K To 12 BASIC EDUCATION PROGRAM SPS CURRICULUM GUIDE

K to 12 BASIC EDUCATION PROGRAM ( CG)
SPECIAL PROGRAM IN SPORTS (SPS)
Grade 7, Quarter 1
Course Title: Biomechanics and Movement Patterns
Course Description: The course is under the Special Program in Sports which
enables the learner to assess daily movement patterns and perform corrective
exercises to address deficiencies.
Content: Analysis of Movement Patterns
Content Standard : The learner demonstrates understanding of basic
biomechanical terminology and assesses one’s muscular movement to enable
them to function better.
Performance Standard: The learner critiques and analyzes movement and
assesses muscular strength and function.
Learning Competencies The learner…
• defines basic biomechanical terminology.
• understands fundamental movements and their applications in their daily lives.
• differentiates motion across the different planes.
• differentiates the types of muscular contraction.
• evaluates performance in different isometric tests.
• evaluates performance in upper body muscular movement.
• evaluates performance in lower body muscular movement.
• practices corrective exercises used to address movement deficiencies.
• demonstrates basic muscular movements.
• demonstrates basic static stretching techniques.
• demonstrates dynamic stretching techniques.
Grade 8, Quarter 1
Course Title: Biomechanics of Movement Patterns
enables the learner to assess movement patterns in sport and address errors in
technique and mechanics to be able to function more effectively and efficiently.
Content: Analysis of skill-related parameters in sport
Content Standard: The learner demonstrates understanding of different
movement patterns and skill-related parameters and their applications to sport.
Performance Standard: The learner performs, analyzes and corrects one’s
performance in the different skill-related tests.
Learning Standard: The learner…
• identifies skill-related parameters of physical fitness.
• identifies proper technique and form when performing balance, agility, speed
and power exercises.
• identifies errors in performance and is able to correct technique.

• understands the concepts of acceleration and deceleration and their
applications in sport
• understands the concepts of force and power and their applications in sports.
• differentiates the quality and quantity of measuring human motion.
• evaluates the movements applied for motion, resistance, momentum and
friction.
• identifies errors in performance and is able to correct technique.
• performs and evaluates one’s balance, agility, speed and power using different
methods of testing
Grade 9, Quarter 1
Course Title: Biomechanics and Movement Analysis
Course Description: The course is under the Special Program in Sports, which
enables the learner to evaluate selected sports skills and address errors in
technique and mechanics to be able to function more effectively and efficiently.
Content: Mechanics of Sports Skills
Content Standard: he learner demonstrates understanding of the technique
and mechanics of different sports skills. Performance Standard: The learner
identifies proper technique in selected sports skills and is able to correct errors
in performance.
Learning Competencies: The learner…
• understands proper mechanics needed to perform skills effectively
• identifies errors in sports skills’ techniques and corrects errors in mechanics
• differentiates running from sprinting and is able to perform both activities
effectively
• develops understanding of internal biomechanics and motor learning in
mechanical aspects of human exercise, sport and play.
• assesses the importance of internal biomechanics and motor learning in
mechanical aspects of human exercise, sport and play.
• practices throwing, striking and kicking techniques and understands their
applications to sport.
• practices swinging and rotating exercises and their applications to sport
• practices preparatory actions needed for each skill to be effective.
• exhibits proper technique in sports skills mechanics
• demonstrates proper jumping technique and differentiates types of jumps
• performs a qualitative analysis of sports skills
Grade 10, Quarter 1
Course Title: Biomechanics and Movement Analysis
enables the learner to analyze movement and their applications to technique,
training and injury reduction.
Content: Applied Movement Analysis
Content Standard: The learner demonstrates understanding of movement
analysis and its applications to improve technique, improve training and reduce
injury.
Performance Standard: The learner identifies errors in technique and is able to
correct errors confidently.
Learning Competencies:
The learner…
• understands how biomechanics is used to improve technique
• explains how movement analysis can be used to prevent injuries
• understands how technology can be used to analyze movement
• develops a movement analysis plan that can be integrated in training
• develops a movement analysis plan that can be integrated in training
• evaluates errors in performance of different skills
• conducts a qualitative analysis on different sports skills.
• creates a movement training plan to be used during physical training sessions.
K to 12 BASIC EDUCATION PROGRAM
Grade 7, Quarter 2
Course Title: Exercise Physiology and Methods of Conditioning
enables the learner to design a conditioning program to improve health-related
components of fitness.
Content: Improving Health-related Fitness
Content Standard: The learner demonstrates understanding of various
methods of conditioning that develops health-related fitness he learner designs
a conditioning program that will develop health-related fitness components (i.e.
aerobic capacity, strength, and flexibility).
Performance Standard: The learner designs a conditioning program that will
develop health-related fitness components (i.e. aerobic capacity, strength, and
flexibility).
Learning Competencies: The learner...
• explains the principles of exercise training.
• summarizes training adaptations of the cardiovascular system.
• describes methods of aerobic training.
• differentiates continuous, interval, and fartlek training.
• differentiates the adaptations of slow twitch, fast twitch, and intermediate
muscle fibers to resistance training.
• demonstrates the different forms of resistance training according to muscle
action.
• recognizes the importance of performing both aerobic and resistance training
in every athlete.
• demonstrates the various types of flexibility exercises.
Grade 8, Quarter 2
enables the learner to design a conditioning program to improve skill
components of fitness.
Content: Improving Skill-related Fitness
Content Standard: The learner demonstrates understanding of various
methods of conditioning that develops skill-related fitness components for
efficient performance.
Performance Standard: The learner designs a conditioning program that will
develop skill-related fitness components (i.e. agility, balance, coordination,
power, reaction time, and speed).
Learning Competencies: The Learner…
• discusses the importance of skill related components of fitness in athletic
performance. SPS_EP8-II-a-1
• summarizes the characteristics of endurance sports, intermittent sports, and
sprint events with respect to skill related fitness components.
• compare the changes in the muscle fiber as a result of aerobic training and
resistance training.
• describes methods of improving power.
• demonstrates exercises that will improve speed, agility, and quickness.
• justifies the importance of including core training in improving balance and
stability,
• discusses the impact of functional training on coordination.
Grade 9, Quarter 2
enables the learner to design a comprehensive conditioning program that is
specific to an individual/dual sport.
Content: Conditioning Programs for Individual and Dual Sports
Content Standard: The learner demonstrates understanding of the principle of
specificity and its impact on designing a comprehensive conditioning program.
Performance Standard: The learner designs a comprehensive conditioning
program that is specific to a sport.
• explains the importance of the principle of specificity.
• enumerates the skill related fitness components to be included in the
conditioning program of a specific sport.
• identifies the ideal method for conditioning the fitness component(s) of sprint
events in athletics.
• identifies the ideal method for conditioning the fitness component(s) of
endurance events in athletics.
throwing events in athletics.
• identifies the ideal method for conditioning the fitness component(s) of racquet
sports.
demonstration sports.
specialized sports.
Grade 10, Quarter 2

enables the learner to design a comprehensive conditioning program that is
specific to a team/combative sport.
Content: Conditioning Programs for Team and Combative Sports
Content Standard: The learner demonstrates understanding of the principle of
specificity and its impact on designing a comprehensive conditioning program.
Performance Standard: The learner designs a comprehensive conditioning
program that is specific to a sport.
• discusses the importance of periodization in the long term preparation for
athletic competitions.
• summarizes strategies on how to prevent overuse athletic injuries.
basketball.

volleyball.
football/futsal.
• identifies the ideal method for conditioning the fitness component(s) of sepak.
baseball/softball.
combative sports.

Grade 7, Quarter 3
Course Title: Sports Injury
enables learners to recognize, evaluate and prevent sports injuries and apply
basic first aid.
Content: ACUTE and CHRONIC INJURIES
Recognizing and preventing sports injuries
• Sports Injury(Acute and chronic injury)
- Introduction
- Terminologies
- Signs and symptoms
- Classification
- Evaluation
- Prevention
• Acute injuries
1. Contusion or bruise
2. Sprain
3. Cramps
• First Aid treatment:

Content Standard: The learner demonstrates understanding of the value in
recognizing and preventing sports injuries (Acute and chronic injuries) to
improve oneself.
Performance Standard: The learner consistently demonstrates healthful
practices in order to prevent and control acute and chronic injuries
• explains the difference between acute and chronic injuries
• identifies ways of preventing acute and chronic injuries
• recognizes the signs and symptoms of acute and chronic injuries
• discusses on how to recognize and prevent acute and chronic sports injuries
• knows the terminologies in sports injury
• compares the effects of acute injury from chronic injury
• prepares creative presentation on how to recognize, evaluate and prevent
acute and chronic injury.
• creates creative presentation in recognizing, evaluating and preventing acute
and chronic injuries
• applies decision-making skills in giving first aid to a victim of accident.
• manifests awareness on the prevention of acute and chronic sports injuries in
maintaining excellent performance of an athlete.
• analyzes the effects of acute and chronic injuries in the performance of an
athlete.
• follows the appropriate preventive measures for athletes who suffer acute
injury or chronic injury.
• performs creative presentation in recognizing, evaluating, and preventing acute
and chronic injuries thru :
1. Puppet show
2. Role playing
3. News casting
4. Film Showing
• practices ways to recognized and prevent sports injuries
Grade 8, Quarter 3
basic first aid.
Content: SPORTS SPECIFIC INJURY
Recognizing, evaluating and preventing sports specific injury.
Common Sports injuries:
• Acute
• Dislocation
• Bone fracture
• Knee injury
• Wound
• Head injury (concussion)
• Chronic
• Runners knee
• Tennis elbow
• Tendinitis
Basic sports First aid techniques
• Splinting technique
a. Upper arm
b. Elbow
c. Finger
d. Thigh
e. Kneecap
f. Lower leg
g. Ankle and foot
• Compression wraps
a. Foot
b. Knee
c. Thigh
d. Forearm
e. Elbow
• Moving injured athletes
a. One-person drag
b. Four –or five-person rescue
• Moving noncritically injured athletes
a. One –person walking assist
b. Two-person walking assist
c. Four-handed carrying assist
Content Standard: The learner demonstrates understanding of recognizing,
evaluating and preventing sports specific injuries that can benefit the future of
an athlete.
Performance Standard: The learner evaluates the survey conducted inside
school campus in preventing sports specific injuries for the betterment of
athletes.
• Discusses the common sports injuries of specific sport
• Identifies ways of preventing sports specific injuries
• Describes the classifications of sports specific injuries
• Researches information about a particular incident of recognizing, evaluating
and preventing sports specific injury in school /community
• Compares the effects of sports specific injury to the performance of an athlete.
• Analyzes the impact of recognizing, evaluating and preventing sports specific
injuries of athletes inside school campus.
• Locates, evaluates and uses school, community and NGO’s to help solve in
recognizing, evaluating and preventing sports specific injuries
• Formulates excellent ways on how to recognized, evaluate, and prevent sports
specific injuries
• Performs first aid to specific sports injury situations
• Evaluates the result of survey made for sports specific injuries in maintaining
excellent performance of athlete
• Manifests awareness on the prevention of sports specific injuries in
maintaining excellent performance of an athlete.
• Shares to all athletes series of sports injuries evaluated in preventing sports
specific injuries
• Familiarizes with potential life-threatening injuries for sport specific injuries
• Conducts survey of preventing sports specific injuries inside school
campus/community.
• Joins a group to survey group of retired athletes on how to recognized,
evaluate and prevent sports specific injuries in a community
• Evaluates survey results made by the groups inside school/community
• Performs first aid to specific sports injury situations
Grade 9, Quarter 3
basic first aid.
Content: Recovery from Sports Specific Injuries
Factors affecting recovery from sports specific injury
Process of Recovery
• Healing Process
• Recovery Time
• Recovery Nutrition
• Psychological recovery
PS: Strategies in coping with stress
Content Standard: The learner demonstrates understanding of the process in
recovery from sports specific injury
Performance Standard: The learner creates and conducts a mini conference
about the effectiveness of different process of recovery from Sports Specific
Injury
Learning Competencies: The learner...
• Identifies the different factors affecting the recovery of specific injury from
sports specific
• Realizes the importance of different process of recovery from sports specific
Injuries
• Identifies step by Step Process of Recovery from Sports Specific Injuries.
• Identifies the different healing process which contributes to the recovery of
athletes from sports specific injury
• Explains the importance of recovery time from sports specific injury
• Realizes the importance of nutrition in the recovery of athletes from sports
specific injury
• Identifies the effectiveness of psychological recovery from sports specific injury
• Gives examples of healing process of recovery from sports specific injury
• Manifests awareness in the effectiveness of recovery time that may contribute
to the recovery of athlete from sports specific injury
• Analyzes the effect of nutrition for the recovery of athlete from sports specific
injury
• Evaluates the effectiveness of psychological recovery to athletes
• Determines the effectiveness of healing process for the fast recovery of
• Evaluates the different aspect of recovery time as one process of recovery
from sports specific injury
• Recognizes the importance of nutrition for the fast recovery of athletes from
sports specific injury
• Recognizes the effectiveness of psychological recovery which contributes to
the recovery of athletes from sports specific injury
• Conducts a mini conference about the importance and effectiveness of
different process of recovery from sports specific injuries
• Evaluates the outcome of the mini conference thru rubric assessment
Grade 10, Quarter 3
basic first aid.
Content: Rehabilitation of Sports Specific Injury
Introduction of rehabilitation of sports specific injury
Classification of rehabilitation of sports specific injury
• Comprehensive Rehabilitation services
• Rehabilitation Exercise Program
• Therapy
• Conditioning
PS: Strategies in Coping with stress
Content Standard: The learner demonstrates understanding of the classification
of rehabilitation from sports specific injury
Performance Standard: The learner formulate and presents a research work
about rehabilitation that may contribute for the fast recovery of athletes
from sports specific
Learning Competencies: The Learner...
• Explains the importance of rehabilitation from sports specific injury
• Classifies the different rehabilitation program and services for sports specific
injury
• Recognizes the comprehensive rehabilitation services needed for sports
specific injury
• Identifies the rehabilitation exercises program for sports specific injury
• Identifies the different rehabilitation therapy for specific injury from sports
specific injury
• Explains the importance of rehabilitation conditioning to regain athletic
performance
• Realizes the importance of rehabilitation from sports specific injury
• Gives example of rehabilitation program and services for sports specific injury
• Prepares comprehensive data of rehabilitation services needed for injury from
sports specific
• Analyzes the rehabilitation exercises program suitable for specific injury from
sports specific
• Evaluates the different rehabilitation therapy of specific injury from sports
specific
• Analyzes the different rehabilitation conditioning that helps athlete to recover
from sports specific injury
• Classifies the comprehensive rehabilitation exercises needed in sports specific

injury
• Determines the effects of rehabilitation exercises program suitable for specific
sports injury to regain athletic performance
• Recognizes the importance of rehabilitation therapy that helps fast recovery of
• Distinguishes rehabilitation conditioning for specific injury that contributes fast
recovery of athletes
• Presents a research work about the effectiveness rehabilitation exercises,
therapy and conditioning of injury from sports specific
• Evaluates the result of research work about the rehabilitation that may
contribute aspect for the fast recovery of athlete from sports specific injury

Grade 7, Quarter 4
Course Title: Sports Nutrition
enables the learner to design a nutritional plan for athletes and effects of doping
on athletic performance.
CONTENT: Meal Planning before, during, and after competition
Factors that affect nutrition
Components of a healthy diet –balance, variety, moderation
Food Pyramid/My Pyramid
Individual characteristics that affect dietary requirements-training, age, sex,
body size, sport played, training and competition environment
Nutrients and Recommendations - carbohydrates, protein, fats, vitamins,
minerals, water
Hydration and Rehydration
Nutritional requirements for specific sports
Facts and myths about nutrients
Meal Planning before, during, and after competition-recommendations and meal
ideas
Sample typical menu
Considerations for the vegetarian athlete
CONTENT STANDARD: The learner demonstrates understanding of meal
planning before, during, and after competition and its effects on nutrition, fitness,
and optimal performance.
PERFORMANCE STANDARD: The learner designs personal meal plan before,
during, and after competition; and analyzes and modifies meal plans for self and
others.
LEARNING COMPETENCIES: The Learner...
• Identifies factors that affect nutrition
• Identifies components of a balanced diet
• Identifies necessary food and nutrients from Food Pyramid and

recommendations
• Identifies individual dietary requirements depending on individual
characteristics
• Explains the importance of nutrition to athletic performance
• Analyzes dietary requirements of athletes in various sports
• Evaluates athlete’s actual food intake based on Food Pyramid, components of
a healthy diet and individual dietary requirements
• Analyzes hydration practices of athletes
• Evaluates meals sold in school canteen/cafeteria
• Evaluates commercial food products
• Develops awareness in meal planning before, during, and after competition
• Recognizes the importance of different nutrients and their recommendations
• Distinguishes facts from myths of nutrient intake
• Formulates personal goals and nutritional strategy for adequate nutrition
• Demonstrates ability to make informed choices as a consumer
• Applies healthy eating strategies to promote good health, adapt to training,
perform optimally during competition, and recover quickly after competition
• Evaluates meal planning before, during, and after competition specific to
sports
• Assumes responsibility for achieving adequate nutrition
Grade 8, Quarter 4
CONTENT: Meal Planning for Endurance and Power Sports
Difference of endurance and power sports
Training, competition, and recovery issues to be considered
Nutrient intake for endurance and power sports
Before, during, and after competition (eating strategies and recommendations)
Hydration and Rehydration Recommendations
Considerations for the vegetarian athlete

CONTENT STANDARD: The learner demonstrates understanding of meal
planning for endurance and power sports and its effects on nutrition, fitness, and
optimal performance
PERFORMANCE STANDARD: The learner designs personal meal plan for
endurance and power sports and analyzes and modifies meal plans for self and
others
• Identifies individual dietary requirements in endurance and power sports
• Explains the importance of nutrition to athletic performance in endurance and

power sports
• Identifies necessary nutrients and recommendations for endurance and power
sports
• Recognizes the difference between endurance and power sports
• Analyzes dietary requirements of athletes in endurance and power sports
• Evaluates athlete’s actual food intake
• Analyzes hydration practices of athletes in endurance and power sports
• Evaluates commercial food products
• Distinguishes the difference in meal planning for endurance and power sports
• Develops awareness in meal planning for endurance and power sports
• Recognizes the importance of different nutrients and their recommendations
for endurance and power sports
• Distinguishes facts from myths of nutrient intake for endurance and power
sports
• Applies healthy eating strategies to promote optimal performance in endurance
and power sports
• Evaluates meal planning for endurance and power sports
Grade 9, Quarter 4
CONTENT: Fads and Supplements
Role of nutrition to athletes
Recognizing fads from healthy ones
Samples and effects of fads
Benefits and effects of dietary supplements to athletic training and performance
Health claims of supplements
Supplements vs ergogenic aids
Common supplements and their effects – protein powders, fat reduction and
muscle building supplements, energy boosters, energy drinks, creatine, others)
Vitamins and antioxidants as ergogenic aids
Facts and frauds about fads and supplements
CONTENT STANDARD: The learner demonstrates understanding of nutrition
fads and supplements
PERFORMANCE STANDARD: The learner prepares personal nutritional
strategy for adequate nutrition; and analyzes and modifies nutritional strategy for
others
• Identifies the role of nutrition to athletes
• Identifies benefits and effects of fads and supplements to athletic training and
performance
• Analyzes effects of common supplements to the body
• Evaluates supplements and ergogenic aids in the market
• Analyzes health claims of dietary supplements
• Distinguishes fads from healthy ones
• Distinguishes difference of dietary supplements and ergogenic aids
• Develops awareness in nutritional strategy for adequate nutrition
• Distinguishes difference of supplements and ergogenic aids
• Distinguishes facts from frauds about fads and dietary supplements
• Applies nutritional strategies to promote good health and optimal performance
Grade 10, Quarter 4

Course Title: Sport
8. Nutrition
CONTENT: Doping
Effects of doping on athletic performance
Reasons for doping
Ethical issues about doping
Liability of positive doping results
Case studies on doping
CONTENT STANDARD: The learner demonstrates understanding of doping as
a serious issue in sports
PERFORMANCE STANDARD: The learner prepares a case study on doping
• Identifies the effects of doping on athletic performance
• Explains the importance of ethical behavior in sports
• Analyzes cases of doping in local and/or international sports
• Evaluates athletic and societal factors that lead to doping
• Evaluates performance-enhancing drugs in the market
• Distinguishes the difference of legal and illegal drugs
• Develops awareness of ethical issues concerning doping
• Demonstrates ability to make ethical choices as an athlete
• Applies ethical strategies to promote optimal performance
• Evaluates case studies on doping
• Assumes responsibility for achieving optimal athletic performance through
ethical behavior
PSYCHOSOCIAL / BEHAVIORAL SKILLS TOPICS

GRADE 7 GRADE 8 GRADE 9 GRADE 10
Topics
Motivation in Sports
1. Definition
2. Types of motivation
a. Intrinsic
b. Extrinsic
3. Factors influencing motivation
a. Internal (Personal)
b. External (Social and Environmental)
4. Consequences of motivation
a. On participation
b. On performance
5. Strategies in enhancing motivation
a. Goal Setting
b. Self-Talk
c. Imagery
Teamwork in Sports
1. Definition of teamwork/ Characteristics of an effective team
2. Structure of a Team
a. Different Roles in a Team
b. Functions and Responsibilities of the Different Roles
3. Factors affecting Teamwork
a. Leadership
b. Communication
c. Social Interactions
4. Consequences of Teamwork
a. On individual athletes’ participation and performance
b. On team dynamics/functioning and performance
5. Strategies in enhancing teamwork
a. Communicating effectively
b. Clarification of individual roles
c. Setting team goals
Stress and Anxiety in Sports

1. Definition of stress and anxiety
a. Signs and symptoms
b. Types
2. Sources of stress and anxiety
a. Personal
b. Situational
3. Consequences of stress and anxiety
a. Effects on athletic performance
b. Effects on academic performance
4. Strategies to cope with stress and anxiety

a. Centering and Relaxation
b. Time Management
c. Performance Routine Planning
1. Positive (fair play and sportsmanship) and Negative Behaviors

(aggression and cheating) in Sports
1. Description of Positive and Negative Behaviors in Sports
a. Fair play and sportsmanship
b. Aggression and cheating
2. Factors influencing positive and negative behaviors
a. Internal
b. External
3. Consequences of positive/negative behaviors
a. On the athlete
b. On others
4. Importance of fair play and sportsmanship
5. Guidelines for Good Sporting Behaviors (and Health Lifestyle)
Grade 7, Quarters 1-4

Course Title: Psychosocial/Behavioral Skills
enables the learner to apply psychosocial/behavioral skills in sports
performance.
CONTENT: Motivation in Sports
1. Definition
2. Types of motivation
3. Factors influencing motivation
4. Consequences of motivation
5. Strategies in enhancing motivation
CONTENT STANDARD: The learner demonstrates understanding of the
significance of motivation in the pursuit of athletic excellence
PERFORMANCE STANDARD: The learner realizes the significance of
motivation in relation to one’s athletic participation and performance
• Defines motivation
• Lists various motives for participation in sports
• Differentiates motives for participation into intrinsic and extrinsic motivation
• Identifies factors influencing motivation in sports
• Discusses consequences of intrinsic versus extrinsic motivations in sports.
• Analyzes one’s motivation for sports participation and how it affects one’s
pursuit of athletic excellence
• Practices different strategies to enhance one’s motivation in sports such as
goal setting, positive self-talk, and imagery.
• designs a comprehensive 5-year plan to attain one’s sports and academic
goals and objectives.

performance.
CONTENT: Teamwork in Sports
1. Definition of teamwork/ Characteristics of an effective team
2. Structure of a Team
3. Factors affecting Teamwork
4. Consequences of Teamwork
5. Strategies in enhancing teamwork
CONTENT STANDARD: The learner understands the significance of a
teamwork in sports
PERFORMANCE STANDARD: The learner demonstrates cooperation, effective
communication, and positive social interaction which contributes to teamwork
LEARNING COMPETENCIES:
the learner...
• Defines teamwork
• Describes characteristics of an effective team
• Lists different roles of members in a sports team
• Examines the different roles and responsibilities of each team members
• Identifies factors affecting teamwork
• Analyzes the effects of teamwork on one’s sports participation and
performance
• Recognizes the value of teamwork on one’s sports participation and
performance
• Practices cooperation, clear communication, and positive social interaction to
enhance teamwork
• Applies different strategies to enhance teamwork in one’s sport or team

performance.
CONTENT: Stress and Anxiety in Sports
1. Definition of stress and anxiety
2. Sources of stress and anxiety
3. Consequences of stress and anxiety
4. Strategies to cope with stress and anxiety
CONTENT STANDARD: The learner understands mechanisms to cope with

stress and anxiety in sports
PERFORMANCE STANDARD: The learner demonstrates understanding of
ways of coping with stress and anxiety in sports participation and performance
LEARNING COMPETENCIES:
the learner...
• Defines stress and anxiety
• Enumerate ssources of stress and anxiety (in sports and in life/general)
• Lists signs and symptoms of stress and anxiety
• Differentiates various sources of stress and anxiety into internal and external
factors
• Distinguishes types of anxiety (cognitive versus somatic)
• Explains the effects of these internal and external factors of stress and anxiety
on sports performance
• Examines one’s sources of stress and anxiety in sports and in life
• Practices different strategies to manage and cope with stress and anxiety in
sports (and academics).
• Develops a plan of action to manage and cope with one’s sources of stress
and anxiety in sports (and academics).

performance.
CONTENT: Positive (fair play and sportsmanship) and Negative Behaviors
(aggression and cheating) in Sports
1. Description of Positive and Negative Behaviors in Sports
2. Factors influencing positive and negative behaviors
3. Consequences of positive/negative behaviors
4. Importance of fair play and sportsmanship
5. Guidelines for Good Sporting Behaviors (and Healthy Lifestyle)
CONTENT STANDARD: The learner understands positive and negative
behaviors in sports (and the benefits of overall healthy lifestyle)
PERFORMANCE STANDARD: The learner demonstrates fair play and
sportsmanship in sports participation(, as well as healthy lifestyle to support
one’s) pursuit of athletic excellence
• Identifies positive and negative behaviors in sports
• Describes fair play, sportsmanship, aggression, and cheating in sports.
• Examines the effects of positive and negative behaviors in sports participation
and performance
• Identifies factors influencing positive and negative behaviors in sports
• Analyzes the effects of positive/negative behaviors on one’s sports
participation and performance
• Recognizes the value/importance of fair play and sportsmanship in sports

participation and performance
• Adheres to principles of fair play, sportsmanship, and ethical behaviors in
sports (and in life)
• Practices fair play and sportsmanlike behaviors in-and-out of sports

K To 12 BASIC EDUCATION PROGRAM SPS CURRICULUM GUIDE

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K to 12 BASIC EDUCATION PROGRAM ( CG)

SPECIAL PROGRAM IN SPORTS (SPS)

• identifies errors in performance and is able to correct technique.

Grade 10, Quarter 2

• identifies the ideal method for conditioning the fitness component(s) of

K to 12 BASIC EDUCATION PROGRAM

• First Aid treatment:

• Classifies the comprehensive rehabilitation exercises needed in sports specific

K to 12 BASIC EDUCATION PROGRAM

• Identifies necessary food and nutrients from Food Pyramid and

Considerations for the vegetarian athlete

• Explains the importance of nutrition to athletic performance in endurance and

Grade 10, Quarter 4

PSYCHOSOCIAL / BEHAVIORAL SKILLS TOPICS

Stress and Anxiety in Sports

4. Strategies to cope with stress and anxiety

1. Positive (fair play and sportsmanship) and Negative Behaviors

Grade 7, Quarters 1-4

Grade 8, Quarters 1-4

Grade 9, Quarters 1-4

CONTENT STANDARD: The learner understands mechanisms to cope with

Grade 10, Quarters 1-4

• Recognizes the value/importance of fair play and sportsmanship in sports

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