CMO No. 39, s.

of
2021

"POLICIES, STANDARDS
AND GUIDELINES ON THE
IMPLEMENTATION OF
TERTIARY PHYSICAL
EDUCATION: PHYSICAL
ACTIVITY TOWARDS
HEALTH AND FITNESS
(PATHFIT) COURSES"
 Technical Committee for
Physical Education, Sports &
Wellness Management
TCPE-SWM
Dr. Larry A. Gabao Dr. Stella Marie M. Urbiztondo Prof. Hercules P. Callanta
Chairperson Member Member

Dr. Lordinio A. Vergara Prof. Pio Gerardo R. Solon Prof. Reil Vinard S. Espino
Member Member Member
CMO No. 39, series of 2021
"Policies, Standards and Guidelines on the
Implementation of Tertiary Physical Education:
Physical Activity Towards Health and Fitness
(PATHFIT) Courses"
WHY DO WE NEED A NEW
CMO FOR TERTIARY P.E.?
I. RATIONALE
1. Enhancement of Basic Education Curriculum (K to 12) per RA
10533: Tertiary PE is distinct from HOPE because of global
recommendations on PA for health based on age groups
2. Compliance with Outcomes-based Education (OBE) per CMO
No. 46, series of 2012
3. Issuance of CMO No. 20, series of 2013 - New GE Curriculum
did not include Physical Education Courses
4. Issuance of Clarificatory Memorandum on the offering of PE
Courses
5. Article 14, Section 19 of the 1987 Philippine Constitution
mandates promotion of PE and Sports
Retired
Physical Education as a lifelong process <40

Career >22

College P.E.: PATHFIT ACTIVE

18-22

AND
G 12 HEALTHY 17
Key Stage 4 LIFE
G 11 Health-optimizing PE 16

G 10 15
Key Stage 3 PA
• Activity-specific skills dispositions
G9 and habits 14
• Multiple and varied PA’s
G8
• Recreational and/or 13
competitive pursuits
G7 12
Key Stage 2
G6 • Mature movement patterns 11
• Fundamental game
G5 concepts/tactics 10
• Fun games
G4 PHYSICAL 9
LITERACY
G3 8
Key Stage 1
• Fundamental movement
G2 7
concepts and skills
• Fundamental motor skills
G1 6
• Daily play and fun physical
activities
K 5
WHY PATHFIT?
1. INTEGRATED PURPOSES OF THE GENERAL,
HIGHER AND PHYSICAL EDUCATION
One of the goals of general education as articulated by the
Commission on Higher Education is “to help improve the Filipino
quality of life.”
1. GOALS AND CONTEXT OF PHYSICAL EDUCATION
PE plays a unique role as the only subject in the curriculum that requires
actual participation in physical activities.

The Tertiary PE Program provides for appreciation for a variety of expression

and engagement of physical activities and to ascertain that opportunities are
inclusive of all contexts and learners.

PE is the key learning area in the school curriculum that focuses explicitly
on making learners adapt to lifelong physical activity.
IV. GOALS AND CONTEXT OF PHYSICAL EDUCATION
Since the greatest resource of a nation is its citizens, the Tertiary PE
Program takes on a public health and fitness orientation. PE is the key
learning area in the school curriculum that focuses explicitly on making
learners adapt to lifelong physical activity. It promotes an understanding of
the centrality of movement in daily life, in all its forms.

The Tertiary PE Program also aims to form constructive behaviors for

managing the stress of academic demands; provide the necessary ‘break’
from sedentary activities in the classroom; cultivate school loyalty and
patriotism through the sporting culture.

The Tertiary PE Program thus provides for appreciation for a variety of

expression and engagement of physical activities and to ascertain that
opportunities are inclusive of all contexts and learners.
IV. GOALS AND CONTEXT OF PHYSICAL EDUCATION
HEIs are allowed to design course offerings that are suited to their own
contexts and missions provided that they can demonstrate that the same
leads to the attainment of the required minimum set of standards and
outcomes, albeit by a different route. In the same vein, they have latitude in
terms of curriculum delivery and in terms of specification and deployment of
human and physical resources as long as they can show that the attainment
of the program outcomes and satisfaction of program educational objectives
can be assured by the alternative means they propose.

The HEIs can use the CHED Implementation Handbook for Outcomes-
Based Education (OBE) in designing their PE program.
WHAT ARE THE MINIMUM
PROGRAM OUTCOMES?
V. TERTIARY P.E. PROGRAM STANDARDS

1. Active and Healthy Living

- movement competency
- MVPA participation
- Management of risk factors (eating habits and stress)
1. Advocacy and Action
- periodic evaluation of the learner’s (a) physical activity
levels, (b) fitness levels, and (c) dietary/eating
patterns
- Interact with and positively influence others in and
through PA opportunities
V. TERTIARY P.E. PROGRAM STANDARDS
The following are the outcomes of the tertiary PE program:

1. Active and Healthy Living. This outcome is achieved

through the adaptation of movement competencies to physical
activity pursuits. Movement competency and confidence allows
the learner to engage in a variety of moderate-to-vigorous
physical activities resulting in improvements in one’s fitness
levels as well as optimizing health by way of reducing health
risk factors (i.e., physical inactivity, sedentary behaviors,
stress). As part of healthy living, food and beverage
consumption patterns are periodically evaluated based on
dietary recommendations for the purpose of building healthy
eating habits.
V. TERTIARY P.E. PROGRAM STANDARDS

The following are the outcomes of the tertiary PE program:

2. Advocacy and Action. At the individual level, this outcome is

achieved through periodic evaluation of the learner’s (a) physical
activity levels, (b) fitness levels, and (c) dietary/eating patterns. Such
evaluation is aimed at enhancing awareness and personal
responsibility for making healthy choices (i.e., taking action). At the
school and/or community level, the learner is provided with and/or
seeks opportunities for participation in and/or lead (e.g. organize)
physical activity-related events (e.g. intramurals, PA-based clubs,
fitness and wellness activities, etc.). These opportunities enable them
to interact with and positively influence others (i.e., advocacy).
V. TERTIARY P.E. PROGRAM STANDARDS
STANDARDS OUTCOMES
Active and 1. Participate in moderate to vigorous physical activities (MVPAs) in accordance
Healthy Living with national and global recommendations on physical activities for health.
2. Adapt movement competencies to independent physical activity pursuits that
are health-enhancing and personally rewarding.
3. Monitor progress and evaluate achievement of personal fitness and dietary
goals.
4. Practice empathy, fair play; show respect for differing abilities (i.e., diversity)
through interpersonal communication skills and emotional regulation during PA
participation.
5. For sports, apply basic tactics (e.g. defense, offense, transition) in game
situations.
Advocacy and 1. Devise, apply and assess a range of strategies (i.e., exercise program design;
Action goal-setting; periodic evaluation) to improve one’s physical activity
performances and those of others.
2. Enhance and advocate for one’s personal and others’ fitness, safety and
wellness through physical activity participation and/or leadership.
3. Promote practical and creative interventions that will create community
connection and contribute to the health and wellness of the school community
and its periphery.
WHAT ARE THE P.E. COURSES TO ACHIEVE
THE PROGRAM OUTCOMES?

1. (PE 1) PATHFIT 1 - Physical Activities Toward Health

and Fitness 1: Movement Competency Training
2. (PE 2) PATHFIT 2 - Physical Activities Toward Health
and Fitness: Exercise-based Fitness Activities
3. (PE 3) PATHFIT 3 - Physical Activities Towards Health
and Fitness 3
4. (PE 4) PATHFIT 4 - Physical Activities Towards Health
and Fitness 4
1. WHAT ARE THE PATHFIT COURSES?
2. CAN WE CHANGE THE COURSE TITLES?

1. PATHFIT 1 - Movement Competency Training

2. PATHFIT 2 - Exercise-based Fitness Activities
3. PATHFIT 3 - Menu of courses in sports, dance, martial
arts, group exercise, outdoor and adventure activities
4. PATHFIT 4 - Menu of course in sports, dance, martial
arts, group exercise, outdoor and adventure activities
1. CAN WE HAVE MORE THAN 1 PATHFIT 1/2?
2.CAN WE HAVE A DIFFERENT SEQUENCE FOR
THE COURSES?

1. PATHFIT 1 - Movement Competency Training

PATHFIT 1 is a prerequisite of PATHFIT 2

1. PATHFIT 2 - Exercise-based Fitness Activities

PATHFIT 1 & 2 are a prerequisites PATHFIT 3 & 4

1. PATHFIT 3 - Menu of courses

2. PATHFIT 4 - Menu of courses
HOW MANY UNITS CAN BE ALLOCATED PER
COURSE?

Minimum requirements:
2 UNITS EACH = TOTAL 8 units
VI. PROGRAM SCOPE AND GUIDELINES
1. Physical Activities Toward Health and Fitness 1 (PATHFIT 1): Movement Competency
Training
2. Physical Activities Toward Health and Fitness 2 (PATHFIT 2): Exercise-based Fitness
Activities
3. Physical Activities Towards Health and Fitness 3 (PATHFit 3) Any of the following:
● Dance (menu of courses)
● Sports (menu of courses)
● Martial Arts (menu of courses)
● Group Exercise (e.g. aerobics, yoga, running for fitness, etc)
● Outdoor and Adventure Activities
4. Physical Activities Towards Health and Fitness 4 (PATHFit 4) Any of the following:
● Dance (menu of courses)
● Sports (menu of courses)
● Martial Arts (menu of courses)
● Group Exercise (e.g. aerobics, yoga, running for fitness, etc)
● Outdoor and Adventure Activities
VI. PROGRAM SCOPE AND GUIDELINES

6.2 The achievement of course outcomes will also be

facilitated through participation in moderate to vigorous
physical activities outside of PE class time.

6.3 Class size is dependent on the nature of the physical

activity. HEIs are required to undertake precautions to
ensure the students’ safety during movement performance
and that there is adequate equipment and space.
CAN A GRADUATING STUDENT TAKE
MORE THAN 1 PATHFIT IN A SEMESTER?

VI. PROGRAM SCOPE AND GUIDELINES

4. The marks or PE grade shall be included in the
computation of General Weighted Average (GWA) for all
students, especially for scholastic honors.
5. No student shall be allowed to take more than one PE
course per semester.
6.9. Completion of PE courses shall be a requirement for
graduation.
CAN A STUDENT/VARSITY BE EXEMPTED FROM
PATHFIT/CAN PATHFIT BE SUBSTITUTED?

VI. PROGRAM SCOPE AND GUIDELINES

6.6 There shall be no exemptions in PE. Students with Additional Needs
(SWANs) and students with prohibitive medical conditions that have been
diagnosed by a physician shall have the teaching-learning activities modified
accordingly to suit their needs and abilities.

6.7 Under no circumstances shall PE be substituted for other courses

or activities (e.g. varsity).
6.8. There shall be adequate facilities and equipment relevant to the PE
courses.

6.9. Completion of PE courses shall be a requirement for graduation.

VIII. ADMINISTRATION AND FACULTY REQUIREMENT
In any institution of higher learning, there shall be a Unit/Department of Physical
Education which shall service all the units (i.e., units, departments, schools, colleges)
in consultation and coordination with the designated heads.

A. Unit/Department Head/Chair
The unit/department head/chair must be employed full-time and must possess the
following qualifications:
1. Holder of Master’s degree in Physical Education or related fields (i.e., exercise
science, teacher education, sports science);
2. With at least three (3) years of teaching experience in PE

A. Faculty
Faculty teaching Physical Education courses should have the following qualifications:
1. At least 50% of the PE faculty must be employed full-time
2. Holder of Master’s degree in PE or a related discipline and allied fields (i.e.,
exercise science, sports science)
CAN NON-MASTER’S DEGREE HOLDERS TEACH
PATHFIT 1-4?

B. Faculty
Faculty teaching Physical Education courses should have the following
qualifications:
1. At least 50% of the PE faculty must be employed full-time
2. Holder of Master’s degree in PE or a related discipline and allied fields
(i.e., exercise science, sports science)

Section 12 - Transitory Provisions

All HEIs are required to fully comply with all the requirements specified in this
CMO three year after the date of its effectivity.
WHAT IF AN HEI DOES NOT HAVE PROVISIONS
FOR LABORATORIES AND FACILITIES FOR PATHFIT?

IX. Laboratories and Facilities

1. Classrooms with Technology Support
2. Sports and Fitness Equipment (for resistance training)
3. Fitness Assessment Equipment
4. Fitness Areas and Playing/Sports Facilities (e.g. courts)
5. Swimming Pool
6. Track and field oval

In the absence of facilities specified, the institution may execute a

Memorandum of Agreement with nearby facilities.
X. REPEALING CLAUSE
Any provision of this Order, which may thereafter
be held not valid, shall not affect the remaining
provisions.

All CHED issuances or part thereof inconsistent

with the provision in this CMO shall be deemed
modified or repealed.
XI. TRANSITORY, EFFECTIVITY, AND PROVISIONS
All HEIs are required to fully comply with all the requirements specified in this CMO three
year after the date of its effectivity. However, the prescribed minimum curricular
requirements in this CMO shall be implemented starting Academic Year 2021-2022.

For violation of this Order, the Commission may impose such administrative sanction as it
may deem appropriate pursuant to the pertinent provisions of Republic Act No. 7722, in
relation to Section 69 of BP 232 otherwise known as the Higher Education Act of 1982, and
the Manual of Regulations for Private Higher Education (MORPHE) per CMO No. 40,
series of 2008 and other related laws.

State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) shall
also comply with the requirements herein set forth.

This Order shall take effect after its publication in the Official Gazette or Newspaper of
General Circulation.
THANK YOU!
 CMO No. 40,
series of 2021

"GUIDELINES ON THE
IMPLEMENTATION OF
FLEXIBLE LEARNING
FOR TERTIARY
PHYSICAL EDUCATION:
PATHFIT COURSES"
 CMO No. 40, series of 2021
"GUIDELINES ON THE IMPLEMENTATION OF FLEXIBLE
LEARNING FOR TERTIARY PHYSICAL EDUCATION:
PHYSICAL ACTIVITY TOWARDS HEALTH AND FITNESS
(PATHFIT) COURSES"
I. RATIONALE
Cognizant of the disruption in operations posed
by COVID-19 and with reference to CHED’s
Advisory No. 1-6 and CMO No. 4, series of 2020
“PSG for Flexible Learning”, this curricular
modification will guide the higher education
institutions in developing flexible learning
strategies for the continuous and effective
delivery of, as well as access to Tertiary PE
(PathFit) Courses during a health crisis.
II. SCOPE AND COVERAGE
In accordance with the pertinent provisions of
CMO No. 04, series of 2020, these are guidelines
on the implementation of flexible learning for
the design and delivery of the courses, which
are responsive to the learners’ needs for access,
variety, recognition of diverse learning styles,
customizability and self-regulation of the
learning experience in the higher education
environment.
II. SCOPE AND COVERAGE

may be adopted by all

These guidelines
public and private HEIs in the country and
are applicable to all their students.
III. BACKGROUND AND CONTEXT
The COVID-19 pandemic has compelled
educators around the world to teach in
new environments. Online learning presents
unique challenges to course design and
delivery as students and teachers are
sheltering from home. Both have to adapt
quickly to a remote learning set-up.
III. BACKGROUND AND CONTEXT
In general, HEIs must transition in a
comprehensive manner and at a rapid pace.
Regardless of the mode (i.e., in-person/face-to-
face;online;blended/hybrid), the goal of
Physical Education remains the same: to
develop learners who are competent,
confident and motivated to move (i.e.,
physically literate).
III. BACKGROUND AND CONTEXT
It is critical to understand that high quality online learning is
complex and multidimensional. Hence, HEIs are encouraged to
consider in their course design and decision-making process the
following dimensions and the options within:

Design Options Moderating Variables

Modality ● Fully online

● Blended (over 50% online)
● Blended (25-50% online)
● Web-enabled F2F
III. BACKGROUND AND CONTEXT
Design Options Moderating Variables
Pacing ● Self-paced (open entry, open exit)
● Class-paced
● Class-paced with some self-paced
Student-Instructor ● <35 to 1
Ratio ● 36-99 to 1
● 100-999 to 1
● >1,000 to 1
III. BACKGROUND AND CONTEXT
Design Options Moderating Variables
Pedagogy ● Expository
● Practice
● Exploratory
● Collaborative
Role of Online ● Determine if student is ready for content
Assessments ● Tell system how to support the student
(adaptive instruction)
● Provide student or teacher with information
about learning state
● Input to grade
III. BACKGROUND AND CONTEXT
Design Options Moderating Variables
Instructor Role Online ● Active instruction online
● Small presence online
● None
Student Role Online ● Listen or read
● Complete problems or answer questions
● Explore simulation and resources
● Collaborate with peers
III. BACKGROUND AND CONTEXT
Design Options Moderating Variables
Online Communication ● Asynchronous only
Synchrony ● Synchronous only
● Some blend of both
Source of Feedback ● Automated
● Teacher
● Peers
● Source: Content adapted from Barbara Means, Marianne Bakia, and
Robert Murphy, Learning Online: What Research Tells Us about
Whether, When and How (New York: Routledge, 2014).
III. BACKGROUND AND CONTEXT
Based on the level of technology to be used for
the delivery of programs and the connectivity of
students, learner context can be categorized
accordingly: High Technology, Medium
Technology, and Low Technology. Efforts to
modify the curriculum, likewise, are to be
governed by the following parameters:
PARAMETERS:
1. Curricular Restructuring, which involves revisiting and modifying
the plan of study/program;

1. Recalibration of Learning Outcomes, which involves

identifying and prioritizing key competencies; integrating outcomes or
common topics, and identifying emerging competencies in response to
current needs and circumstances;

1. Revision of Course Requirements, which includes providing

alternative requirements, consolidating and/or integrating different
assessments, and adaptive instruction for the accommodation of individual
differences;

1. Mode of Delivery, which refers to online and offline activities for

teaching and learning that are appropriate or with respect to the learner’s
context.
IV. SUGGESTED CURRICULAR MODIFICATIONS
Parameters High Technology
Curricular PathFit Courses are physical
Restructuring activity-based and home-based
consisting of exercises, sports
and dance. Learners are
actively engaged (self-directed),
feel responsible for their
learning (i.e., self-regulated)
and have significant control
over their learning experiences
(i.e., self-paced).
There’s little need for major
revision to the plan of study,
however, this is an opportunity
to anchor the PE content to
health optimizing purposes.
Re-think content in distinct,
short chunks (e.g. modules)
Learner Context
Medium Technology Low Technology
PathFit Courses are physical PathFit Courses are physical
activity-based and home- activity-based and home-
based consisting of based consisting of exercises,
exercises, sports and dance. sports and dance. Learners
Learners are actively are actively engaged (self-
engaged (self-directed), feel directed), feel responsible for
responsible for their learning their learning (i.e., self-
(i.e., self-regulated) and have regulated) and have significant
significant control over their control over their learning
learning experiences (i.e., experiences (i.e., self-paced).
self-paced).
There’s little need for major
There’s little need for major revision to the plan of study,
revision to the plan of study, however, this is an opportunity
however, this is an to anchor the PE content to
opportunity to anchor the PE health optimizing purposes.
content to health optimizing
Re-think content in distinct,
purposes.
short chunks (e.g. modules)
Re-think content in distinct,
short chunks (e.g. modules)
IV. SUGGESTED CURRICULAR MODIFICATIONS
Parameters High Technology
Recalibration of Path-Fit Courses are standards-
Learning and outcomes-based. It is
Outcomes important to identify and prioritize
key learning outcomes that are
anchored on the standards and
with reference to the curriculum
map (refer to the sample
curriculum map).
Priority shall be on: 1. The
learner’s meaningful participation
(i.e., highly engaged, self-directed,
self-regulated)in physical activities
guided by the FITT principles
(frequency, intensity, time & type);
2. Reducing the risk of sedentary
living (e.g. prolonged sitting); and
3. Achieving and maintaining good
health.
Learner Context
Medium Technology
Path-Fit Courses are standards-
and outcomes-based. It is
important to identify and
prioritize key learning outcomes
that are anchored on the
standards and with reference to
the curriculum map (refer to the
sample curriculum map).
Priority shall be on:
1. The learner’s meaningful
participation (i.e., highly
engaged, self-directed, self-
regulated) in physical activities
guided by the FITT principles (
frequency, intensity, time &
type);
2. Reducing the risk of
sedentary living (e.g. prolonged
sitting); and
3. Achieving and maintaining
good health.
Low Technology
Path-Fit Courses are standards-
and outcomes-based. It is
important to identify and prioritize
key learning outcomes that are
anchored on the standards and
with reference to the curriculum
map (refer to the sample
curriculum map).
Priority shall be on:
1. The learner’s meaningful
participation (i.e., highly
engaged, self-directed, self-
regulated) in physical activities
guided by the FITT principles
(frequency, intensity, time &
type);
2. Reducing the risk of sedentary
living (e.g. prolonged sitting); and
3. Achieving and maintaining
good health.
IV. SUGGESTED CURRICULAR MODIFICATIONS
Parameters High Technology
Revision of Use of digital technology (e.g.
Course learning management systems,
Requirements Google, Microsoft, Zoom/virtual
and sessions, breakout rooms & chat
Assessments channels) and software
applications in assessments.
Self-paced within a reasonable
time frame (i.e., within the term);
self-directed and self-regulated
learning; appropriate (formative
and summative) and authentic
assessments (i.e., real-world
contexts); learning in
groups/teams
Examples: Portfolios, short
videos, Online Quizzes and
Performance tests, Discussion
posts; Zoom meets and breakout
rooms; Journals; Activity logs;
digital trackers/devices; Self-
reports
Learner Context
Medium Technology
Use a combination of online
(e.g. digital technology,
software application) and
offline (e.g. printed modules,
activity sheets) assessments.
Self-paced within a reasonable
time frame (i.e., within the
term); self-directed and self-
regulated learning; appropriate
(formative and summative)
and authentic assessments
(i.e., real-world contexts);
learning in groups/teams
Examples: Portfolios, Videos,
Online Quizzes and
Performance tests, Discussion
posts; Journals; Activity logs;
Self-reports
Low Technology
Use of written records, (logs) in
the documentation of PA
participation; checklists; story-
telling or narratives of course
journey
Self-paced within a reasonable
time frame (i.e., within the term);
self-directed and self-regulated
learning; appropriate (formative
and summative) and authentic
assessments (i.e., real-world
contexts); learning in groups
Examples: Portfolios,
Task/Activity/Worksheets;
Journals and self-reports
IV. SUGGESTED CURRICULAR MODIFICATIONS
Learner Context
Parameters High Technology Medium Technology Low Technology
Mode of Yield more control to Online and periodic or Offline TLAs;
Delivery learner (self-directed, occasional offline TLAs remote/streaming videos
self-paced) and facilitate using LMS, powerpoint (e.g. television); use of
the learning experiences; presentations and printed, learning
Fully online teaching- videos; printed, learning packets; take-home
learning activities (TLAs): packets; take-home assessments
Synchronous and assessments (e.g.
Asynchronous (e.g. exams, projects)
LMS); provide
opportunities for student-
content interaction;
student-student
interaction and student-
teacher interaction.
V. TERTIARY P.E. PROGRAM STANDARDS
In accordance with CMO 39, series of 2021 “PSG for the
Implementation of Tertiary PE (PathFit Courses),” the following are the
outcomes of the tertiary PE program:

1. Active and Healthy Living. This outcome is achieved

through the adaptation of movement competencies to physical
activity pursuits. Movement competency and confidence allows
the learner to engage in a variety of moderate-to-vigorous physical
activities resulting in improvements in one’s fitness levels as well as
optimizing health by way of reducing health risk factors (i.e.,
physical inactivity, sedentary behaviors, stress). As part of healthy
living, food and beverage consumption patterns are periodically
evaluated based on dietary recommendations for the purpose of
building healthy eating habits.
V. TERTIARY P.E. PROGRAM STANDARDS

2. Advocacy and Action. At the individual level, this

outcome is achieved through periodic evaluation of the learner’s
(a) physical activity levels, (b) fitness levels, and (c) dietary/eating
patterns. Such evaluation is aimed at enhancing awareness and
personal responsibility for making healthy choices (i.e., taking
action). At the school and/or community level, the learner is
provided with and/or seeks opportunities for participation in and/or
lead (e.g. organize) physical activity-related events (e.g.
intramurals, PA-based clubs, fitness and wellness activities, etc.).
These opportunities enable them to interact with and positively
influence others (i.e., advocacy).
 V. TERTIARY P.E. PROGRAM STANDARDS
STANDARDS OUTCOMES
Active and Healthy 1. Participate in moderate to vigorous physical activities (MVPAs) in accordance
Living with national and global recommendations on physical activities for health.
2. Adapt movement competencies to independent physical activity pursuits that are
health-enhancing and personally rewarding.
3. Monitor progress and evaluate achievement of personal fitness and dietary goals.
4. Practice empathy, fair play; show respect for differing abilities (i.e., diversity)
through interpersonal communication skills and emotional regulation during PA
participation.
5. For sports, apply basic tactics (e.g. defense, offense, transition) in game
situations.
Advocacy and Action 1. Devise, apply and assess a range of strategies (i.e., exercise program design;
goal-setting; periodic evaluation) to improve one’s physical activity performances
and those of others.
2. Enhance and advocate for one’s personal and others’ fitness, safety and
wellness through physical activity participation and/or leadership.
3. Promote practical and creative interventions that will create community
connection and contribute to the health and wellness of the school community
and its periphery.
 VI. SAMPLE CURRICULUM MAP
Tertiary PE Program Standards and Outcomes
Active and Healthy Living Advocacy and
Courses Promotion
1 2 3 4 5 1 2 3
PE 1 (PATHFit 1) – Movement Competency T T E R R E R T
Training or MCT
PE 2 (PATHFit 2) – Exercise-based Fitness T T E R R E R T
Activities
PE 3 (PATHFit 3) Choice of Dance, Sports, T R E E T E R T
Martial Arts, Group Exercise, Outdoor and
Adventure Activities
PE 4 (PATHFit 4) Choice of Dance, Sports, T R E E T E R T
Martial Arts, Group Exercise, Outdoor and
Adventure Activities

Legend:
E – Enabling – Facilitate the achievement of Terminal outcome.
R – Reinforced – Enhancement of existing competency/contributory to the program outcomes
T – Terminal – The achieved course outcomes.
THANK YOU!