Pe CG

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
PHYSICAL EDUCATION
K to 12 BASIC EDUCATION CURRICULUM
(Grade 1 to Grade 10)
May 2016
CURRICULAR FRAMEWORK
K to 12 Basic Education Program: An Overview
Essentially, the K to 12 curriculum proposed in 2011 seeks to develop 21st century skills among its learners. These include the cognitive skills of critical thinking,
problem-solving and creative thinking; the social or interpersonal skills of communication, collaboration, leadership and cross-cultural skills; self- management skills of
selfmonitoring and self-direction, as well as task or project management skills, and personal characteristics which are part of ethics, civic responsibility and accountability.
The Curricular Philosophy of the K to 12 PE Curriculum
Fitness and movement education content is the core of the K to 12 PE Curriculum. It includes value, knowledge, skills and experiences in physical activity
participation in order to (1) achieve and maintain health-related fitness (HRF), as well as (2) optimize health. In particular, it hopes to instill an understanding of why HRF is
important so that the learner can translate HRF knowledge into action. Thus, self-management is an important skill. In addition, this curriculum recognizes the view that fitness
and healthy physical activity (PA) behaviors must take the family and other environmental settings (e.g. school, community and larger society) into consideration. This curricular
orientation is a paradigm shift from the previous sports-dominated PE curriculum aimed at athletic achievement.
Move to learn is the context of physical activity as the means for learning, while Learn to move embodies the learning of skills, and techniques and the acquisition of
understanding that are requisites to participation in a variety of physical activities that include exercise, games, sports, dance and recreation.
Learning Outcomes
K to 12 Physical Education Curriculum Guide May 2016 Page 2 of 84

Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools
The K to 12 PE Curriculum develops the students’ skills in accessing, synthesizing and evaluating information, making informed decisions, enhancing and advocating
their own and others’ fitness and health. The knowledge, understanding and skills underpin the competence, confidence and commitment required ofall students to live an
active life for fitness and health.
The K to 12 PE Curriculum prioritizes the following standards:
1. Habitual physical activity participation to achieve and maintain health-enhancing levels of fitness.
2. Competence in movement and motor skills requisite to various physical activity performances.
3. Valuing physical activities for enjoyment, challenge, social interaction and career opportunities.
4. Understanding various movement concepts, principles, strategies and tactics as they apply to the learning of physical activity.
Learning Approaches
Physical literacy is consists of movement, motor- and activity-specific skills. In the early grades the learners are taught the ‘what,’ ‘why’ and ‘how’ of the movement.
This progresses to an understanding of the ‘why’ of the movement which is achieved by developing more mature movement patterns and motor skills in a wide range and
variety of exercise, sports and dance activities to specifically enhance fitness parameters. The learners builds on these knowledge and skills in order to plan, set goals and
monitor their participation in physical activities (exercise, sports and dance) and constantly evaluate how well they have integrated this their personal lifestyle. This implies the
provision of ongoing and developmentally-appropriate activities so that the learners can practice, create, apply and evaluate the knowledge, understanding and skills necessary
to maintain and enhance their own as well as others’ fitness and health through participation in physical activities.
The curriculum also allows for an inclusive approach that understands and respects the diverse range of learners; thus, the program takes into account their needs,
strengths and abilities. This is to ensure that all learners have equivalent opportunities and choices in Physical Education.
The curriculum emphasizes knowing the ‘what’, ‘how’ and ‘why’ of movement. It focuses on developing the learners’ understanding of how the body responds,
adjusts and adapts to physical activities. This will equip the learner to become self-regulated and self-directed as a result of knowing what should be done and actually doing
it; is the learners are equally confident in influencing their peers, family, immediate community, and ultimately, society. These are all valuable 21st century skills which the K
to 12 PE Curriculum aspires for the learners to develop.

Learning Strands
The program has five learning strands:

1. Body management which includes body awareness, space awareness, qualities and relationships of movements and how these are used dynamically in various physical
activities.
2. Movement skills related to the fundamental movement patterns and motor skills that form the basis of all physical activities.
3. Games and sports consisting of simple, lead-up and indigenous games; as well as individual, dual and team sports in competitive and recreational settings.
4. Rhythms and dances include rhythmical movement patterns; the promotion and appreciation of Philippine folk dance, indigenous and traditional dances as well as other
dance forms.
5. Physical fitness includes assessment through fitness tests and records, interpreting, planning and implementing appropriate programs that support fitness and health goals.
The acquisition of physical literacy serves as the foundation for lifelong physical activity participation which is critical to maintaining and promoting health. Thus, the
health strand in the senior high school (SHS) is seamlessly integrated in the PE curriculum. This strand optimizes the learner’s potential for health and wellbeing and contributes
to building healthy, active communities. Thus, the course title, Health-optimizing PE or H.O.P.E.

.
A graduate who lives an active life
for fitness and lifelong health
PHYSICAL LITERACY
Fundamental Fundamental Activity-specific
Movement Skills Motor skills Activity
Rhythms & Dances

Body Management
Games & Sports
K ----1---2---3---4---5---6---7---8----9---10---11---12
Developmentally Standard
Activity-Based Appropriate Integrated Inclusive
based
MOVE TO LEARN, LEARN TO MOVE

Figure 1. The Conceptual Framework of Physical Education
Learning Area Standard
The learner demonstrates understanding of the concept of physical fitness and physical activity in achieving, sustaining, and promoting an active life for fitness and
health
Key Stage Standards
Strands 4–6 7 - 10
K–3
The learner demonstrates The learner demonstrates The learner demonstrates
understanding of movement understanding of principles in understanding of integrating
concepts and skills in preparation for movement and fitness physical activity behaviors in
active participation in various physical for active participation in various achieving an active lifestyle.
activities. physical activities.
Body Management
Movement Skills
Physical Fitness
Games and Sports
Rhythms and Dance

GRADE LEVEL STANDARDS
Grade Level
Grade Level Standards
Grade 1
The learner demonstrates understanding of body awareness, space awareness, qualities of effort and movement relationships through participation in
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
The learner demonstrates understanding of personal fitness in achieving an active lifestyle.

Grade 7
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.

-
Table 1a Scope and Sequence of Physical Education from Grades 1-3
Key Stage 1
Grade Level Strands Q1 Q2 Q3 Q4
Body Awareness Space Awareness Qualities of Effort Relationships

Body management
Movement skills
GRADE 1 Rhythms and dance
Games and sports Participation in enjoyable singing games, action songs, simple games, Chasing/Fleeing type games and mimetics.
Physical fitness
Locations, Directions,
Body Shapes and Body Levels, Pathways and Person, Objects, Sound
Time, Force and Flow
Actions Planes and Environment
Body management
Movement skills
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 Levels, Pathways and Person, Objects, Sound
Time, Force and Flow
Body management Actions Planes and Environment
Movement skills
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.

-
Table 1a Scope and Sequence of Physical Education from Grades 4-6
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
Games and sports

Invasion games Wall/net games, invasion games
striking/fielding games
Games and sports

Invasion games

-
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.
Table 1d Scope and Sequence of Physical Education from Grades 7-10

Key Stage 3
Personal Fitness
GRADE 7 Exercise programs: Training Guidelines, FITT Principle

Physical fitness
Endurance and Muscle-and bonestrengthening 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 bonestrengthening activities
Games and sports Team Sports
Folk dances with Asian
Rhythms and dance
influence
Community Fitness
Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
GRADE 9
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

Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to
schools
TIME ALLOTMENT FOR PHYSICAL EDUCATION
Grade Level Time Allotment
Kindergarten Integrated with other subject areas
Grades 1 – 6 40 minutes / week

schools
GRADE 1
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Body Awareness The learner . . . The learner . . . The learner . . .
(Different body parts and demonstrates performs with 1. describes the different parts
their movements) understanding coordination of the body and their
PE1BM-Ia-b-1 MISOSA 4- module 4
awareness of body enjoyable movements through
parts in preparation movements on enjoyable physical
for participation in body awareness . activities
physical activities.
2. creates shapes by using different
PE1BM-Ic-d-2
body parts
3. shows balance on one, two,
three, four and five body parts PE1BM-Ie-f-3 MISOSA 4- module 4
4. exhibits transfer of weight PE1BM-Ig-h-4 MISOSA 4- module 4
5. recognizes the importance of

participating in fun and enjoyable PE1PF-Ia-h-1 MISOSA 4- module 4
physical activities
6. engages in fun and enjoyable
physical activities with
coordination
Suggested learning activities

PE1PF-Ia-h-2
 action songs MISOSA 4- module 4
 singing games
 simple games
 chasing and fleeing games
 mimetics
SECOND QUARTER/ SECOND GRADING

schools
Space Awareness The learner . . . The learner . . . 1. MISOSA 4- module 1
2. Music, Art, Physical Education
(Moving in different demonstrates performs movement and Health 2.
PE1BM-IIa-b-
directions at spatial levels) understanding skills in a given space 7. identifies locomotor skills (Tagalog)DepEd.
5
ofspace awareness in with coordination. - Falcutila, Rogelio F. et.al.
preparation for 2013. pp. 303-305
CONTENT PERFORMANCE
STANDARDS STANDARDS
Space Awareness participation in 1. MISOSA 4- module 1
physical activities. 2. Music, Art, Physical Education
8. demonstrates moving within a
(Moving in different and Health 2.
group without bumping or falling PE1BM-IIc-e6
directions at spatial levels) (Tagalog)DepEd.
using locomotors skills
- Faculita, Rogelio F. et.al.
2013.pp. 304-305
9. executes locomotor skills while

PE1BM-IIf-h7
moving in different directions at MISOSA 4- module 1 pp.2-3
different spatial levels
1. MISOSA 4- module 1
and Health 2.
10. engages in fun and enjoyable
(Tagalog)DepEd.
physical activities with PE1PF-IIa-h2
- Falculita, Rogelio et.al. 2013.
coordination
306-307
11. illustrates/demonstrate
acceptable responses to
MISOSA 4- module 1
challenges, successes, and PE1PF-IIa-h3
failures during participation in
motor fitness activities

schools
12. demonstrates acceptable
responses to challenges,
successes, and failures during
participation in physical activities

 action songs 1. MISOSA 4- module 1
 singing games 2. Music, Art, Physical Education
 simple games and Health 2.
PE1PF-IIa-h4
(Tagalog)DepEd.
 chasing and fleeing games
- Faliculita, Rogelio F. et.al.
 mimetics
2013. pp. 311-314
CONTENT PERFORMANCE
STANDARDS STANDARDS
THIRD QUARTER/ THIRD GRADING
Qualities of Effort The learner . . . The learner . . . 13.describes the difference between
PE1BM-IIIab-
slow and fast, heavy and light, MISOSA 4- module 1
8
(Slow and fast, heavy and demonstrates performs free and bound movements
light, free and bound understanding of movements of
movements) qualities of effort in varying qualities of 14. demonstrates contrast between
preparation for PE1BM-IIIcd-
effort with slow and fast speeds while using
participation in 9
coordination. locomotor skills MISOSA 4- module 1 p.4
physical activities.
15. demonstrates the difference

PE1BM-IIIe- MISOSA 4- module 1
between heavy and light while
f10
moving
16. demonstrates the difference PE1BM-IIIgh- MISOSA 4- module 1
between free and bound 11

schools
17. demonstrates the difference PE1PF-IIIa-h2 MISOSA 4- module 1
between free and bound
18. engages in fun and enjoyable PE1PF-IIIa-h6 MISOSA 4- module 1
physical activities
19. enumerates the characteristics of PE1PF-IIIa-h7
a good team player
20. differentiates sharing from PE1PF-IIIa-h8
cooperating
21. demonstrates the characteristics
of sharing and cooperating in PE1PF-IIIa-h9
physical activities

 action songs
 singing games
 simple games
 chasing and fleeing games 
mimetics
FOURTH QUARTER/ FOURTH GRADING
Movement The learner . . . The learner . . . PE1BM-IVa- MISOSA 4- module 1
22. identifies movement relationships
Relationships b12
demonstrates performs 23. demonstrates relationship of PE1BM-IVc- MISOSA 4- module 1
(Relationship to a moving understanding of movements in movement e13
CONTENT PERFORMANCE
STANDARDS STANDARDS
or stationary relationships of relation to a 24. performs jumping over a
object/person) movement skills in stationary or moving stationary object several times in
preparation for object/person with PE1BM-IVf- MISOSA 4- module 1
succession, using forward- and-
participation in coordination. h14
back and side-to-side movement
physical activities patterns
25. engages in fun and enjoyable PE1PF-IVa-h2 MISOSA 4- module 1
physical activities

schools
26. shows interest in participating in PE1PF-IVa-h9 MISOSA 4- module 1
physical activities
27. follows simple instructions and PE1PF-IVa- MISOSA 4- module 1
rules h10
28. enjoys participating in physical
activities

PE1PF-IVa- MISOSA 4- module 1
 action songs
h11
 singing games
 simple games
 chasing and fleeing games 
mimetics
GRADE 2
CONTENT PERFORMANCE LEARNING MATERIALS

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS
Body Shapes The learner . . . The learner . . . The learner . . Music, Art, Physical Education and
(Straight, curled, wide 1.describes body shapes Health 2. (Tagalog) DepEd.
PE2BM-Ia-b-1
and twisted) and demonstrates performs body shapes and and actions Falculita, Rogelio F. et.al. 2013. pp.
Body Actions understanding of body actions properly. 295-296
(Walking, standing, shapes and body 2. demonstrates body Music, Art, Physical Education and
sitting) actions in preparation shapes and actions PE2BM-Ic-d-15 Health 2. Tagalog) DepEd. Falculita,
for various movement Rogelio F. et.al. 2013. pp. 297-299
activities
3. creates body shapes Music, Art, Physical Education and
and actions PE2BM-Ie-f-2 Health 2.(Tagalog) DepEd. Falculita,
Rogelio F. et.al.2013. pp. 300-301

schools
4. demonstrates
momentary stillness in 1. MISOSA 4 - module 1.
symmetrical and 2. Music, Art, Physical Education
asymmetrical shapes PE2BM-Ig-h-16 and Health 2. (Tagalog) DepEd.
using body parts other Falculita, Rogelio F. et.al. 2013.
than both feet as a pp. 300-301
base of support
5. demonstrates
movement skills in
PE2MS-Ia-h-1
response to sound and
music
6. exhibits correct body MISOSA 6 – module 5
PE2PF-Ia-h-12
posture
7. assesses body posture Music, Art, Physical Education and
Health 2.(Tagalog) DepeEd.
PE2PF-Ia-h-13
Falculita,
Rogelio F. et.al. 2013. pp. 380-382
8. engages in fun and PE2PF-Ia-h-2
enjoyable physical
activities 1. MISOSA 6 – module 1 - 5
and Health 2.(Tagalog) DepEd.
Falculita, Rogelio F. et.al.2013.
 movement skills activities
pp. 303-305. 311-314. 375
(locomotor, nonlocomotor
and

STANDARDS STANDARDS

schools
manipulative skills)
Body Shapes The learner . . . The learner . . .  folk dances
(Straight, curled, wide (Alitaptap/Rabong)
and twisted) and demonstrates performs body shapes and  rhythmic routines
Body Actions understanding of body actions properly. (ribbon, hoop, balls, and
(Walking, standing, shapes and body any available
sitting) actions in preparation indigenous/improvised
for various movement materials)
activities relays and races

Locations h The learner . . . hThe learner. . . 9. describes movements
(Behind,infront, under, in a location, direction,
demonstrates performs movements PE2BM-IIa-b-17 MISOSA 4 - module 1
over, personal space, level, pathway and
general space) understanding of accurately involving plane
Directions locations, directions, locations, directions,
10. moves in:
(linearforward and levels, pathways and levels, pathways and
backward, lateral- planes planes.  personal and
sideward, and multi- general space
directional) Levels  forward,
(High, middle, low) backward, and
Pathways sideward
(Straight, curved, directions
zigzag) and Planes  high, middle, PE2BM-IIc-h-18
(Diagonal, horizontal, and low levels
vertical, and rotational)  straight, curve,
and zigzag
pathways
 diagonal and
horizontal
planes
11. demonstrates
movement skills in
PE2MS-IIa-h-1
response to sounds
and music

schools
12. observes correct Music, Art, Physical Education and
posture and body Health 2.(Tagalog) DepEd. Falculita,
PE2PF-IIa-h-14
h mechanics while Rogelio F. et.al.2013. pp. 380-381
performing movement

STANDARDS STANDARDS
Locations (Behind, The learner . . . The learner. . . activities
infront, under, over,
personal space, demonstrates performs movements
understanding of accurately involving 13. engages in fun and Music, Art, Physical Education and
general space)
locations, directions, locations, directions, enjoyable Health 2.(Tagalog) DepEd.
Directions(linearforward
levels, pathways and levels, pathways and physicalactivities Falculita,
and backward, lateral-
planes planes. Suggested learning activities Rogelio F. et.al.2013. pp. 375.
sideward, and
 movement skills activities 303305. 313-314
multidirectional) Levels
(High, middle, low) (locomotor, nonlocomotor
Pathways (Straight, and PE2PF-IIa-h-2
curved, zigzag) and manipulative skills)
Planes (Diagonal,  folk dances
horizontal, vertical, and  rhythmic routines
rotational (ribbon, hoop, balls, and
any available
indigenous/improvised
materials)
 relays and races
Time (slow, slower, The learner . . . The learner . . . 14. describes movements
slowest/fast, faster, in a location, PE2BM-IIIa-
fastest) Force (light, demonstrates direction, level, b17
understanding of pathway and plane

schools
lighter, lightest/strong, movement in relation performs movements 15. moves: MISOSA 4 - module 1
stronger, strongest) and to time, force and flow accurately involving time,
Flow (smoothness of force, and flow. 15.1 at slow, slower,
movement) slowest/fast, faster,
fastest pace
PE2BM-IIIc-
15.2 using light,
h19
lighter,
lightest/strong,
stronger, strongest
force with
smoothness
16. demonstrates Music, Art, Physical Education and
movement skills in Health 2.(Tagalog) DepEd.
PE2MS-IIIa-h-1
Falculita,

STANDARDS STANDARDS
response to sound Rogelio F. et.al.2013.. pp. 309-310
Time (slow, slower, The learner . . . The learner . . . and music
slowest/fast, faster, 17. engages in fun and Music, Art, Physical Education
fastest) Force (light, demonstrates performs movements enjoyable physical and Health 2.(Tagalog) DepEd.
lighter, understanding of accurately involving time, PE2PF-IIIa-h-2
activities Falculita, Rogelio F. et.al.2013.
lightest/strong, force, and flow. pp. 304-305

schools
stronger, strongest) movement in relation 18. observes correct 1. MISOSA 6 – module 1
and Flow to time, force and flow posture and body 2. Music, Art, Physical Education
(smoothness of mechanics while and Health 2.(Tagalog) DepEd.
movement) performing movement Falculita, Rogelio F. et.al.2013.
activities pp. 375. 303-305. 313-314

 movement skills
activities locomotor,
nonlocomotor and PE2PF-IIIa-h-14
manipulative skills 
folk dances
(Alitaptap/Rabong)
 rhythmic routines
(ribbon, hoop, balls, and
any available
materials)
relays and races
Person (Individual, The learner . . . The learner . . . 19. familiarizes in various
pair, group), Objects movement activities
(ribbon, hoop, balls, demonstrates performs movement involving person, PE2BM-IV-a-b20 MISOSA 5 –module 1
and any available understanding of activities involving person, objects, music and
indigenous/improvised movement activities objects, music and environment
materials), Sound, relating to person, environment correctly
Environment 20. moves:
objects, music and
(indoor and outdoor environment
settings) 20.1 individually, with
PE2BM-IV-c-h21 MISOSA 5 –module 1pp.2-3
Person (Individual, partner, and with
pair, group), Objects group
20.2 with ribbon,

STANDARDS STANDARDS

schools
(ribbon, hoop, balls, The learner . . . The learner . . . hoop, balls, and
and any available any available
indigenous/improvised demonstrates performs movement indigenous/impr
materials), Sound, understanding of activities involving person, ovised materials
Environment movement activities objects, music and 20.3 with sound
(indoor and outdoor relating to person, environment correctly 20.4 in indoor and
settings) objects, music and outdoor settings
environment
21. demonstrates Music, Art, Physical Education and
movement skills in Health 2.(Tagalog) DepEd. Falculita,
PE2MS-IV-a-h-1
response to sound Rogelio F. et.al.2013. pp. 356-357
22. engages in fun and Music, Art, Physical Education and

enjoyable physical PE2PF-IV-a-h-2 Health 2.(Tagalog) DepEd. Falculita,
activities Rogelio F. et.al.2013. pp.313-314
23. observes correct body
posture and body
mechanics while
performing movement
activities

locomotor, non-locomotor
and manipulative skills  PE2PF-IV-a-h14 MISOSA 6 –module 1pp.1-6
folk dances
(Alitaptap/Rabong)
 rhythmic routines (ribbon,
hoop, balls, and any
available
materials)
relays and races
GRADE 3

schools
CONTENT PERFORMANCE
CONTENT STANDARDS STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS

Body Shapes The learner . . . The learner . . . The learner . . . Music, Art, Physical Education and
(Straight, curled, wide 1. describes body shapes Health 2.(Tagalog) DepEd.
and twisted) and demonstrates performs body shapes and actions PE3BM-Ia-b-1 Falculita, Rogelio F. et.al.2013.
Body Actions understanding of body and actions properly. pp. 295-296
(Walking, standing, shapes and body actions 2. performs body shapes and Music, Art, Physical Education and
sitting) in preparation for various actions Health 2.(Tagalog) DepEd.
movement activities PE3BM-Ic-d-15
Falculita, Rogelio F. et.al.2013.
pp. 297-299
3. creates body shapes and Music, Art, Physical Education and
actions Health 2.(Tagalog) DepEd.
PE3BM-Ie-f-2
Falculita, Rogelio F. et.al.2013. pp.
300-301
4. demonstrates momentary Music, Art, Physical Education and
stillness in symmetrical Health 2.(Tagalog) DepEd.
and asymmetrical shapes Falculita, Rogelio F. et.al.2013. pp.
PE3BM-Ig-h-16 300-301
using body parts other
than both feet as a base
of support
5. demonstrates movement
skills in response to PE3MS-Ia-h-1
sounds and music
6. identifies conditioning and Music, Art, Physical Education and
flexibility exercises that Health 2.(Tagalog) DepEd.
PE3PF-Ia-h-15
will improve posture Falculita, Rogelio F. et.al.2013. pp.
381-382
7. performs conditioning and Music, Art, Physical Education and
flexibility exercises that Health 2.(Tagalog) DepEd.
PE3PF-Ia-h-16
will improve body posture Falculita, Rogelio F. et.al.2013. pp.
381-382

schools
8. engages in fun and Music, Art, Physical Education and
enjoyable physical Health 2.(Tagalog) DepEd.
activities Falculita, Rogelio F. et.al.2013.
PE3PF-Ia-h-2
pp. 303-305. 313-314
CONTENT PERFORMANCE
(locomotor, non-locomotor
Body Shapes The learner . . . The learner . . . and manipulative skills)
(Straight, curled, wide  folk dances
and twisted) and demonstrates performs body shapes (Tiklos/Kundaykunday)
Body Actions understanding of body and actions properly.  rhythmic routines (ribbon,
(Walking, standing, shapes and body actions hoop, balls, and any available
sitting) in preparation for various indigenous/improvised
movement activities materials)
 lead up, organized and
indigenous games
corrective exercises

Locations The learner . . . The learner . . . The learner . . .
(Behind,in front, 9. describes movements in a
under, over, demonstrates performs movements location, direction, level, PE3BM-IIa-b-17
personal space, understanding of accurately involving pathway and plane
locations, directions, locations, directions,

schools
general space) levels, pathways and levels, pathways and 10. moves in:
Directions planes planes.
(linear-forward and  personal and general
backward, lateral- space
sideward, and  forward, backward,
multidirectional) and sideward
Levels directions PE3BM-IIc-h-18
(High, middle, low)  high, middle, and low
Pathways levels
(Straight, curve,  straight, curve, and
zigzag) and zigzag pathways
Planes
 diagonal and horizontal
(Diagonal, horizontal,
planes
vertical, and
rotational) 11. demonstrates movement
skills in response to PE3MS-IIa-h-1 MISOSA 4 – module 1
sound
12. identifies conditioning
1. MISOSA 5 - module 1
and flexibility exercises PE3PF-IIa-h-15
2. MISOSA 5 - module 5. pp. 1-5
that will improve body
CONTENT PERFORMANCE
mechanics
Locations The learner . . . The learner . . .
(Behind,in front, 13. performs conditioning
under, over, demonstrates performs movements and flexibility exercises MISOSA 6- Module 5. pp.1-6.
PE3PF-IIa-h-16
personal space, understanding of accurately involving that will improve body
locations, directions, locations, directions, mechanics

schools
general space) levels, pathways and levels, pathways and 14. engages in fun and
Directions planes planes. enjoyable physical
(linear-forward and activities
backward, lateral- Suggested learning activities
sideward, and  movement skills activities
multidirectional) (locomotor, non-locomotor
Levels and manipulative skills)
(High, middle, low) Music, Art, Physical Education and
 folk dances (Tiklos/
Health 2.(Tagalog) DepEd.
Pathways Kundaykunday) PE3PF-IIa-h-2
Falculita, Rogelio F. et.al.2013. pp.
(Straight, curve,  rhythmic routines (ribbon,
345. 313-314
zigzag) and hoop, balls, and any available
Planes indigenous/improvised
(Diagonal, horizontal, materials)
vertical, and  lead up, organized and
rotational) indigenous games

Time The learner . . . The learner . . . 15. describes movements in
MISOSA 4 – module 1 pp.3-4
(slow, slower, a location, direction, PE3BM-IIIa-b17
slowest/fast, faster, demonstrates performs movements level, pathway and plane
fastest ) understanding of accurately involving 16. moves:
Force movement in relation to time, force, and flow.
(light, lighter, time, force and flow
 at slow, slower,
lightest/strong,
slowest/fast, faster,
stronger, strongest)
fastest pace PE3BM-IIIc-h19
and Flow
(smoothness of  using light, lighter,
movement) lightest/strong,
stronger, strongest
force with smoothness
17. demonstrates movement
PE3MS-IIIa-h-1
skills in response to
CONTENT PERFORMANCE

schools
Time The learner . . . The learner . . . sound
(slow, slower,
slowest/fast, faster, demonstrates performs movements 18. engages in fun and
fastest ) understanding of accurately involving enjoyable physical PE3PF-IIIa-h-2
Force movement in relation to time, force, and flow. activities
(light, lighter, time, force and flow 19. identifies conditioning
lightest/strong, and flexibility exercises MISOSA 5 – module 1. pp.1-5
PE3PF-IIIa-h-15
stronger, strongest) that will improve body
and Flow mechanics
(smoothness of 20. performs conditioning
movement) and flexibility exercises
mechanics

locomotor, non-locomotor and
manipulative skills
 folk dances (Tiklos/ PE3PF-IIIa-h-16 MISOSA 5 – module 1.
Kundaykunday)
hoop, balls, and any available
materials)
indigenous games
 corrective exercises

Person The learner . . . The learner . . . The learner . . .
(Invidual, pair, group) 21. participates in various MISOSA 4 – module 5. pp.3-5
Objects demonstrates performs movement movement activities PE3BM-IV-a-b20
understanding of involving person, objects,
movement activities music and environment

schools
(ribbon, hoop, balls, relating to person, activities involving 22. moves:
and any available objects, music and person, objects, music
indigenous/improvised environment and environment  individually, with partner, PE3BM-IV-c-h21
materials), correctly and with
Sound and
Environment
CONTENT PERFORMANCE
(indoor and outdoor group

settings)  with ribbon, hoop,
balls, and any
Person The learner . . . The learner . . . available
(Invidual, pair, group) indigenous/improvised
Objects demonstrates performs movement materials
(ribbon, hoop, balls, understanding of activities involving  with sound
and any available movement activities person, objects, music  in indoor and outdoor
indigenous/improvised relating to person, and environment settings
materials), objects, music and correctly 23. demonstrates movement
Sound and environment skills in response to PE3MS-IV-a-h-1
Environment sounds and music
(indoor and outdoor 24. engages in fun and
settings) enjoyable physical PE3PF-IV-a-h-2
activities
25. identifies conditioning
and flexibility exercises PE3PF-IV-a-h15
that will improve posture

schools
26. performs conditioning
and flexibility exercises
mechanics

locomotor, non-locomotor and
manipulative skills
PE3PF-IV-a-h16
 folk dances
(Tiklos/Kundaykunday)
hoop, balls, and any available
materials)
indigenous games
GRADE 4
CONTENT PERFORMANCE

Assessment of The learner . . . The learner . . . The learner . . .
physical activities and 1. describes the physical PE4PF-Ia-16
physical fitness demonstrates participates and activity pyramid
understanding of assesses performance 2. explains the indicators for
participation and in physical activities. PE4PF-Ia-17
fitness
Target games assessment of
(Tumbangpreso, assesses physical 3. assesses regularly
physical activities and
tamaang-tao/batuhang fitness participation in physical
physical fitness PE4PF-Ib-h-18
bola, tatsing), activities based on
physical activity pyramid

schools
striking/fielding 4. explains the EASE PE - module 2. pp. 6-7,
games (syato, basagang nature/background of PE4GS-Ib-1 1213.
palayok, kickball) the games
5. describes the skills EASE PE - module 2.
Note: Games are not PE4GS-Ib-2
involved in the games
limited to the above
listed activities 6. observes safety
PE4GS-Ib-h-3
precautions
7. executes the different
PE4GS-Ic-h-4
skills involved in the game
8. recognizes the value of
participation in physical PE4PF-Ib-h-19
activities
9. displays joy of effort,
respect for others and fair
PE4PF-Ib-h-20
play during participation
in physical activities
10. explains health and skill
related fitness PE4PF-Ia-21
components
11. identifies areas for
improvement
PE4PF-Ib-h-22
CONTENT PERFORMANCE
SECOND QUARTER/ SECOND PERIOD

The learner . . . The learner . . . 12. describes the Philippines PE4PF-IIa-16

schools
Assessment of 13. explains the indicators
PE4PF-IIa-17
physical activities and demonstrates participates and for fitness
physical fitness understanding of assesses performance 14. assesses regularly
participation in and in physical activities.
participation in physical
Invasion games assessment of PE4PF-IIb-h-18
activities based on
(agawan base, lawin at physical activities and assesses physical
sisiw, agawanpanyo) physical fitness fitness
15. explains the
Note: Games are not nature/background of the PE4GS-IIb-1
limited to the above games
listed activities 16. describes the skills
PE4GS-IIb-2
17. observes safety
PE4GS-IIb-h-3
precautions
PE4GS-IIc-h-4
participation in physical PE4PF-IIb-h-19
activities
PE4PF-IIb-h-20
play during participation
related fitness PE4PF-IIa-21
components
PE4PF-IIb-h-22
improvement
THIRD QUARTER / THIRD GRADING
Assessment of The learner . . . The learner . . . 23. describes the Philippines
PE4PF-IIIa-16
physical activities and physical activity pyramid
physical fitness demonstrates 24. explains the indicators for
understanding of PE4PF-IIIa-17
fitness

schools
Folk (Liki/Ba-Ingles), participation and participates and 25. assesses regularly PE4PF-IIIb-h18
indigenous, ethnic, assessment of assesses performance participation in physical
in physical activities.
CONTENT PERFORMANCE
traditional and physical activity and assesses physical activities based on

creative dances physical fitness fitness physical activity pyramid
26. explains the
nature/background of the PE4GS-IIIb-1
Note: Dances available dance
in the area can be
27. describes the skills
selected. PE4GS-IIIb-2
involved in the dance
28. observes safety
PE4GS-IIIb-h-3
precautions
skills involved in the PE4GS-IIIc-h-4
dance
participation in physical PE4PF-IIIb-h19
activities
respect for others during
PE4PF-IIIb-h20
activities
related fitness PE4PF-IIIa-21
components
PE4PF-IIIa-22
improvement
FOURTH QUARTER/ FOURTH PERIOD

schools
Assessment of The learner . . . The learner . . . 34. describes the Philippines
PE4PF-IVa-16
physical activities and physical activity pyramid
physical fitness demonstrates participates and 35. explains the indicators for
understanding of assesses performance PE4PF-IVa-17
fitness
Folk (Liki/Ba-Ingles), participation and in physical activities.
indigenous, ethnic, assessment of 36. assesses regularly
traditional and physical activity and assesses physical participation in physical
creative dances physical fitness fitness activities based on PE4PF-IVb-h-18
Philippines physical
Note: Dances available activity pyramid
in the area can be 37. explains the
selected. nature/background of the PE4RD-IVb-1
dance
CONTENT PERFORMANCE

PE4RD-IVb-2
Assessment of The learner . . . The learner . . . involved in the dance
physical activities and 39. observes safety
physical fitness demonstrates participates and PE4RD-IVb-h-3
precautions
understanding of assesses performance
participation and in physical activities.
skills involved in the PE4RD-IVc-h-4
Folk (Liki/Ba-Ingles), assessment of dance
indigenous, ethnic, physical activity and assesses physical
traditional and fitness 41. recognizes the value of
physical fitness
creative dances participation in physical PE4PF-IVb-h-19
activities
Note: Dances available 42. displays joy of effort,
in the area can be respect for others during
selected. PE4PF-IVb-h-20
activities
related fitness PE4PF-IVa-21
components
PE4PF-IVb-h-22
improvement
schools
GRADE 5
CONTENT PERFORMANCE

Assessment of physical The learner . . . The learner . . . The learner . . .
activity and physical 1. describes the Philippines
PE5PF-Ia-16
fitness demonstrates participates and physical activity pyramid
understanding of assesses performance 2. explains the indicators for
PE5PF-Ia-17
participation and in physical activities. fitness
Target games assessment of 3. assesses regularly
(Tumbangpreso, physical activity and assesses physical participation in physical
tamaang-tao/batuhang fitness activities based on the PE5PF-Ib-h18
physical fitness
bola, tatsing), Philippines physical activity
pyramid

schools
(syato/,basagangpalayok, 4. explains the Ease P.E - Module 2. pp. 4. 6-
kickball) nature/background of the PE5GS-Ib-1 7. 12-13
games
Note: Games are not 5. describes the skills involved
PE5GS-Ib-2
limited to the above listed in the games
activities 6. observes safety precautions PE5GS-Ib-h-3
7. executes the different skills
PE5GS-Ic-h-4
involved in the game
participation in physical PE5PF-Ib-h19
activities
PE5PF-Ib-h20
play during participation in
physical activities
PE5PF-Ia-21
related fitness components
improvement
PE5PF-Ib-h22
CONTENT PERFORMANCE
SECOND QUARTER / SECOND GRADING

Assessment of physical The learner . . . The learner . . . 12. describes the Philippines
PE5PF-IIa-16
activities and physical physical activity pyramid
fitness demonstrates 13. explains the indicators for
understanding of PE5PF-IIa-17
fitness

schools
Invasion games participation in and participates and assesses 14. assesses regularly
(agawan base, lawin at assessment of performance in physical participation in physical
sisiw, agawanpanyo) physical activity and activities. PE5PF-IIb-
activities based on the
physical fitness h18
Philippines physical activity
Note: Games are not assesses physical fitness pyramid
limited to the above listed
15. explains the
activities
nature/background of the PE5GS-IIb-1
games
PE5GS-IIb-2
17. observes safety PE5GS-IIb-h3
precautions
18. executes the different PE5GS-IIc-h4
PE5PF-IIb-
h19
activities
respect for others and fair PE5PF-IIb-
play during participation in h20
physical activities
PE5PF-IIa-21
22. identifies areas for PE5PF-IIb-
improvement h22
THIRD QUARTER/ THIRD PERIOD
Assessment of physical The learner . . . The learner . . . 23. describes the Philippines PE5PF-IIIa16
fitness demonstrates participates and 24. explains the indicators for PE5PF-IIIa17
fitness

schools
CONTENT PERFORMANCE
understanding of assesses performance in 25. assesses regularly

participation and physical activities. participation in physical
PE5PF-IIIbh-
Folk (Cariñosa/ Polka assessment of activities based on the
18
saNayon), indigenous, physical activity and assesses physical Philippines physical activity
ethnic, traditional and physical fitness fitness pyramid
creative dances 26. explains the 1. Enjoy Life with P.E and
nature/background of the Health II. Darilag,
Note: Dances available in dance Agripino G. et.al. 2012.
the area can be selected. pp. 127. 134. 143. 152.
153.*
PE5RD-IIIb-1
2. EdukasyongPangkatawan,
Kalusugan at Musika III.
Adriano, Celia T. et.al.
1999. p. 31.*
27. describes the skills involved Enjoy Life with P.E and Health
in the dance PE5RD-IIIb-2 II. Darilag, Agripino G.
et.al. 2012. pp. 128-161.*
28. observes safety PE5RD-IIIbh-
precautions 3
29. executes the different skills Enjoy Life with P.E and Health
PE5RD-IIIch-
involved in the dance II. Darilag, Agripino G.
4
et.al. 2012. pp. 128-161.*
PE5PF-IIIbh-
19
activities
respect for others during PE5PF-IIIbh-
participation in physical 20
activities
32. explains health and skill PE5PF-IIIa21
schools
improvement
PE5PF-IIIbh-
22
CONTENT PERFORMANCE

Assessment of physical The learner . . . The learner . . . 34. describes the Philippines
PE5PF-IVa-16
fitness demonstrates participates and assesses 35. explains the indicators for
understanding of performance in physical PE5PF-IVa-17
fitness
Folk (Cariñosa/ Polka participation and activities.
saNayon), indigenous, assessment of 36. assesses regularly participation
ethnic, traditional and physical activity and in physical activities based on PE5PF-IVb-
assesses physical fitness
creative dances physical fitness the Philippines physical activity h18
pyramid
Note: Dances available in 37. explains the 1. EdukasyongPangkatawan,
the area can be selected. nature/background of the Kalusugan at Musika III.
dance Adriano, Celia T. 1999. p.
31.*
PE5RD-IVb-1 2. Enjoy Life with P.E and
Health II. Darilag,
Agripino G. et.al. 2012.
pp. 127. 134. 143. 152.
153.*
38. describes the skills involved in Enjoy Life with P.E and
the dance PE5RD-IVb-2 Health II. Darilag, Agripino G.
et.al. 2012. pp. 128-161.*
39. observes safety precautions PE5RD-IVb-
h-3
40. executes the different skills Enjoy Life with P.E and
PE5RD-IVc-h-
involved in the dance Health II. Darilag, Agripino G.
4
et.al. 2012. pp. 128-169.*

schools
PE5PF-IVb-
h19
activities
42. displays joy of effort, respect
PE5PF-IVb-
for others during participation
h20
43. explains health and skill related
PE5PF-IVa-21
fitness components
44. identifies areas for PE5PF-IVb-
improvement h22
GRADE 6
PERFORMANCE
CONTENT CONTENT STANDARDS STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS

Assessment of The learner . . . The learner . . . The learner . . .
physical activities 1. describes the Philippines
and PE6PF-Ia-16
demonstrates participates and physical activity pyramid
physical fitness understanding of assesses performance 2. explains the indicators
participation and in physical activities. PE6PF-Ia-17
for fitness
assessment of physical
Target games assesses physical 3. assesses regularly
activity and physical
(Tumbang preso, fitness participation in physical
fitness
tamaangtao/batuhang activities based on the PE6PF-Ib-h-18
bola, tatsing), Philippines physical
striking/fielding activity pyramid
games 4. explains the EASE P.E Module 2 pp.6-7,12-13
(syato/,basagang
nature/background of PE6GS-Ib-1
palayok, kickball)
the games
5. describes the skills EASE P.E Module 2 pp.6-7,12-13
involved in the games PE6GS-Ib-2

schools
Note: Games are not 6. observes safety
PE6GS-Ib-h-3
limited to the above precautions
listed activities 7. executes the different
skills involved in the PE6GS-Ic-h-4
game
participation in physical PE6PF-Ib-h-19
activities
respect for others and
fair play during PE6PF-Ib-h-20
activities
related fitness PE6PF-Ia-21
components
improvement PE6PF-Ib-h-22
PERFORMANCE

Assessment of The learner . . . The learner . . . 12. describes the
physical Philippines physical PE6PF-IIa-16
activities and demonstrates participates and activity pyramid
participation in and in physical activities. PE6PF-IIa-17
for fitness
assessment of physical
Invasion games assesses physical 14. assesses regularly
activities and physical
(agawan base, fitness participation in physical
fitness
lawin at sisiw, activities based on the PE6PF-IIb-h-18
agawan panyo) Philippines physical
activity pyramid
schools
15. explains the
Note: Games are nature/background of PE6GS-IIb-1
not limited to the the games
above listed 16. describes the skills
activities PE6GS-IIb-2
17. observes safety
PE6GS-IIb-h-3
precautions
skills involved in the PE6GS-IIc-h-4
game
participation in physical PE6PF-IIb-h-19
activities
respect for others and
fair play during PE6PF-IIb-h-20
activities
related fitness PE6PF-IIa-21
components
improvement
PE6PF-IIb-h-22
PERFORMANCE

physical Philippines physical PE6PF-IIIa-16
activities and activity pyramid
schools
physical fitness demonstrates participates and 24. explains the indicators
PE6PF-IIIa-17
understanding of assesses performance for fitness
Folk (Itik-itik for participation and in physical activities.
25. assesses regularly
girls and assessment of physical
Maglalatik for activity and physical assesses physical
activities based on the PE6PF-IIIb-h-18
boys), fitness fitness
Philippines physical
indigenous,
activity pyramid
ethnic,
traditional and 26. explains the
creative dances nature/background of PE6RD-IIIb-1
the dance
Note: Dances 27. describes the skills
available in the PE6RD-IIIb-2
involved in the dance
area can be
28. observes safety
selected. PE6RD-IIIb-h-3
precautions
skills involved in the PE6RD-IIIc-h-4
dance
participation in physical PE6PF-IIIb-h-19
activities
respect for others
PE6PF-IIIb-h-20
during participation in
physical activities
related fitness PE6PF-IIIa-21
components
improvement
PE6PF-IIIb-h-22

schools
PERFORMANCE

physical Philippines physical PE6PF-IVa-16
activities and demonstrates participates and activity pyramid
participation and in physical activities. PE6PF-IVa-17
for fitness
Folk (Itik-itik for assessment of physical
girls and activity and physical assesses physical 36. assesses regularly
Maglalatik for fitness fitness participation in physical
boys), activities based on the PE6PF-IVb-h-18
indigenous, Philippines physical
ethnic, activity pyramid
traditional and
37. explains the
creative dances
nature/background of PE6RD-IVb-1
the dance
Note: Dances
available in the 38. describes the skills
PE6RD-IVb-2
area can be involved in the dance
selected. 39. observes safety
PE6RD-IVb-h-3
precautions
skills involved in the PE6RD-IVc-h-4
dance
participation in physical PE6PF-IVb-h-19
activities
respect for others
PE6PF-IVb-h-20
during participation in
physical activities

schools
related fitness PE6PF-IVa-21
components
PE6PF-IVb-h-22
improvement
GRADE 7
CONTENT PERFORMANCE

Exercise Programs: The learner . . . The learner . . . The learner . . . OHSP PE 1 Q1 – module 1
1. undertakes physical activity
Training Guidelines, FITT demonstrates designs an and physical fitness PE7PF-Ia-h23
Principles understanding of individualized assessments
guidelines and exercise program 2. sets goals based on PE7PF-Ia24 OHSP PE 1 Q1 – module 1
Endurance, Muscle- and principles in to achieve assessment results
Bonestrengthening Activities: exercise program personal fitness 3. identifies training OHSP PE 1 Q1 – module 1
a. individual sports design to achieve
guidelines and FITT PE7PF-Ib25
personal fitness
1. running principles
2. rhythmic sportive 4. recognizes barriers(low OHSP PE 1 Q1 – module 1
gymnastics level of fitness, lack of PE7PF-Ib26
3. swimming skill and time) to exercise
b. dual sports PE7PF-Ic27 OHSP PE 1 Q1 – module 1
5. prepares an exercise
1. badminton
program

schools
2. table tennis 1. OHSP PE 1 Q2 module1
3. tennis 2. OHSP PE 1 Q2 module2
c. combative sports 3. OHSP PE 1 Q2 module3
1. arnis(anyo) 4. OHSP PE 1 Q3 module 1
2. taekwondo(poomsae) 5. Enjoy Life with P.E and Health II.
3. karate(kata) Darilag, Agripino G. et.al 2012. P.
69.*
Note: Activities dependent on 6. EdukasyongPangkatawan,Kalusugan
teacher capability and school at Musika III. Adriano, Celia T.
resources. 6. describes the nature and et.al. 1999. Pp. 73-74.90.*
background of the sport PE7GS-Id-5
Kalusugan at Musika I. Abejo, Mary
Placid. Et.al. DepEd. 1994. Pp. 164.
173. 181-182.268
7. executes the skills 1. OHSP PE 1 Q2 module1
involved in the sport 2. OHSP PE 1 Q2 module2
PE7GS-Idh-4 3. OHSP PE 1 Q2 module3
4. OHSP PE 1 Q3 module 1
CONTENT PERFORMANCE
5. Enjoy Life with P.E and Health II.

Exercise Programs: The learner . . . The learner . . . Darilag, Agripino G. et.al. 2012. pp.
72-73.*
Training Guidelines, FITT demonstrates designs an 6. EdukasyongPangkatawan,
Principles understanding of individualized Kalusugan at Musika I. Abejo, Mary
guidelines and exercise program Placid. et.al. DepEd. 1994. Pp.
Endurance, Muscle- and principles in to achieve 166170. 175-178. 183-185. 269-
Bonestrengthening Activities: exercise program personal fitness 285.
a. individual sports design to achieve
personal fitness 8. monitors periodically OHSP PE 1 Q1 – module 1
1. running PE7PF-Id-
one’s progress towards
2. rhythmic sportive h28
the fitness goals
gymnastics

schools
3. swimming 9. distinguishes from OHSP PE 1 Q1 – module 1
b. dual sports fallacies and
1. badminton misconceptions about the
PE7PF-Id29
2. table tennis physical activity
3. tennis participation
c. combative sports
1. arnis(anyo) 10. performs appropriate OHSP PE 1 Q1 – module 1
2. taekwondo(poomsae) first aid for sports-related
3. karate(kata) injuries (e.g.
PE7PF-Id30
cramps,sprain, heat
Note: Activities dependent on exhaustion)
teacher capability and school
resources. 11. assumes responsibility OHSP PE 1 Q1 – module 1
PE7PF-Id-
for achieving personal
h31
fitness
12. keeps the importance of OHSP PE 1 Q1 – module 1
PE7PF-Id-
winning and losing in
h32
perspective
Exercise Programs: The learner . . . The learner . . . 13. undertakes physical OHSP PE 1 Q1 – module 1
PE7PF-IIah-
23
Training Guidelines, FITT demonstrates modifies the fitness assessments
Principles understanding of individualized 14. reviews goals based on OHSP PE 1 Q1 – module 1
guidelines and exercise program assessment results PE7PF-IIa24
Endurance, Muscle- and Bone- principles in to achieve
CONTENT PERFORMANCE
strengthening Activities: exercise program personal fitness 15. addresses barriers (low OHSP PE 1 Q1 – module 1
a. individual sports design to achieve level of fitness, lack of PE7PF-IIb33
1. running personal fitness skill and time) to exercise

schools
2. rhythmic sportive 1. OHSP PE 1 Q2 module1
gymnastics 2. OHSP PE 1 Q2 module2
3. swimming 3. OHSP PE 1 Q2 module3
4. OHSP PE 1 Q3 module1
b. dual sports 5. Enjoy Life with P.E and Health II.
1. badminton Darilag, Agripino G. et.al. 2012. P.
2. table tennis 16. describes the nature and 69.*
PE7GS-IId5 6. Edukasyong Pangkatawan,
3. tennis background of the sport
Kalusugan at Musika III. Adriano,
c. combative sports Celia T. et.al. 1999. Pp. 73-74. 90.*
7. Edukasyong Pangkatawan,
1. arnis(anyo)
2. taekwondo(poomsae) Kalusugan at Musika I. Abejo, Mary
3. karate(kata) Placid. et.al.DepEd. 1994. Pp. 164.
Note: Activities dependent on 173. 181-182. 268
teacher capability and school
OHSP PE 1 Q2 module1
resources. 1.
2.
3.
4.
Enjoy Life with P.E and Health II.
5.
17. executes the skills PE7GS-IIdh- Darilag, Agripino G. et.al. 2012. pp.
involved in the sport 4 72-73.*
6. Edukasyong Pangkatwan,
Kalusugan at Musika I. Abejo, Mary
Placid. et.al. DepEd. 1994. Pp. 166-
170. 175-178. 183-185. 269-285
18. monitors periodically OHSP PE 1 Q1 – module 1
PE7PF-IIdh-
28
the fitness goals
19. performs appropriate OHSP PE 1 Q1 – module 1
first aid for sports-related PE7PF-IId30
injuries
(e.g.cramps,sprain, heat

schools
CONTENT PERFORMANCE
exhaustion)
20. assumes responsibility for PE7PF-IIdh- OHSP PE 1 Q1 – module 1

achieving personal fitness 31
PE7PF-IIdh-
winning and losing in
32
perspective
Exercise Programs: The learner . . . The learner . . . 22. undertakes physical OHSP PE 1 Q1 – module 1
PE7PF-
IIIah-23
Training Guidelines, FITT demonstrates demonstrates fitness assessments
Principles understanding of understanding of 23. reviews goals based on PE7PF- OHSP PE 1 Q1 – module 1
guidelines and guidelines and
assessment results IIIa34
Endurance, Muscle- and principles in principles in
exercise program exercise program 24. addresses barriers (low OHSP PE 1 Q1 – module 1
Bonestrengthening Activities: PE7PF-
design to achieve design to achieve level of fitness, lack of
IIIb33
personal fitness personal fitness skill and time) to exercise
Folk (Tinikling)/
indigenous, ethnic, traditional/ 25. describes the nature and PE7RD- OHSP PE 1 Q 4 – module 1
festival dance background of the dance IIId-1
26. executes the skills PE7RD- OHSP PE 1 Q 4 – module 1
involved in the dance IIId-h-4
Note: Dances available in 27. monitors periodically OHSP PE 1 Q1 – module 1
the area can be selected. PE7PF-
IIIdh-28
the fitness goals
first aid for dance-related
PE7PF-
injuries (e.g.
IIId30
cramps,sprain, heat
exhaustion)
29. assumes responsibility for PE7PF- OHSP PE 1 Q1 – module 1
achieving personal fitness IIIdh-31

schools
winning and losing in PE7PF-
perspective IIIdh-32
CONTENT PERFORMANCE

Exercise Programs: The learner . . . 31. undertakes physical OHSP PE 1 Q1 – module 1
The learner . . . PE7PF-
IVah-23
Training Guidelines, FITT modifies the fitness assessments
Principles demonstrates individualized 32. reviews goals based on PE7PF- OHSP PE 1 Q1 – module 1
understanding of exercise program assessment results IVa34
Endurance, Muscle- and guidelines and to achieve
33. addresses barriers (low OHSP PE 1 Q1 – module 1
Bonestrengthening Activities: principles in personal fitness PE7PF-
exercise program level of fitness, lack of
IVb33
design to achieve skill and time) to exercise
Folk (Tinikling)/
personal fitness 34. describes the nature and PE7RD-IVc- OHSP PE 1 Q 4 – module 1
indigenous, ethnic, traditional/
background of the dance 1
festival dance
35. executes the skills PE7RD-IVd- OHSP PE 1 Q 4 – module 1
involved in the dance h-4
Note: Dances available in
36. monitors periodically OHSP PE 1 Q1 – module 1
the area can be selected. PE7PF-
IVdh-28
the fitness goals
first aid for dance-related
PE7PF-
injuries (e.g.
IVd30
cramps,sprain, heat
exhaustion)

schools
38. analyzes the effect of OHSP PE 1 Q1 – module 1
exercise and physical PE7PF-
activity participation on IVh35
fitness
39. assumes responsibility for PE7PF- OHSP PE 1 Q1 – module 1
achieving personal fitness IVdh-31
OHSP PE 1 Q1 – module 1
40. keeps the importance of PE7PF-

winning and losing in IVdh-32
perspective
GRADE 8
CONTENT PERFORMANCE
FIRST QUARTER/ FIRST GRADING

Exercise Programs: The learner . . . The learner . . . The learner. . . OHSP PE 1 Q1 – module 1
1. undertakes physical activity
PE8PF-Ia-h-23
Training Guidelines, demonstrates designs a physical and physical fitness
FITT Principles understanding of activity program for assessments
guidelines and the family/school 2. conducts physical activity and OHSP PE 1 Q1 – module 1
Endurance, Muscle- and principles in peers to achieve
physical fitness assessments PE8PF-Ib -36
Bone-strengthening exercise program fitness
of family/school peers
Activities: design to achieve
fitness 3. sets goals based on OHSP PE 1 Q1 – module 1
team sports (basketball, PE8PF-Ia-24
volleyball, assessment results
football/futsal, goalball,
4. identifies training guidelines OHSP PE 1 Q1 – module 1 p.13
softball, baseball) PE8PF-Ib-25
and FITT principles

schools
5. recognizes barriers (low level OHSP PE 1 Q1 – module 1
of fitness, lack of skill and PE8PF-Ib-26
Note: Activities time) to exercise
dependent on teacher 6. prepares a physical activity OHSP PE 1 Q1 – module 1
capability and school PE8PF-Ic-27
program
resources.
1. EASE PE - module 5 p.4.
2. Enjoy Life with P.E and Health
II. Darilag, Agripano G. et.al.
7. describes the nature and 2012. pp. 87-97. 110-118.*
PE8GS-Id-1
background of the sport 3. Edukasyong Pangkatawan,
Adriano, Celia T. et.al. 1999.
pp. 102-114. 123-124.*
1. EASE PE - module 5 pp.9-13
2. Life with P.E and Health II.
Darilag, Agripino G. et.al. 2012.
8. executes the skills involved in pp. 88-94.*
PE8GS-Id-h-4
the sport
CONTENT PERFORMANCE
1. OHSP PE 1 Q1 – module 1
Exercise Programs: The learner . . . 2. Enjoy Life with P.E and Health
II. Darilag, Agripino G. et.al.
Training Guidelines, designs a physical 9. monitors periodically progress PE8PF-Id-h-28 2012. pp. 162-166.*
FITT Principles activity program for towards the fitness goals 3. Edukasyong Pangkatawan,
the family/school Kalusugan at Musika III.
Endurance, Muscle- and peers to achieve Adriano, Celia T. et.al. 1999.
Bone-strengthening fitness pp. 9-10.*
Activities: 10. distinguishes facts from OHSP PE 1 Q1 – module 1
team sports (basketball, fallacies and misconceptions PE8PF-Id-29
volleyball,

schools
football/futsal, goalball, about physical activity
softball, baseball) participation
Note: Activities 1. OHSP PE 1 Q1 – module 1

dependent on teacher 2. Enjoy Life with P.E and Health
capability and school 11. performs appropriate first aid III. Darilag, Agripino G. et.al.
resources. for injuries and emergency 2012. pp. 212-232.*
PE8PF-Id-30
situations in physical activity 3. EdukasyongPangkatawan,
and sport settings Kalusugan at Musika I. DepEd.
Abejo, Mary Placid. et.al. 1994.
P. 52
12. assumes responsibility for OHSP PE 1 Q1 – module 1
PE8PF-Id-h-31
achieving fitness
13. displays tolerance and PE8PF-Id-h-37

acceptance of individuals
with varying skills and
abilities
CONTENT PERFORMANCE

schools
Exercise Programs: The learner . . . The learner . . . 14. undertakes physical activity OHSP PE 1 Q1 – module 1
and physical fitness PE8PF-Iia-h-23
Training Guidelines, demonstrates 45odifies physical assessments
FITT Principles understanding of activity program for 15. conducts physical activity and OHSP PE 1 Q1 – module 1
guidelines and the family/school physical fitness assessments PE8PF-Iia-36
of family/school peers
Bone-strengthening exercise program fitness
design to achieve 16. sets goals based on OHSP PE 1 Q1 – module 1
Activities: PE8PF-Iib-24
fitness assessment results
team sports (basketball,
volleyball, 17. recognizes barriers (low level OHSP PE 1 Q1 – module 1
football/futsal, goalball, of fitness, lack of skill and PE8PF-Iid-h-26
softball, baseball) time) to exercise
18. prepares a physical activity OHSP PE 1 Q1 – module 1
PE8PF-Iic-27
program
Note: Activities
1. EASE PE - module 5 p.4.
dependent on teacher
capability and school 19. describes the nature and 2. Enjoy Life with P.E and Health
PE8GS-Iic-1
resources. background of the sport II. Darilag, Agripino G. et.al.
2012. Pp. 87-97. 110-118.*
20. executes the skills involved in EASE PE - module 5 pp.9-13
PE8GS-IId-h-4
the sport
21. monitors periodically progress 2012. pp. 162-166.*
PE8PF-IId-h-28
towards the fitness goals 3. EdukasyongPangkatawan,
pp. 9-10.*
22. distinguishes facts from OHSP PE 1 Q1 – module 1
fallacies and misconceptions
PE8PF-IId-29
about physical activity
participation

schools
23. performs appropriate first aid
for injuries and emergency
PE8PF-IId-30 II. Darilag, Agripino G. et.al.
situations in physical activity
2012. pp. 212-232.*
and sport settings
CONTENT PERFORMANCE
Kalusugan at Musika I. DepEd.

Abejo, Mary Placid. 1994. p. 52
PE8PF-IId-h-31
achieving fitness
25. displays tolerance and OHSP PE 1 Q1 – module 1
acceptance of individuals
PE8PF-IId-h-37
abilities
Exercise Programs: The learner . . . The learner . . . 26. undertakes physical activity OHSP PE 1 Q1 – module 1
and physical fitness PE8PF-IIIa-h-23
Training Guidelines, demonstrates Modifies a physical assessments
FITT Principles understanding of activity program for 27. reviews goals based on OHSP PE 1 Q1 – module 1
guidelines and the family/school PE8PF-IIIa-34
assessment results
exercise program fitness 28. addresses barriers (low level OHSP PE 1 Q1 – module 1
Bone-strengthening
design to achieve of fitness, lack of skill and PE8PF-IIIb-33
Activities:
fitness time) to exercise
1. EASE PE - module 5
team sports (basketball, 2. Enjoy Life with P.E and Health II.
volleyball, Darilag, Agripino G. et.al.
football/futsal, goalball, 29. describes the nature and 2012. pp. 87-97. 110-118.*
PE8GS-IIIc-1
softball, baseball) background of the sport 3. EdukasyongPangkatawan,
pp. 102-114. 123-124.*

schools
Note: Activities 30. executes the skills involved in EASE PE - module 5
PE8GS-IIId-h-4
dependent on teacher the sport
capability and school 1. OHSP PE 1 Q1 – module 1
resources.
2. Enjoy life with P.E and Health
31. monitors periodically one’s
2012. pp. 162-166.*
progress towards the fitness PE8PF-IIId-h-28
goals 3. Edukasyong Pangkatawan,
kalusugan at Musika III.
pp. 9-10.*
32. performs appropriate first aid 1. OHSP PE 1 Q1 – module 1
PE8PF-IIId-30
for sport-related injuries 2. Enjoy Life with P.E and Health
CONTENT PERFORMANCE
The learner . . . (cramps,sprain, heat II. Darilag, Agripino G. et.al.

Exercise Programs: The learner . . . exhaustion) 2012. pp. 212-232.*
Modifies a physical 3. EdukasyongPangkatawan,
Training Guidelines, demonstrates activity program for Kalusugan at Musika I. DepEd.
FITT Principles understanding of the family/school Abejo, Mary Placid. et.al. 1994.
guidelines and peers to achieve p. 52
Endurance, Muscle- and principles in fitness
exercise program PE8PF-IIId-h-31
achieving fitness

schools
Bone-strengthening design to achieve OHSP PE 1 Q1 – module 1
Activities: fitness
team sports (basketball,

volleyball,
34. displays tolerance and
football/futsal, goalball,
softball, baseball) acceptance of individuals
PE8PF-IIId-h-37
abilities
Note: Activities
dependent on teacher
capability and school
resources.

Exercise Programs: The learner . . . The learner . . . 35. undertakes physical activity PE8PF-IVa-h-23 OHSP PE 1 Q1 – module 1
and physical fitness
Training Guidelines, demonstrates modifiesna physical assessments
FITT Principles understanding of activity program for 36. reviews goals based on OHSP PE 1 Q1 – module 1
guidelines and the family/school PE8PF-IVa-34
assessment results
exercise program fitness 37. addresses barriers (low level OHSP PE 1 Q1 – module 1
Bone-strengthening
design to achieve of fitness, lack of skill and PE8PF-IVb-33
Activities:
fitness time) to exercise
Folk Dances with Asian 1. OHSP PE 1 Q4
Influences (Pangalay, 2. Enjoy Life with P.E and Health
Sakuting, Sua-ku-sua, 38. describes the nature and II. Darilag, Agripino G. et.al.
PE8RD-IVc-1
Binislakan) background of the dance 2012. pp. 143-151.*
CONTENT PERFORMANCE
39. executes the skills involved in OHSP PE 1 Q4

PE8RD-IVd-h-4
The learner . . . The learner . . . the dance

schools
Note: Dances 40. monitors periodically one’s OHSP PE 1 Q1 – module 1
available in the area demonstrates Modifies a physical progress towards the fitness PE8PF-IVd-h-28
can be selected. understanding of activity program for goals
guidelines and the family/school
41. performs appropriate first aid OHSP PE 1 Q1 – module 1
principles in peers to achieve
for injuries and emergency
exercise program fitness
situations in dance (cramps, PE8PF-IVd-30
design to achieve
fitness sprain, heat exhaustion,
dehydration)
42. analyzes the effect of exercise OHSP PE 1 Q1 – module 1
and physical activity PE8PF-IVh-35
participation on fitness
43. assumes responsibility for PE8PF-IVd-h-31 OHSP PE 1 Q1 – module 1
achieving fitness
44. exerts best effort to achieve OHSP PE 1 Q1 – module 1

PE8PF-IVd-h-38
positive feeling about self and
others

schools
GRADE 9
CONTENT PERFORMANCE

Lifestyle and Weight The learner . . . The learner . . . The learner . . . OHSP PE 1 Q1 – module 1
Management (physical 1. undertakes physical activity
activity and eating habits) demonstrates maintains an active and physical fitness PE9PF-Ia-h-23
understanding of lifestyle to influence assessments
lifestyle and weight the physical activity
2. assesses eating habits based OHSP PE 1 Q1 – module 1
management to participation of the
on the Philippine Food PE9PF-Ia-39
promote community
Pyramid/My Food Plate
Sports Officiating community fitness
practices healthy 3. determines risk OHSP PE 1 Q1 – module 1
eating habits that factors(obesity, physical
support an active inactivity, poor nutrition,
lifestyle smoking) for major non
PE9PF-Ia-40
communicable diseases
lifestyle-related (e.g.
diabetes, heart disease,
stroke, cancer)
2. OHSP PE 1 Q2 - modules
1 3. OHSP PE 1 Q2 - modules 2
4. officiates pratice and 4. OHSP PE 1 Q2 - modules 3
PE9GS-Ib-h-5
competitive games 5. EdukasyongPangkatawan,
Pp. 101-124.*
5. distinguishes facts from myths OHSP PE 1 Q1 – module 1
PE9PF-Ia-29
and misinformation
associated with eating habits

schools
6. monitors periodicallyone’s II. Darilag, Agripino G. et.al.
progress towards the fitness PE9PF-Ib-h-28 2012. Pp. 162-166.*
goals
CONTENT PERFORMANCE
Pp. 9-10.*
Lifestyle and Weight The learner . . . The learner . . . 1. OHSP PE 1 Q1 – module 1

Management (physical 7. performs appropriate first aid 2. Enjoy Life with P.E and Health.
activity and eating habits) demonstrates maintains an active for injuries and emergency Darilag, Agripino G. et.al.
understanding of lifestyle to influence situations in physical activity PE9PF-Ib-30 2012. Pp. 212-232.*
lifestyle and weight the physical activity and sports settings (e.g. 3. EdukasyongPangkatawan,
management to participation of the cramps,sprain, heat Kalusugan at Musika I. Abejo,
promote community exhaustion) Mary Placid. et.al. DepEd.
Sports Officiating community fitness 1994. P. 52
practices healthy
8. involves oneself in community OHSP PE 1 Q1 – module 1
eating habits that
service through sports
support an active PE9PF-Ie-h-41
officiating and physical activity
lifestyle
programs
9. recognizes the needs of others in PE9PF-Ie-h-42 OHSP PE 1 Q1 – module 1

real life and in meaningful ways
Social (community The learner . . . The learner . . . 10. undertakes physical activity OHSP PE 1 Q1 – module 1
PE9PF-IIa-h-23
dance, mixers, festival) and physical fitness
and Ballroom dances demonstrates maintains an active assessments
(Cha-cha, rock and roll) understanding of lifestyle to influence 11. assesses eating habits based on OHSP PE 1 Q1 – module 1
the physical activity PE9PF-IIa-39
the Philippine Food
Pyramid/MyFoodPlate
schools
lifestyle and weight participation of the 12. determines risk factors related OHSP PE 1 Q1 – module 1
management to community to lifestyle diseases (obesity, PE9PF-IIa-40
promote diabetes, heart disease)
community fitness practices healthy
eating habits that 13. distinguishes facts from myths OHSP PE 1 Q1 – module 1
support an active and misinformation PE9PF-IIb-29
lifestyle associated with eating habits
Kalusugan at Musika IV.
14. describes the nature and Buenviaje, Paz. et.al. DepEd.
PE9RD-IIb-1
background of the dance 1992. Pp. 49. 52. 54. 56. 63.
64. 68. 71. 73.
CONTENT PERFORMANCE
3. Edukasongpangkatawan,
Social (community The learner . . . The learner . . . Kalusugan at Musika IV.
dance, mixers, festival) Sacdalan, Guinevere. et.al.
and Ballroom dances demonstrates maintains an active 1999. pp. 37. 42. 44. 49. 51.
(Cha-cha, rock and roll) understanding of lifestyle to influence 55.*
lifestyle and weight the physical activity OHSP PE 1 Q4 – module 1
management to participation of the
15. executes the skills involved in
promote community PE9RD-IIb-h-4
the dance
community fitness
practices healthy
eating habits that 16. monitors periodically one’s OHSP PE 1 Q1 – module 1
support an active progress towards the fitness PE9PF-IIb-h-28
goals

schools
lifestyle 17. performs appropriate first aid for OHSP PE 1 Q1 – module 1
injuries and emergency
and dance settings PE9PF-IIb-h-30
(cramps,sprain, heat
exhaustion)
18. involves oneself in community OHSP PE 1 Q1 – module 1
service through dance activities PE9PF-IIg-h-41
in the community
19. recognizes the needs of others OHSP PE 1 Q1 – module 1
in real life and in meaningful PE9PF-IIa-h-42
ways
Social (community The learner . . . The learner . . . 20. undertakes physical activity and OHSP PE 1 Q1 – module 1
dance, mixers, festival) physical fitness assessments PE9PF-IIIa-h23
and Ballroom dances demonstrates maintains an active
(Cha-cha, rock and roll) understanding of lifestyle to influence 21. assesses eating habits based on OHSP PE 1 Q1 – module 1
lifestyle and weight the physical activity the Philippine Food PE9PF-IIIa-39
management to participation of the Pyramid/MyFoodPlate
promote community
community fitness 22. determines risk factors related OHSP PE 1 Q1 – module 1
to lifestyle diseases (obesity, PE9PF-IIIa-40
practices healthy
diabetes, heart disease)
eating habits that
CONTENT PERFORMANCE
support an active 23. distinguishes facts from myths OHSP PE 1 Q1 – module 1

lifestyle and misinformation associated PE9PF-IIIb-29
with eating habits

schools
Social (community The learner . . . The learner . . . 1. OHSP PE 1 Q4 – module 1
dance, mixers, festival) 2. EdukasyongPangkatawan,
and Ballroom dances demonstrates maintains an active Kalusugan at Musika IV.
(Cha-cha, rock and roll) understanding of lifestyle to influence Buenviaje, Paz. et.al. DepEd.
lifestyle and weight the physical activity 1992. Pp. 49. 52. 54. 56.. 63.
24. describes the nature and
management to participation of the PE9RD-IIIb-1 64. 68. 71. 73.
promote background of the dance
community 3. EdukasyongPangkatawan,
community fitness Kalusugan at Musika IV.
practices healthy Sacdalan, Guinevere I. et.al.
eating habits that 1999. Pp. 37. 42. 44. 49. 51.
support an active 55.*
lifestyle OHSP PE 1 Q4 – module 1
25. executes the skills involved in
PE9RD-IIIb-h-4
the dance
26. monitors periodically one’s
progress towards the fitness PE9PF-IIIb-h28
goals
27. performs appropriate first aid for OHSP PE 1 Q1 – module 1

injuries and emergency
PE9PF-IIIb-h30
and dance settings
(cramps,sprain, heat
exhaustion)
28. involves oneself in community PE9PF-IIIg-h41

service through dance activities
in the community

schools
CONTENT PERFORMANCE
29. recognizes the needs of others
in real life and in meaningful PE9PF-IIIa-h42
ways
Active Recreation The learner . . . The learner . . . 1. EASE PE - module 2

a. Indoor 2. EASE PE - module 5
30. discusses the nature and
1.individual and demonstrates maintains an active 3. OHSP PE 1 Q1 – module 1
background of indoor and PE9GS-IVa-6
dual sports 2. understanding of lifestyle to influence 4. OHSP PE 1 Q2 – module 1
team sports lifestyle and weight the physical activity outdoor recreational activities
3. dances management to participation of the 6. OHSP PE 1 Q2 – module 3
promote community
community fitness 1. EASE PE - module 2
b. Out door
1. Hiking practices healthy
eating habits that 3. OHSP PE 1 Q1 – module 1
2. Camping OHSP PE 1 Q2 – module 1
support an active 31. participates in active recreation PE9GS-IVb-h-7 4.
3. Orienteering 5. OHSP PE 1 Q2 – module 2
lifestyle
4. Biking 6. OHSP PE 1 Q2 – module 3
7. OHSP PE 1 Q3 - module 1
Note: Activities not
32. advocates community efforts OHSP PE 1 Q1 – module 1
limited to the above list
to increase participation in
PE9PF-IVb-h-43
physical activities and
improve nutrition practices
33. practices environmental ethics OHSP PE 1 Q1 – module 1
(e.g Leave No Trace) during
PE9PF-IVb-h-44
participation in recreational
activities of the community

schools
GRADE 10
CONTENT PERFORMANCE

Lifestyle and Weight The learner . . . The learner . . . 1. OHSP PE 1 Q1 – module 1
Management (physical 2. Edukasyong Pangkatawan,
activity and eating habits) demonstrates maintains an active Kalusugan at Musika III. Adriano,
understanding of lifestyle to influence Celia T. et.al. 1999. pp. 19-25.*
lifestyle and the physical activity The learner . . .
weight participation of the 1. assesses physical activity, Kalusugan at Musika I. DepEd.
Active Recreation
management to community and exercise and eating habits PE10PF-Ia-h39
(sports) Abejo, Mary Placid. et.al. 1994. pp.
promote societal society 76-80
fitness
Suggested activities 4. Enjoy life with P.E and Health II.
practices healthy
Darilag, Agripino G. et.al. 2012. pp.
eating habits that
1. individual and dual 40-45.*
support an active
sports 2. determines risk factors related OHSP PE 1 Q1 – module 1
lifestyle
2. team sports to lifestyle diseases (obesity, PE10PF-Ia-40
3. fitness activities diabetes, heart disease)
(strength training,
running and walking 1. OHSP PE 1 Q1 – module 1
3. engages in moderate to
for fitness, yoga, 2. OHSP PE 1 Q2 – module 1
vigorous physical activities
group exercises) PE10PF-Ib-h45 3. OHSP PE 1 Q2 – module 2
for at least 60 minutes a day
in and out of school

schools
4. applies correct techniques to 4. OHSP PE 1 Q2 – module 1
minimize risk of injuries PE10PF-Ib-h56 5. OHSP PE 1 Q2 – module 2
5. analyzes the effects of media OHSP PE 1 Q1 – module 1

and technology on fitness PE10PF-Ib-46
and physical activity
6. critiques (verifies and validates) OHSP PE 1 Q1 – module 1
media information on fitness PE10PF-Ib-47
and physical
CONTENT PERFORMANCE
activity issues
7. expresses a sense of purpose and OHSP PE 1 Q1 – module 1

belongingness by participating
in physical activity-related PE10PF-Ib-h48
community services and
programs
Lifestyle and Weight The The learner 8. assesses physical activities, PE10PF-IIa-h39 OHSP PE 1 Q1 – module 1
Management (physical learner ... ... exercises and eating habits
activity and eating habits) 9. determines risk factors related OHSP PE 1 Q1 – module 1
demonstrates maintains an active to lifestyle diseases (obesity, PE10PF-IIa40
Active Recreation understanding of lifestyle to influence diabetes, heart disease)
the physical activity

schools
(sports) lifestyle and participation of the 1. EASE PE - module 2
weight community and 2. EASE PE - module 5
management to 10. engages in moderate to
Suggested activities society 3. OHSP PE 1 Q1 – module 1
promote societal vigorous physical activities for
PE10PF-IIc-h45 4. OHSP PE 1 Q2 – module 1
fitness practices healthy at least 60 minutes a day in
1. individual and dual 5. OHSP PE 1 Q2 – module 2
eating habits that and out of school
sports 6. OHSP PE 1 Q2 – module 3
2. teams sports support an active 7. OHSP PE 1 Q3 – module 1
3. fitness activities lifestyle 1. EASE PE - module 2
(strength training, 2. EASE PE - module 5
running and walking for 3. OHSP PE 1 Q1 – module 1
fitness, yoga, group 4. OHSP PE 1 Q2 – module 1
exercises) 11. applies correct techniques to
minimize risk of injuries PE10PF-IIc-h56
12. analyzes the effects of media OHSP PE 1 Q1 – module 1

and technology on fitness PE10PF-IIb46
13. critiques (verifies and OHSP PE 1 Q1 – module 1
validates) media information
PE10PF-IIb47
on fitness and physical
activity issues
14. expresses a sense of purpose OHSP PE 1 Q1 – module 1
and belongingness by PE10PF-IIc-h48
participating in physical
CONTENT PERFORMANCE
activity-related community
services and programs
Other Dance Forms The The learner 15. assesses physical activities, PE10PF-IIIah- OHSP PE 1 Q1 – module 1
learner ... ... exercises and eating habits 39

schools
(Hip-hop, Street dance, 16. determines risk factors related OHSP PE 1 Q1 – module 1
Cheer dance, Contemporary demonstrates maintains an active to lifestyle diseases (obesity, PE10PF-IIIa40
dance) understanding of lifestyle to influence diabetes, heart disease)
lifestyle and the physical activity
weight participation of the 17. engages in moderate to OHSP PE 1 Q4 – module 1
management to community and vigorous physical activities PE10PF-IIIch-
promote societal society for at least 60 minutes a day 45
fitness
in and out of school
practices healthy
eating habits that 18. applies correct techniques to PE10PF-IIIch- OHSP PE 1 Q4 – module 1
support an active minimize risk of injuries 56
lifestyle 19. analyzes the effects of media OHSP PE 1 Q1 – module 1
and technology on fitness PE10PF-IIIb46
PE10PF-IIIb47
activity issues
21. expresses a sense of purpose OHSP PE 1 Q1 – module 1
and belongingness by
PE10PF-IIIch-
participating in physical
48
activity-related community
services and programs
22. recognizes the needs of others OHSP PE 1 Q1 – module 1
PE10PF-IIIch-
in real life and in meaningful
49
ways
Other Dance Forms The The learner ... 23. assesses physical activities, PE10PF-IVah- OHSP PE 1 Q1 – module 1
(Hip-hop, Street dance, learner ... exercises and eating habits 39
Cheer dance, Contemporary maintains an active 24. determines risk factors OHSP PE 1 Q1 – module 1
dance) demonstrates lifestyle to influence related to lifestyle diseases
understanding of the physical activity PE10PF-IVa40
(obesity, diabetes, heart
lifestyle and participation of the disease)

schools
CONTENT PERFORMANCE
weight community and 25. engages in moderate to OHSP PE 1 Q4 – module 1

management to society vigorous physical activities PE10PF-IVc-
promote societal for at least 60 minutes a day h45
Other Dance Forms fitness practices healthy in and out of school
(Hip-hop, Street dance, eating habits that
26. applies correct techniques to PE10PF-IVc- OHSP PE 1 Q4 – module 1
Cheer dance, Contemporary support an active
minimize risk of injuries h56
dance) lifestyle
27. analyzes the effects of OHSP PE 1 Q1 – module 1
media and technology on PE10PF-IVb46
fitness and physical activity

PE10PF-IVb47
activity issues
29. expresses a sense of OHSP PE 1 Q1 – module 1
purpose and belongingness PE10PF-IVc-
by participating in physical h48
activity-related
30. recognizes the needs of OHSP PE 1 Q1 – module 1

PE10PF-IIIch-
others in real life and in
49
meaningful ways

schools
GLOSSARY
Adherence Voluntary, self-regulated and sustained regular participation in exercise program
Negative state of arousal characterized by physical, mental and behavioural manifestations such unpleasant feeling, negative thoughts, excessive
Anxiety
sweating, biting of nails and fidgeting
Adults 18-65 years of age with no noticeable symptoms and have no significant disease or physical condition that prevents them from engaging
in physical activities.
Apparently healthy Children, adolescents, men less than 45 years, and women less than 55 years who have no symptoms of or known presence of heart disease or
individual major cardiovascular disease (CVD) risk factors.
Men 45 years or older and women 55 years or older who have no symptoms or known presence of heart disease and with less than two major
CVD risk factors.
Men 45 years or older and women 55 years or older who have no symptoms or known presence of heart disease and with two or more CVD risk
factors.
Arousal A state of being awake ranging from relaxed to frenzy.
Basic Life Support An emergency procedure that consists of recognizing respiratory or cardiac arrest or both and the proper application of CPR to maintain life until
(BLS) rescuer or advanced life support is available
Bend Movement that causes the formation of a curve.
Burnout Exhaustion and diminished interest resulting from long term-stress
Cohesion The tendency of a group to stick together and remain united in pursuit of a goal.
Collapse To fall down
Competition
This comprises of individuals and material resources where competition is held
environment

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Competition
environment Managing aspect of sports setting where competition is held (athletes and spectators, facilities and equipment, others)
management
The process of limiting the negative aspects of conflict while increasing the positive aspects of conflict thereby enhancing learning and outcomes
Conflict or performance.
management Handling conflict (formal protest, verbal disagreements, physical altercation, etc.) among athletes, parents, spectators and others before, during
or after the competition=
Cueing Verbal or physical signal provided in anticipation of a movement.
Is a kind of participation dance in a social dance setting that involves changing partners as an integral part. It allows dancer to meet new
Dance Mixers
partners and allow beginners to dance with more advanced dancers.
Deconditioning To lose fitness
GLOSSARY
Dehydration Excessive loss of body water with an accompanying disruption of metabolic processes
Directions refer to linear-forward and backward, lateral sideward and multidirectional movement
Disaster A sudden or serious disruption of life caused by nature or humans that creates or threatens to create injuries to a number of person or properties
Dynamic Flexibility is doing flexibility exercises while moving
Ethical behaviour Acting in ways that are consistent with one’s personal values and commonly held norms of the society.
Ethical standards Principles that promote values such as trust, good behaviour, fairness and kindness
Exercise program A carefully designed plan for improving health or fitness.
Feasibility
Assessment of how beneficial or practical the development of a particular system will be to an event.
assessment
First aid An immediate and temporary care given to a person who suddenly gets ill or injured
Flexibility Is the ability of a person to bend or stretch without hurting themselves.

schools
Flow Refers to smoothness of movement
Force Refers to light, lighter, lightest/strong, stronger and strongest
Gallop Feet face forward, step forward & close with the trail foot, step & close… (Same foot always leads).
Game statistics A metric of one’s game or competition performance in specific sports terms such as game point average, assists, errors, home runs, etc.
General space Is an unlimited area where you move from one place to another.
Group dynamics Behavioural and psychological processes which occur within a group
Head level dribbling It is dribbling the balloon the head level/head and waist in between.
Heat fatigue A heat exhaustion which is a milder form of heat-related illness that can occur after prolonged exposure to high temperature.
Heat stroke A life threatening condition with symptoms of high body temperature, rapid pulse and difficulty of breathing.
Hop Push off 1 foot, land on same foot. Vertical or horizontal
Hyperthermia An elevated body temperature due to failed thermoregulation that occurs when the body produces or absorbs more heat that it dissipates
Hypothermia A condition in which core temperature drops below the required temperature (37 0 C)for normal metabolism and body functions
GLOSSARY
Implements An instrument, tool, or utensil for accomplishing work.
Inclusion The principle of ensuring participation of all learners.
Indigenous game Is a native game in one place specially in a region or country
Jump Take off 1 or 2 feet, land on 2 feet. Vertical or horizontal
Knee level dribbling Is dribbling the ball on the knee level/below.
Kunday Literary means move the hands gracefully somewhat like a kumintang

schools
Lead-up games Is an organize game that can be used to improve the locomotor skills like catching and throwing/passing.
Leap Take off 1 foot, cover a large distance. Land on other foot. Use several running steps to lead into the leap
Levels Refer to high, Middle, and Low movements
Life skills Behaviours used appropriately and responsibly in the management of personal affairs
Location Refer to behind, infront, under, over, personal space, and general space
Luksong tinik Is an indigenous/native game played by three or more players using hand as tinik.
Manipulative skills Are done with the use of light implements. It is also a combination of locomotor and non-locomotor movements.
Motivational
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
Parameter A measurable factor of a set that defines a system.
PAR-Q Physical Activity Readiness Questionnaire
Performance Measures taken to perform better in sports or exercise.
GLOSSARY
enhancement

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Performance goal Specific personal standard unaffected by the performance of others
Person Refers to individual partners, group.
Personal best The highest performance achieved by an athlete expressed in quantitative terms (time, score, distance, etc.).
Personal or
Is a given space when you move in your fixed position.
selfspace
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
Planes Refer to a diagonal, horizontal, vertical, rotational
Preventive activities Activities that help avoid injuries
Promotional
A careful plan for spreading the word about a product or service to stakeholders and the broader public.
strategies
Psychological impact
Mental, emotional, or behavioural consequence.
Psychosocial Individual and social factors influencing participation, performance, adherence and well-being in sports and exercise
Pull Exert force on object to move it towards source of force
Punch Use forceful actions with various body parts – hands, feet knees, elbows.
Push Try to move away by pressure.
Recreation
Teaching sports and other related activities as leisure pursuits.
instruction
Rehabilitative
Activities designed to restore something to its former condition.
activities
Rhythmic routine Is an activity that helps us express our feeling to a person and the objects used.
Ring Is one of the many implements that can be used in rhythmic routines.

schools
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
GLOSSARY
Safety awareness Knowledge of safety issues and of potential hazards to reduce risk and threat to life
Self-efficacy Belief in one’s ability to complete a task or reach one’s goal.
Simulation The act of imitating the behaviour of some situation or process by means of something similar for the purpose of studying and training
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.
Stress Anything that poses threat or challenge to body and/or mind.
Stretch Extend the limbs or muscles, or the entire body.
Is a form of physical exercise in which a specific muscle or tendon (or muscle group) is deliberately fixed or stretched in order to improve the
Stretching
muscle’s felt elasticity and achieve comfortable muscle tone.
Sway Swing unsteadily; rock by moving back and forth sideways.
Swing Move or walk in a to and fro or swaying manner.
Is a dance which refers to a group of peasants who agree to work for each other one day each week to clear the forest, prepare the soil for
Tiklos
planting
Time Refers to slow, slower, slowest/fast, faster, fastest.
Tumbang Preso Is the game that will test your skills in running, walking, and dodging in slow and fast pace in varying directions.

schools
Turn Partial or full rotation of the body while shifting the base of support (spin to make yourself dizzy)
Twist Rotate body or body parts around a stationary base (twist upper body back and forth, keep feet still)
Waist level Is dribbling the ball on the waist level/waist and knee in between. Waist level
Walk Using the feet to advance the steps.
CODE BOOK LEGEND
Sample: PE2PF-IIa-h-14
LEGEND SAMPLE DOMAIN/ COMPONENT CODE
Learning Area and

Strand/ Subject or Physical Education
Specialization Body Management EL
First Entry PE2
Grade Level Grade 2
Movement Skills MS
Domain/Content/
Uppercase Letter/s
Component/ Topic
Physical Fitness PF
Physical Fitness PF
-

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Roman Numeral
Quarter Second Quarter II
*Zero if no specific quarter
Lowercase Letter/s
*Put a hyphen (-) in between Games and Sports GS
Week Week one to eight a-h
letters to indicate more than a
specific week
-
Observes correct posture

Rhythms and Dance RD
and body mechanics while
Arabic Number Competency 14
performing movement
activities
REFERENCES
Alejandro, Reynaldo, Philippine Dance, (New Manila: Vera-Reyes, Inc., 1978)
American Red Cross, Life Saving and Water Safety, (USA: Blakiston Sons and Co. Philadelphia., 1991)
Aquino, Francisca R. Dances for All Occasions. (Manila: National Bookstore, 1985)
Aquino, Francisca R. Foreign Folk Dances. (Manila: National Bookstore, 1987)
Aquino, Francisca R. Philippine Folk Dances Vols. I, II, III, IV, V and VI. (Manila: National Book Store, 1987)
Aquino, Gaudencio V. Effective Teaching, 3rded.(Manila: National Book Store, 2003)

schools
Austin, George. Swimming for Fitness. (London: London A and C Blad Co., 1994)
Balajadia-Ducut, Ruth M. and Pangilinan, Diana B. Manual of Standards for Research. (Manila: University of the Assumption Press, 2006)
Baum, Gartner T. Measurement for Evaluation in PE (USA: Boston Houghter Mifflin, 2000)
Borich, Gary D. Effective Teaching Methods. 5thed. (New Jersey: Pearson Education, Inc., 2004)
Bowe, Franl. Birth to five; Early Childhood Special Education: (New York: Delmar, 1995)
Brooks, George. Exercise Physiology. (USA: California Mayfield Publishing, 2000)
Brown, D. Dance and Choreography. (New York: Mamiston Publishing, D., 2008)
Bucher, Charles A., Foundations of Physical Education and Sports 12th edition. (USA: Mosby-Year Book, Inc., 1989)
Bucher, Charles and Krotee, March. Management of PE and Sport. (USA: Missouri Mosby Books, 1987)
Bush, Paul. All you wanted know about swimming. (New Delhi: New Down Press, 2007)
Butler, Richard J. Sports Psychology in Action. (England: Butterworth Heinemann Ltd., 1996)
Bureau of Secondary Education, Department of Education. Basic Education Curriculum. Pasig City, 2002.
Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum. Pasig City,
1991.
Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum. Pasig City,
1998.
Bureau of Secondary Education, Department of Education. Secondary Education Curriculum. Pasig City, 2010
Byl, John. Co-Educational Recreational Games. (USA: New York Human Kinetics, 2002)
Capon, Jack. Perceptual Motor Development. (USA: Belmont Ca. Fearon Pittman, 1975)

schools
Clarke, Mary Crisp Clement. History of Dance. (London: Obis Publishing, 1981)
Clement, Annie and Artman, Betty G. The Teaching of Physical Skills, (WCB Brown and Benchwork, 1996)
Corbin, Charles et. al., Concept on Fitness and Wellness. (USA: McGraw Hill Higher Education, 2003)
Danny, Sauder and Swalley Nina. Simulation and Games as Transition Change. (USA: John Hopkins University Press, 2000)
Dauer, Victor P. and Robert P. Pangrazi. Dynamic Physical Education for Children 9thed., (New York: Macmillan Publishing Company, 1989)
Diñoso, Clarita P. Gymnastic Book. (Quezon City: Rex Bookstore, 1982)
Dutta Pratik. Strategies on Games, tricky and practice. (USA: University of Toronto Press, 2004)
Eisner, Elliot W. The Educational Imagination, Our Design and Evaluation of School Program 3rd Edition, (New York: Macmillan, 1994)
Ellington, Henry and Gordon, Monica. Using Games and Simulations in the Classroom. (U.K.: Jen University, 1998)
Fajardo, Libertad V., Visayan Folk Dances Vols. I, (Manila: National Book Store, 1979)
Fajardo, Libertad V. See the World in Dances. (Manila: National Book Store, 1967)
Francis, M. C. Principles of Classroom Management. (New Jersey: Eaglewood Cliffs, Prentice Hall, 2006)
Gabao, Larry A., Dance with Me, (Manila: PNU Press, 2007)
Gallahue, David. and Ozmun, John. Understanding Motor Development 5th edition. (New York: Human Kinetics, 2002)
Garrett, William. Exercise and Sport Science. (Philadelphia USA: Lippincot and Williams Wilkins, 2000)
Gogningco, Leonor O., Dances of the Emerald Isles. (Quezon City: Ben Lor Publishing, 1980)
Gootman, Marilyn. Classroom Management. (New Jersey: Eaglewood Cliffs, Prentice Hall, 2008)

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Greenberg, Jerrold et. al., Physical Fitness and Wellness. (USA: Simon Schuster Co., 1995)
Hennessy, Betty F., Physical Education Source Book, (Illinois: Human Kinetics Champaign, 1996)
Henson, Mari. Game Filipino Children Used to Play, (Quezon City: Rex Publishing, 2001)
Hinson, Curt. Fitness for Children, (Champaign Illinois: Human Kinetics, 1995)
Hoeger, Sharon and Hoeger Werner. Principles and Labs for Fitness and Wellness. (Wadsworth, 2004)
Hoeger, Werner. Fitness and wellness 5th edition. (Callifornia: Mayfield Publishing, 2002)
Hutchinson, Walter. Customs of the World. (Delhi India: Reprint, 1984)
Jensen, Clayne R., Applied Kinesiology. (New York: McGraw Hill, 1977)
Johnson, Larry I. and Jack K. Nelson. Practical Measurement for Evaluation in Physical Education 4th Ed., (London, 1986)
Jonas, Gerald. The Power of Dance Around the World. (UK: BBC Books, 1992)
Katz, Jane Ed. D. Updated, Swimming for total fitness Dolphine Book. (New York, 1992)
Katz and Brunning , Swimming for Total Fitness. (New York: Doubleday Dell Publishing, 2003)
Kinchner, Glenn. Physical Education for Elementary School Children. (UK: W.C. Brown Publishers, 1992)
Klein, Hans T., The Arts of Interactive Teaching with cases, simulations, games and methods, (California: University of California Press, 2002)
Kogar, Sheila. Step by step: A complete movement education curriculum. (Champaign Illinois: Human Kinetics, 2004)
Kraus, Richard et. al.. History of Dance in Art and Education. (New Jersey: Eaglewood Cliffs, 1991)
Lee, Martin. Coaching Children in Sport Principles and Practice. (UK, 1993)
Lews, Rena et. al.. Teaching Special Students in the Mainstream. (Columbus , Ohio: Bell and Howell, 1983)

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McCornick, Brian. Crossover. The new model of youth basketball. (USA: Washington D.C., 2008)
Miller, David K., Measurement by the Physical Educator. (Virginia: McGraw-Hill, 2001)
Morris, Jim Stiehl. Changing Kids Games. (Human Kinetics, New York, 1999)
Nichols, Beverly. Moving and Learning. (USA: Von Heffman Press McGraw Hill, 1994)
Nixon, John E. and Ann Jewett, Introduction to Physical Education. (Philadelphia: Saundess Publishing, 1980)
Ornstein, Allan C., Strategies for Effective Teacher. (New York: Collins Publisher, 1990)
Pangrazi, Robert P. and Darst, Paul W.. Dynamic Physical Education Curriculum and Instruction for Secondary Students. (Minnesota: Burgess Co., 1985)
Ratey, John. The Revolutionary New Science of Exercise and the Brain. (New York: Little, Brown and Company, 2010)
Rosato, Frank. Fitness and Wellness. (USA: West Publishing, 1990)
Cultural Center of the Philippines. Sayaw: Dances of Phil. Islands Phil. Folk Dance Society Volume 1-7. (Pasay: Cultural Center of the Philippines, 2010)
Shaller, Bob. The Everything Kids Basketball 3rd Edition. (NY USA: F&W Media, Inc., 2009)
Shapiro, Sherry. Dance in the World of Change. (USA: Sheridan Books, 2008)
Smith – Autard, Jacqueline, Dance Composition. (London: AJ Black Limited, 1992)
Smith – Autard, Jacqueline, The Art of Dance in Education. (London: AJ Black Limited, 1992)
Snow, Donatelle, Wellness Choices for Health and Fitness. (San Francisco: Benjamin Cummings Publishing, 1995)
Sugar, S., Games that Boost Performance. (London: University Press, 2005)
Summers, Morris T., Sport Psychology. Theory and Application. (Singapore: John Wiley and Sons, 1995)

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Thomer, David. Swimming Steps to Success. (New York, USA: Human Kinetics, 2005)
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schools

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Republic of the Philippines

(Grade 1 to Grade 10)

K to 12 Basic Education Program: An Overview

The Curricular Philosophy of the K to 12 PE Curriculum

K to 12 Physical Education Curriculum Guide May 2016 Page 2 of 84

The K to 12 PE Curriculum prioritizes the following standards:

K to 12 Physical Education Curriculum Guide May 2016 Page 3 of 84

The program has five learning strands:

K to 12 Physical Education Curriculum Guide May 2016 Page 4 of 84

Rhythms & Dances

MOVE TO LEARN, LEARN TO MOVE

Learning Area Standard

Key Stage Standards

Games and Sports

Rhythms and Dance

K to 12 Physical Education Curriculum Guide May 2016 Page 6 of 84

GRADE LEVEL STANDARDS

The learner demonstrates understanding of personal fitness in achieving an active lifestyle.

K to 12 Physical Education Curriculum Guide May 2016 Page 7 of 84

K to 12 Physical Education Curriculum Guide May 2016 Page 8 of 84

Grade Level Strands Q1 Q2 Q3 Q4

Body Awareness Space Awareness Qualities of Effort Relationships

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Table 1a Scope and Sequence of Physical Education from Grades 4-6

Grade Level Strands Q1 Q2 Q3 Q4

Games and sports

Games and sports

Games and sports

K to 12 Physical Education Curriculum Guide May 2016 Page 10 of 84

Table 1d Scope and Sequence of Physical Education from Grades 7-10

Grade Level Strands Q1 Q2 Q3 Q4

GRADE 7 Exercise programs: Training Guidelines, FITT Principle

Physical fitness Physical activity programs: Training Guidelines, FITT Principle

K to 12 Physical Education Curriculum Guide May 2016 Page 11 of 84

K to 12 Physical Education Curriculum Guide May 2016 Page 12 of 84

K to 12 Physical Education Curriculum Guide May 2016 Page 13 of 84

TIME ALLOTMENT FOR PHYSICAL EDUCATION

Grade Level Time Allotment

Kindergarten Integrated with other subject areas

Grades 1 – 6 40 minutes / week

Grades 7 – 10 60 minutes / week

Grades 11 – 12 120 minutes / week

K to 12 Physical Education Curriculum Guide May 2016 Page 14 of 84

4. exhibits transfer of weight PE1BM-Ig-h-4 MISOSA 4- module 4

5. recognizes the importance of

Suggested learning activities

SECOND QUARTER/ SECOND GRADING

9. executes locomotor skills while

K to 12 Physical Education Curriculum Guide May 2016 Page 16 of 84

Suggested learning activities

15. demonstrates the difference

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Suggested learning activities

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Suggested learning activities

CONTENT PERFORMANCE LEARNING MATERIALS

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CONTENT PERFORMANCE LEARNING MATERIALS

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SECOND QUARTER/ SECOND GRADING

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CONTENT PERFORMANCE LEARNING MATERIALS

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