NAGA COLLEGE FOUNDATION

M.T. Villanueva Avenue, Naga City

COLLEGE OF TEACHER EDUCATION

1st Semester S/Y 2019-2020

NCF VISION-MISSION COURSE NO. PE 1 PROGRAM BPED PROGRAM OUTCOMES (based on PSG)
COURSE TITLE GYMNASTICS AND PHYSICAL FITNESS

Naga College Foundation is a CREDIT UNITS 2

transformative learning institution that PRE-
NONE A graduate of BPED should have:
develops God-loving, globally REQUISITES
competent, ethical and socially NELBA O. OLASO, Ph. D
responsible individuals and leaders who 1. Applied scientific and evidence-based practices
PROFESSOR SHERRYL BORJA
critical to the educational learning processes.
will create a positive influence and MA ELOIZA N. URBANA
2. Demonstrated skillful performance in variety of
impact for the sustainable development physical activities.
EFFECTIVITY SY 2019-2020
of society. 3. Adapted performance to variety of physical activity
settings.
4. Critically examined the curriculum and program
COURSE DESCRIPTION: and enhanced them necessarily.
5. Planned and implemented safe and effective
This course involves basic movement skills for body mechanics, physical activity programs to address the needs of
self-testing skills, basic motor skills, perceptual and manipulative individual and group in school and/or non-school
skills, and other movement activities for the improvement and settings.
maintenance of health and physical fitness. 6. Monitored and Evaluated physical activity programs
in school and/or non-school settings.
COURSE OUTCOMES: 7. Used appropriate assessments in, as and for
student or client learning.
At the end of the course, the students should have: 8. Used information, media and technology in
pedagogy and for lifelong learning.
1. Understood the basic concepts across the domains of 9. Promoted the advancement of the profession by
Knowledge. making sense of and getting involved in current
2. Appreciated the human condition. discourse that impact on the profession.
3. Interpreted the human experience. 10. Pursued lifelong learning for personal and
4. Viewed the contemporary world from both Philippine and global professional development.
perspectives. 11. Communicated effectively with PE practitioners,
5. Appreciated and contributed to artistic beauty. other professionals and stakeholders.
6. Understood and respect for human rights. 12. Used oral, written and technology format deftly.
7. Contributed personally and meaningfully to the country’s
development.
8. Worked effectively in a group.
 CORE VALUES
PROGRAM EDUCATION OBJECTIVES (for those
required by PSG)
Quality, Excellence, Service and Truth
In four-year time, the Naga College Foundation Teacher
Education graduates should have:

1. Articulated the rootedness of education in

philosophical, socio-cultural, historical, psychological
DEPARTMENT VMGO and political context.
2. Demonstrated mastery of subject matter/discipline
3. Facilitated learning using a wide range of teaching
methodologies and delivery modes appropriate to
specific learners and their environments.
4. Developed innovative curricula, instructional plans,
teaching approaches and resources for diverse
learners.
The Teacher Education Department is 5. Applied skills in the development and utilization of
highly committed to develop God-loving, ICT to promote quality, relevant and sustainable
value laden, lifelong learners who are educational practices.
globally competent, and ethically 6. Demonstrated a variety of thinking skills in planning,
efficient, truthful and responsive to the monitoring, assessing and reporting learning
needs of the time. processes and outcomes.
7. Practiced professional and ethical teaching standards
sensitive to the changing local, national and global
realities.
8. Pursued lifelong learning for personal and
professional growth through varied experiential and
field-based opportunities.
COURSE OUTLINE AND TIME FRAME
Time Content Standard/Course
Frame Topics
1. Orientation of NCF MVO,
Week syllabus, class policies,
1-6 course requirements &
grading system
2. Physical Education
Program/Physical Fitness
 Meaning & importance
of Physical Education
 Objectives of Physical
Education
 Meaning & Components
of Physical Fitness
a. Health Related
Fitness
b. Skills/Performance
Related Fitness
3. Human Body System that
has relations to physical
fitness development:
1. Skeletal System
2. Muscular System
3. Nervous System
4. Circulatory System
5. Respiratory System
6. Digestive System
Intended Learning
CO
Outcomes (ILO)/ Course
No.
Outcomes (CO)
CO2 At the end of the term, the
CO3 students should have:
 Understood the meaning  Discussion
and significance of Physical
education.
 Identified the objectives of
Physical Education.
 Identified the major
components of physical
fitness.
 Appreciated the
importance of physical
fitness in daily activities.
CO2
CO3  Described and identified
CO6 the vital role of the
following Body Systems:
 Skeletal System
 Muscular System
 Nervous System
 Circulatory System
 Respiratory System
 Digestive System
 Identified the different
joints in the body and
explained the possible
movement of each.
 Identified and located the
different skeletal muscles
that responsible for the
major movements of the
human body.
Teaching-
Materials and Learning
Learning Assessment Tasks
Resources
Activities (TLAs)
https://www.academia.edu/26
 Course syllabus  Quiz 350678/Physical_education_in_
discussion  Group Activity the_Philippines
 Lecture  Performance Task
 Prelim Examination
groups https://www.gov.ph/document
 Technology s/20147/233614/PHYSICAL-
assisted learning EDUCATION-K-12-Curriculum-
 Problem-based Guide-Grades-1-and-
learning 7.pdf/2a38097c-3d9e-e6a1-
ce29-
704b9a3a4ac4?version=1.0
https://www.livescience.com/3
7009-human-body.html
https://www.asirecreation.org/
recreport/ask-trainer/63-ask-a-
trainer-archive/302-the-
fundamental-human-
movements
https://www.healthline.com/hu
man-body-maps
 Intended Learning Teaching-
Time Content Standard/Course CO Materials and Learning
Outcomes (ILO)/ Course Learning Assessment Tasks
Frame Topics No. Resources
Outcomes (CO) Activities (TLAs)
At the end of the term, the https://www.philstar.com/ente
Week 1. Physical Fitness Test (Pre- CO2 students should have:  Lecture  Quiz rtainment/2016/04/18/157425
test & Post Test) CO4  Discussion  Group Activity 9/truth-about-fitness-wellness
7 - 10  Anthropometric CO8  Determined the BMI, body groups  Physical Fitness Test
Measurements composition such as:  Technology  Performance Task
 Health Related assisted  Midterm Examination https://www.wattpad.com/202
waist, bust abdomen, 96320-philippine-history-
Components Test learning
2. FITT Principles buttocks, & thigh, PMHR,  Problem-based physical-fitness
3. Conditioning Program for W/THR (min.), W/THR learning
Physical Fitness (max.) & PRR and https://www.verywellfit.com/w
explained its importance in hat-a-fitness-test-can-tell-you-
one’s physical fitness about-your-health-3120283
following the FITT
principles. https://www.verywellfit.com/f-
 Described the FITT i-t-t-principle-what-you-need-
principles. for-great-workouts-1231593
 Given the importance of
physical fitness in daily https://study.com/academy/les
activities. son/what-is-the-fitt-principle-
 Performed Physical Fitness definition-components-
Test and learn how each examples.html
component affects fitness. https://study.com/academy/les
 Analyzed the Physical son/what-is-the-fitt-principle-
Fitness Test results by definition-components-
comparing it to the examples.html
standard performance
target. https://onlinemasters.ohio.edu
 Given the importance of /blog/the-basics-of-physical-
the general principles of conditioning/
training or exercise.
 Determined the major
types of exercise and its
effect to physical fitness.
 Planned and organized a
training program to
improve and maintenance
of physical
 Intended Learning Teaching-
Time Content Standard/Course CO Materials and Learning
Outcomes (ILO)/ Course Learning Assessment Tasks
Frame Topics No. Resources
Outcomes (CO) Activities (TLAs)

Week 1. Posture and Body
Mechanics/Nutritio CO1
11 - 14 n and Fitness CO2
 Posture CO4
 Good Body Posture CO5
 Importance of Good CO8
Posture
 Good Standing Posture
and Good Sitting Posture
 Body Mechanics
 Good Body Mechanics in
Walking
 Good Body Mechanics in
Miscellaneous Activities
 Principles of Body
Mechanics
 Movements in Physical
Education
 Movement Concepts
 Fundamental Motor Skills
2. Nutrition and
Fitness
 Definition of Nutrition,
Calorie, and Nutrients
 Importance of
nutrition and calories
in our daily life.
 Six categories of
nutrients and their
role in our body.
 Five reasons the body
needs energy
 How to determine the
total calories needed
per day using the
Benedict Harris
Formula?
At the end of the term, the  Lecture  Quiz http://www.atlantabrainandspi
students should have:  Discussion groups  Group Activity ne.com/proper-body-
and group  Semi-Final Examination mechanics-standing-lifting-
 Given the importance of projects sitting/
proper posture and body  Practical
mechanics in daily applications http://www.mayfieldclinic.com/
activities. pe-posture.htm
 Demonstrated the proper
posture and body https://www.coloradospineinsti
mechanics in standing, tute.com/education/wellness/b
sitting, walking and other ody-mechanics/
miscellaneous activities.
 Given and appreciated
importance of movement
concepts and the
fundamental motor skills.
 Applied in daily activities
the proper body posture
and body mechanics. https://www.medicalnewstoday
.com/articles/160774.php#typ
es
https://www.medicalnewstoday
 Differentiated nutrition, .com/articles/263028.php#tak
calorie and nutrients. eaway
 Understood the
importance of calorie and
nutrition in developing
physical fitness.
 Discussed why energy is
essential to human’s life.
 Computed the total
calorie needed per day
using the Benedict Harris
Formula.
 Intended Learning Teaching-
Time Content Standard/Course CO Materials and Learning
Outcomes (ILO)/ Course Learning Assessment Tasks
Frame Topics No. Resources
Outcomes (CO) Activities (TLAs)
https://sites.google.com/site/c
Week At the end of the term, the edarschoolpe/Home/movement
Gymnastics students should have: -framework/dance/gymnastics
15 - 18  Brief history of CO4
gymnastics CO1  Discussed the history of  Lecture  Performance Task https://www.curioushistory.co
 Objectives of CO8 gymnastics.  Discussion  Quiz m/the-history-of-gymnastics-
gymnastics  Explained the objectives of groups and group  Group Activity where-and-how-it-started/
 Greatest contributors gymnastics. projects  Final Examination
of gymnastics  Enumerated the greatest  Laboratory/Practi https://www.scholastic.com/te
 Types of gymnastics contributors in gymnastics cal applications achers/articles/teaching-
 Educational and the significance of  Technology content/history-gymnastics-
Gymnastics Program their contribution. assisted learning ancient-greece-modern-times/
 Competitive  Described the different  Problem-based
Gymnastics types of gymnastics. learning https://www.scribd.com/doc/2
 Equipment used in  Identified the phases of  Film-showing 3193732/History-of-
gymnastics educational gymnastics Gymnastics
 Fundamental and competitive
movement skills gymnastics. https://livehealthy.chron.com/
 Identified the different phases-gymnastic-program-
gymnastics positions 3558.html
 Identified the different
fundamental movement https://encyclopedia2.thefreedi
skills ctionary.com/Competitive+Gy
 Executed the different mnastics
gymnastics position
properly. https://www.myactivesg.com/
 Combined the different Sports/Gymnastics/How-To-
gymnastics position to Play/Gymnastics-for-
create an aerobic- Beginners/Introduction-to-
gymnastics routine. gymnastics-Types-of-
gymnastics
 TEXTBOOK AND REFERENCES/SUGGESTED
READINGS/PRINTED LEARNING MATERIALS
1. American College of Sports Medicine (2011) . Quantity and
quality of exercise for developing and maintaining
cardiorespiratory, musculoskeletal, and neuromotor fitness
in apparently healthy adults: Guidance for prescribing
exercise. Medicine & Science in sports and exercise, 43(7),
1334-1359.
2. Bushman, B. (2011) American College of Sports Medicine’s
complete guide for fitness and health. Champaign, Illinois:
Human Kinetics.
3. Kotecki, J.E. (2011). Physical Activity and Health: An
interactive approach, 3rd ed. Sudbury, MA: Jones and Barlett
Learning.
4. Marieb, Elaine N. and Hoehn, Katja (2007). Human anatomy
and Physiology, 7th ed. Pearson Benjamin Cummings.
5. Gymnastics 1990. Dinoso Clarita P.
6. College P. E. 1: Physical Fitness and Gymnastics 1. Nenita
Dimaphilis, et al 2009.
7. Comprehensive Guide for Physical Finess, Nelba O. Olaso,
2nd ed. 2018.
WEB AND LEARNING RESOURCES
https://www.academia.edu/26350678/Physical_education_in_the_Philippines
https://www.gov.ph/documents/20147/233614/PHYSICAL-EDUCATION-K-12-Curriculum-Guide-
Grades-1-and-7.pdf/2a38097c-3d9e-e6a1-ce29-704b9a3a4ac4?version=1.0
https://www.livescience.com/37009-human-body.html
https://www.asirecreation.org/recreport/ask-trainer/63-ask-a-trainer-archive/302-the-fundamental-
human-movements
https://www.healthline.com/human-body-maps
https://www.philstar.com/entertainment/2016/04/18/1574259/truth-about-fitness-wellness
https://www.wattpad.com/20296320-philippine-history-physical-fitness
https://www.verywellfit.com/what-a-fitness-test-can-tell-you-about-your-health-3120283
https://www.verywellfit.com/f-i-t-t-principle-what-you-need-for-great-workouts-1231593
https://study.com/academy/lesson/what-is-the-fitt-principle-definition-components-examples.html
https://study.com/academy/lesson/what-is-the-fitt-principle-definition-components-examples.html
https://onlinemasters.ohio.edu/blog/the-basics-of-physical-conditioning/
http://www.atlantabrainandspine.com/proper-body-mechanics-standing-lifting-sitting/
http://www.mayfieldclinic.com/pe-posture.htm
https://www.coloradospineinstitute.com/education/wellness/body-mechanics/
https://www.medicalnewstoday.com/articles/160774.php#types
https://www.medicalnewstoday.com/articles/263028.php#takeaway
https://sites.google.com/site/cedarschoolpe/Home/movement-framework/dance/gymnastics
https://www.curioushistory.com/the-history-of-gymnastics-where-and-how-it-started/
https://www.scholastic.com/teachers/articles/teaching-content/history-gymnastics-ancient-greece-
modern-times/
https://www.scribd.com/doc/23193732/History-of-Gymnastics
https://livehealthy.chron.com/phases-gymnastic-program-3558.html
https://encyclopedia2.thefreedictionary.com/Competitive+Gymnastics
https://www.myactivesg.com/Sports/Gymnastics/How-To-Play/Gymnastics-for-Beginners/Introduction-
to-gymnastics-Types-of-gymnastics
 ASSESSMENT AND PERFORMANCE STANDARDS
COURSE REQUIREMENTS GRADING SYSTEM

The students are expected to attend the class regularly and actively participate Periodical Grading System
in the class activities and recitations. They have to comply the following Major Examination 40%
requirements in order to pass the course. Class Participation 40%
Quizzes 20%
1. 4 quizzes every term Recitation 20%
2. 4 periodical examinations Project 15%
3. 36 hours attendance Deportment/Attendance 5%
4. 1 Training Program using FITT principle for Midterm project _______
Total 100%

The final grade of the student will be taken as the average of the
grades in the four grading periods.
FINAL GRADE = PPG+MTPG+SFPG+FPG
4

Prepared by: Reviewed by: Approved by:

NELBA O. OLASO, Ph. D. ONWARD O. OGNITA ZORAIDA A. MONSERATE, Ed. D.

SHERRYL BORJA Program Chair, CTED Dean, CTED
MA. ELOIZA N. URBANA
Faculty