Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Premier University in Zamboanga del Norte

COLLEGE OF EDUCATION

Program: Bachelor of Physical Education

Department: College of Education
Instructor/Professor: Ma.Liza Faith P. Magno Syllabus Code
COURSE SYLLABUS
Pre-Requisites: Course Day& Time:
PE 11
Unit of Credit: 2 Units Code Room:
No. of Hours: 36 Hours Course Title Movement Enhancement Consultation Hours: 1 hours per week

Jose Rizal Memorial State University adheres to the principle of dynamism and cultural diversity in building a just
PHILOSOPHY
and humane society.
VISION A dynamic and diverse internationally recognized University
Jose Rizal Memorial State University pledges to deliver effective and efficient services along research, instruction,
production and extension.
MISSION
It commits to provide advanced professional, technical and technopreneurial training with the aim of producing
highly competent, innovative and self-renewed individuals.
Jose Rizal Memorial State University focuses on developing graduates who are exemplars of Rizal’s ideals that
can:
E - xhibit relevant and responsive competencies across disciplines towards
X - enial delivery of services;
C - ommunicate ideas proficiently in both written and spoken forms;
E - ngage in lifelong learning;
GOALS
L - ead effectively and efficiently amidst socio-cultural diversity;
L - ive up the challenges of the global community;
E - mbody professional, social and ethical responsibilities;
N - urture a harmonious environment;
C - onserve and promote Filipino cultural heritage; and
E - valuate their contribution to the local and global communities.
Graduate Attributes of Industry Relevant
Ilustrado Tribe (GAIT) Effective Communicator
Program Outcome/s Plans and implement what has been examined in the pursuit of having a supportive Physical Education program aided with

Course Description
media and technology.
Successfully link stakeholders and PE practitioners through any media platform and communicative channels in the pursuit
of cultivating cooperation, solidarity and commitment.
The course provides understanding of the movement concepts in terms of the body, space, effort and relationship
and the fundamental movement skills that will aid a students in creating more effective exercise routine. The
learning will be shared to the community which will addresses common health related problems. The components
of fitness and how the body responses activities through physiology of execise are part of the course. The
students are expected to formulate physical activities that will show positive relationship between the movement
concepts and components of fitness both health and skills related as well as the study on how the body response
those physical activities.

Course Learning Learning Formative Summative

Learning Outcomes Topics References
Outcomes Activities Materials Assessment Assessment
Copy from Copy from Form 13, Copy from citation only No need to Title Only Title Only
Title only
Form 12, Column 4 Form 13, Ex: Finfgeld- describe the (elaboration is (elaboration is
(elaboration is
Column 3 Column 3 Connett learning the module) in Forms 16
in the module)
(2018) materials and 17)
a. Formulate exercise routine Department of
1. Students will using fundamental movement Education WA, List of Exercise
link to the skills. (2013, p. 15) Routine
community and Fundamental
b. Perform the formulated Kayal, (2016)
provide Movement
exercise routine with music Kindysport, Exercise
movement Skills
accompaniment (2020) Performance
concept
awareness Rainer &
activities Jarvis, (2020) Create
highlighting the Hands, (2012) Pamphletes
differences in and Release to
movement a. Perform movement the Community
capabilities and exercises that explain Movement
in terms of motor concept of body and spatial Exercise
skills with the awareness, quality of
consideration of movements and movement’s
fundamental relationships. Movement
movement skills b. Make a reflection paper Concepts
about the importance of Reflection
movement Paper
concepts in exercise
 activities.
a. Create a synthesis paper
about the relationship of
enhancing movements
2. Students will through fundamental Synthesis Paper
demonstrate the movements’ skills and
movement movement concepts and the
concept through health and skills related
Components
planning and components of fitness.
of fitness Physical
organizing b. Perform an exercise
developmentally movement that shows the Exerice Activity Plan for
appropriate relationship between the Movement Health
Physical concept, basic skills of Performance
Education and movements and the
Health activities, components of fitness.
considering the a. Exhibit the types of
components of physiology exercise using
fitness and Vlog and its significant Vlog
physiology of relation to movement
exercise. enhancement in both skills
and wellness. Physiology of
b. Develop an activity plan for Exercise
both sports exercise
physiology and clinical Exercise Activity
exercise that emphasizes the Plan
importance of movement
enhancement health benefits.

References:Example
Finfgeld-Connett, D. (2018). A guide to qualitative meta-synthesis. New York, NY: Routledge.
Finlayson, K. (2008). Qualitative meta-synthesis: a guide for the novice. Nurse Researcher, 59-71.
Hesse-Biber, S., & Johnson, B. (2015). The Oxford handbook of multimethod and mixed methods research inquiry. NY: Oxford University
Press.
Jensen, L., & Allen, M. (1996). Meta-synthesis of qualitative findings. Qualitative Health Research, 553-560.
Sandelowski, M., Docherty, S., & Emden, C. (1997). Focus on Qualitative Methods. Nursing & Health, 365-371.
 GRADING PLAN(Example)

The term grade is computed using the formula:

40% - Performance (e.g. Research Proposal – 15%; Completed Research – 25%)

30% - Major Requirements (Oral Presentation of Completed Research – 20%; Policy briefs – 10%)
30% - Formative Assessment (Submission of FA activities – 20%; Student Enagagement – 10%)
Midterm Grade= 100%of the Midterm Grade (if applicable)
Final Grade = 50% of the Midterm Grade + 50% of the Final Term Grade (if applicable)

CLASSROOM RULES OF CONDUCT(Sample statements. Note: This is not a comprehensive list of classroom rules)

1. Course requirements must be submitted on time.

2. Plagiarism is strictly prohibited. Be aware that plagiarism in this course would include not only using another’s words, but another’s specific
intellectual posts in social media. Assignments must be done independently and without reference to another student’s work. Any outside
sources used in completing an assignment, including internet references must be fully cited on any homework assignment or exercise.
3. All students should feel free to talk to the instructor face-to-face or through media during office hours.
4. Academic accommodations are available for students with special needs. Students with special needs should schedule an appointment with
the instructor early in the semester to discuss any accommodations for this course.

Prepared: Noted: Noted: Approved/Disapproved:

JOVITO C. ANITO JR. PATRICK G. GALLETO, EdD NARCISA S. BUREROS, EdD ALICE MAE M. ARBON, PhD
Associate Professor Program Chair, College Dean OIC, Office of the VPAA
BSEdMathematics

Date:10 February 2020 Date: Date: Date:

Date Revised: _____________
 Module 1: The Concept of Movement & Fundamental Movement Skills

Course Outcomes

 Students will link to community and provide movement concept awareness

activities highlighting the differences in movement capabilities and in terms of
motor skills with the consideration of fundamental movement skills

Unit 1: Fundamental Movement Skills

Fundamental movement skills are very important to a child’s physical

development and learning these basic skills gives opportunity to individual acquire
competence, confidence, and motivation, to try physical activities and sports. These
skills allow children to enjoy a long life interest to sports and physical activities. Studying
the categories of the FMS will help college students to realize what they miss or what
have or already done. This topic contains certain information that will make student in
college realize the importance of enhancing movement from those basic movement
skills.

Learning Outcomes

At the end of this unit, you will be able to:

 Formulate exercise routine using fundamental movement skills.

 Perform the formulated exercise routine with music accompaniment.

Pre-test

True or False
Direction: On the space provided before each item, write TRUE when the
statement correspond to a correct thoughts about fundamental movement skills concept
and FALSE when it is not and provide reason why?

___________1. Object control skills require controlling implements (for example, bats,
racquets or hoops) or objects (such as balls) either by hand or foot.
___________2.A locomotor skill is the same with stationary movement skills because it
involve transporting the body in any direction from one point to another.
___________3.Students who writes with their right hand should also throw a ball and
hold a bat with their right hand.
___________4. Most poorly coordinated students show a mixed dominance. They may
use their right foot to kick a ball, but use a bat left handed.
___________5.Academic performance will be enhanced by improving movement
proficiency.
___________6. Most boys are able to throw a ball further and harder than most girls.
___________7.Girls can’t run as fast as boys.
___________8.Student need to learn to hop before they can skip.
___________9.Student aged 12 years and older are unable to change their movement
patterns.
___________10. You need to be able to run well to teach others how to run.

Content

Definition of Movement in Physical Education Context

 Movement in Physical Education context defined by the researchers as one of

the common knowledge that is associated with the purpose for sports skills as
well as health development.
 Movement is the basis of human life a key stone of Physical education. In the
primary school level, movement education is organized around themes and
concepts as it is not command-oriented multi-activity approach (Kayal, 2016).
 Movement may be affected by physiological factors (physical fitness and body
build), biomechanical factors (teaching movement skill effectively), sociological
factors (competitor, team mates) and psychological factors (fear, anxiety, self –
concept) (Kayal, 2016).
 Unlike middle and high school which is generally organized into activity related
units (badminton, personal defense, etc), movement education is organized
around themes and concepts. These themes and concepts form the basis for
teaching basic movements are comprised of movement concepts and
fundamental motor skills.

Fundamental Movement Skills

Fundamental Movement Skills (FMS) are movement patterns that involve different
body parts such as the legs, arms, trunk and head, and include such skills as running,
hopping, catching, throwing, striking and balancing. They are the foundation movements
or precursor patterns to the more specialised, complex skills used in play, games,
sports, dance, gymnastics, outdoor education and physical recreation activities
(Department of Education WA, 2013, p. 15). There are categories of FMS but before
proceeding to these categories let’s have first the issues in teaching these fundamental
movement skills.

Common issues in teaching FMS

Several studies have reported that physical activity declines dramatically as young
children advance from primary to secondary school with children losing on average an
hour of exercise in the week. Aligned to this, many children are leaving primary
education having failed to gain proficiency in FMS and this may severely hinder youth
participation in many diverse types of leisure physical activities, games and sports and
impact on physical fitness (Rainer, & Jarvis, 2020).
 This is great portion that Rainer & Jarvis consider the importance of studying FMS
since there are a lot of issues regarding to how this though in the primary level. In
general, it must be noted that those teaching PE and FMS in the primary school are
typically non-specialists, lack confidence to teach the subject, and often have completed
less than 10 hours of specific PE training during their initial teacher training. These are
following simple reason why do we need to study movement enhancement from this
fundamental movement skills aside from the application.

Characteristics of individual having difficulties in movements skills

Through observation and experience with friends at school or in the sports gathering
or dance practice, people will probably be aware of the individuals who are not well
coordinated as the others and maybe you consider yourself. On the basis of this
observation you may first consider several questions.

 Does the person have a low level of fitness? For example a students with a weak
abdominal muscles or poor flexibility around the hips, will not be able to lift legs
high while running, jumping, hopping or skipping.
 Has the person had the opportunity to develop the skill? Some students have
been encouraged to develop their physical potential in their home or community
environment.
 Does the person simply need specific intervention strategies or good feedback
during the teaching of those tasks to improve their performance?
Out of the following questions we might notice that individual movement
enhancement should start from primary school. The research shows the positive impact
of engaging fundamental movements lead to individual interest to physical activities.

Importance of Fundamental Movement Skills

Developing Fundamental Movement Skills are the key to being able to enjoy any
sport or physical activity. Having a strong FMS base gives children a first step to a
happier, healthier, more active and enjoyable life (Kindysport, 2020).

 As mentioned, FMS are the platform from which the skills in sports come from.
 A good FMS base is imperative for individual physical development and being
able to competently participate in sports.
 People that are proficient movers are more willing to participate in sport leading
to higher self-esteem and self-confidence.
 This allows individual to get greater enjoyment out of sport and make it a lifelong
hobby.
 Studies have shown that low Fundamental Movement Skills are a major barrier
for participating in sport and one of the main reason’s individual quit to an
organised sport.
 Fundamental Movement Skills are so much more than just the building blocks of
sport; they are the key to an active and healthy life.
 They are the basis for every movement we do every day.
  They allow individual to build a positive relationship with sports and exercise.
 This leads to a healthier lifestyle with a higher involvement in activity, a lower risk
of heart disease and some cancers, reduced stress and anxiety levels and an
improves self-worth.

Children with a high level of competence in a range of FMS are able to confidently
participate in a wide variety of activities. They also benefit from many physical, social
and emotional health outcomes in both the short and long term (Hands, 2012). These
include:

 Higher physical activity level

 Higher cardio-respiratory fitness
 Higher likelihood of maintaining a healthy weight
 Stronger muscles and bones
 Higher self esteem
 Greater self confidence
 Greater willingness to take risks
 Higher athletic competence
 Motivation to participate in games and sports
 Greater popularity with their peers
 Greater likelihood of involvement in lifelong physical activity

Categories of Fundamental Movements Skills

FMS are the building blocks for movement. They are the skills which children need to
participate successfully in all types of games, physical activities and sports (Clavering
Primary School, n.d.)

FMS can be categorised under three headings: 

 Locomotion skills - where movements are used for transporting from point A to
point B.
 Stabilisation skills – describing equilibrium in motion, keeping a proper balance
while execution of movement.
 Object manipulation skills - describing manipulation skills, highlighting the ability
to control objects as part of the movement.
 Fundamental-Movement-Skills-poster.pdf

Learning Activities

Activity 1: Balancing pose

This activity will help student practice balance as part of body management skills by
doing the different poses below properly.

Direction: Perform the different poses below to check balance and record it using the
camera of your cell phone. Limit each pose to 30 seconds and you are allow to make
variation or form a shape of your body out of the different poses. Use the rubrics on
page ___for you to get highest score and be guided in the activity.

Star pose
• Stand up straight and spread feet wide apart.
• Extend your arms sideways at shoulder height and parallel to floor, palms facing
forward.

Dog pointer pose

• Begin on all fours, hands under shoulders, knees under hips.
• Stretch left arm and right leg out so that they are parallel to floor.
• Repeat with opposite arm and leg.
Sitting on horse pose
• Stand with feet wide, knees bent, and arms in front as if holding the reins

Crab pose
• Sit on floor with knees bent, feet flat, and toes pointing forward.
• Hands under shoulders and flat on floor with fingers pointing forward.
• Lift your bum so that your back and thighs are parallel to floor and arms are fully
extended, head back looking up towards the sky.

Snowboarder
• Similar to “sitting on horse”, but arms are extended to the sides and parallel to
ground. • Bend knees and lean to one side or the other.

Sailboat
• Take a wide stance, one foot pointed outwards.
• Bend at waist, tilt upper body, reach hand to gently rest on shin or foot that is
pointing outwards.
• Reach your other arm straight up.

Shark
• Lay flat on tummy, lift up head and shoulders, hands together behind back.

Activity 2: Vlogging Locomotor Movement

Direction: Create a vlog performing the different locomotor movement below showing
its skills and using the description given. Include your siblings if any or friends to perform
the task while recording it using your phone. The rubrics on page ___ will help you to
guide in this activity and you can add more locomotor movement.

 Walking: Use smooth, straight steps with arms swinging gently in opposition of
feet. Practice different kinds of walks: low with bent legs, high on tippy toes, fast
like a robot, or slow like moving through honey.
 Galloping: One foot is the leader, and the other foot follows behind. Don’t forget
to do both sides!
 Jumping: With feet close together, push off with both feet and land on both feet.
Can you make the landing quiet? How high can you jump? How many times in a
row? This is a good time to try jumping rope.
 Hopping: With one foot on the ground, push with toes. How fast can you hop?
How slowly? Is one side harder than the other?
 Side-sliding: Move sideways with one foot leading (a sideways gallop). Have
your kid spread his or her arms wide and get some air in the middle of the slide.
 Leaping: Go over an object leading with one foot and landing on the other.
 Skipping: March with knees high; each time one knee is in the air, hop on the
other foot — step/hop, step/hop, step/hop.

Activity 3: 3S’G (Sports Skills Styling Game)

Direction: With the definition of object control skills, show the different control of
movement on the given sports below with the used of its specific object; choose at least
one depending on the availability of the object. Just follow table 1 to be guided on this
activity. You can ask help with your siblings or friends. Record this one using your cell
phone. Rubrics available on page___

Table 1: SOMS Sports, Object and Movement Skills

Sports Object Movement Skills

Dribbling
Basketball Overhand Throw &
Underhand Throw
Shooting
And other manipulating
skills on the ball.

Service
Volleyball Toss
Passing
Receiving
And other manipulating
skills on the ball.

Badminton Left side strike

Right side strike
Below knee strike above
head strike
And other manipulating
skills on the badminton
racket

Note: You can add any sports depending on the available object at home, meaning
even the sports is not found in this table you are allow to have it done with the other
sports that you have the object.

Congratulation you did a great job on the activities with that you are
now ready to have assessment. Enjoy!!!

Assessment

A. Choreography Plan
Direction: Formulate a planned exercise routine using the fundamental movement skills.
The used of the three categories for formulation of this exercise routine are required.
Follow the template below and follow the criteria’s given below.
 Categories Counting Parts of the
(LM, BC, OC) (Measure) body being
FMS Developed? Procedures

Criteria: Choreography Plan

Completeness of Routine 20%

Easy to Use Exercise Plan 20%

Particular to its part of the body being developed 30%
Creative in formulating routine 20%
Completely follow the direction 10%
100%

B. Let’s do the Exercise

Direction: Create an exercise routine using the different movement skills categories:
Stability skills, locomotor and object control skills. Choose your own music for this
exercise routine and record this using your cell phone. Submit the file to our Google
classroom or you can upload it using your YouTube channel and send the link to our
Google classroom for more convenience. If in case you are not able to upload because
of weak internet connection you still have your time until next week. For you to be
guided follow the rubrics given in the Google classroom or in this module on page ____.

Rubrics for Balancing Pose

Criteria Weight Good Fair Poor

3 2 1

Student shows Student Student

Competence a high level of demonstrate occasionally
in Execution 6 competence in competence in shows
a given a given competence in
movement skills movement skills a given
task task movement
skills task

Holding the Student are Students are Unable to

Pose in a able to stand barely able to consistently
given time 4 strong and keep balance; hold balance
keep good holds steady
 posture less than the
minimum time

Rubrics for 3S’G (Sports Skills Styling Game)

Criteria Weight Excellent Good Fair

4 3 2

Students Students Students

provide detailed provide fairly provide few
warm-up detailed warm- detailed warm-
exercise which up exercise up exercise
intend to get which intend to which intend to
ready the get ready the ready the few
muscles and muscles and muscles of the
2 making sense making sense body
to the routine to the routine
Warm-up

Student Student Student

includes all the includes some includes only
required of the required one category
categories of categories of of fundamental
fundamental fundamental movement
movement skills movement skills skills and
and plans it well and plans it plans fairly that
6 enough that good that anyone could
anyone could anyone could also fairly use
Exercise use the routine. use the routine. the routine.
Routine

Rubrics for Exercise Routine

Criteria Weight Excellent Good Fair Poor

4 3 2 1

Students Students Students Student did

provide provide fairly provide few not include
detailed detailed detailed any warm-
warm-up warm-up warm-up up
exercise exercise exercise exercises
which intend which intend which intend in the
to get ready to get ready to ready the
 2 the muscles the muscles few muscles routine
and making and making of the body
Warm-up sense to the sense to the
routine routine

Student Student Student Student did

includes all includes includes only not include
the required some of the one category any of the
categories of required of categories
fundamental categories of fundamental of
movement fundamental movement movement
skills and movement skills and and make
6 plans it well skills and plans fairly exercise
enough that plans it good that anyone plan as
Exercise anyone could that anyone could also poorly
Routine use the could use the fairly use the organized
routine. routine. routine.

Student Student Student Student did

include 4 include 3 include less not include
2 cool down cool down than 2 cool a cool
stretches at stretches at down down
Cool the end of the end of stretches at stretching
Down the exercise the exercise the end of in the
routine routine the exercise routine.
routine

Answer Key

Unit 1: True or False

1. True
Because object control skills require controlling implements and objects
such as balls, hoops, bats and ribbons by hand, by foot or with any other part
of the body.
2. False
When we say stationary skills this is where the movement done without
transferring from one station to another unlike locomotor movement
3. False
4. False
For no. 3 and 4 even though a child writes with the right hand, they do not
need to perform all other movement skills with the same hand or same-sided
foot

5. False
 There is no evidence that improvement in movement skill directly
improves academic performance. However, increased movement
competence can improve self-esteem, self-confidence, self-management and
self-control that in turn can affect academic performance and willingness to
tackle new challenges, provided that the tasks required are meaningful,
relevant, purposeful and appropriate for the child.
6. True
7. False
There are slight differences in body size, body proportions and muscle
mass between boys and girls prior to puberty. For most skills, except
overhand throwing, however, there are no significant biological reasons for
gender differences in performance.
8. False
Children do not master FMS in any predetermined order or sequence.
The family and wider community play an important part in a child’s
development.
9. False
FMS can be developed later in life. Early childhood is, however, the
optimal time to develop FMS for a number of reasons.
10. False
It is not necessary to be a teacher of physical education or a ‘sporty’
person to teach FMS and physical education.