Professional Documents
Culture Documents
GROUP 4
THE LEGAL BASIS OF THE TEACHING
OF PE AND HEALTH
• It is declared policy of the state to give “give priority
to education, science and technology, arts, culture,
and sports to foster patriotism and nationalism,
accelerate social progress, and promote total human
liberation and development” (Article II, Section 17)
• The state recognizes the vital role of the youth in
nation-building and shall promote and protect
their physical, moral, spiritual, intellectual, and
social well-being (Sec.13)
• The state shall protect and promote the right to
health of the people and instill health
consciousness among them (Sec.15)
• The state shall protect and advance the right of the people to
a balanced and healthful ecology in accord with the rhythm
and harmony of nature (Sec. 16)
• The state shall give priority to education, science and
technology, arts, culture, and sports to foster patriotism and
nationalism, accelerate social progress, and promote total
human liberation and development (Sec. 17)
TEACHING PHYSICAL
• TheEDUCATION
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.
LEARNING
OUTCOMES
• The K to 12 PE Curriculum develops the student’s skills
in accessing, synthesizing and evaluating information,
making informed decisions, enhancing and advocating
the skills underpin the competence, confidence and
commitment required of all 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 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. Rhythm 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 SHS is seamlessly integrated in the PE curriculum. The
strand optimizes the learner’s potential health and well-
being and contributes to building healthy, active
communities. Thus, the course title, Health-Optimizing PE or
H. O. P. E.
Standards for Teaching
PE
• Learning Area Standard for PE: The learner
demonstrates understanding of the concept of
physical fitness and physical activity in achieving ,
sustaining and promoting an active life for fitness.
Key Stage Standards
• K-3
The learner demonstrates understanding of
movement concepts and skills in preparation
for active participation in various physical
activities.
• 4-6
The learner demonstrates understanding of
principles in movement and fitness for
active participation in various physical
activities.
• 7-10
The learner demonstrates
understanding in integrating physical
activity behaviors in achieving an
active lifestyle.
GRADE LEVEL
STANDARDS
• Grades 1- 3
The learner demonstrates understanding of body
awareness, space awareness, qualities of effort
and movement relationships through
participation in enjoyable physical activities.
• Grades 4-6
The learner demonstrates understanding of the
importance of physical activity and physical fitness
through participation in and assessment of physical
activities.
• Grade 7
The learner demonstrates understanding of personal
fitness in achieving an active lifestyle.
• Grade 8
The learner demonstrates understanding of family and school fitness
in sustaining an active lifestyle.
• Grade 9
The learner demonstrates understanding of community fitness in
sustaining and promoting an active lifestyle.
• Grade 10
The learner demonstrates understanding of societal fitness in
promoting an active lifestyle.
Physical Literacy or Physical
Fitness?
• There are different terms that are used in the
Conceptual Framework for PE. In the diagram, we
see “physical literacy” which is exemplified by a
graduate who lives an active life for fitness and
lifelong health. In the write up of the framework, the
term is health-related fitness.
Physical and Heath Education, Canada defines physical
literacy as: