. Paglalapat
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.
4
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in any form or by any means--electronic or mechanical including photocopying
without written permission from DepEd Central Office.
Itanong ang mga sumusunod:
E. Pangwakas na Gawain
DepEd Copy
5
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in any form or by any means--electronic or mechanical including photocopying
without written permission from DepEd Central Office.
YUNIT I
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. Nilalaman
Paksa: Ang mga Sangkap ng Physical Fitness
Kasanayan: Pagtalon, pagtakbo, pagbuhat, paghagis, at pagbalanse.
Pagpapahalaga: Pakikiisa, sariling disiplina, at determinasyon
Sanggunian:
DepEd Copy
- 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
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.
6
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in any form or by any means--electronic or mechanical including photocopying
without written permission from DepEd Central Office.
Itanong ang sumusunod:
2. Balik-aral
C. Panlinang na Gawain
DepEd Copy
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:
D. Paglalapat
7
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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
IV. Takdang-aralin
DepEd Copy
8
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
l. Layunin
ll. Nilalaman
DepEd Copy
Paksa: Ang Pagsubok sa mga Sangkap ng Physical Fitness (Pre-test)
Kasanayan: Mga kasanayan na sinusubok ng physical fitness tests
Pagpapahalaga: Pakikiisa, sariling disiplina, at determinasyon
Sanggunian:
- “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
9
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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 kasuotan
B. 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
C. Panlinang na Gawain
DepEd Copy
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.
DepEd Copy
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-aralin
Ipagawa ang gawain sa LM.
11
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
I. Layunin
ll. Nilalaman
DepEd Copy
Paksa: Ang Pagsubok sa mga Sangkap ng Physical Fitness (Pre-test)
Kasanayan: Mga kasanayan na sinusubok ng physical fitness tests
Pagpapahalaga: Pakikiisa, sariling disiplina, at determinasyon
Sanggunian:
12
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
1. Pampasiglang Gawain
Ipagawa 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?
2. Balik-aral
Itanong sa mga mag-aaral kung ano-ano ang mga sangkap ng physical
DepEd Copy
fitness na kanilang naalala.
C. Panlinang na Gawain
D. Paglalapat
Ipaliwanag kung bakit dapat mauna ang shuttle run sa lahat ng mga
pagsubok at dapat namang mahuli ang vertical jump.
DepEd Copy
matutugunan ang resulta nito batay sa iyong taas at timbang.
E. Pangwakas na Gawain
IV. Takdang-aralin
14
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in any form or by any means--electronic or mechanical including photocopying
without written permission from DepEd Central Office.
Edukasyong Pangkatawan at Pangkalusugan – Ikaapat na Baitang
Patnubay ng Guro
Unang Edisyon 2015
Isinasaad ng Batas Republika 8293, seksiyon 176 na “Hindi maaaring magkaroon ng 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.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Pambungad
Edukasyong Pangkatawan
Edukasyong Pangkalusugan
iii
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
TALAAN NG MGA NILALAMAN
Edukasyong Pangkatawan
Pahina
Aralin 5 Patintero...................................................…………................. 34
iv
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
PHYSICAL EDUCATION
(Grade 1 to Grade 10)
December 2013
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
CURRICULAR FRAMEWORK
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.
Fitness and movement education content is the core of the K to 12 PE Curriculum. It includes value, knowledge, skills and experiences in physical activity
participation in order to (1) achieve and maintain health-related fitness (HRF), as well as (2) optimize health. In particular, it hopes to instill an understanding of why HRF is
important so that the learner can translate HRF knowledge into action. Thus, self-management is an important skill. In addition, this curriculum recognizes the view that
fitness and healthy physical activity (PA) behaviors must take the family and other environmental settings (e.g. school, community and larger society) into consideration. This
curricular orientation is a paradigm shift from the previous sports-dominated PE curriculum aimed at athletic achievement.
Move to learn is the context of physical activity as the means for learning, while Learn to move embodies the learning of skills, and techniques and the acquisition of
understanding that are requisites to participation in a variety of physical activities that include exercise, games, sports, dance and recreation.
Learning Outcomes
The K to 12 PE Curriculum develops the students’ skills in accessing, synthesizing and evaluating information, making informed decisions, enhancing and advocating
their own and others’ fitness and health. The knowledge, understanding and skills underpin the competence, confidence and commitment required ofall students to live an
active life for fitness and health.
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.
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 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.
PHYSICAL LITERACY
Fundamental Fundamental Activity-specific
Movement Skills Motor skills Activity
K ----1---2---3---4---5---6---7---8----9---10---11---12
Developmentally Standard
Activity-Based Appropriate
Integrated Inclusive
based
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
Body Management
Movement Skills
Physical Fitness
Grade 1
The learner demonstrates understanding of body awareness, space awareness, qualities of effort and movement relationships through participation in
Grade 2
enjoyable physical activities.
Grade 3
Grade 4
The learner demonstrates understanding of the importance of physical activity and physical fitness through participation in and assessment of physical
Grade 5 activities.
Grade 6
Grade 7 The learner demonstrates understanding of personal fitness in achieving an active lifestyle.
Grade 8 The learner demonstrates understanding of family and school fitness in sustaining an active lifestyle.
Grade 9 The learner demonstrates understanding of community fitness in sustaining and promoting an active lifestyle.
Grade 10 The learner demonstrates understanding of societal fitness in promoting an active lifestyle.
Locations, Directions,
Body Shapes and Body Person, Objects, Sound
Levels, Pathways and Time, Force and Flow
Actions and Environment
Body management Planes
Movement skills
GRADE 2 Rhythms and dance
Games and sports Participation in enjoyable activities in different locomotor, non- locomotor and manipulative activities, folk dances,
Physical fitness rhythmic routines (ribbon, hoop, balls, indigenous/improvised materials), relays and races
Locations, Directions,
Body Shapes and Body Person, Objects, Sound
Levels, Pathways and Time, Force and Flow
Body management Actions and Environment
Planes
Movement skills
GRADE 3 Rhythms and dance
Games and sports Participation in enjoyable and challenging activities in different locomotor, non- locomotor and manipulative
Physical fitness 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.
Key Stage 2
Health-Enhancing Fitness 1
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports
GRADE 4 Target games,
Invasion games
striking/fielding games,
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Health-Enhancing Fitness 2
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports
GRADE 5 Target games,
Invasion games Wall/net games, invasion games
striking/fielding games
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Health-Enhancing Fitness 3
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports
GRADE 6 Target games,
Invasion games
striking/fielding 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.
Personal Fitness
Exercise programs: Training Guidelines, FITT Principle
GRADE 7 Physical fitness
Endurance and Muscle-and bone- strengthening activities
Games and sports Individual and Dual sports
Rhythms and dance Folk/indigenous, ethnic, traditional/festival dances
Family and School Fitness
Physical fitness Physical activity programs: Training Guidelines, FITT Principle
GRADE 8 Endurance and Muscle-and bone- strengthening activities
Games and sports Team Sports
Folk dances with Asian
Rhythms and dance
influence
Community Fitness
GRADE 9 Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
Sports officiating Active Recreation (indoor
Games and sports
& outdoor)
Rhythms and dance Social, ballroom dances and Festival dances
Societal Fitness
Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
GRADE 10 Games and sports Active Recreation (Sports)
Active Recreation (Other dance forms-Hip-hop, Street
Rhythms and dance
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.
Table 1d - Scope and Sequence of Physical Education and Health from Grades 11-12
Q1 Q2 Q3 Q4
Fitness/Exercise
GRADE 11 Aerobic, muscle and bone-strengthening
activities
Sports
Individual, dual and team sports
HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 3 and 4)
Recreation
Aquatic and mountaineering activities
Note: Students can elect from the menu of physical activity courses
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
The learner . . . The learner . . . The learner . . .
Body Awareness demonstrates understanding performs with coordination 1. describes the different parts of
PE1BM-Ia-b-1
awareness of body parts in enjoyable movements on the body and their movements
(Different body parts preparation for participation body awareness . through enjoyable physical
and their movements) in physical activities. activities
2. creates shapes by using
PE1BM-Ic-d-2
different body parts
3. shows balance on one, two,
PE1BM-Ie-f-3 Misosa IV- M4
three, four and five body parts
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of The learner . . . The learner . . . The learner . . .
physical 1. describes the physical activity PE4PF-Ia-16
activities and demonstrates participates and assesses pyramid
physical fitness understanding of performance in physical 2. explains the indicators for
PE4PF-Ia-17
participation and activities. fitness
assessment of physical 3. assesses regularly participation
Target games activities and physical assesses physical fitness in physical activities based on PE4PF-Ib-h-18
(Tumbang preso, fitness physical activity pyramid
tamaang- 4. explains the nature/background
tao/batuhang bola, of the games PE4GS-Ib-1
tatsing),
striking/fielding 5. describes the skills involved in
the games PE4GS-Ib-2
games
(syato/,basagang 6. observes safety precautions PE4GS-Ib-h-3
palayok, kickball)
7. executes the different skills
PE4GS-Ic-h-4
Note: Games are involved in the game
not limited to the 8. recognizes the value of
PE4PF-Ib-h-19
above listed participation in physical activities
activities 9. displays joy of effort, respect for
others and fair play during PE4PF-Ib-h-20
participation in physical activities
10. explains health and skill related
PE4PF-Ia-21
fitness components
11. identifies areas for
PE4PF-Ib-h-22
improvement
SECOND QUARTER/ SECOND PERIOD
The learner . . . The learner . . . 12. describes the Philippines PE4PF-IIa-16
Assessment of physical activity pyramid
physical demonstrates participates and assesses 13. explains the indicators for
PE4PF-IIa-17
activities and understanding of performance in physical fitness
physical fitness participation in and activities. 14. assesses regularly participation
assessment of physical in physical activities based on PE4PF-IIb-h-18
Invasion games activities and physical assesses physical fitness physical activity pyramid
(agawan base, fitness 15. explains the nature/background PE4GS-IIb-1
K to 12 Physical Education Curriculum Guide December 2013 Page 24 of 69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
lawin at sisiw, of the games
agawan panyo)
16. describes the skills involved in
PE4GS-IIb-2
the games
Note: Games are
17. observes safety precautions PE4GS-IIb-h-3
not limited to the
above listed 18. executes the different skills
activities PE4GS-IIc-h-4
involved in the game
19. recognizes the value of
PE4PF-IIb-h-19
participation in physical activities
20. displays joy of effort, respect for
others and fair play during PE4PF-IIb-h-20
participation in physical activities
21. explains health and skill related
PE4PF-IIa-21
fitness components
22. identifies areas for improvement PE4PF-IIb-h-22
THIRD QUARTER / THIRD GRADING
The learner . . . The learner . . . 23. describes the Philippines
PE4PF-IIIa-16
Assessment of physical activity pyramid
physical demonstrates participates and assesses 24. explains the indicators for
PE4PF-IIIa-17
activities and understanding of performance in physical fitness
physical fitness participation and activities. 25. assesses regularly participation
assessment of physical in physical activities based on PE4PF-IIIb-h-18
Folk (Liki/Ba- activity and physical assesses physical fitness physical activity pyramid
Ingles), fitness 26. explains the nature/background
indigenous, PE4GS-IIIb-1
of the dance
ethnic, 27. describes the skills involved in
traditional and PE4GS-IIIb-2
the dance
creative dances 28. observes safety precautions PE4GS-IIIb-h-3
29. executes the different skills
PE4GS-IIIc-h-4
Note: Dances involved in the dance
available in the 30. recognizes the value of
PE4PF-IIIb-h-19
area can be participation in physical activities
selected. 31. displays joy of effort, respect for
others during participation in PE4PF-IIIb-h-20
physical activities
32. explains health and skill related
PE4PF-IIIa-21
fitness components
K to 12 Physical Education Curriculum Guide December 2013 Page 25 of 69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
33. identifies areas for improvement PE4PF-IIIa-22
FOURTH QUARTER/ FOURTH PERIOD
Assessment of The learner . . . The learner . . . 34. describes the Philippines
PE4PF-IVa-16
physical physical activity pyramid
activities and demonstrates participates and assesses 35. explains the indicators for
PE4PF-IVa-17
physical fitness understanding of performance in physical fitness
participation and activities. 36. assesses regularly participation
assessment of physical in physical activities based on
PE4PF-IVb-h-18
Folk (Liki/Ba- activity and physical assesses physical fitness Philippines physical activity
Ingles), fitness pyramid
indigenous, 37. explains the nature/background
ethnic, PE4RD-IVb-1
of the dance
traditional and 38. describes the skills involved in
creative dances PE4RD-IVb-2
the dance
39. observes safety precautions PE4RD-IVb-h-3
Note: Dances
available in the 40. executes the different skills
PE4RD-IVc-h-4
area can be involved in the dance
selected. 41. recognizes the value of
PE4PF-IVb-h-19
participation in physical activities
42. displays joy of effort, respect for
others during participation in PE4PF-IVb-h-20
physical activities
43. explains health and skill related
PE4PF-IVa-21
fitness components
44. identifies areas for improvement PE4PF-IVb-h-22
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of The learner . . . The learner . . . The learner . . .
physical activity 1. describes the Philippines physical
PE5PF-Ia-16
and physical demonstrates participates and assesses activity pyramid
fitness understanding of performance in physical 2. explains the indicators for fitness PE5PF-Ia-17
participation and activities. 3. assesses regularly participation in
assessment of physical physical activities based on the
Target games activity and physical assesses physical fitness PE5PF-Ib-h-18
Philippines physical activity
(Tumbang preso, fitness pyramid
tamaang- 4. explains the nature/background
tao/batuhang of the games PE5GS-Ib-1
bola, tatsing),
striking/fielding 5. describes the skills involved in
the games PE5GS-Ib-2
games
(syato/,basagang 6. observes safety precautions PE5GS-Ib-h-3
palayok, kickball) 7. executes the different skills
PE5GS-Ic-h-4
involved in the game
Note: Games are 8. recognizes the value of
not limited to the PE5PF-Ib-h-19
participation in physical activities
above listed 9. displays joy of effort, respect for
activities others and fair play during PE5PF-Ib-h-20
participation in physical activities
10. explains health and skill related
PE5PF-Ia-21
fitness components
11. identifies areas for improvement
PE5PF-Ib-h-22
SECOND QUARTER / SECOND GRADING
Assessment of The learner . . . The learner . . . 12. describes the Philippines
PE5PF-IIa-16
physical physical activity pyramid
activities and demonstrates participates and assesses 13. explains the indicators for
PE5PF-IIa-17
physical fitness understanding of performance in physical fitness
participation in and activities. 14. assesses regularly participation
assessment of physical in physical activities based on
Invasion games activity and physical assesses physical fitness PE5PF-IIb-h-18
the Philippines physical activity
(agawan base, fitness pyramid
K to 12 Physical Education Curriculum Guide December 2013 Page 27 of 69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
lawin at sisiw, 15. explains the nature/background
PE5GS-IIb-1
agawan panyo) of the games
16. describes the skills involved in
Note: Games are PE5GS-IIb-2
the games
not limited to the 17. observes safety precautions
above listed PE5GS-IIb-h-3
activities 18. executes the different skills
PE5GS-IIc-h-4
involved in the game
19. recognizes the value of
PE5PF-IIb-h-19
participation in physical activities
20. displays joy of effort, respect for
others and fair play during PE5PF-IIb-h-20
participation in physical activities
21. explains health and skill related
PE5PF-IIa-21
fitness components
22. identifies areas for improvement
PE5PF-IIb-h-22
THIRD QUARTER/ THIRD PERIOD
Assessment of The learner . . . The learner . . . 23. describes the Philippines
PE5PF-IIIa-16
physical physical activity pyramid
activities and demonstrates participates and assesses 24. explains the indicators for
PE5PF-IIIa-17
physical fitness understanding of performance in physical fitness
participation and activities. 25. assesses regularly participation
assessment of physical in physical activities based on
PE5PF-IIIb-h-18
Folk (Cariñosa/ activity and physical assesses physical fitness the Philippines physical activity
Polka sa Nayon), pyramid
fitness
indigenous, 26. explains the nature/background
PE5RD-IIIb-1
ethnic, of the dance
traditional and 27. describes the skills involved in
PE5RD-IIIb-2
creative dances the dance
28. observes safety precautions PE5RD-IIIb-h-3
Note: Dances
29. executes the different skills
available in the involved in the dance PE5RD-IIIc-h-4
area can be
selected. 30. recognizes the value of
PE5PF-IIIb-h-19
participation in physical activities
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of The learner . . . The learner . . . The learner . . .
physical 1. describes the Philippines
PE6PF-Ia-16
activities and demonstrates participates and assesses physical activity pyramid
physical fitness understanding of performance in physical 2. explains the indicators for
PE6PF-Ia-17
participation and activities. fitness
assessment of physical 3. assesses regularly participation
Target games activity and physical assesses physical fitness in physical activities based on
PE6PF-Ib-h-18
(Tumbang preso, fitness the Philippines physical activity
tamaang- pyramid
tao/batuhang 4. explains the nature/background
bola, tatsing), of the games PE6GS-Ib-1
striking/fielding
games 5. describes the skills involved in
(syato/,basagang the games PE6GS-Ib-2
palayok, kickball) 6. observes safety precautions PE6GS-Ib-h-3
7. executes the different skills
PE6GS-Ic-h-4
Note: Games are involved in the game
not limited to the 8. recognizes the value of
PE6PF-Ib-h-19
above listed participation in physical activities
activities 9. displays joy of effort, respect for
others and fair play during PE6PF-Ib-h-20
participation in physical activities
10. explains health and skill related
PE6PF-Ia-21
fitness components
11. identifies areas for
PE6PF-Ib-h-22
improvement
SECOND QUARTER/ SECOND PERIOD
Assessment of The learner . . . The learner . . . 12. describes the Philippines
PE6PF-IIa-16
physical physical activity pyramid
activities and demonstrates participates and assesses 13. explains the indicators for
physical fitness understanding of performance in physical PE6PF-IIa-17
fitness
participation in and activities. 14. assesses regularly participation
assessment of physical in physical activities based on PE6PF-IIb-h-18
Invasion games activities and physical assesses physical fitness the Philippines physical activity
OHSP Y1Q1,
Module 1
36. monitors periodically one’s 2010 SEC Y1Q1
progress towards the fitness PE7PF-IVd-h-28 2010 SEC Y2Q1
goals Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
37. performs appropriate first aid
2010 SEC Y1Q1
for dance-related injuries (e.g.
PE7PF-IVd-30 2010 SEC Y2Q1
cramps, sprain, heat
Enjoy Life w/ PE &
exhaustion)
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
38. analyzes the effect of exercise 2010 SEC Y1Q1
and physical activity PE7PF-IVh-35 2010 SEC Y2Q1
participation on fitness Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
39. assumes responsibility for
PE7PF-IVd-h-31 2010 SEC Y2Q1
achieving personal fitness
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
40. keeps the importance of winning
PE7PF-IVd-h-32 2010 SEC Y2Q1
and losing in perspective
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER/ FIRST GRADING
The learner . . . The learner . . . OHSP Y1Q1,
Module 1
Exercise demonstrates designs a physical activity The learner. . . 2010 SEC Y1Q1
Programs: understanding of program for the family/school 1. undertakes physical activity and PE8PF-Ia-h-23 2010 SEC Y2Q1
guidelines and principles peers to achieve fitness physical fitness assessments Enjoy Life w/ PE &
Training Guidelines, in exercise program Health, TX & TM
FITT Principles design to achieve fitness Unit 1
OHSP Y1Q1,
Endurance, Muscle- Module 1
and Bone- 2. conducts physical activity and 2010 SEC Y1Q1
strengthening physical fitness assessments of PE8PF-Ib -36 2010 SEC Y2Q1
Activities: family/school peers Enjoy Life w/ PE &
team sports Health, TX & TM
(basketball, Unit 1
volleyball, OHSP Y1Q1,
football/futsal, Module 1
goalball, softball, 2010 SEC Y1Q1
3. sets goals based on assessment
baseball) PE8PF-Ia-24 2010 SEC Y2Q1
results
Enjoy Life w/ PE &
Health, TX & TM
Note: Activities Unit 1
dependent on OHSP Y1Q1,
teacher capability Module 1
and school 2010 SEC Y1Q1
resources. 4. identifies training guidelines and 2010 SEC Y2Q1
PE8PF-Ib-25
FITT principles Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
5. recognizes barriers (low level of
2010 SEC Y1Q1
fitness, lack of skill and time) to PE8PF-Ib-26
2010 SEC Y2Q1
exercise
Enjoy Life w/ PE &
Health, TX & TM
K to 12 Physical Education Curriculum Guide December 2013 Page 42 of 69
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
6. prepares a physical activity
PE8PF-Ic-27 2010 SEC Y2Q1
program
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
Project EASE
Module5
2010 SEC Y1Q2 &
7. describes the nature and Q3
PE8GS-Id-1
background of the sport Enjoy Life w/ PE &
Health, TX & TM
Unit III
Project EASE
Module5
2010 SEC Y1Q2 &
8. executes the skills involved in Q3
PE8GS-Id-h-4
the sport Enjoy Life w/ PE &
Health, TX & TM
Unit III
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
9. monitors periodically progress 2010 SEC Y2Q1
PE8PF-Id-h-28
towards the fitness goals Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
10. distinguishes facts from fallacies
2010 SEC Y1Q1
and misconceptions about PE8PF-Id-29
2010 SEC Y2Q1
physical activity participation
Enjoy Life w/ PE &
Health, TX & TM
K to 12 Physical Education Curriculum Guide December 2013 Page 43 of 69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Unit 1
OHSP Y1Q1,
Module 1
11. performs appropriate first aid for 2010 SEC Y1Q1
injuries and emergency 2010 SEC Y2Q1
PE8PF-Id-30
situations in physical activity and Enjoy Life w/ PE &
sport settings Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
12. assumes responsibility for
PE8PF-Id-h-31 2010 SEC Y2Q1
achieving fitness
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
13. displays tolerance and 2010 SEC Y1Q1
acceptance of individuals with PE8PF-Id-h-37 2010 SEC Y2Q1
varying skills and abilities Enjoy Life w/ PE &
Health, TX & TM
Unit 1
SECOND QUARTER/ SECOND PERIOD
The learner . . . The learner . . . OHSP Y1Q1,
Exercise Module 1
Programs: demonstrates modifies a physical activity 2010 SEC Y1Q1
understanding of program for the family/school 14. undertakes physical activity and 2010 SEC Y2Q1
PE8PF-IIa-h-23
Training Guidelines, guidelines and principles peers to achieve fitness physical fitness assessments Enjoy Life w/ PE &
FITT Principles in exercise program Health, TX & TM
design to achieve fitness Unit 1
Endurance, Muscle-
and Bone- OHSP Y1Q1,
strengthening 15. conducts physical activity and Module 1
Activities: physical fitness assessments of PE8PF-IIa-36 2010 SEC Y1Q1
team sports family/school peers 2010 SEC Y2Q1
Enjoy Life w/ PE &
K to 12 Physical Education Curriculum Guide December 2013 Page 44 of 69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
(basketball, Health, TX & TM
volleyball, Unit 1
football/futsal,
goalball, softball, OHSP Y1Q1,
baseball) Module 1
2010 SEC Y1Q1
16. sets goals based on assessment 2010 SEC Y2Q1
PE8PF-IIb-24
Note: Activities results Enjoy Life w/ PE &
dependent on Health, TX & TM
teacher capability Unit 1
and school
resources. OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
17. recognizes barriers (low level of
2010 SEC Y2Q1
fitness, lack of skill and time) to PE8PF-IId-h-26
Enjoy Life w/ PE &
exercise
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
18. prepares a physical activity
PE8PF-IIc-27 2010 SEC Y2Q1
program
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
Project EASE
Module5
2010 SEC Y1Q2 &
19. describes the nature and
PE8GS-IIc-1 Q3
background of the sport
Enjoy Life w/ PE &
Health, TX & TM
Unit III
Project EASE
Module5
20. executes the skills involved in
PE8GS-IId-h-4 2010 SEC Y1Q2 &
the sport
Q3
Enjoy Life w/ PE &
K to 12 Physical Education Curriculum Guide December 2013 Page 45 of 69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Health, TX & TM
Unit III
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
21. monitors periodically progress
PE8PF-IId-h-28 2010 SEC Y2Q1
towards the fitness goals
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
22. distinguishes facts from fallacies
2010 SEC Y2Q1
and misconceptions about PE8PF-IId-29
Enjoy Life w/ PE &
physical activity participation
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
23. performs appropriate first aid for 2010 SEC Y1Q1
injuries and emergency 2010 SEC Y2Q1
PE8PF-IId-30
situations in physical activity Enjoy Life w/ PE &
and sport settings Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
24. assumes responsibility for 2010 SEC Y2Q1
PE8PF-IId-h-31
achieving fitness Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
25. displays tolerance and
Module 1
acceptance of individuals with PE8PF-IId-h-37
2010 SEC Y1Q1
varying skills and abilities
2010 SEC Y2Q1
K to 12 Physical Education Curriculum Guide December 2013 Page 46 of 69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
34. displays tolerance and 2010 SEC Y1Q1
acceptance of individuals with PE8PF-IIId-h-37 2010 SEC Y2Q1
varying skills and abilities Enjoy Life w/ PE &
Health, TX & TM
Unit 1
FOURTH QUARTER/ FOURTH PERIOD
The learner . . . The learner . . . 35. undertakes physical activity and PE8PF-IVa-h-23 OHSP Y1Q1,
Exercise physical fitness assessments Module 1
Programs: demonstrates modifies a physical activity 2010 SEC Y1Q1
understanding of program for the family/school 2010 SEC Y2Q1
Training Guidelines, guidelines and principles peers to achieve fitness Enjoy Life w/ PE &
in exercise program Health, TX & TM
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FITT Principles design to achieve fitness Unit 1
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
The learner . . . The learner . . . OHSP Y1Q1, Module
PE9PF-Ia-h-23 1
Lifestyle and demonstrates maintains an active lifestyle The learner . . . 2010 SEC Y1Q1
Weight understanding of lifestyle to influence the physical 1. undertakes physical activity and 2010 SEC Y2Q1
Management and weight management activity participation of the physical fitness assessments Enjoy Life w/ PE &
(physical activity to promote community community Health, TX & TM
and eating habits) fitness Unit 1
practices healthy eating PE9PF-Ia-39 OHSP Y1Q1, Module
habits that support an active 1
lifestyle 2. assesses eating habits based on 2010 SEC Y1Q1
the Philippine Food Pyramid/My 2010 SEC Y2Q1
Sports Officiating Food Plate Enjoy Life w/ PE &
Health, TX & TM
Unit 1
PE9PF-Ia-40 OHSP Y1Q1, Module
3. determines risk factors(obesity,
1
physical inactivity, poor nutrition,
2010 SEC Y1Q1
smoking) for major non-
2010 SEC Y2Q1
communicable diseases lifestyle-
Enjoy Life w/ PE &
related(e.g. diabetes, heart
Health, TX & TM
disease, stroke, cancer)
Unit 1
PE9GS-Ib-h-5 Proj EASE Module 2
Proj EASE Module 5
OHSP Y1Q1
OHSP
Y1Q2,Modules 1, 2&
3
4. officiates pratice and competitive OHSP Y1Q3
games 2012 SECY1, Q2 &
Q3
2012 SECY2, Q2 &
Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit II & III
GLOSSARY
Cohesion The tendency of a group to stick together and remain united in pursuit of a goal.
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
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
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.
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
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
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
Techniques or exercises used to improve a participant’s drive and persistence toward his/her goal.
strategies
The process by which the central nervous system produces purposeful and coordinated movement in its interaction with the rest of the body and
Motor control
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
Personal best The highest performance achieved by an athlete expressed in quantitative terms (time, score, distance, etc.).
Personal or self-
Is a given space when you move in your fixed position.
space
Any bodily activity that enhances or maintains physical fitness, health and wellness
Physical activity
Any bodily movement produced by skeletal muscles that requires energy expenditure
Physical fitness A state of good health and well-being of an individual
Punch Use forceful actions with various body parts – hands, feet knees, elbows.
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
Simulation The act of imitating the behaviour of some situation or process by means of something similar for the purpose of studying and training
K to 12 Physical Education Curriculum Guide December 2013 Page 67 of 69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
GLOSSARY
Skip Step forward, hop on that foot while bringing other foot forward to step and hop and switch. Slide
Slash Longer movements but powerful like punches (picture a slashing sword)
Slide Step to the side, close with other foot, step to the side again, close with other…
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
Sport-life balance
athlete’s performance, longevity in the sport and preparation for life after sport.
Static Flexibility Is doing flexibility exercises on a stationary position.
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
Sample: PE2PF-IIa-h-14
Movement Skills MS
Domain/Content/
Uppercase Letter/s
Component/ Topic
Physical Fitness PF
-
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
Week Week one to eight a-h Games and Sports GS
specific week
-
Observes correct posture
and body mechanics Rhythms and Dance RD
Arabic Number Competency
while performing
14
movement activities
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
YUNIT 2
I. Layunin
II. Nilalaman
III. Pamamaraan
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
3. Balik-Aral
B. Panimulang Gawain
C. Panlinang na Gawain
D. Paglalapat
E. Paglalagom
IV. Pagtataya
V. Takdang-aralin
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
YUNIT 2
I. Layunin
II. Nilalaman
III. Pamamaraan
2. Pampasiglang Gawain
B. Panimulang Gawain
Ipakita ang mga larawang nasa LM. Maaaring may nakahanda ang guro
na malalaking larawan. Ipagawa ang gawaing isinasaad sa LM.
27
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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 Gawain
Ipagawa 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. Paglalapat
Ipagawa 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.
V. Takdang-aralin
28
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
YUNIT 2
Pagpapaunlad ng Liksi
ARALIN 3
I. Layunin
II. Nilalaman
III. Pamamaraan
B. Panimulang Gawain
1. 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.
29
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
4. Magkaroon ng talakayan na may kaugnayan sa mga kilos na
nagpapakita ng agility (liksi).
C. Panlinang na Gawain
D. Paglalapat
E. Paglalagom
IV. Pagtataya
V. Takdang-aralin
30
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
YUNIT 2
Paglinang ng Bilis
ARALIN 4
I. Layunin
II. Nilalaman
III. Pamamaraan
A. Pang-araw–araw na gawain
1. Pagtsek ng attendance at angkop na kasuotan
2. 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-aral
Ipagawa sa mga bata.
1.
3.
5.
31
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
B. Panimulang Gawain
C. Panlinang na Gawain
D. Paglalapat
E. Paglalagom
32
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
IV. Pagtataya
3. Nagsisikap ka ba na sanayin
ang iyong sarili na kumilos
nang mabilis?
V. Takdang-aralin
33
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
YUNIT 2
ARALIN 5 Patintero
I. Layunin
II. Nilalaman
III. Pamamaraan
B. Panimulang Gawain
1. 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.
34
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D. Paglalapat
E. Paglalagom
IV. Pagtataya
V. Takdang-aralin
35
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
YUNIT 2
I. Layunin
II. Nilalaman
III. Pamamaraan
36
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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 ang kasunod na laro. Ihanda ang palaruan at mga kagamitan sa laro
Ipabasa 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.
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 sa
larong isinasagawa.
E. Paglalagom
Gabayan ang mga bata upang makabuo ng paglalahat. Maaaring magtanong
upang makabuo ng kaisipan na dapat tandaan.
37
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
IV. Pagtataya
V. Takdang-aralin
38
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
YUNIT 2
I. Layunin
II. Nilalaman
III. Pamamaraan
A. Pang-araw-araw na Gawain
B. Panimulang Gawain
39
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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
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 Mabilis
Pagtakbo nang mabilis
Maliksing pag-iwas na mataya
Paghuli ng kalaban
Pagligtas ng kakampi
V. Takdang-aralin
40
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
YUNIT 2
Lawin at Sisiw
ARALIN 8
I. Layunin
II. Nilalaman
A. Pang-araw-araw na Gawain
B. Panimulang Gawain
41
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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
Tatalakayin ang mga kaisipan tungkol sa larong Lawin at Sisiw at ang mga
alituntunin nito.
D. Paglalapat
E. Paglalagom
42
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Anong mga estratehiya ang ginamit upang hindi mahablot ng kalaban ang
buntot?
IV. Pagtataya
V. Takdang-aralin
Isulat sa inyong Fitness Diary ang iyong mga natutuhan na mga kasanayan
sa paglaro ng Lawin at Sisiw.
43
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Edukasyong Pangkatawan at Pangkalusugan – Ikaapat na Baitang
Patnubay ng Guro
Unang Edisyon 2015
Isinasaad ng Batas Republika 8293, seksiyon 176 na “Hindi maaaring magkaroon ng 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.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Pambungad
Edukasyong Pangkatawan
Edukasyong Pangkalusugan
iii
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
TALAAN NG MGA NILALAMAN
Edukasyong Pangkatawan
Pahina
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
PHYSICAL EDUCATION
(Grade 1 to Grade 10)
December 2013
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
CURRICULAR FRAMEWORK
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.
Fitness and movement education content is the core of the K to 12 PE Curriculum. It includes value, knowledge, skills and experiences in physical activity
participation in order to (1) achieve and maintain health-related fitness (HRF), as well as (2) optimize health. In particular, it hopes to instill an understanding of why HRF is
important so that the learner can translate HRF knowledge into action. Thus, self-management is an important skill. In addition, this curriculum recognizes the view that
fitness and healthy physical activity (PA) behaviors must take the family and other environmental settings (e.g. school, community and larger society) into consideration. This
curricular orientation is a paradigm shift from the previous sports-dominated PE curriculum aimed at athletic achievement.
Move to learn is the context of physical activity as the means for learning, while Learn to move embodies the learning of skills, and techniques and the acquisition of
understanding that are requisites to participation in a variety of physical activities that include exercise, games, sports, dance and recreation.
Learning Outcomes
The K to 12 PE Curriculum develops the students’ skills in accessing, synthesizing and evaluating information, making informed decisions, enhancing and advocating
their own and others’ fitness and health. The knowledge, understanding and skills underpin the competence, confidence and commitment required ofall students to live an
active life for fitness and health.
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.
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 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.
PHYSICAL LITERACY
Fundamental Fundamental Activity-specific
Movement Skills Motor skills Activity
K ----1---2---3---4---5---6---7---8----9---10---11---12
Developmentally Standard
Activity-Based Appropriate
Integrated Inclusive
based
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
Body Management
Movement Skills
Physical Fitness
Grade 1
The learner demonstrates understanding of body awareness, space awareness, qualities of effort and movement relationships through participation in
Grade 2
enjoyable physical activities.
Grade 3
Grade 4
The learner demonstrates understanding of the importance of physical activity and physical fitness through participation in and assessment of physical
Grade 5 activities.
Grade 6
Grade 7 The learner demonstrates understanding of personal fitness in achieving an active lifestyle.
Grade 8 The learner demonstrates understanding of family and school fitness in sustaining an active lifestyle.
Grade 9 The learner demonstrates understanding of community fitness in sustaining and promoting an active lifestyle.
Grade 10 The learner demonstrates understanding of societal fitness in promoting an active lifestyle.
Locations, Directions,
Body Shapes and Body Person, Objects, Sound
Levels, Pathways and Time, Force and Flow
Actions and Environment
Body management Planes
Movement skills
GRADE 2 Rhythms and dance
Games and sports Participation in enjoyable activities in different locomotor, non- locomotor and manipulative activities, folk dances,
Physical fitness rhythmic routines (ribbon, hoop, balls, indigenous/improvised materials), relays and races
Locations, Directions,
Body Shapes and Body Person, Objects, Sound
Levels, Pathways and Time, Force and Flow
Body management Actions and Environment
Planes
Movement skills
GRADE 3 Rhythms and dance
Games and sports Participation in enjoyable and challenging activities in different locomotor, non- locomotor and manipulative
Physical fitness 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.
Key Stage 2
Health-Enhancing Fitness 1
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports
GRADE 4 Target games,
Invasion games
striking/fielding games,
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Health-Enhancing Fitness 2
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports
GRADE 5 Target games,
Invasion games Wall/net games, invasion games
striking/fielding games
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Health-Enhancing Fitness 3
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports
GRADE 6 Target games,
Invasion games
striking/fielding 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.
Personal Fitness
Exercise programs: Training Guidelines, FITT Principle
GRADE 7 Physical fitness
Endurance and Muscle-and bone- strengthening activities
Games and sports Individual and Dual sports
Rhythms and dance Folk/indigenous, ethnic, traditional/festival dances
Family and School Fitness
Physical fitness Physical activity programs: Training Guidelines, FITT Principle
GRADE 8 Endurance and Muscle-and bone- strengthening activities
Games and sports Team Sports
Folk dances with Asian
Rhythms and dance
influence
Community Fitness
GRADE 9 Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
Sports officiating Active Recreation (indoor
Games and sports
& outdoor)
Rhythms and dance Social, ballroom dances and Festival dances
Societal Fitness
Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
GRADE 10 Games and sports Active Recreation (Sports)
Active Recreation (Other dance forms-Hip-hop, Street
Rhythms and dance
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.
Table 1d - Scope and Sequence of Physical Education and Health from Grades 11-12
Q1 Q2 Q3 Q4
Fitness/Exercise
GRADE 11 Aerobic, muscle and bone-strengthening
activities
Sports
Individual, dual and team sports
HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 3 and 4)
Recreation
Aquatic and mountaineering activities
Note: Students can elect from the menu of physical activity courses
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
The learner . . . The learner . . . The learner . . .
Body Awareness demonstrates understanding performs with coordination 1. describes the different parts of
PE1BM-Ia-b-1
awareness of body parts in enjoyable movements on the body and their movements
(Different body parts preparation for participation body awareness . through enjoyable physical
and their movements) in physical activities. activities
2. creates shapes by using
PE1BM-Ic-d-2
different body parts
3. shows balance on one, two,
PE1BM-Ie-f-3 Misosa IV- M4
three, four and five body parts
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of The learner . . . The learner . . . The learner . . .
physical 1. describes the physical activity PE4PF-Ia-16
activities and demonstrates participates and assesses pyramid
physical fitness understanding of performance in physical 2. explains the indicators for
PE4PF-Ia-17
participation and activities. fitness
assessment of physical 3. assesses regularly participation
Target games activities and physical assesses physical fitness in physical activities based on PE4PF-Ib-h-18
(Tumbang preso, fitness physical activity pyramid
tamaang- 4. explains the nature/background
tao/batuhang bola, of the games PE4GS-Ib-1
tatsing),
striking/fielding 5. describes the skills involved in
the games PE4GS-Ib-2
games
(syato/,basagang 6. observes safety precautions PE4GS-Ib-h-3
palayok, kickball)
7. executes the different skills
PE4GS-Ic-h-4
Note: Games are involved in the game
not limited to the 8. recognizes the value of
PE4PF-Ib-h-19
above listed participation in physical activities
activities 9. displays joy of effort, respect for
others and fair play during PE4PF-Ib-h-20
participation in physical activities
10. explains health and skill related
PE4PF-Ia-21
fitness components
11. identifies areas for
PE4PF-Ib-h-22
improvement
SECOND QUARTER/ SECOND PERIOD
The learner . . . The learner . . . 12. describes the Philippines PE4PF-IIa-16
Assessment of physical activity pyramid
physical demonstrates participates and assesses 13. explains the indicators for
PE4PF-IIa-17
activities and understanding of performance in physical fitness
physical fitness participation in and activities. 14. assesses regularly participation
assessment of physical in physical activities based on PE4PF-IIb-h-18
Invasion games activities and physical assesses physical fitness physical activity pyramid
(agawan base, fitness 15. explains the nature/background PE4GS-IIb-1
K to 12 Physical Education Curriculum Guide December 2013 Page 24 of 69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
lawin at sisiw, of the games
agawan panyo)
16. describes the skills involved in
PE4GS-IIb-2
the games
Note: Games are
17. observes safety precautions PE4GS-IIb-h-3
not limited to the
above listed 18. executes the different skills
activities PE4GS-IIc-h-4
involved in the game
19. recognizes the value of
PE4PF-IIb-h-19
participation in physical activities
20. displays joy of effort, respect for
others and fair play during PE4PF-IIb-h-20
participation in physical activities
21. explains health and skill related
PE4PF-IIa-21
fitness components
22. identifies areas for improvement PE4PF-IIb-h-22
THIRD QUARTER / THIRD GRADING
The learner . . . The learner . . . 23. describes the Philippines
PE4PF-IIIa-16
Assessment of physical activity pyramid
physical demonstrates participates and assesses 24. explains the indicators for
PE4PF-IIIa-17
activities and understanding of performance in physical fitness
physical fitness participation and activities. 25. assesses regularly participation
assessment of physical in physical activities based on PE4PF-IIIb-h-18
Folk (Liki/Ba- activity and physical assesses physical fitness physical activity pyramid
Ingles), fitness 26. explains the nature/background
indigenous, PE4GS-IIIb-1
of the dance
ethnic, 27. describes the skills involved in
traditional and PE4GS-IIIb-2
the dance
creative dances 28. observes safety precautions PE4GS-IIIb-h-3
29. executes the different skills
PE4GS-IIIc-h-4
Note: Dances involved in the dance
available in the 30. recognizes the value of
PE4PF-IIIb-h-19
area can be participation in physical activities
selected. 31. displays joy of effort, respect for
others during participation in PE4PF-IIIb-h-20
physical activities
32. explains health and skill related
PE4PF-IIIa-21
fitness components
K to 12 Physical Education Curriculum Guide December 2013 Page 25 of 69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
33. identifies areas for improvement PE4PF-IIIa-22
FOURTH QUARTER/ FOURTH PERIOD
Assessment of The learner . . . The learner . . . 34. describes the Philippines
PE4PF-IVa-16
physical physical activity pyramid
activities and demonstrates participates and assesses 35. explains the indicators for
PE4PF-IVa-17
physical fitness understanding of performance in physical fitness
participation and activities. 36. assesses regularly participation
assessment of physical in physical activities based on
PE4PF-IVb-h-18
Folk (Liki/Ba- activity and physical assesses physical fitness Philippines physical activity
Ingles), fitness pyramid
indigenous, 37. explains the nature/background
ethnic, PE4RD-IVb-1
of the dance
traditional and 38. describes the skills involved in
creative dances PE4RD-IVb-2
the dance
39. observes safety precautions PE4RD-IVb-h-3
Note: Dances
available in the 40. executes the different skills
PE4RD-IVc-h-4
area can be involved in the dance
selected. 41. recognizes the value of
PE4PF-IVb-h-19
participation in physical activities
42. displays joy of effort, respect for
others during participation in PE4PF-IVb-h-20
physical activities
43. explains health and skill related
PE4PF-IVa-21
fitness components
44. identifies areas for improvement PE4PF-IVb-h-22
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of The learner . . . The learner . . . The learner . . .
physical activity 1. describes the Philippines physical
PE5PF-Ia-16
and physical demonstrates participates and assesses activity pyramid
fitness understanding of performance in physical 2. explains the indicators for fitness PE5PF-Ia-17
participation and activities. 3. assesses regularly participation in
assessment of physical physical activities based on the
Target games activity and physical assesses physical fitness PE5PF-Ib-h-18
Philippines physical activity
(Tumbang preso, fitness pyramid
tamaang- 4. explains the nature/background
tao/batuhang of the games PE5GS-Ib-1
bola, tatsing),
striking/fielding 5. describes the skills involved in
the games PE5GS-Ib-2
games
(syato/,basagang 6. observes safety precautions PE5GS-Ib-h-3
palayok, kickball) 7. executes the different skills
PE5GS-Ic-h-4
involved in the game
Note: Games are 8. recognizes the value of
not limited to the PE5PF-Ib-h-19
participation in physical activities
above listed 9. displays joy of effort, respect for
activities others and fair play during PE5PF-Ib-h-20
participation in physical activities
10. explains health and skill related
PE5PF-Ia-21
fitness components
11. identifies areas for improvement
PE5PF-Ib-h-22
SECOND QUARTER / SECOND GRADING
Assessment of The learner . . . The learner . . . 12. describes the Philippines
PE5PF-IIa-16
physical physical activity pyramid
activities and demonstrates participates and assesses 13. explains the indicators for
PE5PF-IIa-17
physical fitness understanding of performance in physical fitness
participation in and activities. 14. assesses regularly participation
assessment of physical in physical activities based on
Invasion games activity and physical assesses physical fitness PE5PF-IIb-h-18
the Philippines physical activity
(agawan base, fitness pyramid
K to 12 Physical Education Curriculum Guide December 2013 Page 27 of 69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
lawin at sisiw, 15. explains the nature/background
PE5GS-IIb-1
agawan panyo) of the games
16. describes the skills involved in
Note: Games are PE5GS-IIb-2
the games
not limited to the 17. observes safety precautions
above listed PE5GS-IIb-h-3
activities 18. executes the different skills
PE5GS-IIc-h-4
involved in the game
19. recognizes the value of
PE5PF-IIb-h-19
participation in physical activities
20. displays joy of effort, respect for
others and fair play during PE5PF-IIb-h-20
participation in physical activities
21. explains health and skill related
PE5PF-IIa-21
fitness components
22. identifies areas for improvement
PE5PF-IIb-h-22
THIRD QUARTER/ THIRD PERIOD
Assessment of The learner . . . The learner . . . 23. describes the Philippines
PE5PF-IIIa-16
physical physical activity pyramid
activities and demonstrates participates and assesses 24. explains the indicators for
PE5PF-IIIa-17
physical fitness understanding of performance in physical fitness
participation and activities. 25. assesses regularly participation
assessment of physical in physical activities based on
PE5PF-IIIb-h-18
Folk (Cariñosa/ activity and physical assesses physical fitness the Philippines physical activity
Polka sa Nayon), pyramid
fitness
indigenous, 26. explains the nature/background
PE5RD-IIIb-1
ethnic, of the dance
traditional and 27. describes the skills involved in
PE5RD-IIIb-2
creative dances the dance
28. observes safety precautions PE5RD-IIIb-h-3
Note: Dances
29. executes the different skills
available in the involved in the dance PE5RD-IIIc-h-4
area can be
selected. 30. recognizes the value of
PE5PF-IIIb-h-19
participation in physical activities
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of The learner . . . The learner . . . The learner . . .
physical 1. describes the Philippines
PE6PF-Ia-16
activities and demonstrates participates and assesses physical activity pyramid
physical fitness understanding of performance in physical 2. explains the indicators for
PE6PF-Ia-17
participation and activities. fitness
assessment of physical 3. assesses regularly participation
Target games activity and physical assesses physical fitness in physical activities based on
PE6PF-Ib-h-18
(Tumbang preso, fitness the Philippines physical activity
tamaang- pyramid
tao/batuhang 4. explains the nature/background
bola, tatsing), of the games PE6GS-Ib-1
striking/fielding
games 5. describes the skills involved in
(syato/,basagang the games PE6GS-Ib-2
palayok, kickball) 6. observes safety precautions PE6GS-Ib-h-3
7. executes the different skills
PE6GS-Ic-h-4
Note: Games are involved in the game
not limited to the 8. recognizes the value of
PE6PF-Ib-h-19
above listed participation in physical activities
activities 9. displays joy of effort, respect for
others and fair play during PE6PF-Ib-h-20
participation in physical activities
10. explains health and skill related
PE6PF-Ia-21
fitness components
11. identifies areas for
PE6PF-Ib-h-22
improvement
SECOND QUARTER/ SECOND PERIOD
Assessment of The learner . . . The learner . . . 12. describes the Philippines
PE6PF-IIa-16
physical physical activity pyramid
activities and demonstrates participates and assesses 13. explains the indicators for
physical fitness understanding of performance in physical PE6PF-IIa-17
fitness
participation in and activities. 14. assesses regularly participation
assessment of physical in physical activities based on PE6PF-IIb-h-18
Invasion games activities and physical assesses physical fitness the Philippines physical activity
OHSP Y1Q1,
Module 1
36. monitors periodically one’s 2010 SEC Y1Q1
progress towards the fitness PE7PF-IVd-h-28 2010 SEC Y2Q1
goals Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
37. performs appropriate first aid
2010 SEC Y1Q1
for dance-related injuries (e.g.
PE7PF-IVd-30 2010 SEC Y2Q1
cramps, sprain, heat
Enjoy Life w/ PE &
exhaustion)
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
38. analyzes the effect of exercise 2010 SEC Y1Q1
and physical activity PE7PF-IVh-35 2010 SEC Y2Q1
participation on fitness Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
39. assumes responsibility for
PE7PF-IVd-h-31 2010 SEC Y2Q1
achieving personal fitness
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
40. keeps the importance of winning
PE7PF-IVd-h-32 2010 SEC Y2Q1
and losing in perspective
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER/ FIRST GRADING
The learner . . . The learner . . . OHSP Y1Q1,
Module 1
Exercise demonstrates designs a physical activity The learner. . . 2010 SEC Y1Q1
Programs: understanding of program for the family/school 1. undertakes physical activity and PE8PF-Ia-h-23 2010 SEC Y2Q1
guidelines and principles peers to achieve fitness physical fitness assessments Enjoy Life w/ PE &
Training Guidelines, in exercise program Health, TX & TM
FITT Principles design to achieve fitness Unit 1
OHSP Y1Q1,
Endurance, Muscle- Module 1
and Bone- 2. conducts physical activity and 2010 SEC Y1Q1
strengthening physical fitness assessments of PE8PF-Ib -36 2010 SEC Y2Q1
Activities: family/school peers Enjoy Life w/ PE &
team sports Health, TX & TM
(basketball, Unit 1
volleyball, OHSP Y1Q1,
football/futsal, Module 1
goalball, softball, 2010 SEC Y1Q1
3. sets goals based on assessment
baseball) PE8PF-Ia-24 2010 SEC Y2Q1
results
Enjoy Life w/ PE &
Health, TX & TM
Note: Activities Unit 1
dependent on OHSP Y1Q1,
teacher capability Module 1
and school 2010 SEC Y1Q1
resources. 4. identifies training guidelines and 2010 SEC Y2Q1
PE8PF-Ib-25
FITT principles Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
5. recognizes barriers (low level of
2010 SEC Y1Q1
fitness, lack of skill and time) to PE8PF-Ib-26
2010 SEC Y2Q1
exercise
Enjoy Life w/ PE &
Health, TX & TM
K to 12 Physical Education Curriculum Guide December 2013 Page 42 of 69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
6. prepares a physical activity
PE8PF-Ic-27 2010 SEC Y2Q1
program
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
Project EASE
Module5
2010 SEC Y1Q2 &
7. describes the nature and Q3
PE8GS-Id-1
background of the sport Enjoy Life w/ PE &
Health, TX & TM
Unit III
Project EASE
Module5
2010 SEC Y1Q2 &
8. executes the skills involved in Q3
PE8GS-Id-h-4
the sport Enjoy Life w/ PE &
Health, TX & TM
Unit III
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
9. monitors periodically progress 2010 SEC Y2Q1
PE8PF-Id-h-28
towards the fitness goals Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
10. distinguishes facts from fallacies
2010 SEC Y1Q1
and misconceptions about PE8PF-Id-29
2010 SEC Y2Q1
physical activity participation
Enjoy Life w/ PE &
Health, TX & TM
K to 12 Physical Education Curriculum Guide December 2013 Page 43 of 69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Unit 1
OHSP Y1Q1,
Module 1
11. performs appropriate first aid for 2010 SEC Y1Q1
injuries and emergency 2010 SEC Y2Q1
PE8PF-Id-30
situations in physical activity and Enjoy Life w/ PE &
sport settings Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
12. assumes responsibility for
PE8PF-Id-h-31 2010 SEC Y2Q1
achieving fitness
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
13. displays tolerance and 2010 SEC Y1Q1
acceptance of individuals with PE8PF-Id-h-37 2010 SEC Y2Q1
varying skills and abilities Enjoy Life w/ PE &
Health, TX & TM
Unit 1
SECOND QUARTER/ SECOND PERIOD
The learner . . . The learner . . . OHSP Y1Q1,
Exercise Module 1
Programs: demonstrates modifies a physical activity 2010 SEC Y1Q1
understanding of program for the family/school 14. undertakes physical activity and 2010 SEC Y2Q1
PE8PF-IIa-h-23
Training Guidelines, guidelines and principles peers to achieve fitness physical fitness assessments Enjoy Life w/ PE &
FITT Principles in exercise program Health, TX & TM
design to achieve fitness Unit 1
Endurance, Muscle-
and Bone- OHSP Y1Q1,
strengthening 15. conducts physical activity and Module 1
Activities: physical fitness assessments of PE8PF-IIa-36 2010 SEC Y1Q1
team sports family/school peers 2010 SEC Y2Q1
Enjoy Life w/ PE &
K to 12 Physical Education Curriculum Guide December 2013 Page 44 of 69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
(basketball, Health, TX & TM
volleyball, Unit 1
football/futsal,
goalball, softball, OHSP Y1Q1,
baseball) Module 1
2010 SEC Y1Q1
16. sets goals based on assessment 2010 SEC Y2Q1
PE8PF-IIb-24
Note: Activities results Enjoy Life w/ PE &
dependent on Health, TX & TM
teacher capability Unit 1
and school
resources. OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
17. recognizes barriers (low level of
2010 SEC Y2Q1
fitness, lack of skill and time) to PE8PF-IId-h-26
Enjoy Life w/ PE &
exercise
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
18. prepares a physical activity
PE8PF-IIc-27 2010 SEC Y2Q1
program
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
Project EASE
Module5
2010 SEC Y1Q2 &
19. describes the nature and
PE8GS-IIc-1 Q3
background of the sport
Enjoy Life w/ PE &
Health, TX & TM
Unit III
Project EASE
Module5
20. executes the skills involved in
PE8GS-IId-h-4 2010 SEC Y1Q2 &
the sport
Q3
Enjoy Life w/ PE &
K to 12 Physical Education Curriculum Guide December 2013 Page 45 of 69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Health, TX & TM
Unit III
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
21. monitors periodically progress
PE8PF-IId-h-28 2010 SEC Y2Q1
towards the fitness goals
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
22. distinguishes facts from fallacies
2010 SEC Y2Q1
and misconceptions about PE8PF-IId-29
Enjoy Life w/ PE &
physical activity participation
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
23. performs appropriate first aid for 2010 SEC Y1Q1
injuries and emergency 2010 SEC Y2Q1
PE8PF-IId-30
situations in physical activity Enjoy Life w/ PE &
and sport settings Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
24. assumes responsibility for 2010 SEC Y2Q1
PE8PF-IId-h-31
achieving fitness Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
25. displays tolerance and
Module 1
acceptance of individuals with PE8PF-IId-h-37
2010 SEC Y1Q1
varying skills and abilities
2010 SEC Y2Q1
K to 12 Physical Education Curriculum Guide December 2013 Page 46 of 69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
34. displays tolerance and 2010 SEC Y1Q1
acceptance of individuals with PE8PF-IIId-h-37 2010 SEC Y2Q1
varying skills and abilities Enjoy Life w/ PE &
Health, TX & TM
Unit 1
FOURTH QUARTER/ FOURTH PERIOD
The learner . . . The learner . . . 35. undertakes physical activity and PE8PF-IVa-h-23 OHSP Y1Q1,
Exercise physical fitness assessments Module 1
Programs: demonstrates modifies a physical activity 2010 SEC Y1Q1
understanding of program for the family/school 2010 SEC Y2Q1
Training Guidelines, guidelines and principles peers to achieve fitness Enjoy Life w/ PE &
in exercise program Health, TX & TM
K to 12 Physical Education Curriculum Guide December 2013 Page 48 of 69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FITT Principles design to achieve fitness Unit 1
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
The learner . . . The learner . . . OHSP Y1Q1, Module
PE9PF-Ia-h-23 1
Lifestyle and demonstrates maintains an active lifestyle The learner . . . 2010 SEC Y1Q1
Weight understanding of lifestyle to influence the physical 1. undertakes physical activity and 2010 SEC Y2Q1
Management and weight management activity participation of the physical fitness assessments Enjoy Life w/ PE &
(physical activity to promote community community Health, TX & TM
and eating habits) fitness Unit 1
practices healthy eating PE9PF-Ia-39 OHSP Y1Q1, Module
habits that support an active 1
lifestyle 2. assesses eating habits based on 2010 SEC Y1Q1
the Philippine Food Pyramid/My 2010 SEC Y2Q1
Sports Officiating Food Plate Enjoy Life w/ PE &
Health, TX & TM
Unit 1
PE9PF-Ia-40 OHSP Y1Q1, Module
3. determines risk factors(obesity,
1
physical inactivity, poor nutrition,
2010 SEC Y1Q1
smoking) for major non-
2010 SEC Y2Q1
communicable diseases lifestyle-
Enjoy Life w/ PE &
related(e.g. diabetes, heart
Health, TX & TM
disease, stroke, cancer)
Unit 1
PE9GS-Ib-h-5 Proj EASE Module 2
Proj EASE Module 5
OHSP Y1Q1
OHSP
Y1Q2,Modules 1, 2&
3
4. officiates pratice and competitive OHSP Y1Q3
games 2012 SECY1, Q2 &
Q3
2012 SECY2, Q2 &
Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit II & III
GLOSSARY
Cohesion The tendency of a group to stick together and remain united in pursuit of a goal.
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
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
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.
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
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
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
Techniques or exercises used to improve a participant’s drive and persistence toward his/her goal.
strategies
The process by which the central nervous system produces purposeful and coordinated movement in its interaction with the rest of the body and
Motor control
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
Personal best The highest performance achieved by an athlete expressed in quantitative terms (time, score, distance, etc.).
Personal or self-
Is a given space when you move in your fixed position.
space
Any bodily activity that enhances or maintains physical fitness, health and wellness
Physical activity
Any bodily movement produced by skeletal muscles that requires energy expenditure
Physical fitness A state of good health and well-being of an individual
Punch Use forceful actions with various body parts – hands, feet knees, elbows.
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
Simulation The act of imitating the behaviour of some situation or process by means of something similar for the purpose of studying and training
K to 12 Physical Education Curriculum Guide December 2013 Page 67 of 69
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K to 12 BASIC EDUCATION CURRICULUM
GLOSSARY
Skip Step forward, hop on that foot while bringing other foot forward to step and hop and switch. Slide
Slash Longer movements but powerful like punches (picture a slashing sword)
Slide Step to the side, close with other foot, step to the side again, close with other…
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
Sport-life balance
athlete’s performance, longevity in the sport and preparation for life after sport.
Static Flexibility Is doing flexibility exercises on a stationary position.
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
Sample: PE2PF-IIa-h-14
Movement Skills MS
Domain/Content/
Uppercase Letter/s
Component/ Topic
Physical Fitness PF
-
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
Week Week one to eight a-h Games and Sports GS
specific week
-
Observes correct posture
and body mechanics Rhythms and Dance RD
Arabic Number Competency
while performing
14
movement activities
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Yunit 3
PAGPAPATULOY SA PAGPAPAUNLAD NG
PHYSICAL FITNESS
I. Layunin
II. Nilalaman
III. Pamamaraan
44
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Sabihin din sa mga bata na sa Ikatlong Yunit, patuloy na pauunlarin ang
kanilang physical fitness.
B. Panimulang Gawain
C. Panlinang na Gawain
D. Paglalapat
E. Paglalagom
45
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
IV. Pagtataya
Ipasagot sa mga bata ang “Suriin Natin” upang mataya ang antas ng
pagkilos sa kanilang pakikilahok sa gawaing pisikal.
V. Takdang Aralin
46
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Yunit 3
PAGPAPATULOY SA PAGPAPAUNLAD NG
PHYSICAL FITNESS
Paglinang ng Flexibility
ARALIN 2
I . Layunin
II . Nilalaman
III. Pamamaraan
47
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Sabihin na sa araling ito, patuloy na pauunlarin ang kanilang flexibility kaya
ihanda ang katawan sa mga gawain.
B. Panimulang Gawain
C. Panlinang na Gawain
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
E. Paglalagom
48
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IV. Pagtataya
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.
49
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Yunit 3
Paglinang ng Koordinasyon
ARALIN 3
I. Layunin
II. Nilalaman
III. Pamamaraan
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
C. Panlinang na Gawain
D. Paglalapat
E. Paglalagom
IV. Pagtataya
(Muling balikan ang talaang ginawa makalipas ang isang linggo at muling
ipakita kung talagang nagawa nila nang maayos ang mga pagsubok.)
51
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
V. Takdang-aralin
Sabihin din na sa tulong ng isang kontrata sa LM, gagawa ang mga bata ng
personal na kontrata para sa patuloy na paglinang ng koordinasyon. Ipapasa
ang konrata sa susunod na pagkikita.
52
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Yunit 3
PAGPAPATULOY SA PAGPAPAUNLAD NG
PHYSICAL FITNESS
Rhythmic Interpretation
ARALIN 4
I. Layunin
II. Nilalaman
III. Pamamaraan
A. Pang-araw-araw na Gawain
1. Pag-tsek ng attendance at angkop na kasuotan.
2. Pampasiglang Gawain
Ipagawa sa mga bata ang mga pampasiglang gawain na ginawa sa
mga nakaraang mga aralin.
3. Balik-aral
Itanong kung naisagawa nila nang maayos ang Coordinated Walk at
gawain sa hula hoop noong nakaraang aralin.
53
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Ipakita ang larawan sa LM sa Aralin 4.
B. Panimulang Gawain
Ipasuri ang larawan sa “Simulan Natin”. Itanong kung ano ang ginagawa ng
mga bata.
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
D. Paglalapat
54
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Hatiin sa apat na pangkat ang klase. Papiliin ang mga bata ng lider sa
bawat pangkat.
E. Paglalagom
Itanong kung ano ang rhythmic interpretation. Itanong din kung ano ang
mga dapat gawin upang maipahayag ang mensahe ng likhang galaw.
IV. Pagtataya
V. Takdang-aralin
55
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Yunit3 3
Yunit
PAGPAPATULOY SA PAGPAPAUNLAD NG PHYSICAL FI
PAGPAPATULOY SA PAGPAPAUNLAD NG PHYSICAL FITNESS
NESS
Likhang Sayaw
ARALIN 5
I. Layunin
II. Nilalaman
III. Pamamaraan
56
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B. Panimulang Gawain
Itanong kung sila ay gagawa ng sayaw ayon sa tugtugin, anong mga hak-
bang ang nais nilang ilapat.
C. Panlinang na Gawain
Pag-usapan ito.
Ipagawa ang mga kilos lokomotor at kilos di-lokomotor upang maigalaw ito
nang maayos.
D. Paglalapat
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.
E. Paglalagom
57
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IV. Pagtataya
Sumangguni sa LM
V. Takdang-aralin
58
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Yunit 3
PAGPAPATULOY SA PAGPAPAUNLAD NG
PHYSICAL FITNESS
I. Layunin
II. Nilalaman
III. Pamamaraan
A. Pang-araw-araw na Gawain
1. Pag-tsek ng attendance at angkop na kasuotan.
2. Pampasiglang Gawain/Balik-aral
Magpatugtog ng musikang kinagigiliwan ng mga bata.Hayaan silang
gumalaw batay sa tempo ng tugtog at sa kilos lokomotor at 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.
59
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B. Panimulang Gawain
Ipakita sa mga bata ang mapa ng Negros Occidental.
C. Panlinang na Gawain
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
60
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IV. Pagtataya
B. Panlahat
V . Takdang-aralin
61
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Yunit 3
I. Layunin
1. Naisasagawa ang iba’t ibang hakbang sa pagsayaw ng “Liki”.
2. Natutukoy ang kahalagahan ng pakikilahok sa gawaing pagsasayaw.
3. Naipakikita ang katuwaan at paggalang sa pakikilahok sa gawaing 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”.
62
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C. Panlinang na Gawain
INTRODUCTION
Music Introduction.
Three-step turn right in place (1M), bow to audience (1M)
Pause (1M). Girl holds skirt, Boy’s hand on waist. 3M
Music A.
Partners face each other.
a. Brush R foot and step on it immediately forward (ct. 1),
step L foot backward (ct. 2), step R foot sideward right (ct. 3)
Girl holds skirt swaying it in time with the music, Boy’s hand
on waist. 1M
b. Point L foot in front (cts. 1, 2, 3). Hands as in (a). 1M
c. Repeat (a) and (b) starting with L foot 2M
d. Starting with R foot, take two close steps forward to partner’s
place, passing by R shoulders. Hands as in (a). 2M
e. Three-step turn right about, hands as in (a), finish facing
partner. 2M
Repeat all (a-e), finish in proper places. 8M
II
Music B.
Partners face each other.
a. Step R foot forward (ct. 1), step L foot close to R (ct. 2)
step R foot backward (ct. 3), hands as in Fig. 1 (a) 1M
b. Point L foot in front (cts. 1, 2, 3) Arms in fourth position,
R arm 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
63
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III
Music A.
IV
Music B.
D. Paglalapat
pangkatan.
64
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E. Paglalagom
Gabayan ang mga bata upang makabuo ng paglalahat. Maaaring
magtanong upang makabuo ng kaisipan na dapat tandaan.
Itanong kung bakit kailangang tama ang pagsasagawa ng mga
hakbang sa pagsasayaw lalo sa pambayang sayaw na Liki.
Sabihin sa mga bata na maipakikita ang pagiging makabayan sa
pamamagitan ng pagsasayaw ng mga katutubong sayaw mula sa
iba’t ibang parte ng Pilipinas.
IV . Pagtataya
V. Takdang-aralin
65
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Yunit 3
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
2. Pampasiglang Gawain/Balik-Aral
66
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B. Panimulang Gawain
Sabihin na sa araling ito, masusukat ang kanilang kasanayan sa
pagsasayaw ng Liki suot ang kanilang damit pansayaw.
Sabihin din na dapat nilang maisagawa ang mga gawain nang may
pag-iingat.
C. Panlinang na Gawain
Hatiin sa apat na pangkat ang buong klase. Ipakita kung saan ang
nakatalagang lugar para sa kanila. Sumangguni sa LM para sa
diagram.
D. Paglalapat
Ipabasa ang “Gawin Natin”.
Ipaintindi sa mga bata ang kanilang gagawin upang maayos ang
pagkakasunod-sunod sa pagsasayaw.
Gamit ang 3-point scale sa LM magmamarkahan ang magkapareha
na sinusunod ang pamantayan.
E. Paglalagom
Gabayan ang mga bata upang makabuo ng paglalahat. Maaaring
magtanong upang makabuo ng kaisipan na dapat tandaan.
Itanong kung paano makatutulong ang katutubong sayaw sa
pagpapaunlad ng physical fitness.
IV. Pagtataya
A. Pansariling Ebalwasyon
Palagyan ng tamang smiley ang inyong performance gamit ang talaan
na nasa LM.
V . Takdang-aralin
Pagawain ang mga bata ng poster ng mga katutubong sayaw sa
kanilang lugar.
Itanong kung paano makatutulong ang pagsasayaw sa pagpapaunlad
ng kanilang physical fitness. Isama na rin ang paglalarawan ng
saloobin. Ipasulat ito sa kanilang PE journal.
67
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Edukasyong Pangkatawan at Pangkalusugan – Ikaapat na Baitang
Patnubay ng Guro
Unang Edisyon 2015
Isinasaad ng Batas Republika 8293, seksiyon 176 na “Hindi maaaring magkaroon ng 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.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Pambungad
Edukasyong Pangkatawan
Edukasyong Pangkalusugan
iii
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TALAAN NG MGA NILALAMAN
Edukasyong Pangkatawan
Pahina
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Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
PHYSICAL EDUCATION
(Grade 1 to Grade 10)
December 2013
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
CURRICULAR FRAMEWORK
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.
Fitness and movement education content is the core of the K to 12 PE Curriculum. It includes value, knowledge, skills and experiences in physical activity
participation in order to (1) achieve and maintain health-related fitness (HRF), as well as (2) optimize health. In particular, it hopes to instill an understanding of why HRF is
important so that the learner can translate HRF knowledge into action. Thus, self-management is an important skill. In addition, this curriculum recognizes the view that
fitness and healthy physical activity (PA) behaviors must take the family and other environmental settings (e.g. school, community and larger society) into consideration. This
curricular orientation is a paradigm shift from the previous sports-dominated PE curriculum aimed at athletic achievement.
Move to learn is the context of physical activity as the means for learning, while Learn to move embodies the learning of skills, and techniques and the acquisition of
understanding that are requisites to participation in a variety of physical activities that include exercise, games, sports, dance and recreation.
Learning Outcomes
The K to 12 PE Curriculum develops the students’ skills in accessing, synthesizing and evaluating information, making informed decisions, enhancing and advocating
their own and others’ fitness and health. The knowledge, understanding and skills underpin the competence, confidence and commitment required ofall students to live an
active life for fitness and health.
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.
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 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.
PHYSICAL LITERACY
Fundamental Fundamental Activity-specific
Movement Skills Motor skills Activity
K ----1---2---3---4---5---6---7---8----9---10---11---12
Developmentally Standard
Activity-Based Appropriate
Integrated Inclusive
based
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
Body Management
Movement Skills
Physical Fitness
Grade 1
The learner demonstrates understanding of body awareness, space awareness, qualities of effort and movement relationships through participation in
Grade 2
enjoyable physical activities.
Grade 3
Grade 4
The learner demonstrates understanding of the importance of physical activity and physical fitness through participation in and assessment of physical
Grade 5 activities.
Grade 6
Grade 7 The learner demonstrates understanding of personal fitness in achieving an active lifestyle.
Grade 8 The learner demonstrates understanding of family and school fitness in sustaining an active lifestyle.
Grade 9 The learner demonstrates understanding of community fitness in sustaining and promoting an active lifestyle.
Grade 10 The learner demonstrates understanding of societal fitness in promoting an active lifestyle.
Locations, Directions,
Body Shapes and Body Person, Objects, Sound
Levels, Pathways and Time, Force and Flow
Actions and Environment
Body management Planes
Movement skills
GRADE 2 Rhythms and dance
Games and sports Participation in enjoyable activities in different locomotor, non- locomotor and manipulative activities, folk dances,
Physical fitness rhythmic routines (ribbon, hoop, balls, indigenous/improvised materials), relays and races
Locations, Directions,
Body Shapes and Body Person, Objects, Sound
Levels, Pathways and Time, Force and Flow
Body management Actions and Environment
Planes
Movement skills
GRADE 3 Rhythms and dance
Games and sports Participation in enjoyable and challenging activities in different locomotor, non- locomotor and manipulative
Physical fitness 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.
Key Stage 2
Health-Enhancing Fitness 1
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports
GRADE 4 Target games,
Invasion games
striking/fielding games,
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Health-Enhancing Fitness 2
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports
GRADE 5 Target games,
Invasion games Wall/net games, invasion games
striking/fielding games
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Health-Enhancing Fitness 3
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports
GRADE 6 Target games,
Invasion games
striking/fielding 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.
Personal Fitness
Exercise programs: Training Guidelines, FITT Principle
GRADE 7 Physical fitness
Endurance and Muscle-and bone- strengthening activities
Games and sports Individual and Dual sports
Rhythms and dance Folk/indigenous, ethnic, traditional/festival dances
Family and School Fitness
Physical fitness Physical activity programs: Training Guidelines, FITT Principle
GRADE 8 Endurance and Muscle-and bone- strengthening activities
Games and sports Team Sports
Folk dances with Asian
Rhythms and dance
influence
Community Fitness
GRADE 9 Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
Sports officiating Active Recreation (indoor
Games and sports
& outdoor)
Rhythms and dance Social, ballroom dances and Festival dances
Societal Fitness
Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
GRADE 10 Games and sports Active Recreation (Sports)
Active Recreation (Other dance forms-Hip-hop, Street
Rhythms and dance
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.
Table 1d - Scope and Sequence of Physical Education and Health from Grades 11-12
Q1 Q2 Q3 Q4
Fitness/Exercise
GRADE 11 Aerobic, muscle and bone-strengthening
activities
Sports
Individual, dual and team sports
HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 3 and 4)
Recreation
Aquatic and mountaineering activities
Note: Students can elect from the menu of physical activity courses
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
The learner . . . The learner . . . The learner . . .
Body Awareness demonstrates understanding performs with coordination 1. describes the different parts of
PE1BM-Ia-b-1
awareness of body parts in enjoyable movements on the body and their movements
(Different body parts preparation for participation body awareness . through enjoyable physical
and their movements) in physical activities. activities
2. creates shapes by using
PE1BM-Ic-d-2
different body parts
3. shows balance on one, two,
PE1BM-Ie-f-3 Misosa IV- M4
three, four and five body parts
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of The learner . . . The learner . . . The learner . . .
physical 1. describes the physical activity PE4PF-Ia-16
activities and demonstrates participates and assesses pyramid
physical fitness understanding of performance in physical 2. explains the indicators for
PE4PF-Ia-17
participation and activities. fitness
assessment of physical 3. assesses regularly participation
Target games activities and physical assesses physical fitness in physical activities based on PE4PF-Ib-h-18
(Tumbang preso, fitness physical activity pyramid
tamaang- 4. explains the nature/background
tao/batuhang bola, of the games PE4GS-Ib-1
tatsing),
striking/fielding 5. describes the skills involved in
the games PE4GS-Ib-2
games
(syato/,basagang 6. observes safety precautions PE4GS-Ib-h-3
palayok, kickball)
7. executes the different skills
PE4GS-Ic-h-4
Note: Games are involved in the game
not limited to the 8. recognizes the value of
PE4PF-Ib-h-19
above listed participation in physical activities
activities 9. displays joy of effort, respect for
others and fair play during PE4PF-Ib-h-20
participation in physical activities
10. explains health and skill related
PE4PF-Ia-21
fitness components
11. identifies areas for
PE4PF-Ib-h-22
improvement
SECOND QUARTER/ SECOND PERIOD
The learner . . . The learner . . . 12. describes the Philippines PE4PF-IIa-16
Assessment of physical activity pyramid
physical demonstrates participates and assesses 13. explains the indicators for
PE4PF-IIa-17
activities and understanding of performance in physical fitness
physical fitness participation in and activities. 14. assesses regularly participation
assessment of physical in physical activities based on PE4PF-IIb-h-18
Invasion games activities and physical assesses physical fitness physical activity pyramid
(agawan base, fitness 15. explains the nature/background PE4GS-IIb-1
K to 12 Physical Education Curriculum Guide December 2013 Page 24 of 69
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
lawin at sisiw, of the games
agawan panyo)
16. describes the skills involved in
PE4GS-IIb-2
the games
Note: Games are
17. observes safety precautions PE4GS-IIb-h-3
not limited to the
above listed 18. executes the different skills
activities PE4GS-IIc-h-4
involved in the game
19. recognizes the value of
PE4PF-IIb-h-19
participation in physical activities
20. displays joy of effort, respect for
others and fair play during PE4PF-IIb-h-20
participation in physical activities
21. explains health and skill related
PE4PF-IIa-21
fitness components
22. identifies areas for improvement PE4PF-IIb-h-22
THIRD QUARTER / THIRD GRADING
The learner . . . The learner . . . 23. describes the Philippines
PE4PF-IIIa-16
Assessment of physical activity pyramid
physical demonstrates participates and assesses 24. explains the indicators for
PE4PF-IIIa-17
activities and understanding of performance in physical fitness
physical fitness participation and activities. 25. assesses regularly participation
assessment of physical in physical activities based on PE4PF-IIIb-h-18
Folk (Liki/Ba- activity and physical assesses physical fitness physical activity pyramid
Ingles), fitness 26. explains the nature/background
indigenous, PE4GS-IIIb-1
of the dance
ethnic, 27. describes the skills involved in
traditional and PE4GS-IIIb-2
the dance
creative dances 28. observes safety precautions PE4GS-IIIb-h-3
29. executes the different skills
PE4GS-IIIc-h-4
Note: Dances involved in the dance
available in the 30. recognizes the value of
PE4PF-IIIb-h-19
area can be participation in physical activities
selected. 31. displays joy of effort, respect for
others during participation in PE4PF-IIIb-h-20
physical activities
32. explains health and skill related
PE4PF-IIIa-21
fitness components
K to 12 Physical Education Curriculum Guide December 2013 Page 25 of 69
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
33. identifies areas for improvement PE4PF-IIIa-22
FOURTH QUARTER/ FOURTH PERIOD
Assessment of The learner . . . The learner . . . 34. describes the Philippines
PE4PF-IVa-16
physical physical activity pyramid
activities and demonstrates participates and assesses 35. explains the indicators for
PE4PF-IVa-17
physical fitness understanding of performance in physical fitness
participation and activities. 36. assesses regularly participation
assessment of physical in physical activities based on
PE4PF-IVb-h-18
Folk (Liki/Ba- activity and physical assesses physical fitness Philippines physical activity
Ingles), fitness pyramid
indigenous, 37. explains the nature/background
ethnic, PE4RD-IVb-1
of the dance
traditional and 38. describes the skills involved in
creative dances PE4RD-IVb-2
the dance
39. observes safety precautions PE4RD-IVb-h-3
Note: Dances
available in the 40. executes the different skills
PE4RD-IVc-h-4
area can be involved in the dance
selected. 41. recognizes the value of
PE4PF-IVb-h-19
participation in physical activities
42. displays joy of effort, respect for
others during participation in PE4PF-IVb-h-20
physical activities
43. explains health and skill related
PE4PF-IVa-21
fitness components
44. identifies areas for improvement PE4PF-IVb-h-22
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of The learner . . . The learner . . . The learner . . .
physical activity 1. describes the Philippines physical
PE5PF-Ia-16
and physical demonstrates participates and assesses activity pyramid
fitness understanding of performance in physical 2. explains the indicators for fitness PE5PF-Ia-17
participation and activities. 3. assesses regularly participation in
assessment of physical physical activities based on the
Target games activity and physical assesses physical fitness PE5PF-Ib-h-18
Philippines physical activity
(Tumbang preso, fitness pyramid
tamaang- 4. explains the nature/background
tao/batuhang of the games PE5GS-Ib-1
bola, tatsing),
striking/fielding 5. describes the skills involved in
the games PE5GS-Ib-2
games
(syato/,basagang 6. observes safety precautions PE5GS-Ib-h-3
palayok, kickball) 7. executes the different skills
PE5GS-Ic-h-4
involved in the game
Note: Games are 8. recognizes the value of
not limited to the PE5PF-Ib-h-19
participation in physical activities
above listed 9. displays joy of effort, respect for
activities others and fair play during PE5PF-Ib-h-20
participation in physical activities
10. explains health and skill related
PE5PF-Ia-21
fitness components
11. identifies areas for improvement
PE5PF-Ib-h-22
SECOND QUARTER / SECOND GRADING
Assessment of The learner . . . The learner . . . 12. describes the Philippines
PE5PF-IIa-16
physical physical activity pyramid
activities and demonstrates participates and assesses 13. explains the indicators for
PE5PF-IIa-17
physical fitness understanding of performance in physical fitness
participation in and activities. 14. assesses regularly participation
assessment of physical in physical activities based on
Invasion games activity and physical assesses physical fitness PE5PF-IIb-h-18
the Philippines physical activity
(agawan base, fitness pyramid
K to 12 Physical Education Curriculum Guide December 2013 Page 27 of 69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
lawin at sisiw, 15. explains the nature/background
PE5GS-IIb-1
agawan panyo) of the games
16. describes the skills involved in
Note: Games are PE5GS-IIb-2
the games
not limited to the 17. observes safety precautions
above listed PE5GS-IIb-h-3
activities 18. executes the different skills
PE5GS-IIc-h-4
involved in the game
19. recognizes the value of
PE5PF-IIb-h-19
participation in physical activities
20. displays joy of effort, respect for
others and fair play during PE5PF-IIb-h-20
participation in physical activities
21. explains health and skill related
PE5PF-IIa-21
fitness components
22. identifies areas for improvement
PE5PF-IIb-h-22
THIRD QUARTER/ THIRD PERIOD
Assessment of The learner . . . The learner . . . 23. describes the Philippines
PE5PF-IIIa-16
physical physical activity pyramid
activities and demonstrates participates and assesses 24. explains the indicators for
PE5PF-IIIa-17
physical fitness understanding of performance in physical fitness
participation and activities. 25. assesses regularly participation
assessment of physical in physical activities based on
PE5PF-IIIb-h-18
Folk (Cariñosa/ activity and physical assesses physical fitness the Philippines physical activity
Polka sa Nayon), pyramid
fitness
indigenous, 26. explains the nature/background
PE5RD-IIIb-1
ethnic, of the dance
traditional and 27. describes the skills involved in
PE5RD-IIIb-2
creative dances the dance
28. observes safety precautions PE5RD-IIIb-h-3
Note: Dances
29. executes the different skills
available in the involved in the dance PE5RD-IIIc-h-4
area can be
selected. 30. recognizes the value of
PE5PF-IIIb-h-19
participation in physical activities
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of The learner . . . The learner . . . The learner . . .
physical 1. describes the Philippines
PE6PF-Ia-16
activities and demonstrates participates and assesses physical activity pyramid
physical fitness understanding of performance in physical 2. explains the indicators for
PE6PF-Ia-17
participation and activities. fitness
assessment of physical 3. assesses regularly participation
Target games activity and physical assesses physical fitness in physical activities based on
PE6PF-Ib-h-18
(Tumbang preso, fitness the Philippines physical activity
tamaang- pyramid
tao/batuhang 4. explains the nature/background
bola, tatsing), of the games PE6GS-Ib-1
striking/fielding
games 5. describes the skills involved in
(syato/,basagang the games PE6GS-Ib-2
palayok, kickball) 6. observes safety precautions PE6GS-Ib-h-3
7. executes the different skills
PE6GS-Ic-h-4
Note: Games are involved in the game
not limited to the 8. recognizes the value of
PE6PF-Ib-h-19
above listed participation in physical activities
activities 9. displays joy of effort, respect for
others and fair play during PE6PF-Ib-h-20
participation in physical activities
10. explains health and skill related
PE6PF-Ia-21
fitness components
11. identifies areas for
PE6PF-Ib-h-22
improvement
SECOND QUARTER/ SECOND PERIOD
Assessment of The learner . . . The learner . . . 12. describes the Philippines
PE6PF-IIa-16
physical physical activity pyramid
activities and demonstrates participates and assesses 13. explains the indicators for
physical fitness understanding of performance in physical PE6PF-IIa-17
fitness
participation in and activities. 14. assesses regularly participation
assessment of physical in physical activities based on PE6PF-IIb-h-18
Invasion games activities and physical assesses physical fitness the Philippines physical activity
OHSP Y1Q1,
Module 1
36. monitors periodically one’s 2010 SEC Y1Q1
progress towards the fitness PE7PF-IVd-h-28 2010 SEC Y2Q1
goals Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
37. performs appropriate first aid
2010 SEC Y1Q1
for dance-related injuries (e.g.
PE7PF-IVd-30 2010 SEC Y2Q1
cramps, sprain, heat
Enjoy Life w/ PE &
exhaustion)
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
38. analyzes the effect of exercise 2010 SEC Y1Q1
and physical activity PE7PF-IVh-35 2010 SEC Y2Q1
participation on fitness Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
39. assumes responsibility for
PE7PF-IVd-h-31 2010 SEC Y2Q1
achieving personal fitness
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
40. keeps the importance of winning
PE7PF-IVd-h-32 2010 SEC Y2Q1
and losing in perspective
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER/ FIRST GRADING
The learner . . . The learner . . . OHSP Y1Q1,
Module 1
Exercise demonstrates designs a physical activity The learner. . . 2010 SEC Y1Q1
Programs: understanding of program for the family/school 1. undertakes physical activity and PE8PF-Ia-h-23 2010 SEC Y2Q1
guidelines and principles peers to achieve fitness physical fitness assessments Enjoy Life w/ PE &
Training Guidelines, in exercise program Health, TX & TM
FITT Principles design to achieve fitness Unit 1
OHSP Y1Q1,
Endurance, Muscle- Module 1
and Bone- 2. conducts physical activity and 2010 SEC Y1Q1
strengthening physical fitness assessments of PE8PF-Ib -36 2010 SEC Y2Q1
Activities: family/school peers Enjoy Life w/ PE &
team sports Health, TX & TM
(basketball, Unit 1
volleyball, OHSP Y1Q1,
football/futsal, Module 1
goalball, softball, 2010 SEC Y1Q1
3. sets goals based on assessment
baseball) PE8PF-Ia-24 2010 SEC Y2Q1
results
Enjoy Life w/ PE &
Health, TX & TM
Note: Activities Unit 1
dependent on OHSP Y1Q1,
teacher capability Module 1
and school 2010 SEC Y1Q1
resources. 4. identifies training guidelines and 2010 SEC Y2Q1
PE8PF-Ib-25
FITT principles Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
5. recognizes barriers (low level of
2010 SEC Y1Q1
fitness, lack of skill and time) to PE8PF-Ib-26
2010 SEC Y2Q1
exercise
Enjoy Life w/ PE &
Health, TX & TM
K to 12 Physical Education Curriculum Guide December 2013 Page 42 of 69
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
6. prepares a physical activity
PE8PF-Ic-27 2010 SEC Y2Q1
program
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
Project EASE
Module5
2010 SEC Y1Q2 &
7. describes the nature and Q3
PE8GS-Id-1
background of the sport Enjoy Life w/ PE &
Health, TX & TM
Unit III
Project EASE
Module5
2010 SEC Y1Q2 &
8. executes the skills involved in Q3
PE8GS-Id-h-4
the sport Enjoy Life w/ PE &
Health, TX & TM
Unit III
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
9. monitors periodically progress 2010 SEC Y2Q1
PE8PF-Id-h-28
towards the fitness goals Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
10. distinguishes facts from fallacies
2010 SEC Y1Q1
and misconceptions about PE8PF-Id-29
2010 SEC Y2Q1
physical activity participation
Enjoy Life w/ PE &
Health, TX & TM
K to 12 Physical Education Curriculum Guide December 2013 Page 43 of 69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Unit 1
OHSP Y1Q1,
Module 1
11. performs appropriate first aid for 2010 SEC Y1Q1
injuries and emergency 2010 SEC Y2Q1
PE8PF-Id-30
situations in physical activity and Enjoy Life w/ PE &
sport settings Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
12. assumes responsibility for
PE8PF-Id-h-31 2010 SEC Y2Q1
achieving fitness
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
13. displays tolerance and 2010 SEC Y1Q1
acceptance of individuals with PE8PF-Id-h-37 2010 SEC Y2Q1
varying skills and abilities Enjoy Life w/ PE &
Health, TX & TM
Unit 1
SECOND QUARTER/ SECOND PERIOD
The learner . . . The learner . . . OHSP Y1Q1,
Exercise Module 1
Programs: demonstrates modifies a physical activity 2010 SEC Y1Q1
understanding of program for the family/school 14. undertakes physical activity and 2010 SEC Y2Q1
PE8PF-IIa-h-23
Training Guidelines, guidelines and principles peers to achieve fitness physical fitness assessments Enjoy Life w/ PE &
FITT Principles in exercise program Health, TX & TM
design to achieve fitness Unit 1
Endurance, Muscle-
and Bone- OHSP Y1Q1,
strengthening 15. conducts physical activity and Module 1
Activities: physical fitness assessments of PE8PF-IIa-36 2010 SEC Y1Q1
team sports family/school peers 2010 SEC Y2Q1
Enjoy Life w/ PE &
K to 12 Physical Education Curriculum Guide December 2013 Page 44 of 69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
(basketball, Health, TX & TM
volleyball, Unit 1
football/futsal,
goalball, softball, OHSP Y1Q1,
baseball) Module 1
2010 SEC Y1Q1
16. sets goals based on assessment 2010 SEC Y2Q1
PE8PF-IIb-24
Note: Activities results Enjoy Life w/ PE &
dependent on Health, TX & TM
teacher capability Unit 1
and school
resources. OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
17. recognizes barriers (low level of
2010 SEC Y2Q1
fitness, lack of skill and time) to PE8PF-IId-h-26
Enjoy Life w/ PE &
exercise
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
18. prepares a physical activity
PE8PF-IIc-27 2010 SEC Y2Q1
program
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
Project EASE
Module5
2010 SEC Y1Q2 &
19. describes the nature and
PE8GS-IIc-1 Q3
background of the sport
Enjoy Life w/ PE &
Health, TX & TM
Unit III
Project EASE
Module5
20. executes the skills involved in
PE8GS-IId-h-4 2010 SEC Y1Q2 &
the sport
Q3
Enjoy Life w/ PE &
K to 12 Physical Education Curriculum Guide December 2013 Page 45 of 69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Health, TX & TM
Unit III
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
21. monitors periodically progress
PE8PF-IId-h-28 2010 SEC Y2Q1
towards the fitness goals
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
22. distinguishes facts from fallacies
2010 SEC Y2Q1
and misconceptions about PE8PF-IId-29
Enjoy Life w/ PE &
physical activity participation
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
23. performs appropriate first aid for 2010 SEC Y1Q1
injuries and emergency 2010 SEC Y2Q1
PE8PF-IId-30
situations in physical activity Enjoy Life w/ PE &
and sport settings Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
2010 SEC Y1Q1
24. assumes responsibility for 2010 SEC Y2Q1
PE8PF-IId-h-31
achieving fitness Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
25. displays tolerance and
Module 1
acceptance of individuals with PE8PF-IId-h-37
2010 SEC Y1Q1
varying skills and abilities
2010 SEC Y2Q1
K to 12 Physical Education Curriculum Guide December 2013 Page 46 of 69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Enjoy Life w/ PE &
Health, TX & TM
Unit 1
OHSP Y1Q1,
Module 1
34. displays tolerance and 2010 SEC Y1Q1
acceptance of individuals with PE8PF-IIId-h-37 2010 SEC Y2Q1
varying skills and abilities Enjoy Life w/ PE &
Health, TX & TM
Unit 1
FOURTH QUARTER/ FOURTH PERIOD
The learner . . . The learner . . . 35. undertakes physical activity and PE8PF-IVa-h-23 OHSP Y1Q1,
Exercise physical fitness assessments Module 1
Programs: demonstrates modifies a physical activity 2010 SEC Y1Q1
understanding of program for the family/school 2010 SEC Y2Q1
Training Guidelines, guidelines and principles peers to achieve fitness Enjoy Life w/ PE &
in exercise program Health, TX & TM
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FITT Principles design to achieve fitness Unit 1
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD
The learner . . . The learner . . . OHSP Y1Q1, Module
PE9PF-Ia-h-23 1
Lifestyle and demonstrates maintains an active lifestyle The learner . . . 2010 SEC Y1Q1
Weight understanding of lifestyle to influence the physical 1. undertakes physical activity and 2010 SEC Y2Q1
Management and weight management activity participation of the physical fitness assessments Enjoy Life w/ PE &
(physical activity to promote community community Health, TX & TM
and eating habits) fitness Unit 1
practices healthy eating PE9PF-Ia-39 OHSP Y1Q1, Module
habits that support an active 1
lifestyle 2. assesses eating habits based on 2010 SEC Y1Q1
the Philippine Food Pyramid/My 2010 SEC Y2Q1
Sports Officiating Food Plate Enjoy Life w/ PE &
Health, TX & TM
Unit 1
PE9PF-Ia-40 OHSP Y1Q1, Module
3. determines risk factors(obesity,
1
physical inactivity, poor nutrition,
2010 SEC Y1Q1
smoking) for major non-
2010 SEC Y2Q1
communicable diseases lifestyle-
Enjoy Life w/ PE &
related(e.g. diabetes, heart
Health, TX & TM
disease, stroke, cancer)
Unit 1
PE9GS-Ib-h-5 Proj EASE Module 2
Proj EASE Module 5
OHSP Y1Q1
OHSP
Y1Q2,Modules 1, 2&
3
4. officiates pratice and competitive OHSP Y1Q3
games 2012 SECY1, Q2 &
Q3
2012 SECY2, Q2 &
Q3
Enjoy Life w/ PE &
Health, TX & TM
Unit II & III
GLOSSARY
Cohesion The tendency of a group to stick together and remain united in pursuit of a goal.
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
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
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.
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
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
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
Techniques or exercises used to improve a participant’s drive and persistence toward his/her goal.
strategies
The process by which the central nervous system produces purposeful and coordinated movement in its interaction with the rest of the body and
Motor control
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
Personal best The highest performance achieved by an athlete expressed in quantitative terms (time, score, distance, etc.).
Personal or self-
Is a given space when you move in your fixed position.
space
Any bodily activity that enhances or maintains physical fitness, health and wellness
Physical activity
Any bodily movement produced by skeletal muscles that requires energy expenditure
Physical fitness A state of good health and well-being of an individual
Punch Use forceful actions with various body parts – hands, feet knees, elbows.
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
Simulation The act of imitating the behaviour of some situation or process by means of something similar for the purpose of studying and training
K to 12 Physical Education Curriculum Guide December 2013 Page 67 of 69
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K to 12 BASIC EDUCATION CURRICULUM
GLOSSARY
Skip Step forward, hop on that foot while bringing other foot forward to step and hop and switch. Slide
Slash Longer movements but powerful like punches (picture a slashing sword)
Slide Step to the side, close with other foot, step to the side again, close with other…
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
Sport-life balance
athlete’s performance, longevity in the sport and preparation for life after sport.
Static Flexibility Is doing flexibility exercises on a stationary position.
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
Sample: PE2PF-IIa-h-14
Movement Skills MS
Domain/Content/
Uppercase Letter/s
Component/ Topic
Physical Fitness PF
-
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
Week Week one to eight a-h Games and Sports GS
specific week
-
Observes correct posture
and body mechanics Rhythms and Dance RD
Arabic Number Competency
while performing
14
movement activities
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Yunit 4
ARALIN 1
Balik-tanaw sa mga Sangkap ng Skill-Related Fitness
I. Layunin
II. Nilalaman
Sanggunian: MAPEH 4
Kagamitan: Filipino Physical Activity Pyramid Guide
III. Pamamaraan
68
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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.
D. Paglalapat
E. Paglalagom
IV. Pagtataya
69
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V. Takdang- aralin
70
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Yunit 4
PAGPAPANATILI SA PAGPAPAUNLAD NG PHYSICAL FITNESS
Paglinang ng Balanse
ARALIN 2
I. Layunin
II. Nilalaman
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
C. Panlinang na Gawain
Ipaliwanag kung ano ang balanse.
71
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D. Paglalapat
Ipasagawa sa mga mag-aaral ang Balanse Backward Hop.
E. Paglalagom
Ipaliwanag sa klase na ang balanse ay mahalagang physical fitness
components.
IV. Pagtataya
V. Takdang-aralin
72
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Yunit 4
I . Layunin
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.
73
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C. Panlinang na Gawain
E. Paglalagom
IV. Pagtataya
V. Takdang-aralin
74
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Yunit 4
PANGUNAHING KAALAMAN SA SAYAW NA BA-INGLES
ARALIN 4
I . Layunin
1. Naiisa-isa ang mga katawagan sa 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.
75
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D. Paglalapat
E. Paglalagom
b. musika.
F. Pangwakas na Gawain
Pasayawin nang pangkat-pangkat ang mga bata sa saliw ng
musika.
IV. Pagtataya
V. Takdang-aralin
76
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Yunit 4
ARALIN 5
I. Layunin
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.
77
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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 . . .. . . . . . . . . . . . 4M
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) . . . . . . . . . . . . . . . . . 4M
(b) Turn right about and repeat (a) going to proper places.
Finish facing partner, turning right about... . . . . . . . . . . . . . . 4M
(c) Repeat (a) to partner’s left side. . . . . . . . . . . . . . . . . . 4M
(d) Repeat (b). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4M
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.. . . . . . . .. . . . . . . . . . . . . . . . . 2M
78
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
(b) Change-step turn right (use two change steps) in place.
Finish the turn in front of partner, facing each other. . . 2M
(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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1M
(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. . . . . .. . . 1M
(d) Facing each other and starting with R foot, take four steps backward
to proper places. Hands as in (a). . . . . . . . 2 M
V
Music A
Repeat figure I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 M
VI
Music B
Repeat figure II. This time Girl goes to the right and then to the left side
of partner, Boy claps hands. . . . . . . . . . . . . . . . . . . 16 M
79
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VII
Music B
Repeat figure III. . . . . . . . . . . . . . . . . . . . . . 16 M
VIII
Music C
Repeat figure IV. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 M
SALUDO
Music Finale
Three-step right in place and bow to partner or audience, Girls holding
skirt, Boys hands on waist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 M
C. Panlinang na Gawain
D. Paglalapat
E. Paglalagom
b. musika
F. Pangwakas na Gawain
80
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IV. Pagtataya
V. Takdang-aralin
81
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Yunit 4
MALIKHAING PAGSAYAW
ARALIN 6
I. Layunin
1. Naiisa-isa ang mga katawagan sa 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
C. Panlinang na Gawain
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.
D. Paglalapat
E. Paglalagom
F. Pangwakas na Gawain
IV. Pagtataya
Paraan ng Pagsasagawa
Mga Batayang 1 2 3 4
Posisyon Hindi Bahagyang Lubos na Kahanga-hanga
Naisagawa Naisagawa Naisagawa ang
Pagsasagawa
Hop Step
Close Step
Touch Step
Change Step
Waltz
Waltz Turn
Three Step
Turn
Change Step
Turn
83
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Yunit 4
PAGPAPANATILI SA PAGPAPAUNLAD NG
PHYSICAL FITNESS
I . Layunin
1. Nasusubukang muli ang antas ng physical fitness.
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
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.
C. Panlinang na Gawain
E. Paglalagom
IV. Pagtataya
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.
85
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Yunit 4
Pangangasiwa ng Katawan
ARALIN 8
Laang oras ng pagtuturo: apatnapung (40) minuto
I. Layunin
1. Nasasagutan ang fitness passport card at post-test.
II. Nilalaman
Paksa : Pangangasiwa ng Katawan
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.
86
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
C. Panlinang na Gawain (Ipagpatuloy Natin)
Ipabasa sa mga bata ang “Ipagpatuloy Natin” at ipaliwanag ito
sa kanila.
87
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