COURSE INFORMATION

Course Name Physical Fitness and Self-Testing Activities Course Code: P.E 101

Pre-requisite Subject Course Credit: 2 units

Course Requirements
 Major Exams
 Summative quizzes
 Per unit outputs as specified in the assessment
 End of course learning log (reflective journal) and portfolio (compilation of outputs) on the different learning theories and research with reflections on their applications and
implications to Contemporary World learners.
Grading System:

A. General distribution of weight across B. To compute Midterm C. To compute the final Rating
Major Exam - 50% grading period. Standing
Quizzes/Exercises - 20% P Grade + M Grade + F Grade = FINAL RATING P Grade + M Grade = MS MS + F Grade = FINAL RATING
Class participation - 30% (30%) (30%) (40%) (100%) (50%) (50%) (100%) (60%) (40%) (100%)
Course Description
this course involves basic movement skills for body mechanics, self-testing skills, basic motor skills, perceptual and manipulative skills, and other movements activities
for the improvement and maintenance of health and physical fitness.
Course Learning Outcomes

LO: 1 Understanding of basic concepts across the domains of knowledge

LO: 2 Critical, Analytical, and Creative thinking.
LO: 3 Appreciation of the human condition
LO: 4 Capability to personally interpret the human experience
LO: 5 Ability to view the contemporary world from both Philippine and global perspective
LO: 6 Ability to appreciate and contribute to artistic beauty
LO: 7 Understanding and respect for human rights
LO: 8 Ability to contribute personally and meaningfully to the country’s development
LO: 9 Working effectively in a group
LO: 10 Basic work-related skills and knowledge

TOPIC/S INTENDED LEARNING OBJECTIVES TEACHING/LEARNING STRATEGIES METHOD/S OF ASSESSMENT

Orientation Exhibit awareness and knowledge of the Establishing rapport with the class Presentation of Expectation
facilities and equipment, grading system Thru game entitled “Getting to Know”
1. Syllabus and house rules. Discussion of the Expectation of both
2. Class Policies Professor and Students
 3. Gym Usage Field Observation
4. Course Requirements
Physical Education Program/Physical
Fitness

1. Meaning/Importance of Physical Explain the meaning and significance of Lecture- Discussion

Education Physical Education Group Discussion Written Test
2. Function of Physical Education Inquiry-based learning
2.1 Biological Discuss the function and objectives of Discovery learning
2.2 Integrative Physical Education
2.3 Social
3. Objectives of Physical Education
4. Importance of Physical Fitness Determine and relate Health related
5. Components of Physical Fitness fitness from Performance related fitness in
5.1 Health Related Fitness daily activities
5.2 Performance Related Fitness
Physical Fitness Test Determine BMI, target heart rate, Lecture-Demonstration Method Practical Test:
(Pre-test) maximum heart rate and resting heart rate Individual performance Execution of the different fitness
1. Curl-ups and explain its importance in one’s Buddy system Test individually.
2. Push-ups physical fitness.
3. Sit-and-reach
4. Standing Long jump Explain and relate Physical Fitness test
5. Step-test and how each Component affects fitness.
6. 50m run
Perform Physical Fitness Test precisely
and with ease.
FIRST COMPREHENSIVE ASSESSMENT

TOPIC/S INTENDED LEARNING OBJECTIVES TEACHING/LEARNING STRATEGIES METHOD/S OF ASSESSMENT

Dance Aerobics
1. Benefits of dance aerobics
2. Safety measures in dance aerobics
3. Basic Arm/feet
Movement/Combo steps
Dance Aerobics Routine
List down of Aerobics to one’s health. Lecture-Demonstration Written Test
Cooperative Learning
Be acquainted on the different safety Group Dynamics
measures in Dance Aerobics Film Viewing
Identify the different basic arms and feet Lecture-Demonstration Group Presentation:
movements. Cooperative Learning
Practice of skills Presentation of their own aerobics routine
Demonstrate the combo steps correctly. Group dynamics combining the basic movements and
Graded performance combo steps.
 Execute the steps with ease and
confidence

Design aerobic routines that shall suit the

needs of the group.

Execute Dance Aerobic routines correctly

and with poise.
Gymnastics Explain the importance of Gymnastics in Lecture-Demonstration Practical Test:
1. Brief Historical Background developing physical fitness. Cooperative Learning Execution of stunts and tumbling’s
2. Stunts Execute proper body mechanics in Practice of Individual skills individually
3. Tumbling performing Gymnastics stunts and Group dynamics
4. Pyramids tumbling. Graded Performance Group execution of pyramid stunts

Acquire balancing skills in performing

stunts and pyramids.

Ensure that stunts are achievable in all

members of the group
SECOND COMPREHENSIVE EXAMINATION

TOPIC/S INTENDED LEARNING OBJECTIVES TEACHING/LEARNING STRATEGIES METHOD/S OF ASSESSMENT

Physical Fitness Test Determine the changes in one’s level of Graded performance Practical Test:
(Post-test) physical fitness. Individual performance Execution of the different fitness
Buddy system Test individually.
Assess improvements in one’s level of
physical fitness

Appreciate the purpose of re-taking

Cheer dance Creation
physical fitness testing.
Create/design their own cheer dance Group Discussion Group presentation
routine Group performance
Cooperative Learning Presentation of their own cheer dance
Practice of Skills routine (4 minutes)
THIRD COMPREHENSIVE EXAMINATION

FINAL COURSE OUTPUT:

 As evidence of attaining the above learning outcomes, the students are required to do and submit the output as indicated.
LEARNING OUTCOMES
LO 1- LO 10
RUBRIC FOR ASSESSMENT
CRITERIA EXEMPLARY
4 3
PERSON-ORIENTED The Choreography executed
exhibits exemplar innovative
steps variations and
Presentation/ combinations in collaboration
Creativity with the group.
Content The dance techniques,
degree of difficulty and
pyramids are generally
included in the different parts
of the presentation that show
care and respect I the well-
being of each member.
GOD-LOVING The student sustains
expectational performance
Execution with high energy level,
consistent facial expression,
and excellent projection.
Mastery The steps are executed
perfectly and never missed
proper timing with the music
as opportunity to reflect on
God’s goodness.
PATRIOTIC HEALTH The routine application is
PROFESSIONAL highly useful and beneficial in
the over-all impression of the
Effectiveness presentation as a design
REQUIRED OUTPUT
Group Competition: Students will design and perform a 4-
minutes Cheer Dance routine.
SATISFACTORY
The Choreography executed
exhibits several innovation
steps variations and
combinations in
collaboration with the group.
The dance techniques,
degree of difficulty and
pyramids are sometimes
included in the different parts
of the presentation that show
care and respect I the well-
being of each member.
The student sustains
admirable performance with
moderate energy level, good
facial expression, and
projection.
Occasionally missed the
steps and proper timing as
opportunity to reflect on
God’s goodness.
The routine application is
effective with minor
inaccuracies in the over-all
impression of the
DEVELOPING
2 1
The Choreography
executed involves
innovative steps variations
and combinations in
collaboration with the group.
The dance techniques,
degree of difficulty and
pyramids are rarely
included in the different
parts of the presentation
that show care and respect
I the well-being of each
member
The student sustains less
admirable performance with
low energy level,
inadequate facial
expression, and projection
Often missed the steps and
proper timing as opportunity
to reflect on God’s
goodness.
The routine application has
marginal use with minor
inaccuracies in the over-all
impression of the
DUE DATE
October 2015
BEGINNING RATING
The Choreography
executed includes very few
innovative steps variations
and combinations in
collaboration with the
group.
The dance techniques,
degree of difficulty and
pyramids are not included
in the different parts of the
presentation that show care
and respect I the well-being
of each member
The student is not able to
sustains their level of
performance, and with poor
projection.
Frequently missed the
steps and proper timing as
opportunity to reflect on
God’s goodness.
The routine application
shows minimal effect and
not much effective in the
over-all impression of the
 presentation of a fitness presentation as a design presentation as a design presentation as a design
program. presentation of a fitness presentation of a fitness presentation of a fitness
program. program. program.

References
Clark, M. (2008). Personal fitness training. USA: Lippincott Williams & Wilkins
Davis, B. Roscoe, J. Roscoe, D. & Bull, R. (2005). Physical education and the study of sport 5' edition. USA: Jan Roscoe Publications Dwyer, G. (2005. ACSM'S health related
physical fitness assessment manual. USA: Lippincott Williams & Wilkins Fahey, T.D (2009). Fit & well (8th ed.). New York: The McGraw Hill Companies LeBoeuf, M. (2008). Fit
& active. USA: Human Kinetics, Inc.
Lumpkin, A. (2005). Introduction to physical education, exercise science, and sports studies sixth edition. New York: McGraw Hill Companies, Inc.
Mitchell, S.A., Oslin, J.L & Griffin, L. L. (2006). Teaching sport concepts and skills: a tactical games approach, second edition. USA: Library of Congress Siedentop, Daryl.
(2012). Introduction to physical education, fitness, and sports. New York: McGraw-Hill Tharett, S.j. (2007). ACSM'S health/fitness facility standards & guidelines (3'' ed.). USA:
American College of Medicine.
Tulio, Doris D. (2008). Physical Education of College 4. Mandaluyong City: National Bookstore.

Reviewed by:

Program Chair